cdsCode|lea|priorityNumber|summary1|summary2|summary3|countyPerformance|additionalInfo|meetingDate|year
01100170000000|Alameda County Office of Education|6|The Alameda County Office of Education Schools administers an annual Local Control and Accountability Plan survey which provides educational partners, inclusive of staff, students, parents, bargaining union members, SELPA plan admin, and the community at large as it is publicly available on our website. In an effort to consolidate the number of surveys throughout the year, the LCAP survey includes questions that allow for input on school safety, connectedness, and the overall school climate for students, staff, and other community partners. The Spring 2026 LCAP survey garnered  47 responses the following is a summary of the responses:  Students 36% (17/47)  Parent/guardians 8.5% (4/47)  Certificated staff 29.7% (14/47) classified staff   23.4% (11/47) Other 2% (1/47)   ACOE's Parent Advisory Committees provide input and feedback on the Student Programs and Services Local Control Accountability Plan (LCAP). The committee is made up of the parents and students who participate in the Court and Community Schools Site Councils Members of the 2026-27 LCAP Parent Advisory Committee (PAC)  3 Parents and 3 students  Notable responses from members on ways to improve parent engagement: -weekend meetings -offer gift cards -calls home to invite parents to events as opposed to Parent Square notifications -offer childcare for in person events|Based on the Spring 2026 LCAP Survey, 89% (42/47) of respondents either strongly agreed or agreed that they feel staff while on our school campuses. The data shows that 6.3% were neutral in this stance and 6.3% either disagreed or strongly disagreed. Other data points to the need to ensure ACOE should focus on safety strategies for staff and students.|ACOE will continue working with the School Safety Manager and site administrators to ensure there are ongoing discussions with staff regarding safety concerns inclusive of training and opportunities for better safety strategies as part of continuous improvement .|Met||2026-06-09|2026
01100170112607|Envision Academy for Arts & Technology|6|Based on students' responses to our school climate survey, students show low concern about online bullying and demonstrate a positive growth mindset, reflecting successes in our student culture and students' well-being. 70% of students feel connected to adults and 73% feel a sense of belonging, representing strengths in our community while also raising a need to improve these even further. School safety practices and academic confidence remain areas for improvement. This suggests a need to address campus safety and belonging through restorative practices, and elevate student voice in shaping school culture.|Our data points to a need to increase a sense of connection and belonging through instruction, cultural events and acknowledgement, consistent policy enforcement, and increased rigor. Additionally, the school is evolving from a place of change to one that is fully transformed. The consistent leadership team has played a pivotal role in this shift, with 100% of teachers reporting their intent to return, reflecting a strong sense of stability and commitment. As a result, the school environment feels joyful and positive.|We will expand the role of the Attendance Task Force to include daily phone calls, accurate attendance reporting, and compliance with SARB (Student Attendance Review Board) procedures. Additionally, we will prioritize more frequent data analysis and reporting by the administrative and instructional teams to track progress and address areas of need promptly. To support student growth in English and Math, we will integrate accountability structures into instructional coaching, ensuring that teachers are effectively supported in improving student outcomes. Lastly, we will incorporate cultural acknowledgment days into the school calendar, aimed at fostering greater student and family engagement and celebrating the diverse backgrounds within the school community.|Met||2026-06-04|2026
01100170114363|American Indian Public Charter School II|6|During the 2025–26 school year, AIMS collected school climate data through multiple measures, including local climate surveys administered to students, families, and staff, attendance data, suspension and discipline data, behavioral referrals, formal complaints, and other indicators aligned with the California School Dashboard and Local Control and Accountability Plan (LCAP). Survey results were reviewed alongside local data to better understand perceptions of school safety, belonging, connectedness, and overall school climate.  The climate survey included questions related to students' sense of physical and emotional safety, relationships with adults, peer interactions, school connectedness, respect, inclusiveness, and access to academic and social-emotional supports. Survey responses were reviewed by school leadership and educational partners and, where available, examined by student groups to identify patterns and areas requiring additional support.  Additional local indicators demonstrated positive school climate outcomes. Suspension rates remained very low, supported by continued implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, and proactive student support systems. Attendance, behavioral data, Student Success Team (SST) referrals, and Multi-Tiered System of Supports (MTSS) data were also analyzed to better understand student engagement and school climate.  Together, these multiple sources of information provided a comprehensive understanding of school climate and informed ongoing improvement efforts focused on creating safe, welcoming, and inclusive learning environments for all students.|Analysis of survey results and other local climate data identified several important strengths. Students generally reported positive relationships with school staff and a strong sense of physical safety at school. The school's continued emphasis on relationship-centered practices, PBIS, restorative approaches, and proactive behavioral supports contributed to a positive learning environment with low suspension rates and increased opportunities for student support before disciplinary action became necessary.  Educational partners also recognized improvements in communication, transparency, and the school's commitment to creating a culture where students are known, supported, and encouraged to succeed. Staff, students, and families consistently emphasized the importance of strong relationships as the foundation for student success.  The analysis also identified areas for continued growth. While students generally reported feeling safe at school, opportunities remain to strengthen students' overall sense of belonging, increase connectedness for historically underserved student groups, and improve attendance and engagement for students experiencing chronic absenteeism. Survey responses and local data also highlighted the need to continue strengthening social-emotional supports, ensuring consistent implementation of PBIS and restorative practices across classrooms, and increasing opportunities for student voice in shaping school culture.  These findings reinforce the importance of maintaining a safe and inclusive school environment while continuing to strengthen relationships, engagement, and equitable access to supports for all students.|Based on the analysis of school climate data and educational partner feedback, AIMS will continue implementing a comprehensive approach to improving school climate through relationship-centered practices, prevention, and continuous improvement. During the 2026–27 school year, the school will strengthen implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, and Multi-Tiered System of Supports (MTSS) to provide consistent behavioral, academic, and social-emotional support across all grade levels.  The school will continue implementing its Safe and Joyful Learning Environments initiative by strengthening Tier 1 behavior supports, providing ongoing professional learning for staff, and improving consistency in classroom expectations and restorative responses. Attendance intervention systems will be enhanced through earlier identification of students experiencing chronic absenteeism, expanded family outreach, and coordinated supports designed to increase student engagement and connectedness.  AIMS will also continue using climate survey results, attendance data, behavioral data, and educational partner feedback as part of its continuous improvement cycle to evaluate the effectiveness of school climate initiatives throughout the year. Student voice will be expanded through student leadership opportunities and regular opportunities for students to provide feedback regarding school culture and belonging.  These actions are aligned with the school's LCAP, California Dashboard priorities, and the Alameda County Office of Education Memorandum of Understanding (MOU). Together, they are intended to strengthen school connectedness, promote equitable learning environments, and ensure that every student experiences AIMS as a safe, welcoming, and supportive school community.|Met|AIMS PROGRESS: Standard Met Seeking Parent Input Evidence: School Site Councils Parent advisory opportunities Safety surveys Complaint resolution systems Community engagement meetings  Promoting Participation: Multilingual communications Family information sessions School events and celebrations Increased transparency through board reporting  Formal complaint monitoring and resolution systems have been strengthened significantly under ACOE MOU Goal 2.|2026-06-12|2026
01100170123968|Community School for Creative Education|6||||Not Met For Two or More Years|||2026
01100170124172|Yu Ming Charter|6|Climate of Support for Academic Learning,  Knowledge and Fairness of Discipline/Rules/Norms,  Safety, Self-Efficacy, Self-Management,  Sense of Belonging (School Connectedness),  Growth Mindset, and Social Awareness    The Spring 2026 CORE Family Survey (941 responses) provides complementary climate data, with school-wide family composites of 97% favorable on Climate of Support for Academic Learning (80th-99th percentile nationally), 93% favorable on Knowledge and Fairness of Discipline, Rules and Norms (40th-59th percentile), 87% favorable on Safety (20th-39th percentile), and 97% favorable on Sense of Belonging (80th-99th percentile).|The Spring 2026 CORE Family Survey points to continued areas of strength in Climate of Support for Academic Learning and Sense of Belonging (both 97% favorable, 80th-99th percentile), with Safety as an area of continued need (87% composite, 20th-39th percentile). Within the Safety composite, family perception of student safety in the neighborhood around the school was the lowest-rated item (77% favorable), compared to 96% favorable for safety on school grounds, suggesting that off-campus safety concerns are the primary driver of the lower Safety composite. Student-specific learnings, including subgroup analysis, will be added when 2025-26 student climate survey results are analyzed.|Yu Ming has identified Middle School SEL as an area of focus. Following a year of needs assessment in a dedicated SEL role, the school is implementing new programs to support Middle School SEL. The school has purchased additional curriculum and provides ongoing professional development for teachers on the topics of SEL and DEI. Family feedback from the Spring 2026 CORE Family Survey — particularly regarding middle school family engagement, requests for stronger family-teacher partnerships, and requests for expanded enrichment offerings will further inform refinements to middle school programming and family engagement practices in the coming school year. Family perception of safety in the neighborhood around school (77% favorable) will also inform ongoing conversations with families and local partners about off-campus safety.|Met||2026-06-11|2026
01100170125567|Urban Montessori Charter|6||||Not Met|||2026
01100170126748|LPS Oakland R & D Campus|6|Every year the school administers a Panorama Survey.  The survey was administered to students in October 2025 and we had 95% completion rate with 135 students responding. The key indicators for the survey are as follows:  *64% of students felt that the school provided resources necessary to achieve  *58% responded favorably to a question related to supports provided in student advisory.  *82% of students responded favorably to a question related to school connectedness.   *72% of students responded favorably to questions related to a positive school climate, with 64% reporting that teachers seem excited to teach their classes.  *43% of students responded favorably to questions related to school engagement, with 37% excited to participate in class.  *55% of students responded favorably to questions related to school learning strategies, with 51% reporting they are confident that they can choose an effective strategy to complete school work.  *58% of students responded favorably to questions about school safety, including 80% of students reporting that students almost never or once in a while get into physical fights at the school.  *58% of students responded favorably to questions about school teacher relationships, with 83% of students reporting that teachers are extremely or very respectful towards them at school.|The analysis of the Panorama Survey reveals multiple areas of strength, particularly in terms of culture, climate, and safety.   While the response rates increased by 9%, a critical area of need continues to be school engagement (currently at 43%).   Looking deeper into this data, we notice some increases as compared to last year; however, students continue to report a lack of excitement in going to classes (38%) and excitement to participate in class (37%).|Based on the actions within our LCAP Goal 3, LPS Oakland R&D will:  *Maintain our efforts to establish a positive school climate. *Strengthen our efforts to engage students in academics so that they feel more excited to participate in class.|Met||2026-06-18|2026
01100170129403|Epic Charter|6||||Not Met For Two or More Years|||2026
01100170130625|Alternatives in Action|6|The school administers a Student Equity Survey and an LCAP Parent Survey each May to gather feedback on school climate and student support. According to 2025-26 results, 92.7% of students and 91% of parents reported that students feel safe on campus. Additionally, 86.8% of students said they have at least one adult they can talk to when facing a problem, and 91% of parents believe their child is well supported at the school. Notably, 91.2% of students also reported having opportunities to take on leadership roles. These results reflect a strong sense of safety, support, and connection within the school community.|Areas of strength based on survey feedback include a positive social environment. Students are appreciative of the activities and opportunities to interact amongst other students, highlighting a strength in student engagement and community building.  Students enjoy the retreat, field trips, college trips and community events. Students, however, shared they would like more activities, games, or events that encourage more student interaction and unity. Students would also like to have a voice in choosing these engagement activities. There were no negative comments or concerns about safety, bullying, or staff interactions. This implies that students generally feel safe and supported at school.|The school will continue to prioritize a positive school climate by strengthening relationships with students through retreats, school-wide community events, PBIS, and Restorative Justice practices. Teachers receive training in strength-based language and youth development to promote positive, respectful communication with students. A coaching model is used to ensure students feel heard, supported, and connected, and the school intentionally works to ensure every student can identify caring adults on campus.  The Restorative Justice Coordinator and staff have positively impacted school safety and culture. While suspensions and expulsions occurred this year, each was followed by a reintegration process that includes counseling and support services, helping to reduce repeated incidents and support a safe learning environment. The school also tracks behavioral patterns to identify when and where incidents occur in order to provide targeted interventions. To further support student engagement and reduce behavioral challenges, the school is enhancing Tier 1 classroom strategies by incorporating more hands-on projects, guest speakers, off-campus trips, and shared learning experiences that promote community and connection.|Met||2026-06-25|2026
01100170131581|Oakland Unity Middle|6|The implementation of our comprehensive school culture and climate actions has been largely successful, as evidenced by the substantial improvements across all measured metrics, with particularly notable achievements including a 55% reduction in suspension rates (from 1.67% to 0.75%), a 23% increase in staff agreement on positive school culture (from 77% to 100%), and meaningful gains in student emotional safety perceptions and extracurricular participation. Our SEL program integration and mental health services expansion have been implemented as planned, with strong teacher buy-in facilitated by targeted professional development that contributed to the unanimous staff agreement on our positive culture. Family and community engagement initiatives have shown steady progress, though building sustainable participation remains an ongoing focus area. Our proactive approach to creating safe learning environments through comprehensive anti-bullying measures and our systematic celebration of diversity have exceeded expectations, creating a campus culture where students demonstrate increased willingness to engage in both academic and social-emotional growth opportunities, as reflected in the improved participation rates and the remarkable 99% student retention rate maintained across both years.|Our strengths include: Comprehensive Social-Emotional Learning (SEL) Programs: The integration of SEL curricula and associated professional development has been highly effective, directly contributing to the 6-percentage-point increase in students feeling emotionally safe and supported (from 90% to 96%) and helping achieve 100% staff agreement on positive school culture through enhanced teacher capacity and buy-in. Mental Health and Wellness Services: The expansion of counseling, therapy, and support services has proven effective in supporting student well-being, as evidenced by improved emotional safety perceptions and the maintained 99% student retention rate, indicating students feel adequately supported during challenging times. Family and Community Engagement: Strengthened partnerships and collaborative opportunities have contributed to the strong sense of belonging reflected in our exceptional 99% student retention rate, though building sustained participation remains an ongoing area for continued focus and development. Safe and Supportive Learning Environments: Our proactive prevention efforts and responsive interventions have been exceptionally effective, resulting in a dramatic 55% reduction in suspension rates (from 1.67% to 0.75%) and demonstrating improved conflict resolution and positive behavior support systems. Celebrate Diversity and Achievement: Recognition events and activities highlighting student accomplishments have effectively fostered inclusivity and belonging, contributing to increased student engagement as shown by the 7-percentage-point increase in extracurricular participation (from 30% to 37%). Reduction of Class Sizes: While maintaining staffing levels below district averages has presented implementation challenges, particularly in specialized subjects, this action has enhanced individualized attention and student-teacher relationships, contributing to the remarkable 23-percentage-point increase in staff agreement on positive school culture and supporting overall student success outcomes.|SEL Program Enhancement: Building on the 6-percentage-point increase in emotional safety, the LEA will expand SEL integration across all subject areas and implement tiered intervention protocols to maintain momentum. Family Engagement Sustainability: To address ongoing participation challenges while maintaining strong retention, the LEA will revise engagement policies to include multiple communication modalities, flexible meeting schedules, and culturally responsive outreach strategies. Implementation of family liaison positions to strengthen community connections. Extracurricular Access Expansion: To build upon the 7-percentage-point participation increase, the LEA will revise scheduling policies to eliminate barriers and create transportation solutions. Implementation of interest-based clubs and academic support programs during extended hours.|Met||2026-06-10|2026
01100170136101|Connecting Waters Charter - East Bay|6|Analysis of school climate data has informed several decisions and actions that Connecting Waters is implementing for continuous improvement in the areas of: tiered academic support, school safety and climate procedures, and English Learner support.|Tiered Academic Support: Declining graduation rates and persistent achievement gaps among Hispanic or Latino students, English Learners, and Socioeconomically Disadvantaged students have reinforced the need for stronger intervention structures.   School Safety and Climate Procedures: The Comprehensive School Safety Plan is reviewed and updated annually with input from students, families, law enforcement, and fire safety officials. This stakeholder-inclusive process ensures the plan reflects current community needs.  English Learner Support: Given elevated chronic absenteeism and lower academic performance among English Learners, the school has reinforced specialized English Language Development (ELD) instruction designed to build proficiency while maintaining access to grade-level content.|Tiered Academic Support:  The school has implemented a data-informed tiered support system using iReady diagnostic data to place students into appropriate instructional tiers. Professional development for staff has been expanded to include iReady growth data analysis and differentiated instruction strategies, ensuring educators are equipped to respond to identified needs consistently across all caseloads.  School Safety and Climate Procedures:  Staff training has been expanded to include Naloxone overdose prevention, epinephrine auto-injector use, and Suicide Prevention, in addition to annual CPR and First Aid certification. A 20-member safety team meets monthly under the direction of the Deputy Executive Director to ensure continuous monitoring and response.  English Learner Support: Outreach efforts targeting EL families are being strengthened through Educational Specialist  communication and Parent Support Department resources to reduce barriers to consistent participation.   These actions reflect our commitment to using data meaningfully, translating climate and outcome indicators into concrete, equitable improvements for all student groups.|Met||2026-06-22|2026
01100170136226|Opportunity Academy|6|Opportunity Academy administered its annual Culture and Climate survey. The following is the information from the survey:  Basic Information Total Responses: 68 Survey Questions: 40 questions  Respondent by grade level and ethnicity: 10.3% Tenth Grade 36.8% Eleventh Grade 35.3% Twelfth Grade 17.6% Not sure of grade level  51.5% Hispanic (non-white) 27.9 % Black/African American 5.9% Asian 2.9% American Indigenous 1.5% Native Hawaiian/Pacific Islander 8.8% Other 1.5% Declined to state *Data responses can be disaggregated by the site the student attended, not by race or ethnicity. Key Survey Topics: Culturally relevant instructional materials Respect Accessibility to staff School communication with families Student Voice Neighborhood safety  Belonging   Highlights from initial responses:  Teachers' use of culturally relevant instructional materials 30/68 Agreed 29/68 Strongly agreed  Students feel respected by school staff 48/68 Strongly agreed. 17/68 Agreed  Staff have high academic expectations for the students 43/68 Strongly agreed 22/68 agreed  Good communication between the school and students/families: 35/68 Strongly agreed 22/68 Agreed 9/68 Declined to state  Teachers understand students' IEP accommodations 4/68 Strongly Agree 26/68 Agree 2/68 Disagree 17/68 Strongly Disagree *This was a new data point on the school climate survey. It will be important that AOA administrators share the data with the Special Education department and create a plan of action that includes professional development for AOA staff.  Student voice used to help with important school decisions 32/68 Agreed 22/68 Strongly agreed 11/68 Declined to state  Student sense of belonging: 32/68 Agree 31/68 Strongly agree  There are opportunities for students to participate in school events  23/68 Agreed 18/68 Strongly agreed 10/68 Disagreed  Students feel safe at school 39/68 Strongly agree 26/68 Agree|Analysis of Educational Partner Feedback and Local Data:   Opportunity Academy (AOA) conducted its 2025-2026 School Culture and Climate Survey to engage educational partners in assessing the school’s strengths and areas for improvement. Survey responses were collected from students, school staff, and partnering organizations. The analysis of survey results, combined with local attendance and engagement data, highlights both significant areas of strength and areas requiring targeted improvement.  Areas of Strength 1. Respectful and Inclusive School Climate Survey results demonstrate that a large majority of respondents agree that adults at AOA treat all students respectfully. The school's emphasis on fostering a safe, respectful environment is a critical foundation for building positive student-teacher relationships and supporting student success.  2. Cultural Responsiveness Respondents reported that instructional materials reflect the diverse cultural backgrounds of AOA students. This alignment with the state priority on access to standards-aligned, culturally relevant curriculum reflects a commitment to inclusivity and supports a sense of belonging for all students.  3. Opportunities for Student Engagement While the majority of the respondents said they have ample opportunities to participate in school activities, it is important to note that 10 out of the 68 respondents disagreed. It will be necessary for the school administration to review the data in relationship to the question and determine the need for additional ways to better communicate with the students at all sites.   4. Students' sense of belonging  This is a critical area for the school. All staff must be approachable and help the students and their families feel welcome at all of AOA's sites.   Areas for Growth The biggest growth area that the survey pointed out is the need for the school to evaluate how it makes sure that IEP accommodations are administered as required by education code. Fifteen out of 68 respondents who receive special education services stated that their accommodations are not made available when they need them. This begs the following questions: 1. How will the school work with the special education department to better prepare AOA's general education teachers to understand their students' IEP accommodations? and 2. How will the school support student voice to speak up about their education and what accommodations they need and when?|The school will not be changing any existing plans, policies, or procedures. The LCAP addresses special education services. It will be necessary for the school to work closely with the special education department to further address the students' needs when the team meets monthly.|Met||2026-06-09|2026
01100170137448|Aurum Preparatory Academy|6||||Not Met|||2026
01100170138867|Hayward Collegiate Charter|6|Hayward Collegiate collects local climate data through surveys, family feedback, and other stakeholder engagement efforts designed to measure perceptions of school safety, connectedness, and overall school climate. The school reviews communication effectiveness and educational partner feedback to identify strengths and areas for growth. Local data collected through surveys and ongoing stakeholder engagement processes are used to inform school climate initiatives and continuous improvement planning. The school continues to evaluate communication methods, including voice messages, personal phone calls, and digital communications, to ensure families receive timely and accessible information.|Analysis of local climate data and stakeholder feedback indicates that strong communication and regular engagement opportunities continue to be important factors in supporting a positive school climate. Feedback from families and staff highlights the value of consistent communication, opportunities for connection with school leadership, and family engagement activities. The school recognizes the importance of maintaining multiple methods of communication to meet the diverse needs of families and strengthen relationships between home and school. These findings support ongoing efforts to promote school connectedness, family involvement, and a welcoming educational environment.|Based on local climate data and stakeholder feedback, Hayward Collegiate will continue implementing strategies that strengthen communication and family engagement. The school will maintain monthly meetings with teachers and families, including Coffee with the Principal events, and continue providing professional development focused on parent and family engagement. The school will also continue evaluating communication practices to determine when personalized outreach, voice messages, phone calls, and digital communications are most effective in supporting family engagement and school connectedness. These actions will help strengthen relationships among students, families, and staff and support continuous improvement of school climate.|Met|Hayward Collegiate remains committed to maintaining a safe, welcoming, and inclusive school environment where students feel connected and supported. School climate data, stakeholder feedback, family engagement activities, and ongoing communication efforts are regularly reviewed to inform decision-making and continuous improvement. Through collaboration among students, families, staff, and community partners, the school continues to strengthen positive school culture, promote student well-being, and support equitable access to learning opportunities for all students.|2026-06-15|2026
01100176001788|Cox Academy|6|To better understand the needs of students, parents, and staff, Cox administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Cox has been using it for multiple years. On a 5-point scale, Cox families rated 4.20 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Cox families rated 4.31 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Cox will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2026-06-09|2026
01100176002000|Lazear Charter Academy|6|To better understand the needs of students, parents, and staff, Lazear administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Lazear has been using it for multiple years. On a 5-point scale, Lazear families rated 4.43 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Lazear families rated 4.51 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Lazear will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2026-06-09|2026
01316090000000|California School for the Blind (State Special Schl)|6||||Not Met|||2026
01316170000000|California School for the Deaf-Fremont (State Special Schl)|6||||Not Met|||2026
01611190000000|Alameda Unified|6|Survey Administered: California Healthy Kids Survey (CHKS)  Target Metric: Percentage of students answering “Yes, most of the time” and “Yes, all of the time” when asked “Do you feel safe at school?” (Elementary) or “very safe” or “safe” when asked “How safe do you feel when you are at school?” (Secondary). The 2025–26 CHKS data for student perceptions of school safety across surveyed grade levels and disaggregated student groups is detailed below: Overall Perceptions by Grade Level Grade 5: 88% of students reported feeling safe at school most or all of the time. Grade 7: 76% of students reported feeling safe or very safe. Grade 9: 84% of students reported feeling safe or very safe. Grade 11: 80% of students reported feeling safe or very safe Here is a summary of responses disaggregated by Student Grade/Race/Ethnicity for these questions:  Student Group / Race & Ethnicity 25-26 LCAP   Percentage of students answering “Yes, most of the time” and “Yes, all of the time” when asked “Do you feel safe at school?” (Elementary) or “very safe” or “safe” when asked “How safe do you feel when you are at school?” (Secondary).  Student Group / Race & Ethnicity Grade 5 Grade 7 Grade 9 Grade 11 Asian / Asian American 92% 78% 86% 78% Black / African American 70% 57% 79% 63% Hispanic or Latino/a 86% 71% 79% 74% White 93% 76% 86% 87% Mixed (Two or more races) 88% 84% 82% 82% Something Else 88% 81% 72% 70% American Indian or Alaska Native N/A* N/A* N/A* N/A* Native Hawaiian or Pacific Islander N/A* N/A* N/A* N/A*|"Analysis of the 2025–26 California Healthy Kids Survey (CHKS) data reveals key insights into how students across different grade levels and demographic student groups perceive school safety. This evaluation highlights both notable systemic strengths and critical areas of need that require targeted intervention.   Areas of Strength  High Core Perceptions in Elementary and Early High School: Student perceptions of safety are strongest in Grade 5, where 88% of students report feeling safe at school most or all of the time. This positive trend carries over into Grade 9, with 84% of students expressing that they feel safe or very safe. Positive Trends Among Specific Demographics: Across multiple grade levels, White (76%–93%), Asian/Asian American (78%–92%), and Multi-Race (82%–88%) student groups consistently report high baselines of feeling safe or very safe on campus. Resilience in Upper Secondary: Grade 9 and Grade 11 groups generally display stabilized numbers (84% and 80% respectively) compared to transitional middle school milestones, indicating a rebounding sense of security as students acclimate to high school environments.  Areas of Need The Middle School Transition Dip: Grade 7 represents a significant systemic drop, with only 76% of all surveyed students reporting that they feel safe or very safe. This transitional period stands out as a clear vulnerability across almost all demographics, particularly among Hispanic or Latino/a students (dropping to 71%) and Black or African American students (dropping to 57%). Disproportionate Safety Gaps for Black / African American Students: The data highlights a stark and unacceptable disparity in how Black or African American students experience campus safety. In Grade 7, only 57% report feeling safe—representing a 19% gap behind the grade-level average. While this metric improves in Grade 9 (79%), it drops again in Grade 11 to 63%, trailing 17% behind their peers. Marginalization in Secondary Transitional Spaces: Students identifying as ""Something Else"" show a distinct downward trajectory as they get older, dropping from an 88% safety perception in Grade 5 down to 72% in Grade 9, and hitting a low of 70% by Grade 11. Data Gaps: Small sample sizes restricted data visibility for American Indian, Alaska Native, Native Hawaiian, and Pacific Islander cohorts, meaning alternative qualitative measures must be leveraged to understand the needs of these specific communities."|"In response to this data, AUSD continues to align and expand support for students through the following actions:   Ongoing support for site Culture & Climate and COST teams: The Student Services team will continue to  reinforce the need for culturally inclusive school communities, which can be created by full implementation of Tier 1 Restorative Practices TK-12, baseline small group social-emotional offerings using research-based curriculum with ongoing progress monitoring by COST teams, the continuing collection and reflection of Wellness survey data, and clear partnership with our families.   Strategic Site-Based Tier 1 and 2 Support: We are revising our district-level Student Services Support team menu (WRaP) to include more Tier 2 support groups for BIPOC and multilingual students, particularly at our middle schools. We are also adding Tier 1 classroom lessons on “Navigating Middle School” for grades 6-8 and “Belonging & Identity” for all TK-8 students. Pre and post assessment data on feelings of belonging and safety will be gathered as part of the progress mentoring and continuous improvement cycle for these strategic, site-based supports.     Culturally & Linguistically Responsive Support & Focal Scholar Policy Implementation: In response to the significant safety gaps identified among Black / African American students and students identifying as ""Something Else,"" the LEA will collaborate with site teams to further develop and improve upon our district-wide focal scholar approach. Additionally, we will continue to support the implementation of Culturally & Linguistically Teaching Practices in grades TK-5. This will be our third year of implementing CLRTP at all 9 of our elementary campuses and we look to expand these practices to 6-8 in the coming years. Grades 9-12 are in the 4th year of a district-wide rollout of equitable grading practices (Assessing Students Accurately).  Staff Professional Development: We continue to offer implicit bias and culturally responsive school climate training for all certificated and classified staff, focusing on microaggressions and inclusive classroom management. Additionally, the Student Services (WRaP) team continues to provide training to all site teams on Restorative and Trauma Informed Practices."|Met||2026-06-23|2026
01611190119222|Nea Community Learning Center|6|Nea surveys learners grades 3rd and up three times per year. These surveys are based on the Healthy Kids Survey and are continuously revised by the admin team and the Nea staff. The brief  learner survey focuses on a variety of items that impact their experience at the school from the content to their relationships with one another and staff.  The admin team reviews the survey annually and make changes so that we get the most informative and accurate responses. Questions have remained similar over the past 3 years so that we have an understanding of growht over time. Surveys were created to emphasize equity and to provide feedback to staff about their learner's experience on campus. During the 2025/2026 School Year, 98.1% of 3rd -8th graders graders feel heard and respected by teachers. This is 25% higher than the previous school year. 91.1% of 3rd -8th graders believe that their culture, race, gender identity & religion are accepted at Nea which is a 1% increase from the year prior. 96.5% of 3rd -8th graders graders feel safe at school, a 16% increase from the 24/25 school year. 98% 3rd-8th graders have at least one adult that they trust on campus which is a 10% increase from the year before.|Survey results showed that the school received very high marks on portions including communication, safety, and relationship with adults on campus. Nea’s school culture has supported learners to feel increasingly supported and safe while on campus. Learners have overwhelmingly felt accepted at Nea. Some of the highest marks on the survey were in the area of feeling accepted for who they are. We will continue to have staff participate in consistent professional development around believing and valuing learner experiences while also holding them to high behavioral and academic expectations.|Nea will continue to survey learners 3x a year. We will also continue do more intentional professional development around supporting learners to feel both supported and held accountable. The implementation of consistent rules, best practices and mindfulness will move us closer to maintaining and growing in our socio-emotional areas.|Met||2026-06-11|2026
01611190122085|The Academy of Alameda|6|During the 2025-26 school year, The Academy of Alameda utilized the Panorama Surveys to gather feedback from students and families regarding school climate, safety, belonging and school-family relationships. Panorama Surveys are recognized by the California Department of Education (CDE) as a high-quality tool for collecting school climate data.  Student surveys were administered to students in grades 3-8  and focused on school climate, social emotional supports, safety and belonging. Family surveys assessed family-school relationships, school climate, communication and overall school fit.   Survey results demonstrated generally positive perceptions of school climate and safety. Among students, 78% responded favorably to questions regarding school safety, 71% responded favorably to questions related to school climate, and 74% responded favorably regarding their sense of belonging. Family survey results were also positive, with 94% responding favorably to school safety, 94% to school climate, and 82% to school fit. In addition to survey data, the school reviewed attendance, chronic absenteeism, suspension, and school engagement data as part of its ongoing evaluation of school climate and student connectedness.|Survey results indicate that the school continues to provide a safe, supportive and welcoming environment for students and families. The school was also rated highly in academic rigor, sense of belonging, and teacher-student relationships. The school will continue to foster a positive school environment to increase engagement amongst students. Overall, family survey results maintained progress on school climate, school fit and school safety. AOA will continue to evaluate feedback from families in ways to engage both students and families with school connectedness.|Strategic next steps for the school will focus on strengthening the school-home connection by encouraging and supporting students in sharing their learning experiences with their families. Additionally, the school will continue exploring meaningful ways for parents to engage and participate that do not always require being physically present on campus, ensuring more inclusive and flexible opportunities for involvement.|Met||2026-06-11|2026
01611190130609|Alameda Community Learning Center|6|ACLC surveys go to all grade levels three times per year. These surveys are based on the Healthy Kids Survey and are continuously revised by the admin team and the ACLC staff. The learner survey focuses on a variety of items that impact their experience at the school from the content to their relationships with one another and staff.  The admin team reviews the survey annually and make changed so that we get the most informative and accurate responses. Surveys were created to emphasize equity and to provide feedback to staff about their learner's experience on campus.|Survey results showed that the school received very high marks on portions including communication, safety, and relationship with adults on campus. ACLC’s school culture has been consistently accepting. Learners have overwhelmingly felt accepted at ACLC. Some of the highest marks on the survey were in the area of feeling accepted for who they are. The survey results did show that for some, there are times learners do not feel that their opinions are accepted or heard by staff. ACLC will collect more qualitative and narrative data around to better understand what will support growth in this area. Staff will also participate in consistent professional development around believing and valuing learner experiences.|ACLC will continue to survey students 3x a year. We will also continue do more intentional professional development around supporting learners to feel both supported and held accountable. In addition, we will continue to implement strategies for additional parent survey feedback.|Met||2026-06-11|2026
01611270000000|Albany City Unified|6|The California Healthy Kids Survey was last administered in late Winter of the 2025-2026 school year to students in grades 5, 7, 9, and 11. Survey items included student perception of connectedness and safety at school. The numbers in parenthesis after the student group represent the number of students responding. The numbers in parenthesis after the percentages represent the change in percentage points from the 2024-245 to 2025-26 school years. Data is suppressed if less than 10 respondents.  School Connectedness - average percent of respondents reporting “Yes, most of the time” or “Yes, all of the time” across survey questions that comprise the scale.  Elementary - All students Grade 5 (260): 79%, increased 6 percentage points from 2024-25 Asian (109): 78% (+1) Black/African American (10): Too few students to report Hispanic/Latino (42): 81% (+26) White (44): 84% (+10) 2 or More Races (29): 74% (+1)  Middle school - All students grade 7 (333): 67%, increased 4 percentage point from 2024-25 Asian (113): 65% (+1) Black/African American (17): 62% (+9) Hispanic/Latino (60): 71% (+14)) White (63): 69% (-2) 2 or More Races (57): 69% (+10) English Learner (27): 52 (-21) Students with disabilities (13): 66% (+18)  High school - All students Grades 9 & 11 (488): 71%, increased 6 percentage points from 2024-25 Asian (166): 71% (+9) Black/African American: Too few students to report Hispanic/Latino (98): 68% (+7) White (117): 72% (+2) 2 or More Races (83): 72% (+1) English Learner (20): 64% (Too few students in 2024-25) Students with disabilities (63): 64% (+12) ------------------------------------------------------------------------------------------------------- Feeling safe at school - percent of respondents reporting “Yes, most of the time” or “Yes, all of the time”  Elementary Schools - All students (260): 93%, increased 11 percentage points from 2024-25 Asian (109): 91% (+12) Black/African American: Too few students to report  Hispanic/Latino (42): 89% (+20) White (44): 98% (+14) 2 or More Races (29): 96% (+15)  Middle School - All students (333): 70%, increased 4 percentage points from 2024-25 Asian (113): 69% (+3) Black/African American: Too few students to report >10 Hispanic/Latino (60): 68% (+5) White (63): 72% (+4) 2 or More Races (57): 73% (+3) English Learner (27): 54% (-15) Students with disabilities: 79% (Too few students to report in 2024-25)  High School - All students (Grades 9 & 11: 537): 82%, increased 5 percentage points from 2024-25 Asian (166): 82% (+1) Black/African American: Too few students to report >10 Hispanic/Latino (98): 83% (+2) White (117): 84% (-2) 2 or More Races (83): 84% (+4) English Learner (20): 60% (Too few students to report in 2024-25) Students with disabilities (21): 67% (+4)|Areas of Strength The district’s overarching area of strength is an increasing sense of physical and emotional safety, particularly at the elementary level, which jumped 11 points to an impressive 93% overall. This culture of safety is being driven by historically marginalized groups, with elementary Hispanic/Latino students reporting a 20 percentage point increase. Simultaneously, there is a powerful upward trend in School Connectedness for specific populations: Hispanic/Latino students saw a stunning 26-point surge in elementary school and a 14-point jump in middle school. Students with disabilities also reported a strong rebound in belonging, gaining 18 points in middle school and 12 points in high school.  Identified Needs While safety and belonging are trending upward overall, the middle school data points to a distinct drop-off compared to the elementary and high school baselines. Middle school reported the lowest overall averages for both connectedness (67%) and safety (70%). Within this grade span, English Learners (ELs) face the most significant headwinds, experiencing a 21 percentage point decline in school connectedness and a 15 percentage point drop in safety sentiment. This indicates a clear need for targeted outreach and tailored social-emotional support for the middle school EL population. Lastly, low sample sizes frequently left Black/African American student data unrecorded, highlighting a gap in data visibility that could be supplemented with qualitative feedback to ensure their needs are accurately addressed.|Strengthening Middle School Connection and Support To address the dip in middle school safety and connectedness, the district will retain academic, social-emotional, and at-risk counselors for grades 6–12, alongside a dedicated Safe and Inclusive Coordinator tasked specifically with supporting middle school students' well-being. Additionally, the district will strengthen a elementary-to-middle school transition program to ease student anxieties before the school year begins.  Expanding Mental Health Infrastructure and Family Engagement Recognizing the multi-faceted needs of the secondary student body, the district is retaining its core mental health personnel, including clinicians to provide secondary mental health services and interns to deliver individual and group counseling. To bridge the gap between home and school, the district provides targeted professional learning and specialized instructional materials centered on strategies that actively engage both students and families in addressing social-emotional health and academic needs.|Met||2026-06-18|2026
01611430000000|Berkeley Unified|6|California Healthy Kids Survey - 2026 We are focusing on a set of questions from the CHKS survey including School Engagements and Supports, School Safety and Cyberbullying, and Social Emotional Health. Overall, students reported feeling greater rates of connectedness in 2026 compared to 2025 with the largest increase in 11th grade. In contrast, fewer students agreed with the caring adults items compared to last year. Students were less likely to report high expectations across all grade levels. Overall students report feeling safer at school. Cyberbullying was down significantly in Grades 5 and 7 with declines in harassment at all grade levels compared to last year. Only 7th graders reported feeling more optimistic this year compared to last year. Optimism is considered a future-oriented construct and students who are optimistic tend to be more proactive, more goal oriented, and more resilient in the face of adversity. BUSD students showed similar levels of social emotional distress compared to last year. Keep in mind when comparing the results from 2026 to the prior year that each year represents a different set of students Engagement and Supports School Connectedness (5 items; Average percent of respondents reporting 'Agree' or 'Strongly Agree') 5th grade - 82%  (vs. 84% in 2025) 7th grade - 69% (vs. 67% in 2025) 9th grade - 72% (vs. 68% in 2025) 11th grade - 70% (vs. 61% in 2025) Caring Adult (3 items; Average percent of respondents reporting 'Very Much True' or 'Pretty Much True”') 5th grade - 82% (vs. 84% in 2025) 7th grade - 67% (vs. 71% in 2025) 9th grade - 68% (vs. 70% in 2025) 11th grade - 69% (vs. 67% in 2025) High Expectations (3 items; Average percent of respondents reporting 'Yes, Most of the Time’' or 'Yes, All of the Time’ in Grade 5 and 'Very Much True' or 'Pretty Much True' in Grades 7, 9, & 11)) 5th grade - 90% (vs. 92% in 2025) 7th grade - 79% (vs. 83% in 2025) 9th grade - 79% (vs. 80% in 2025) 11th grade - 75% (vs. 75% in 2025) School Safety and Cyberbullying Perceived Safety at School (2 items; Average percent of respondents reporting 'Very Safe' or 'Safe') 5th grade - 89% (vs. 90% in 2025) 7th grade - 73% (vs. 68% in 2025) 9th grade - 74% (vs. 66% in 2025) 11th grade - 74% (vs. 63% in 2025) School Safety: Harassment on School Property (1 item; Percent of students experiencing any harassment in the past 12 months) 7th grade - 42% (vs. 45% in 2025) 9th grade - 30% (vs. 32% in 2025) 11th grade - 26% (vs. 28% in 2025) School Safety: Cyberbullying (1 item; Percent of students experiencing any bullying in the past 12 months) 5th grade - 12% (vs. 19% in 2025) 7th grade - 24% (vs. 28% in 2025) 9th grade - 18% (vs. 17% in 2025) 11th grade - 17% (vs. 18% in 2025) Social Emotional Health Optimism (3 items; Average percent of respondents reporting 'Very Much True' or 'Pretty Much True') 7th grade - 57% (vs. 60% in 2025) 9th grade - 57% (vs. 55% in 2025) 11th grade - 49% (vs. 49% in 2025)|Engagements and Supports School Connectedness has risen across all surveyed grade levels (5, 7, 9, & 11) each year post-COVID (2022–2026) with the largest increases occurring in Grades 9 and 11 where the percentage of students responding to the items with “Agree” or “Strongly Agree” increased from 60% to 72% and 55% to 70%, respectively.  Caring Adults has risen across all surveyed grade levels. Grade 7 showed the largest increase from 62% in 2022 to 77% in 2026. Only Grade 5 showed a decline from 84.1% to 82.0% from 2025 to 2026. However, the percent of Grade 5 students responding “Agree” or “Strongly Agree” was still higher than any of the other grade levels.  High Expectations rose slightly across all surveyed grade levels over the past 4 years. No discernible patterns around differences among ethnic-racial groups in 2026 with Asian students responding with either “Very Much True” or “Pretty Much True” at the highest rate in Grade 5 at 94% , Black students in Grade 7 (88%), White and Mixed Race students in Grade 9 (81%), and Latino/a students in Grade 11 (79%).  School Safety and Cyberbullying Perceived Safety at School has increased dramatically over the past 4 years in Grades 7, 9, and 11.. The percentage of students describing their school as “Safe” or “Very Safe” has increased 12 points in Grade 7 (61% to 73%), 20 points in Grade 9 (54% to 74%), and 25 points in Grade 11 (49% to 74%). In 2026, across all grade levels, males reported feeling safer than females. In Grades 5 and 11, Black students reported the lowest feelings of safety at 71% and 59%, respectively. Students with IEPs reported much lower levels of school safety in Grades 9 and 11 at 62% and 64%, respectively. There was no difference in Grade 7 and Grade 5 does not report by special education status. School Safety: Harassment on School Property is most frequently reported by students in Grade 7 and least frequently in Grade 11. There has been a slight uptick over the past four years in Grade 7 with 42% of students reporting being harassed in 2026 compared to 40% in 2022. Students in Grade 9 showed a 5 point decline (35% to 30%) and Grade 11 a 2 point increase from 24% to 26%. In 2026, gender patterns varied by grade level with males reporting higher rates in Grade 7 and females in Grades 9 and 11. No consistent patterns were seen by race/ethnicity. Students with IEPs reported much higher rates of harassment across all three grade levels. IEP status is not recorded in the Grade 5 survey. Rates of School Safety: Cyberbullying has declined slightly over the past four years with the exception of Grade 11 where it has increased from 15% to 17%. Across all grade levels, in 2026 females were more likely to report an incident of cyberbullying during the prior 12 months compared to males. The same was true for Latino/a students. Students with IEPs were also more likely to report experiencing cyberbullying.|Welcoming Schools Liaisons at each TK-8 school site.  Training provided to liaisons and district librarians.    District wide Chronic Absenteeism program implemented at all BUSD schools.  Schools also  participated in the annual September Awareness Month, 100th Day of the School Year celebrations, and the March Madness Attendance Challenge.  The district increased its communication with families of students who are chronically absent from school, or are at-risk of becoming chronically absent.  Through the first semester of the 2025-26 school year, 6,685 BUSD families received personalized letters or text messages.  Additionally, the district sent out 13,824 mail messages and 27,508 text messages.  For MKV students, additional support by the McKinney Vento counselor  included assistance with transportation, school supplies, food vouchers, hygiene and dental kits, and increased communication.  The district engaged with the City of Berkeley on a mental health grant that included a needs assessment and the development of a strategic plan.  There are some components of this work that we have continued this year, including partnerships with community agencies for mental health counselors to increase access for students at elementary schools and middle schools, and BTA.|Met||2026-06-17|2026
01611500000000|Castro Valley Unified|6|CVUSD collects climate data on an ongoing basis with the growing use of our Kelvin pulse surveying tool that works in tandem with other tools such as the bi-annual California Healthy Kids Survey. The results of our climate surveying data this year indicate that we have ongoing opportunities to address student social-emotional well-being based on interpersonal conflict and the impact of social media. We also continue to monitor discriminatory language and behavior that some number of our students, and specifically our Black or African American students, experience in our schools.|In response to these needs, CVUSD continues its model for elementary counselors and a focus on wellness in those grade ranges. At the middle school level, CVUSD has strengthened its wellness services for students by increasing the number of providers. We feel confident that, as a result of these efforts, CVUSD schools continue to see increased access by students to counseling services along with decreased exclusionary discipline. CVUSD will continue standard use of our anti-hate speech compact that all students sign on the first day of school as a commitment to refrain from using any discriminatory language. We continue to provide additional programming to our Black or African American students at the secondary level to improve connectedness, health, wellness, and more safe and humanizing spaces.|CVUSD is focused on providing certificated staff a comprehensive series of training and support on the implementation of culturally and linguistically responsive teaching and learning methodology in classes. We are excited to be supporting the integrity of these practices with an equity walk-through tool to gather data for continuous improvement. Leadership staff also continue to participate in ongoing equity-based training to ensure that we have the skills necessary to identify and disrupt barriers to access for students and families.|Met||2026-06-24|2026
01611680000000|Emery Unified|6|Local climate survey results indicate that students generally experience positive relationships with adults and high academic expectations, while also identifying areas for improvement related to school connectedness, fairness, socialemotional supports, and school safety. Elementary students reported higher levels of school connectedness (73%) compared to middle and high school students (53%). Elementary students also reported stronger perceptions of rule clarity (71%), access to socialemotional learning supports (79%), and feelings of school safety (83%). In addition, a smaller percentage of elementary students reported chronic sadness or helpless feelings (14%). Middle and high school students reported positive perceptions of caring adults (70%) and high expectations from adults at school (77%), indicating that many students believe adults support their success and maintain high standards for learning. However, survey results suggest that secondary students experience lower levels of school connectedness, rule clarity, social-emotional learning supports, and school safety than elementary students. Only 47% of middle and high school students reported feeling safe at school, and 33% reported experiencing chronic sadness or helpless feelings. Across grade spans, perceptions of fairness were identified as an area of concern, with only 23% of middle and high school students and 24% of elementary students reporting positive perceptions of fairness. These results suggest a need to continue strengthening school climate practices that promote trust, consistency, belonging, and equitable treatment for all students. Overall, the survey data indicate that students generally experience supportive relationships with adults and clear academic expectations, while also highlighting opportunities to strengthen school connectedness, student well-being, perceptions of fairness, and feelings of safety. EUSD will continue to use climate survey results, educational partner feedback, and other local data to inform efforts that promote positive school environments and improve outcomes for all students.|Analysis of the CA Healthy Kids Survey (CHKS) data identified several strengths as well as areas of need across grade spans. A significant strength is that students generally perceive adults as supportive and maintain positive views regarding academic expectations. Seventy percent of middle and high school students and 55% of elementary students reported positive perceptions of caring adults, while 77% of secondary students and 80% of elementary students reported that adults at school hold high expectations for their success. These results suggest that many students experience positive relationships with staff and believe that educators support their academic growth. The data also indicate notable differences between elementary and secondary student experiences. Elementary students reported higher levels of school connectedness (73%), rule clarity (71%), social-emotional learning supports (79%), and school safety (83%) compared to middle and high school students. These findings suggest that younger students generally experience a stronger sense of belonging, clearer behavioral expectations, and greater access to supports that contribute to positive school experiences. Several areas of need were identified through the analysis. School connectedness was substantially lower among middle and high school students (53%), indicating that many secondary students may not feel as connected to their schools as elementary students. Similarly, only 47% of middle and high school students reported feeling safe at school, compared to 83% of elementary students. Secondary students also reported higher rates of chronic sadness and helpless feelings (33%) than elementary students (14%), highlighting the need for continued attention to student wellness, mental health supports, and positive school climate initiatives. Perceptions of fairness emerged as an area for improvement across all grade spans, with only 23% of middle and high school students and 24% of elementary students reporting positive perceptions of fairness. These results suggest a need to continue examining practices, policies, and student experiences to ensure that students perceive school expectations, discipline practices, and interactions as equitable and consistent. Overall, the data indicate that EUSD's strengths include supportive adult relationships and high expectations for student success. Identified needs include strengthening school connectedness, improving perceptions of fairness, increasing students' sense of safety, expanding social-emotional supports for secondary students, and addressing student well-being concerns. These findings will help guide future efforts to improve school climate and ensure that all students experience safe, supportive, and inclusive learning environments.|Based on the analysis of CHKS data, EUSD identified several areas for continuous improvement related to school connectedness, perceptions of fairness, student safety, social-emotional supports, and student well-being, particularly among middle and high school students. As a result, the district will review and refine existing practices, programs, and procedures to better address these identified needs. To strengthen school connectedness, EUSD will continue to expand opportunities for students to build positive relationships with peers and adults through advisory programs, student leadership opportunities, extracurricular activities, and school-wide engagement initiatives. These efforts are intended to increase students' sense of belonging because students who feel connected to their school community are more likely to engage positively in learning and school activities. To address concerns related to fairness and school climate, the district will continue reviewing school discipline practices, behavioral expectations, and restorative approaches to ensure consistency and transparency across schools. Staff will receive ongoing professional learning focused on relationship-building, culturally responsive practices, and strategies that promote positive and equitable learning environments. Given the lower levels of perceived safety and higher rates of chronic sadness and helpless feelings reported by secondary students, EUSD will continue to strengthen social-emotional learning and student wellness supports. This may include expanding access to counseling services, social-emotional learning opportunities, wellness activities, and early intervention supports. These efforts are intended to improve student well-being because students who have access to supportive resources are better equipped to manage challenges and fully engage in school. The district will also continue monitoring local climate survey results and other student outcome data to evaluate the effectiveness of these efforts and identify additional areas for improvement. Educational partner feedback, including input from students, families, and staff, will continue to inform decisions regarding school climate initiatives and support the district's commitment to continuous improvement. Through these actions, EUSD aims to strengthen school climate, increase student connectedness and safety, and ensure that all students experience supportive, equitable, and inclusive learning environments.|Met||2026-06-24|2026
01611760000000|Fremont Unified|6|As part of the district’s continuing effort to foster a positive school climate, during the 2025-26 school year FUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11. Student responses to the CHKS provides the district with valuable information as to the perception of key indicators to a positive school climate.  Response summaries are incorporated into individual school site’s School Plan for Student Achievement (SPSA) and into Local Indicator responses on the California School Dashboard.   Compared to the 2024-25 CHKS administration, the overall survey participation rate in 2025-26 increased by 8% to 70% in Grade 5, increased by 7% to 97% in Grade 7, decreased by 1% to 91% in Grade 9, and increased by 23% to 85% for Grade 11 students.  The CHKS main reports for both elementary and secondary grade levels provide key findings (e.g., safety, school connectedness, bullying and harassment, developmental supports).  Information presented here represents overall student perception data.  CHKS responses are also disaggregated by race/ethnicity and program student group within the main reports.  The comprehensive 2025-26 CHKS main reports, including survey response disaggregated by student group, may be accessed at https://fremontunified.org/about/instructional-services/assessment-accountability/chks/. A public CHSK dashboard with comparison data and trends over multiple years of survey administration can be found at https://calschls.org/reports-data/public-dashboards/. Data are publicly released each December following the academic year that the surveys were administered.    Key Indicator Analysis: •School Connectedness (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 77%, Middle School 64%, High School 58%. •Caring Adult Relationships (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 71%, Middle School 63%, High School 54%. •Perceived School Safety (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 86%, Middle School 68%, High School 70%. •Meaningful Participation (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 41%, Middle School 31%, High School 27%. •No Substance Use at School (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Middle School 99%, High School 98%.|Students at elementary schools within the district continue to report high levels of School Connectedness and Perceived School Safety, both of which remain areas of relative strength. However, Meaningful Participation continues to be an area of relative weakness, with consistently lower positive response rates across all grade levels, indicating a need to further develop opportunities for student voice, engagement in decision-making, and self-advocacy.  At the middle school and high school levels, students also report positive perceptions of School Connectedness, Caring Adult Relationships, and Perceived School Safety, though at levels that are consistently lower than those reported by elementary students. Secondary students continue to report very low rates of substance use while at school, reflecting strong outcomes related to Tobacco-Use Prevention Education (TUPE). Similar to elementary findings, Meaningful Participation remains the lowest reported indicator across both middle and high school grades, demonstrating a consistent districtwide need.  Disaggregated results from the 2025–26 CHKS indicate that, across grade levels, students who identify as Black or African American report lower levels of School Connectedness and Caring Adult Relationships compared to district averages. Students who identify as Hispanic also report somewhat lower levels of connectedness, though to a lesser degree. English Learners generally report similar or slightly lower levels of connectedness compared to their peers. At the secondary level, students in continuation or alternative school settings demonstrate the lowest overall levels of connectedness, safety, and developmental supports, indicating a need for targeted support.|The California Healthy Kids Survey (CHKS) results act as important metrics that help provide both formative data to the district in the ongoing development of a Multi-Tiered System of Supports (MTSS) as well as are used to measure the overall effectiveness of various strategies and actions the district implements to support the academic, behavioral, and emotional development of students.  CHKS data is incorporated into the districts Local Control Accountability Plan (LCAP) in two areas: •	Goal 2: Expand an effective Multi-Tiered System of Supports (MTSS) to eliminate barriers to improve academic, behavioral, and emotional wellness outcomes for students. •	Goal 4: Enhance student, family and staff connectedness by fostering and supporting an inclusive school culture.  Results from the annual administration of this school climate survey help define areas of focus for professional development on anti-bias and culturally responsive teaching.  It also is a metric that is braided into the work of multiple school support personnel (e.g., school counselors, behaviorist for both General and Special Education program, teachers on special assignment, Marriage and Family Therapists, and Child Welfare Attendance staff).  Annually, principals are provided with CHKS survey results so that a review and analysis of data can take place with staff as well as with school community partner groups, such as the School Site Council (SSC) for the development of the site’s School Plan for Student Achievement (SPSA).  The CHKS will again be administered in the 2026-27 school year to the same assigned grade levels (5, 7, 9, and 11).|Met||2026-06-24|2026
01611760130534|Circle of Independent Learning|6|Based on the local climate survey data, both students and parents reported high levels of satisfaction with the overall school climate. Students gave strong ratings for understanding their responsibilities, feeling safe, being respected, and receiving support, with an average score of 4.5 out of 5. Parents echoed this positive feedback, with an average rating of 4.8 out of 5 in similar categories. These scores were based on a scale of 1 to 5, with 1 indicating “strongly disagree” and 5 indicating “strongly agree.” However, there has been a decline in the perception of the beneficial impact of onsite classes on overall curriculum understanding and education, with students rating this aspect at 4.1 and parents at 4.4. This shift may reflect growing concerns related to the increasing number of students experiencing anxiety and depression. To address these challenges, COIL is working to make onsite labs more accessible by offering online access to teacher-led classes for students who are unable to attend in person. At the same time, efforts are underway to refine remote learning options to reduce distractions and enhance student engagement. These improvements aim to support meaningful participation from both in-person and online learners, ensuring that all students receive a high-quality, connected educational experience regardless of how they attend.|Through the analysis of data from the local climate survey, several key learnings have emerged about the perceptions and experiences of students and parents at COIL. Overall, both groups reported high levels of satisfaction in core areas of school climate. Students rated their understanding of responsibilities, sense of safety, respect, and support with an average score of 4.5 out of 5. Similarly, parents rated these areas even higher, with an average of 4.8 out of 5. These ratings—based on a scale where 1 indicates “strongly disagree” and 5 indicates “strongly agree”—reflect a strong foundation in building a safe, supportive, and respectful learning environment for students. An area of concern that emerged from the data is the decline in perception regarding the effectiveness of onsite classes in supporting student understanding of the curriculum. Students rated the impact of onsite instruction at 4.1, while parents rated it at 4.4. This drop may be tied to the rising number of students experiencing anxiety and depression, as well as ongoing hesitation about returning to campus. Additionally, COIL continues to serve a growing population of students who are new to independent study, which may influence how families view the value of in-person instruction. To address this need, COIL is implementing strategies to increase the accessibility and effectiveness of onsite learning by offering online access to teacher-led classes for students who cannot attend in person. These efforts are paired with ongoing refinements to remote learning options to reduce distractions and promote meaningful engagement for all students—whether learning online or onsite. By maintaining open lines of communication with stakeholders and responding to student and family needs, COIL is committed to strengthening areas of growth while building on its core strengths to ensure an inclusive and flexible learning environment for all learners.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes. In response to the key learnings and areas of need identified through the analysis of local climate survey data, COIL has determined that several changes to existing plans, policies, and procedures are necessary to support continuous improvement and ensure student success. One of the most significant changes includes expanding access to onsite teacher-led classes by incorporating virtual participation options for students who are unable to attend in person. This hybrid access model will allow students to join live, teacher-directed instruction remotely, ensuring they can benefit from real time engagement, support, and structure regardless of their physical location. This change reflects COIL’s commitment to creating flexible learning environments that accommodate diverse student needs while maintaining instructional quality. In addition, COIL is refining remote learning strategies to minimize distractions and increase student participation and accountability. These adjustments include clearer expectations for online engagement, increased use of interactive tools, and more frequent check-ins with advisory teachers to support student well being and academic progress. These efforts are especially important as survey data suggests a growing number of students are experiencing heightened anxiety and depression, which may be impacting their perception of the effectiveness of onsite learning. Furthermore, COIL will continue to build on previous initiatives, such as the implementation of new curriculum and the development of the student learning center staffed by a credentialed teacher. This center continues to serve as a valuable resource for students needing additional academic support, enrichment opportunities, and a structured environment for focused learning|Met||2026-06-16|2026
01611920000000|Hayward Unified|6|The California Healthy Kids Survey was administered to HUSD students in grades 5, 7, 9 and 11 during the 2025-26 school year. The total number of surveyed students by grade level continued to remain very similar to previous years with the exception of 5th grade. For the 2025-26 school year there was an increase of 192 students who participated in the survey. The number of students participating in the survey fluctuates from year to year by grade level. Over the past three school years, survey results from 5th, 7th, 9th, and 11th grade students have provided insights into their perceptions of safety and connectedness at school.  Perceptions of Safety: Over the past 5 years the percentage of students who reported feeling safe at school has remained relatively steady in the 5th and 7th grades. However in this most recent survey during the 2025-26 school year HUSD students feeling safe at school in 5th grade increased from 72% (2024-25) 5th graders to 73% (2025-26).  Seventh graders showed a more significant  improvement from 56% to 61% over the same period.  In contrast, feelings of safety among high school students fluctuated from year to year with a decline in the 2024-25 school year. However high school students had a significant increase in feelings of safety during the 2025-26 school year. For 9th graders, the percentage of students feeling safe at school increased significantly from 42% in 2024-25 to 59% in 2025–26, while 11th graders had a significant increase as well from 40% to 56%.  Sense of Connectedness: Fifth grade students' sense of connectedness has had a steady increase from 67% in 2023–24 to 69% in 2025–26. Seventh grade students showed consistent increases as well, with an increase from 55% and 59% during the same time period. Ninth grade students’ sense of connectedness increased significantly from 45% to 54%% over the three years. 11th grade students had the most significant increase in connectedness form 44% to 54% over the past three years.  These trends suggest that while elementary and middle school students have shown some stability or slight improvements in feeling safe and connected, high school students—particularly in 11th grade—had a significant increase in feelings of safety and connectedness, highlighting that the areas of HUSD LCAP that focus on Social Emotional Learning, Multi tiered systems of support, wellness centers and student staff connections and relationship centered schools have been effective.|This data shows a consistent increase in both feeling safe and connected from 5th grade to 11th grade. The percentages of students feeling safe at school is within a few percentage points of the number of students feeling connected at school in all grade levels.  There has been a significant increase in social-emotional resources In HUSD over the past 5 years. The impact of these resources appears to have made a moderate to significant increase in the total number of students feeling connected and or safe at school in different grade levels. It is very concerning that the primary funding source of social emotional support ended during the  (2023-24). Further budget reductions may impact the way students feel about school.  Results will be shared with school leadership teams as they develop their School Plan for Student Achievement (SPSA) climate and engagement goals. The CHKS was administered in 2025-26 and will be administered in the 2026-27 school year. Results from the CHKS will be a guiding metric for our goal of Relationship-Centered Schools.|Results will be shared with school leadership teams as they develop their School Plan for Student Achievement (SPSA) climate and engagement goals. The CHKS was administered in 2025-26 and will be administered in the 2026-27 school year. Results from the CHKS will be a guiding metric for our goal of Relationship-Centered Schools.|Met||2026-06-24|2026
01611920108670|Leadership Public Schools - Hayward|6|Based on Fall 2025 Student Survey data (551 students responses):  60% responded positively to questions about Achievement, a 3% increase from the prior year. 67% responded positively to questions about School Culture, a 0% change from the prior year. 52% responded positively to questions about School Climate, a 0% change from the prior year. 38% responded positively to questions about School Engagement, a 3% increase from the prior year. 55% responded positively to questions about School Learning Strategies, a 2% increase from the prior year. 51% responded positively to questions about School Safety, a 1% increase from the prior year. 48% responded positively to questions about Teacher-Student Relationships, a 1% increase from the prior year.  Based on Fall 2025 Family Survey data (110 parent/caregiver responses):  90% responded positively to questions about Family Support, a 7% increase from the prior year. 87% responded positively to questions about Barriers to Engagement, no change from the prior year. 78% responded positively to questions about School Safety, a 4% increase from the prior year. 67% responded positively to questions about School Climate, a 5% drop from the prior year. 66% responded positively to questions about School Fit, a 1% increase from the prior year. 27% responded positively to questions about Family Engagement, a 1% decrease from the prior year.|From analysis of the Panorama survey, a majority of students experienced positive connections with teachers and administrators on our campus, while a large percentage of students felt safe, valued and connected to their school as a whole, including relationships with classmates and school staff. Most families also identified that their students are having a positive experience at the school, in their classes, and with their teachers.  LPS Leadership discussed these results with the Parent Advisory Committee and addressed current understandings of the data, as well as the needs of the school.|The school is aiming to improve elective offerings for students that meet the students' interest and needs through a survey provided every December. Survey results identified that students were interested in additional Arts Electives and the implementation of a new Healthcare Pathway. In response, LPS Hayward has now scheduled a third course of ceramics, AP 2D Art, and will begin a 2-year Healthcare Pathway in 2026-27.|Met||2026-06-18|2026
01611920127696|Knowledge Enlightens You (KEY) Academy|6|KEY Academy administers a local climate survey to measure student perceptions of school safety and connectedness. Survey results indicate that 86.5% of students report enjoying attending our school—a strong indicator of a positive school climate across our TK–8 community.  Students consistently highlighted their appreciation for the fun events, celebrations, and traditions woven into the school calendar, noting that these activities create a joyful, engaging atmosphere that makes school days more enjoyable. Students also reported feeling valued, accepted, and respected in the school environment, reflecting a culture of inclusion and belonging that significantly contributes to their overall positive experience.  Due to the small size of our school, survey data also reflects that students feel a strong sense of connectedness to both staff and peers. Students reported that teachers are approachable and accessible, and that the close-knit school community allows them to form meaningful relationships with classmates—contributing to a sense of safety and support throughout the school day.  While overall climate data is positive, survey responses also surfaced that some students have experienced or witnessed bullying. This feedback is taken seriously and is informing targeted action steps the school is implementing to strengthen bullying prevention, expand access to mental health supports, and ensure every student feels safe and supported at KEY Academy.|The analysis of our local climate survey data reveals meaningful strengths in school culture, as well as clear areas that require continued attention and investment.  Areas of Strength A key strength identified through the survey is the strong sense of connectedness students feel at KEY Academy. The small school size is a consistently cited asset—students value the close, family-like community where they know their teachers and peers well. The accessibility and approachability of teachers emerged as a significant positive, with students reporting that they feel comfortable seeking help and that their educators genuinely know and care about them as individuals. This personalized environment supports both academic engagement and social-emotional well-being across our TK–8 community.  The high percentage of students—86.5%—who report enjoying attending school reflects a school culture that is welcoming, celebratory, and inclusive. Students specifically noted that school events, traditions, and celebrations contributed to their sense of belonging and school pride. This indicates that KEY Academy's intentional investment in community-building activities is having a meaningful, positive impact on student experience and connectedness.  Identified Needs The most significant area of need identified through the survey is bullying. A subset of students reported experiencing or witnessing bullying, signaling that while the overall school climate is positive, not all students feel equally safe and supported. This finding is particularly important given that our student population includes a high proportion of English Learners and socioeconomically disadvantaged students who may face additional vulnerabilities. Ensuring that every student—regardless of background, language, or identity—feels genuinely safe and included remains a priority area for growth and action.|In response to the climate survey data—particularly student feedback regarding bullying—KEY Academy is implementing a multi-layered approach to strengthen school safety, expand student support, and ensure every member of our TK–8 community feels respected and protected.  Bullying Prevention and Intervention We are enhancing our bullying prevention initiatives through interactive workshops, structured classroom discussions, and school-wide assemblies that emphasize kindness, inclusion, and empathy. These programs help students understand the impact of bullying and actively encourage them to be upstanders within our school community. All school staff will receive additional professional development focused on identifying, addressing, and preventing bullying behaviors, ensuring every adult on campus is prepared to respond promptly and appropriately to reports of concern.  Anonymous Reporting Systems To make it easier and safer for students to seek help, we are implementing transparent, anonymous reporting systems that allow them to share their experiences without fear of judgment or retaliation. These tools are designed to empower students to speak up and trust that their voices will be heard and acted upon by trusted adults.  Mental Health and Peer Support We are expanding access to mental health resources by increasing the availability of school counselors and creating peer-led support groups where students can connect, discuss challenges openly, and receive help in a confidential, supportive setting. These structures are particularly important for English Learners and socioeconomically disadvantaged students who may face compounding stressors outside of school.  Continuous Improvement KEY Academy will continue to administer the local climate survey on the required biennial cycle and will use results to monitor progress, adjust strategies, and ensure our efforts are producing meaningful improvements in student perceptions of safety and connectedness. By fostering a school culture grounded in respect, accountability, and compassion, we are committed to ensuring that every student has the opportunity to thrive in a safe, inclusive, and supportive environment.|Met||2026-06-25|2026
01611920127944|Hayward Twin Oaks Montessori|6|The recent local climate survey data has provided a detailed snapshot of the perceptions and experiences of both students and families regarding school conditions and climate. This information is crucial in understanding the current environment and identifying areas for growth. Student Survey Insights Hayward Twin Oaks Montessori School (HTOMS) achieved a 45.6% student participation rate in the Local Control and Accountability Plan (LCAP) survey, representing a strong response for a voluntary, schoolwide effort. The data offers a reliable snapshot of student perspectives across grade levels. Survey results show that students perceive the school environment positively, with 85% reporting they feel safe at school (Agree or Strongly Agree). A strong sense of social connection is evident, with 94% indicating they have supportive peer relationships, and 83% expressing a sense of belonging within the school community. However, the data reveals an area for growth: 22% of students do not feel known well by at least one adult at school, indicating a need to strengthen personalized relationships and adult-student connections. In academics, 87% of students feel supported by their teachers, but only 64% report feeling challenged, suggesting an opportunity to enhance differentiation and academic rigor. Qualitative responses highlighted several recurring themes: A desire for greater student voice in school decision-making, Concerns about equitable access to resources, and Requests for improvements in recess equipment and school cleanliness. Family Survey Insights On the family side, 218 responses were collected, reflecting a 36.3% participation rate. While lower than the student response rate, this level of engagement provides meaningful insight into family perspectives and school-home partnerships. Families overwhelmingly view the school as a safe and supportive environment, with 91% affirming their child feels safe and 95% indicating their child has a strong sense of belonging. 90% of families believe their child has positive peer relationships, though 18% are unsure whether their child has a trusted adult at school, echoing the student survey's findings and underscoring a shared area for growth. Academically, 85% of families agree or strongly agree that their child is learning and growing, and 80% believe teachers provide appropriate support when their child struggles. However, only 69% feel fully informed about their child’s academic progress, suggesting a potential communication gap that could be addressed through more regular reporting and school-to-home updates. An important strength emerged around community connection, with 100% of families indicating they feel positively engaged with the school community (percentage taken from 2nd family survey with 78 participants). While this represents a significant strength, the lower overall response rate indicates that continued outreach to engage a broader base of families remains a priority.|Key Discrepancies and Areas for Improvement The survey data reveals key discrepancies between student and family perceptions that highlight targeted areas for improvement. While 94% of students feel socially connected, only 82% of families believe their child has a strong connection with an adult at school, and 18% are unsure—indicating a disconnect in how adult-student relationships are perceived and possibly experienced. Similarly, while 87% of students report receiving academic support, only 69% of families feel well-informed about academic progress, pointing to a communication gap between the school and home. Another notable area is the perception of challenge: only 64% of students feel academically challenged, while families report high levels of satisfaction with academic growth (85%), suggesting that students may benefit from greater differentiation or rigor not fully recognized by parents. Both groups also highlighted a need for more visibility and access to mental health resources, with only 59% of students and an even smaller portion of families indicating awareness. These disparities emphasize the importance of improved two-way communication, stronger adult-student connections, and a more clearly articulated approach to academic challenge and wellness support.|Increasing Family Engagement: Develop strategies to involve more families in school activities to increase school-wide family engagement Improving communication between school and families to support collaborative decision-making Improve communication to ensure families feel connected and informed about school initiatives. Establish a Student Advisory Committee that meets monthly with school leadership to share feedback and ideas. Academic Challenge & Enrichment: Hire Instructional Specialists to support faculty and conduct grade-level curriculum reviews to ensure appropriate rigor and differentiation. Develop enrichment clusters or electives that offer enrichment in arts, sciences, leadership, and other interest areas. Identify students needing additional challenge and include differentiation strategies in lesson planning expectations. Offer family workshops on how to interpret academic data and support learning at home. Maintaining a Sense of Belonging: Continue fostering an inclusive environment for students. Continue to provide robust mental health services for all students in addition to social-emotional learning lessons within the classroom Create more opportunities for families to feel a sense of belonging through events and support networks. By focusing on these key areas, the school can address the identified gaps but can also build on strengths in community engagement, belonging, and academic support while continuing to create and maintain a safer, more inclusive, and engaging environment for both students and families. This will not only improve overall satisfaction but also support better educational outcomes, ensuring that the school remains a place where everyone feels valued and secure.|Met||2026-06-22|2026
01611920137646|Impact Academy of Arts & Technology|6|Impact Academy administers the Student Culture Survey twice a year to all students in grades 6–12. This survey measures students’ sense of belonging within the school environment using a Likert scale ranging from “Almost Never” to “Extremely.”  Survey results are analyzed at multiple levels—by administrators, grade-level teams, and the whole school community. Based on this analysis, staff identify areas for growth and determine both school-wide initiatives and classroom-based supports.  As part of the Envision Education network, Impact Academy is unapologetically anti-racist and pro-Black. With this lens, we pay particular attention to the responses of students who identify as Black or bi-racial. Ensuring that our Black students feel connected to their peers, trusted adults, and the overall school environment is essential to the success and well-being of all students.  Overall, students report getting along well, and there is a strong sense of safety across campuses, as evidenced by the lack of fights and the absence of metal detectors or security personnel. Trusted staff members, such as our two administrative assistants, further contribute to a welcoming and supportive atmosphere for all students and families.  At IAMG, a specific issue with substance use has been addressed proactively through communication with families and the implementation of random backpack checks, which received family support. These observations reflect a strong foundation of safety and community trust/|At Impact Academy Middle Grades, we identified a significant gap in the sense of belonging reported by our Black students.|At Impact Academy Middle Grades, we identified a significant gap in the sense of belonging reported by our Black students. In response, we launched an after-school Black Affinity Group designed specifically to support and empower our Black student community.  This group is facilitated by our Dean of Students, who identifies as Afro-Caribbean, and is supported by additional Black staff members. Together, they lead students in reflection discussions, healing circles, and empowerment activities that create space for connection, celebration, and identity affirmation.  In the classroom, we uplift Black Excellence by integrating culturally relevant texts, research topics, and student-led learning, and we honor Black culture through school-wide celebrations and events. These efforts have led to an increased sense of connection between Black students and adults on campus.  However, we continue to see challenges in how Black students experience peer relationships across lines of difference. This remains a key area for growth.  To address this, we are expanding our advisory program in partnership with Valor Compass, adopting a holistic curriculum centered on talking circles, identity exploration, and inclusive community-building. Through this school- wide initiative, we aim to ensure that all students—especially our Black students—feel more connected, valued, and seen by their peers.  Beyond improving Black students’ sense of belonging, student attendance at IAHS has also been a key focus. One of the Vice Principals has been actively working with both students and their families to address and reduce chronic absenteeism through direct outreach and support. Additionally, to enhance campus safety, IAHS has moved to a closed campus model.|Met||2026-06-04|2026
01612000000000|Livermore Valley Joint Unified|6|Twice per year LVJUSD administers the CORE SEL survey to students. Students report relatively high levels of Self-Management, Growth Mindset, and Emotion Regulation. Elementary and secondary students also report relatively favorable ratings for teacher-student relationships and sense of belonging, and the results of this for our secondary students increased greatly within the past year. The CORE SEL breaks down into several areas, and while overall scores are high within each area, there are some student groups that have a gap within certain areas. For example, our Hispanic students generally lower levels of satisfaction with Teacher/Student Relationships, as do English Learners and Socioeconomically Disadvantaged students. Conversely, Students with Disabilities report slightly higher levels of satisfaction with Teacher/Student Relationships, perhaps owing to the direct services provided to each student. In general, we have found more meaning in an examination of particular schools and grade levels when disaggregating the data.|Areas of strength include the high levels of students who feel safe at school and who report feelings of high academic expectation across all ethnic groups. We highly value Teacher/Student relationships in this district, and we have seen growth at all levels in this metric over the past two years. The largest area of concern we have identified is a steep dropoff in general satisfaction and important sub-categories between elementary and middle school. It appears that our middle school students encounter many more obstacles in school connectedness and the quality of student and teacher relationships.|"As a result of the survey, LVJUSD has recommitted to expanding groups such as ELAC. LVJUSD has also shifted maintaining all surveys, including our SEL surveys, under a central platform so that we can better track and support individual students who indicate they need help. We have committed to middle school counseling services and our elementary school ""Kid Connection"" program that helps students better manage social play."|Met||2026-06-16|2026
01612180000000|Mountain House Elementary|6|Our school is situated in a rural ranching and farming community covering about 30 square miles. There is only one school in this unique small district, and the school building has been here for over 125 years. The school was first founded in 1893. The Mountain House School staff is composed of a Board of Trustees, two full-time teachers, one School Administrator, 1.5 FTE instructional aides and .5 FTE cafeteria staff. During the 2023-24 school year, the school served 14 students in grades K-8. 70.59% of our students are socioeconomically disadvantaged and 12% of our students are English Learners. As MHESD is a very small school, serving 17 K-8 grade students, we have created our own survey to administer to our 6-8 grade students each year in regards to their input and feelings about school. We administer the survey during school time so that we can have 95-100% of our students participate. In our most recent survey, 100% of our students reported that they feel safe at school. In regards to students' feelings of being connected to the school, 100% responded that they did feel connected or a strong connection to school. This is also demonstrated by our attendance rate - we had 94.83% average daily attendance and 5.88% of chronic absenteeism.|In order to close the achievement gap for our Unduplicated and other under-performing student groups, one of our most notable actions was the implementation of the Extended Learning Opportunities Program. Our Head Teacher was available to students fro 2 hours each school day; 30 minutes before start of school and 1.5 hours after school. Students were encouraged to take advantage of this opportunity. Experience teaches us that once students fall behind, they have lower chances of successfully catching up and progressing in their classes. Our goal was to help all students reach grade-level goals. Tutoring was curriculum-specific, and the support itself focused on the most critical skills and knowledge students needed to master by the end of the school year. Students were provided intensive, personalized support to address educational learning and achievement gaps. Our experience has indicated the need to provide supplemental instructional materials as means to aid student learning in identified areas of need, identify areas for targeted tutoring and, provide insightful data on student learning. All of our activities in this are have yielded desired results. Our students have demonstrated high achievement in english and continue to make gains in math.|Having given careful thought and consideration to our successes and areas that could use improvement, we have built a plan that provides equitable access to universal instruction and strategic and intensive interventions to students in both academics and socio-emotional wellbeing. Our students have thrived during the 2024-25 school year. However, we feel that additional interventions could help them achieve even greater successes. As such we plan on making the following additions to our planned actions for 2025-26: 1) Add 1.0 FTE Teaching Assistant to provide math interventions for our lowest achieving students and our EL students. This is in direct response to the continued low achievement of our students on the math protion of the CAASPP test. 2) Provide access to AI tools for all of our students. Early exposure to AI tools plays a transformative role in student achievement and better prepares them for the future. 3) Provide an after-school program for all students below grade level in ELA that focuses on advancing literacy skills and English language development and proficiency based on student need, prioritizing services for students who are English Learners. 4) Provide an after-school program for all students below grade level in ELA that focuses on advancing literacy skills and English language development and proficiency based on student need, prioritizing services for students who are English Learners We believe these focused interventions will play a positive role in student achievement particularly our Low Income and EL students.|Met||2026-06-19|2026
01612340000000|Newark Unified|6|"Newark Unified School District administers the California Healthy Kid Survey to all students in grades 5th, 7th, 9th, 11th and (NT) non-traditional students at Bridgepoint and Crossroads. The most recent data available was collected during winter 2025 survey administration. The most recent survey produced reliable results based on the high completion rate among students at all grade levels with the exception of non-traditional students. While we increased our completion rate district wide, we will continue to promote 100% completion rate at all grade levels.   The 2025 - 2026 CHKS Survey Data:   % reporting ""Yes, most of the time or Yes, all of the time""  to the survey topic.  5th Grade Sample size: (+140) * School connectedness: +11% * Academic motivation: +3% * Caring adults in school: +8% * High expectations adults in school: +5% * Meaningful participation: +2% * Social-emotional learning supports: +9%  7th; 9th; 11th; NT (Non-traditional) Sample Size:  7th Grade (+20) 9th Grade (+201), 11th Grade (+119)  *Note West Ed has indicated that NT will not be included in below data as there were less than 10 respondents.  * School connectedness: +13%; +17%; +7%; * Academic motivation:   +6%; + 16%; +10%; * Caring adults relationships: +16%; + 5%; -2% * High expectations: +11%;+11%; 0% * Meaningful participation: +8%; +7%; -3% * Facilities upkeep: +11%, +21%; +14%"|Overall, we observed positive trends in the data. One reason for these increases can be attributed to the increased response of students at all levels. The data indicates an increase in student connectedness, motivation, caring adults, high expectations, and meaningful participation, and social-emotional learning supports for all students. Although there was growth, these areas continue to be identified as needing additional resources and support through wellness, mental health and restorative practices.|NUSD implements PBIS and partners with EBAC to strengthen school connectedness, student voice, and academic motivation by addressing barriers such as inconsistent behavioral supports and limited opportunities for meaningful participation, particularly for unduplicated pupils. Through structured behavioral systems, expanded student input opportunities, and a focus on building strong teacher-student relationships—especially at the secondary level—the district is increasing or improving services because these strategies create more supportive, engaging environments that foster belonging and participation. These efforts are expected to lead to improved outcomes, including better attendance, reduced suspensions, and increased academic engagement, which will be measured through student surveys and disaggregated performance data to ensure progress for targeted student groups.|Met||2026-06-17|2026
01612420000000|New Haven Unified|6|Student survey data from the 2025–26 LCAP Annual Survey indicate generally positive perceptions of school climate, safety, and relationships across grade levels, with evidence of continued growth over time. A total of over 3,600 students in grades 5–12 participated, providing a strong and representative data set across elementary, middle, and high school levels.  Overall, 93% of students reported that they feel safe in their learning environment, with slightly higher rates at the elementary (95%) and middle school (94%) levels compared to high school (93%). These results reflect a 2-point increase from the prior year, with notable gains among elementary and middle school students . This disaggregation by grade span suggests that while safety perceptions are strong across all levels, continued attention may be warranted at the secondary level. Measures of school connectedness and relationships are also positive. Eighty-nine percent of students agreed that there is an adult at school who believes they will be successful, the highest level reported in seven years. Additionally, 79% of students reported feeling respected and valued by their peers, and 73% indicated that there is an adult they can talk to about non-academic issues. These indicators point to strong adult-student relationships, while also highlighting an opportunity to expand relational supports for a subset of students.  Student engagement data show moderate but improving outcomes. Ninety-one percent of students reported opportunities to collaborate with peers, and 86% indicated opportunities for creativity. Seventy-seven percent agreed that their learning is meaningful and that they share ideas in class, both showing growth from the prior year. However, only 64% reported that their classes make them want to attend school, and 58% indicated that they enjoy attending school . These findings suggest a need to further strengthen engagement and relevance, particularly at higher grade levels. Access to supports and future readiness indicators are also strong. Eighty-two percent of students reported knowing how to access social and health-related supports, representing the highest level in seven years. Additionally, 80% of students reported opportunities to explore careers, and 76% indicated access to an adult who helps them plan for the future.  In summary, student climate survey data reflect strong perceptions of safety, support, and relationships, with incremental growth across multiple areas. Disaggregated data by grade span highlight generally consistent outcomes, with opportunities to strengthen engagement and connection, particularly at the secondary level.|Analysis of student survey data from the 2025–26 LCAP Annual Survey highlights several key strengths and areas for growth related to school climate and student experience. Overall, students report positive perceptions of safety, relationships, and access to supports, with consistent or improving results across grade spans.  A major strength is the high level of perceived safety across all student groups. Ninety-three percent of students reported feeling safe at school, with even higher levels among elementary (95%) and middle school (94%) students. This upward trend suggests that districtwide systems and practices supporting safe learning environments are effective. Additionally, strong adult-student relationships are evident, with 89% of students reporting that there is an adult at school who believes they will be successful. This reflects a positive and supportive school climate across grade levels.  Students also report strong access to supports. Eighty-two percent indicated they know how to access social and health-related resources, the highest level reported in seven years. Similarly, 80% of students reported opportunities to explore careers, and 76% indicated access to an adult who helps them plan for their future. These findings suggest that systems for connecting students to resources and guidance are well established and broadly accessible.  At the same time, the data identify important areas for growth. While overall engagement indicators show improvement, fewer students report strong enthusiasm for school. Only 64% indicated that their classes make them want to attend school, and 58% reported that they enjoy attending school. These trends are consistent across grade spans and suggest a need to strengthen instructional engagement and relevance, particularly at the secondary level.  Similarly, while most students report feeling respected and valued (79%), this indicates that approximately one in five students may not consistently experience a strong sense of belonging. This points to an opportunity to further strengthen inclusive practices and peer relationships.  Disaggregated data by grade span show generally consistent patterns, with slightly stronger perceptions among elementary and middle school students compared to high school students in areas such as safety and engagement. This suggests a need for targeted strategies to support engagement and connectedness at the secondary level.  In summary, the data reflect strong systems supporting safety, relationships, and access to resources, while highlighting the need to improve student engagement, sense of belonging, and overall connection to school, particularly among older students.|We will use this data to inform our LCAP actions that address supporting staff in student engagement.  We will continue to collect student data in order to measure progress.  We will be implementing PBIS at the elementary schools and restorative practices at the secondary level.|Met||2026-06-16|2026
01612590000000|Oakland Unified|6|We annually administer the California Healthy Kids Survey (CHKS) to all students in grades 5-12, including questions on school connectedness, health and safety, and participation in different programs. Our district-wide student participation rate in 2026, the most recent year for which this data is available, was 64.6%, with 56 schools achieving participation rates of 70% or higher.  Across all students surveyed, 47.1% felt connected. Students in elementary schools more frequently felt connected than Middle School Network students (64.2% vs. 46.2%, respectively), followed by High School Network students (44.2%).  Student positive responses to connectedness questions across all surveyed grades: - 54.9% of students felt close to people at their school. - 53% felt happy to be at their school. - 52% felt like part of their school. - 58.1% reported that teachers at their school treat students fairly. - 60.1% felt safe in their school.  Across all students surveyed, 60.1% felt safe in their schools. Elementary Networks reported feeling safe at a rate of 66.3%, versus rates of 48.5% and 48.3% for middle and high school networks, respectively.  With respect to both overall school connectedness and safety, there was some variation in ratings across students by race/ethnicity. The highest overall connectedness and safety ratings were seen for White students (71.2% for school connectedness and 66.8% for safety). The lowest ratings for school connectedness were seen for American Indian or Alaska Native (38.2% for school connectedness and 37% for safety).|Our survey results show that we still have work to do in terms of fostering students’ feelings of school connectedness and safety, especially as students move to middle school or high school, with multiple teachers and greater sense of anonymity. Our middle schools are paying more attention to welcoming sixth graders, and some have Advisory classes designed to connect a small cohort of students with a caring teacher. Our large high schools are similarly creating ninth grade houses or families. One large high school is organized into five pathways of 300+ students in grades 9-12 with a dedicated assistant principal, counselor, and teacher team who know the students well and who tie classroom learning to real world internships and career themes.|We continue to focus on conditions for learning and to invest in sustaining culturally responsive Restorative Justice and Positive Behavior Intervention and Supports at all schools, with a special focus on reducing disproportionate suspensions of African American students and students with disabilities. We continue to embed social and emotional learning in academic instruction, as teachers consider the academic, social and emotional demands of the tasks, from kindergarten all the way to the Graduate Capstone project. We are integrating training for teachers in culturally responsive classroom management, and training in trauma-informed practices for school safety officers, teachers, and other staff. We expect that these system-wide universal and targeted approaches, professional development, and programmatic investments will contribute to increased positive responses related to school connectedness and safety, especially at the secondary level.|Met||2026-06-24|2026
01612590100065|Oakland Unity High|6|"In our local climate surveys students consistently give high rankings to school safety and connectedness.  Oakland Unity High School administers a general student survey twice per year, once each semester, which captures student perceptions of school safety and connectedness. In addition, the school administers a survey for each Advisory. The students respond on a scale 1-5, strongly disagree to strongly agree. The survey includes open-ended questions, such as “Complete the following sentence as if you were describing Unity to someone who hasn't been to the school: Unity High School is a school that...” and “Describe something that you think needs to be improved at Unity and ideas for improving it.”  Participation rates for both surveys are very high, for 2024-25, 85% of students participated in the general survey. Since the Advisory survey is administered during the Advisory period, the participation of those present is usually 100%. Participation rates tend to go down in the second semester. The surveys consistently show students’ highly rating (i.e., 4 and 5) the school for college preparation, academic and emotional support of student growth, and a positive school culture.  The specific items that measure student perceptions of school safety and connectedness consistently indicate that most of students strongly agree (i.e.,respond 4 and 5) that they ""feel physically safe on the Unity Campus,"" ""feel emotionally safe and supported on the Unity Campus,"" feel ""if I have a problem, I can get help from one of the school staff.""  The Advisory class meets weekly and the same Advisor follows the students for four years. Again, the ratings for the specific items related to safety and connectedness are very high: 75-90% select 4 or 5. My advisor offers me support when I'm struggling emotionally. I feel connected to the other students in my advisory. If I were having a problem at school, I would ask my advisor for help. My advisory is a place where I feel safe. I feel supported by other students in my advisory."|Since many of our students live in and/or travel through unsafe neighborhoods in Oakland on the way to school, the school is a dependable refuge. The school is designed to foster a positive school culture and sense of safety and belonging by holding high behavior expectations and providing high levels of academic and emotional support. In the words of one student: Unity high is “a strict school but with a beautiful community.”  Our teachers and administrators respond to misbehavior swiftly and with clear consequences, called “natural consequences” where students must sit apart in silence in the auditorium and do homework for a designated period under close supervision.  Students perceive the school discipline process as fair and positive. The majority of students confirm: The discipline at Unity gives me the chance to learn how to become a positive member of this community.  Our school culture reinforces positive behavior, using the Habits of Mind and Positive Behavioral Interventions and Supports and also imposes natural consequences for misbehavior. We cultivate a culture of caring and emotional safety through our Advisory System. The surveys themselves contribute to our school culture by clarifying our values and showing our students that we care about what they think.  Our practices and approaches have evolved over time in response to the needs of our students. We take specific actions to create and sustain our school culture. To ensure our school culture is understood and accepted with each generation of new students and new teachers, we offer summer school for incoming 9th graders, orientation for new teachers, and supportive coaching of new teachers. Continuity in our culture of caring and emotional safety is also preserved through our Advisory system. Every student is assigned an Advisor who stays with the same group of students for four years. Advisory takes place weekly.|A specific area we would like to see improvement is for more of our students to know the Habits of Heart and Mind and confirm that their teachers have spoken about them. We would like to see an increase in the number of students who strongly agree: “I know what Unity’s Habits of Heart and Mind are.” “My teacher talks about Unity’s Habits of Heart and Mind.”|Met||2026-06-10|2026
01612590106906|Bay Area Technology|6|63% of students feel connected to the school community based on responses to the 2025-26 student survey.|The new campus has helped significantly with student sense of safety and well-being, but there is still work to be done. Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include a Daily Anchoring Program, the BayTech Bridge Program, Social Emotional Support, and Behavioral Support.|There are no planned changes.|Met||2026-06-01|2026
01612590108944|Lighthouse Community Charter High|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. This year, LCPS gave the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|This year, LCPS gave the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|Lighthouse has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data.|Met||2026-06-30|2026
01612590109819|Aspire Berkley Maynard Academy|6|Based on the Winter 2026 Panorama survey results for Aspire Berkley Maynard Academy (Grades 3–5), the local climate data highlights significant challenges in student perceptions of school climate, safety, and belonging. The survey, completed by 100 students, assessed four domains—School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships—and revealed notably lower scores than district averages across all areas. The report does not include disaggregated data by student group, but the trends suggest equity-related implications that warrant attention for historically underserved populations.  The overall favorable scores were as follows:  School Climate: 30% (16 points below the Aspire Network average)  School Safety: 36% (12 points below the Aspire Network  average)  Sense of Belonging: 41% (16 points below the Aspire Network average)  Teacher-Student Relationships: 51% (16 points below the Aspire Network  average)  While student group-specific data was not available in the report, the overall findings point to a need for more culturally responsive engagement, trauma-informed practices, and inclusive structures. These needs are likely more acute for English Learners, students of color, and students with disabilities—groups historically underrepresented in school climate gains.|Based on the Winter 2026 Panorama climate survey data for Aspire Berkley Maynard Academy, several key learnings have emerged that highlight both areas of strength and significant areas for growth in school climate and student experience. While the provided report does not include data disaggregated by student group, the overall findings suggest broad trends that likely have differential impacts on student subgroups, particularly those who are historically underserved. Oveall ratings dropped in all areas during the 2025-26 school year.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       The Teacher-Student Relationships domain, remains the strongest domain with a favorable favorable rating at 51%. Although this score is still significantly below the Aspire Network average, it indicates that just over half of students feel respected by their teachers.   The survey revealed urgent needs in school climate, safety, and student belonging, all of which scored significantly below district averages. These findings point to a disconnect between adult support and peer social-emotional dynamics, with students feeling supported by staff but isolated or undervalued in their interactions with classmates.  Taken together, these key learnings underscore a critical need for schoolwide efforts to strengthen student behavior expectations, improve peer relationships, and build a more inclusive and safe school culture. While teacher-student connections offer a promising area of strength, the broader student experience—particularly around safety, fairness, and belonging—requires immediate and sustained attention. Although disaggregated subgroup data was not available in this summary, these concerns are likely to disproportionately affect students of color, English Learners, and students with disabilities—further emphasizing the urgency of equity-driven interventions.|Based on the analysis of the Winter 2026 Panorama climate survey results for Aspire Berkley Maynard Academy, the LEA has reflected on existing plans, policies, and practices in response to areas of need related to school climate, belonging, peer culture, and adult-student relationships. These reflections will be taken into considerationd for schools who will be receiving students from this school.|Met||2026-06-18|2026
01612590111476|Achieve Academy|6|To better understand the needs of students, parents, and staff, Achieve administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Achieve has been using it for multiple years. On a 5-point scale, Achieve families rated 4.58 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Achieve families rated 4.65 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Achieve will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to prior response.|Please refer to prior response.|Met||2026-06-09|2026
01612590111856|AIMS College Prep High|6|During the 2025–26 school year, AIMS collected school climate data through multiple measures, including local climate surveys administered to students, families, and staff, attendance data, suspension and discipline data, behavioral referrals, formal complaints, and other indicators aligned with the California School Dashboard and Local Control and Accountability Plan (LCAP). Survey results were reviewed alongside local data to better understand perceptions of school safety, belonging, connectedness, and overall school climate.  The climate survey included questions related to students' sense of physical and emotional safety, relationships with adults, peer interactions, school connectedness, respect, inclusiveness, and access to academic and social-emotional supports. Survey responses were reviewed by school leadership and educational partners and, where available, examined by student groups to identify patterns and areas requiring additional support.  Additional local indicators demonstrated positive school climate outcomes. Suspension rates remained very low, supported by continued implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, and proactive student support systems. Attendance, behavioral data, Student Success Team (SST) referrals, and Multi-Tiered System of Supports (MTSS) data were also analyzed to better understand student engagement and school climate.  Together, these multiple sources of information provided a comprehensive understanding of school climate and informed ongoing improvement efforts focused on creating safe, welcoming, and inclusive learning environments for all students.|Analysis of survey results and other local climate data identified several important strengths. Students generally reported positive relationships with school staff and a strong sense of physical safety at school. The school's continued emphasis on relationship-centered practices, PBIS, restorative approaches, and proactive behavioral supports contributed to a positive learning environment with low suspension rates and increased opportunities for student support before disciplinary action became necessary.  Educational partners also recognized improvements in communication, transparency, and the school's commitment to creating a culture where students are known, supported, and encouraged to succeed. Staff, students, and families consistently emphasized the importance of strong relationships as the foundation for student success.  The analysis also identified areas for continued growth. While students generally reported feeling safe at school, opportunities remain to strengthen students' overall sense of belonging, increase connectedness for historically underserved student groups, and improve attendance and engagement for students experiencing chronic absenteeism. Survey responses and local data also highlighted the need to continue strengthening social-emotional supports, ensuring consistent implementation of PBIS and restorative practices across classrooms, and increasing opportunities for student voice in shaping school culture.  These findings reinforce the importance of maintaining a safe and inclusive school environment while continuing to strengthen relationships, engagement, and equitable access to supports for all students.|Based on the analysis of school climate data and educational partner feedback, AIMS will continue implementing a comprehensive approach to improving school climate through relationship-centered practices, prevention, and continuous improvement. During the 2026–27 school year, the school will strengthen implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, and Multi-Tiered System of Supports (MTSS) to provide consistent behavioral, academic, and social-emotional support across all grade levels.  The school will continue implementing its Safe and Joyful Learning Environments initiative by strengthening Tier 1 behavior supports, providing ongoing professional learning for staff, and improving consistency in classroom expectations and restorative responses. Attendance intervention systems will be enhanced through earlier identification of students experiencing chronic absenteeism, expanded family outreach, and coordinated supports designed to increase student engagement and connectedness.  AIMS will also continue using climate survey results, attendance data, behavioral data, and educational partner feedback as part of its continuous improvement cycle to evaluate the effectiveness of school climate initiatives throughout the year. Student voice will be expanded through student leadership opportunities and regular opportunities for students to provide feedback regarding school culture and belonging.  These actions are aligned with the school's LCAP, California Dashboard priorities, and the Alameda County Office of Education Memorandum of Understanding (MOU). Together, they are intended to strengthen school connectedness, promote equitable learning environments, and ensure that every student experiences AIMS as a safe, welcoming, and supportive school community.|Met|AIMS PROGRESS: Standard Met  Student & Staff Safety and Connectedness Indicators: Family Traffic Safety Survey Panorama School Climate Survey PBIS implementation Safety drills Staff training Positive behavior systems|2026-06-12|2026
01612590114363|American Indian Public Charter School II|6||||Not Met|||2026
01612590114868|Oakland Charter High|6||||Not Met For Two or More Years|||2026
01612590115014|KIPP Bridge Academy|6|85% of KIPP families (TK-4: 91%, 5-8: 79%) positively indicated that teachers have built strong relationships with their child.  70% of student surveys (TK-4: 75%, 5-8: 79%) indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and  The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
01612590115238|ARISE High|6|ARISE High School utilizes the YouthTruth Student Survey as its local climate survey to measure student perceptions of engagement, academic challenge, school culture, belonging, relationships, and college and career readiness. The survey uses a 1 to 5 scale, where 1 represents Strongly Disagree and 5 represents Strongly Agree. In 2025–26, ARISE’s overall results indicate a strong and improving school climate: • Engagement: 3.77 (87th percentile compared to CA schools) • Academic Challenge: 3.94 (92nd percentile) • Culture (respect and fairness): 3.71 (84th percentile) • Belonging & Peer Collaboration: 3.54 (83rd percentile) • Relationships with adults: 3.65 (77th percentile) • College & Career Readiness: 3.72 (91st percentile) Academic Challenge has shown steady growth over three years: • 3.63 (2023–24) • 3.88 (2024–25) • 3.94 (2025–26) Seventy-five percent of students rated Academic Challenge positively (average above 3.5), and 68 percent rated Engagement positively. These results exceed typical California school averages across all core measures. At the item level, ARISE’s highest-rated question relative to other high schools nationally was: “The work that I do for my classes makes me really think.” This indicates students experience meaningful intellectual rigor. Disaggregated by grade level, results show consistent strength across cohorts, with 12th graders reporting particularly high levels of Academic Challenge (4.08) and College & Career Readiness (4.09). Ninth graders report the highest Engagement (3.91). Tenth grade shows comparatively lower Culture and Belonging scores, which will inform targeted improvement efforts. Disaggregated by student group, African American students report some of the strongest indicators of connection and safety at ARISE. Historically and in recent results, African American students report equal or higher levels of belonging, respect, and adult relationships compared to the overall student population. This aligns with ARISE’s high African American enrollment and retention rates and reflects the school’s culturally sustaining approach and full inclusion model. In addition to overall climate measures, the survey includes key indicators related to school safety and persistence. In 2025–26, 88 percent of students reported they have not seriously considered dropping out, and students report strong agreement that what they learn in class helps them outside of school (92nd percentile statewide). Areas identified for continued growth include Belonging & Peer Collaboration and Relationships, which, while strong relative to state comparisons, are ARISE’s lowest-rated core themes. The school is responding through advisory strengthening, restorative practices, and targeted listening campaigns, particularly focused on student groups whose survey responses suggest room for improvement.|The strongest theme across all student groups is Academic Challenge (3.94, 92nd percentile statewide). Students consistently report that coursework makes them think deeply and that teacher expectations push them to do their best. Academic Challenge has steadily increased over three years (3.63 ? 3.88 ? 3.94), indicating sustained progress in instructional rigor. College & Career Readiness (3.72, 91st percentile) is also a major strength, particularly among 12th grade students (4.09). This reflects the impact of ARISE’s pathway model, capstone work, and work-based learning continuum. Engagement (3.77, 87th percentile) remains strong, with 68 percent of students rating this domain positively. Ninth graders report especially high engagement (3.91), suggesting a strong entry experience and onboarding structures. Disaggregated data by student group shows that African American students report equal or higher levels of belonging, connection, and safety compared to the overall student population. This is a critical strength given ARISE’s demographic composition and reflects the effectiveness of culturally sustaining practices, restorative structures, and inclusive supports. Across grade levels, students report high levels of adult expectations and strong perceptions of receiving a high-quality education. Seventy-five percent of students rate Academic Challenge positively, exceeding typical California schools. Identified Needs and Growth Areas Although overall climate measures are strong relative to state comparisons, Belonging & Peer Collaboration (3.54) and Relationships (3.65) are the lowest-rated core themes within ARISE’s results. While these scores still fall above state averages, they signal opportunities to deepen peer connection and adult relational consistency. Although African American students report strong connection overall, the broader YouthTruth analysis also identified differences by gender in satisfaction levels. This indicates a need to continue examining how voice, participation, and classroom dynamics may impact different student groups, particularly women and non-binary students. Key Learnings The data suggests that ARISE’s instructional model is effective in creating rigor and college and career preparation. The primary opportunity moving forward is not academic intensity, but relational depth. Strengthening peer belonging, grade-level cohesion, and relational trust, particularly in 10th grade and among identified subgroups, will be central to continued improvement. Overall, the survey analysis affirms that ARISE is a high-rigor, high-expectations environment where most students feel challenged and prepared. The next phase of growth centers on deepening belonging and strengthening relational equity across student groups.|ARISE has made and will continue to make strategic adjustments to structures, policies, and procedures to support continuous improvement.  Redesign of COST and Strengthening the MTSS Model: • Clarifying tiered interventions (Tier 1, Tier 2, Tier 3) with defined entry points and progress-monitoring cycles. • Establishing clearer referral pathways so that academic, attendance, behavioral, and social-emotional concerns are addressed earlier and more systematically. • Strengthening data-sharing protocols between advisors, pathway teachers, academic mentors, and student support staff to ensure that no student falls through gaps. • Creating structured case review cycles within COST to monitor progress and adjust interventions in real time.  Strengthening Belonging and Peer Collaboration: • Refinement of advisory curriculum to include structured peer collaboration and identity-affirming practices. • Increased monitoring of advisory implementation to ensure consistent relational routines across classrooms. • Targeted support in 10th grade, where culture and belonging scores were comparatively lower.  Staff Listening Campaign and Relational Consistency: To deepen relational equity and strengthen adult practices, ARISE is launching a targeted staff listening campaign which will inform: • Professional development focused on culturally responsive relationship-building and classroom discourse practices. • Adjustments to team meeting structures to ensure equity of voice and consistent adult follow-through. • Continued refinement of advisory and mentoring systems so every student has a clearly identified adult advocate.  Academic Monitoring and Early Intervention: • Strengthen progress monitoring checkpoints within each grading cycle. • Embed structured goal-setting and reflection within advisory. • Increase coordination between academic mentors and pathway teachers to provide targeted Tier 2 supports.|Met||2026-06-09|2026
01612590115592|Learning Without Limits|6|To better understand the needs of students, parents, and staff, LWL administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and LWL has been using it for multiple years. On a 5-point scale, LWL families rated 4.29 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. LWL families rated 4.31 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, LWL will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2026-06-09|2026
01612590118224|Aspire Golden State College Preparatory Academy|6|Based on the Winter 2025 Panorama climate survey results for Aspire Golden State College Preparatory Academy (Grades 6–12), the local climate data highlights both progress and persistent challenges in students’ experiences of school culture, safety, belonging, and adult relationships. The survey collected responses from 317 students and measured perceptions across four domains—School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships—with comparisons to district averages from Aspire Public Schools. While this summary does not include disaggregated data by student group, the overall findings reflect trends likely to impact subgroups such as English Learners, students of color, and students from historically underserved communities.  Despite facing closure, sthe school saw improvement in every category:  School Climate: 36% -> 43% (3 points below the Aspire Network average)   School Safety: 56%-> 58% (10 points above the Aspire Network average)  Sense of Belonging: 40%->47% (10 points below the Aspire Network average)  Teacher-Student Relationships: 45%->52%  (15 points below the Aspire Network average)  In summary, the survey results suggest that while Aspire Golden State made progress the school climate has room for improvement and students continue to need stronger relationships, feelings of belonging. Without disaggregated subgroup data, it is difficult to determine the full equity impact, but national and local trends suggest that these conditions disproportionately affect students from marginalized backgrounds.|Based on the Winter 2026 Panorama climate survey results for Aspire Golden State College Preparatory Academy (Grades 6–12), key learnings reveal a complex picture of student experience marked by both improvement and persistent inequities. The survey, completed by 317 students, evaluated perceptions across four key domains—School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships—and compared school-level data to Aspire Public Schools district averages. While the report does not include disaggregated data by student group, the overall trends point to underlying conditions that likely affect historically underserved populations—such as English Learners, students of color, and low-income students—at disproportionate rates.  A notable area of relative strength is School Safety, which received a 58% favorable rating. These improvements may reflect more consistent adult supervision or a maturing student culture around physical boundaries and online conduct. Areas of concern are the School Climate domain, which received a 43% favorable score, thes school's lowest rating, and Sense of Belonging  with a rating of 47% favorable which is significantly below the Aspire Network Average. These lower ratings may have been due to the school facing closure at the end of the year.  In summary, the data indicates that Aspire Golden State College Prep Academy has made progress in creating a physically safe environment, but major work remained in improving the relational and emotional aspects of school culture. Key needs included strengthening consistency in behavioral expectations, improving peer culture and inclusion, and deepening adult-student relationships. Without disaggregated data, it is difficult to pinpoint subgroup-specific trends, but based on broader equity patterns, these challenges are likely more acute for marginalized student groups. Addressing them will require systemic, equity-focused interventions to ensure all students feel safe, seen, and supported.|Based on the analysis of the Winter 2025 Panorama climate survey results for Aspire Golden State College Preparatory Academy, the LEA has reflected on existing plans, policies, and practices in response to areas of need related to school climate, belonging, peer culture, and adult-student relationships. These reflections will be taken into consideration for schools who will be receiving students from this school.|Met||2026-06-18|2026
01612590126748|LPS Oakland R & D Campus|6|Every year the school administers a Panorama Survey. The survey was administered to students in October 2025 and we had 95% completion rate with 135 students responding. The key indicators for the survey are as follows: *64% of students felt that the school provided resources necessary to achieve *58% responded favorably to a question related to supports provided in student advisory. *82% of students responded favorably to a question related to school connectedness. *72% of students responded favorably to questions related to a positive school climate, with 64% reporting that teachers seem excited to teach their classes. *43% of students responded favorably to questions related to school engagement, with 37% excited to participate in class. *55% of students responded favorably to questions related to school learning strategies, with 51% reporting they are confident that they can choose an effective strategy to complete school work. *58% of students responded favorably to questions about school safety, including 80% of students reporting that students almost never or once in a while get into physical fights at the school. *58% of students responded favorably to questions about school teacher relationships, with 83% of students reporting that teachers are extremely or very respectful towards them at school.|The analysis of the Panorama Survey reveals multiple areas of strength, particularly in terms of culture, climate, and safety. While the response rates increased by 9%, a critical area of need continues to be school engagement (currently at 43%). Looking deeper into this data, we notice some increases as compared to last year; however, students continue to report a lack of excitement in going to classes (38%) and excitement to participate in class (37%).|Based on the actions within our LCAP Goal 3, LPS Oakland R&D will: *Maintain our efforts to establish a positive school climate. *Strengthen our efforts to engage students in academics so that they feel more excited to participate in class.|Met||2026-06-18|2026
01612590128413|Aspire College Academy|6|Based on the Winter 2026 Panorama climate survey for Aspire College Academy (Grades 3–5), the local climate data reveals strong areas of growth in student experience, along with specific opportunities for continued improvement. A total of 89 students participated in the survey, which evaluated four key domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. While the report does not include data disaggregated by student group, the overall scores provide insight into both positive trends and conditions that warrant deeper attention—particularly for equity-focused planning.  The overall favorable ratings were:  School Climate: 56% (10 points above the Aspire Network average)  School Safety: 47% (1 point below the Aspire Network average)  Sense of Belonging: 66% (11 points higher than the Aspire Network average)  Teacher-Student Relationships: 69% (2 points above the Aspire Network average)  Although the current data is not disaggregated by student group, the positive outcomes in belonging and adult relationships are encouraging. Nevertheless, persistent issues around peer behavior, fairness, and safety likely affect certain subgroups—such as English Learners, students of color, and those with disabilities—more acutely. Future analysis should include disaggregated data to ensure that all student experiences are reflected in site-level planning and supports.|Based on the Winter 2025 Panorama climate survey data for Aspire College Academy (Grades 3–5), several key learnings highlight both strong student-staff relationships and specific challenges around peer behavior, discipline consistency, and perceptions of safety. With 103 students participating, the results reflect a balanced view of student experiences. Although the report does not include disaggregated data, trends suggest that issues may be more acute for historically underserved groups such as English Learners, students with disabilities, and students of color.  A major strength is Teacher-Student Relationships, which received a 68% favorable score. Most students (85%) said teachers treat them with respect, 60% felt teachers would be concerned if they came to class upset, and 67% were excited about having the same teachers again. These results point to strong relational trust and emotional safety—key conditions for learning and engagement.  Sense of Belonging was another strength, scoring 61% favorable, above the Aspire average. A large majority (78%) reported receiving a lot of support from adults, and 64% said they mostly or completely feel like they belong. These findings show that students experience care and inclusion from adults, even as peer dynamics remain an area of need.  Despite these strengths, the data revealed important concerns. School Safety scored 51% favorable, with students reporting frequent peer disrespect and physical fights. Over 40% said disrespect happens “frequently” or “almost always,” and 27% reported fights occurring at similar rates. Only 60% felt it would be easy for a bullied student to get help from an adult, suggesting a gap between adult support and students’ confidence in safety systems.  School Climate scored 53% favorable—slightly above the district average—but included notable flags. Only 22% felt peers follow rules very or extremely well, while rule fairness was rated more positively (59%). This gap points to inconsistent behavior enforcement or unclear expectations. Cleanliness was rated relatively high (65%), indicating a well-maintained physical environment, but peer-to-peer respect and social-emotional climate require continued attention.  Although subgroup data was not available, challenges related to behavior, fairness, and safety likely have disproportionate impacts on vulnerable student populations, who often face additional barriers to inclusion and consistent adult advocacy. Future disaggregated analysis will be essential for targeted supports and equity-focused planning.|In response to the findings from the Winter 2026 Panorama climate survey at Aspire College Academy, the LEA has identified several targeted revisions to existing plans, policies, and procedures aimed at improving peer behavior, strengthening student safety, and ensuring consistency in behavioral expectations. While the data reflects strong teacher-student relationships and positive trends in belonging, it also highlights persistent challenges in school climate, student rule-following, and trust in adult responsiveness—particularly regarding physical and emotional safety.  To address concerns around school safety the school will continue to implement a structured peer behavior and conflict resolution framework. This includes deepening restorative practices through community-building circles and conflict mediation sessions facilitated by trained staff. The school will also continue to expand a peer leadership program in upper elementary grades, giving students structured roles in modeling respectful behavior and supporting classroom community.  In response to students’ low confidence in consistent rule-following (22% favorable), the school will revise its behavior expectations and discipline protocols to ensure they are clearly communicated, equitably enforced, and developmentally appropriate. Staff will receive professional development on positive behavior reinforcement, culturally responsive discipline, and trauma-informed responses. Behavior expectations will be co-created with students and posted throughout the school, and routine review will occur during class meetings to promote shared accountability. The LEA will also continue to implement a more accessible and visible bullying prevention and reporting process. This includes anonymous reporting tools, increased visibility of trusted adults, and clearer procedures for adult response and follow-up. These actions will be paired with student education on seeking help, empathy, and digital citizenship to reinforce respectful interactions both online and in person.  To build on the school’s strengths in belonging(66%) and teacher-student relationships (69%), the school will expand its behavior wellness model to include structured emotional check-ins, student goal-setting, and identity-affirming activities. Teachers will conduct routine one-on-one check-ins with students to strengthen connection and trust. The LEA will also provide staff with training in social-emotional learning integration and culturally sustaining pedagogy to deepen relational practices already contributing to a positive adult-student climate.  All of these actions will be integrated into the site’s annual continuous improvement plan, with progress monitored through follow-up Panorama surveys, behavioral data, and student focus groups. The goal is to strengthen a culture of safety, respect, and belonging that supports all students—especially those most affected by inconsistent peer behavior or discipline practices.|Met||2026-06-18|2026
01612590129635|Downtown Charter Academy|6|We annually administer school climate surveys to students, families, and staff to assess perceptions of safety, belonging, engagement, and school connectedness. During the 2025-26 school year, we utilized the YouthTruth survey to gather feedback across all stakeholder groups. Results were reviewed by school leadership teams and Home Office personnel to identify trends, strengths, and opportunities for improvement.  Survey results indicate that students, families, and staff report strong perceptions of physical and emotional safety across the school community. Areas identified for growth include student engagement, opportunities for extracurricular participation, social connectedness, and strengthening relationships between students and staff.|Analysis of survey data also reinforced the importance of staff retention and continuity in building a positive school culture and fostering strong relationships with students and families. In response, we will continue efforts to strengthen employee retention, expand extracurricular opportunities, and increase student access to clubs, athletics, and enrichment activities.|We will use stakeholder feedback and ongoing climate data to inform action planning and continuous improvement efforts designed to promote safe, supportive, and inclusive learning environments where all students experience a strong sense of belonging.|Met||2026-06-11|2026
01612590129932|East Bay Innovation Academy|6|EBIA uses the Panorama Core Student Culture and Climate Survey to assess local climate. In the 25-26 school year, this survey was given to students in grades 6-8 as the 9-12 grades will no longer be enrolled in the 26-27 school year. 6-8 grades (53% response rate) Climate of Support for Academic Learning: 78%  Knowledge and Fairness of Discipline, Rules, and Norms: 72% Safety: 53%  Sense of Belonging: 64%  In general, Asian and White students had the highest favorable responses, though there were not major discrepancies across student groups. All categories increased from the prior year except Safety, which declined significantly. In that category, African American and Multi-Racial students had lower favorable responses than other groups.|We have made significant growth in most categories, particularly Sense of Belonging over the past three years. We have also lessened the gap between student groups in that category, demonstrating that the work we have done to increase belonging and set aside time to celebrate and honor different student groups has made an impact. Favorable responses to Safety have declined, and African American students have lower favorable responses than other groups - this gap is not present in other areas and will need to be further investigated.|EBIA recognizes the need for increased feelings of safety and continuing to build on our successes in other areas. We will continue to implement the PBIS structure and positive cultural and student events, which we believe have helped increase the sense of belonging. We will continue to utilize the annual calendar of events and celebrations of multiple identities to help increase the sense of belonging amongst all groups and to ensure that one group does not feel left out. Our leadership team will spend time investigating the decline in the sense of safety and work to strengthen our restorative justice program to build a stronger sense of safety amongst students.|Met||2026-06-15|2026
01612590130617|Oakland Military Institute, College Preparatory Academy|6|OMI utilizes multiple local measures to assess school climate, including the California School Parent Survey (CSPS), the California Healthy Kids Survey (CHKS), and internal student climate and engagement data. Results from these tools are reviewed in aggregate and, where available, disaggregated by student groups including English Learners, socioeconomically disadvantaged students, and students with disabilities. OMI’s 2025–26 California School Parent Survey reflects generally strong parent confidence and engagement. Among 45 parent respondents, 97% agreed or strongly agreed that school staff treat parents with respect; 96% agreed or strongly agreed that the school keeps parents well-informed about school activities; 92% agreed or strongly agreed that staff take parent concerns seriously; 92% agreed or strongly agreed that the school encourages parents to be active partners; 90% agreed or strongly agreed that the school promptly responds to calls, messages, or emails; and 87% agreed or strongly agreed that parents feel welcome to participate. Additionally, 71% of parents reported attending at least one school or class event. Areas for continued growth include parent perception that the school actively seeks input before important decisions (77%) and perceptions of student motivation to complete schoolwork (74%). Student climate data, including the CHKS and internal surveys, indicates generally positive perceptions of school safety, belonging, and adult support across grade spans. Most students report feeling safe at school and connected to at least one adult on campus, with higher levels of positive response in lower grade levels and slightly lower levels in upper grades. Measures of academic motivation and meaningful participation show moderate to strong results overall, with variation across student groups. Disaggregated data indicates that English Learners and socioeconomically disadvantaged students report comparable or slightly improving levels of connectedness and engagement, while continuing to demonstrate areas of need in academic motivation and stress management. Additional local data sources, including attendance rates, participation in extracurricular activities, and MTSS/ASG progress monitoring, further support these findings, indicating strong overall school climate conditions with targeted areas for continued improvement in student engagement, motivation, and equitable access to meaningful participation opportunities.|Analysis of local climate survey data reveals several key strengths in OMI’s school climate, particularly in the areas of communication, respect, and responsiveness. Parent data indicates very high levels of trust and positive relationships between families and staff, with nearly all parents reporting that they are treated with respect and that the school effectively communicates important information. High levels of agreement that the school responds promptly to concerns and encourages parent partnership reflect a strong foundation for family engagement and collaborative decision-making. Student data further supports these strengths, indicating that most students feel safe, connected, and supported by adults on campus. Across student groups, including English Learners and socioeconomically disadvantaged students, there are generally positive perceptions of belonging and access to support systems, suggesting that the school has established inclusive and supportive learning conditions. At the same time, the analysis identifies several areas for continued growth. Both parent and student data point to a need to strengthen engagement in decision making processes, as reflected in lower ratings related to the school actively seeking input before important decisions. Additionally, student motivation and meaningful participation emerge as areas of need, particularly for older students and certain student groups, where engagement levels are more variable. Disaggregated data suggests that while overall climate conditions are positive, targeted student groups continue to experience gaps in academic motivation and engagement. This highlights the need for continued focus on culturally responsive practices, expanded opportunities for meaningful participation, and targeted supports that promote student ownership of learning. Overall, OMI’s data reflects a strong and positive school climate with well-established systems for communication and relationships, alongside clearly identified opportunities to deepen student engagement, strengthen stakeholder voice in decision-making, and improve motivation and participation across all student groups.|Three areas of improvement have been brought to bear on improving indicators for the Middle School. -The further implementation of the OMI literacy program -The re-focus on Cadet Code of Conduct -Channel cadets to access the wellness center to obtain needed emotional or social conflict support.  Three areas of improvement have been brought to bear on improving indicators for the High School. -Advance ASG processes to connect parents and teachers -Development of MTSS systems to monitor academics and behavior -Provide more options in college and career pathways -Channel cadets to access the wellness center to obtain needed emotional or social conflict support.|Met||2026-06-11|2026
01612590130633|Lighthouse Community Charter|6|This year, LCPS gave the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|This year, LCPS gave the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|Lighthouse has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data.|Met||2026-06-30|2026
01612590130666|Aspire Lionel Wilson College Preparatory Academy|6|Aspire Lionel Wilson College Preparatory Academy administered the Panorama student climate and culture survey in Winter 2026 to students in grades 6–12. The survey gathered student perceptions across four key domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. A total of 359 student responses were collected and analyzed. The survey does not provide disaggregated data by student group in the summary provided, but the overall data points serve as a critical lens through which to assess student experience and guide improvement.  The overall results reveal several areas of concern. School Climate received a 41% favorable rating, a decline of 1% from the prior year, reflecting low levels of student satisfaction and suggests ongoing challenges with consistency in behavioral expectations and general school culture.  In the School Safety domain, the favorable rating was 52%, a 1% Increase from the prior year, pointing to a critical gap in student trust and support systems related to safety.  The Sense of Belonging domain also yielded low scores, with 44% of students responding favorably. While this is a 1% increase over the previos year, these results suggest that students, particularly those who may be marginalized or underrepresented, may struggle to feel connected to the school community.  The Teacher-Student Relationships domain received the highest rating at 50% favorable.  This was the same rating as the previos year and indicates that  deeper relational trust and emotional responsiveness could be further developed.  Overall, the absolute levels of student satisfaction point to a pressing need for continued investment in school climate transformation. The data reflects a need for systemic improvements in student culture, behavior norms, safety practices, and adult-student relational depth|Analysis of the Winter 2025 Panorama survey data for Aspire Lionel Wilson College Preparatory Academy revealed several key insights into students’ lived experiences at school. With input from nearly 400 students in grades 6–12, the data points to persistent challenges in student engagement, belonging, and perceptions of fairness and safety. While the available summary did not disaggregate results by student group, the overall response trends still highlight meaningful patterns that inform areas of strength and need.  In the domain of Teacher-Student Relationships, the school maintained a 50% rating, although it is 17% below the Aspire Network average. These results suggest that while professional respect is present, deeper social-emotional engagement could be strengthened through more intentional relationship-building practices.  Sense of Belonging emerged as a significant area for growth, with only 44% of students responding favorably overall, with the Aspire Network average being 57%. These figures suggest that many students may feel disconnected from the school community and underrecognized as individuals.   School Climate  received a 41% favorable rating, compared to an Aspire Network average of 46%. The results suggest that inconsistency in rule enforcement and a lack of shared accountability may be undermining a sense of cohesion and trust.   School Safety scored 52% favorable rating, surpassing the Aspire Network average of 48%.  Taken together, these findings highlight a clear need to build stronger community norms around respect and inclusion, strengthen emotional connections between staff and students, and ensure more consistent and transparent practices related to discipline and safety.|Based on the Winter 2025 Panorama survey results from Aspire Lionel Wilson College Preparatory Academy, the LEA has identified several key areas requiring targeted improvements in order to enhance school climate, student belonging, and perceptions of fairness and safety. As a result, the LEA will implement a series of revisions to existing plans, policies, and procedures to address the specific needs revealed through the local data.  To strengthen student sense of belonging and inclusion, the school will continue to improve its advisory and mentorship programs to ensure every student has a consistent adult advocate on campus. These advisories will include structured weekly activities designed to build identity, community, and connection. In addition, the school will launch a student voice council composed of diverse student representatives from grades 6–12. The council will meet regularly with school leadership to provide direct feedback on climate issues and participate in co-designing schoolwide initiatives, such as spirit events, student recognition systems, and peer support campaigns.  The school will revise its behavior expectations framework and discipline procedures to emphasize transparency, clarity, and restorative approaches. The updated behavior matrix will be co-created with students and families to reflect shared values and include clearer consequences and supports. All staff will receive training on consistent, equitable behavior management and culturally responsive discipline practices. To support accountability, the school will implement a common classroom management system across grade levels and regularly monitor discipline data for disproportionality. The school will also increase visibility and accessibility of adult support systems to provide students with easier access to help from adults. This will include designated safe spaces on campus, clear signage identifying trusted staff, and peer ambassador programs to support conflict resolution and mediation. Staff schedules will be adjusted to ensure increased adult presence during high-traffic times such as lunch and dismissal.  To enhance teacher-student relationships beyond the classroom, professional development will focus on strengthening social-emotional learning (SEL) competencies and trauma-informed practices. Teachers will engage in coaching cycles to incorporate relationship-building routines, regular check-ins, and authentic student voice practices into daily instruction.  These actions reflect the LEA’s commitment to continuous improvement and to ensuring that every student at Aspire Lionel Wilson feels safe, respected, and valued. All changes will be monitored through follow-up surveys, site walk-throughs, and student focus groups to assess impact and guide further refinement.|Met||2026-06-18|2026
01612590130732|Aspire Triumph Technology Academy|6|Based on the Winter 2025 Panorama climate survey data for Aspire Triumph Technology Academy (Grades 3–5), the local climate data highlights both progress and pressing challenges in students’ perceptions of their school environment. A total of 67 students responded to the survey, which measured key domains of student experience: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. While the report does not include data disaggregated by student group, the overall results provide meaningful insight into the school’s strengths and areas requiring further attention, with implications for equitable student support.  The overall favorable scores were:  School Climate: 40% (6 points below the Aspire Network average)  School Safety: 45% (3 points below the Aspire Network average)  Sense of Belonging: 51% (6 points below the Aspire Network average)  Teacher-Student Relationships: 50% (17 points below district average)  Although disaggregated subgroup data is not available in this report, research and historical context suggest that the challenges observed—particularly around safety, behavior, and belonging—are likely to be more pronounced among students from marginalized backgrounds. Moving forward, disaggregating future data by race/ethnicity, language status, disability, and socioeconomic status will be critical for identifying and addressing inequities in school conditions and student experience.|Based on the Winter 2026 Panorama climate survey data for Aspire Triumph Technology Academy, several key learnings have emerged that highlight both areas of strength and significant needs in the school’s climate and student experience. With 67 students in Grades 3–5 participating in the survey, responses were collected across four key domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. While disaggregated data by student group was not included in the report, the overall patterns provide meaningful insight into systemic areas for improvement and student strengths that can be leveraged for continuous growth. Despite challenges, students are increasingly feeling seen and supported by the adults around them—an essential condition for academic and social-emotional success. With Aspire Triumph Technology Academy's merger with Aspire College Academy, we anticipate that the efforts of the new merged school will help these new er students to build relationships and a sense of belonging so that that feel a part of the school culture and safe in this new environment.|In response to the Winter 2026 Panorama climate survey findings at Aspire Triumph Technical Academy and Aspire College Academy, the LEA has identified targeted revisions to plans, policies, and procedures to improve peer behavior, strengthen student safety, and ensure consistency in behavioral expectations. While the data reflects strong teacher-student relationships and positive trends in belonging, it also highlights persistent challenges in school climate, rule-following, and trust in adult responsiveness—especially regarding physical and emotional safety.  To address concerns around school safety, the school will continue implementing a structured peer behavior and conflict-resolution framework. This includes deepening restorative practices through community-building circles and conflict mediation facilitated by trained staff. The school will also expand its peer leadership program in upper elementary grades, giving students structured roles in modeling respectful behavior and supporting classroom community.  In response to low confidence in consistent rule-following (22% favorable), the school will revise behavior expectations and discipline protocols to ensure they are clearly communicated, equitably enforced, and developmentally appropriate. Staff will receive professional development on positive behavior reinforcement, culturally responsive discipline, and trauma-informed responses. Expectations will be co-created with students, posted throughout the school, and routinely reviewed during class meetings to promote shared accountability.  The LEA will also strengthen its bullying-prevention and reporting process by expanding anonymous reporting tools, increasing visibility of trusted adults, and clarifying procedures for adult response and follow-up. These actions will be paired with student education on seeking help, empathy, and digital citizenship to reinforce respectful interactions both online and in person.  To build on strengths in belonging (66%) and teacher-student relationships (69%), the school will expand its behavior-wellness model to include structured emotional check-ins, student goal-setting, and identity-affirming activities. Teachers will conduct routine one-on-one check-ins to strengthen connection and trust. Staff will also receive training in SEL integration and culturally sustaining pedagogy to deepen relational practices already contributing to a positive adult-student climate.  All actions will be integrated into the site’s annual continuous improvement plan, with progress monitored through follow-up Panorama surveys, behavioral data, and student focus groups. The goal is to strengthen a culture of safety, respect, and belonging that supports all students—especially those most affected by inconsistent peer behavior or discipline practices.|Met||2026-06-18|2026
01612590132514|Francophone Charter School of Oakland|6|The school's family and student survey data reflects a strong and positive partnership between families and the school community. Survey results indicate that 100% of responding students and families report feeling connected to the school community, demonstrating that they feel welcomed, valued, and included. This exceptional level of connectedness is further supported by the school's emphasis on open communication, family engagement activities, and opportunities for parent input and involvement.  A total of 95% of students 5-8 participated in the annual survey, providing valuable feedback to inform school improvement efforts. In addition, 95% of families attended Parent-Teacher Conferences, demonstrating a high level of commitment to supporting their children's academic progress and maintaining strong communication with teachers. Additional collection tools include suspension and expulsion data, and attendance data.|Areas of Strenght: -Students and families report an exceptionally strong sense of connection and belonging within the school community. -Parent participation in Parent-Teacher Conferences is consistently high, reflecting meaningful partnerships between home and school. -Schoolwide cultural celebrations foster an inclusive environment and strengthen community engagement. - Families are actively involved in school events and value opportunities to collaborate with staff. Areas of Need  - We need to promote more participation of students in school decisions.  - We need to build leadership skills so that most students are able to voice their concerns and offer input.|While many of our students have strong voices, we need to intentionally teach leadership skills and include this goal in our Action Plan.  Most families report feeling highly connected, participation in monthly Coffee and Tea meetings could be increased to ensure that a broader range of family voices is represented in school discussions and decision-making. Additional efforts are needed to increase parent participation in field trips and other volunteer opportunities, particularly among families who have been historically underrepresented. The school will continue to expand flexible engagement opportunities, including virtual meetings, translation services, and varied volunteer options, to reduce barriers and encourage participation from all families.  Overall, the data demonstrates that the school has developed a strong culture of student and family engagement while identifying opportunities to broaden participation and ensure that every family has meaningful opportunities to contribute to the life and continuous improvement of the school.|Met|Do not publish-[We do not disaggregate student culture data by groups to encourage everyone to participate.  Some families don't appreciate to see disaggregated data that present lower scores or lower participation for some historically underrepresented groups.]|2026-06-24|2026
01612590134015|Lodestar: A Lighthouse Community Charter Public|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. This year, LCPS gave the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group. This year, LCPS gave the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We are awaiting the CHKS data and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes. Lodestar has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data.|Met||2026-06-30|2026
01612593030772|Oakland School for the Arts|6||||Not Met For Two or More Years|||2026
01612596111660|Oakland Charter Academy|6|We annually administer school climate surveys to students, families, and staff to assess perceptions of safety, belonging, engagement, and school connectedness. During the 2025-26 school year, we utilized the YouthTruth survey to gather feedback across all stakeholder groups. Results were reviewed by school leadership teams and Home Office personnel to identify trends, strengths, and opportunities for improvement.  Survey results indicate that students, families, and staff report strong perceptions of physical and emotional safety across the school community. Areas identified for growth include student engagement, opportunities for extracurricular participation, social connectedness, and strengthening relationships between students and staff.|Analysis of survey data also reinforced the importance of staff retention and continuity in building a positive school culture and fostering strong relationships with students and families. In response, we will continue efforts to strengthen employee retention, expand extracurricular opportunities, and increase student access to clubs, athletics, and enrichment activities.|We will use stakeholder feedback and ongoing climate data to inform action planning and continuous improvement efforts designed to promote safe, supportive, and inclusive learning environments where all students experience a strong sense of belonging.|Met||2026-06-11|2026
01612596113807|AIMS College Prep Middle|6|During the 2025–26 school year, AIMS collected school climate data through multiple measures, including local climate surveys administered to students, families, and staff, attendance data, suspension and discipline data, behavioral referrals, formal complaints, and other indicators aligned with the California School Dashboard and Local Control and Accountability Plan (LCAP). Survey results were reviewed alongside local data to better understand perceptions of school safety, belonging, connectedness, and overall school climate.  The climate survey included questions related to students' sense of physical and emotional safety, relationships with adults, peer interactions, school connectedness, respect, inclusiveness, and access to academic and social-emotional supports. Survey responses were reviewed by school leadership and educational partners and, where available, examined by student groups to identify patterns and areas requiring additional support.  Additional local indicators demonstrated positive school climate outcomes. Suspension rates remained very low, supported by continued implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, and proactive student support systems. Attendance, behavioral data, Student Success Team (SST) referrals, and Multi-Tiered System of Supports (MTSS) data were also analyzed to better understand student engagement and school climate.  Together, these multiple sources of information provided a comprehensive understanding of school climate and informed ongoing improvement efforts focused on creating safe, welcoming, and inclusive learning environments for all students.|Analysis of survey results and other local climate data identified several important strengths. Students generally reported positive relationships with school staff and a strong sense of physical safety at school. The school's continued emphasis on relationship-centered practices, PBIS, restorative approaches, and proactive behavioral supports contributed to a positive learning environment with low suspension rates and increased opportunities for student support before disciplinary action became necessary.  Educational partners also recognized improvements in communication, transparency, and the school's commitment to creating a culture where students are known, supported, and encouraged to succeed. Staff, students, and families consistently emphasized the importance of strong relationships as the foundation for student success.  The analysis also identified areas for continued growth. While students generally reported feeling safe at school, opportunities remain to strengthen students' overall sense of belonging, increase connectedness for historically underserved student groups, and improve attendance and engagement for students experiencing chronic absenteeism. Survey responses and local data also highlighted the need to continue strengthening social-emotional supports, ensuring consistent implementation of PBIS and restorative practices across classrooms, and increasing opportunities for student voice in shaping school culture.  These findings reinforce the importance of maintaining a safe and inclusive school environment while continuing to strengthen relationships, engagement, and equitable access to supports for all students.|Beginning in the 2026–27 school year, AIMS Middle School will no longer operate as a separate school following its consolidation with AIPCS II. During the transition, the LEA will prioritize maintaining a safe, welcoming, and supportive learning environment for all students.  School climate initiatives, including Positive Behavioral Interventions and Supports (PBIS), restorative practices, Multi-Tiered System of Supports (MTSS), attendance supports, and social-emotional learning, will continue through the comprehensive systems implemented at AIPCS II. Ongoing climate monitoring, survey administration, and continuous improvement activities for students transitioning from AIMS Middle School are reflected in the AIPCS II 2026–27 LCAP and Local Indicator responses.|Met|AIMS PROGRESS: Standard Met  Student & Staff Safety and Connectedness Indicators: Family Traffic Safety Survey Panorama School Climate Survey PBIS implementation Safety drills Staff training Positive behavior systems|2026-06-12|2026
01612596117568|Aspire Monarch Academy|6|The Panorama Education survey results for Aspire Monarch Academy offer key insights into student perceptions of school climate, safety, belonging, and teacher-student relationships. With 171 student responses, the data is benchmarked against Aspire Public Schools district averages and reflects shifts since the previous administration.  Teacher-Student Relationships 66% of students responded favorably to Teacher -student relationships which is one point below the Aspire Network average.  Sense of Belonging Only 55% of students responded favorably, this is a 2-point decline from the last survey, and two points below the Aspire Network average, suggesting continued need for inclusive community-building.  School Safety 48% of students reported favorable perceptions of safety—which is equal to the Aspire Network average, and a 4% increase from the last adminitered survey. The low overall responses may be in response to the overall sense of safety in the community.  School Climate 47% of students responded favorably, maintaining from the previous survey and one point above the Aspire Network average.|The Winter 2026 Panorama student climate and culture survey for Aspire Monarch Academy (Grades 3–5) revealed several important insights into students’ perceptions of their school experience. Across four core domains—School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships—the data presents a mixed picture of strengths and areas in need of targeted support.  One clear area of strength lies in the domain of Teacher-Student Relationships, where 66% of students responded favorably. This score not only reflects strong student-teacher rapport but also exceeds the Aspire Public Schools district average. . These results suggest that students experience meaningful, supportive interactions with adults on campus, which is essential for fostering trust, engagement, and academic success.  The Sense of Belonging domain showed moderate strength, with 55% of students responding favorably. While this figure is close to the district average, it indicates that nearly half of students may feel only a limited sense of inclusion in the school community. This highlights an opportunity to deepen inclusive practices, especially peer-to-peer respect and student voice initiatives.  Areas of need emerged most prominently in the domains of School Climate and School Safety. School Climate received only a 47% favorable rating. These findings suggest a need to reinforce behavioral expectations, elevate student ownership of school culture, and improve the physical environment.  In terms of School Safety, the overall favorable rating was 47%, indicating that nearly half of students do not feel consistently safe. While some improvement is evident, these results underscore the importance of trauma-informed practices, consistent adult supervision, and student-led initiatives focused on empathy and accountability.  In summary, while students at Aspire Monarch Academy report strong relationships with teachers and recognize the support provided by adults, there are notable challenges related to school climate, and students’ perceptions of safety. These findings provide a clear direction for ongoing professional development, student leadership cultivation, and systems-level improvements to foster a more inclusive, respectful, and supportive school environment.|Based on the findings from the Winter 2026 Panorama survey at Aspire Monarch Academy, the LEA recognizes the need to revise certain practices and enhance systems to address key areas of concern—particularly around school climate, student belonging, and perceptions of safety. While strong teacher-student relationships were affirmed in the data inconsistent perceptions of safety  and school climatesignal that modifications to policies and procedures are essential to support more equitable and inclusive student experiences.  To address these challenges, the LEA will revise its school climate action plan to include a stronger focus on peer-to-peer dynamics and community-building practices. Specifically, it will continue the implementation of restorative practices beyond staff training to include structured, student-led restorative circles, with a goal of improving conflict resolution, peer accountability, and respect among students. These circles will be embedded into classroom routines, allowing students to regularly reflect on their behaviors, voice concerns, and build empathy.  The LEA will also update the school’s behavior matrix and discipline procedures to ensure greater clarity, consistency, and visibility across classrooms. Teachers and support staff will participate in professional development sessions on culturally responsive classroom management and equitable discipline, supported by coaching cycles to reinforce practice. The revised procedures will include student-friendly language and be co-developed with student input, ensuring transparency and shared ownership of expectations.  The LEA will continue the development of a student leadership council to improve students’ sense of belonging  This group will meet monthly with school leadership to provide direct feedback on climate issues, recommend initiatives, and participate in schoolwide planning. The council’s input will inform decisions on school events, policies, and instructional practices that impact culture.  The LEA will adjust staffing schedules to provide greater supervision during lunch and recess and expand partnerships with mental health providers to offer small-group SEL support focused on emotional regulation and peer interaction.  Together, these adjustments reflect a commitment to continuous improvement grounded in local data, student voice, and a focus on equity and well-being for all learners.|Met||2026-06-18|2026
01612596118608|ASCEND|6|To better understand the needs of students, parents, and staff, ASCEND administers the School Climate Assessment Instrument (SCAI) and TNTP's Insight Survey. Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and ASCEND has been using it for multiple years. On a 5-point scale, ASCEND families rated 3.89 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. ASCEND families rated 4.11 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, ASCEND will continue efforts to engage parents in students learning, such as developing skills to support literacy. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2026-06-09|2026
01612750000000|Piedmont City Unified|6|Schools administered the California Healthy Kids Survey modules in February 2026. Surveys were given to students in 5th grade and to all 6th-12th graders. In addition, the district utilized the Staff and Parent modules across the district. Compiled results were returned to the district/schools in late April 2026. Several indicators in the California Healthy Kids Survey are used as metrics in the LCAP. Here are the results for those indicators from the 2026 Climate survey and the delta from the 2024 results: 2025-26 Elementary 84% School Connectedness -1 91% Feel Safe at School +2 77% Caring Adults at School +2  PMS 85% School Connectedness +1 89% Feel Safe at School -1 74% Caring Adults at School -6  PHS 83% School Connectedness +7 93% Feel Safe at School +9 84% Caring Adults at School +7 81% students report no Harassment (race, ethnicity, religion, gender, sexuality, disability, immigrant...) Climate Indicator +7  MHS 69% School Connectedness +2 75% Feel Safe at School +4 85% Caring Adults at School +2 Source: CA Healthy Kids Survey|"The CHKS results have been monitored for several years, as our focus on student well-being and belonging were accentuated during the pandemic. We have surpassed the positive markers of the pre COVID-19 administration in February 2020 - the ""old normal."" The adoption of Educational Equity and Racial Equity board policies, extensive belonging work, curricular reviews, and engagement strategies has yielded improved climate perceptions for students overall."|"Key findings show growth school connectedness and safety at the high school level. There has been a focus on the 9th and 10th grade experience the last two years to increase school connectedness at PHS. Additionally a change in bell schedule for 6-12 grade schools created a twice a week ""Academy"" period used for SEL lessons, community building, and academic support. This work continues as a major component of our LCAP, especially Goal 1."|Met||2026-06-17|2026
01612910000000|San Leandro Unified|6|The 2025–26 California Healthy Kids Survey (CHKS) responses from SLUSD students revealed a high sense of school safety, academic motivation, and school connectedness at the elementary level, with a gradual decline observed across secondary grades. Of the 5th graders responding, 76% reported positive school connectedness and 83% reported feeling safe at school.     While a downward trajectory remains present as students transition into secondary education, the data shows noticeable, encouraging improvements across middle school and high school compared to past tracking cycles. Secondary school connectedness stands at 64% in 6th grade, 55% in 7th grade, and 54% in 8th grade. High school environment metrics exhibit similar stabilization, with connectedness reported at 56% in 9th grade, 51% in 10th grade, and 48% in 11th grade.     Feelings of school safety mirror these patterns; after peaking at 83% in elementary school, secondary safety response rates hold at 65% in 6th grade, 59% in 7th grade, 57% in 8th grade, 59% in 9th grade, 54% in 10th grade, and 50% in 11th grade. Across all grade levels, the vast majority of student respondents continue to report being motivated academically (ranging from 58% in 11th grade to 84% in 5th grade) and perceive that adults on campus hold high expectations for their success (ranging from 69% in 9th and 11th grades to 86% in 5th grade).|Analysis of the 2025–26 CHKS responses highlights several encouraging areas of progress across our schools, while also pointing to clear opportunities where we can offer more focused care for specific student groups.   Areas of Strength:   Strong Elementary Foundations: Our younger students continue to experience a warm and welcoming school environment, with 5th graders reporting high levels of school connectedness (76%) and school safety (83%).   Positive Growth in Secondary Grades: There are encouraging upward trends in our middle and high schools compared to previous years. Secondary school connectedness has stabilized and grown, notably rising to 54% in the 8th grade, while high school connectedness numbers have successfully moved past previous plateaus.   Widespread Adult Support: Students across all grade levels consistently feel that teachers and staff hold high expectations for their success (ranging from 69% to 86%), which serves as a vital foundation for student motivation.   Identified Needs:   Support for Black/African American Students: When looking closely at the data by student groups, there is a clear opportunity to better support our Black/African American students, who report lower rates of school connectedness and perceived safety in secondary grades compared to the district wide averages.   Gender-Based Wellness Focus: A notable difference remains between male and female students in secondary grades. Female respondents report lower overall feelings of school connectedness and are more likely to experience periods of sadness, indicating a need to inquire further if there are unique supports needed.   Sustained Secondary Transitions: While English Learners and students with disabilities report a stable sense of belonging during their early secondary years, both groups experience a decline in connectedness by the 11th grade. This underscores a need to explore programs designed help these students navigate upper high school tracks.   Overall, while the data shows meaningful progress in strengthening our secondary school climate, these insights emphasize our ongoing commitment to deepening relationship-centered practices that ensure every student feels safe, valued, and included.|SLUSD is strengthening plans and policies to enhance students’ social, emotional, and academic development, leveraging Year 4 of the California Community Schools Partnership Program (CCSPP) grant to improve integrated student supports and alignment across sites. Key actions include: Expanded Partnerships: Formalized community partnerships for mental health (East Bay Agency for Children, Wellness Together, Native American Health Center) and college/career pathways (CSU East Bay, Chabot College Early Educator Youth Apprenticeship). The district also received the California Serves Grant for service-learning opportunities. College & Career Readiness: Regularly evaluating A–G completion data, providing postsecondary workshops, and strengthening transition supports between elementary and secondary grades. School Climate Initiatives: Elementary schools implement Soul Shoppe and Toolbox SEL; secondary schools align practices to support SEL and restorative approaches. All 9th-grade students will enroll in a semester Ethnic Studies course and a semester Healthy Choices for College and Career course. Inclusive Access: Prioritizing the universal design of learning spaces across all grade spans. These revisions reflect SLUSD’s commitment to continuous improvement through collaborative leadership, integrated supports, equitable transitions, and inclusive access for all students and families.|Met||2026-06-16|2026
01613090000000|San Lorenzo Unified|6|Each school year, San Lorenzo USD administers the Cal-SCHLS’ Student, Staff, and Parent surveys. In addition to all staff and parents being invited to participate, the (CHKS) survey is administered to all students in grades 5, 7, 9, and 11. Continued, persistent, and deep analysis by the Data and Assessment Department, our Educational Leadership Team, and the Superintendent’s Cabinet allows key findings to be presented to site principals, assistant principals, and the school board. Many of these metrics have continually improved from previous years, with some of the key findings from the 2025-26 data showing small gains noted below: The percentage of students who perceive that their school sites have caring adults varies, with 69% of grade 5 students indicating this statement is very much or pretty much true, with 58% of grade 11 students stating such. 57% of grade 7 students and 49% of grade 9 students reported that there are caring adults in their schools. Student perception of school connectedness also varies by grade level, with 72% of grade 5 students strongly agreeing or agreeing, while 54% of grade 7 students, 52% of grade 9 students, and 53% of grade 11 students reporting feelings of school connectedness. Another metric from the survey we monitor is opportunities for meaningful participation. These remain relatively low with 5th grade students reporting 47% agreement with the idea of meaningful participation opportunities. There is a considerable drop in the percentages for secondary schools with 27% for 7th grade, 20% for 9th grade, and 26% for 11th grade students.|As we continue to engage in dialogue in order to effectively respond to these results, we are committed to continuing to implement programs and curriculum based on the Cal-SCHLS data, including a greater focus on MTSS behavioral and socio-emotional learning (via Soul Shoppe, Social Workers and Counselors), restorative practices, racial equity and ethnic studies, and our anti-bias framework (via SLAM - Student Led Anti-Racist Movement). We also continue to explore methods to build schools’ community, while we ensure students have reliable adults and support available on campus. In analyzing the data, there are a few areas of strength that demonstrate some positive growth and there are a few areas that indicate stagnation. The areas of strength are primarily reflected in the 5th-grade data. There were also some increases in the data for secondary students. However, these metrics still represent areas of focus because of the low baseline percentages for our secondary students.|The Cal-SCHLS and California Healthy Kids Survey continue to be an important activity to measure school climate for our district and individual school sites. The data from these surveys is utilized in the district LCAP as well as individual school sites in the School Plan for Student Achievement. We have recently modified our LCAP goals to reflect the Aspirational Goals from the District Strategic Plan. These goals are  1. Ensure that each and every student completes high school and is ready for college, career, and life success. 2. Develop students' understanding of civic responsibility and support their engagement in activities that advance social justice. 3. Cultivate social-emotional and environmental wellness as a foundation for high performance of both students and school employees. 4. Ensure an excellent, effective, and supportive learning and working environment for all students, families, and employees. The Cal-SCHLS and CHKS surveys are important metrics in the LCAP to measure specific actions in both goal 3 and goal 4.|Met||2026-06-16|2026
01613090101212|KIPP Summit Academy|6|75% of KIPP families have a positive experience with the school.  88% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service.   Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
01613090114421|KIPP King Collegiate High|6|89% of KIPP families positively indicated that teachers have built strong relationships with their child. 86% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration: the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
01740050000000|Tri-Valley ROP|6||||Not Met|||2026
01740130000000|Eden Area ROP|6||||Not Met|||2026
01740210000000|Mission Valley ROC/P|6||||Not Met|||2026
01750930000000|Dublin Unified|6|For the past five years, Dublin Unified has used Panorama Education's survey tools for our local climate survey.  The survey measures students from 3rd to 12th grade in 16 key areas, ranging from social awareness to school safety. Data can be disaggregated based on school site, gender, student ethnicity, and special education status. What was most noticeable in this year’s survey compared to last year is that scores trended downward for almost every topic area among 3rd-5th graders, but increased in almost every topic area among 6th-12th graders. Some notable data points include: School Safety was 91% favorable on the family survey Family Engagement was 33% favorable on the family survey Sense of Belonging was 69% favorable on the 3rd- 5th grade survey Sense of Belonging was 43% favorable on the 6th- 12th grade survey, which is an 8% increase from last year.|Key learning from the 2025-2026 Panorama survey is that while student responses trended in a positive direction overall, the data for 6th- 12th grade African American students are generally lower than scores for other ethnic groups. A critical analysis of the data will be needed to determine why scores for 3rd-5th-grade students were generally lower than last year as well as scores for African American students|Next year DUSD will implement a comprehensive mental wellness plan to address the wellness needs of all student groups in the district. A major component of the mental wellness plan are classroom activities that every teacher in the district will need to implement to increase interactions among students and to foster a stronger sense of belonging. In addition to that we will hold focus groups for our African American students to get a better understanding of what they are experiencing in our schools and to collect their ideas about what initiatives the district needs to engage in to support their well-being.|Met||2026-06-23|2026
01751010000000|Pleasanton Unified|6|Pleasanton Unified School District administers the California Healthy Kids Survey (CHKS) annually to students in grades 5, 7, 9, 10, 11, and 12. The survey includes measures of school engagement and supports, school safety, substance use, and social-emotional health. The district's most recent student participation rate was 73%. Compared to prior years, students reported improvements across many CHKS measures, including increases in positive indicators such as engagement, safety, and connectedness, while negative indicators declined.  School Engagement and Supports: Survey results indicate generally high levels of student engagement and support. Among fifth-grade students, 92% reported high academic motivation, 82% reported a sense of school connectedness, and 78% reported positive relationships with caring adults. Secondary students reported academic motivation ranging from 69% to 78%, high expectations from 66% to 79%, school connectedness from 66% to 73%, and caring adult relationships from 59% to 73%. These findings indicate positive student experiences while highlighting opportunities to strengthen connectedness and adult relationships, particularly in secondary grades.  School Safety: Students generally report feeling safe at school. 92% percent of elementary students reported feeling safe at school and 95% reported feeling safe traveling to and from school. Among secondary students, 83% of seventh graders, 79% of ninth graders, 82% of tenth graders, 80% of eleventh graders, and 79% of twelfth graders reported feeling safe or very safe at school.  Substance Use and Behavioral Health: Survey results indicate areas of concern related to student wellness. Among fifth-grade students, no students reported current use of cigarettes, vaping, or marijuana, while 14% reported trying alcohol at least once. Secondary students reporting current alcohol or drug use showed decreases from 1% in grade 7 to 12% in grade 12. Secondary students  reporting current use of binge drinking, vaping or marijuana also show decreases ranging from 0-1% in grade 7 to 2-7% in grade 12. Reports of chronic sadness ranged from 15% to 24% among secondary students, while 11% of fifth-grade students reported frequent sadness.  The district uses CHKS data, along with other state and local indicators, to monitor school climate and inform actions to improve safety, engagement, mental health, and school connectedness for all students.|Analysis of CHKS data identified strengths in academic motivation, school safety, and school connectedness, particularly among elementary students. Areas of need include strengthening student belonging and adult relationships at the secondary level, while addressing trends in substance use and student mental health.  In response, Pleasanton Unified School District has prioritized Restorative and Trauma-Informed Practices, Positive Behavioral Interventions and Supports (PBIS), and Social-Emotional Learning (SEL) to strengthen school climate and student well-being. The district also provides targeted supports through District Social Workers, Child Welfare and Attendance Specialists, and District Parent Liaisons to address barriers to engagement and connect students and families with services.  Safety and wellness efforts include Comprehensive School Safety Plans, mandated safety drills, and High School Wellness Centers. Disaggregated data and local measures further highlight the importance of targeted supports for low-income students, English learners, foster youth, and students experiencing homelessness to promote equitable outcomes for all students.|To address the need to continue to strengthen student social-emotional well-being, belonging, and connectedness, the district will increase supports for Social and Emotional Learning (SEL) through expanded curriculum implementation, targeted interventions, and staff professional learning.|Met||2026-06-25|2026
01751190000000|Sunol Glen Unified|6|2025–2026 School Year Data Enrollment: 234 students  Student Demographics:  32.05% Asian 30.34% White 14.53% Hispanic/Latino 19.23% Two or more races Less than 1%: African American, Pacific Islander, and Filipino  Language Proficiency:  5.13% English Learners (EL) 10.26% Reclassified Fluent English Proficient (RFEP)  Chronic Absenteeism (2025–2026): 8.7% (down from 12.5% in the prior year)  2025–2026 Parent/Guardian Annual Survey Results:  96.1% of parents/guardians are satisfied to very satisfied with communication between school and home 90.4% feel the school keeps families informed about their child’s academic progress and school events 80.8% believe their child has access to the resources and support needed to succeed academically 96.2% report their child feels safe at school 54.3% rated the overall school climate (safety, respect, and inclusivity) as excellent or good 88% rated the school’s efforts in addressing bullying and promoting positive behavior as good or excellent 94.1% feel the school is inclusive and welcoming to students from diverse backgrounds 27.5% are unsure whether there is adequate mental health and emotional support available for students 94.1% rated the school’s efforts to engage parents and the community as good or excellent  Sunol Glen continues to prioritize strong relationships, academic achievement, student well-being, and inclusive practices that support all students in a safe, supportive, and community-centered learning environment.|From the survey and supporting local data, several strengths and needs emerged:  Strengths:  -High levels of parent satisfaction with communication and school climate. -Strong student perceptions of safety and belonging, aligning with family feedback regarding a positive and supportive school environment. -Families generally report feeling informed, welcomed, and engaged in their child’s education through regular communication and school events. -Translation support, individualized outreach, and flexible meeting options continue to help improve access and engagement for multilingual and working families. -Chronic absenteeism decreased from 12.5% to 8.7%, indicating progress in attendance monitoring, communication, and family outreach efforts.  Areas of Need:  -Although chronic absenteeism improved, attendance data indicate that a smaller group of students continues to experience attendance challenges, highlighting the need for continued targeted intervention and family partnership. -Underrepresented families may continue to face barriers to participation related to work schedules, availability, or familiarity with school systems, requiring ongoing efforts to provide flexible engagement opportunities. -Parent survey data suggest a need for increased awareness and communication regarding available mental health and social-emotional supports, as some families reported uncertainty about the services available to students|To address areas of need identified through survey feedback and local student data, the District is taking several steps to strengthen outcomes and family engagement:  -Strengthening the Multi-Tiered System of Supports (MTSS) to better identify and support students showing early signs of academic, attendance, or social-emotional concerns, including more structured intervention, regular progress monitoring, and Student Success Team (SST) meetings every six weeks for identified students. -Continuing to provide access to a full-time school counselor to support students’ mental health, behavioral, and social-emotional needs through schoolwide supports, counseling services, and targeted intervention. -Increasing awareness of available student supports and services, including academic intervention, counseling, and attendance supports, to strengthen family understanding of available resources. -Expanding efforts to engage underrepresented families by continuing to offer flexible meeting times, translated communication and interpretation when needed, personalized outreach, surveys, and multiple opportunities for participation through school events and school committees.  These actions reflect the District’s continued commitment to strengthening family partnerships, supporting student well-being, and ensuring all students have access to a safe, inclusive, and responsive learning environment.|Met||2026-06-23|2026
01771800000000|SBE - Latitude 37.8 High|6|Latitude has historically administered a variety of surveys, including the SCAI and Insight surveys to measure student, family, and staff sentiment, and the results of these surveys inform our administrative team's decision-making process. Furthermore, these surveys' results have indicated positive sentiments among our community, such as students averaging 3.97 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2026-06-09|2026
01771800138289|Latitude 37.8 High|6|Latitude has historically administered a variety of surveys, including the SCAI and Insight surveys to measure student, family, and staff sentiment, and the results of these surveys inform our administrative team's decision-making process. Furthermore, these surveys' results have indicated positive sentiments among our community, such as students averaging 3.97 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback. Survey results are incorporated into the annual site-planning process.|Please refer to the prior response.|Please refer to the prior response.|Met||2026-06-09|2026
02100250000000|Alpine County Office of Education|6|ACUSD administered the CHKS to all middle school students to understand school conditions and climate in 2023- 2024. 19% of students participated in the survey, but not enough in number for ACUSD to receive a results report and maintain student anonymity.|Due to small student population and low rate of participation, disaggregated student data is not available.|ACUSD will attempt to broaden the scope of administration for CHKS. ACUSD will also utilize other survey instruments to collect school conditions and climate data.|Met||2026-06-25|2026
02613330000000|Alpine County Unified|6|ACUSD administered the CHKS to all middle school students to understand school conditions and climate in 2023- 2024. 19% of students participated in the survey, but not enough in number for ACUSD to receive a results report and maintain student anonymity.|Due to small student population and low rate of participation, disaggregated student data is not available.|ACUSD will attempt to broaden the scope of administration for CHKS. ACUSD will also utilize other survey instruments to collect school conditions and climate data.|Met||2026-06-25|2026
03100330000000|Amador County Office of Education|6|For the 2025 LCAP Local Performance Indicator Self-Reflection, Amador County Unified School District conducted a comprehensive local climate survey to assess various aspects of school climate and conditions. The survey collected data from students, staff, and parents to gather insights into perceptions, experiences, and needs related to the learning environment.  The local climate survey provided valuable information on several key areas, including safety, inclusivity, support systems, and overall satisfaction. Responses were disaggregated by student groups to identify any disparities or areas of concern among different demographics.  The overall scores for the 24-25 school year are as follows: 2024-2025:  5th Grade School Connectedness - 67% Students motivated academically - 77% Caring adults at school - 66% Feel safe at school - 71%  7th Grade School Connectedness - 47% Students motivated academically - 58% Caring adults at school - 57% Feel safe at school  (School perceived as Safe/Very Safe) - 44%  9th Grade School Connectedness - 48% Students motivated academically - 51% Caring adults at school - 53% Feel safe at school (School perceived as Safe/Very Safe) - 54%  11th Grade School Connectedness - 52% Students motivated academically-51% Caring adults at school - 61% Feel safe at school  (School perceived as Safe/Very Safe) - 64% One of the primary data points analyzed was the overall score from the survey, which provides a comprehensive snapshot of the school climate for all students. Additionally, student group scores were examined to identify any variations in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status.  In addition to the overall score, specific items on the survey were analyzed to gain deeper insights into particular aspects of school climate. For example, responses to questions related to safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers were scrutinized to identify strengths and areas for improvement.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools that are particularly relevant to school conditions and climate. This could include data from student discipline records, attendance rates, behavioral incidents, and academic performance indicators.  Overall, the analysis of local climate survey data provided valuable insights into the current state of school climate within Amador County Unified School District. By examining responses disaggregated by student groups and focusing on specific areas of concern, the district can better understand the needs of its diverse student population and develop targeted strategies to foster a positive and inclusive learning environment for all students.|In analyzing the 2024-2025 local climate survey data for Amador County Unified School District, several key learnings have emerged regarding the school climate across different student groups.  Firstly, the overall scores for school connectedness, academic motivation, presence of caring adults, and feelings of safety at school varied across grade levels, indicating differing perceptions and experiences among students at different stages of their education. For example, while 5th-grade students generally reported higher levels of school connectedness and safety, 7th-grade students showed lower scores in these areas, highlighting a potential transition period where additional support may be needed.  Secondly, disaggregating the data by student groups revealed disparities in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. For instance, certain student groups may have reported lower feelings of safety or less academic motivation compared to their peers, indicating a need for targeted interventions and support to address these disparities and ensure equitable experiences for all students.  Additionally, analyzing specific items on the survey provided insights into particular aspects of school climate that may require attention. Issues such as safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers emerged as areas of strength or concern, informing the development of targeted strategies to enhance the overall school climate.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools, such as student discipline records, attendance rates, behavioral incidents, and academic performance indicators, to gain a more comprehensive understanding of school conditions and climate.  Overall, the analysis of local climate survey data has provided valuable insights into the current state of school climate within the district. By identifying areas of strength and areas for improvement across different student groups, the district can tailor interventions and initiatives to foster a positive and inclusive learning environment for all students.|In response to the analysis of local climate survey data and the identification of key learnings, Amador County Unified has made significant changes to existing plans, policies, and procedures to address areas of need and promote continuous improvement.  To enhance social-emotional learning (SEL) and support student well-being, the district has implemented Sami's Circuit SEL curriculums and established site Wellness centers. Additionally, counselors have been equipped with training in the Zones of Regulation curriculum to better address the emotional needs of students.  Recognizing the importance of character development, Character Strong curriculum has been introduced at the junior highs and high school level to promote positive character traits and social skills among students.  Looking ahead, the district is using a district-wide SEL curriculum in the 2026-2027 school year, further embedding SEL practices into the educational experience of all students.  To better support students with diverse needs, the district has created and defined tiers within an updated Multi-Tiered System of Support (MTSS) triangle. A district MTSS leadership team has been established to oversee the implementation of MTSS practices district-wide, ensuring that all students receive the support they need to succeed.  At the site level, Coordination of Services Teams (COST) have been formed to streamline support services and interventions for students, promoting collaboration among staff members and enhancing the effectiveness of support systems.  These revisions, decisions, and actions reflect the district's commitment to continuous improvement and the holistic development of all students within the Amador County Unified School District.|Met||2026-06-17|2026
03739810000000|Amador County Unified|6|For the 2025 LCAP Local Performance Indicator Self-Reflection, Amador County Unified School District conducted a comprehensive local climate survey to assess various aspects of school climate and conditions. The survey collected data from students, staff, and parents to gather insights into perceptions, experiences, and needs related to the learning environment.  The local climate survey provided valuable information on several key areas, including safety, inclusivity, support systems, and overall satisfaction. Responses were disaggregated by student groups to identify any disparities or areas of concern among different demographics.  The overall scores for the 24-25 school year are as follows: 2024-2025:  5th Grade School Connectedness - 67% Students motivated academically - 77% Caring adults at school - 66% Feel safe at school - 71%  7th Grade School Connectedness - 47% Students motivated academically - 58% Caring adults at school - 57% Feel safe at school  (School perceived as Safe/Very Safe) - 44%  9th Grade School Connectedness - 48% Students motivated academically - 51% Caring adults at school - 53% Feel safe at school (School perceived as Safe/Very Safe) - 54%  11th Grade School Connectedness - 52% Students motivated academically-51% Caring adults at school - 61% Feel safe at school  (School perceived as Safe/Very Safe) - 64% One of the primary data points analyzed was the overall score from the survey, which provides a comprehensive snapshot of the school climate for all students. Additionally, student group scores were examined to identify any variations in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status.  In addition to the overall score, specific items on the survey were analyzed to gain deeper insights into particular aspects of school climate. For example, responses to questions related to safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers were scrutinized to identify strengths and areas for improvement.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools that are particularly relevant to school conditions and climate. This could include data from student discipline records, attendance rates, behavioral incidents, and academic performance indicators.  Overall, the analysis of local climate survey data provided valuable insights into the current state of school climate within Amador County Unified School District. By examining responses disaggregated by student groups and focusing on specific areas of concern, the district can better understand the needs of its diverse student population and develop targeted strategies to foster a positive and inclusive learning environment for all students.|In analyzing the 2024-2025 local climate survey data for Amador County Unified School District, several key learnings have emerged regarding the school climate across different student groups.  Firstly, the overall scores for school connectedness, academic motivation, presence of caring adults, and feelings of safety at school varied across grade levels, indicating differing perceptions and experiences among students at different stages of their education. For example, while 5th-grade students generally reported higher levels of school connectedness and safety, 7th-grade students showed lower scores in these areas, highlighting a potential transition period where additional support may be needed.  Secondly, disaggregating the data by student groups revealed disparities in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. For instance, certain student groups may have reported lower feelings of safety or less academic motivation compared to their peers, indicating a need for targeted interventions and support to address these disparities and ensure equitable experiences for all students.  Additionally, analyzing specific items on the survey provided insights into particular aspects of school climate that may require attention. Issues such as safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers emerged as areas of strength or concern, informing the development of targeted strategies to enhance the overall school climate.  Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools, such as student discipline records, attendance rates, behavioral incidents, and academic performance indicators, to gain a more comprehensive understanding of school conditions and climate.  Overall, the analysis of local climate survey data has provided valuable insights into the current state of school climate within the district. By identifying areas of strength and areas for improvement across different student groups, the district can tailor interventions and initiatives to foster a positive and inclusive learning environment for all students.|In response to the analysis of local climate survey data and the identification of key learnings, Amador County Unified has made significant changes to existing plans, policies, and procedures to address areas of need and promote continuous improvement.  To enhance social-emotional learning (SEL) and support student well-being, the district has implemented Sami's Circuit SEL curriculums and established site Wellness centers. Additionally, counselors have been equipped with training in the Zones of Regulation curriculum to better address the emotional needs of students.  Recognizing the importance of character development, Character Strong curriculum has been introduced at the junior highs and high school level to promote positive character traits and social skills among students.  Looking ahead, the district is using a district-wide SEL curriculum in the 2026-2027 school year, further embedding SEL practices into the educational experience of all students.  To better support students with diverse needs, the district has created and defined tiers within an updated Multi-Tiered System of Support (MTSS) triangle. A district MTSS leadership team has been established to oversee the implementation of MTSS practices district-wide, ensuring that all students receive the support they need to succeed.  At the site level, Coordination of Services Teams (COST) have been formed to streamline support services and interventions for students, promoting collaboration among staff members and enhancing the effectiveness of support systems. These revisions, decisions, and actions reflect the district's commitment to continuous improvement and the holistic development of all students within the Amador County Unified School District.|Met||2026-06-17|2026
03748560000000|Amador County ROP|6||||Not Met|||2026
04100410000000|Butte County Office of Education|6|Butte County Office of Education uses local climate survey data, along with attendance, chronic absenteeism, suspension, and other local measures, to monitor school conditions and climate across its programs. In 2025–26, available local climate survey data showed generally positive student perceptions in some programs. Table Mountain School reported an overall student climate survey result of 84% for All Students. Butte County Community School middle-high reported an overall result of 80%. Earlier local survey results showed BCCS middle-high at 79% in 2024 and 75% in 2023, and TMS at 78% in 2024 and 81% in 2023, indicating improvement over time in available program-level results.  At TMS, additional survey items used to monitor school climate showed that 73% of students reported “I like school,” and 82% reported “I feel successful at school” in 2025–26. These items provide additional context about student engagement, connection, and school experience. Available disaggregated climate survey data by student group are limited due to small student population sizes, especially at TMS, where enrollment typically does not exceed the minimum count needed for public reporting by student group. At other programs, climate survey participation and reporting are also affected by program size, student needs, and setting.  BCOE also reviews related local data that help provide a fuller picture of school climate. In 2025–26, combined local data showed an overall attendance rate of 79.8%, chronic absenteeism of 41.9%, and a suspension rate averaging 27.6% across BCOE-operated programs, with substantial variation by site. Table Mountain School maintained a 0% suspension rate, while other programs, particularly Butte County Special Education and Butte County Community School, showed higher rates of suspension and chronic absenteeism. When available and reportable, BCOE also reviews local and Dashboard data disaggregated by student groups, including low-income students, students with disabilities, foster youth, and racial/ethnic groups, to help identify trends and areas of need related to school climate.|Analysis of local climate survey and related school condition data indicates that Butte County Office of Education’s strengths include positive staff-student relationships, supportive learning environments, and strong adult connection in several programs. This is most evident at Table Mountain School, where climate survey results remained positive, 73% of students reported that they like school, 82% reported feeling successful at school, and the school maintained a 0% suspension rate. Butte County Community School also showed improvement in available climate survey results over time, increasing from 75% in 2023 to 79% in 2024 and 80% in 2025, suggesting progress in student perceptions of school climate and connection. These data, together with Educational Partner feedback, suggest that relationship-based practices, individualized support, and structured environments are important strengths across BCOE programs.  At the same time, the data highlight significant needs related to attendance, chronic absenteeism, and suspension outcomes. Combined local data show that attendance remains below desired levels and chronic absenteeism remains high across BCOE programs, indicating that many students continue to face barriers to consistent participation and connection to school. Suspension data also identify an ongoing need to strengthen behavioral supports and reduce exclusionary discipline, especially in Butte County Special Education and Butte County Community School. Available disaggregated data show that some student groups, including low-income students, students with disabilities, and certain racial/ethnic groups, experience less favorable outcomes in attendance, chronic absenteeism, or suspension, although interpretation of some results is limited by small student population sizes.  Overall, the data suggest that BCOE has a strong foundation in relationship-centered practice and student support, while continued improvement is needed in attendance, student engagement, and equitable school climate outcomes across programs. These findings reinforce the importance of continued focus on social-emotional supports, proactive behavior systems, family engagement, and targeted interventions for students and student groups experiencing the greatest barriers to school success.|Based on analysis of local climate survey data and related attendance, chronic absenteeism, and suspension data, Butte County Office of Education will continue refining existing plans, policies, and practices to strengthen student engagement, improve school climate, and reduce barriers to school success across programs. BCOE will maintain its focus on relationship-based, trauma-informed, and student-centered approaches while increasing attention to areas where local data show continued need, particularly attendance, chronic absenteeism, and suspension outcomes.  For continuous improvement, BCOE will continue implementing and refining professional learning and site-level support related to Positive Behavioral Interventions and Supports, social-emotional learning, restorative practices, mental health awareness, cultural responsiveness, and Multi-Tiered System of Supports. Existing actions in the LCAP will continue to support school climate improvement, with particular emphasis on BCCS and Butte County Special Education, where data show more significant need. At TMS, BCOE will continue the practices that have contributed to positive climate, attendance, and discipline outcomes. At BASES and Special Education programs, BCOE will continue refining supports that strengthen student engagement, transitions, and individualized behavioral and instructional responses.  BCOE will also continue using local survey results, attendance data, discipline data, School Site Council input, empathy interviews, and other Educational Partner feedback to monitor implementation and make adjustments over time. This includes using data more intentionally to identify students and student groups needing additional support, strengthening outreach to families, and refining intervention systems that respond earlier to signs of disengagement. These ongoing revisions and implementation decisions are intended to build on BCOE’s strengths in supportive relationships while addressing persistent challenges in attendance, student connection, and equitable climate outcomes across programs.|Met||2026-06-15|2026
04100410114991|CORE Butte Charter|6|"CORE Butte surveys its students, parents, and staff over the course of the academic year. For the purposes of evaluation local measures, CORE Butte has chosen to review our student and parent survey data collected over the 25-26 school year. 1. CORE Butte's survey shows that a majority of stakeholders truly feel that family, leaders at the school and school staff continue to collaborate on decisions that affect students and families to help create policies and procedures that support that mission and vision of CORE Butte while addressing the individual needs of the students and families. 2. CORE Butte works closely with its stakeholders to implement and evaluate decisions and to continually meet the needs of its community. CORE continues to strive for 100% parent participation on the Charter Advisory Council and Board of Directors. 3. The survey also indicates that approximately 97% of respondents stated the school encourages stakeholder engagement, which is in direct alignment with our model as a personalized learning school while receiving meaningful feedback from staff. 4. 100% of families who responded to the survey stated the school staff builds trusting and respectful relationships with families 5. 100% of survey respondents felt that CORE Butte provided a safe and healthy environment and focuses on establishing student safety, connectedness to the school community, and positive school culture. CORE Butte worked very hard to create an environment this school year that was more ""normal"" and accepting. 7. The staff identified clear emphasis on the importance of showing measurable academic progress and working together to gain greater buy-in from all stakeholders. 8. 100% of the respondents stated the school was consistently welcoming and supportive of all students"|CORE Butte continually strives to provide an environment for students and families that is safe, inviting, and in which students thrive as individuals. The data collected over the past year shows that CORE Butte continues to thrive in this area and that culture is a priority at the school.The school works incredibly hard too include stakeholders in decision making for the school through various means. Through the Charter Advisory Council and the Board of Directors, CORE Butte parents and community have a large place on the decision making bodies, along with the fact that parents are engaged in regular decision making with students on a day to day basis and work 1-1with personalized learning teachers to share feedback. The school also hosts town hall meetings at which students, staff, and stakeholders have opportunities to ask questions and seek clarification directly from the leadership team members including live polls.|An area that CORE Butte would like to see strengthened is to increase the number of students and families who engage in the survey process of other means of giving feedback. CORE Butte continues to work on communicating the roles of its Governing Board as well as disseminating information to the greater community. Better communication leads to better academic achievement and a healthier community, the two areas we are focusing on in the LCAP.|Met||2026-06-12|2026
04100410134213|Come Back Butte Charter|6|Come Back Butte Charter administers a local student climate survey annually to gather information about student perceptions of school safety, connectedness, and overall school experience. In 2025–26, the student climate survey showed an overall average rating of 88%, which is above the local minimum standard of 85% and reflects a generally positive school climate. Students reported strong levels of connection and support in several areas, including feeling respected by teachers, feeling safe at school, and knowing there is an adult at school they can talk to if they need help. In addition, 95% of students reported that they know an adult at school they can talk to if they need support.  The survey also identified areas for continued attention. The lowest-rated student items included “I like school” at 77%, “I feel successful at school” at 77%, “I feel my school has high standards for achievement” at 83%, and “Students are frequently recognized for good behavior” at 84%. These results suggest that while students generally feel safe and supported, there are continued opportunities to strengthen engagement, sense of success, and recognition.  Additional local climate-related data provide important context. Staff climate survey results for 2025–26 showed an overall rating of 90%. Areas of lower staff ratings included perceptions related to safety, maintenance, and recognition of positive student behavior. CBBC also maintained a 0% suspension rate and 0% expulsion rate, which supports the overall picture of a physically safe school environment.  Other local data connected to school climate include an attendance rate of 85.4% and a chronic absenteeism rate of 48.5%, indicating that although students generally report positive relationships and support, barriers to regular engagement remain significant for many students. Available student group data are reviewed when reportable, although some student group data are limited by small population size. CBBC continues to use survey results and related local data to monitor school climate and identify areas for improvement.|Analysis of local climate and related data shows that Come Back Butte Charter’s primary strengths are its positive relationships, supportive school culture, and strong sense of safety for students. Student survey results indicate that most students feel respected by staff, feel safe at school, and know there is an adult they can turn to for support. The school’s 0% suspension and expulsion rates also support the conclusion that CBBC provides a physically safe and relationship-centered environment. These findings align with educational partner feedback describing the school as respectful, caring, and responsive to student needs.  At the same time, the data highlight important needs related to student engagement, confidence, and consistent participation. While the overall student climate rating remains above the local benchmark, lower ratings on items such as “I like school,” “I feel successful at school,” and recognition for positive behavior suggest that some students do not yet feel fully connected to school or consistently confident in their progress. This is especially important in an independent study setting serving students ages 16 and older, many of whom enter with interrupted educational histories, significant credit deficiencies, or personal circumstances that affect persistence and engagement.  Related local data reinforce this need. Although students report positive relationships and support, the school’s attendance rate of 85.4% and chronic absenteeism rate of 48.5% show that many students continue to face significant barriers to regular participation. Available disaggregated data also indicate that some student groups, including foster youth/homeless students and students with disabilities, continue to experience particularly high rates of chronic absenteeism. These patterns suggest that a positive climate alone is not sufficient to overcome all barriers and that continued attention is needed to strengthen connection, engagement, and school participation for students facing the greatest challenges.  Overall, the data suggest that CBBC’s supportive climate is an important strength to build on, while continued improvement is needed in student engagement, sense of success, recognition, and consistent attendance.|Based on the analysis of local climate data and related school conditions, Come Back Butte Charter will continue refining and strengthening existing supports to improve student engagement, connectedness, and consistent participation. While the school’s climate data reflect a positive and supportive environment, the identified needs related to chronic absenteeism, students’ sense of success, and school connection require continued attention through both relationship-based and systems-level responses.  To address these needs, CBBC will continue implementation of full-time counseling support to provide regular check-ins, crisis response, and social-emotional assistance for students experiencing barriers to attendance and engagement. The school will also continue implementing the RENEW transition planning model to provide more individualized, student-driven support for students with attendance, persistence, and postsecondary transition needs. These supports are intended to strengthen student ownership, improve connection to school goals, and address barriers that interfere with regular participation.  CBBC will also continue using monthly connection events, regular staff collaboration, and ongoing review of attendance and student progress data to identify students needing additional outreach and support. Staff will continue refining communication and intervention practices so that students and their families or support networks receive timely support related to attendance, academic progress, and school engagement. In addition, the school will continue reviewing ways to strengthen recognition of positive student behavior and progress in order to improve student sense of success and belonging.  For continuous improvement purposes, CBBC will continue using student climate survey results, attendance data, chronic absenteeism data, staff feedback, and Educational Partner input to monitor implementation and refine school supports over time. These efforts are intended to build on existing strengths in school climate while addressing the barriers that continue to affect student engagement, persistence, and success.|Met|Come Back Butte Charter School’s local data indicate that the school continues to provide a safe, supportive, and relationship-centered environment for students. Student climate survey results were above the local standard overall and reflected strengths in student perceptions of respect, safety, and access to supportive adults, and staff survey results were also positive. At the same time, local data show continued need to strengthen student engagement, sense of success, recognition, and consistent attendance, particularly given the significant barriers many students experience outside of school. CBBC will continue using climate survey results, attendance and chronic absenteeism data, Educational Partner input, and ongoing student support review to refine strategies that strengthen connectedness, persistence, and student success.|2026-06-15|2026
04100410136820|Achieve Charter High|6||||Not Met For Two or More Years|||2026
04100410141085|Achieve Charter|6|"Achieve Charter Schools administered its local climate survey during the 2025–26 school year utilizing the Kelvin Education ""Butte County Student Pulse"" assessment platform. In alignment with state requirements, the survey captured valid measures of student perceptions regarding school safety, connection, and climate across the 4–8 grade spans served at both the Paradise and Chico campuses.     For the Spring 2026 administration, Achieve Charter Schools achieved an Overall Favorability Score of 72% across all surveyed students. To track progress towards the school’s LCAP Metric 1.9 goals, specific localized indicators were analyzed to establish a clear operational baseline:    ""My teachers care about me"": Registered as a profound point of systemic strength, with subset tracking reaching up to 100% favorability in specific segments.    ""The teachers at this school..."": Survey items focused on feeling supported by campus educators showed a strong 71% favorability threshold.    ""I feel close to the adults at this school"": General connection queries stabilized at a positive 50% favorability.    ""Students respect one another"": Highlighted as a key area for ongoing development, with localized student perception data indicating an intake band of 25% to 34% favorability.    ""When I have a problem, I find it easy to know who to talk to"": Surfaced a clear self-advocacy gap, clustering at 25% favorability.     Disaggregated Student Group DataIn compliance with California Education Code 52052, data was disaggregated by numerically significant student groups to evaluate equity gaps:  Socioeconomically Disadvantaged Students: Students from low-income backgrounds mirrored the broad consensus of the student body regarding high teacher care, though metrics evaluating peer-to-peer respect tracked closer to the lower 25% baseline mark.    English Learners (EL): Responses from English Learner students highlighted exceptionally strong connections to campus staff, reporting 71% favorability on items evaluating adult care.    Students with Disabilities (SWD): Data for students receiving specialized academic services demonstrated strong individual connections to classroom teachers, reflecting up to 100% positivity in survey samples. However, peer-to-peer social dynamic queries remained a primary growth target.  https://drive.google.com/file/d/1kZhr7no-ji13ogFol0X877gJKHmEpib-/view?usp=sharing"|"Areas of Strength Analysis of the Spring 2026 Kelvin Student Pulse survey data demonstrates significant areas of strength regarding staff-to-student relationships and individual student belonging. Across all TK–8 student groups, the Overall Favorability Score of 72% indicates a caring school climate during our first year of countywide charter operations. The primary standout metric is student perception of teacher care, which reached up to 100% favorability. Furthermore, our English Learner (EL) and Students with Disabilities (SWD) student groups reported exceptionally high marks validating that the school's core mission—ensuring every student feels valued—is being successfully actualized on the ground by classroom educators.    Identified Needs & Key Learnings While adult-to-student connections are strong, the data reveals critical systemic needs regarding peer-to-peer relationships, student self-advocacy, and student-to-student social dynamics across campuses:Peer Respect and Conflict Resolution: The metric evaluating peer respect (""Students respect one another"") emerged as our lowest-performing area, scoring within a concerning 25% to 34% favorability band.  Support Seeking Behaviors: Similarly, the item ""When I have a problem, I find it easy to know who to talk to"" scored low, with a significant 25% favorability gap.  The overarching key learning for the LEA is clear: while our staff has successfully cultivated a safe, caring sanctuary for students, our students lack the formal social-emotional toolkits and autonomy required to maintain mutual respect, navigate social friction independently, and advocate for themselves when problems arise. Our key learning is that we must transition away from adult-managed behavioral compliance and actively cultivate student agency, peer-led accountability, and self-regulation."|"To directly address the school climate and social-emotional growth targets identified in our student data, Achieve Charter Schools is implementing a targeted, student-driven continuous improvement plan for the 2026–27 school year. We are executing four strategic action steps designed to transfer agency directly to our students:  1. Elevating Peer Accountability structures To build a campus culture rooted in mutual respect and address the 25%–34% favorability band in peer respect, the LEA will scale its peer counseling program and expand the student leadership class across both campuses. This initiative moves behavioral accountability away from adult-driven correction and into peer-led support networks, training student leaders to serve as peer mediators who can navigate social conflicts independently.    2. Modernizing Personalized Learning Plans (PLPs) We are restructuring our Personalized Learning Plan (PLP) framework to be explicitly student-driven rather than teacher-managed. Moving forward, PLPs will serve as the trimester checkpoint with parents, students and teachers to review daily goal-management tools where students don't just review data with an adult, but actively dictate how they intend to meet their learning targets, utilizing evidence to reflect on their own growth.  3. System-Wide Scaling of ""Strong Start & Strong Close"" (SS/SC) Following a successful Trimester 2 pilot at our Paradise campus, the LEA will scale the agency-rich Strong Start & Strong Close goal-setting and reflection framework to a full TK–8 model across both the Paradise and Chico campuses. Data collected from our pilot classrooms demonstrated profound student development:Goal Setting and Reflection: 100% of pilot classrooms successfully integrated daily goal-setting and reflection routines, leading to a substantial increase in teachers reporting measurable improvements in early goal-setting capacities.Growth in Self-Efficacy: Student interview data collected between January and March revealed massive gains across all key self-efficacy metrics. Students demonstrating the capacity to engage in new content rose from a score of 3.0 to 4.3, while their ability to persist in challenges grew from 2.3 to 3.3. Most notably, student resilience when handling stepbacks surged from 3.0 to 4.3.Shifting to ""Support, Not Solve"": Crucially, this practice successfully shifted classroom cultures toward a philosophy of ""support, not solve,"" empowering children to seek resources and navigate roadblocks through trying and failing rather than relying on constant adult approval.  4. Expanding Deliberate Practice (DP) and Instruction to T-5 on our Paradise campus To bridge the gap where students reported not knowing who to look to for support (25% favorability), the K-2 Paradise team piloted Deliberate Practice in the Spring of 2026 to reinforce explicit learning-to-learn mini-lessons. Pilot data confirmed that utilizing Deliberate Practice (DP) during academic blocks led to a 36% increas"|Met||2026-06-02|2026
04100410430090|Hearthstone|6|Hearthstone administers an annual local climate survey to measure student perceptions of school safety and connectedness. In 2025-2026, the elementary overall score was 92%, above the 85% standard, and the secondary overall score was 79%, showing improvement from the prior year but remaining below the 85% standard. Elementary results were especially strong in areas related to adult support, safety, and school rules, with 100% of students reporting that teachers treat them with respect and that there is an adult at school who will help if needed. Secondary results also reflected strengths in adult relationships and safety, including 91% reporting that teachers treat them with respect, 86% reporting they know an adult they can talk to if they need help, and 79% reporting that school is a place where they feel safe.  The survey also identified areas for growth. In the elementary grades, 68% of students reported that they feel like they do well in school, and 82% reported that they like school. In the secondary grades, 72% reported that they like school, 70% reported that they feel successful at school, and 70% reported that the school has high standards for achievement. Additional local perception data from the LCAP survey showed that 75% of students reported having a positive relationship with one or more staff members, 73% reported that staff help them reach their personal and academic goals, and 42% reported that their opinion is actively asked for by school staff.  Additional climate-related data provide context for these survey results. In 2024-2025, the attendance rate was 92.2%, chronic absenteeism was 17.1%, and the suspension rate was 0.9%. Hearthstone also reviews family and staff survey results as part of its climate analysis. Parent results were generally positive, especially in areas related to safety, communication, support, and opportunities for involvement. Staff climate survey results were also strong, with a 90% overall rating. Where available, Hearthstone reviews related data by student group, including low-income students, English learners and RFEP students, foster youth/homeless students, students with disabilities, and racial/ethnic student groups. Small subgroup sizes limit public reporting in some areas, but available disaggregated data are reviewed as part of the school’s continuous improvement process.|Hearthstone’s analysis of local climate survey results and related local data identified several important strengths and needs. A key area of strength is that students, families, and staff generally view the school as safe, supportive, and relationship-centered. Elementary climate survey results were especially strong, with high ratings in adult support, respect, safety, and clear behavior expectations. Secondary students also reported strengths in adult relationships and safety, including strong ratings for being treated with respect and having an adult at school they can talk to if they need help. Parent and staff survey data further support this finding, showing positive perceptions of school safety, communication, and support. These results suggest that Hearthstone’s small school environment, relationship-based approach, and expanded wellness and enrichment supports are contributing positively to school climate.  The data also identified areas of need. Secondary climate results remain below the 85% standard overall, and both student climate and LCAP survey data suggest a need to strengthen students’ sense of success, engagement, and voice. Lower results in areas such as liking school, feeling successful, seeing schoolwork as important to long-term goals, and feeling that student opinions are actively sought indicate that some students, particularly at the secondary level, may not yet feel fully connected to their learning experience. In the elementary grades, lower ratings in feeling successful at school also suggest a need for continued academic and social-emotional support.  Related local data reinforce these findings. While attendance improved to 92.2%, chronic absenteeism remained at 17.1%, showing that some students continue to experience barriers to consistent engagement. Suspension rates remained low, which is a strength and suggests that students generally experience a safe and supportive environment. Available student group data show areas for closer attention, particularly for foster youth/homeless students and some other small student groups where public reporting is limited. Hearthstone will continue reviewing available disaggregated data to identify trends and respond to needs.  Overall, the key learning is that Hearthstone has built a strong foundation of safety, support, and adult connection, while continuing to need growth in secondary connectedness, student voice, and consistent engagement in school.|Hearthstone will continue to build on its strengths in safety, adult support, and positive relationships while making targeted improvements in areas identified through the analysis of local climate and related local data. Based on the identified need to strengthen student connectedness, engagement, and sense of success, especially at the secondary level, the school will continue and refine its existing plans and procedures connected to LCAP Actions 2.1, 2.2, and 2.3.  To address these needs, Hearthstone will continue to strengthen MTSS social-emotional supports by maintaining access to individual and small-group counseling, tiered interventions, and Wellness Team services. The school will also continue implementing SEL practices and curriculum to better support students who need additional help with regulation, connection, and school engagement. In response to survey results showing a need for stronger student voice and belonging, the school will continue expanding opportunities for students to provide feedback and participate in activities that increase connection to school.  Hearthstone will also continue refining its Family Engagement Plan and related procedures to strengthen two-way communication and family partnership. This includes continuing parent education opportunities, outreach, re-engagement supports, and technical assistance for families. Because attendance and chronic absenteeism data show that some students continue to face barriers to regular participation, the school will continue efforts to engage families in supporting consistent attendance and school connection.  The school will also continue and strengthen enrichment, recognition, and extracurricular opportunities that support positive school climate. This includes maintaining field trips, clubs, PBIS recognition systems, and other enrichment activities that help students feel connected and motivated to attend. Based on local findings, the school will continue monitoring attendance, chronic absenteeism, student perception data, and Educational Partner input to determine whether these efforts are improving outcomes.  Overall, Hearthstone is not making a major shift away from its current direction, but is refining and strengthening existing plans, policies, and procedures to improve student connectedness, student voice, and engagement, particularly for secondary students and for student groups needing additional support. These actions will support continuous improvement and ongoing responsiveness to local climate data.|Met|Hearthstone’s local climate data suggest that the school continues to provide a safe, supportive, and relationship-centered environment for students, families, and staff. Survey results showed strong perceptions of adult support, respect, and safety, particularly in the elementary grades, and staff and parent feedback were also generally positive. At the same time, local data identified a need to continue strengthening student connectedness, student voice, and sense of success, especially at the secondary level. Hearthstone will continue using climate survey results, attendance data, chronic absenteeism, suspension data, and Educational Partner input to refine supports, strengthen engagement, and improve school connectedness for all students.|2026-06-15|2026
04613820000000|Bangor Union Elementary|6|Family results (supplemental): 19 of approximately 55 families responded, about 35%. Percent answering Strongly Agree or Agree: feel welcomed at school, 95%; respect staff and feel respected by them, 95%; staff and students show respect to one another, 89%; child is safe at school and the school addresses concerns, 89%; staff respond to my child's needs, 100%; school provided up-to-date information and choices, 100%; opportunities to participate in school decisions, 79%. Disaggregation by Education Code 52052 student groups: because the single school enrolls approximately 94 students, nearly all subgroup cells fall below the reporting threshold of fewer than 10 respondents and are suppressed to protect student privacy.|Analysis of the spring 2026 climate data points to one clear area of strength and a focused set of needs. Areas of strength: Bangor's relational climate is strong. On the family survey (19 of about 55 families, roughly 35%), favorable responses (Strongly Agree or Agree) were high on every relational item: feeling welcomed (95%), mutual respect between families and staff (95%), staff responsiveness to a child's needs (100%), and, most relevant to this priority, students being safe at school with concerns appropriately addressed (89%). Respect between staff and students was also affirmed (89%). These results are consistent with Bangor's small, multi-generational, single-school character, in which adults know students and families well. Identified needs: The lowest-scoring survey item was opportunities to participate in decisions affecting the school community, at 79 percent favorable, which echoes the advisory and decision-making gaps identified in the Priority 3 self-reflection. Communication access is a related need: a clear majority of responding families still prefer a paper bulletin, indicating that a single digital channel will not reach everyone and that a documented multi-modal approach is warranted. Disaggregation by student group: Because the single school enrolls approximately 94 students and the survey received 19 family responses, nearly all Education Code 52052 subgroup cells fall below the reporting threshold of 10 respondents and cannot be published without risking identification. The district therefore analyzes results at the all-respondent level and treats subgroup patterns qualitatively rather than as reportable rates. Supplemental context: Read alongside the most recent California School Dashboard, the district monitors chronic absenteeism and suspension as climate-related signals [insert current 2025 Dashboard status for each indicator]. Taken together, the survey and Dashboard data indicate that Bangor's strong relational foundation is the asset to build on, and that the work ahead is to convert that connectedness into broader family participation in decisions and into the in-classroom engagement that supports attendance and behavior.|Bangor will treat communication, family voice, and classroom engagement as connected levers of school climate rather than separate initiatives, and will make the following changes to existing plans, policies, and procedures. First, the district will formalize a documented multi-modal communication procedure, in direct response to the survey finding that most responding families still prefer a paper bulletin. Routine communications will be issued through paper, the school website, phone, and, where families request it, text or auto-message, and key communications will be translated for documented home languages so that English learner families receive the same information in an accessible form. Second, the district will strengthen family participation in decision-making, which was the lowest-scoring survey item at 79 percent favorable. Bangor will provide a brief orientation for families before advisory and LCAP input sessions, schedule those sessions in the evening with childcare and translation provided, and add at least one alternate-format input pathway (paper or phone) for families who cannot attend in person, so that input on policies and programs reaches a broader range of voices. Third, the district will embed high-participation engagement routines in ELA and mathematics as schoolwide expectations: frequent checks for understanding, structured academic discourse, cold call with think time, and visible success criteria. This work is anchored in the on-site professional learning schedule, and reinforced through agreed classroom walkthrough look-fors, with the aim of translating Bangor's relational strength into daily classroom practice and stronger student connectedness. Fourth, the district will adopt attendance-sensitive lesson design (tight daily learning targets, spiraled review, and explicit re-entry routines) so that students returning from absence rejoin grade-level work quickly, and will maintain predictable, restorative Tier 1 classroom routines to sustain positive behavior. Progress will be monitored through the next administration of the student, staff, and family climate surveys, movement in the California School Dashboard chronic absenteeism and suspension indicators, and documented walkthrough fidelity to the engagement routines, supported.|Met||2026-06-18|2026
04614080000000|Biggs Unified|6|During the 2024-25 school year, BUSD undertook the California Healthy Kids Survey, targeting all students.  71% acknowledged feeling support and welcomed within the school environment.  78% expressed a senses of well-being, safely and comfort in their school surrounding.|These insights provide a comprehensive understanding of student’s perspectives and experiences within BUSD, guiding targeted interventions to enhance overall satisfactions and well-being across the community|Through ongoing collaboration and proactive initiatives, we are committed to fostering a supportive and enriching educational environment for all|Met||2026-06-24|2026
04614240000000|Chico Unified|6|The Chico Unified Climate Survey is administered twice yearly to all parents and staff, and three times a year to secondary students. Students in grades 3-5 completed the survey four times. It provides feedback to the district regarding school climate and culture, including relationships, educational opportunities, safety, etc. Results are reviewed by district staff, site leaders, and School Site Councils. An overview of the results of the survey is included in the Chico Unified Local Control and Accountability Plan (LCAP) for 2026-27. In the 2025-26 school year, we saw a significant increase to 89.1% of students report favorable social-emotional well-being. This is an improvement from 82.2% in the previous school year. Most student groups showed a similar increase. In the 2025-26 school year, we saw 88.8% of students report favorable feelings of physical and emotional safety. This is a significant increase from 84.8% in the previous school year. Most student groups showed a similar increase.|On survey results for both social-emotional well-being and feelings of physical and emotional safety, most student groups showed similar increases to the All Students student group. Both areas will continue to be both prioritized and monitored.|Chico Unified has a Coordinator dedicated to social-emotional well-being of our students. In collaboration with staff, the district has made strides toward systemization of student mental health services. This includes a continued focus on Positive Behavior Interventions and Supports, which is an educational approach designed to foster positive school climate.|Met||2026-06-24|2026
04614240110551|Nord Country|6|Nord Country School analyzed results from the 2025–2026 student and parent climate surveys to evaluate perceptions of school safety, connectedness, relationships, communication, and overall school climate. A total of 128 student surveys and 65 parent surveys were completed.  Overall, survey results indicate a positive school climate. Students reported strong relationships with adults on campus, with the highest ratings indicating that teachers are available when students need help, teachers treat students fairly, students feel a sense of belonging, and administrators are approachable. Students also reported that they generally have a trusted adult to go to when they experience a problem. The average rating for students' ability to identify and regulate their emotions was approximately 3.9 out of 5, suggesting continued growth in social-emotional learning skills while also identifying an area for ongoing support.  Parent survey results similarly reflected a positive perception of the school climate. Parents reported high levels of satisfaction with the school, with an average overall satisfaction rating of approximately 4.5 out of 5. Parents indicated that they feel welcomed by the school, believe the administrative team is accessible and supportive, and generally agree that their children feel safe and belong at Nord Country School. The average academic challenge rating was approximately 3.0 out of 5, indicating that families generally believe academic expectations are appropriately balanced.  Qualitative comments from both students and parents further supported the survey data. Common strengths identified included caring staff, a welcoming school culture, strong relationships, and students feeling safe and connected. Areas identified for improvement included opportunities for additional extracurricular activities and sports, continued attention to middle school peer relationships, clearer communication regarding school procedures, and maintaining academic rigor while meeting the needs of diverse learners.  Because of the school's relatively small enrollment and the limited number of responses within individual student groups, disaggregated survey results were not reported to protect student confidentiality.|Analysis of the survey data demonstrates that Nord Country School continues to maintain a strong, positive school climate centered on supportive relationships between students, staff, and families. Students consistently reported feeling connected to adults on campus and indicated that teachers are available to help them both academically and personally. Parent responses reinforced these findings, with families expressing high levels of satisfaction, trust in the administrative team, and confidence that their children feel welcomed, safe, and included.  The survey also identified several opportunities for continuous improvement. Student comments highlighted the importance of maintaining positive peer interactions, particularly within the middle school grades, and continuing to strengthen students' social-emotional skills, including emotional regulation and effective communication during conflicts. Parent comments identified a desire for additional extracurricular opportunities, improvements to campus facilities, continued academic challenge for all learners, and ongoing opportunities for meaningful family engagement and communication.  Overall, the survey findings indicate that Nord's greatest strengths continue to be its positive school culture, strong student-adult relationships, and welcoming environment. Areas of focus moving forward include strengthening peer relationships, expanding student opportunities, maintaining rigorous academic expectations, and continuing to improve communication and school facilities.|The results of the local climate surveys will be used to guide continuous improvement efforts during the 2026–2027 school year. Nord Country School will continue implementing its Multi-Tiered System of Supports (MTSS) to strengthen both academic and social-emotional outcomes while maintaining the positive school climate reflected in the survey results.  Based on stakeholder feedback, the school will continue providing social-emotional learning opportunities, character education, and counseling supports to strengthen students' emotional regulation, conflict resolution, and positive peer relationships. Staff will also explore new SEL programs to further support student growth and address identified needs in social-emotional development. In addition, the school will implement ParentSquare to improve communication with families and students and to strengthen timely, consistent, and accessible school-home communication. Staff will continue monitoring school climate and student connectedness through classroom observations, behavior data, and future climate surveys.  The school will also explore opportunities to expand extracurricular activities and student engagement opportunities as resources allow. Parent feedback will continue to inform communication practices, volunteer opportunities, and family engagement efforts. Facility improvement projects, including ongoing maintenance of student restrooms and campus improvements, will remain priorities as funding becomes available.  The LEA will continue reviewing local survey results annually alongside attendance, behavior, and academic data to evaluate the effectiveness of these actions and make adjustments as part of its continuous improvement process.|Met||2026-06-22|2026
04614240118042|Forest Ranch Charter|6|ypically, students take our detailed climate survey every year in the spring by logging in to an anonymous survey during class. This is proctored by the school Director, rather than the classroom teacher, as some students don’t feel comfortable expressing concerns with their teacher present. They also spend time talking with School Director about concerns and areas needed for improvement. This Comprehensive Student Survey was delivered in February 2025 to all 3-8th grade classrooms. Approximately 83% of the 3-5th grade students participated in the survey and 75% of Middle Schoolers participated. Overall 57% of elementary students were very happy with the school with 43% happy. For Middle School 78% reported being very happy, 11% happy, and 11% (1) unhappy.|What we learned was that in Middle School all 6-8th grade students were very satisfied(61%) or satisfied (39%) with their primary teachers and school director (50%, 44%, 5% unsatisfied) ; felt their input was valued; felt their class was a healthy place for learning and all very satisfied or satisfied with history. Most students were happy with ELA and felt campus had a positive atmosphere and were generally positive about their overall experience. Greatest areas of concern for middle schoolers were: personal progress (39% unsatisfied), challenges in math, science, homework, and not enough Outdoor Education (only a few in each area). For the Elementary Survey all were happy or very happy with director and their teachers. Most felt happy about progress toward learning, electives, fine arts and aftercare. Most also felt they knew their class objectives, teachers valued their input and class was a healthy place for learning. Areas that were of concern to a few elementary students were not enough Outdoor Education, PE, Homework, ELA and History. Although scores in surrounding campus atmosphere and bullying were better than before and not an issue for most students there were still a few that marked they didn't feel welcome at school and reported feeling like people needed to be more kind (It was less than 4 in each area in elementary and Middle School so not significant but we are striving for 100% in this area as we want all students to feel safe and welcome.|Multiple actions have been taken to address student concerns in our goals and on going school plans. These include Town Hall meetings to discuss student concerns and issues; faculty training and support in (Expeditionary Learning Model) History, Science and Outdoor Education; purchase of and training in primary Math program and intervention materials in Math and ELA, more frequent coaching/support for yard staff and aides in SEL (specifically using EL Crew and Capturing Kids Hearts; continued emphasis on SEL, MTSS, and other CCSS training for faculty in our LCAP action items. Additionally, teachers will be adding target goals for Outdoor Education into each unit in their year long plans|Met||2026-06-23|2026
04614240120394|Inspire School of Arts and Sciences|6|Each year, Inspire conducts our Education for the Future school climate survey. The survey gathers feedback from parents, students, and staff, and is results are analyzed by consultants at CSU, Chico. Student results are disaggregated by grade level, ethnicity, gender, future plans, and extracurricular interests. The results also show year-over-year outcomes that allow staff to see areas of improvement or decreased effectiveness over time. This year, the overall score was 3.8/5, with no responses dipping below a 3.|The areas of strength indicated on student responses included: -Students feel treated fairly by teachers and administrators -Teachers have high expectations of their students -Students feel well-prepared in the area of literacy The identified needs indicated by student surveys included: -Students don't always feel in charge of what they learn -Students don't always feel that class time is spent doing work that they find meaningful  As in past years, the results show lower rates of dissatisfaction from African-American students across the board. The gap was particularly profound with African-American students reporting that they do not always get individualized attention from teachers when they need it. Responses were fairly aligned across genders, with non-binary students reported slightly lower levels of feeling that their teachers knew them well.  The narrative portion of the survey revealed high student levels of satisfaction with the care and compassion shown by their teachers, as well as appreciation for the broad elective coursework in the arts and sciences. Multiple students expressed dissatisfaction with Inspire's lack of a library, and would like to see a space devoted to reading, with high-interest books available for checkout.|Inspire continues to work toward including all students in making the decisions that affect them. This year, we put in place a Student Equity Council that aims to give all students leadership opportunities as representatives of their Advisories engaging with school staff and Board. Our Equity Coordinator has developed an affinity group for students of color, and administrators have reached out to this group for recommendations on school change.  Inspire is also working with Chico Unified School District to construct a new school campus with completion projected in fall of 2026. The transition to a new school will allow us to build out a library space and resource center with books available for checkout.|Met||2026-06-08|2026
04614240121475|Sherwood Montessori|6|"The local climate survy data shows that younger students (grades 1-3) report more satisfaction with school than do older students (grades 4-8). The greatest increase was seen in response to the statement ""I feel safe at school"" followed by ""I am happy to be a student at this school""."|"The generally higher level of satisfaction among younger students is likely a product of developmental tendencies of children. Pre-adolescent and adolescent children typically begin to separate from adults in their formation of their self-identity. Strengths included the increased number of kids feeling safe, happy, a part of the community, and having interesting things to do at school. An area of need is helping students to understand school rules. There were no significant declines in any items for the student surveys. All questions had a majority of students agreeing or strongly agreeing with the statements, the weakest majority was 52% of students agreeing with the statement ""The rules are fair and easy to understand."""|There was emphasis on systemic social-emotional learning (SEL) in the 2025-2026 school year, with opportunities to build community among the children and skills that lead to stronger friendships. We will continue these efforts in the 2026-2027 school year and increase collaborative problem solving approaches to conflict and discipline issues.|Met||2026-06-18|2026
04614240123810|Wildflower Open Classroom|6|Parent Survey Overall Favorability Rating for 2025-2026 School Year: 93%. Participation Rate for 2025-2026 Parent Survey: 29%.|School staff has determined that the participation rate and social emotional learning needs to be addressed and improved upon at our school.|LCAP goals were created to improve participation rate and social and emotional learning at our school.|Met||2026-06-08|2026
04614240137828|Pivot Charter School North Valley II|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 74.6% of students indicating they felt connected and included at Pivot, 73.1% of students indicating that their teachers and other adults at Pivot know and understand them, and 77.6% of students indicated that they feel successful at Pivot.    Unduplicated students 82.2% indicated that they feel connected and included at Pivot  77.8% indicated that their teachers or other adults at Pivot know/understand them  75.6% indicated that they feel successful at Pivot    Special education students  66.7% indicated that they feel connected and included at Pivot  75.0% indicated that their teachers or other adults at Pivot know/understand them  75.0% indicated that they feel successful at Pivot    Students who are in both unduplicated and special education subgroups: 85.7% indicated that they feel connected and included at Pivot  85.7% indicated that their teachers or other adults at Pivot know/understand them  71.4% indicated that they feel successful at Pivot    Students in neither the unduplicated nor the  special education subgroups: 64.7% indicated that they feel connected and included at Pivot  82.4% indicated that their teachers or other adults at Pivot know/understand them  64.7% indicated that they feel successful at Pivot    Parents and guardians were also surveyed: 100% indicated that they were satisfied with Pivot Charter School  100% indicated that they were satisfied with the curriculum   Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum|"Analysis of our local climate survey data reveals a consistent upward trend across all four campuses from Fall to Spring. A primary strength is the increase in students ""feeling successful"" (averaging over 80% in the Spring) and a significant rise in students feeling that adults at Pivot ""understand them,"" with some schools seeing nearly a 10% gain. These indicators suggest that our relational independent study model is successfully fostering a sense of belonging and academic confidence.   However, an identified area of need is Peer-to-Peer Connection. While scores improved throughout the year, initial Fall data showed that less than half of students felt they had a peer they could talk to. This highlights the ""social gap"" common in blended learning models. Additionally, while participation improved by moving the survey to ParentSquare, increasing the response rate remains a priority."|"To address the social connection gap identified in our local data, Pivot entered its third year of Pivot P.R.I.D.E., a comprehensive program that pairs monthly core values (e.g., Perseverance) with explicit Social-Emotional Learning (SEL) competencies. Recognizing that peer connection was a growth area, we are expanding this program beyond weekly virtual homerooms to include site-based SEL ""warm-ups,"" counselor-led small groups, and monthly on-campus pep rallies designed to foster physical community.   For the upcoming year, we are implementing various strategic shifts for continuous improvement. Your new Bilingual Outreach Coordinator and Community Liaison will focus on connecting underrepresented families to these events, ensuring that student safety, discipline, and inclusion efforts are communicated in a culturally responsive manner."|Met||2026-06-16|2026
04614240141085|Achieve Charter School of Chico|6||||Not Met|||2026
04614246113773|Chico Country Day|6|"Our primary tool for assessing school climate is the Cal Hope Student Survey. Overall, the survey results reflect a generally positive school climate, with a large majority of students reporting favorable responses across key dimensions. On average, only about 20% of respondents answered negatively to core climate questions. When looking at the data over time, there are distinct seasonal patterns. For example, positive responses were slightly lower in October and higher in February, which our student analysis groups hypothesized might be tied to academic pacing and school breaks.   Our Student Voice Representatives conducted a deep dive into specific subsets of the Cal Hope data, revealing the following insights regarding school conditions: Safety & Connection: Adult Support: 78% of students agree that ""Adults care about me at my school,"" though this represents a slight 2% drop from the previous period. Fairness: 67% of students feel that ""The rules at my school are the same for everyone"" (a 1% increase). Intervention: There was a 4% decrease in students feeling that ""Adults at my school take action when students are being mean,"" dropping to 61%. Emotional Experiences: The majority of students reported experiencing joy and happiness at school. However, approximately 30% of students reported feeling sad or upset, indicating a need for continued mental health and wellness support. Inclusivity & Representation: Students noted a lack of representation in school reading materials, stating that it is difficult to find books that reflect their own identities or experiences.  Because regular attendance is deeply tied to student engagement, school conditions, and connectedness, CCDS actively monitors chronic absenteeism as a critical supplementary indicator of school climate. Based on our most recent data analysis: Overall Performance: CCDS achieved an overall chronic absenteeism rate of 8.5%, a slight increase of 0.5% from the prior year. While this resulted in a move from a ""Green"" to a ""Yellow"" performance level on the California School Dashboard, CCDS continues to outperform the statewide average of 17.1% significantly. Disaggregated Subgroup Disparities: Despite strong overall performance, disparities persist among several student subgroups that are currently identified in the ""Orange"" performance level: Hispanic Students: Reported a chronic absenteeism rate of 16%, reflecting a 2.6% increase. Socioeconomically Disadvantaged Students: Reported a 14.5% rate, reflecting a 1% increase from last year. Students with Disabilities: Showed an increase of 3.1% in chronic absenteeism from last year. Two or More Races: Showed positive improvement, with a decrease of 2.3%, bringing them to a 9.5% chronic absenteeism rate. By pairing our local survey responses with this concrete attendance data, CCDS gains a more comprehensive understanding of where our school climate is thriving and which specific student groups require additional targeted outreach to improve co"|"Key Areas of Strength Strong Base of Caring Adult Relationships: A large majority of students (78%) report feeling that adults at school care about them, providing a strong foundation of safety, adult connection, and trust. Positive General School Connectedness: Overall, only approximately 20% of respondents answered negatively to core climate questions. Most students report experiencing joy and happiness at school, and 67% perceive school rules to be applied fairly across the student body. Outperforming Statewide Engagement Norms: Despite a slight increase, CCDS's overall chronic absenteeism rate of 8.5% remains significantly better than the California statewide average of 17.1%, reflecting a strong overall culture of school attendance and family commitment. Additionally, students identifying as Two or More Races demonstrated positive growth with a 2.3% reduction in chronic absenteeism. Identified Needs & Target Areas for Improvement Closing Attendance & Engagement Disparities: While overall attendance is strong, disaggregated data reveals persistent disparities for specific student groups currently in the ""Orange"" Dashboard performance tier—specifically Hispanic students (16% chronic absenteeism), Socioeconomically Disadvantaged students (14.5%), and Students with Disabilities (which saw a 3.1% increase). Target efforts are needed to address underlying barriers to regular attendance for these groups. Strengthening Peer Dynamics and Responsive Adult Intervention: Survey data highlighted a 4% drop in students feeling that adults take action when peers are being mean (down to 61%). This indicates an opportunity to bolster staff training in active supervision, restorative practices, and proactive peer conflict resolution. Expanding Mental Health & Socio-Emotional Supports: Approximately 30% of students reported feelings of sadness or distress at school, underscoring the ongoing need to expand targeted counseling services, tier-2 socio-emotional interventions, and wellness resources. Enhancing Inclusive Representation in Instructional Materials: Student focus groups and survey commentary noted a lack of diverse representation in classroom reading materials and library resources. Expanding culturally responsive literature will help ensure every student sees their background and identity reflected in their learning environment. Expanded Student Agency: Student representatives highlighted a need for more leadership opportunities, specifically advocating for dedicated leadership pathways for elementary students so they feel empowered to share ideas with administrators."|CCDS is expanding student leadership opportunities by developing structured leadership pathways for elementary students and making the Student Voice Representative process a permanent part of the school's continuous improvement cycle. Student representatives will regularly analyze school climate data, identify trends, and collaborate with staff to develop solutions.  To strengthen student-adult relationships, teachers will implement regular feedback routines that ask students what support they need to learn successfully. Survey findings will also be incorporated into faculty meetings, Morning Connects, and Flag Talks to establish consistent expectations for how adults respond to peer conflict and student concerns.  To reduce chronic absenteeism, particularly among Hispanic, Socioeconomically Disadvantaged, and Students with Disabilities, CCDS is revising attendance procedures through its participation in the RAISE Network. Attendance teams will use daily, weekly, and monthly reports to identify early warning signs and conduct empathy interviews and restorative conversations with students and families to address barriers before attendance concerns become chronic.  In response to student feedback indicating that adults do not always intervene when peers are unkind, CCDS is revising its professional learning plan to require training for teachers, instructional assistants, and recess staff on active supervision, restorative practices, conflict resolution, and consistent intervention strategies. These changes are intended to strengthen student safety, belonging, and trust in adults.  CCDS is also enhancing its continuous improvement process by implementing regular anonymous student Pulse Surveys designed with Student Voice Representatives. The revised surveys include targeted questions that generate actionable feedback about teacher relationships, school climate, and adult responsiveness. Survey results will be shared transparently with students and staff, and Student Voice Representatives will communicate how the feedback informed school decisions, reinforcing that student voice is an integral part of school improvement.|Met||2026-06-12|2026
04614246119523|Blue Oak Charter|6|The LEA administers a local school climate survey to gather student perceptions of safety, belonging, and connectedness across school sites and grade spans. In addition, the Leadership and Behavior Team reviews survey data and related qualitative input as part of an ongoing cycle of improvement. This work is now supported under new leadership, with a renewed focus on strengthening school climate systems and outcomes. Overall survey results indicate that most students report feeling safe and accepted at school. However, a meaningful minority of students report concerns related to safety and connectedness, indicating variation in student experience across campus. Disaggregated student group data (when available through the local survey system) is reviewed to identify differences in perception among student groups identified in Education Code 52052. While overall results reflect generally positive perceptions, subgroup data continues to highlight the need for targeted attention to ensure equitable student experiences across all populations. Additional qualitative feedback indicates that students are not always clear about who to go to when they need support or how to appropriately report concerns. At the same time, most students report that there is at least one trusted adult on campus with whom they feel safe. Students also consistently noted concerns regarding lunch offerings as part of their overall school experience. The Leadership and Behavior Team is actively using this data to inform ongoing improvement efforts with a renewed focus on consistency, clarity of systems, and strengthening student connectedness across campus.|The data from the most recent school climate survey cycle, collected prior to the arrival of the new Director, indicates that the majority of students report feeling safe and accepted on campus. Most students also report having at least one trusted adult at school whom they feel comfortable approaching, reflecting a strong foundation of supportive relationships at Blue Oak School. At the same time, the data shows that a significant minority of students do not yet share these same positive perceptions of safety and belonging, indicating an area for continued improvement. Students also report some uncertainty about who to go to when a problem arises, suggesting a need to strengthen clarity and consistency around communication pathways and access to support. In addition, students identified lunch offerings as an area of concern in their overall school experience. Overall, the data reflects a generally positive school climate supported by trusted adult relationships, alongside clear opportunities to improve consistency in student experience, access to support systems, and aspects of daily school life.|Based on the analysis of local school climate data, Blue Oak School will implement updates to existing plans, practices, and procedures to address identified needs related to student belonging, clarity of support systems, and overall school experience. Blue Oak will continue to strengthen and expand restorative practices and community-building strategies to increase students’ sense of safety, connectedness, and ability to access support from trusted adults. Staff training will continue to focus on restorative approaches, relationship-building, and consistent implementation across school settings to ensure a unified approach to student support. Student voice will remain an important part of school improvement efforts, with continued emphasis on ensuring student input is included in decision-making processes in a structured and meaningful way. In addition, Blue Oak will place increased focus on school and staff culture as a foundational component of school improvement. This includes strengthening internal culture, improving staff collaboration and alignment, and building a more connected and positive school environment that supports both students and staff. The school will also expand its communication efforts to better share its story with the school community and broader public. This includes the intentional use of social media and other communication tools to highlight positive student experiences, strengthen engagement, and improve transparency around school initiatives. Finally, Blue Oak will incorporate enrollment and retention priorities into its broader school improvement efforts. The goal is to create a school environment that is welcoming, cohesive, and compelling for students and families, where students feel a strong sense of belonging and choose to remain long term. These actions collectively support continuous improvement in school climate, strengthen relationships across the school community, and enhance overall student experience and engagement.|Met||2026-06-11|2026
04614320000000|Durham Unified|6|The district's biggest concern with the CHKS data is the lack of participation in the survey. For example, in 12th grade less than 11 students completed the survey. Only 3rd grade (55%) 7th grade (91%), 9th grade (89%), 8th grade (89%), 10th grade (76%) and 11th grade (60%) had a majority of students complete the survey. Four of the grade levels surveyed had far less than 40% of the students complete the surveys.   Here is the data from those that did complete the survey:  School Connectedness: 49% low (seniors), 88% high (6th grade), average 69.1%  Caring Adults in school: 56% low (juniors), 83% high (6th grade), average 70.7%   High expectations: 63% low (11th), 97% high (6th), average 80.8%  Meaningful participation: 25% low (9th), 44% high (3rd/4th), average 38%  Participation among parents on the CHKS did imimprove iin 2025-2026 with 109 parents at DES, 49 at DIS and 44 at DHS completing the survey.   Data from the elementary school over 80% of parents surveyed agree or strongly agree the school promplty responds to parent contacts, encourages them to be an active partner, that rthey feel welcome to particpate at the school, are treated with respect, keeps parents informed, teachers communicate with parents, and let them know how their child is doing between report cards. Additionally, over 80 percent of respondents agree or strongly agree the shool promotes academics success for all students, treats students with respect, the school is supportive and is a safe place. The scores in these areas are very similar at the intermediate school and high school.|The first thing learned is that the district needs to continue to make a more concerted effort to get a march larger percentage of participation from students and parents. The district will work with site principals and teachers to plan strategies for increasing participation. Looking at the student data, the district also needs to better understand how students define meaningful participation. Like last year, the students feeling connected to school drops as the students get older and older within Durham Unified. However, the data from parents and students continue to show the belief that both groups appreciate the safe culture and collaborative efforts of all three school site.|The district will find strategies to encourage participation in the survey. At the site level, principals will work with teachers to find more ways to communicate with students about why they don't feel connected to school and how to make their particiption more meaningful. School sites will development more communication strategies with students to encourage more feedback and develop strategies to utilize that feedback. The district will also make the permission slips for the CHKS part of the beginnning of the year data certification with parents.|Met||2026-06-24|2026
04614570000000|Golden Feather Union Elementary|6|Golden Feather Union Elementary School District uses a locally generated student school climate survey to measure student perceptions of school safety, connectedness, support, and overall school conditions. The Spring 2026 student survey was administered to students in grades 4–8 and included items related to safety, trusted adults, peer relationships, fairness, school expectations, bullying, access to counseling, cleanliness, and student engagement. The primary local climate metric used in the LCAP is the percentage of students who report that they feel safe at school. In Spring 2026, 22 out of 27 student respondents, or 81.5%, agreed or strongly agreed that they feel safe at school. This provides a valid local measure of student perception of school safety and is used to monitor progress under Priority 6, School Climate. The district also reviews additional connectedness items to better understand student experience. These include whether students have a trusted adult they feel comfortable talking to, have friends at school who support them, know how to request counselor support, believe students are treated fairly by adults, and whether bullying is occurring at school. These responses help guide continued work in PBIS, student wellness, counseling, supervision, student recognition, and relationship-based supports. Parent/community and staff survey data are also reviewed as supporting local climate data. In Spring 2026, 8 out of 9 parent/community respondents, or 88.9%, agreed or strongly agreed that their child feels safe at school. Staff responses also reflected positive perceptions of safety, with staff respondents agreeing or strongly agreeing that they feel safe at school. Data are reviewed by available student group to the extent possible. Because Golden Feather is a very small, single-school district, and because the local student survey did not collect all demographic identifiers, full disaggregation by all Dashboard student groups is limited. Available disaggregation includes grade level. Due to small group sizes, grade-level results are used cautiously and primarily to identify patterns. The district will continue to review climate data for all students, socioeconomically disadvantaged students, students with disabilities, English learners, foster youth, and students affected by transiency/nonstability when reliable and reportable data are available. Overall, the data show that most students report feeling safe at school, while educational partner feedback identifies continued areas for improvement related to bullying prevention, fairness, supervision, student voice, playground/field conditions, cafeteria environment, and access to trusted adults. These findings are addressed through LCAP actions related to PBIS, social-emotional learning, mental health counseling, family engagement, communication systems, safe and clean facilities, enrichment opportunities, and Equity Multiplier-funded Learning Center support.|Analysis of local climate survey data shows that Golden Feather Union Elementary School District has several important areas of strength, while also identifying continued needs related to school safety, connectedness, bullying prevention, and consistent student support. A key area of strength is that most students report feeling safe at school. In Spring 2026, 22 out of 27 student respondents, or 81.5%, agreed or strongly agreed that they feel safe at school. Parent/community survey results also reflected a positive perception of safety, with 8 out of 9 respondents, or 88.9%, agreeing or strongly agreeing that their child feels safe at school. Staff survey results also showed positive perceptions of safety. These results indicate that the district has a generally supportive and safe school climate. Another strength is the district’s small-school environment, where staff know students and families well. Survey feedback and educational partner input show that students benefit from personal relationships, access to staff, and a school community where adults are able to respond to individual needs. The district’s continued use of communication systems, counseling/wellness supports, PBIS, student recognition, family engagement, and schoolwide events supports student connectedness and school climate. Identified needs include continued attention to bullying prevention, student supervision, fairness, access to trusted adults, student voice, and consistent implementation of schoolwide behavior expectations. Student feedback also identified interest in improving playground/field conditions, cafeteria environment, recess, sports, clubs, field trips, music, art, and other enrichment opportunities. These findings show that students want to feel safe, connected, included, and engaged in meaningful school activities. Available disaggregated data are limited because Golden Feather is a very small, single-school district and the local student survey did not collect all demographic identifiers for every Dashboard student group. Available grade-level information is reviewed cautiously due to small group sizes. When reliable and reportable data are available, the district will continue reviewing school climate information for all students, socioeconomically disadvantaged students, students with disabilities, English learners, foster youth, and students affected by transiency/nonstability. Overall, the key learning is that Spring Valley School has a positive foundation of safety, relationships, and school connectedness, but must continue strengthening systems that ensure all student groups experience a safe, fair, engaging, and supportive school environment. These needs are addressed in the LCAP through PBIS, social-emotional learning, mental health counseling, family engagement, communication systems, safe and clean facilities, enrichment opportunities, and Equity Multiplier-funded Learning Center support.|Based on the analysis of local climate survey data, educational partner input, and key learnings, Golden Feather Union Elementary School District will continue refining existing plans, policies, and procedures to strengthen school safety, connectedness, bullying prevention, student engagement, and consistent behavior supports. The district will continue implementing and strengthening Positive Behavioral Interventions and Supports (PBIS), including schoolwide expectations, Golden Tickets/student recognition, consistent behavior responses, and proactive supervision. Survey results show that most students feel safe at school, but student feedback also identified continued needs related to bullying prevention, fairness, supervision, and consistent expectations. As a result, the district will continue reviewing discipline, supervision, and school climate data to identify patterns and make adjustments to adult supervision, student supports, and schoolwide behavior procedures. The district will also continue improving procedures for student wellness and connectedness. This includes maintaining access to counseling and mental health support, helping students understand how to request support, and strengthening relationship-based practices so students have access to trusted adults. Staff will continue to use student feedback, informal check-ins, surveys, and local data to identify students who may need additional support. In response to student and family feedback regarding engagement and school conditions, the district will continue to review procedures related to recess, cafeteria routines, playground/field use, enrichment opportunities, and family communication. The district will also continue supporting field trips, activities, schoolwide events, and expanded opportunities as staffing and resources allow. For continuous improvement purposes, Golden Feather will use local survey data, attendance data, chronic absenteeism data, discipline data, educational partner feedback, and staff input to monitor progress and refine actions. The district will continue to review data through the LCAP process, staff meetings, parent/community input opportunities, SELPA consultation, GFTA and CSEA consultation, and Board discussions. The district does not anticipate a complete change in direction. Instead, the district will revise and strengthen implementation of existing systems by improving consistency, monitoring student outcomes more closely, and using feedback to adjust supports. These continuous improvement efforts are reflected in the LCAP through actions related to PBIS, social-emotional learning, mental health counseling, family engagement, communication systems, safe and clean facilities, enrichment opportunities, and Equity Multiplier-funded Learning Center support for students affected by transiency/nonstability.|Met||2026-06-24|2026
04614990000000|Manzanita Elementary|6|According to our annual LCAP survey, student responses reveal positive sentiments regarding safety and support at school. Specifically, 68-83% of students feel safe on campus, 65-76% indicating they have a trusted adult at school. Additionally, 74-83% identify with adults being caring, and 83-96% indicate a supportive and caring environment.|Key learnings from the analysis indicate that most students feel safe and supported at school, with high percentages reporting positive relationships with trusted and caring adults. These strengths highlight a strong school climate. Identified needs include continuing to strengthen connections with all student groups to ensure equitable support and sustained positive experiences across the entire student population.|Based on the analysis of local data and key learnings, the LEA will continue to refine and implement goals and actions outlined in the LCAP, with a focus on strengthening school climate, enhancing student support systems, and increasing engagement of all student groups to ensure continuous improvement.|Met||2026-06-17|2026
04615070000000|Oroville City Elementary|6|"The districtwide Parent Climate Survey reveals a highly positive baseline regarding how families perceive school environments, with the overall district composite score for all items reaching 3.48 out of 4.0. When examining the data through targeted item sets, specific operational strengths and trends emerge:  1. Families express strong alignment regarding academic expectations. Item 3 (""Teachers promote academic success for all students"") scored a high 3.47, driven by exceptional marks at Oakdale (3.57) and Ophir (3.71).  2. Campus safety remains a defining strength of the district. Item 4 (""My student’s school sets clear rules for behavior"") achieved an overall score of 3.58, with Ophir leading at 3.79. Item 6 (""My student feels safe going to and from school"") registered a strong districtwide average of 3.63.  3. Relational trust between home and school is highly secure. Item 11 (""I feel comfortable talking to teachers at my student’s school"") emerged as an exemplary metric, maintaining a district average of 3.56 and peaking at Oakdale with an outstanding 3.86. Item 13 (""I feel welcome at my student’s school"") mirrored this success at 3.54 districtwide.  4. Conversely, active physical engagement represents the lowest scoring domain. While seasonal attendance is high for parent-teacher conferences (Item 19: 3.59), ongoing active participation (Item 20: 2.67) and direct volunteering for special projects (Item 21: 2.01) represent clear target areas for growth."|"A core learning from the data is that OCESD has successfully cultivated safe, highly communicative, and approachable campus environments. This is a crucial foundation for any school climate framework. On the Parent Survey, the Interpersonal Relationship domain scored an excellent composite average of 3.48 out of 4.0, highlighted by Item 11 (""I feel comfortable talking to teachers"") reaching 3.56 and Item 13 (""I feel welcome at my student’s school"") at 3.54. Families view school personnel as supportive partners, which heavily correlates with the high satisfaction scores in Teaching & Learning (3.44).  Staff datasets demonstrate that OCESD educators are exceptionally aligned internally. The Staff Connections domain scored a strong 3.52 out of 4.0, driven by Item 2 (""I get along well with other staff members"") at 3.67 and Item 4 (""I enjoy working in teams"") at 3.48. This proves that the district’s Professional Learning Community (PLC) structures are healthy and unified. This collaborative internal culture underpins the Structure for Learning domain (3.59), where staff state they are working hard and maintaining high standards for all students.  Both parent and staff surveys confirm that campus expectations are explicit and clear. Item 4 on the Parent Survey (""My student’s school sets clear rules for behavior"") registered a strong 3.58, which directly supports the districtwide 4.2% reduction in student suspensions shown on the local data tracking sheet and the California Dashboard.  The data reveals visible discrepancies between individual school climates across the district. For instance, while certain campuses like Ophir recorded exceptional parent satisfaction scores across safety and rules (averaging 3.79), other sites experienced lower relative baselines from both their staff and parent respondents. This underscores a systemic need to standardize multi-tiered systems of support (MTSS) and PBIS implementation models across all OCESD school communities to guarantee environmental equity for every student."|To rectify the environmental and safety scoring variances observed between individual school sites (such as the high baselines at Ophir versus lower baselines at other campuses), the district will institute mandatory, quarterly PBIS Tiered Fidelity Inventories (TFI) at every campus location.  This monitoring procedure will ensure that positive behavioral expectations, physical safety rules, and student recognition procedures (Item 10 on the parent survey) are applied with absolute consistency across the district. By integrating local climate survey feedback directly into annual LCAP metric adjustments, OCESD ensures a systematic loop of accountability and continuous improvement for every school community.|Met||2026-06-24|2026
04615070121509|Ipakanni Early College Charter|6|The LEA administers a locally developed school climate survey to measure student perceptions of safety and connectedness. The survey was administered to students in grades K-12. Overall results indicate that 85% of students reported feeling safe at school, and 91% reported feeling connected to their school community. Due to the small student population size, disaggregated data by student groups is not reported in order to protect student privacy and ensure data reliability. The LEA will continue to use overall survey results to monitor school climate and inform ongoing improvement efforts.|Based on the analysis of local school climate survey data, key learnings indicate overall strengths in students’ sense of safety and connectedness within the school environment. Students generally report feeling safe at school and having positive relationships with staff and peers, reflecting a supportive and welcoming school climate. These results align with the small school setting, which allows for close relationships and frequent interaction between students and staff.  At the same time, the data highlights a need to continue strengthening students’ sense of connectedness for all individuals, ensuring that engagement and belonging are consistent across all students. Due to the small student population size, disaggregated data by student groups is not reported to protect student privacy and ensure reliability; therefore, findings are based on overall trends. The LEA will continue using climate data to monitor student perceptions of safety and belonging and to guide ongoing improvements in school climate and engagement practices.|While no major changes to formal policies are required at this time, the LEA will make ongoing adjustments to procedures that support school climate improvement, including the use of survey feedback to guide staff collaboration and planning. The LEA will also review and strengthen internal practices for monitoring student engagement over time to ensure continuous improvement in school climate and to support a safe, inclusive, and supportive learning environment for all students.|Met||2026-06-22|2026
04615070129577|STREAM Charter|6|Student survey results indicate that 81.6% of students responded positively to questions about school safety and connectedness.|The LEA will continue to implement the Renaissance Fundamentals Survey, once in the Fall and once in the Spring. We will utilize the survey's school toolbox to address SEL needs throughout the school year. We will continue our Student Leadership Team where we will be able to garner more feedback.|Not applicable.|Met||2026-05-19|2026
04615150000000|Oroville Union High|6|OUHSD administered the School Climate and Student Well-Being Survey during the 2025-26 school year to gather student feedback regarding school climate, engagement, and learning experiences. Results indicate generally positive perceptions across all measured factors, with each domain receiving a High Satisfaction rating. The strongest areas included Preparedness for Learning (79.6%, 47.1st percentile), Perceived Learning Capability (70.7%, 35.2nd percentile), Feelings About School (70.1%, 45.6th percentile), and General Work Ethic (69.5%, 45.6th percentile), suggesting that students generally feel prepared to learn, capable of academic success, and connected to their school experience. Students also reported positive perceptions regarding Attitudes to Teachers (67.4%, 39.3rd percentile), Attitudes to Attendance (65.8%, 51.2nd percentile), Confidence in Learning (63.7%, 50.3rd percentile), and Response to Curriculum Demands (59.4%, 52.1st percentile). Self-Regard as a Learner (58.5%, 46.1st percentile) was the lowest-rated factor, although it remained within the High Satisfaction range. Overall, the survey results indicate that students generally feel supported in their learning environments and maintain positive attitudes toward school, attendance, and their relationships with teachers. The district will continue to review survey results alongside other local data sources to better understand student experiences and identify opportunities to further strengthen school climate and student engagement.|Analysis of the School Climate and Student Well-Being Survey results identified several areas of strength related to student engagement, learning readiness, and overall school experience. Students reported High Satisfaction across all measured factors, indicating generally positive perceptions of their educational environment. Preparedness for Learning emerged as the strongest area, suggesting that students feel equipped with the skills, resources, and support necessary to participate in learning. Students also reported positive perceptions regarding their learning capability, feelings about school, work ethic, and relationships with teachers, indicating that many students feel connected to their schools and supported in their academic growth. Positive results in confidence in learning and attitudes toward attendance further suggest that students recognize the value of school and their ability to succeed.  The survey also identified areas for continued growth. While all factors were rated within the High Satisfaction range, Self-Regard as a Learner and Response to Curriculum Demands received the lowest scores among the survey domains. These results suggest opportunities to strengthen student confidence, academic resilience, and support systems that help students navigate challenging coursework. Additionally, the district recognizes the importance of continuing to improve students' perceptions of their academic abilities and ensuring that all students feel empowered to meet learning expectations. These findings reinforce the need to maintain strong instructional and support systems while continuing to build student confidence, engagement, and connectedness. OUHSD will use these results alongside other local data sources to inform ongoing efforts to improve school climate, student well-being, and academic success.|Based on the analysis of the School Climate and Student Well-Being Survey results, OUHSD will continue implementing strategies that maintain positive school climate conditions while addressing areas identified for growth. Although all survey factors were rated within the High Satisfaction range, the district identified opportunities to strengthen students' self-regard as learners, confidence in their academic abilities, and their ability to successfully respond to curriculum demands. To address these needs, OUHSD will continue to refine instructional and intervention practices that promote student engagement, academic perseverance, and a growth mindset. Schools will be encouraged to utilize survey results as part of their continuous improvement processes and incorporate climate-related goals and actions into their Single Plan for Student Achievement (SPSA) development and monitoring activities.  The district will also continue to support positive student-teacher relationships and student connectedness through ongoing professional learning focused on effective instructional practices, relationship-building, student engagement, and social-emotional well-being. Efforts to improve attendance, increase student participation in school activities, and expand opportunities for student voice will remain important components of school climate improvement. In addition, OUHSD will continue reviewing local climate data alongside attendance, behavioral, and academic indicators to identify trends and guide decision-making at both the district and site levels.  To support continuous improvement, the district will monitor survey results annually and use findings to evaluate the effectiveness of existing programs, supports, and school climate initiatives. This ongoing cycle of data analysis, reflection, and action will help ensure that students continue to experience safe, supportive, and engaging learning environments that promote both academic success and overall well-being.|Met||2026-06-24|2026
04615230000000|Palermo Union Elementary|6|The data collected during the 2025-2026 school year suggests that overall, the student’s perception of the school climate falls on the more positive end of the scale; while the higher grades have a somewhat less positive perception. The majority of students, who responded to the survey, like school and feel safe and successful: I like school.  HW 75%; GH 80%  PS 60%  I feel safe. HW 88%; GH 83%; PS 78%  I feel like I do well. HW 89%; GH 81 %; PS 68%  Students treat others well. HW 74%; GH 50%; PS 48% Adult to help me. HW 94%; GH 89%; PS 78%   In addition, the majority of parents report that their students is safe at school and is being successful: Student feels safe. HW 97%; GH 89%; PS 89%  Student feels successful. HW 96%; GH 90%; PS 77%|Analysis of the 2025–2026 student and parent climate survey data indicates that school climate is generally positive across the district. Most students report that they like school, feel safe, feel successful, and have an adult they can go to for support. Parent responses also reflect strong perceptions of student safety and success at school.  Areas of strength include high levels of student safety, access to supportive adults, and parent confidence that students feel safe and successful. Helen Wilcox and Golden Hills demonstrated particularly strong results in these areas.  An identified area of need is student-to-student relationships, as fewer students agreed that students treat others well, particularly at Golden Hills (50%) and Palermo School (48%). Palermo School also reported lower percentages of students who like school (60%), feel safe (78%), and feel successful (68%) compared to the elementary sites. These results suggest a need to continue strengthening positive school culture, student connectedness, and peer interactions, particularly at the middle school level. No significant disparities by student group were identified in the available data.|Based on the analysis of local climate survey data, the LEA has determined that no significant changes to existing plans, policies, or procedures are necessary at this time. Survey results indicate that students and parents generally perceive schools as safe, supportive, and conducive to student success. The district will continue implementing existing school climate, student support, and positive behavior strategies while monitoring areas identified for improvement, including student-to-student interactions and school connectedness at the middle school level. The LEA will continue to review survey results annually and use stakeholder feedback to inform future actions and continuous improvement efforts.|Met||2026-06-24|2026
04615310000000|Paradise Unified|6|"During the 2025–26 school year, Paradise Unified School District (PUSD) evaluated its school climate through the California Healthy Kids Survey (CHKS) and local LCAP perception data. Analysis of Spring 2026 school safety data showed that 47% of 7th graders, 46% of 8th graders, and 52% of 9th graders reported feeling safe at school, which represents a 16-point surge for the freshman cohort. Perceptions of safety among other secondary students remained steady, with 43% of 10th graders, 42% of 11th graders, and 44% of 12th graders agreeing or strongly agreeing that they feel safe. Beyond safety, the district experienced a 15% surge in school connectedness among 9th graders, a success attributed to expanded athletics and the district-wide implementation of RULER social-emotional practices. Other notable strengths included maintaining a 0.0% expulsion rate and ensuring that 100% of school facilities were rated in ""good"" condition on local reports.  While Paradise Unified School District made notable progress, local data also highlighted critical areas requiring targeted improvement, particularly in student suspensions and perceptions of the adult climate. Although the district-wide suspension rate decreased slightly to 8.6%, seven student subgroups, including Students with Disabilities (SWD) and White students, remained in the lowest ""Red"" performance tier.  In direct response to these findings, PUSD’s 2026–27 strategy prioritizes targeted behavioral interventions, expanded staff support systems, and proactive student check-ins to strengthen overall school climate and connectedness."|"While we’ve made positive strides recently, our latest district numbers show we still have important work to do around suspensions and overall school climate. Even though overall suspensions dipped slightly to 8.6%, seven student groups, including our Students with Disabilities and White students, are sitting in the lowest ""Red"" tier.  To address these gaps, PUSD’s 2026–27 strategy focuses on targeted behavioral interventions, stronger staff support, and improved secondary student engagement."|Based on our recent data and community feedback, PUSD is making key strategic updates for the 2026–27 school year across four priority areas:  Instruction & Literacy: Adding specialized coaching for teachers to strengthen TK–6 reading programs.  Attendance & Communication: Switching exclusively to ParentSquare for all district messaging to simplify parent communication, while closely tracking attendance data for Students with Disabilities.  School Climate & Safety: Funding a dedicated Student Resource Officer focused on restorative practices and proactive mentoring to improve campus safety, lower high school suspension rates, and better support our staff.  Equity & Secondary Success: Adding targeted credit tracking at PELA to boost graduation rates, shifting Ridgeview High toward hands-on CTE pathways, and dedicating specific Equity Multiplier funds to reduce classroom disruptions and raise literacy at Paradise Junior High.|Met||2026-07-28|2026
04615310110338|Achieve Charter School of Paradise Inc.|6||||Not Met|||2026
04615316112585|HomeTech Charter|6|HomeTech Charter School administers an annual survey that accurately measures students’ perceptions of school safety and connectedness for grades 3-12. The school maintains a data file that tracks annual survey results. While student group data is not available, HomeTech’s expected outcome is to maintain a minimum score of 85% overall and for each survey item. Each spring, educational partners review survey data to identify areas of need and, as appropriate, adjust actions in site plans.  Although the survey is designed to provide a valid measure of student perceptions, participation rates remain lower than desired, limiting the completeness of the dataset. HomeTech continues to implement strategies to increase participation and ensure that more students’ voices are represented.  In 2025-2026, overall satisfaction with HomeTech was 90%, consistent with the previous year. Student participation was approximately 60%. Overall scores by strand include:  -Climate and Culture: 92% (no change) -Safety & Connectedness: 88% (-2%) -Behavior & Expectations: 88% (-1%)  These results reflect strong student perceptions of safety, connectedness, and school culture, while also highlighting opportunities to deepen engagement and broaden participation in future survey cycles.|Based on the data available, HomeTech has identified the following needs:  1. Increase the annual participation rate to improve data validity (24-25: 70%; 26-27: 60%). 2. Continue to implement associated LCAP goals/actions with fidelity.|Continue to implement existing strategies and administer the climate survey in a specified class to ensure at least 85% of students grades 3-12 complete it.|Met||2026-06-16|2026
04615316112999|Paradise Charter Middle|6|Over all the survey results are much more positive than in recent years. 94% of survey respondents are very or extremely satisfied with the school and 96% of respondents agree that their child is safe at PCMS. PCMS has worked diligently to ensure a safe and supportive environment for students that focuses on social growth and academic achievement. The survey data shows that 100% of the respondents feel the school has high academic standards for achievement. A majority of the respondents state that their child feels connected to the school and that they have a friend and trusted adult at the school. The survey data also shared comments that allowed parents the opportunity to give personal feedback that will lead to some changes at the school.|The survey data showed some areas that the school could continue to work on. The areas identified as top priorities for future planning included continuing to work on building a positive school climate, continuing to provided expanded learning opportunities, and addressing students' social and emotional learning needs. Areas of strength continue to be the focus on academic achievement and preparedness for high school. Also highlighted was the exceptional staff and administration and the school's opening communication and welcoming environment.|Through the survey analysis, stakeholder feedback, PAC and Board meetings, it is clear that the school is making great progress in both academics and social emotional learning. The climate of the school continues to improve for the better and students and staff are very engaged. Moving forward, the school plans to continue to build on student centered learning and focus on adding activities for students to be more engaged in community such as clubs and field trips. The school also plans to implement several academic supports to ensure students are learning and growing and properly prepared for HS.|Met||2026-06-11|2026
04615316113765|Children's Community Charter|6|CCCS’s local climate data show a very strong school climate overall, with particularly high family and staff favorability, low chronic absenteeism, and low suspension rates across multiple years. The 2025 Dashboard summary notes chronic absenteeism at 4.4%, which is far below the state average, and suspension rate at 0% for four consecutive years, reflecting a highly positive conditions-and-climate profile. The school also reports strong local survey results for sense of belonging and positive school climate, with prior-year baselines showing students at 79% to 87%, staff at 91% to 100%, and families at 92% to 99%, depending on the measure. Disaggregated results are strong across student groups where data are reported. The Dashboard summary indicates all reported groups maintained zero suspensions (local data reflects low suspension rate during the 2025/26 school year), including Socioeconomically Disadvantaged students, White students, Hispanic students, Students with Disabilities, and other student groups. Chronic absenteeism reported student groups outperformed their state counterparts, suggesting that climate supports are benefiting students broadly rather than only a single subgroup. Local survey and feedback data from families and students also show that students describe CCCS as kind, safe, fun, and caring, which reinforces the overall climate picture.|The strongest takeaway from the data is that CCCS has built a climate where students feel safe, connected, and supported, and where adults are successfully using restorative and proactive systems rather than exclusionary discipline. The combination of low suspensions, low chronic absenteeism, and positive family and staff survey feedback suggests that PBIS, MTSS, SEL, counseling, and campus culture efforts are working well. Student and family feedback from the community survey also reinforces this picture, with respondents highlighting safety, inclusion, individualized support, and strong relationships as defining features of the school. At the same time, the analysis shows a few areas that still need attention which may be the cause of the increase in chronic absenteeism rates in the 2025/26 school year. The LCAP notes that peer behavior, consistent expectations, and belonging remain areas for continued refinement, even in the context of strong overall climate results. The SWOT analysis similarly points to the need for more consistent communication and clearer organizational systems, which matter because school climate is not only about safety and discipline but also about predictability, trust, and shared norms across classrooms and grade levels. In short, CCCS has a very positive climate, but sustaining it will require continued consistency, student leadership, and alignment across staff and family systems.|CCCS plans to sustain and refine its climate work by continuing PBIS, MTSS, SEL push-ins, counseling, staff training, and campus upkeep while strengthening Tier 1 behavior systems and peer accountability. The strategic plan adds related next steps, including more intentional recognition of core values, expanded outdoor learning and eco-therapy, more community service and field trips, and practical family resources that support student safety and wellbeing at home. These actions suggest that CCCS sees school climate as something created through both schoolwide systems and daily relational practices, not just through discipline procedures. For continuous improvement, CCCS will continue using survey data, referral data, attendance data, and stakeholder input to monitor whether students feel safe and connected and whether behavior expectations are consistent across settings. The school has also identified the need to deepen student leadership, strengthen communication routines, and keep refining expectations so that positive climate is stable even as the school grows or leadership changes. For underrepresented families, the school’s broader engagement strategies, such as two-way communication, family support resources, and flexible involvement opportunities, can be used to make sure climate data reflect the experience of all families, not only those already most engaged.|Met||2026-06-02|2026
04615490000000|Thermalito Union Elementary|6|Thermalito Union Elementary School District utilizes multiple measures to monitor school climate, including the California Healthy Kids Survey (CHKS), local student safety surveys, attendance data, suspension data, behavior referral data, California School Dashboard indicators, and educational partner feedback.  The 2025-26 local student climate surveys demonstrated positive improvements in student perceptions of school safety across grade spans. At the elementary level, 97% of students in grades 3-5 reported feeling safe or very safe at school, an increase from 85% in Spring 2025 and 81% in Spring 2024. At the middle school level, 70% of students reported feeling safe at school, an increase from 45% reported on the 2024-25 California Healthy Kids Survey. Student survey feedback also indicated that most students feel adults treat students fairly and have positive relationships with school staff.  The district also reviews attendance and discipline data as indicators of school climate. During the 2025-26 school year, school attendance rates ranged from 92.05% to 97.73%, with a district average of 95.99%. California School Dashboard results showed a 4.4% reduction in chronic absenteeism and a 2.6% reduction in suspension rates. Community Day School data showed chronic absenteeism decreased from 73.3% (11 of 15 students) in 2024-25 to 33% (7 of 21 students) in 2025-26, while successful transitions back to comprehensive school settings increased from 20% (2 of 10 students) to 33% (12 of 36 students). The district uses these multiple measures to monitor school climate and guide continuous improvement efforts.|Analysis of school climate survey results, attendance data, suspension data, and educational partner feedback identified several strengths and areas of need across the district. Student perceptions of school safety improved significantly during the 2025-26 school year. Elementary survey results showed that 97% of students in grades 3-5 reported feeling safe or very safe at school, while middle school survey results increased from 45% to 70% of students reporting they feel safe at school. These results suggest that district efforts to strengthen PBIS, Character Strong, MTSS, Student Advocate services, counseling supports, and positive school culture initiatives are having a positive impact.  Districtwide, chronic absenteeism decreased by 4.4% and suspension rates decreased by 2.6%, indicating positive progress in student engagement and school climate. Educational partners identified Student Advocates, School Counselors, School Psychologists, PBIS, MTSS, family engagement activities, autism supports, and inclusive practices as important contributors to these improvements.  Community Day School data demonstrated both significant progress and ongoing needs. Chronic absenteeism decreased from 73.3% to 33%, and successful transitions back to comprehensive school settings increased from 20% to 33%, indicating improved student engagement and connection to school. However, suspension rates increased from 36.8% (7 of 19 students) to 53% (19 of 36 students), highlighting the continued need for intensive behavioral supports, restorative practices, and social-emotional interventions for students with significant behavioral needs.  While climate indicators have improved, the district will continue focusing on strengthening student connectedness, reducing behavioral incidents, improving attendance, and ensuring all students feel safe, supported, and engaged in their learning environment.|Based on analysis of local climate data and educational partner feedback, Thermalito Union Elementary School District will continue implementing and refining actions identified in the Local Control and Accountability Plan to improve school climate, attendance, engagement, and student outcomes. The district will continue strengthening Multi-Tiered Systems of Support (MTSS), Student Advocate services, counseling supports, Character Strong social-emotional learning, attendance interventions, and Positive Behavioral Interventions and Supports (PBIS).  Particular attention will be given to improving student perceptions of safety, connectedness, and adult support at Nelson Middle School through relationship-building strategies, student voice opportunities, targeted behavioral supports, and continued implementation of PBIS. Schools will continue implementing PBIS at the recognition levels, while refining systems to improve student outcomes.  The district will continue attendance outreach, Attendance Improvement Plans, restorative practices, family engagement activities, parent training, and inclusive educational practices to improve student connectedness and reduce barriers to success. Community Day School programming will continue to focus on improving attendance, behavior, and successful transitions back to comprehensive school settings. Local climate survey results, attendance data, suspension data, and educational partner feedback will continue to be reviewed annually to evaluate progress and guide continuous improvement efforts.|Met|Thermalito Union Elementary School District continues to prioritize safe, supportive, and inclusive schools through PBIS, MTSS, Character Strong, Student Advocate services, counseling, and school psychology supports. During the 2025-26 school year, 97% of students in grades 3-5 and 70% of middle school students reported feeling safe at school. Districtwide, chronic absenteeism decreased by 4.4% and suspension rates decreased by 2.6%.  The district expanded inclusive practices through its Supporting Inclusive Practices (SIP) partnership and autism-focused training for staff and families. As reflected in the 2025 California School Dashboard, Students with Disabilities improved out of the lowest performance bands in academic and climate indicators.|2026-06-25|2026
04733790000000|Pioneer Union Elementary|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. - students completeed Spring 2026 survey grade 4th-8th grade, students ovewheling agreed that theiri reading, writing and math skills improved, they have access to ELA, Math, SS, science and music, agree that learning in school will help them in their future, they complete their homework, but half say they can complete their homework on their own, but also get help on their homework.|Analysis of the Spring 2026 student climate survey identified several strengths as well as areas requiring continued attention and improvement. Students reported strong perceptions of academic growth, access to a well-rounded curriculum, and the belief that learning at school will support their future success. Students also indicated positive homework completion habits and access to support when needed.  However, the survey revealed several areas of need. Only about half of students agreed that teachers regularly ask them to explain their thinking and reasoning during lessons. This suggests an opportunity to strengthen instructional practices that promote critical thinking, student discourse, and deeper engagement with learning.  Additionally, only about half of students agreed that students are treated fairly by adults at school. While the majority of students reported positive experiences overall, this finding indicates a need to continue building trust, consistency, and positive relationships between students and staff.  The survey also identified concerns regarding school culture and behavior expectations. Less than half of students agreed that students consistently follow schoolwide expectations. This suggests a need to strengthen implementation of behavior expectations, increase consistency across classrooms and settings, and reinforce positive student behaviors through schoolwide systems and supports.  Due to the district's small enrollment, survey results were not disaggregated by student group in order to maintain student confidentiality. The district will use these findings to inform professional development, strengthen instructional practices, enhance student-adult relationships, and improve the implementation of schoolwide behavior expectations as part of its continuous improvement efforts.|Based on the analysis of local climate and engagement data, the district has identified several actions to address areas of need and support continuous improvement. To strengthen academic engagement and increase opportunities for students to explain their thinking and reasoning, the district has hired an MTSS Coordinator who will support data-driven instruction, targeted interventions, and professional development focused on effective instructional practices.  To improve student-adult relationships and ensure students feel supported and treated fairly, the district has expanded social-emotional and behavioral supports through the addition of a Wellness Coach. The Wellness Coach will provide direct student support, promote positive school connectedness, and assist with proactive interventions designed to improve school climate.  Additionally, the district will re-evaluate its Positive Behavioral Interventions and Supports (PBIS) system to ensure schoolwide expectations are clearly defined, consistently implemented, and effectively reinforced across all grade levels. Staff training will be provided to strengthen understanding of PBIS practices, improve consistency in behavior expectations, and promote a positive and supportive learning environment for all students.  These actions are intended to address identified areas of need while building upon existing strengths, ensuring that students experience a safe, supportive, and engaging educational environment that promotes both academic and social-emotional success.|Met||2026-06-18|2026
04746820000000|Butte County ROP|6||||Not Met|||2026
04755070000000|Gridley Unified|6|Gridley Unified School District continued its annual administration of the California Healthy Kids Survey (CHKS) to students in grades 5 (elementary), 7 (middle), 9, and 11 (high school) in spring 2026. Results are summarized below by level, with observations on key indicators and, where possible, disaggregation by student group. Elementary (Grade 5): Student perceptions in “Supports and Engagement” showed mixed results; connectedness rose to 74% and caring adults to 76%, while high expectations declined to 85% and parent involvement fell to 76%. Facilities upkeep jumped to 73%. In “School Safety,” feelings of safety remained stable at 84%, but victimization indicators worsened, with cyberbullying reaching 30% and being hit or pushed rising to 38%. The disciplinary environment improved, notably with respect increasing to 87%. Student wellness rose to 78%. Middle School (Grade 7): Grade 7 indicators in “Supports and Engagement” improved, with connectedness rising from 46% to 63% and high expectations reaching 73%. Safety perceptions jumped from 45% to 67%, while harassment dropped to 30% and cyberbullying to 28%. Chronic sadness fell significantly to 17%. High School (Grades 9 & 11): Grade 11 connectedness held steady at 58%, but safety ratings fell from 71% to 60%. High expectations declined to 69%, whereas meaningful participation rose to 27%. Grade 9 data, missing in 2025, showed 62% connectedness and 66% safety in 2026.|Elementary School (Grade 5) Analysis of 2025 and 2026 CHKS Key Indicators reveals a climate marked by improved school environments but rising interpersonal challenges. Areas of Strength: Fifth-grade students reported significant growth in the school disciplinary environment, particularly in feeling treated with respect, which jumped from 73% to 87%. Positive shifts were also recorded in facilities upkeep (55% to 73%), relationships with caring adults (72% to 76%), and overall student wellness (70% to 78%). Identified Needs: Safety on campus is a growing concern due to an increase in student victimization. Reports of cyberbullying sharply rose from 18% to 30%, and students experiencing being hit or pushed increased from 31% to 38%. Additionally, the perception of adults holding high expectations fell from 90% to 85%. Middle School (Grade 7) A comparative look at 2025 and 2026 shows substantial, positive rebounds in school climate and mental health. Areas of Strength: Grade 7 experienced a massive surge in school connectedness, moving from 46% up to 63%. Perceptions of the school as safe or very safe rose dramatically from 45% to 67%, which correlates with noticeable drops in harassment (42% to 30%) and cyberbullying (40% to 28%). Crucially, reports of chronic sadness or hopelessness dropped by more than half, from 35% to 17%. Identified Needs: Academic engagement remains a pain point. The percentage of students reporting trouble focusing on schoolwork rose from 36% to 41%, and meaningful participation remains low at just 27%. High School (Grades 9 & 11) Data indicated that while younger secondary students are feeling better, upperclassmen are experiencing declines. Areas of Strength: Grade 11 students saw a major improvement in meaningful participation, which climbed from 16% to 27%. Their overall Student Wellness Index also moved upward from 100.8 to 103.1. Grade 9 data—absent in the 2025 report—established a solid baseline in 2026 with 62% school connectedness and 66% safety perceptions. Identified Needs: Grade 11 safety perceptions suffered a notable drop, falling from 71% to 60%. This decline accompanies a drop in perceived adult high expectations (from 76% to 69%). Substance use in older grades also requires attention, with Grade 11 current alcohol or drug use rising to 13% and current vape use climbing to 8%.|Elementary (Grade 5): Wilson already has in place a 100% rating on its PBIS implementation, but this needs to be extended to earlier grades and continued through to the secondary level at middle school. In response to the cyberbullying increases noted, the district is tightening controls on student technology use and will increase education about cyberbullying to students. Middle School (Grade 7): The district will expand opportunities for students to participate in meaningful school activities and leadership roles. For instance, student opportunities to dialog with district leaders will be expanded to BOTH semesters this year. Staff and administration will continue increased communication with families—particularly Latino and English learner families through newsletters—about available supports and opportunities for involvement, using multiple languages and formats. High School (Grades 9 & 11): While high school climate and safety indicators remain the strongest in the district, to combat the drop in 11th-grade safety perceptions (71% down to 60%), the LEA will implement campus-specific safety listening sessions and continue attention being given to supporting students who feel disconnected or unsafe. Actions include maintaining a focus on campus supervision, facilities improvements, and student input in planning school events and safety strategies. The district will also work to sustain improvements in substance use prevention and campus cleanliness, while monitoring the impact of these efforts on student perceptions. Districtwide: The GUSD Governing Board continues to prioritize a safe, supportive school environment through expanded PBIS implementation, increased staff training, and facilities upgrades. The district will use ongoing student and parent survey data to monitor progress and adjust strategies, with particular attention to underrepresented groups. Additional efforts will include regular communication of survey results to students and families, inviting their input on school improvement plans, and ensuring all students have access to a welcoming, engaging, and safe learning environment.|Met||2026-06-24|2026
05100580000000|Calaveras County Office of Education|6|There were too few enrolled students to receive data from the CA Healthy Kids Survey, so an alternative survey was conducted. 79% of students reported feeling safe or very safe at school. The remainder of students reported feeling neither safe nor unsafe. No students reported feeling unsafe or very unsafe. 36% reported a strong sense of belonging while 28% expressed some sense of belonging. 36% reported feeling no sense of belonging. 64% of students expressed that there are adults at the school that really care about them. We are unable to disaggregate the data by individual student groups due to the overall low number of students enrolled.|Based on our local climate survey, CRA’s primary area of strength lies in establishing a universally secure environment, with the majority of students reporting feeling safe or very safe.  No students feel unsafe or very unsafe, and 64% feel that adults on campus genuinely care about them. This validates the success of our small-campus, trauma-informed relational model. However, our key identified need centers on student connectedness, as 36% of students report feeling no sense of belonging at school.  Because of our overall low enrollment, we are unable to disaggregate this data by individual student groups without compromising student privacy.  Consequently, we treat this 36% disconnection rate as a universal student group need.|To address the 36% belonging gap on our local survey, CRA will use the registration process to create a welcoming connection with students and families.  School staff will prioritize emotional safety and opportunities for personal connection within the first 30 days.  Select school staff will collaborate to provide Tier 2 support in the form of daily check-ins with new students and frequent communication with families. Establishing this strong, personalized connection early on is critical because it introduces a supportive structure during a student's most vulnerable transition window.  For many of our youth with histories of trauma or school detachment, experiencing a genuine sense of belonging is a completely new and unfamiliar feeling. By embedding these welcoming protocols directly into our operating procedures, we can begin to build a confident sense of community membership.|Met||2026-06-29|2026
05100580530154|Mountain Oaks|6|"In the January 2026 Program Survey for Parents, 100% of parents understood the academic goals, with 21.1% respeding ""somewhat"", and 89.5% felt the program met their family's needs. The most common suggestion was to offer more science and social studies curriculum options. 100% of parents felt that Mountain Oaks offered a safe learning environment and a positive school culture, with 15.8% responding ""somewhat"". The main concern was student supervision and noise on campus, though issues were promptly addressed. Parents also expressed concern around preparedness if there was an active shooter. Additionally, 89.5% of families understood the grading and assessments.  Parents Hispanic students, Socioeconomically Disadvantaged Students, and Students with Individualized Education Plans (IEPs) reported similar satisfaction levels with the school program, at 66.7% and 100%, respectively. However, parents of low-income students were underrepresented in the survey, which is concerning given that over 50% of Mountain Oaks' students are low-income. Two factors could explain the underrepresentation: first, parents may not have been sure if they qualified or were hesitant to self-identify. Second, parents of low-income students might have been less engaged and chose not to respond.   In the January 2026 Program Survey for High School Students, 85.7% of respondents felt supported by their mentor teacher, and 92.3% were comfortable seeking help from other school staff. Regarding special events, 38.5% felt they matched their interests, while 53.8% said they ""somewhat"" matched. For workshops, 50% found them aligned with their interests, with 42.9% responding ""somewhat."" The primary improvement suggestion was more support in core classes and hands-on learning opportunities. While 78.6% of students felt part of the Mountain Oaks community, 21.4% reported being ""somewhat"" connected. In terms of safety, 85.7% felt safe on campus, and 92.8% felt comfortable speaking to an adult about bullying. For social and emotional needs, 42.9% felt met, and 42.9 responded ""somewhat"". 85.7% felt their academic needs were satisfied. Additionally, 71.4% felt prepared for college or career goals, although 21.4% considered themselves ""somewhat"" prepared. Overall satisfaction was consistent across student groups, but low-income students and those with IEPs were underrepresented, potentially due to self-identification requirements or lack of engagement."|"Parents state that they understand the academic goals for their students and feel the school could meet the needs of their families. Additionally, parents and students have expressed that Mountain Oaks provides a secure learning environment and fosters a positive school culture. High school students have reported feeling supported by their mentor teachers. However, the most common request for improvement pertains to the need for more support in core courses. It has been identified that there is a need to address the representation gap for low-income families and students and Hispanic/Latino families and students. Furthermore, there is a need to analyze student performance data concerning the claim that the program meets students' academic needs, as there appears to be a disconnect between satisfaction with the school program and its impact on student performance. There is also a disparity between the reported high satisfaction level with the school program by parents and the lower overall satisfaction reported by high school students. Lastly, despite claiming that their academic needs are being met, a significant percentage of high school students only rate themselves as ""somewhat"" prepared for college or career."|Mountain Oaks recognizes the need to conduct a root cause analysis to identify any gaps in academic instruction and strategies that may impact student achievement. The next step is to review and refine data gathering and analysis practices to address any gaps in representation.  Additionally, the school plans to create more opportunities for family engagement through regular communication, workshops, and events to help parents support their student's education. Mountain Oaks will continue to collaborate with educational partners to provide additional resources and support for students and families. Mountain Oaks will continue to involve all educational partners in the continuous improvement process to ensure a comprehensive and inclusive approach.|Met||2026-06-10|2026
05615560000000|Bret Harte Union High|6|The 2025/26 California Health Kids Survey (CHKS) results show a complex picture regarding student well-being. While data generally indicate that students experience a sense of support, engagement, and connection within the school environment, there are significant concerns. Specifically, the survey reports an upward trend in chronic sadness/hopelessness and suicidal ideation. Compounding these mental health findings is the alarmingly high prevalence of electronic cigarette use reported by students.|Bret Harte High School is committed to student well-being through support services. The school provides a School Resource Officer to address issues such as smoking, alcohol, and drug use, and offers both Diversion and Tobacco Cessation groups to help students resolve these concerns. USE: Bret Harte High School prioritizes student well-being|Bret Harte High School is committed to promoting student well-being through a comprehensive strategy. Key initiatives include the support of a full-time School Resource Officer (SRO) who addresses both substance use and overall campus safety. Substance use, particularly vaping, is tackled with multiple measures: detection devices are installed in restrooms, and the School Nurse, Counselor, and SRO collaboratively lead Diversion and Tobacco Cessation groups. Furthermore, the school maintains a dedicated Wellness Room, coordinated by a full-time staff member, to support students' social-emotional health. A weekly Wellness Team meeting is held to address ongoing school issues and plan related events. The school also focuses on broad mental health awareness for both students and the wider community through its School Connectivity initiatives.|Met||2026-06-01|2026
05615640000000|Calaveras Unified|6|Calaveras Unified School District annually administers a local school climate survey to gather student feedback regarding school safety, connectedness, engagement, and overall school climate. The district utilizes the California Healthy Kids Survey (CHKS) and additional local data sources to assess students' perceptions of their school experience and to guide continuous improvement efforts.  Survey data is collected across grade spans and reviewed alongside local indicators such as attendance, chronic absenteeism, suspension rates, behavioral referrals, and other student engagement measures. When available, survey results are disaggregated by student groups identified in California Education Code 52052, including English learners, foster youth, socioeconomically disadvantaged students, students with disabilities, and racial and ethnic student groups. This analysis helps the district identify areas of strength and opportunities to improve equitable outcomes for all students.  Recent survey results indicate that many students report positive relationships with school staff, feel connected to their school community, and identify trusted adults on campus who support them. Students also report feeling safe at school and recognize efforts by staff to create welcoming and inclusive learning environments.  The district continues to analyze areas where additional growth is needed. Survey results, along with attendance and behavioral data, are used to identify opportunities to strengthen student belonging, increase student engagement, improve perceptions of school safety, and expand access to social-emotional and mental health supports. Data is reviewed at both the district and site levels to develop targeted improvement strategies that address the unique needs of each school community.  Calaveras Unified also uses educational partner feedback from students, families, staff, and community members to better understand school climate and to validate trends identified through survey results. Findings from the California Healthy Kids Survey and local climate data directly inform the Local Control and Accountability Plan (LCAP), school improvement planning, professional development, and resource allocation.  Through ongoing analysis of school climate data and educational partner input, the district remains committed to fostering safe, supportive, and inclusive learning environments where every student feels connected, respected, and prepared to succeed. These efforts align with the district's vision that every student feels valued, supported, and prepared for the future.|Analysis of the California Healthy Kids Survey (CHKS), local climate survey results, and additional student outcome data indicates that Calaveras Unified School District continues to make progress in creating positive, safe, and supportive school environments. Overall, many students report feeling connected to their schools, identify caring adults on campus, and believe that school staff support their academic and personal success. These findings reflect the district's continued emphasis on relationship-building, student well-being, and creating welcoming learning environments.  The analysis also identified opportunities for continued improvement. While many students report positive experiences, results vary across grade levels and student groups. Survey data and local indicators suggest a need to strengthen students' sense of belonging, increase engagement, and ensure all students consistently experience safe, inclusive, and supportive school climates. The district recognizes the importance of continuing to address the needs of English learners, foster youth, students with disabilities, socioeconomically disadvantaged students, and other student groups when disparities are identified through disaggregated data.  Attendance, chronic absenteeism, behavioral, and suspension data are reviewed alongside climate survey results to better understand factors influencing student engagement and school connectedness. This analysis reinforces the importance of providing proactive social-emotional supports, expanding access to counseling and mental health services, implementing positive behavior supports, and strengthening relationships between students and staff.  Educational partner feedback also highlighted the value students place on having trusted adults at school, opportunities to participate in extracurricular activities and student leadership, and environments where they feel respected and heard. Families and staff emphasized the importance of maintaining consistent communication, supporting student well-being, and creating learning environments where all students feel welcomed and included.  These findings will continue to guide district priorities, including strengthening Multi-Tiered Systems of Support (MTSS), expanding student wellness initiatives, improving school connectedness, and providing professional learning that promotes positive school culture and inclusive practices. Calaveras Unified will continue using climate survey data and other local indicators to monitor progress, identify areas for improvement, and ensure resources are directed toward strategies that improve outcomes for all students.  These efforts support the district's vision that every student feels valued, supported, and prepared for the future by fostering learning environments where students feel safe, connected, and engaged every day.|Based on the analysis of the California Healthy Kids Survey (CHKS), local climate survey data, educational partner feedback, and other local indicators, Calaveras Unified School District will continue to strengthen systems and practices that promote positive school climate, student connectedness, and overall well-being. The district will build upon existing initiatives while refining strategies to address identified areas of need through continuous improvement.  The district will continue implementing and strengthening its Multi-Tiered System of Supports (MTSS) by providing early academic, behavioral, and social-emotional interventions to ensure students receive timely and appropriate support. Schools will continue expanding access to counseling, mental health services, and wellness resources while strengthening collaboration among administrators, teachers, counselors, and support staff to address barriers to student success.  Calaveras Unified will continue emphasizing relationship-centered practices by providing professional learning focused on creating welcoming, inclusive, and supportive learning environments. Staff development will include strategies to strengthen positive student-adult relationships, implement effective classroom management, support student engagement, and foster a strong sense of belonging for all students.  The district will also refine attendance improvement efforts by increasing proactive outreach to students and families, monitoring attendance data more frequently, and providing targeted interventions for students experiencing chronic absenteeism or disengagement. These efforts will be coordinated through school site teams and integrated within existing MTSS processes.  School sites will continue using climate survey results, attendance data, behavioral data, and educational partner feedback to guide site-specific improvement planning. Site administrators will regularly review local data with staff to identify trends, monitor progress, and adjust strategies based on student needs.  Additionally, the district will strengthen communication with families and educational partners by increasing opportunities for feedback and ensuring stakeholders understand how survey results and input influence district priorities and school improvement efforts. Ongoing evaluation of district initiatives will help ensure resources are aligned with the greatest areas of need and that improvement efforts remain responsive to student outcomes.  Through these continuous improvement efforts, Calaveras Unified remains committed to fostering safe, inclusive, and engaging learning environments where students feel connected, supported, and prepared for success. These actions directly support the district's vision that every student feels valued, supported, and prepared for the future while promoting positive school climate and equitable outcomes for all students.|Met||2026-06-25|2026
05615720000000|Mark Twain Union Elementary|6|"The California Health Kids Survey was administered to students in grades 5, 6, 7, 8. Please note in order to participate in this survey families must now ""Opt-in"" which has decreased the sample size. As a note, with a small sample size there can be large swings in our data. As a small district student group analysis is not available due to the low number of students. School Connectedness Survey Questions: ""Are you happy to be at/with this school?"" OR "" I am happy with/to be at this school."" -5th: 96% (Decreased 1% compared to 2025 data, but still above 90% and 5% better than 2024 data) -6th: 50% (Decreased 35% compared to 2025 data) -7th: 48% (Increased 5% compared to 2024 data) Please note 2025 data was ""N/A"" due to low # of responses -8th: 42% (Decreased 2% compared to 2025 data) ""Do the teachers and other grown-ups at school care about you?"" OR ""There is a teacher or some other adult from my school who really cares about me"" -5th: 100% (Increased 3% compared to 2025 data) -6th: 64% (Decreased 33% compared to 2025 data) -7th: 62% (Increased 13% compared to 2024 data) Please note 2025 data was N/A due to low # of responses -8th: 60% (Decreased 5% compared to 2025 data) School Safety Survey Questions ”Do you feel safe during school” or "" I feel safe in my school."" -5th: 98% (Increased 5% compared to 2025 data) -6th: 50% (Decreased 35% compared to 2025 data) -7th: 65% (Increased 17% compared to 2024 data) Please note 2025 data was N/A due to low # of responses -8th: 66% (Decreased 21% compared to 2025 data, but 16% better than 2024 data)"|"A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. Student connectedness and safety data indicate a strong elementary foundation, followed by a significant decline in Grade 6 and partial recovery in Grade 7, with continued challenges in Grade 8—highlighting the continued need to strengthen school climate systems. It is important to note that small sample sizes can result in significant year-to-year fluctuations, and grade-level data does not represent a consistent cohort of students over time."|The following LCAP Action aims to address school climate and improve survey data, Chronic Absenteeism Rate and Suspension Rate LCAP Action 2.2 Engagement, Connectedness, Safety, Health, and Wellness Ensure students feel engaged, safe and connected on campus. • In School Activities: Offer activities that are based on student interests and preferences (assemblies, recess activities, recess equipment, and opportunities for staff to build relationships with students outside of the classroom). • Out of School Activities: Provide experiences to students that foster curiosity, appreciation, and hands-on learning (such as Science Camp, Field Trips) • Improve Attendance: Recognize exemplary and improved attendance, provide attendance incentives, and ensure families are contacted regarding student absences. Offer additional ways to address the needs of students with attendance concerns, coordination of services, and improvement plans. Utilize Infinite Campus to support communication needs • Supervision: Implement improved student supervision measures, including but not limited to, additional training for supervisory staff, providing supervisory staff, improving accessibility and visibility of supervisory staff, and using supervision technology (such as cameras, vape sensors), and communication devices (radios). • Behavior Support: Implement ways to enhance and improve student behavior, such as recognizing exemplary and good behavior, self-management programs, peer mediators, and behavior incentives. Programming may include: Positive Behavior Interventions & Supports (PBIS), Bridges Program (5th-8th), Saturday School, Restorative Practices, etc. • Character Development: implement a Character Development program (such as Character Strong funded by the Calaveras County Office of Education) • Mental Health Services: Provide opportunities to support students' mental health (internally or through outside agencies) through mental health professionals, RTI counseling or psychologists. • Health: Support overall student health through nursing services • Transportation: Provide bus transportation for students to support school attendance.|Met||2026-06-18|2026
05615800000000|Vallecito Union|6|Vallecito Union School District administers the California Healthy Kids Survey (CHKS) annually. Here are results for 2025-26. For Secondary Level (Grades 7-8) Summary Key Indicators Include: School Connectedness: Grade 7 - 58%, Grade 8 - 56% Academic motivation: Grade 7 - 65%, Grade 8 - 55% Caring Adult Relationships: Grade 7 - 76%, Grade 8 - 70% Meaningful Participation: Grade 7 - 25%, Grade 8 - 31% School Perceived as Safe: Grade 7 - 70%, Grade 8 - 70% Eating of Breakfast: Grade 7 - 71%, Grade 8 - 72% Social Emotional Distress: Grade 7 - 28%, Grade 8 - 28%  For Elementary Level (Grades 5-6) Summary Key Indicators Include: School Connectedness: Grade 5 - 85%, Grade 6 - 79% Academic Motivation: Grade 5 - 86%, Grade 6 - 76% Caring Adults in School: Grade 5 - 81%, Grade 6 - 72% Meaningful Participation: Grade 5 - 51%, Grade 6 - 35% Feel safe at school: Grade 5 - 91%, Grade 6 - 78% Eating of Breakfast: Grade 5 - 78%, Grade 6 - 83% Frequent Sadness: Grade 5 - 9%, Grade 6 - 25%|School Connectedness is highest in the early grades and trends downward through to 8th grade. Academic motivation remains at or above 55% for all grades survey - there is a downward trend in motivation from previous years. The District will be taking steps to limit screen time as an approach to addressing this trend. Positive adult relationships fall between the 70-80% range. This is an increase from the prior year. Meaningful participation is low across all grade levels - project based learning, relevant learning activities, posted learning objectives are ways VUSD will seek to increase the perception of meaningful participation. Eating of breakfast is high overall - reflective of universal meals for all students. Social emotional distress decreased from the previous year - continued focus on SEL supports is needed.|The LCAP includes additional food service workers to maintain universal meal service providing nutritious healthy menu options. The LCAP includes focus on SEL support including materials and professional development. The LCAP includes continuing school counseling support at all three school sites to support student mental wellbeing. SEL support requires a three tiered approach that involves all staff to support all students (Tier 1 - Universal settings, Tier 2 - Targeted settings, Tier 3 Intensive settings)|Met||2026-06-17|2026
06100660000000|Colusa County Office of Education|6|S. William Abel Academy has established a local survey as our consistent survey platform to measure of perceptions of school safety and connectedness. I feel physically safe at my school. 100% I enjoy coming to school. 100% My school provides me with tools that help me succeed. 100% My school provides me with opportunities to take responsibility. 100% I feel safe on my way to and from school. 100% My teachers care about me. 89% My school provides me with opportunities to be a leader. 89% I get help from home to help me succeed in school. 89% I feel connected to at least one adult at school. 89% I have at least one friend at my school whom I can speak to if I am having a tough time. 67% I can approach at least one staff member if I am having a tough time. 67% I feel safe at school. 100% I know who to go to if I need help. 100% I have access to resources (books, technology, etc.) that help me learn. 100%|Students are feeling connected and supported at school.|Improving school climates will continue to be an area of focus. SWAA will continue to improve school climate. Professional learning opportunities throughout the school year will include formative data related to attendance and suspension.|Met||2026-06-17|2026
06615980000000|Colusa Unified|6|Colusa Unified School District has established Healthy Kids as our consistent survey platform to measure perceptions of school safety and connectedness. Burchfield Primary School (BPS), Egling Middle School (EMS), Colusa High School (CHS)/Colusa Alternative High School (CAHS) utilize Healthy Kids as a platform to survey students, parents/guardians, and staff member.  The classrooms at my school are clean and well maintained (FIT Results). BPS 89.38% EMS 92.25% CHS 93.08 CAHS 100%  Discipline at school is fair and consistent. BPS 42% EMS 53% CHS/CAHS 57%  My teachers set high standards for my student. BPS 76% EMS 79% CHS/CAHS 73%  School is a safe place for my student. BPS 78% EMS 61% CHS/CAHS 65%  The facilities at school are well maintained. BPS 46% EMS 35% CHS/CAHS 55%  At school, there is a teacher or some other adult who really cares about me. BPS 61% EMS 64% CHS/CAHS 65%  I feel close to people at this school – school connectedness. BPS 70% EMS 61% CHS/CAHS 55%  As a parent of a student, I am satisfied with the number of meaningful opportunities for participation provided by the school. BPS 48% EMS 32% CHS/CAHS 30%  My school encourages and promotes parent involvement. BPS 75% EMS 59% CHS/CAHS 47%  I often go to bed at 10pm or later (grades 3, 5). I often go to bed at 12am or later (grades 7, 9, 11). BPS/EMS 31% EMS 13% CHS/CAHS 29%  I have experienced frequent sadness or hopelessness. BPS 26% EMS 20% CHS/CAHS 31%|School climate survey results show that student discomfort and anxiety largely impacted by COVID-19 have declined. Students are feeling more connected at school. The percentage of students experiencing sadness has decreased. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. CUSD placed an emphasis on RTI trauma informed practices. An area of focus and emphasis is increasing school connectedness for our students. The District’s increase to Enrichment offerings and field trips were noted areas of strength in our District survey. CUSD transitioned our student information system returning to Aeries, and Parent Square proved to be a positive communication tool linked to our Aeries system. The District’s launch of a student survey administered once a year will provide the opportunity to evaluate school culture for continuous improvement efforts throughout the year. The participation rate of our CUSD Student Survey is extremely high demonstrating valuable feedback capturing student voice.|Improving school climates will continue to be an area of focus across the Colusa Unified School District. Our CUSD District leadership team will be working closely with principals, school counselors, and school staff to continue improving school climates on each campus. Professional learning opportunities throughout the school year will include formative data related to attendance and suspension, and schools will be sharing practices that they identify through the school leadership team process for improving social-emotional outcomes for students. Sites will collectively develop a site-based PDSA (Plan, Do, Study, Act) plan based on their site student survey results.|Met||2026-06-22|2026
06616060000000|Maxwell Unified|6|American Indian % Favorable: Coping Resources: 85% Safety and Connection: 84% Experiences with Culturally/Lingusitically Resonsive: 80% Opportunities for Student Leadership: 73% Emotional Experiences: 71% White % Favorable: Coping Resources: 79% Safety and Connection: 73% Experiences with Culturally/Lingusitically Resonsive: 78% Opportunities for Student Leadership: 66% Emotional Experiences: 74% Socioeconomiclly disadvantaged % Favorable: Coping Resources: 56% Safety and Connection: 56% Experiences with Culturally/Lingusitically Resonsive: 59% Opportunities for Student Leadership: 43% Emotional Experiences: 64%|2024-25 Local Performance Indicator Self-Reflection for Maxwell Unified School District Page 14 of 16 Identified Needs and Areas of Strength Based on the comparison of the favorable response percentages among American Indian, White, and Socioeconomically Disadvantaged students, we can identify specific needs and areas of strength for each group. American Indian Students Areas of Strength: Coping Resources (85% favorable): High percentage indicates strong support and resources available for coping. Safety and Connection (84% favorable): Suggests a positive sense of safety and community. Experiences with Culturally/Linguistically Responsive (80% favorable): Indicates positive experiences with culturally and linguistically responsive education. Opportunities for Student Leadership (73% favorable): Good opportunities for student leadership. Emotional Experiences (71% favorable): Indicates relatively positive emotional experiences. Identified Needs: While American Indian students have high percentages in all areas, continuous support and enhancement in emotional experiences and opportunities for student leadership can help maintain and improve these areas. White Students Areas of Strength: Emotional Experiences (74% favorable): Highest favorable response among the groups, indicating positive emotional well-being. Experiences with Culturally/Linguistically Responsive (78% favorable): Indicates positive experiences with culturally and linguistically responsive education. Coping Resources (79% favorable): Good availability of resources for coping. Identified Needs: Safety and Connection (73% favorable): Needs improvement to match the higher percentages seen in other areas. Opportunities for Student Leadership (66% favorable): This area has the lowest favorable response for White students, indicating a need for increased opportunities for leadership roles. Socioeconomically Disadvantaged Students Areas of Strength: Emotional Experiences (64% favorable): Although this is the highest favorable response for this group, it is still lower compared to other groups, indicating relative strength but also room for improvement. Identified Needs: Coping Resources (56% favorable): Significant need for improved resources and support for coping. Safety and Connection (56% favorable): Needs improvement to ensure a safer and more connected environment. Experiences with Culturally/Linguistically Responsive (59% favorable): Enhancing culturally and linguistically responsive experiences is crucial. Opportunities for Student Leadership (43% favorable): This area shows the greatest need for improvement, indicating that socioeconomically disadvantaged students lack sufficient opportunities for leadership roles. Summary of Needs and Strengths American Indian Students: Strengths: High favorable responses across all areas. Needs: Continuous improvement in emotional experiences and leadership opportunities. White Students: Strengths: Emotional experiences, culturally responsive ed|"2024-25 Local Performance Indicator Self-Reflection for Maxwell Unified School District Page 15 of 16 Prompt 3 (USE): Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes. Maxwell Unified School District: Proposed Changes to Plans, Policies, and Procedures based on the analysis of local data and the identification of key learnings, Maxwell Unified School District (MUSD) should implement the following changes to address the identified areas of need and promote continuous improvement. Enhancement of Coping Resources New Initiatives: Develop and implement additional support programs, such as mental health workshops, peer support groups, and access to counseling services. Form on peer counseling and conflict facilitation. Policy Update: Incorporate mandatory training for staff on recognizing and addressing student stress and mental health issues. Collaborate with Community Schoool Program to provide resources for a dedicated mental health coordinator to oversee and integrate mental health services across the district. Improvement of Safety and Connection New Initiatives: Launch initiatives to create a more inclusive and connected school environment, such as community-building activities, mentorship programs, and anti-bullying campaigns. Start a ""Buddy System"" where new students are paired with existing students to help them acclimate. We will call it ""Welcome Wagon"" Policy Update: Review and update safety policies to ensure comprehensive safety measures are in place, including enhanced security protocols and training. Implement a zero-tolerance policy for bullying and harassment with clear reporting and response procedures. Procedural Changes: Implement regular surveys and feedback mechanisms to monitor students' sense of safety and connection, adjusting strategies based on feedback. Create more leadership programs and clubs, ensuring they are accessible to all students, particularly those from socioeconomically disadvantaged backgrounds. Introduce targeted programs aimed at addressing the unique challenges faced by socioeconomically disadvantaged students, such as tutoring services, college readiness programs, and financial literacy workshops. Access to a Broad Course of Study (LCFF Priority 7) LEAs provide a narrative summary of the extent to which all students have access to and are enrolled in a broad course of study by addressing, at a minimum, the following four prompts: 1. Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. (response limited to 1"|Met||2026-06-24|2026
06616140000000|Pierce Joint Unified|6|"2025/26 CHKS Data for LCAP Local Indicators School Connectedness: Grade 5    73% Grade 6    69% Grade 7    65% Grade 8    55% Grade 9    61% Grade 10  57% Grade 11  54% Grade 12  59% Feel close to people at school: Grade 5    52% Grade 6    56% Grade 7    72% Grade 8    64% Grade 9    61% Grade 10  70% Grade 11  48% Grade 12  62% Am happy to be at school: Grade 5    60% Grade 6    73% Grade 7    64% Grade 8    48% Grade 9    57% Grade 10  51% Grade 11  54% Grade 12  56% I feel part of this school: Grade 5    81% Grade 6    63% Grade 7    66% Grade 8    51% Grade 9    60% Grade 10  48% Grade 11  35% Grade 12  55% Teachers treat students fairly: Grade 5    86% Grade 6    67% Grade 7    55% Grade 8    60% Grade 9    63% Grade 10  61% Grade 11  56% Grade 12  54% I feel safe at school: Grade 5    81% Page 14 of 18 2026-27 Local Performance Indicator Self-Reflection for Pierce Joint Unified School District Grade 6    79% Grade 7    66% Grade 8    60% Grade 9    65% Grade 10  54% Grade 11  66% Grade 12  67% Experienced harassment (Secondary): Grade 6    34% Grade 7    19% Grade 8    26% Grade 9    17% Grade 10  17% Grade 11  10% Grade 12  13% Anti-bully climate (ELEM): Grade 5    77% Caring Adult Relationships: Grade 5     80% Grade 6     Grade 7     76% 71% Grade 8    63% Grade 9    60% Grade 10  62% Grade 11  64% Grade 12  62% Teacher or adult cares about me: Grade 5    86% Grade 6    78% Grade 7    74% Grade 8    69% Grade 9    63% Grade 10  65% Grade 11  69% Grade 12  64% Teacher or adult notices when I am gone: Grade 6    78% Grade 7    69% Grade 8    65% Grade 9    50% Grade 10  44% Grade 11  59% Grade 12  61% Teacher or adult listens to what I say: Grade 5    85% Grade 6    78% Grade 7    69% Grade 8    65% Grade 9    67% Grade 10  66% Grade 11  66% Page 15 of 18 2026-27 Local Performance Indicator Self-Reflection for Pierce Joint Unified School District  2026-27 Local Performance Indicator Self-Reflection for Pierce Joint Unified School District Page 16 of 18 Grade 12  62%  *Data represents the percentage of students responding ""agree"" or ""strongly agree""  (grades 6-12) OR  ""Yes, all of the time"" or ""Yes, most of the time"" (grade 5)"|"The analysis of the 2025/26 California Healthy Kids Survey (CHKS) data reveals a significant contrast between the high levels of engagement in elementary school and a progressive decline as students move through the secondary grades. A primary area of strength is found in Grade 5, where students report a robust sense of school connectedness at 73% and an even stronger sense of belonging, with 81% stating they feel part of the school. This positive climate is reinforced by high marks for caring adult relationships and a safe environment, where 81% of 5th graders feel safe and 86% feel their teachers treat them fairly. However, as students transition into middle and high school, these metrics show a concerning downward trend. By Grade 11, school connectedness drops to 54%, and the sense of being ""part of the school"" reaches a low of 35%.Furthermore, while students generally feel that adults care about them, there is a disconnect regarding personalized attention in the upper grades. For instance, only 44% of 10th graders believe an adult notices when they are absent, compared to 78% in Grade 6. Perceptions of fairness also erode, falling from 86% in Grade 5 to a low of 54% in Grade 12. Additionally, although harassment levels generally decrease in high school, Grade 6 presents a specific challenge with 34% of students reporting such experiences. These data points underscore a critical need for the district to implement more uniform relationship building practices that bridge the gap between the supportive elementary environment and the secondary experience"|To align with local data and key learnings, the LEA has authorized site-level adjustments to existing plans and procedures, empowering school leadership to implement targeted improvements in school climate and student transitions. At the middle school level, administration and staff are moving into the next phase of PBIS implementation, building upon the foundational systems established during the 2025-26 school year. By shifting from initial rollout to deep-rooted site practice, the middle school aims to stabilize behavioral expectations and foster a more predictable, supportive environment for all students.  Recognizing the critical nature of the move to secondary school, the high school site is taking the lead on redesigning the 8th-grade transition experience to ensure a seamless entry into the campus community. The high school will host a specialized spring event where 8th graders visit the campus to engage directly with their future peers. During this event, high school clubs and student organizations will lead a tabling session, allowing incoming students to rotate through various stations. This site-led initiative is designed to build immediate social capital and ensure that 8th graders feel a sense of belonging and excitement before they ever step into a 9th-grade classroom.  At the high school level, site leadership is also refining its approach to character development and school-wide connection. The school is implementing a motivational speaker series specifically curated for coaches, advisors, and student-athletes. By focusing on these influential student groups and their mentors, the high school aims to shift the campus culture toward a model of collective care and selfless leadership. This change in procedure prioritizes teambuilding and emotional intelligence, ensuring that the athletic and extracurricular programs serve as a primary engine for a kinder, more connected campus climate.|Met||2026-06-22|2026
06616220000000|Williams Unified|6|WUSD has purchased a research based social-emotional screening tool, Satchel Pulse, that is given to all students two times a year. Satchel Pulse combines efficient and effective screening with targeted interventions for all students to ensure no one falls between the cracks. Satchel Pulse puts a focus on maintaining  self-awareness, self-management, social awareness, relationship skills, and responsible decision making in all three tiers. Ideally students should fall into the following: tier one at 80%, tier two at 15%, and tier 3 at 5%, as determined in the Satchel Pulse screener.   The data provided from Satchel Pulse for WUSD schools gives an overview of the social-emotional health of students in three different school levels: WES (Grades 2-3), WUES (Grades 4-6), and WJSHS (Grades 7-12). The tool aims to categorize students into three tiers: Tier 1 (universal support), Tier 2 (some risk factors), and Tier 3 (high risk) based on their social-emotional needs. The ideal distribution for these tiers is 80% in Tier 1, 15% in Tier 2, and 5% in Tier 3. The actual data shows slight deviations from these targets across all school levels. Data from Satchel Pulse Spring Screener: WES - Grades 2 and 3 Tier 1 - 79.75% (80%) Tier 2 - 16.29% (15%) Tier 3 - 3.93% (5%)   WUES - Grades 4 - 6 Tier 1 - 76.56% (80%) Tier 2 - 17.97% (15%) Tier 3 - 5.47% (5%)   WJSHS - Grades 7 - 12 Tier 1 - 77.98% (80%) Tier 2 - 16.16% (15%) Tier 3 - 5.86% (5%)|All schools have fewer combined students in Tiers 2 and 3 than there were during the Fall screening. Both grade levels screened at WES jumped to the 60-80th percentile on Spring Screenings Both Elementary schools are showing stable to improving overall skill level trajectories Reminder: Our current 5th, 6th, and 7th graders were in isolation during developmental stages that were critical to social emotional learning. WJSHS shows stable to improving overall skill level trajectories in most grades for the current school year|WUSD's commitment to improving school climate and social-emotional health is reflected in its use of the Satchel Pulse screening tool and the subsequent analysis of data. This data-driven approach enables the district to identify areas of need and strengths, facilitating targeted interventions. By addressing the needs and leveraging strengths, WUSD can create a supportive and nurturing school climate that fosters students' social-emotional health and overall well-being. Regular assessment and adaptive interventions will ensure that no student falls through the cracks and that all students have the opportunity to thrive.|Met||2026-06-12|2026
07100740000000|Contra Costa County Office of Education|6|According to the 2026 California Healthy Kids Survey (CHKS), Mt. McKinley students reported mixed perceptions of school climate and connectedness. Survey results indicated that 55% of students felt safe at school, 54% felt connected to the school, and 61% reported having a caring relationship with at least one adult on campus. In addition, 33% of students reported being satisfied with their overall school experience. The survey also identified areas of concern. Twenty-four percent of students reported experiencing social-emotional distress, while 45% reported feeling bored at school. These results suggest opportunities to strengthen student engagement, school connectedness, and social-emotional supports. Due to the nature of the court school setting, data interpretation presents unique challenges. Student responses may reflect not only their experiences within the school environment but also the effects of incarceration, placement, and other external factors. As a result, the LEA considers CHKS data alongside additional sources, including local surveys, student feedback, attendance data, behavior data, and academic outcomes, to develop a more comprehensive understanding of school climate and student well-being. Because of the small student population and fluctuating enrollment, disaggregated student group data are often limited or unavailable. When available, Mt. McKinley reviews subgroup data to identify trends and inform targeted supports for students.|Analysis of the California Healthy Kids Survey data identified several areas of strength for Mt. McKinley. The school is making a meaningful impact on students who have historically struggled in traditional educational settings. Despite many students entering the program feeling disconnected from school, 54% reported feeling connected to the school community, 61% reported having supportive relationships with at least one caring adult on campus, and 55% indicated that they feel safe at school. These findings suggest that Mt. McKinley has been successful in creating a supportive, relationship-centered environment that promotes trust, safety, and a sense of belonging for students. The data also identified areas of need. While many students reported positive connections to school, only 33% expressed satisfaction with their overall school experience. Additionally, 45% of students reported feeling bored at school, indicating a need to increase student engagement through more relevant, rigorous, and engaging learning opportunities. The finding that 24% of students reported experiencing social-emotional distress further highlights the importance of continuing to strengthen mental health supports, social-emotional learning, and wellness services. Due to the unique nature of the court school setting, student perceptions may be influenced by factors beyond the school environment, including incarceration and other life circumstances. Nevertheless, the data suggest that continuing to build strong relationships, increase student engagement, and expand social-emotional supports will be important priorities for improving overall school climate and student outcomes.|Based on the analysis of local climate data and educational partner feedback, Mt. McKinley will continue to utilize its Multi-Tiered System of Supports (MTSS) framework to develop and monitor Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) goals focused on improving student safety, school connectedness, engagement, and social-emotional well-being. Each goal will include an identified method of accountability to ensure ongoing monitoring of progress and continuous improvement. Through the review of survey data, prior practices, and stakeholder input, Mt. McKinley identified the need to strengthen supports related to school climate, student engagement, and social-emotional learning. In response, the LEA incorporated two targeted goals into its 2024–27 Local Control and Accountability Plan (LCAP). Goal 2 focuses on establishing safe, secure, inclusive, and welcoming learning environments that foster increased student engagement and school connectedness. Goal 3 focuses on fully implementing a tiered, integrated social-emotional learning program to support the well-being of all students by promoting prosocial behavior, teaching coping and decision-making skills, and modeling positive relationships. To support these goals, Mt. McKinley will continue implementing evidence-based social-emotional learning practices, expanding mental health and counseling supports, strengthening relationship-centered and trauma-informed practices, and monitoring student climate data on a regular basis. The LEA will also continue to engage students, families, staff, and community partners in reviewing data and providing feedback to ensure that programs, services, and resources remain responsive to student needs. These actions are intended to improve school climate, increase student engagement and connectedness, and support positive academic and social-emotional outcomes for all students.|Met||2026-06-10|2026
07100740114470|Making Waves Academy|6|"The February 2026 Climate Survey was given schoolwide, 861 students participated. American Indian/Native American-3; Asian or Asian American-27; Black or African American-38; Latinx/Hispanic-667; Multi-racial - 95; Pacific Islander or Native Hawaiian-1;Something else-30 (Note: this number totals to over 861 because the question that asks for race or ethnicity is a ""select all that apply"" question, meaning one student can make more than one selection depending on what best fits them.)  Student Results School Connectedness 55% Whole School / 56% Middle School / 53% Upper School Academic Motivation 68% Whole School / 71% Middle School / 65% Upper School Caring Adult Relationships 61% Whole School / 61% Middle School / 61% Upper School High Expectation 53% Whole School / 57% Middle School / 50% Upper School School Safety 55% Whole School / 53% Middle School / 57% Upper School We received 97 parent responses, representing parents of 127 students. 5th Grade- 23 parents 6th Grade- 14 parents 7th Grade- 18 parents 8th Grade- 17 parents 9th Grade- 22 parents 10th Grade- 14 parents 11th Grade- 11 parents 12th Grade- 8 parents  Parent Responses 54% of parents strongly agree that their child is safe at MWA 44% of parents agree that their child is safe at MWA 1% of parents disagree that their child is safe at MWA 1% of parents strongly disagree that their child is safe at MWA 95% of MWA parents feel MWA is responsive to needs 5% of MWA parents do not feel MWA is responsive to needs  The Student Support and School Discipline (SSSD) team actively engages parents and guardians throughout the behavior support process. Families receive ongoing communication regarding student progress, campus updates, and opportunities to partner with the school in supporting student success. In addition, the SSSD team regularly meets with students receiving Tier 3 interventions, including those with high-level behavioral or safety concerns and students with additional identified needs.  This intentional partnership with families, combined with a continued emphasis on Restorative Practices and Other Means of Correction in lieu of suspension when appropriate, has contributed to a significant reduction in suspension rates. Current suspension data reflects an approximate 85% decrease compared to the same point in the prior school year, including reductions among special populations such as students with IEPs, Black/African American students, and English Learners.  Special population suspension rates include:  0% Black/African American students (down from 19% in 2024–25) 3% students with IEPs (down from 18% in 2024–25) 3% Long-Term English Learners  As a result of these improvements in restorative practices, intervention systems, and reduced suspension rates, the school was removed from Differentiated Assistance in Spring 2026."|Moving forward, the school will continue to ensure that its vision and mission remain central to decision-making and that systems are aligned to student outcomes and the Profile of a Graduate. A key focus area is expanding opportunities for reciprocal learning between the school, families, and community organizations to strengthen partnerships that support student success.  The school will also continue to maintain a student representative on the Board to ensure student voice is consistently included in governance and decision-making processes.  Another area of focus is strengthening Tier 1 Social-Emotional Learning (SEL) supports for all students through more consistent and intentional programming within advisory or homeroom structures, ensuring equitable access to foundational social-emotional development for all students.|To further improve engagement of underrepresented families, the school will continue to align department goals with student data and the Profile of Graduate to strengthen coherence and cross-collaboration across leadership teams.  Key strategies include offering flexible engagement opportunities for families, including virtual meetings and varied scheduling options to accommodate different needs. The school will also continue providing consistent and accessible communication to families, including translated materials and the use of communication platforms that support automatic translation, ensuring information is accessible to all families regardless of language or schedule constraints.|Met||2026-06-15|2026
07100740126805|Richmond Charter Academy|6|We annually administer school climate surveys to students, families, and staff to assess perceptions of safety, belonging, engagement, and school connectedness. During the 2025-26 school year, we utilized the YouthTruth survey to gather feedback across all stakeholder groups. Results were reviewed by school leadership teams and Home Office personnel to identify trends, strengths, and opportunities for improvement.  Survey results indicate that students, families, and staff report strong perceptions of physical and emotional safety across the school community. Areas identified for growth include student engagement, opportunities for extracurricular participation, social connectedness, and strengthening relationships between students and staff.|Analysis of survey data also reinforced the importance of staff retention and continuity in building a positive school culture and fostering strong relationships with students and families. In response, we will continue efforts to strengthen employee retention, expand extracurricular opportunities, and increase student access to clubs, athletics, and enrichment activities.|We will use stakeholder feedback and ongoing climate data to inform action planning and continuous improvement efforts designed to promote safe, supportive, and inclusive learning environments where all students experience a strong sense of belonging|Met||2026-06-11|2026
07100740129528|Caliber: Beta Academy|6|Caliber Beta Academy administers an annual local climate survey to measure student perceptions of school safety and connectedness, fulfilling LCFF Priority 6 requirements. For the SY26 school year, the LEA collected data in both Fall and Spring, disaggregated by student groups including Special Education, English Learners, and students in the Lunch Program. In the Fall survey, the overall score for all students was 62% favorable.  Student group scores included Special Education (56%), English Learners (56%), and students in the Lunch Program (61%). By the Spring survey, the overall score decreased to 59%. During this period, the English Learner group score dropped significantly to 42%, while Special Education (53%) and Lunch Program (58%) scores also remained below the overall student average. A specific analysis of subset items reveals high marks for connectedness, such as having close friends from different cultural backgrounds (85%), but lower results for school safety.|"Analysis of the CBA climate survey data reveals a school culture characterized by strong social inclusion and adult support, but one that faces challenges regarding student engagement. ? Areas of Strength: The LEA’s greatest strength is its diverse and inclusive environment. Students report high frequencies of having close friends from different backgrounds (85%) and spending time with students from different cultures (83%). Additionally, students perceive strong encouragement and support from adults; 77% of students feel teachers encourage them to do their best and 67% report receiving high levels of support from school staff. ? Identified Needs: The data highlights a critical need to improve academic excitement and engagement. The lowest-rated items in the Spring survey were ""excitement about going to classes"" and ""excitement to participate in classes"" . ? Disaggregated Data Findings: Key learnings from student groups indicate that English Learners feel significantly less connected overall, with their overall score being 17 points lower than the general student body in the Spring. While Special Education students report higher-than-average adult support (78), they feel less integrated into the school’s diverse social fabric, rating the presence of ""close friends from different backgrounds"" at 74 compared to the 85 overall average. These findings indicate that while the school is successful in providing adult support to high-needs groups, more work is required to foster peer belonging and academic interest for these specific populations."|Beta Academy will take additional steps to ensure English Learner and Students with Disabilities’ families are aware of and take advantage of opportunities to foster additional connections within and outside the school day by targeting these families to participate in ELOP programs. Additionally, Beta Academy will emphasize engagement and curiosity in professional development to build on strong relationships and inclusion in the classroom.|Met||2026-06-18|2026
07100740129684|Summit Public School K2|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"" - 73% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"" - 80% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"" - 78%"|Summit K2 believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit K2 take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2026-06-11|2026
07100740134114|Contra Costa School of Performing Arts|6||||Not Met For Two or More Years|||2026
07100740137026|Invictus Academy of Richmond|6|"From Most Recent Student Survey:   58% of all students agree with the statement: ""I feel like I belong at this school.""  51% of Black or African American students agree with the statement: ""I feel like I belong at this school.""  62% of Hispanic students agree with the statement: ""I feel like I belong at this school.""  71% of White students agree with the statement: ""I feel like I belong at this school.""  67% of students with disabilities agree with the statement: ""I feel like I belong at this school.""  62% of socioeconomically disadvantaged students agree with the statement: ""I feel like I belong at this school.""  67% of EL students agree with the statement: ""I feel like I belong at this school.""   63% of all students agree with the statement: ""My classes are safe and under control.""  43% of Black or African American students agree with the statement: ""My classes are safe and under control.""  60% of Hispanic students agree with the statement: ""My classes are safe and under control.""  64% of White students agree with the statement: ""My classes are safe and under control.""  57% of students with disabilities agree with the statement: ""My classes are safe and under control.""  59% of socioeconomically disadvantaged students agree with the statement: ""My classes are safe and under control.""  59% of EL students agree with the statement: ""My classes are safe and under control.""   Data Year: 2025-2026 Data Source: Semester 2 Student Survey"|Analysis of local climate survey data identified both strengths and areas for growth in school connectedness and classroom climate. A majority of students reported positive perceptions of belonging (58%) and classroom safety and order (63%), indicating that many students experience a supportive learning environment.  Survey results also highlight strengths among several student groups. Students with disabilities and English Learners reported higher levels of belonging (67%) than the overall student population, while White students reported the highest rates of belonging (71%) and perceptions that classes are safe and under control (64%). Hispanic students also reported generally positive perceptions, with 62% indicating a sense of belonging and 60% agreeing that classes are safe and under control. At the same time, the data identified a need to strengthen students’ sense of belonging and perceptions of classroom climate across the school. Results for Black or African American students were notably lower than those of other student groups, with 51% reporting a sense of belonging and 43% agreeing that classes are safe and under control. Additionally, fewer than two-thirds of students in every student group reported positive perceptions on these measures, indicating opportunities to further improve school culture, student connectedness, and classroom environments.  Based on this analysis, Invictus will continue to prioritize strategies that foster positive relationships, increase student engagement and connectedness, expand opportunities for student voice and leadership, and support safe, orderly, and inclusive learning environments for all students. Particular attention will be given to improving the experiences of Black or African American students and ensuring that all student groups report stronger perceptions of belonging and classroom climate.|Based on the analysis of local climate survey data, Invictus will continue to implement and refine strategies designed to strengthen students’ sense of belonging, increase engagement, and promote safe and supportive learning environments. While survey results indicate that a majority of students experience positive school climate conditions, the data also identified opportunities to improve perceptions of belonging and classroom climate, particularly among Black or African American students and other groups reporting less positive experiences.  To address these needs, Invictus will continue implementing Goal 2 actions within the Local Control and Accountability Plan (LCAP), including schoolwide social-emotional learning supports, advisory programming, positive behavior interventions and supports (PBIS), restorative practices, attendance interventions, and expanded opportunities for student voice and leadership. Invictus will also increase opportunities for students to build connections with peers and staff through extracurricular activities, clubs, athletics, school culture events, and student enrichment opportunities. For the 2026–2027 school year, Invictus is committed to offering at least five weekly club or athletic opportunities for students and implementing a culture calendar to ensure consistent community-building activities throughout the year.  Invictus will continue to monitor school climate data, attendance data, behavior data, and educational partner feedback to evaluate the effectiveness of these efforts and identify areas requiring additional support. Survey results will be reviewed with staff and leadership teams to inform ongoing professional development, student support planning, and continuous improvement efforts. Through these actions, the LEA seeks to strengthen students’ sense of belonging, improve perceptions of classroom climate, and ensure that all students experience a safe, inclusive, and supportive school environment.|Met||2026-06-03|2026
07100740730614|Golden Gate Community|6|According to the 2026 California Healthy Kids Survey (CHKS), Golden Gate students reported several positive indicators related to school climate and connectedness. Seventy-five percent (75%) of students reported feeling safe at school, 64% reported having a caring relationship with at least one adult on campus, and 63% reported feeling connected to the school. Additionally, 62% of students agreed that the school promotes parent involvement, and 52% reported that they expect more positive things to happen in their future than negative ones. The survey also indicated that 12% of students experienced social-emotional distress.  While these results demonstrate strengths in student safety, supportive adult relationships, and school connectedness, the data also highlight areas for continued growth. Only 39% of students reported overall satisfaction with their school experience, and 75% reported experiencing school boredom, suggesting a need to further increase student engagement and relevance in learning experiences.  As a court and community school serving both in-person and independent study students, Golden Gate recognizes the challenges associated with providing equitable access to academic, social-emotional, and engagement opportunities across multiple learning environments. Parent engagement also remains an area of focus, and the school continues to explore innovative strategies to increase family participation and strengthen school-home partnerships.  Based on educational partner input and local data, Golden Gate remains committed to fostering a safe, supportive, and inclusive school climate while continuing to strengthen student engagement, connectedness, family involvement, and social-emotional supports for all students.|Analysis of the 2026 California Healthy Kids Survey (CHKS) data identified several areas of strength as well as opportunities for continued improvement. One significant strength is the improvement in students' social-emotional well-being. Through the implementation of a Social-Emotional Learning (SEL) curriculum, Multi-Tiered System of Supports (MTSS), counseling services, mentoring, and targeted student supports, the percentage of students reporting social-emotional distress decreased to 12%, down from 23%. Additionally, the percentage of students reporting feelings of sadness or hopelessness during the past 12 months decreased to 27%, down from 30%. These results suggest that the LEA's investment in social-emotional supports and restorative practices is having a positive impact on student well-being.  Another area of strength is the development of positive relationships between students and staff. As a result of efforts to create a supportive and culturally responsive learning environment, 64% of students reported having a caring relationship with at least one adult on campus. This finding reflects the school's commitment to relationship-building and highlights the importance of maintaining strong connections between students and trusted adults.  The data also indicate strengths in school safety and connectedness, with 75% of students reporting that they feel safe at school and 63% reporting that they feel connected to the school community. These findings demonstrate progress toward creating a positive and supportive school climate.  Areas identified for continued growth include increasing overall student engagement and satisfaction with the school experience. While many students reported feeling safe and supported, only 39% expressed satisfaction with their school experience, and 75% reported experiencing school boredom. These findings suggest a need to continue expanding engaging, culturally relevant, and meaningful learning opportunities that increase student voice, participation, and connection to school.  Based on these findings, Golden Gate will continue strengthening its SEL, MTSS, restorative practices, and relationship-building efforts while focusing on strategies designed to improve student engagement, school connectedness, and overall satisfaction with the educational experience.|Following an analysis of local data, educational partner feedback, and prior practices, the LEA identified school climate, student connectedness, family engagement, and social-emotional well-being as key areas requiring continued attention and support. In response, the LEA developed and refined several goals within its 2024–2027 Local Control and Accountability Plan (LCAP), including:   **Goal 2: Establish secure, inclusive, and welcoming learning environments that foster increased student engagement and connection to school.  **Goal 3: Fully implement a tiered, integrated Social-Emotional Learning (SEL) program to support the well-being of all students by promoting prosocial behavior, teaching coping and decision-making skills, and modeling positive relationships.  **Goal 4: Engage parents/guardians, families, and community partners through education, communication, and collaboration to promote student success.  To support continuous improvement, the LEA will continue expanding opportunities for meaningful parent and family engagement both on and off campus through parent education programs, advisory committees, and regular opportunities for feedback. The LEA will also implement an attendance improvement plan with clearly defined goals, actions, and progress-monitoring measures to address chronic absenteeism and strengthen student engagement.  Additionally, the LEA will increase student recognition and celebration programs, continue hosting monthly cultural and heritage celebrations, and utilize the Multi-Tiered System of Supports (MTSS) framework to develop and monitor SMART goals related to student safety, school connectedness, and overall school climate. The LEA will regularly review climate and engagement data to assess the effectiveness of these efforts and make adjustments as needed to ensure continuous improvement and positive outcomes for all students.|Met||2026-06-10|2026
07100740731380|Clayton Valley Charter High|6|"In a student survey sent sent out in 2024-25 school year, several climate/support-oriented questions were included: 94% of students reported that ""At my school there’s a teacher or some other adult who really cares about me” 88% of students reported “I feel safe in my school” What is/are something(s) you wish teachers knew about being a student doing distance learning?(multiple answers, open-ended response opportunity) These highlights from surveys helped guide decisions and policies relating to school climate. Generally speaking, some other indicators of a positive student climate as it relates to our site include: The 97%-plus graduation rate and college-acceptance rate illustrates a positive, college-going culture. Comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. A strong character-education program is delivered to all students across grade levels to promote positive behavior and good choices. Over 50% of student involvement in an athletic activity Over 20 student - led clubs"|The key learning and identified area of need from this data is the need to : conduct more frequent formative surveys to measure climate in real-time and enact measures to respond to needs in a timely manner. As well, increase use of disaggregated data to identify and nuance needs for our diverse learners.|The Charter is exploring data analytics programs to bolster the schools ability to assess, review and respond to a variety of needs. This includes a variety of stakeholders, disaggregated student groups, information regarding climate and academics.|Met||2026-06-10|2026
07100746118368|Manzanita Middle|6||||Not Met|||2026
07616300000000|Acalanes Union High|6|"The Acalanes Union High School District administers the California Healthy Kids Survey (CHKS) every other year to students in grades 9 and 11. In the fall of 2025, the District administered the Core, Behavioral Health, and Social-Emotional Health modules. Results are reported to the Governing Board, staff, and parents. This review is based on the 2025 administration, with 95% of 9th graders and 88% of 11th graders completing the survey.  School Safety  AUHSD students report feeling safe at their schools, and overall perceptions of safety have significantly improved; however, perceptions about safety vary among student groups. The following data from the 2025 CHKS indicates the rate at which students felt “safe” or “very safe” at school: - Overall: 86% (9th)   86% (11th) - Asian or Asian American: 81% (9th)   89% (11th) - Black or African American: 74% (9th)   82% (11th) - Hispanic or Latino/a/x: 83% (9th)   83% (11th) - White: 90% (9th)   88% (11th) - Multiracial: 86% (9th)   83% (11th) Perceived school safety varies when data is disaggregated by gender identity. Only 45% of 9th-grade nonbinary students and 38% of 11th-grade nonbinary students perceive their school as ""safe"" or ""very safe.""  Connectedness  The following disaggregated data from the 2025 CHKS indicates the rate at which students have a high level of school connectedness: - Overall: 78% (9th)   75% (11th) - Asian or Asian American: 73% (9th)   76% (11th) - Black or African American: 70% (9th)   68% (11th) - Hispanic or Latino/a: 77% (9th)   69% (11th) - White: 83% (9th)   79% (11th) - Multiracial: 74% (9th)   71% (11th) When broken down by gender, school connectedness levels drop to 55% for 9th-grade nonbinary students and 43% for 11th-grade nonbinary students.  Belonging  The District administers a local ""Pulse Survey"" twice a year to gauge students' sense of belonging and connection to school. Reflecting a 6-percentage-point increase over the Spring 2025 level of 86%, 92% of AUHSD students responded ""Agree"" or ""Strongly Agree"" to the following statement from the Spring 2026 Pulse Survey: ""I belong at this school."" - Overall: 92% - Low-Income Students: 88% (Up 22 percentage points from Spring 2024 baseline) - English Language Learners: 92% (Up 15 percentage points from Spring 2024 baseline) Pulse Survey data consistently indicates that Black/African American students experience a lower level of ""belonging"" at school than their peers.  According to the Spring 2026 administration of the Stanford Survey of Adolescent School Experiences, metrics related to school conditions, staff connections, and student care reflect a positive trend across the District. Student perceptions regarding “Teacher Care and Support” improved from a 2024 baseline of 3.70 to a Spring 2026 score of 3.73 (1-to-5 scale). According to the survey, 81% of AUHSD students feel they have an adult on campus they can go to if they have a personal problem, up from 76% in 2024."|The California Healthy Kids Survey (CHKS) data shows that students generally perceive school to be safe; however, disparities persist for nonbinary youth, who report the lowest levels of perceived safety and connectedness. The CHKS survey data also highlights that Black / African American and Hispanic students continue to experience lower levels of school connection than their peers. Encouragingly, the Spring 2026 Pulse Survey reveals that a sense of belonging has surged to 92% for English learners, matching the District-wide average. The sense of belonging for low-income students experienced an impressive 22-percentage-point increase, reaching 88% in Spring 2026 from an initial 2024 baseline of 66%. Updated Stanford Survey data indicates an increase in perceived “Teacher Care and Support.” The District is committed to both the academic and social-emotional growth of every student. This growth will accelerate when all students feel safe, engaged, and connected at their schools.|The District is leveraging its newly established District Behaviorist position to lead staff training in restorative justice and de-escalation techniques. This clinical and systemic shift moves practices away from punitive discipline and toward Tier II behavioral supports.  CHKS data shows that 20% of 11th graders and 17% of 9th graders have experienced cyberbullying, and social media continues to act as a primary driver of student conflict. To expand digital citizenship beyond a standalone instruction block in the Human and Social Development course, site leadership will work to deploy a systematic, year-long approach across all student groups.  To further support student engagement and campus connectedness, the District is refining its approach to Grade 9 transition programming. Local data shows that while initial orientation activities are highly successful, the social and academic adjustment to high school is a year-long process. In response, site administrators and faculty leads are partnering with student leaders to expand peer mentoring and targeted social connection events consistently across the entire academic year.|Met||2026-06-03|2026
07616480000000|Antioch Unified|6|According to 23-24 California Healthy Kids Survey (CHKS) secondary data was collected using the CORE module which assesses student learning engagement, student social-emotional and physical well-being, and school climate conditions feedback. The response rate for grades 7th, 9th and 11th ranged between 17 and 47th % with 9th grade being the largest sample size. An average of 46% of all students' survey relay school connectedness with 47.6% also relaying experiencing a caring adult relationship in school and 60.6% stating the adults have high expectations of them. Students sharing the school is perceived as very safe or safe was equal to 47.7%. We are currently completing the 25-26 survey cycle.  LCAP Accountability Survey and Advisory Group input during the 25-26 school year showed the following as top priorities within each district goal: Special Educations - Supports for special needs students, Multi-Tier Systems of Support, interventions and accelerations opportunities. Academic Achievement - Mathematics instruction, English Language Arts/Literacy instruction, English learner programs, Spanish dual immersion, and classroom engagement strategies. Safety Culture and climate - social emotional learning programs, parent and community outreach, visual and performing arts, homeless and foster youth support, newcomer center.   Superintendent Listening Tours, conducted by USC Rossier School of Education, took place to understand how students, staff, families, and community partners experience culture, climate, and safety across our schools. Cross cutting themes across groups included strong relationships as key to a positive school experience. Importance of consistent behavioral systems, supervision, and emergency procedures. Communication and transparency were central to trust between the district, staff, families, and community partners.   AUSD established a district wide safety committee that included district staff, teachers, parents, community partners, and city agencies. Findings and recommendations provide by the District Safety Committee included: Increase of on-campus safety personnel to insure consistent supervision coverage across all campuses. Greater transparency and incident reporting to improve oversight, trend analysis, and timely response to safety concerns. Expanded mental health supports to provide prevention, intervention, and recovery after incidents. Training and intervention pathways to develop a tiered professional development plan aligned with age-appropriate interventions and safety protocols. Improved communication systems to provide more consistent, transparent structures to strengthen trust and readiness. Campus access controls to minimize unauthorized campus entry. Enhanced surveillance and monitoring for effective crisis response. Strengthen safe routes for arrival and dismissal by improving drop off and pick up procedures and continue shared cost with city for crossing guards at each campus.|As evidenced by CHKS as well as the Superintendent Listening Tour, positive relationships between students and between students and staff are foundational to school connectedness and safety. Current supports and services directed at students with special needs and highly vulnerable student groups focused on both academic improvement and social emotional health continue to be a high priority expressed by students, staff and families. Ensuring consistency in behavioral systems, supervision, and emergency procedures were noted by multiple groups within the Listening Tours and validated by the District Safety Committee.|Based on data from the CA Healthy Kids Survey and AUSD LCAP Survey, the district will address school climate through expanded counseling and mental health services, continued restorative practices, and PBIS supports. The Alternative to Suspension program will support students academically while addressing behavior and preventing recurrence. Focus will also be placed on campus safety through community-building, social-emotional supports, staff professional development, improved communication, and positive behavior systems. As funding allows, facilities improvements will continue, including learning commons and bond-funded renovations (2024–2028). Additionally, site administrators will engage in professional development to analyze CHKS and climate data to strengthen awareness and drive site-level improvements.|Met||2026-06-17|2026
07616480115063|Antioch Charter Academy II|6|First through eighth-grade students participated in a student survey in spring 2025. The survey for 4th to 8th grade included 15 scale response questions, five open-ended response questions, and five multiple choice questions to clarify when students select “disagree” or a low rating for specific questions.  The survey for 3rd grade included 8 scale response questions and two follow up questions for students who selected they feel unsafe at school.  Spring 2026 survey data shows 93% of students in 3rd to 8th grade feel safe or very safe at the school. 93% of 3rd to 8th-grade students feel their teachers care about them.  80% of intermediate and middle school students report they are treated with respect by other students, and 92% claim to treat other students with respect.  However, only 67% reported that “students at this school respect students who are different than they are.”|Overall, the data show that students feel the school’s climate is positive. Students feel safe and cared for by teachers.   In the open-ended response questions, many students replied that what they like best about the school is their friends, the help they get from their teachers, the small school size, and opportunities such as electives, sports, traditions, field trips, and special events.   Students perceive some issues with the way other students are treated, although the majority say they are treated with respect and that they treat others with respect.There may be a gap between how students view their own behavior and how they perceive peer behavior overall. Survey results are not disaggregated by student subgroup for 2 reasons. One, the survey our school uses does not collect student demographic information, and thus the data is not available. It would be very tedious to enter each result by hand to disaggregate the results by subgroup. Two, the small school size means small sample sizes. Often, subgroup numbers fluctuate widely over time because each subgroup has between 10 and 20 students.|The school will continue to implement a social-emotional curriculum for all students and, with the support of the school counselor, work to improve understanding of what respect for others looks like and sounds like.|Met||2026-06-18|2026
07616480137430|Rocketship Delta Prep|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 81% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 82% of families and 78% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
07616486115703|Antioch Charter Academy|6|Second through sixth-grade students participated in a student survey in May and June of 2026.  The survey included 20 scale response questions.  Students in grades seven and eight took the California Healthy Kids Survey.  All survey questions were administered to students via a Google Form.  The responses were not labeled with the students' names or email addresses.  All responses are anonymous.|97.5% of students feel that ACA is a place where they belong.  97.5% of students feel that the teachers encourage them.  95% of students report feeling respected by their classroom teachers.  92.5% of students feel treated with respect by their Wednesday instructors.  97.5% of the students feel respected by other students at their school.  Overall, the data shows that the students feel that the climate of the school is positive.|"ACA will explore the students' interpretation of respect. Additionally, the school needs to explore what ""feeling safe"" means to students—physically, emotionally, and socially—and to identify where gaps exist."|Met||2026-06-18|2026
07616550000000|Brentwood Union|6|"BUSD chose to use the CA Healthy Kids Survey (CHKS) to report on Priority 6. The 2023-2024 CHKS results indicate that 84% of 5th graders and 56% of 7th graders feel safe most or all of the time. For 5th grade, data is not available by disaggregated student groups. For 7th grade, data is available for disaggregated student groups. A review of this data related to school engagement shows a range of percentages. It should be noted that the 'White' and ""Hispanic/LatinX' groups are most likely to be represented with lower percentages of students."|BUSD has a significant number of students who do not feel safe at school all or most of the time. This percentage is greater among certain groups. BUSD has focused on ensuring that all students feel safe and connected to school. To this end, BUSD has implemented the Say Something App, expanded counseling support groups, and provided professional development to staff regarding Equity, Inclusion, and Belonging, Trauma-Informed Practices, and Restorative Practices. Additionally, school site administration has focused on character education and advisory periods.|taken.  BUSD has a significant number of students who do not feel safe all or most of the time at school. This percentage is greater among certain groups. BUSD has focused on ensuring that all students feel safe and connected to school. To this end, BUSD has implemented the Say Something App, expanded counseling support groups, and provided professional development to staff regarding Equity, Inclusion, and Belonging, Trauma-Informed Practices, and Restorative Practices. Additionally, school site administration has focused on character education and advisory periods.|Met||2026-06-17|2026
07616630000000|Byron Union Elementary|6|Key Learnings: Survey data indicate that students generally feel connected to their schools and supported by staff. Among fifth-grade students, 59% reported that there are caring adults at school, 82% indicated that adults hold high expectations for them, 86% reported being academically motivated, and 74% felt that students are treated with respect. In addition, 75% reported feeling safe at school, and no students reported smoking or vaping. These results suggest strong student engagement and positive school environments. However, 32% of fifth-grade students reported experiencing frequent sadness, indicating a need for continued attention to student well-being and social-emotional supports. At the secondary level, 63% of seventh-grade students reported that there are caring adults at school, 70% indicated that adults hold high expectations for them, and 66% reported being academically motivated. Thirty-one percent of students reported feeling chronically sad or hopeless and 56% of students reported that they feel safe or very safe at school. These findings indicate a need to continue strengthening social-emotional supports and fostering positive peer relationships.|Analysis of local climate and wellness survey data identified several strengths as well as areas of need related to school connectedness, student well-being, and school safety.  At the elementary level, survey results indicate that many students feel positively connected to their school experience. Most fifth-grade students reported that adults at school hold high expectations for them (82%), that they are academically motivated (86%), and that students are treated with respect (74%). In addition, 75% reported feeling safe at school, and no students reported smoking or vaping. These findings suggest that elementary schools are fostering positive learning environments that support student engagement and healthy decision-making.  At the same time, the data highlight opportunities for continued growth. While 59% of fifth-grade students reported that there are caring adults at school, 32% reported experiencing frequent sadness, indicating a need to strengthen student connectedness and social-emotional supports.  Secondary survey results reveal similar strengths, including positive relationships with adults and continued academic motivation among many students. Sixty-three percent of seventh-grade students reported that there are caring adults at school, 70% indicated that adults hold high expectations for them, and 66% reported being academically motivated.  Overall, the data suggest that the district's strengths include positive adult-student relationships, high expectations for learning, and strong academic motivation among students. Key areas for continued focus include improving students' sense of belonging and connectedness, strengthening social-emotional and mental health supports, reducing bullying and harassment, and increasing students' perceptions of safety at school.|In response to the identified areas of need, the district has implemented and will continue to strengthen programs, services, and practices that support student well-being, school connectedness, and positive school climate.  To increase access to social-emotional and mental health supports, the district has established a campus Wellness Center staffed by a counselor who provides student support, intervention services, and connections to additional resources. This support is intended to address concerns related to student sadness, social-emotional distress, and overall well-being.  The district will continue to implement Positive Behavioral Interventions and Supports (PBIS) and social-emotional learning (SEL) curricula across all schools. These efforts are designed to strengthen students' sense of belonging, promote positive relationships, develop self-management and interpersonal skills, and support a safe and inclusive school environment.  In response to student feedback regarding school climate and safety, district and site staff will continue to review school climate data and collaborate on strategies to improve student perceptions. This work includes reinforcing behavioral expectations, strengthening supervision and intervention practices, and promoting a positive school culture where all students feel respected and supported.  The district will also continue to partner with families through parent education opportunities focused on student wellness, social-emotional development, digital citizenship, and school safety. These events will help strengthen home-school partnerships and provide families with tools and resources to support student success.  The district will regularly review local data and educational partner feedback to monitor progress and inform future decisions as part of its continuous improvement process.|Met||2026-06-11|2026
07616630130930|Vista Oaks Charter|6|Vista Oaks is committed to the ongoing development of a positive school climate and culture, where all students are able to thrive and succeed. The school worked diligently to implement the goals and actions that are outlined in the 2025-2026 LCAP and have used various forms of data and feedback to assess progress. Results from the schoolwide survey that 4th through 12th grade students responded to include: • 41% of students strongly agree and 55% agree that Vista Oaks is supportive and an inviting place for students to learn. • 90% of students report that adults at the school treat all students with respect. • 84% of students report that they have high goals and expectations for themselves. • 74% of high school students report that teachers or staff have been working on their Five-Year Plan together. • 96% of students report feeling safe on campus.  Note: Vista Oaks uses an anonymous schoolwide survey and does not give the California Healthy Kids Survey.|Based on our climate survey results, Vista Oaks will continue to provide a warm and welcoming school environment where students feel safe to grow and learn. Advisors and teachers will foster strong relationships with their students and families where communication and meeting the needs of all students in emphasized. Social emotional learning is also an area of focus. 24% of students report that they would like more resources on stress and anxiety with 25% social skills as another area of focus. The school will continue to provide our students with access to mental health professionals. Vista Oaks will also continue the development of social emotional learning resources that are readily available for students, parents, and staff. Professional development opportunities will be provided to equip staff in the various areas of social emotional learning and mental health.  Additionally, Vista Oaks has made college and career readiness a priority based on survey results and input meetings. 67% of high school students reported that they were are enrolled in a class that helps them explore different career paths. The school has increased the number of electives available for high school students through Edgenuity and other online platforms. 26% of students also stated that they have not worked on developing their Five Year Plan. Thus, professional development and allotted time will be provided to staff to continue the full implementation of this resource.|During the 2025-2026 school year, academic counselors have maintained time allotted to provide one-on-one guidance, which was well-received and utilized by students, families and staff. Academic counselors coordinated ten events and provided 5 additional hours per week of time set aside for academic counseling. In addition, students had the opportunity to take San Joaquin Delta College's Criminal Investigation, Psychology, Beginning Drawing, and Economics of Business through Dual Enrollment at Vista Oaks. The school will focus on maintaining these services and programs available to all students. Vista Oaks will continue to offer onsite college courses along with college and career support to ensure each student has a postsecondary plan.  In addition, Vista Oaks is partnering with the Brilliance Project to support staff and parent-educators so that we can better support our students with stress, anxiety, motivation, and student outcomes.|Met||2026-05-19|2026
07616710000000|Canyon Elementary|6|Canyon Elementary School District utilizes local survey data, including the annual LCAP survey, along with attendance and discipline data, to monitor school climate and student engagement. The district administered the annual LCAP survey during the 2025–26 school year, receiving 23 responses. Survey results indicated that 61% of respondents reported that the district met or exceeded expectations for academic programs. While the survey primarily captures family perceptions, it provides insight into overall school climate, communication, and engagement. Student engagement and school climate are further measured through chronic absenteeism and suspension data. Chronic absenteeism declined compared to prior years but remains at approximately 13%, indicating that a portion of students are not consistently engaged in school. Suspension rates remained at or near 0%, indicating a positive behavioral climate. Due to the small size of the district, disaggregation by student group is limited to protect student privacy; however, the district monitors student needs at an individual level, particularly for unduplicated pupils and students with disabilities. Additional informal data is collected through student discussions during monthly assemblies and ongoing communication with families, providing qualitative insight into student connectedness and engagement.|Analysis of local data indicates that Canyon Elementary School District has established a positive school climate, with strong outcomes in student behavior as evidenced by suspension rates at or near zero. This indicates that behavior support systems and social-emotional practices are contributing to a safe and supportive learning environment. Improvements in chronic absenteeism also indicate progress in student engagement; however, the current rate remains above the desired level, indicating that additional supports are needed to address barriers to consistent attendance. Survey data indicates that while families are engaged, there is not yet consistent confidence in the district’s academic program, which may also reflect broader perceptions of student engagement and support. In addition, the district has identified an increase in student needs related to behavior, social-emotional development, and mental health. These needs impact student engagement and attendance because students who require additional support may have difficulty consistently accessing instruction. Overall, the data indicates that while the district has strong systems supporting behavior and safety, additional work is needed to address underlying barriers to engagement and ensure that all students, particularly unduplicated pupils, are consistently connected to school.|Based on the analysis of local data and identified needs, the district will implement several changes to strengthen school climate and student engagement. A key change includes expanding behavior, social-emotional, and mental health supports through the use of contracted services, as outlined in Goal 2, Action 2.3. This change is necessary because existing systems have not fully addressed the increasing needs of students, and additional targeted support is required to ensure students remain engaged and able to access instruction. The district will also continue to refine attendance monitoring and family communication strategies to address barriers to consistent attendance. In addition, the district will strengthen the alignment between school climate efforts and academic engagement by ensuring that behavior and social-emotional supports are implemented consistently across classrooms. Ongoing data collection, including survey feedback and attendance data, will be used to monitor progress and inform continuous improvement. These actions are intended to improve student engagement, reduce chronic absenteeism, and ensure that all students experience a safe, supportive, and connected school environment.|Met||2026-06-16|2026
07616970000000|John Swett Unified|6|"For the 2025-2026 school year, JSUSD administered the California Healthy Kids Survey to students in grades 5th through 12th during the month of May. This survey captures a valid measure of student perceptions of school safety and connectedness. We are still waiting to receive the results and reports from this survey. Survey responses from the 2024-2025 school year are:  Response rates had a wide range across grade levels. In 5th grade, 25% of possible respondents were able to complete the survey, 70% in grade 7, 78% in grade 8, 87% in grade 9, 98% in grade 10, 72% in grade 11, and 82% in grade 12. Response rates at the middle school and high school were high enough to produce results in a School Climate Report Card.   The middle school’s School Climate Index (SCI) for school connectedness in 2024-205 was 52%. This is a significant increase from the previous year's rate of 36%. (This measures the degree to which students feel a sense of belonging, support, and positive relationships with adults and peers at school) The overall SCI for feelings about school safety was also 52% and a considerable increase from the previous year's rate of 27% (this encompasses students' perceptions of safety from violence, bullying, and harassment at school).  The high school’s school connectedness rating is 50%, dropping slightly from the previous year at 55%. Perceived school safety shows an 58% which is consistent with the previous year.   While the elementary school responses were not great enough (50% of possible respondents is required) to produce a School Climate Report Card, we can look at scores as reported by those students who did respond. At Rodeo Hills, on questions related to school connectedness, 79% of 4th grade students and 78% of 5th grade students responded “Yes, most of the time” or “Yes, all of the time"". On safety related questions, under ""Feel safe at School"", 86% of 4th graders and 74% of 5th graders responded feeling safe at school most or all of the time."|"Bullying and harassment by students has become more of an issue over the past three years at both the high school and middle school, as reported in our last School Climate Report Card from 2021-2022. Data from this last report was as followed:  The middle school’s ""Harassed or bullied at school"" indicator shows a 48% (previous year was 50%).  The high school’s ""Harassed or bullied at school"" indicator shows a 35% (previous year was 31%).   While we have seen positive growth in some areas, as a District, we need to continue to support students with peer relationship building and staff to student relationship building. The 2024-2025 results were reviewed with the administrative team and the team engaged in discussions about how to continue to improve our schools in this area. As the 2025-2026 results become available, they will be reviewed with the administrative team and a plan will be developed regarding programs, services, teacher training and supports that we can implement to continue to improve conditions for students."|The District has provided professional development for all staff on becoming trauma-informed instruction and on learning to use strategies that will provide support and education for students. We engaged in a three year training plan on restorative practices that has shown many positive outcomes for students. This work will continue through site and District professional development. Programs such as Leader in Me, at Rodeo Hills, and AVID (Advancement Via Individual Determination) at all District sites are being implemented to help bring about positive actions and mindset shifts among students. Our leadership teams are having additional conversations about our support structures for mental health, behavior, attendance and academics that we believe will support the whole child.|Met||2026-06-24|2026
07617050000000|Knightsen Elementary|6|The district administering the CHKS in the 2024-2025 school year.   Knightsen Elementary School District 5th grade responses:   1. Overall School Climate Indicators:   Strength Areas (Consistent Across Both Sites):  • Academic motivation: High (87–89%)  • Caring adults: Strong (76–77%)  • High expectations from adults: Very high (83–92%)  • Parent involvement/home support: Strong (78–89% and higher at home)  District Insight: Students overwhelmingly feel supported by adults at school and at home, which is a strong foundation  for learning and well-being.   Moderate Areas (Opportunities for Growth):  • School connectedness: 77% (KES) – 83% (ORE)  • SEL supports: 72% (ORE) – 80% (KES)  • Antibullying climate: 70% (ORE) – 81% (KES)  District Insight: Students generally feel connected and supported, though there is variability across sites, suggesting  opportunities to strengthen consistency districtwide.    Primary Areas for Improvement:  • Meaningful participation (student voice): 51% (KES) and 40% (ORE)  • Student behavior perceptions: 56% (KES) and 75% (ORE) report students are well-behaved  • School boredom: Higher at KES (56%) vs. ORE (30%)  District Insight: A key districtwide theme is the need to increase student engagement, voice, and relevance in learning  experiences, while continuing to improve behavior systems.    2. Safety and School Climate Conditions  Overall Safety Perceptions:  • Feel safe at school: 74% (ORE) – 79% (KES)  • Feel safe traveling to/from school: 89%(ORE) – 96% (KES)  District Insight: Students generally feel physically safe, especially outside school, indicating a strong baseline of safety.    Peer Conflict and Victimization (District Concern):  Across both schools, students report meaningful levels of peer conflict:  • Hit/pushed: ~32–33%  • Rumors spread: 42% (ORE) – 54% (KES)  • Name-calling: 42% (ORE) – 75% (KES)  • Cyberbullying: 8% (KES) – 22% (ORE)  District Insight: Despite positive safety perceptions, peer-to-peer behavior (teasing, rumors, conflict) is a significant  area of need across the district.    Discipline and Fairness:  Rule clarity: High (90–96%)  Students treated fairly when breaking rules: 72% (KES) vs. 45% (ORE)  District Insight: Students understand rules, but perceptions of fairness—especially at ORE—indicate inconsistency in  discipline practices.    3. Student Engagement and Wellbeing  Engagement:  • Strong academic motivation at both sites  • Lower meaningful participation at both sites  District Insight: Students are motivated to succeed but want more voice, choice, and participation in learning and  decisions.    4. Family and Community Supports  Parent involvement very ranks high at both sights: 78% - 89%  Very high expectations at home ranks high at both sites: 94–100%  District Insight: Family support is a clear district strength, providing an opportunity to further leverage partnerships to  support student outcomes.|Per local survey, parents ranked:  More in class supports during the school day, stronger academic programs and more before/after school, intersession  programs as priorities for student achievement. After school athletics, after school academic supports and band/choir  were ranked highest in student engagement. Social Emotional Learning (SEL), a safe school environment, and positive  school culture programs ranked highest with respect to school climate.     Per local survey, parents ranked:  More in class supports during the school day, stronger academic programs and more before/after school, intersession  programs as priorities for student achievement. After school athletics, after school academic supports and band/choir  were ranked highest in student engagement. Social Emotional Learning (SEL), a safe school environment, and positive  school culture programs ranked highest with respect to school climate.  Per the 2024-2025 California Healthy Kids Survey  Key Districtwide Strengths:  • Strong academic motivation and expectations  • Positive adult-student relationships  • High family engagement and support  • Generally positive sense of safety  • Solid SEL and antibullying foundations    Key Districtwide Areas for Improvement:  • Increase student voice and meaningful participation  • Expand opportunities for input, leadership, and choice  • Strengthen peer relationships and reduce conflict  • Address teasing, rumors, and bullying behaviors  • Improve consistency and fairness of discipline (ORE)  • Enhance student engagement and reduce boredom (KES)  • Expand mental health supports  • Targeted supports at sites with higher reported sadness|Because of the feedback received our district has worked to create a daily class schedule that best utilizes aide time  in conjunction with regularly scheduled classroom intervention time and workshop time.    The district will continue  with professional development that focuses on operating as a professional learning community and aligning board  adopted and state approved curriculum to state standards and frameworks.  This will assist in the continued growth  of our staff in supporting one another becoming more proficient educators. As a staff we will use timely and relevant  local student data to monitor for the need and progress intervention. The district will continue to look for avenues to  facilitate after school intervention support.  The district has hired a 1.0FTE counselor to work in association with our  Psychologist to focus on negative student interactions such as teasing, rumors, and bullying behaviors. The district  will focus on character education lessons to help increase peer relationships and reduce conflict.  Ericka's  Lighthouse and Writebrain curriculum are being implemented to enhance counseling/mental health supports.   Counseling groups will be reassessed to include students who report higher rates of sadness.   Through ASB and surveys, student voice, participation, and choice will be monitored and included more in the  decision-making process.|Met||2026-06-24|2026
07617130000000|Lafayette Elementary|6|The Lafayette School District continues to administer both the California Healthy Kids Survey (CHKS) and Kelvin  Pulse surveys to gather student perceptions of school climate and connectedness. These tools provide a comprehensive snapshot of student experiences and allow for disaggregated analysis across student groups. The  CHKS was administered to students in grades 5 through 8, and the results from the 2024–25 administration were publicly presented during a Governing Board meeting on October 22, 2025. The 2025–26 CHKS was recently administered, and results are pending.   Kelvin Pulse surveys, conducted with students in grades 3–8, offered more frequent, real-time feedback on key dimensions of climate, including sense of belonging, perceptions of school safety, school climate and culture for academic learning, and relationships with adults. Recent results showed strong overall performance and growth across student groups. Sense of belonging increased from 80% to 91% overall, with growth among  Socioeconomically Disadvantaged students from 77% to 89%, Students with Disabilities from 73% to 86%, and  English Learners from 79% to 88%. Additional gains were observed in school climate and caring adult relationships across student groups. These data sources continue to inform district planning for school climate, wellness supports,  and student engagement.|The Lafayette School District continues to use both the California Healthy Kids Survey (CHKS) and the Kelvin Pulse surveys to assess school climate. While CHKS for the 2025–26 school year was recently administered, results have not yet been received or analyzed. The most recent available CHKS data from 2024–25 indicated high levels of safety and connectedness across grades 5–8, with particularly strong responses related to school relationships and student well-being.   Kelvin Pulse data from 2025–26 continues to show improvement in key areas, including sense of belonging, positive school climate, and caring adult relationships. Notable gains were observed across several student groups. Sense of belonging increased from 80% to 91% overall, with growth among Socioeconomically Disadvantaged students from  77% to 89%, Students with Disabilities from 73% to 86%, and English Learners from 79% to 88%. These trends suggest that wellness supports, inclusive practices, and expanded opportunities for student connection are positively impacting student experience.   Chronic absenteeism also improved significantly, decreasing from 6.5% to 4.5%, reflecting the impact of classroom engagement, proactive family outreach, and early identification of student needs through RTI systems. Areas identified for continued attention include ensuring consistent delivery of digital citizenship instruction and continuing to strengthen behavioral supports and proactive intervention systems across sites.|The Lafayette School District continues to use school climate data to refine and strengthen support systems across all sites while building on areas of demonstrated success. Based on the most recent CHKS and Kelvin Pulse survey data, the district will continue implementing strategies that support student belonging, wellness, and positive school culture.   To ensure consistent access to digital citizenship instruction, the district will continue expanding lesson delivery and refining instructional content to address topics such as media literacy and responsible AI use. School teams will continue reviewing behavior and attendance data through MTSS and RTI structures, with a focus on proactive supports, early intervention, and strong family communication.   The district will also continue expanding opportunities that promote student belonging and connection, including clubs, drama, after-school athletics, Unified Sports, wellness centers, counseling supports, and social-emotional learning programs. Site leadership teams will use the full 2025–26 CHKS data, once received, to identify patterns and develop responsive actions for continuous improvement.|Met||2026-06-09|2026
07617210000000|Liberty Union High|6|Liberty Union High School District uses multiple local measures to monitor school climate, including the California Healthy Kids Survey (CHKS), attendance data, chronic absenteeism rates, suspension data, expulsion data, and educational partner feedback. The California Healthy Kids Survey is administered to students in grades 9 and 11 and provides data regarding student perceptions of school safety and school connectedness. The district reviews both overall results and available student group data through the California School Climate, Health, and Learning Survey (CalSCHLS) reporting system.  Recent CHKS results indicate positive trends in student perceptions of safety and connectedness. District analysis found that school connectedness increased among Grade 9 students from 47% to 52%, while perceptions of school safety increased from 49% to 55%. Among Grade 11 students, school connectedness remained stable at 50%, while perceptions of safety increased from 52% to 55%. District LCAP analysis also reported that approximately 56% of Grade 9 students and 55% of Grade 11 students indicated feeling safe or very safe at school. The district also monitors suspension rates, expulsion rates, attendance, and chronic absenteeism as indicators of school climate. Recent district reports show a decline in suspension rates to approximately 5.4%, no significant increase in expulsion rates, improved attendance across comprehensive high schools, and reductions in chronic absenteeism compared to prior years. Disaggregated Dashboard and local data continue to be reviewed to identify trends and needs among student groups, including English Learners, Students with Disabilities, Foster Youth, Homeless Youth, and other student groups identified in Education Code 52052.|Analysis of local climate data indicates that LUHSD schools continue to provide a generally safe and supportive learning environment while demonstrating gradual improvement in key climate measures. Areas of strength include increased perceptions of safety among both Grade 9 and Grade 11 students, improved school connectedness among Grade 9 students, declining suspension rates, stable expulsion rates, and improved attendance outcomes. These results suggest that district efforts to provide a physically and emotionally supportive school environment are having a positive impact on students.  The district also recognizes several areas requiring continued attention. While safety and connectedness measures have improved, approximately one-half of surveyed students report high levels of connectedness, indicating opportunities to strengthen student belonging, engagement, and relationships with adults and peers. Additionally, analysis of disaggregated local and Dashboard data continues to reveal performance differences among certain student groups. Student groups including English Learners, Students with Disabilities, Foster Youth, and Homeless Youth experience higher rates of chronic absenteeism and other educational challenges that can affect overall school climate and connectedness. The district recognizes that improving student engagement, attendance, and belonging remains essential to improving outcomes for all students. Overall, the data demonstrates that district climate initiatives are producing positive results while reinforcing the need to continue expanding supports that promote student connection, well-being, engagement, and equitable access to school resources.|Based on analysis of school climate data and educational partner feedback, LUHSD will continue implementing actions aligned with LCAP Goal 1, which focuses on providing a physically and emotionally supportive school environment. The district will continue monitoring CHKS results, attendance, chronic absenteeism, suspension rates, and other climate indicators to evaluate the effectiveness of current programs and services. Results from local data reviews will continue to inform annual updates to the LCAP, School Plans for Student Achievement, and site-level improvement efforts.  To address identified needs, the district will continue strengthening student support systems, school connectedness initiatives, and attendance improvement efforts. Schools will maintain a focus on creating welcoming and inclusive learning environments, fostering respect and civility among all students, and ensuring access to academic, behavioral, and social-emotional supports. Particular attention will continue to be directed toward student groups experiencing higher rates of absenteeism or lower outcomes, including English Learners, Students with Disabilities, Foster Youth, and Homeless Youth. The district will also continue reviewing disaggregated climate data to identify emerging needs and evaluate whether current actions effectively support all students. Findings from CHKS, Dashboard indicators, and local climate measures will be used to guide continuous improvement efforts, inform future resource allocation decisions, and support the implementation of strategies designed to improve student safety, belonging, engagement, and overall school climate.|Met||2026-06-17|2026
07617390000000|Martinez Unified|6|Martinez Unified School District administered the California Healthy Kids Survey (CHKS) for the 2025–2026 school year to assess school climate across elementary and secondary grade spans.  Elementary Results At the elementary level, 56% of students participated in the survey. Results indicate strong positive perceptions of school climate:  82% of students reported feeling connected to their school 81% of 5th-grade students reported the presence of caring adults 82% reported high academic motivation 89% reported high expectations from adults 84% reported positive parent involvement 86% reported feeling safe at school 92% reported being treated with respect  These results indicate a strong and supportive school climate at the elementary level because high levels of connectedness, safety, and positive adult relationships are associated with increased student engagement and well-being.  Secondary Results (Disaggregated by Grade Level) Participation rates were high across secondary grade levels, with 99% of 7th graders, 92% of 9th graders, and 92% of 11th graders completing the survey.  Results indicate a decline in positive perceptions of school climate as students progress through grade levels:  School Connectedness 62% (7th grade), 57% (9th grade), 54% (11th grade)  Academic Motivation 66% (7th grade), 56% (9th grade), 58% (11th grade)  School Safety 63% (7th grade), 61% (9th grade), 62% (11th grade)  Parent Involvement (11th grade) Increased to 41%, up from 34% in the prior year  Bullying and Cyberbullying (7th grade highest) 47% reported harassment or bullying 30% reported cyberbullying  These results indicate that while participation is high, student perceptions of connectedness, motivation, and safety are lower at the secondary level compared to elementary schools. Additionally, bullying and cyberbullying are more prevalent among 7th-grade students, indicating a need for targeted supports during the transition into middle school.  Analysis of Strengths and Areas for Improvement  Strengths:  Strong elementary climate across all domains High participation rates at the secondary level Improvement in perceived parent involvement at the high school level  Areas for Improvement:  Declining school connectedness and academic motivation across secondary grades Lower perceptions of safety compared to elementary levels Higher rates of bullying and cyberbullying, particularly in 7th grade Implications for Action  These findings will inform district actions to improve school climate, as addressing declines in connectedness and safety through targeted supports (e.g., SEL, MTSS, and transition supports) is expected to increase student engagement and reduce negative behaviors, such as bullying.  The district will continue to monitor CHKS results annually and use disaggregated data to adjust strategies to improve school climate and student outcomes across grade levels.|Analysis of the California Healthy Kids Survey (CHKS) and local data indicates several key strengths and areas of need related to school climate and engagement in Martinez Unified School District.  Areas of Strength  At the elementary level, students report strong positive perceptions of school climate, with 82% indicating a sense of school connectedness, 86% reporting feeling safe at school, and 92% reporting that they are treated with respect. High levels of academic motivation (82%) and perceptions of high expectations from adults (89%) further indicate a supportive and engaging learning environment.  These results are a strength because strong relationships with adults, a sense of safety, and high expectations are associated with increased student engagement and positive academic outcomes.  Identified Needs  Despite these strengths, data indicate a need to improve school connectedness and safety, particularly at the secondary level. Survey results show a decline in connectedness from 62% in 7th grade to 54% in 11th grade, and safety perceptions remain lower than elementary levels across all secondary grades. Additionally, higher rates of bullying and cyberbullying reported by 7th-grade students indicate a need for targeted supports during key transition years.  Parent involvement is also an area for improvement. While elementary data reflects relatively strong perceptions of parent involvement (84%), overall engagement data and survey feedback suggest that not all families feel a strong sense of belonging or connection to school sites. This indicates a need to strengthen inclusive engagement practices to ensure all families are aware of and able to participate in school activities and decision-making opportunities.  These needs persist because inconsistent experiences of connectedness and limited access to engagement opportunities can reduce students’ and families’ sense of belonging, potentially affecting student engagement, attendance, and overall school climate.  Implications for LCAP Planning  In response to these findings, Martinez USD developed Goal 3 in the 2024–2027 LCAP to address school climate, connectedness, and family engagement. This goal includes metrics and actions designed to improve students' sense of belonging and safety, as well as increase meaningful parent engagement.  These actions are expected to improve outcomes because strengthening school climate through social-emotional supports, targeted interventions, and expanded family engagement opportunities increases connectedness and trust, which leads to improved student engagement, attendance, and overall academic success.|Based on the analysis of local data and key learnings related to school connectedness, safety, and family engagement, Martinez Unified School District has implemented and will continue to refine several plans, policies, and procedures to support continuous improvement.  One significant change has been the implementation of a districtwide communication platform, ParentSquare, beginning in the 2023–2024 school year. This system enhances communication between schools and families and will continue to be refined to improve outreach and engagement. This change is expected to improve family engagement because providing timely, accessible, and centralized communication increases awareness of opportunities for involvement and reduces barriers to participation.  The district is also expanding parent education opportunities by offering parent education nights across the district in multiple formats, including in-person sessions and recorded options. This approach is expected to increase participation because offering flexible access allows more families to engage regardless of scheduling or availability constraints.  Additionally, MUSD is refining its communication practices related to attendance to ensure more positive and supportive interactions with families. This shift is expected to improve attendance outcomes because clear, proactive, and relationship-centered communication helps families better understand attendance expectations and available supports.  To address identified needs related to school climate, the district continues to strengthen its Multi-Tiered System of Supports (MTSS) to provide academic, behavioral, and social-emotional supports for students. This approach is expected to improve school connectedness and safety because coordinated supports address student needs holistically, which increases engagement and reduces behaviors that negatively impact school climate.  Finally, the district is prioritizing school connectedness, safety, and belonging through ongoing collaboration with advisory groups, including the LCAP Executive Advisory Committee (EAC), Curriculum Advisory Council (CAC), and DEI Committee. Input from these groups informs revisions to district practices and ensures that actions remain responsive to student and family needs. This process supports continuous improvement by regularly incorporating stakeholder feedback, enabling the district to adjust strategies based on current data and experiences.|Met||2026-06-22|2026
07617470000000|Moraga Elementary|6|During the 2025-2026 school year, we administered a local climate survey through the Panorama platform to students in grades 3-8 and their families. This survey aimed to gather insights into school belonging and connectedness. We are pleased to report that reponses were in the 90th percentile as compared to a nationally normed survey in this area. When examining the data by ethnicity, favorable responses were consideence across most groups, with small dips in students that did not report a race and in students reporting as other Asian. Students with disabilities reported lower overall scores than students without an identified disability. The family survey also asked questions about safety. 82% responded to this question favorably. Student group data was not collected as part of this survey.|A significant key learning from the student data is the generally high sense of belonging and connectedness. This broad positive response suggests a strong overall positive school climate. Digging deeper, we observed remarkable consistency across ethnic groups. This indicates that the feeling of belonging is widespread and not confined to specific demographics, which is a significant strength. However, the data also highlighted a slight disparity concerning students with disabilities. This finding points to a clear area for continued focus and potential targeted support to ensure all students feel equally connected. Additionally, the family survey provided positive feedback regarding safety, with 82% of families responding favorably to questions about this crucial aspect of our school. While student group data was not collected for the family safety questions, this high overall favorability suggests that our families generally perceive our schools as safe environments. These key learnings will inform our ongoing efforts to nurture an inclusive and secure school community for all.|The Moraga School District’s 2026-2027 LCAP includes a goal to “...provide a safe environment that meets the social, emotional, and physical needs of all students.” The district will continue its robust data based counseling program. Schools will continue to implement positive behavior interventions and supports with a focus on restorative practices.|Met||2026-06-09|2026
07617540000000|Mt. Diablo Unified|6|In Fall 2025, a representative sample of MDUSD students in grades 5, 7, 9, and 11 participated in the California Healthy Kids Survey (CHKS). Results indicate that most students feel safe at school, with 86% of fifth graders reporting they feel safe all or most of the time at school, compared to 66% of seventh graders, 61% of ninth graders, and 64% of eleventh graders reporting they feel safe or very safe at school.  When disaggregated by student group, Black or African American and Hispanic or Latino/a students consistently reported lower levels of school safety than the grade-level average. Similar trends were evident for school connectedness. Seventy-nine percent of fifth graders reported feeling like they are part of their school, compared to 63% of seventh graders, 60% of ninth graders, and 59% of eleventh graders. Several student groups, including Black or African American, Hispanic or Latino/a, and American Indian or Alaska Native students, reported lower levels of connectedness than their peers across multiple grade levels.  These results suggest a continued need to strengthen school climate, belonging, and engagement efforts, particularly for focal student groups who report lower levels of safety and connectedness.|Analysis of survey results indicates that most students report feeling safe and connected at school, with the highest levels reported by elementary students. School sites have continued to strengthen family engagement opportunities, communication systems, and student supports, contributing to positive perceptions of school climate across the district. Parent engagement at the school-site level has increased, with all schools maintaining active parent engagement committees and growing participation in advisory groups and family engagement activities.  Despite these strengths, the data identified a need to improve perceptions of safety and school connectedness at the secondary level, where rates were consistently lower than those reported by elementary students. Disaggregated results also indicate that Black or African American students and Hispanic or Latino/a students frequently reported lower levels of safety and connectedness than their peers, with similar trends observed for some other student groups across grade levels. Educational partner feedback also highlighted the need to continue strengthening engagement of underrepresented families, expand opportunities for student and family voice, and ensure that all students and families feel welcomed, valued, and connected to their school communities.|Each school site received and reviewed its California Healthy Kids Survey (CHKS) results and incorporated strategies into its School Plan for Student Achievement (SPSA) and Comprehensive School Safety Plan to address identified areas of need related to school safety, school connectedness, student well-being, and overall school climate. Particular attention was given to student groups that reported lower levels of safety and connectedness, including Black or African American students, Hispanic or Latino/a students, and other focal student groups identified through the data.  The 2026–27 LCAP continues to prioritize student wellness, safety, and belonging through investments in counseling, social-emotional learning, mental health supports, supervision, and safe and welcoming school environments. Based on educational partner feedback and survey results, the District added a new action under Goal 3 focused on creating intentionally welcoming and inclusive school environments for students and families through staff training and family engagement efforts. The LCAP also continues to prioritize support for underserved student groups through targeted actions and services outlined in Goals 4 and 5, including expanded opportunities for student voice, family engagement, tutoring, and interventions designed to improve student outcomes and strengthen school connectedness.|Met||2026-06-24|2026
07617540134072|Rocketship Futuro Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 85% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 88% of families and 81% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
07617546118087|Eagle Peak Montessori|6|Eagle Peak Montessori School has sent out a survey to parents on an annual basis since the school's inception in 2001.  This year we surveyed students in both elementary and middle school in addition to our parents. The questions for all levels of surveys included inquiries about school safety, teachers, programs, and asking for input on LPAC goals.  96% of our 7th and 8th grade students reported feeling safe at school which was an increase of 2% points. 98% felt the school as a whole is peaceful. Showing an increase of 14%, 86%% of these same students felt that their teacher cared a lot about them. The survey of the younger students showed that 96% of them feel safe at school and 75% of them feel that their teachers care a lot of about them. The parent survey reported 99% of parents feel their children are safe at school and 98% felt that the teachers want their children to be successful.|These surveys demonstrated trust and support from our stakeholders. The narratives of the student responses showed a send of depth of understanding for the philosophy and mission that Eagle Peak Montessori promotes.|A few students commented on the student dress code and the administrator will take these comments under consideration.|Met|Eagle Peak Montessori School is a small school with a strong sense of community amongst the families, students, and staff.|2026-06-08|2026
07617620000000|Oakley Union Elementary|6|Oakley Union Elementary School District (OUESD) continues to administer a comprehensive set of climate surveys to capture student, parent, and staff perspectives on school safety, connectedness, and engagement. These data sources include the California Healthy Kids Survey (CHKS) for students and staff, and the California School Parent Survey (CSPS), all of which are disaggregated to the extent possible and analyzed alongside key student group outcome data.  Student Climate Survey Data – CHKS (2026) The 2026 CHKS results demonstrate significant year-over-year gains in students’ sense of safety and connection at the elementary level and improvements at the middle school level, particularly in the 6th and 7th grades.  LCAP 2.4 & 3.5 – Elementary Student Results  Data is slightly skewed because some students stated they were in remote learning-only classes however they were not as all students attend one of our 9 schools.  Currently, we have one HH student and a total of five HH students throughout the year.  Student Sample Sizing Grade	Target Sample (Actual Students)	Final Number (Participating Students/Retrievable Responses)	Response Rate Grade 3	521	                                                           234	                                                                                     45% Grade 4	546	                                                           262	                                                                                     48% Grade 5	537	                                                           223	                                                                                     42%  Do You Feel Safe at School? Response	                                                   Grade 3	Grade 4	     Grade 5 No, Never	                                                            5%	   5%	        5% Yes, Sometimes	                                                   19%	  16%	        16% Yes, Most of the Time	                                            31%	   42%	        44% Yes, All of the Time	                                                    45%	   37%	        35% Positive (Most/All of the Time)	                            77%	    79%	        79%  Analysis  Student perceptions of safety are consistently positive across grades, with approximately four out of five students reporting they feel safe most or all of the time while at school. While Grade 3 students report the highest percentage of feeling safe all of the time, Grades 4 and 5 show a shift toward feeling safe most of the time, indicating overall stability in students' perceptions of school safety. Additional information and data is available online at https://simbli.eboardsolutions.com/Meetings/Attachment.aspx?S=36030613&AID=1582367&MID=44408|Analysis of student, parent, and staff survey data, along with attendance and discipline metrics, identified several strengths and areas for continued improvement across the district. A significant area of strength is the overall positive perception of school climate among students, parents, and staff. Elementary students reported strong feelings of safety at school and while traveling to and from school, while parents overwhelmingly agreed that schools are safe environments where adults care about students and maintain high expectations for learning. Staff responses similarly reflected strong confidence in the district's commitment to student success, with more than 90% of staff agreeing that adults care about students, encourage students to do their best, and support positive school climates. These findings suggest that strong relationships and supportive learning environments remain foundational strengths throughout the district. Survey data also revealed areas for improvement. Student connectedness declined across grade levels, particularly in middle school, where fewer than half of Grade 8 students reported feeling connected to school. Similarly, perceptions of school safety and belonging decreased as students progressed from elementary to middle school. Parent survey results indicated lower levels of agreement at certain school sites regarding school safety, parent involvement, communication, and opportunities to provide input into school decisions. These findings suggest a need to strengthen student engagement, family partnerships, and communication efforts, particularly at the secondary level and at sites with lower survey ratings. Attendance data identified chronic absenteeism as a continuing area of concern. Districtwide chronic absenteeism increased from 17.9% to 19.8%, indicating that a larger percentage of students missed significant instructional time during the school year. Disaggregated data show that Students with Disabilities (28.0%), Foster Youth (28.6%), and English Learners (19.2%) experienced higher rates of chronic absenteeism than the district average and demonstrated increases from the prior year. These results highlight the need for targeted attendance supports, early intervention strategies, and continued outreach to families of students experiencing attendance challenges. Discipline data indicate that the district's overall suspension rate remained relatively stable at 5.3%; however, disparities persist among student groups. Foster Youth experienced a substantial increase in suspensions, while Students with Disabilities also showed an increase compared to the previous year. These trends suggest a continued need for restorative practices, social-emotional learning supports, behavioral interventions, and individualized services designed to address the needs of students disproportionately impacted by disciplinary actions. https://simbli.eboardsolutions.com/Meetings/Attachment.aspx?S=36030613&AID=1582367&MID=44408|In response to findings from the 2025 analysis of student, staff, and parent climate surveys—as well as disaggregated outcome data—Oakley Union Elementary School District (OUESD) is refining its plans, policies, and procedures to address areas of persistent need and to build on demonstrated strengths. These refinements prioritize middle school engagement, Tier 3 behavioral support, staff wellness, and equitable participation in district feedback processes. Changes to Plans, Policies, and Procedures Based on Analysis of Local Data Based on the analysis of student, parent, staff, attendance, and discipline data, the district has identified several areas requiring continued attention and refinement of existing practices. While survey results indicate generally positive perceptions of school climate, safety, and support, the data also highlight opportunities to strengthen student connectedness, improve attendance outcomes, increase family engagement, address staff wellness concerns, and reduce disparities among student groups, particularly Students with Disabilities, Foster Youth, and English Learners. Attendance and Student Engagement To address increasing rates of chronic absenteeism, particularly among Students with Disabilities, Foster Youth, and English Learners, the district will strengthen attendance monitoring and intervention procedures. School sites will continue utilizing early warning systems to identify students at risk of chronic absenteeism and implement timely interventions, including family outreach, attendance improvement plans, and coordination with support services. The district will also review attendance communication practices to ensure families understand the importance of regular attendance and have access to available resources.  Recognizing the decline in student connectedness, particularly among middle school students, the district will implement a targeted Middle School Climate and Engagement Strategy. This work will include revising social-emotional learning (SEL) curriculum to better meet the developmental needs of middle-grade students, piloting student advisory structures, and expanding peer leadership opportunities to increase student voice and belonging. Additionally, supplemental site-based funding through Action 3.16 will support expanded after-school programs, mentorship opportunities, and student clubs designed to strengthen engagement, improve attendance, and foster stronger school connections. Behavioral Health and Tier 3 Supports To address behavioral and discipline trends, particularly among Foster Youth and Students with Disabilities, the district will expand behavioral health supports and Tier 3 intervention systems. This includes increasing the capacity of social work and counseling services through additional staffing and community partnerships, as well as implementing site-based behavioral response teams to provide coordinated support for students requiring intensive interventions.|Met|Additional information and data is available in our full Local Indicators report online at https://simbli.eboardsolutions.com/Meetings/Attachment.aspx?S=36030613&AID=1582367&MID=44408|2026-06-17|2026
07617700000000|Orinda Union|6|Orinda USD has administered climate surveys since 2009. The California Healthy Kids Survey (CHKS) is administered every other year to assess school climate, connectedness, student wellness, and safety. The CHKS was most recently administered during the 2025–2026 school year to students in grades 5 and 7, with participation rates of 84% for 5th-grade students and 90% for 7th-grade students.  The survey measures key indicators, including school engagement and supports, school safety, bullying and peer relationships, academic motivation, social-emotional health, and mental health supports. Overall, the 2025–2026 data reflects continued positive trends in many school climate indicators across the District.  Elementary students reported strong levels of school connectedness, safety, and support from adults at school. Specifically, 86% of 5th-grade students reported feeling connected to their school, 82% reported having caring adults at school, and 93% reported that adults hold high expectations for them. Additionally, 93% reported feeling safe at school. Cyberbullying rates among elementary students declined to 10%, and reports of mean rumors and name- calling also decreased. Elementary students also demonstrated strong indicators of wellness, with 7% reporting frequent sadness. Areas identified for continued monitoring include a decline in academic motivation and an increase in reports of school boredom.  At the middle school level, data demonstrated continued improvement in school connectedness, perceptions of safety, and relationships with adults. Seventy-nine percent of 7th-grade students reported feeling connected to school, 78% reported having caring adults at school, and 85% reported adults holding high expectations for them. 87% of students reported feeling safe at school. Reports of harassment, bullying, physical altercations, and cyberbullying decreased compared to previous survey administrations.  Mental health indicators at the middle school level remain an area of focus. While students reported increased optimism, there was also an increase in social-emotional distress and suicidal ideation among students. Specifically, 17% of students reported experiencing social-emotional distress, 11% reported chronic sadness or hopelessness, and 8% reported considering suicide. The District continues to utilize CHKS data, along with additional local surveys and school-based data, to monitor trends and guide decision-making related to school climate, student wellness, social-emotional supports, and positive school culture. OUSD continues to provide counseling and wellness supports at all school sites, implement social- emotional learning curriculum, and strengthen tiered intervention and mental health support systems districtwide.|Analysis of the 2025–2026 California Healthy Kids Survey (CHKS) data demonstrates that Orinda USD continues to maintain strong school climates characterized by high levels of student connectedness, positive relationships with adults, and strong perceptions of safety across both elementary and middle school grades. Survey results indicate that districtwide investments in counseling supports, social-emotional learning, anti-bullying education, and positive school culture initiatives are contributing to reductions in bullying, cyberbullying, and physical aggression, while increasing students’ willingness to seek support from trusted adults and school staff.  Elementary school data reflects particularly strong outcomes in student wellness, school safety, and adult support systems. Students reported high levels of school connectedness, feelings of safety, and confidence that adults care about and support them. The decline in reports of bullying behaviors and frequent sadness suggests that elementary school social-emotional and wellness supports are having a positive impact on students’ overall experience at school. At the same time, the data identified a need to further examine student engagement and learning experiences at the elementary level due to declines in academic motivation and increases in school boredom.   Middle school data demonstrates continued improvement in school connectedness, perceptions of safety, and relationships with caring adults. Students also reported reductions in harassment, physical altercations, and cyberbullying, suggesting that school climate and prevention efforts are positively impacting student behavior and peer interactions. However, despite these positive indicators, middle school mental health data continues to identify significant areas of concern. While students reported increased optimism, there were also increases in social-emotional distress and suicidal ideation. This demonstrates the ongoing complexity of adolescent mental health needs and reinforces the importance of maintaining and expanding comprehensive mental health supports and intervention systems.  Overall, the data analysis highlights the importance of continuing to strengthen social-emotional learning, mental health services, positive behavior systems, and student engagement strategies across all schools. The District will continue reviewing data by school site and student subgroup to better identify trends and ensure targeted supports are responsive to student needs.|Based on the analysis of the 2025–2026 California Healthy Kids Survey (CHKS) data, Orinda USD has identified several areas for continuous improvement related to student engagement, school climate, and mental health supports. While overall results demonstrate strong levels of school connectedness, safety, and positive relationships with adults, the District recognizes the need to strengthen systems and supports in several key areas.  At the elementary level, the District identified declining academic motivation and increasing reports of school boredom as areas requiring further attention. In response, the District will continue reviewing instructional practices, student engagement strategies, and opportunities for meaningful intervention and enrichment during the school day. Staff will continue collaborating through Professional Learning Communities to examine instructional practices and student engagement data to better support learning experiences for all students.  At the middle school level, increases in social-emotional distress and suicidal ideation reinforce the need for ongoing investment in student wellness and mental health systems. The District will continue implementing and refining comprehensive counseling and wellness supports, including counseling services at all schools, wellness centers, social-emotional learning curriculum, and targeted intervention and support periods during the school day. Additional professional development for staff related to social-emotional supports, positive behavior systems, and student mental health will continue to be prioritized.  The District will also continue strengthening positive behavior and anti-bullying systems across all schools to address peer conflicts, rumors, and social challenges identified in the survey data. OUSD plans to further align intervention systems and behavioral expectations across school sites to ensure consistency and effective tiered supports for students.  In addition, the District will continue analyzing climate and wellness data by school site and student subgroup to better identify trends and target supports. Additional survey tools and school pulse surveys may also be utilized to gather more timely feedback and monitor student experiences throughout the school year.|Met||2026-06-08|2026
07617880000000|Pittsburg Unified|6|PUSD is in the process of developing a comprehensive survey to support gathering feedback and input regarding school climate. PUSD has not administered the California Healthy Kids survey the last two years due to low response rates. The community has indicated survey fatigue as the reason for lack of responses. In response, PUSD has contracted with an educational consultant to develop a new survey and to strategize to support implementation.|PUSD will work to develop new baseline data to support completing this prompt, including a survey that will allow for disaggregation of data by student group. PUSD will institute key learning based on the identified needs and areas of strength determined through the analysis of data in prompt 1.|Based on the analysis of local data and educational partner feedback, Pittsburg Unified School District has identified the need to further strengthen consistent implementation of positive school climate practices across all schools. The district will continue refining its Multi-Tiered System of Supports (MTSS) to ensure students receive timely academic, behavioral, and social-emotional interventions. Additionally, the district will increase professional learning focused on restorative practices, culturally responsive and relationship-centered instruction, trauma-informed practices, and strategies that foster student belonging and engagement.  To improve consistency, the district will enhance its use of school climate data—including attendance, suspension, chronic absenteeism, student perception surveys, and educational partner feedback—to guide site-level planning and monitor progress throughout the year. School leaders will engage in regular data reviews and continuous improvement cycles to identify disparities among student groups and implement targeted supports.  The district will also continue strengthening family and community engagement by expanding opportunities for meaningful input and collaboration, particularly with historically underrepresented families. Feedback from educational partners will inform revisions to school climate goals and site-based improvement efforts. These actions are aligned with the district's Local Control and Accountability Plan (LCAP) and Strategic Plan and are intended to ensure every school provides a safe, inclusive, and supportive environment that promotes equitable outcomes for all students.|Met|PUSD continues to prioritize the development of safe, supportive, and inclusive learning environments where all students can thrive academically, socially, and emotionally. During the 2025–26 school year, the district implemented multiple strategies to strengthen positive school climate, including the expansion of restorative practices 2.0, culturally responsive teaching, and social-emotional learning supports across school sites.  The district regularly reviews local data,  suspension and attendance data, educational partner feedback, empathy interview data to identify trends and inform continuous improvement efforts. Schools engage in data-driven planning to address disparities among student groups and implement targeted interventions that foster student connectedness, belonging, and engagement.  PUSD also continues to strengthen staff capacity through professional learning focused on relationship-centered practices, equity, and inclusive school cultures. District leadership conducts Equity classroom walkthroughs to monitor implementation of culturally responsive practices and to identify opportunities for ongoing improvement.  Educational partner input from students, families, staff, and community members continues to inform district and site-level actions designed to improve school climate.|2026-06-17|2026
07617960000000|West Contra Costa Unified|6|We are encouraged by several positive trends reflected in the 2024–25 California Healthy Kids Survey (CHKS) results. Across grade spans, students continue to report strong perceptions of physical safety at school, and many students identify caring relationships with adults on campus as an important strength. These findings reflect the impact of ongoing investments in school climate, wellness supports, restorative practices, and relationship-centered approaches across WCCUSD.  At the same time, the data make clear that significant opportunities remain, particularly in the areas of school connectedness, emotional well-being, and meaningful student participation.  Among elementary students, most students report feeling safe at school and connected to their school community. However, meaningful participation remains an area for growth, as many students report limited opportunities to contribute to decision-making, leadership activities, or shaping their school experience.  As students transition into middle school, perceptions of connectedness begin to decline. While many students continue to report positive relationships with adults, fewer students indicate a strong sense of belonging to their school community. Student voice and participation also remain relatively low, suggesting a need for more intentional opportunities for students to engage as leaders, problem-solvers, and partners in school improvement.  At the high school level, the data continue to show the greatest challenges. School connectedness declines further, and emotional well-being indicators reveal that a significant percentage of students report persistent feelings of sadness, hopelessness, or emotional distress. While many students identify at least one caring adult on campus, fewer students report feeling that their opinions matter or that they have meaningful opportunities to influence decisions affecting their educational experience. These outcomes are particularly pronounced among some student groups, including African American students, LGBTQ+ students, students experiencing homelessness, and students with disabilities.  Overall, the CHKS results highlight a consistent pattern: students' perceptions of belonging, engagement, and emotional well-being tend to decrease as they progress through the educational system. These findings reinforce the importance of WCCUSD's continued focus on authentic engagement, student voice, relationship-centered practices, culturally responsive learning environments, and comprehensive mental health supports. Through Goal 1 of the LCAP, the District will continue to strengthen systems that ensure every student feels safe, connected, valued, and empowered as an active participant in their school community.|Analysis of the California Healthy Kids Survey (CHKS) data identified several important strengths as well as areas requiring continued attention. Across grade spans, students generally report feeling physically safe at school, and many students indicate that they have positive relationships with adults on campus. These findings suggest that district investments in school climate, restorative practices, wellness supports, and relationship-building efforts are contributing positively to students' school experiences.  The analysis also identified a clear pattern across grade levels: students' sense of connectedness, engagement, and participation decreases as they progress through the educational system. While elementary students report relatively strong levels of safety and belonging, these indicators decline in middle school and continue to decline in high school. This trend suggests a need to strengthen systems that promote belonging, student voice, and authentic engagement, particularly for secondary students.  Data related to meaningful participation revealed one of the most significant areas of need. Across grade spans, relatively few students reported having opportunities to contribute to decisions, provide input, or actively shape their school experience. This finding reinforces the importance of expanding student leadership opportunities, incorporating student feedback into school improvement efforts, and increasing structures that elevate student voice.  The survey also highlighted ongoing concerns regarding student emotional well-being. A substantial proportion of secondary students reported experiencing persistent feelings of sadness, hopelessness, or emotional distress. These findings emphasize the continued need for mental health services, social-emotional supports, and school environments that foster belonging and positive relationships.  Disaggregated data revealed disparities among student groups. African American students, LGBTQ+ students, students experiencing homelessness, and students with disabilities generally reported lower levels of school connectedness, belonging, and adult support than their peers. These findings underscore the importance of maintaining targeted supports and interventions designed to address disproportionate outcomes and ensure that all students experience a sense of safety, inclusion, and connection.  Overall, the analysis confirms that WCCUSD's efforts to create safe and supportive learning environments are having a positive impact. At the same time, the data demonstrate the need to continue strengthening student engagement, expanding meaningful participation opportunities, improving emotional well-being supports, and addressing disparities in school climate outcomes among focal student groups. These findings will continue to inform the District's work under Goal 1 and support the implementation of strategies focused on authentic engagement, student voice, belonging, and wellness.|Based on the analysis of the California Healthy Kids Survey (CHKS) data and the identified areas of need, WCCUSD will continue to strengthen and refine strategies designed to increase student connectedness, engagement, belonging, and emotional well-being. While the data indicate that students generally feel safe at school, the declining levels of school connectedness, meaningful participation, and emotional wellness across grade spans highlight the need for continued and enhanced action.  To address these findings, the District will continue implementing and expanding Goal 1 strategies focused on authentic engagement and positive school climate. Schools will be expected to strengthen structures that elevate student voice through student leadership opportunities, student advisory groups, school climate surveys, and regular feedback cycles that inform site-based decision making. The District will also continue to support schools in implementing relationship-centered practices that foster belonging and strengthen connections between students and adults.  In response to findings related to emotional well-being, WCCUSD will continue investing in comprehensive mental health supports, including school-based wellness services, counseling, social-emotional learning, and partnerships with community-based organizations. Schools will be encouraged to utilize local climate and engagement data to identify student needs and implement targeted interventions for students requiring additional support.  The District will also continue to prioritize equity-focused supports for student groups that reported less favorable school climate outcomes, including African American students, LGBTQ+ students, students experiencing homelessness, English learners, foster youth, and students with disabilities. Site and district leaders will review disaggregated climate data alongside academic, attendance, and discipline data to identify trends and implement targeted actions aimed at improving student experiences and outcomes.  To support continuous improvement, WCCUSD will continue incorporating CHKS findings into the annual School Plan for Student Achievement (SPSA) development process, Local Control and Accountability Plan (LCAP) monitoring, and site-level continuous improvement cycles. Schools will be expected to analyze local climate data, identify root causes, develop measurable improvement actions, and monitor progress throughout the year. The District will also continue to provide professional learning focused on culturally responsive practices, restorative approaches, student engagement, and creating inclusive learning environments where all students feel valued, connected, and supported.  These actions reflect the District's commitment to using local data to inform decision-making and to continuously improving conditions that support student success, well-being, and belonging.|Met||2026-06-24|2026
07617960101477|Leadership Public Schools: Richmond|6|The LEA uses the Panorama Survey is a research-based tool that collects data from students, staff, and students regarding achievement, classroom belonging, classroom expectations, educating all students, and pedagogical effectiveness. This survey measures student responses on a 1-5 Likert Scale, comparing their responses to other high school students across the nation who are taking the same survey. The survey received 468 responses from 9th-12th grade students. DATA *56% of students felt that the school provided resources necessary to achieve. *95% responded favorably to a question related to supports provided in student advisory. *66% of students responded favorably to a question related to school connectedness in comparison to their previous school year. *53% of students responded favorably to questions related to a positive school climate, with 56% reporting that teachers seem excited to teach their classes. *31% of students responded favorably to questions related to school engagement, with 22% excited to participate in class. *50% of students responded favorably to questions related to school learning strategies, with 46% reporting they are confident that they can choose an effective strategy to complete school work. *59% of students responded favorably to questions about school safety, including 76% of students reporting that students almost never or once in a while get into physical fights at the school. *47% of students responded favorably to questions about school teacher relationships, with 71% of students reporting that teachers are extremely or very respectful towards them at school.|The analysis of the Panorama Survey reveals multiple areas of strength, particularly in terms of teacher support during core instruction, and school safety. A critical area of need is related to school engagement (31%). Looking deeper into this data, students report a lack of excitement in going to classes (21%) and excitement to participate in class (22%). In addition, an increased focus on school teacher-student relationships is an area of need with 61% of students reporting that if they came into class upset, their teacher would be a little or not concerned at all, while 37% reported being extremely or very excited to have the same teachers in the next grade. These responses indicate a need for increased strategies to build trusting relationships between students and staff.|Moving forward, LPS Richmond will increase the quality and quantity of multi-day orientations to students/transfer students and families upon enrollment, after registration, and in the Spring semester that review culture and climate, the school’s restorative approach to teaching and learning, and school goals for equitable student outcomes. Culture building includes academic recognition, Advisory and/or social-emotional programming, restorative justice programming and partnerships. The LCAP allocates funding for three Wellness Counselors who provide comprehensive mental health program that includes regular workshops, individual sessions, group sessions, and family sessions. Wellness Counselors will establish a referral network with local mental health services to provide students with access to additional support resources outside of school.|Met||2026-06-18|2026
07617960110973|Richmond College Preparatory|6|Richmond College Prep administered a school climate survey to students in grades 4-8 during the 2025-26 school year. Additional feedback was gathered through family meetings, listening tours, staff surveys, and stakeholder committees. Survey results focused on school safety, belonging, relationships with adults, and respect for diversity. Data were disaggregated by grade level and student groups.  Schoolwide results showed that 78% of students reported feeling safe at school, 71% reported feeling like they belong, 88% agreed that their teachers care about them, and 90% reported that their teachers respect them. Students consistently identified positive relationships with teachers, friends, athletics, and enrichment opportunities as strengths.  Compared to the previous year, Black students demonstrated significant improvement in perceptions of school climate. In 2024-25, 52% of Black students reported feeling safe and 48% reported a sense of belonging. In 2025-26, those percentages increased to 65% and 63%, respectively. Additionally, 77% of Black students reported that teachers care about them, and nearly all Black students reported that teachers respect them. While disparities remain, these results indicate stronger relationships and increased connectedness.  Open-ended responses highlighted appreciation for teachers, sports, electives, and after-school programs. Students also expressed a desire for improved lunch options, facilities, additional electives, and consistent behavior expectations. Richmond College Prep will continue to use this feedback to strengthen school culture and student belonging.|Analysis of student, family, and staff feedback revealed several strengths and areas of need. One area of significant growth was the improvement in school climate perceptions among Black students. Intentional efforts to strengthen relationships and increase belonging, including listening tours, buddy classrooms, celebrations, open houses, and schoolwide events, contributed to increased feelings of safety and connectedness. Students also reported strong relationships with teachers, and families expressed appreciation for the school's responsiveness to feedback and commitment to continuous improvement.  Data also highlighted areas of need. Differences in school climate perceptions exist across grade levels, with some grades reporting lower levels of support and belonging than others. Students expressed a desire for improved facilities and additional opportunities for engagement. Families requested more communication regarding school policies and additional support and education related to social media use and vaping. Staff identified a continued need for professional development focused on bias awareness, anti-racist practices, and ensuring that all students are supported equitably and that concerns are addressed consistently and appropriately.  Listening tours and the Culture Committee provided valuable insights into ways to strengthen school culture while celebrating the diversity of the school community. These efforts reinforced the importance of affirming students' identities and expanding opportunities for cultural celebrations. Moving forward, RCP plans to build on these successes by increasing celebrations and recognition of Asian/Pacific Islander students and additional nationalities represented within the school community. These findings will continue to guide efforts to create an inclusive and supportive environment for all students.|Based on school climate data and stakeholder feedback, Richmond College Prep will continue implementing systems to strengthen student belonging and equitable outcomes. The school will maintain a full-time counselor and Dean of Students to provide social-emotional support, restorative practices, and behavior interventions. RCP will continue using listening tours and the Culture Committee to elevate student and family voice and guide schoolwide decisions.  Beginning in 2026-27, RCP will implement a new teacher-led social-emotional learning curriculum aligned to the school's culture scope and sequence to provide consistent instruction in self-awareness, relationship skills, and responsible decision-making. Staff will continue to receive professional development on data analysis, bias awareness, anti-racist practices, and culturally responsive approaches to ensure all students experience a safe and inclusive learning environment.  To strengthen family partnerships, RCP will increase communication regarding school policies and provide parent education opportunities on topics identified by families, including social media and vaping. The school will continue to celebrate the diversity of its community and expand cultural celebrations to recognize Asian/Pacific Islander students and additional nationalities represented at RCP. These actions reflect RCP's commitment to continuous improvement and ensuring all students feel safe, supported, and connected.|Met||2026-06-22|2026
07617960126805|Richmond Charter Academy|6||||Not Met|||2026
07617960129643|Richmond Charter Elementary-Benito Juarez|6|We annually administer school climate surveys to students, families, and staff to assess perceptions of safety, belonging, engagement, and school connectedness. During the 2025-26 school year, we utilized the YouthTruth survey to gather feedback across all stakeholder groups. Results were reviewed by school leadership teams and Home Office personnel to identify trends, strengths, and opportunities for improvement.  Survey results indicate that students, families, and staff report strong perceptions of physical and emotional safety across the school community. Areas identified for growth include student engagement, opportunities for extracurricular participation, social connectedness, and strengthening relationships between students and staff|Analysis of survey data also reinforced the importance of staff retention and continuity in building a positive school culture and fostering strong relationships with students and families. In response, we will continue efforts to strengthen employee retention, expand extracurricular opportunities, and increase student access to clubs, athletics, and enrichment activities.|We will use stakeholder feedback and ongoing climate data to inform action planning and continuous improvement efforts designed to promote safe, supportive, and inclusive learning environments where all students experience a strong sense of belonging.|Met||2026-06-11|2026
07617960132100|Aspire Richmond Ca. College Preparatory Academy|6|Based on the Winter 2026 Panorama climate survey results for Aspire Richmond California College Preparatory Academy (Grades 6–12), the local data highlights multiple areas of concern in school climate, safety, and student belonging, as well as opportunities for improvement grounded in strong teacher-student relationships. A total of 538 students responded to the survey, which assessed four domains—School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships—and provided comparative data to district averages. While the summary does not include disaggregated data by student group, the trends present systemic issues likely to impact historically underserved students most significantly.   In the School Climate domain, student responses indicated a generally low perception of school culture. 43% (3 points below the Aspire Public Schools average of 46%)  School Safety also showed significant improvement, increasing to 54% (6 points above the district average of 48%)                                                                                                                                                                                                                                                                                                 The Sense of Belonging domain revealed that students continue to feel disconnected form their school community. Although there was improvement from last year, the rating was 44% (13 points below the district average of 57%)  Teacher-Student Relationships improved by 2 points to 52% (12 points below to the district average of 67%) but still has significant room for improvement.  Though subgroup data was not included, the overall findings are consistent with known climate challenges disproportionately experienced by English Learners, African American students, and students from low-income backgrounds. These students often encounter more frequent behavioral infractions, less personalized support, and lower rates of reported belonging and safety—reinforcing the need for disaggregated follow-up analysis.  In conclusion, Aspire Richmond CA College Prep Academy’s climate data highlights serious challenges in behavioral consistency, peer dynamics, emotional safety, and student inclusion. The strength of respectful teacher-student relationships offers a promising starting point for improving school culture, but it must be leveraged alongside systemic policy and practice changes to ensure all students—especially those from historically marginalized groups—feel safe, respected, and supported at school.|Based on the Winter 2025 Panorama climate survey results for Aspire Richmond California College Preparatory Academy, several key learnings emerged that provide insight into the current school environment. The data shows a mixed picture: while teacher-student respect is a strength, there are widespread concerns related to school climate, safety, and belonging that require targeted attention. Although disaggregated data was not provided, the overall trends likely reflect disparities experienced by historically underserved groups, including English Learners, students of color, and students from low-income backgrounds.  A consistent strength appears in Teacher-Student Relationships, which received a 50% favorable rating, aligned with the Aspire district average. Notably, 81% of students said their teachers are respectful, and 46% were excited about having the same teachers next year. These results suggest a baseline of trust and civility. However, emotional connection is an area for growth: only 31% believed teachers would be very concerned if they were upset, and just 41% felt teachers genuinely cared when checking in on their well-being.  Students reported significant challenges with School Climate, which received only a 34% favorable rating. Most students do not believe peers consistently follow rules, and only a quarter view the rules as fair. Cleanliness and overall campus atmosphere also received middling ratings, with just 39% describing the school building as very or extremely clean. These results reflect both physical and behavioral conditions shaping daily experiences.  Concerns around School Safety were also prominent. While 48% rated safety favorably, many students reported frequent peer disrespect (41%) and regular physical altercations (32%). Nearly half felt it would be at least somewhat difficult for a bullied student to get help from an adult. Although only a small percentage “always” worry about violence, more than half expressed some level of concern, indicating that perceived safety is fragile and unevenly experienced.  Sense of Belonging further underscored the need for improvement, with only 38% favorable. Many students felt only “somewhat” or “a little bit” understood by peers and staff, and more than one in five reported not feeling they belong at school. These low scores point to deeper issues of inclusion and identity affirmation, especially important in a secondary setting where peer dynamics strongly influence self-concept.  In summary, while many students experience respectful interactions with teachers, deeper challenges persist in ensuring students feel safe, included, and emotionally supported. The data suggests a need for systemic improvements in behavior norms, adult responsiveness, and student belonging. Although subgroup-specific data is unavailable, these concerns are likely amplified for marginalized student populations, underscoring the importance of equity-focused strategies moving forward.|Based on the analysis of the Winter 2026 Panorama climate survey results for Aspire Richmond California College Preparatory Academy, the LEA has identified several critical changes needed to address persistent concerns around student safety, school climate, and sense of belonging. While the school demonstrates a strength in teacher-student respect, the broader findings indicate systemic issues that require coordinated, equity-centered responses as part of a continuous improvement strategy.  To address the low ratings in school climate, the LEA will continue to revise its schoolwide behavior expectations to ensure they are clearly defined, consistently enforced, and developed with student voice. An updated behavior matrix will be created in collaboration with students and staff and implemented across classrooms, hallways, and shared spaces. This will be accompanied by a relaunch of the school's PBIS (Positive Behavioral Interventions and Supports) framework, including visual reminders, consistent positive reinforcement strategies, and classroom-based check-ins. Training in culturally responsive behavior management will be required for all staff. The LEA will continue to strengthen structured peer mediation and restorative justice practices. Staff will receive professional development in de-escalation, relationship-building, and trauma-informed responses to student behavior. In addition, the school will expand adult supervision during key times of day (e.g., passing periods, lunch) and establish clear, confidential systems for reporting bullying or misconduct.  Given the low scores in student belonging, the school will introduce initiatives designed to strengthen identity-affirming practices and inclusion. These include classroom community circles, student-led equity teams, and schoolwide activities that elevate student voice and celebrate cultural diversity. The advisory period will continue to include weekly lessons focused on social-emotional learning, empathy, and relationship-building.  Recognizing the relatively stronger ratings in teacher-student respect, the LEA will continue deepening those relationships by with regular one-on-one student check-ins and goal-setting conferences. Teachers will also use student empathy interviews and reflection tools to better understand individual student experiences and improve classroom culture.  All of these changes will be integrated into the site’s annual implementation plan and monitored through student surveys, discipline data reviews, and qualitative feedback from student focus groups. The LEA’s goal is to ensure that every student—especially those from historically underserved groups—feels safe, supported, and connected to their school community.|Met||2026-06-18|2026
07617960132118|Aspire Richmond Technology Academy|6|Based on the Winter 2026 Panorama climate survey results for Aspire Richmond Technology Academy (Grades 3–5), the school demonstrates a balanced climate profile with strengths in teacher-student relationships and student belonging, alongside continued challenges related to peer respect, behavioral consistency, and perceptions of safety. A total of 254 students participated in the survey, which assessed student perceptions in four key domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. While the data report does not include disaggregated results by student group, the overall scores offer critical insights into school conditions, and they suggest the need for future subgroup analysis to ensure equity in student experience.  The overall favorable scores were:  School Climate: 50% (4 points above the Aspire district average)  School Safety: 52% (4 points above the Aspire average)  Sense of Belonging: 57% (equal to the Aspire average)  Teacher-Student Relationships: 74% (7 points above the Aspire average)  The strongest results came from the Teacher-Student Relationships domain, with a 74% favorable rating. These results reflect strong adult-student trust and positive emotional connections, which provide a valuable foundation for deeper schoolwide improvements.  In contrast, the School Safety and School Climate domains revealed more concerning results, with 52%  and 50% of students, respectively, responding favorably. Despite strong adult relationships, students may not yet feel fully confident that those adults will intervene effectively in peer conflict or unsafe situations.  Although this report does not provide disaggregated results by race, language proficiency, or disability status, the identified concerns around fairness, peer respect, and safety are often experienced more acutely by historically underserved student groups. Moving forward, it will be essential for the school to disaggregate climate survey data to ensure equity-centered decision-making and intervention.|Based on the Winter 2026 Panorama climate survey data for Aspire Richmond Technology Academy (Grades 3–5), several key learnings highlight both strengths and areas of need within the school’s climate. With 276 student responses, the data provide meaningful insight into student experiences. Although the report does not include disaggregated subgroup data, trends suggest that issues related to peer behavior, fairness, and safety may disproportionately affect historically underserved groups such as English Learners, students of color, and students with disabilities.  A major strength is the Teacher-Student Relationships domain, which received a 74% favorable rating—well above the Aspire Public Schools average of 67%. These results reflect a strong culture of care and respect between students and adults and provide a foundation for addressing broader school culture challenges.  Sense of Belonging was also a positive area, with 61% favorable—above the district average. Nearly two-thirds of students (64%) reported feeling they mostly or completely belong, and 70% said they receive a lot of support from adults. However, peer dynamics remain an area for improvement: only 50% reported receiving high levels of respect from classmates, suggesting belonging is more strongly tied to adult support than peer interactions.  Key needs emerged in School Safety and School Climate. School Safety improved slightly since the last survey but remained low at 49% favorable, below the district average. Peer disrespect was a major concern, with 44% reporting it happens “frequently” or “almost always.” While online bullying was uncommon, in-person conflict and physical fights were more prevalent: 35% of students observed fights at least “sometimes.” Only 47% felt it would be easy for a bullied student to get adult help, indicating uncertainty about adult responsiveness.  School Climate received a 51% favorable rating—aligned with the district average—but showed mixed perceptions. While 74% described the overall school mood as positive, only 27% believed students follow rules very well, and only 42% felt rules are fair. This suggests a disconnect between the emotional tone of the school and the consistency or clarity of behavioral expectations.  Although subgroup data was not included, issues of peer respect, fairness, and adult responsiveness often disproportionately impact students from historically marginalized communities, who may experience bias in discipline, exclusion from peer groups, or inconsistent adult advocacy. Collecting and analyzing disaggregated climate data will be essential for equity-driven improvement.|Based on the Winter 2025 Panorama climate survey findings for Aspire Richmond Technology Academy, the LEA has identified key changes to schoolwide plans, policies, and procedures that are necessary to address identified needs around peer behavior, perceptions of fairness, and student safety. While the school’s strengths—particularly in teacher-student relationships (73% favorable) and student belonging (61% favorable)—provide a strong foundation, the data also reveal persistent concerns in rule-following, peer respect, and trust in adult intervention. These insights have informed a set of targeted actions for continuous improvement.  To address the low perceptions of behavioral consistency and fairness, the school will continue to refine its behavior expectations and discipline framework. Clear, student-friendly behavior norms will be co-developed with student and staff input and reinforced across classrooms and common spaces through regular lessons, visuals, and community-building activities. The updated framework will aim to reduce ambiguity and increase the perceived fairness of school rules. In parallel, staff will receive professional development in culturally responsive discipline practices and trauma-informed behavior supports to ensure consistency and equity in enforcement.  The school will continue to expand its use of restorative practices and peer mediation. This includes implementing restorative circles in classrooms and training a team of staff and student peer leaders to facilitate conflict resolution and community-building activities. The goal is to shift from reactive discipline to proactive relationship repair and prevention.  The school will also continue to strengthen its adult intervention systems. A new student safety reporting process will continue implementation, including anonymous digital and in-person tools to report bullying or unsafe behavior. Staff will be trained on how to respond to student safety concerns with urgency, follow-up, and care, and students will receive guidance on how to seek support when they or a peer feel unsafe.  To build on the school’s strengths in teacher-student relationships and student belonging, teachers will continue structured one-on-one check-ins with students, and classroom community-building will be embedded into weekly routines. Morning meeting structures will include identity-affirming and social-emotional learning (SEL) content focused on empathy, peer respect, and inclusion. Special emphasis will be placed on bridging the gap between adult-student connection and peer-to-peer dynamics—especially given that only 50% of students reported receiving high levels of respect from classmates.  All of these changes will be integrated into the school’s site-based continuous improvement plan. Progress will be monitored through quarterly behavior data reviews, Panorama follow-up surveys, and student feedback.|Met||2026-06-18|2026
07617960133637|Summit Public School: Tamalpais|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"" - 78% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"" - 86% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"" - 79%"|Summit Tam believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices to build and maintain peace in the community.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Tam take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to promptly address student concerns as they arise. We proactively tailor our habits-based curriculum, mentoring and community experience to ensure multiple touchpoints for mentors to be made aware of student needs.  We train our mentors to identify student needs and to respond with broad support structures.|Met||2026-06-11|2026
07617960136903|Voices College-Bound Language Academy at West Contra Costa County|6|According to the 2025-2026 Spring Panorama Survey, students reported varying perceptions of school climate across grade spans. Supportive Relationships remained a strength, with 85% of students in grades 3-5 and 74% of students in grades 6-8 reporting positive relationships with teachers or other adults on campus. Other climate indicators showed lower levels of positive responses. Positive Feelings About School were reported by 50% of students in grades 3-5 and 34% of students in grades 6-8. Student-Teacher Relationships were favorable for 56% of students in grades 3-5 and 31% of students in grades 6-8. Sense of Belonging was reported by 48% of students in grades 3-5 and 33% of students in grades 6-8. Student Engagement was reported at 37% for grades 3-5 and 20% for grades 6-8. Overall, survey results indicate that students generally feel supported by adults on campus, while opportunities remain to strengthen engagement, belonging, positive feelings about school, and student-teacher relationships, particularly among middle school students.|Analysis of the 2025-2026 Panorama Survey indicates that supportive relationships with adults remain a strength across grade spans, suggesting that students generally feel connected to and supported by staff members. This positive foundation provides an important opportunity to further strengthen school culture and student outcomes. The data also identified areas for growth, particularly in grades 6-8, where students reported lower levels of engagement, positive feelings about school, student-teacher relationships, and sense of belonging. These findings suggest a need for continued investment in relationship-building, student voice, inclusive school culture, and opportunities for meaningful student engagement. As Voices WCC continues to strengthen its upper elementary and middle school programs, the school will focus on character education, advisory structures, student leadership opportunities, and professional development that supports culturally responsive practices, belonging, and positive student-teacher relationships.|In response to Panorama survey findings, Voices WCC will continue strengthening systems that support student belonging, engagement, and positive relationships. The school will continue utilizing its counselor and community mental health partners to provide social-emotional supports, including classroom lessons, small group interventions, and individual counseling services for students with identified needs. Voices WCC will continue to strengthen its advisory program, expand opportunities for student leadership and student-led clubs, and implement character education initiatives that promote belonging, positive relationships, and student voice. Professional development for staff will focus on culturally responsive practices, relationship-building, and strategies to increase student engagement, particularly in upper elementary and middle school grades. The school will continue reviewing Panorama survey results with students, staff, and families to better understand trends and identify areas for improvement. Feedback from educational partners will be used to refine schoolwide practices and support continuous improvement efforts aimed at strengthening school climate and student outcomes.|Met||2026-06-24|2026
07618040000000|San Ramon Valley Unified|6|After a thorough examination of feedback from educational partners and local data in 2024-25, SRVUSD is poised to implement a series of targeted strategies aimed at enhancing the involvement of underrepresented families. These families were identified during the self-assessment phase for decision-making processes. The primary focus will revolve around actively seeking input to diversify the curriculum, providing recommendations for staff diversification, facilitating forums to address equity concerns, and extending access to social workers for gathering insights from underrepresented families. These multifaceted initiatives are designed not only to foster a more inclusive educational environment but also to ensure that the voices of all stakeholders are heard and valued in shaping the future of the district.   2025-2026 CHKS Data (Self-Reported) 5th grade	 Connectedness 84% Safety 89% 	 7th grade	 Connectedness 76% Safety 81%  9th grade	 Connectedness 74% Safety 83% 	 11th grade	 Connectedness 70% Safety 81%|Analysis shows the following increase and decrease from CHKS Baseline Data, showing positive progress. CHKS data 5th grade	 Connectedness increase 2% Safety 0% change 	 7th grade	 Connectedness increase 9% Safety increase 8%  9th grade	 Connectedness increase 7% Safety increase 7% 	 11th grade	 Connectedness increase 11% Safety increase 6%|Recognizing changes in site-level personnel, SRVUSD is providing professional development for principals to help them sustain and expand efforts around social-emotional well-being. This support equips school leaders with strategies to maintain continuity in wellness practices and ensure new staff are aligned with districtwide goals for student connectedness and mental health.  Additionally, the district is updating the social-emotional screener used across all grade levels to ensure it reflects the most relevant indicators of student well-being. The updated screener will serve as a key data source to identify students in need of support and inform more targeted, timely interventions. Enhanced data collection and site-level analysis cycles will help schools respond more effectively to emerging needs and measure the impact of wellness initiatives over time.|Met||2026-06-16|2026
07618120000000|Walnut Creek Elementary|6|WCSD administered the California Healthy Kids Survey (CHKS) in November 2025 to 5th and 7th-grade students. The Student Youth Truth Survey (SYTS) was also administered to all middle school students in February 2026. Based on student responses, the key learnings from the survey results are as follows:   a. CHKS: 88% of 5th-grade and 67% of 7th-grade students report feeling safe at school.  	b. CHKS: 88% of 5th-grade students and 74% of 7th-grade students gave a                          “high” rating to school connectedness.            c. SYTS: 49% of middle school students report enjoying coming to school                 most of the time. (3% higher than reported by typical schools surveyed in CA) d. SYTS: 67% report feeling that most adults in the school treat students with     respect. (3% higher than reported by typical schools surveyed in CA)              WCSD will continue implementing a comprehensive Wellness Program in the 2026-27 school year. This plan is also a district focus in the 2024-27 LCAP to ensure that all WCSD schools have environments filled with safety and belonging, so that all students can thrive.|Areas of Strength: School safety, as shown by CHKS: 74% of our 7th-grade students report feeling safe at school (17% neither disagree nor agree, and 5% disagree). Student group perception of safety: Asian: 68%, Black: 75%, Hispanic: 71%, White: 76%, Multiracial: 68%, English Learner: 73%, Students with Disabilities: 17%  Identified needs: School attendance: Based on our high chronic absenteeism data, it is essential to look at the student group data for students reporting being absent three or more times in CHKS: Asian: 4%, Black: 12%, Hispanic: 12%, White: 7%, Multiracial: 16%, English Learner: 28%, Students with Disabilities: 5%|WCSD will continue to focus on the positive attendance campaign through our comprehensive Wellness Program, with a particular emphasis on designing systems to improve support for student groups whose attendance is of concern. Additionally, we will implement Parent Square Attendance Plus to improve home-to-school communication and support increased attendance.|Met||2026-06-08|2026
07743440000000|Contra Costa County ROP|6||||Not Met|||2026
07773540000000|SBE - John Henry High|6||||Not Met|||2026
07773540132233|John Henry High|6|We annually administer school climate surveys to students, families, and staff to assess perceptions of safety, belonging, engagement, and school connectedness. During the 2025-26 school year, we utilized the YouthTruth survey to gather feedback across all stakeholder groups. Results were reviewed by school leadership teams and Home Office personnel to identify trends, strengths, and opportunities for improvement.  Survey results indicate that students, families, and staff report strong perceptions of physical and emotional safety across the school community. Areas identified for growth include student engagement, opportunities for extracurricular participation, social connectedness, and strengthening relationships between students and staff.|Analysis of survey data also reinforced the importance of staff retention and continuity in building a positive school culture and fostering strong relationships with students and families. In response, we will continue efforts to strengthen employee retention, expand extracurricular opportunities, and increase student access to clubs, athletics, and enrichment activities.|We will use stakeholder feedback and ongoing climate data to inform action planning and continuous improvement efforts designed to promote safe, supportive, and inclusive learning environments where all students experience a strong sense of belonging.|Met||2026-06-11|2026
08100820000000|Del Norte County Office of Education|6|Community School surveyed students, staff, and family members once in 2025-26. However, response rates were very low.  Community school plans on surveying staff, students, and parents/families in the fall of 2026. The administration and staff are strategizing as to what they will need to do in order to increase response rates.|Community School surveyed students, staff, and family members once in 2025-26. However, response rates were very low.  Community school plans on surveying staff, students, and parents/families in the fall of 2026. The administration and staff are strategizing as to what they will need to do in order to increase response rates.|Upon surveying staff, students, and parents/family members in the fall 2026, staff plans on using that data to facilitate the areas most needed for continuous improvement. However, we do already know that the school community still needs to place a significant focus on reduction of chronic absenteeism, as 90.7 % of students at Community School were chronically absent in 2024-25.   The school’s suspension rate dropped to 3.1% in 2024-25, from 17% in 2022-23. The school staff have been working hard at developing and implementing Restorative Justice and Alternatives to Suspension programs. This seems to be working.|Met|Del Norte Community School is the only non-charter school served by the Del Norte County Office of Education. The school is an alternative education setting, (primarily) for students in grades 9-12 who have had significant challenges (behaviorally or academically) in the traditional high school setting and are seeking to either improve attendance, academic performance, or behavior, so that that they can eventually return to the traditional high school setting or graduate from the school, with a plan for the future. There are typically less than 50 students at the school (at any given time during the school year), but staff has to work hard to create an environment that is safe, supportive, and comfortable enough for the students to be motivated to come to school and be ready to engage in productive schoolwork and citizenship each day. This is one of the reasons for why the staff to-student ratio is very low and the school has the support of instructional assistants, as well as a full-time social worker and a full-time counseling technician. Having a safe and supportive climate at Community school is of the utmost importance.|2026-06-25|2026
08100820830059|Castle Rock|6|Castle Rock collected local climate survey data from students in grades 5–12. Overall, the survey results reflect a positive school climate and strong student perceptions of support, safety, and belonging. Across all survey items, 94% of student responses were positive, meaning students selected “Agree” or “Strongly Agree.”  Areas of strength included teacher support and school safety, with 100% of responding students indicating that their teachers give them the help they need to do well in school and that they feel safe at Castle Rock. In addition, 97% of students indicated that the school helps them prepare for college, jobs, or life after high school, and 97% reported that they feel like they belong and are accepted at school. Most students also reported knowing where to get help when struggling, with 94% responding positively.  The survey also identified areas for continued growth. While still positive overall, the lowest-rated areas were student awareness of school events and opportunities and access to fun and meaningful activities, with 86% of students responding positively to each item. Student comments also reflected interest in more activities, electives, field trips, clubs, hands-on learning opportunities, and improved communication about events and opportunities.  When disaggregated by grade span, students in grades 5–8 reported 100% positive responses for teacher support and school safety, and 86% positive responses in the areas of knowing where to get help, preparation for college/career/life, belonging, activities, student voice, and communication. Students in grades 9–12 reported 100% positive responses for teacher support, school safety, preparation for college/career/life, and belonging. High school students reported 97% positive responses for knowing where to get help, 93% for adults listening to their ideas and opinions, and 86% for both activities and school communication.  This data indicates that Castle Rock students generally feel safe, supported, and connected to school staff. Areas for continued improvement include expanding meaningful student activities and electives, strengthening communication about school events and opportunities, and continuing to ensure all students know how to access academic and support services.|The analysis of local climate survey data shows that Castle Rock has several areas of strength related to school conditions and climate. Overall, students reported feeling supported, safe, and connected to school staff. A key strength is that 100% of responding students agreed or strongly agreed that their teachers give them the help they need to do well in school and that they feel safe at Castle Rock. Students also reported strong positive perceptions of belonging and acceptance, as well as the school’s support in preparing them for college, careers, and life after high school.  When reviewed by grade span, students in grades 5–8 reported positive responses across all climate areas, with particular strength in teacher support and school safety. Students in grades 9–12 also reported high levels of support, safety, belonging, and preparation for future goals. This indicates that students across grade levels generally feel that Castle Rock provides a safe and supportive learning environment.  The data also identified areas of need. The lowest-rated areas were student awareness of school events and opportunities and access to fun and meaningful activities, including electives, field trips, clubs, and schoolwide events. Student comments reflected a desire for more hands-on learning, additional in-person classes or study sessions, more creative electives, more opportunities to build peer connections, and improved communication about activities and opportunities.  Based on these findings, Castle Rock will continue to build on its strengths in teacher support, school safety, belonging, and individualized student support, while focusing improvement efforts on increasing student engagement, expanding meaningful activities and electives, strengthening communication with students and families, and ensuring that all students know how to access academic and social-emotional supports.|Based on the analysis of local climate survey data and identified key learnings, Castle Rock will continue to strengthen existing plans, policies, and procedures that support student engagement, communication, and school climate. While the data reflects strong student perceptions of teacher support, safety, belonging, and preparation for future goals, the survey also identified a need to improve communication about school events and opportunities and to expand meaningful activities, electives, clubs, field trips, and hands-on learning experiences.  To address these areas of need, Castle Rock will continue to refine communication procedures to ensure students and families receive timely and clear information about upcoming events, Family Engagement Seminars, electives, intervention opportunities, and schoolwide activities. This will include continued use of newsletters, Blackboard messages, supervising teacher communication, posted reminders, and targeted outreach to students and families who may not be accessing available opportunities.  Castle Rock will also continue to review student feedback when planning activities, electives, field trips, and engagement opportunities. Student input will be used to inform decisions related to Club Zenith, Shark Week, elective offerings, in-person learning opportunities, and other school climate activities. In addition, staff will continue to use MTSS, progress monitoring, and local survey data to identify students who may need additional academic, social-emotional, or engagement support.  For continuous improvement, Castle Rock will maintain its focus on strong teacher-student relationships, school safety, and belonging, while implementing adjustments that increase student voice, improve awareness of school opportunities, and provide additional ways for students to connect with peers, staff, and the school community.|Met||2026-06-25|2026
08618200000000|Del Norte County Unified|6|"From the California Healthy Kids Survey (CHKS) administered in spring, 2025. School Connectedness 56% of 7th graders reported feeling “connected to their school” (pretty much true or very much true). 42% of 9th graders reported feeling “connected to their school” (pretty much true or very much true). 42% of 11th graders reported feeling “connected to their school” (pretty much true or very much true). 62% of Non-Traditional (NT) (Sunset HS) students reported feeling“connected to their school.” (pretty much true or very much true). Experiencing Caring Adult Relationships 62% of 7th graders reported they feel “cared about” by adults at school (pretty much true or very much true). 50% of 9th graders reported they feel “cared about” by adults at school (pretty much true or very much true). 54% of 11th graders reported that they feel “cared about” by adults at their school (pretty much true or very much true). 63% of (NT) (Sunset HS) students reported that they feel “cared about” by adults at their school (pretty much true or very much true). High Expectations 71% of 7th graders reported adults at school (staff) have high expectations of them (pretty much true or very much true). 62% of 9th graders reported adults at school (staff) have high expectations of them (pretty much true or very much true). 62% of 11th graders reported that adults at school (staff) have high expectations of them (pretty much true or very much true). 72% of (NT) (Sunset HS) students reported adults at school (staff) have high expectations of them (pretty much true or very much true). Meaningful Participation at School 28% of 7th graders reported that they participate meaningfully at school (pretty much true or very much true). 21% of 9th graders reported they participate meaningfully at school (pretty much true or very much true). 19% of 11th graders reported they participate meaningfully at school (pretty much true or very much true). 35% of (NT) (Sunset HS) students reported they participate meaningfully at school (pretty muchtrue or very much true). Academic Motivation 63% of 7th graders (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 55% of 9th graders (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 64% of 11th graders (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 61% of (NT) (Sunset HS) students (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” Parental Involvement 49% of 7th graders (agreed or strongly agreed with) “Parents feel welcome to participate at this school).” 29% of 9th graders (agreed or strongly agreed with) “Parents feel welcome to participate at this school).” 27% of 11th graders (agreed or strongly agreed with) “Parents feel welcome to participate at this school).” 63% of (NT) (Sunset HS) students (agreed or strongly agreed with) ""Parents feel welcome to participate at this school)."""|In terms of key learnings, the CHKS Survey generally showed that, except for students at Sunset HS (67%) 56% of surveyed students (grades 7,9, and 11) over the time period span of 2023-25 reported feeling “connected to their school.” When broken down into subgroups of American Indian students, the rate was significantly lower (43.33%). The same held or Hispanic students (47.66%) and multiracial students (45%)/ However White students were higher (54.55%) In the area of Caring Adult Relationships, right around 62% of students at all three levels (grades 7,9,11) appeared to feel that they had an adult (staff) at school who cared about them. This was up +5% points from the previous survey. At Sunset High School, this percentage was slightly higher (63%). When broken down into subgroups of American Indian students, the rate was lower (55.33%). The same held for Hispanic students (50%). However, multiracial students increased in this measure by +16% points, to 61% and White students increased by +5% points, to 61%. In terms of academic motivation, another key area covered by the CHKS survey, students surveyed generally (63% of 7th graders, 55% of 9th graders, 64% of 11th graders, and 61% of SHS students surveyed) agreed or strongly agreed with the statement: “I try hard to make sure that I am good at my schoolwork.” However, in 11th grade, only 21% of American Indian students reported this  statement, and this was 43% lower than the overall 11th grade report for that item. Similarly, Hispanic students reported lower percentages across the grade spans. In the area of parental involvement, there was a sharp decline (based on CHKS students surveyed) from 7th grade (48%) to 11th grade (30%), which suggests that there is less parental involvement as students move through the high school years. However, this may be when it is most needed, as the District’s A-G completion and CTE pathway completion rates are significantly below state averages. These rates appear to be similarly reflected in those of the reported racial/ethnic subgroups. The lowest percentage of promotion of parent participation rates were those of 11th grade American Indian students (18%).|In order to increase school connectedness, the District plans to provide more opportunities for students to be engaged by expanding high school career tech education programs. We have already developed a new pathway; Health and (Pre-K-12), and we are working on the Education Career pathway. Del Norte High School has developed a Music Instrument Repair program that is very popular and will possibly become another career pathway in the future. The high school is still considering hiring a CTE counselor, to help students develop post-secondary plans that include college and / or CTE training programs. The high school does have a teacher dedicated to providing CTE support. In terms of adult relationships, the District is continuing its initiative to make PBIS a staple of every school involvement. Here, we are working closely with teachers and administrators on positive approaches to student interactions and more restorative methods of dealing with student behavioral issues. Further, the District plans on maintaining its investment in additional counseling services and Family Engagement Liaison support. Through the support of the Mental Health Demonstration Grant, the Community Schools Grant, and the locally run (through the Yurok Tribe) Klamath Promise Neighborhood grant, the District has been able to hire school social workers, Licensed Clinical Social Workers, and wellness coaches, in addition to our counselors and counseling technicians. In terms of academic motivation, the District has increased its efforts to provide additional tutoring and academic support for American Indian students at the high school level. Much of this additional support is coming from the District’s partnership with the Yurok and Tolowa Dee’ Ni American Indian tribes and the Klamath Promise Neighborhood grant, which is funding additional tutoring positions, as well as the position of Coordinator of Native American Studies. Regarding parent and family participation, the District is maintaining its investment in the Family Engagement Liaison positions, which are now at nearly every school site. Staff in these roles are charged with contacting parents to address absences and attendance issues, and plan and coordinate family engagement events throughout the school year at every site. The result has been a significant reduction in chronic absenteeism (at nearly all schools), as well as more parents and family members coming to school events and activities.|Met|The District has invested in training school personnel in the areas of Restorative Justice and Alternatives to Suspension, which have made a difference in the significant reduction in school suspensions.|2026-06-25|2026
08618200137729|Uncharted Shores Academy|6|USA administers a school climate survey to students twice annually. While there are several outliers, the results of the survey indicate that students generally feel like USA is a safe and positive climate to learn in. The results are as follows: At the end of the 2025/26 school year, the results were: 85.06% average satisfaction rate overall.  1. 91.8% felt safe in the school environment. 2. 93.2% agreed their assignments were reasonable and educational. 3. 87.7% agreed they could manage the amount of homework they have. 4. 93.2% felt they were making progress. 5. 89% felt supported by the staff. 6. 76.7% felt like they were treated with respect. 7. 71.2% felt like their classmates are kind and safe. 8. 87.7% felt comfortable around staff. 9. 86.3% generally felt comfortable at our school. 10. 90.4% of students felt like there was an appropriate amount of screen time in their classes (not too much). 11. 68.5% if students reported that they have never been bullied at our school.|USA learned that students are generally happy at the school. USA believes that current measures to support positive school climate are working and should continue. That said, the school also learned that 28.8% of students do not feel respected at school and 31.5% reported having been bullied at our school. These are concerning areas that the school would like to target over the next several years.|USA will continue to fund and prioritize current measures to improve and keep the school climate safe and welcoming. USA will also place a focus on reducing concerns with bullying and lack of respect that students have shared.|Met||2026-06-09|2026
08743510000000|Del Norte County ROP|6||||Not Met|||2026
09100900000000|El Dorado County Office of Education|6|Students are surveyed quarterly regarding their feelings about the school program, classroom cleanliness, classroom safety, and how well their learning needs are being supported. In 25/26, 22 students were surveyed. A majority os students felt that the school was neat, clean, and a safe learning environment. All students enrolled at Blue Ridge Court School are part of the California Education Code 52052 student group. Blue Ridge Court School is located inside a Juvenile Treatment Center, which is managed by El Dorado County Probation. Probation is responsible for maintaining the facility and ensuring its cleanliness, including the classroom. However, school staff cleans regularly at the end of every school day by wiping down desks and other items used or touched, and picking up trash from the floor.|An identified need is the replacement of the classroom carpet as well as upgrading the furniture in the class, and keeping student desk areas clean of wrappers and empty drink bottles.|The classroom carpet will be replaced by the El Dorado County Probation in the future. New furniture that is more student-friendly was purchased, and the class is more welcoming and orderly. School staff will ensure that students throw their trash in the trash bin and are held accountable for their space. We will continue to clean the classroom daily.|Met||2026-06-16|2026
09100900123521|Charter Home Study Academy|6|"Parent Survey on School Climate - ""Top Box Percentage is the percentage of participants who selected the ""Strongly Agree"" option. CHSA's overall Top Box is 71.61%. Net Promoter Score is 82.05 I believe school rules are enforced consistently at this school. Average 4.37 I regularly receive feedback from school staff on how well my child is learning. Average 4.41 I receive positive phone calls, emails, or notes from the school about my child. Average 4.03 Student Survey on School Climate - ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 50.53%. Net Promotor Score is 47.21 (Strong Performance, sustain, or grow) I believe school rules are consistently enforced 3.79 I feel students are nice and show respect to each other at my school, 3.87 I believe my teacher asks me how I learn best 3.99 I feel students are nice and show respect to each other at my school, 3.79"|The school has solid data indicating that it is a place where students and families feel welcomed and supported, and it will continue to look for ways to engage students and families to improve in this area. The need for mental health supports was addressed during the 24-25 school year. A full-time mental health clinician supports students in need of support at CHSA.|Staff also recognize the need for Tier 1 mental health supports, and the school will continue staff training and direct support for students in this area. The Student Enrichment and Support Block grant will ensure that adequate mental health supports are in place for students and that additional enrichment opportunities are available to them. Student surveys indicate a need for additional support around feeling respected by other students at school. This will be an area of focus during the 26-27 school year, with professional development for staff and additional counseling and behavioral support at the school site|Met||2026-06-16|2026
09100900136036|John Adams Academy - El Dorado Hills|6|The 2025-26 local climate survey data for John Adams Academy - El Dorado Hills provides valuable insight into family perceptions regarding school climate, safety, connectedness, communication, and scholar support. Overall survey responses reflect a positive perception of the Academy’s learning environment, mission alignment, and school culture. Parent survey data indicated that a strong majority of families viewed the Academy as a supportive and inviting place for scholars to learn, and most respondents agreed that the Academy’s 10 Core Values and leadership curriculum positively contribute to school climate and scholar development. Additionally, a large majority of families reported feeling welcomed and respected within the Academy community.  Survey participation included families across elementary, middle school, and high school grade spans, including families of English Learners and scholars with Individualized Education Programs (IEPs). Approximately 6% of respondents identified as families of English Learners, and approximately 19% identified as families of scholars with IEPs. These groups were included in the overall analysis of school climate factors such as communication, academic support, inclusivity, and family engagement.  Survey responses also reflected positive perceptions regarding:  - school connectedness and scholar belonging, - respectful treatment of families, - communication regarding attendance and school expectations, - support for scholar character development, - encouragement of scholar leadership and personal growth, - and the Academy’s overall mission and educational model.  Open-ended survey responses provided additional qualitative data regarding school climate and community experience. Families frequently expressed appreciation for the Academy’s classical education model, strong teacher relationships, values-centered culture, and emphasis on leadership and character development. Educational partner feedback also identified areas for continued growth, including communication consistency, continued strengthening of intervention and academic support systems, maintaining a strong sense of community during continued growth, and ensuring all scholars feel supported and connected within the school environment.  The combination of quantitative and qualitative survey data provides a comprehensive understanding of school climate strengths, educational partner priorities, and opportunities for continuous improvement.|Analysis of the 2025-26 local climate survey data indicates that John Adams Academy - El Dorado Hills continues to foster a positive, mission-aligned school culture centered on leadership, character development, and academic rigor. Educational partner feedback reflects strong appreciation for the Academy’s classical education model, emphasis on the 10 Core Values, and the supportive relationships many scholars and families experience with teachers and staff. Families consistently identified the Academy’s focus on servant leadership, scholar responsibility, and values-based instruction as major strengths contributing to a positive school climate.  Survey data also reflects that many families feel welcomed, respected, and connected to the Academy community. Families noted appreciation for opportunities to participate in school events, volunteer activities, leadership celebrations, and advisory groups that strengthen home-school relationships and reinforce community engagement. Educational partner feedback further reflected appreciation for teachers and staff who demonstrate care, responsiveness, and commitment to scholar success.  At the same time, analysis of survey feedback identified several areas for continued growth and refinement. Educational partners expressed a desire for stronger consistency in communication regarding academics, school expectations, and schoolwide procedures, particularly at the secondary level. Families also expressed interest in continued strengthening of intervention systems, individualized academic support, and services for scholars with diverse learning needs, including English Learners and scholars with disabilities.  Additional themes identified through open-ended feedback included the importance of maintaining a strong sense of community and positive school culture as the Academy continues to grow. Families expressed interest in expanded opportunities for scholar connection, family engagement, and proactive communication regarding school safety, facilities, and campus improvements.  Overall, the data indicates that the Academy maintains significant strengths related to school climate, family engagement, and mission alignment while also identifying opportunities to strengthen communication systems, intervention supports, and community connectedness through ongoing continuous improvement efforts.|In response to educational partner feedback and analysis of the 2025-26 local climate survey data, John Adams Academy - El Dorado Hills will continue implementing improvement efforts focused on communication, scholar support, school connectedness, and maintaining a positive school culture.  Strengthening Communication Systems: The Academy will continue refining communication practices to promote greater consistency and transparency regarding academic expectations, school procedures, events, and scholar progress. Efforts will include continued use of ParentSquare, expanded website resources, strengthened social media communication, and ongoing opportunities for direct engagement between families and school leadership.  Expanding Family Engagement and Community-Building Opportunities: The Academy will continue providing events and engagement opportunities designed to strengthen relationships among families, scholars, and staff. Family nights, leadership events, advisory opportunities, and targeted engagement activities for specific scholar groups, including English Learner families, will continue to support school connectedness and family participation.  Continued Support for Diverse Learners: In response to family feedback regarding intervention and individualized support, the Academy will continue strengthening collaboration among teachers, intervention staff, special education staff, and families to support scholars with diverse learning needs. Ongoing implementation of SST processes, MTSS supports, progress monitoring, and regular family communication will remain priorities.  Maintaining Positive School Culture and Scholar Support: The Academy will continue emphasizing positive scholar behavior, leadership development, character education, and restorative approaches aligned with the Academy’s mission and 10 Core Values. Staff will continue professional learning focused on relationship-building, culturally responsive communication, and scholar support practices.  Ongoing Reflection and Continuous Improvement: Educational partner feedback will continue informing school planning and improvement efforts. The Academy will regularly review survey data, stakeholder input, and local indicators to evaluate progress, identify emerging needs, and strengthen systems that support scholar success and a positive school climate.  These actions reflect the Academy’s continued commitment to fostering a safe, supportive, and values-centered environment where scholars and families feel connected, respected, and engaged in the educational community.|Met||2026-06-04|2026
09100900930123|Mountainside Middle College High|6|"The school has made significant progress over the past several years in providing professional learning and support to teachers and principals to improve its capacity to collaborate more effectively with families, as well as in providing families with information and resources to support student learning and development at home. The staff has participated in ongoing professional development in these areas, including workshops, on-site training, and/or attending conferences. As noted earlier, a variety of resources have been purchased and implemented to improve our partnering capacity, including technology tools that improve the speed, accessibility, and multi-language capabilities of the school - e.g., Parent Square, D2L, and a variety of online curriculum software programs that provide 24/7 access to students from outside school. MMCHS Survey Results 25-26 Parent Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 71%. I believe school rules are consistently enforced 4.43 I am treated with respect at this school. 4.70 I believe this school provides a safe environment for my child to learn. 4.62 I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.66 25-26 Student Survey ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 30.65%. 4.21 I believe my teachers care about me. 4.31 4.23 I feel safe at school. 4.31 3.81 School rules/discipline plans are enforced consistently at my school. 3.79 4.27 My school is clean and well-maintained. 4.35 4.21 When I have a problem, I know how to get help.4.25 3.91 Students at this school are respectful of each other. 4.08 4.12 My family is treated with respect at my school. 4.26 3.72 I feel like I belong at school. 3.78 MSA Survey Results Parent Survey 25-26 Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 64.85%. I believe school rules are consistently enforced 4.71 I am treated with respect at this school. 4.76 I believe this school provides a safe environment for my child to learn. 4.71 I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.82 Student Survey 25-26 Survey: ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 35.26%. I believe my teachers care about me. 4.29 I feel safe at school. 4.18 School rules/discipline plans are consistently enforced at my school. 4.03 My school is clean and well-maintained. 4.12 When I have a problem, I know how to get help. 4.09 Students at this school are respectful of each other.3.79 My family is treated with respect at my school. 4.18 I feel like I belong at school. 3.85"|The goal of the school is to ensure that students have access to an optimal learning environment, parents, caregivers, and community resource partners are actively engaged in student and school community outcomes, and the culture of the program conveys a message of inclusion. The school received very positive feedback from parents on parents being treated with respect by the school, and that the school provides a safe environment for my child to learn. Students indicated that the teachers care about them and that they feel safe at school. Students also indicated they are not always treated with respect by other students, and they lack a sense of belonging at the school.|"The school will continue to use ""rounding' with students to find out more about how students interpret ""respect"" and what it means when they are not treating each other with respect. The school staff will also explore the sense of belonging students have at the school and explore additional ways to include student voice into activities and actions the school can take to increase the sense of belonging."|Met||2026-06-16|2026
09100900930131|Rite of Passage|6|The local climate survey indicates that most students feel welcome at school, and all feel safe. While students who qualify as EL or have disabilities are less likely to feel bored in school, other students reported feeling bored. All students indicated that someone is available to help them understand the graduation requirements. The students also indicated that they prefer in-person instruction to online options and that they experience class discussions and activities in their classrooms.|"Overall, the Local Climate Survey results were positive. A number of metrics on ROPCHS's most recent LCAP addressed aspects of the Student Climate Survey, and these metrics showed positive results when compared with the desired outcomes. For example, 100% of students across all demographics agreed that there was someone present at the school who could help them understand graduation requirements, which demonstrates connectedness within the school culture between education staff and students. Further, 92.85% of all students surveyed agreed the classrooms provided discussions they felt they could participate in; the only demographic that did not show 100% agreement was the Caucasian students, where 33% of students disagreed (which, given our low student population, amounted to one student of three surveyed responding negatively). When students were asked if they felt welcome in school, the overall results were less unanimous, with 78.5% responding Yes, and 21.5% responding No. When looking at the disaggregated data, 100% of English learners and students with disabilities responded Yes, along with 100% of Asian/Pacific Islander students. 20% of African American students, 11% of Hispanic students, and 33% of Caucasian students responded No, indicating they did not feel welcome in school. It should again be noted, however, that those percentages are from a total of 14 students surveyed, meaning the percentages for ""No"" responses account for very few total students across these demographics. Overall, this data shows a good spirit of connectedness in our school, though there is always room for improvement. When looking at the priority of school safety and the survey questions that relate to it, the most recent Student Climate Survey showed a mix of results. The most pertinent question directly asked students if they feel safe in school, and 100% of students across all demographic groups unanimously responded Yes. This is a point of success for ROPCHS. However, when asked if discipline was the same for all students in school, the results showed 78.6% of all students responding Yes, and 21.4% of students responding No. Interestingly, when looking at the disaggregated data, 100% of Caucasian students indicated they felt discipline was not equal for all students. The only group that unanimously felt discipline was equal in school was the Students With Disabilities demographic. This is an area that ROPCHS can improve on in the future. These two questions show that, while students feel safe in school across all demographics, the perception of the application of discipline needs to be addressed. Another metric that tangentially relates to school safety is the cleanliness and comfortability of the classrooms. The overall numbers look quite positive, with 92.8% of all students responding Yes, and only 7.2% of all students responding No."|Looking forward, ROPCHS has planned a number of improvements to address areas of need identified through the Student Climate Survey. When considering the perception of discipline at ROPCHS, one planned approach to address this perceived disparity is installing video-only cameras in key areas of the school, particularly classrooms. The increased visibility provided by classroom cameras will allow school administrators to better assess classroom incidents and appropriately assign consequences when necessary. This improvement was influenced by Student Climate Survey results and was also specifically requested by the Student Leadership group during a feedback session for this year's LCAP. Students and teachers are in favor of this change, which should help alleviate perceptions of discipline in school. Another planned improvement to the school's infrastructure is the construction of an Outdoor Mental Health Wellness Space on campus. This space would provide students with a comfortable, safe, and removed area to take a break if needed, as supported by both the Rite of Passage program policy and the Student Leadership group's feedback. This should improve perceptions of comfort on the school campus and help students feel welcome and supported. In analyzing students' perceptions of and performance on classwork, ROPCHS has also planned actions to help move those numbers in a positive direction. A regular schedule of professional development has been planned in the new LCAP, which will provide more opportunities for training in PBL and other methods of course enrichment, which should, in turn, address the students' feeling that there aren't enough hands-on activities in class. Providing state funds to expand course offerings will also help address students who feel bored or that the work is too hard, as increased options for course completion will allow for greater flexibility, scaffolding, and differentiation to address the wildly heterogeneous ability levels present at ROPCHS. This should allow teachers to provide multiple ways to approach a concept or assignment, which, in turn, should help students feel the work is within their ability to complete and reduce feelings of boredom. Finally, ROPCHS plans to adjust the survey distribution and aggregation methods to better facilitate completion of the Student Climate Survey at Qualifying House and to enable more timely, organized aggregation/disaggregation of survey data. This will improve ROPCHS's ability to ensure comprehensive results from both sites and to utilize current survey data to improve practice more consistently throughout the year.|Met||2026-06-16|2026
09618380000000|Buckeye Union Elementary|6|The results of the 5th and 7th Grade Climate Survey may be found at this link: https://docs.google.com/presentation/d/1NuDnb5rG0E7oNOdeI-8jrkmu6eb5CofqCRH9oLC2QdE/edit?usp=sharing The results suggest that the overwhelming majority of students feel safe and well connected at school. In recent years, the District/sites have focused on social skills and self-regulation, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site.|The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school. The disaggregated student group responses demonstrated similar trends.|Although there are no changes of note, the District and sites will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate at each site.|Met||2026-06-24|2026
09618380107227|Charter Montessori Valley View Campus|6|he results of the 5th and 7th grade climate survey suggest that the overwhelming majority of students feel safe and well connected at school. The results may be found at this link: https://docs.google.com/presentation/d/1P6vuvQHBA5iOT5-LiPEV-_81JUFatvooXvX10HHYztg/edit?usp=sharing|In recent years, the District/sites have focused on social skills and self-regulation, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate.|The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school. Although there are no changes of note, the site will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate.|Met||2026-06-24|2026
09618380111724|California Montessori Project-Shingle Springs Campus|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.    Key strengths emerging from the Spring 2026 data include:  Elementary Students (Grades 3-6): 91% of students reported that their school wants them to do well, and 84% reported that their school has clear rules for behavior. 83% of students reported feeling safe at school, an increase from 74% in Spring 2025. 83% agreed there is an adult at school who will help them if needed.  Middle School Students (Grades 7-8): Middle school students reported strong scores in social/civic learning, with 95% agreeing they believe in helping others, 94% reporting they treat other students fairly, and 92% indicating that honesty and openness to different perspectives are important to them. 89% reported getting along well with other students, and 82% reported feeling safe from physical concerns at school — an improvement from prior years.|The Spring 2026 school climate survey data was shared with families and staff. Key learnings are summarized below. Elementary Students (Grades 3-6) — Strengths:  My school wants me to do well (91%) My school has clear rules for behavior (84%) Teachers treat me with respect (83%) I feel safe at school (80%, up from 74% in Spring 2025)  Elementary Students (Grades 3-6) — Areas for Growth:  Students in my class behave so teachers can teach (36%) Students treat each other well (54%) Good behavior is noticed at my school (57%)  Middle School Students (Grades 7-8) — Strengths:  I believe in helping others (95%) I treat other students fairly (94%) I get along with other students (89%) My school has clear rules for behavior (80%)  Middle School Students (Grades 7-8) — Areas for Growth:  Most days I look forward to going to school (47%) Students take pride in keeping our school building in good condition (28%) The behaviors in my classroom allow teachers to teach (55%)  Families — Strengths:  I attend parent/teacher conferences (98%) My student feels safe going to and from school (97%) Teachers keep their classrooms clean and organized (97%)  Families — Areas for Growth:  School rules are consistently enforced (69%) All students are treated fairly (75%) Staff communicate well with parents (79%)  Staff — Strengths:  I get along well with other staff members (96%) I enjoy working in teams (95%) Teachers treat students fairly regardless of race, ethnicity, or culture (93%)  Staff — Areas for Growth:  Students demonstrate behaviors that allow teachers to teach (60%) If I report unsafe or dangerous behaviors, the problem will be addressed (73%) Students take pride in keeping our school building in good condition (28%)  Key Takeaways:  Consistent themes emerge across all groups. Classroom behavior and its impact on learning is the most persistent concern, flagged by students, staff, and educational partners alike. Recognition of good behavior and consistent rule enforcement remain areas for growth. Family feedback also points to a desire for improved communication regarding student incidents. These findings will inform CMP's 2026-27 goal-setting, particularly around PBIS implementation, restorative practices, and enrichment programming.|CMP will use the findings from the Spring 2026 school climate survey and educational partner feedback to inform continuous improvement efforts across the network for the 2026-27 school year.  In response to persistent concerns around classroom behavior and its impact on the learning environment — identified across student, family, and staff survey responses as well as open-ended educational partner feedback — CMP will continue to strengthen its PBIS implementation at all tiers. PBIS Tier 2 teams will continue meeting monthly to review student progress, and intervention teams will continue meeting monthly with administration to monitor program implementation. RTI review meetings will be held with staff to ensure consistent progress monitoring across the school year.  CMP's Restorative Practices Coordinator will continue supporting staff in building restorative practices into the school culture, with a focus on consistent rule enforcement, improved supervision, and strengthening relationships between students and adults — areas directly reflected in both survey data and educational partner feedback.  In response to family and student feedback expressing a desire for expanded enrichment opportunities, CMP will explore growth in music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. Expanding enrichment programming is also recognized as a strategy for engaging underrepresented families and supporting the whole child.  CMP will reintroduce Parent Cafes in 2026-27 as a structured forum for ongoing family input, with topics informed by educational partner feedback. This, combined with continued use of annual culture and climate surveys and virtual LCAP engagement sessions, will ensure that educational partner voices continue to shape school improvement planning on an ongoing basis.|Met||2026-06-22|2026
09618380129965|Rising Sun Montessori|6|RSMS conducts both a mid-year and an end-of-year parent survey.  Primarily this information forms priorities such as the LCAP development, future programs in our school, communication strategies and staffing/service needs for our school.  Responses are disaggregated by grade level, unduplicated student status, HFY, and SED subgroups.  Scores ranged from 80-100% positive for the 8 state priorities that parents felt that the school was appropriately meeting the needs of their student/s, they were safe, the facilities were in good repair, they were being academically challenged appropriately, and had opportunities as families to engage in community activities.|When analyzing data specific to parent involvement we found that 20% of our parents were doing 80-90% of the work.  With the new approach of a Parent Community Coordinator and parent event coordinators, RSMS believes that there will be more opportunity to diversify the involvement of parents, allowing for more parents to be involved in the planning and direction of the school.|Implementation of a Parent Community Coordinator will be a new addition to the school this year.|Met||2026-06-23|2026
09618380136200|Clarksville Charter|6|Clarksville Charter School (CCS) administered a local climate survey to gather feedback from educational partners, including students, families, and staff. The survey focused on key areas of school climate, including safety, connectedness, participation in decision-making, and social-emotional well-being. Survey results were reviewed by educational partner group and, where available, by student group to identify strengths and areas for continuous improvement.  Survey results indicate positive perceptions of school climate across students, families, and staff. Educational partners consistently identified student safety, supportive relationships, and effective communication as strengths of the school. Families reported high levels of satisfaction with the school's ability to provide a safe and supportive learning environment, while students reported positive relationships with staff and access to adults who support their academic and personal growth.  Staff feedback reflected positive perceptions regarding communication, collaboration, and support from school leadership. Educational partners also reported that opportunities are provided for families to participate in school activities, provide feedback, and contribute to school planning and decision-making processes.  Student feedback highlighted strengths in school safety and relationships with staff while also identifying opportunities to further increase student connectedness, engagement, and participation in school activities and leadership opportunities.  Additional analysis of educational partner feedback indicated a need to continue strengthening communication and access to information for some student groups and families, including English learner families and families of students receiving specialized services. Feedback also highlighted the importance of maintaining strong social-emotional supports, family engagement opportunities, and personalized academic supports.  In addition to climate survey data, Clarksville Charter School reviews participation data, educational partner feedback collected through advisory committees and meetings, and other local measures to evaluate school climate and guide continuous improvement efforts. These data sources help inform planning, resource allocation, and initiatives designed to strengthen school connectedness, family engagement, student well-being, and positive outcomes for all students.|Clarksville Charter School identified several strengths and areas for continued growth through analysis of local climate survey data and educational partner feedback.  Strengths: Survey results indicate that CCS provides a safe, supportive, and welcoming learning environment. Educational partners identified student safety, supportive staff relationships, and strong communication as key strengths. Local climate data showed that students reported feeling safe during school activities and classes, and staff feedback reflected a positive professional culture, including strong communication and support. Families also highlighted the value of responsive staff, personalized learning plans, and regular collaboration with Homeschool Teachers and support personnel.  Communication and Engagement: Educational partners reported that CCS provides multiple ways to stay informed and involved, including the school website, parent portal, podcasts, social media, newsletters, advisory committees, surveys, school events, and Governing Board meetings. These tools support transparency and help families participate in school planning and decision-making.  Areas of Growth: CCS identified a need to continue increasing participation from families who may be less connected to school programs, advisory groups, and leadership opportunities. Educational partner feedback also highlighted the importance of making information about programs, services, intervention options, enrichment activities, and student supports clear and accessible.  Student Connectedness and Wellness: Students and families identified continued opportunities to strengthen connectedness, peer interaction, enrichment, and social-emotional supports. In response, CCS will continue to support student wellness through resources such as counseling services, a Marriage and Family Therapist, a Licensed Social Worker, wellness activities, and schoolwide engagement opportunities.  These findings will guide CCS’s continuous improvement efforts by strengthening communication, expanding engagement opportunities, and ensuring all students and families remain connected, informed, and supported.|In response to the analysis of local climate survey data and educational partner feedback, Clarksville Charter School has identified several actions and refinements to strengthen student outcomes, family engagement, and school climate.  Enhanced Communication and Educational Partner Engagement: Clarksville will continue expanding communication and outreach through multiple platforms, including the school website, parent portal, podcasts, newsletters, social media, advisory committees, and school events. These efforts are designed to increase transparency, strengthen two-way communication, and ensure educational partners have meaningful opportunities to provide input regarding school programs, services, and priorities.  Expanded Academic Intervention Supports: To better address student learning needs, the school is strengthening its intervention system through the implementation of a new screening process to more accurately identify students requiring additional support. Clarksville is expanding intervention opportunities through additional intervention staff, increased use of data to guide placement and instructional decisions, expanded intervention offerings for younger students, and individualized support opportunities designed to accelerate student learning.  Student Wellness and Connectedness: Educational partner feedback highlighted the importance of maintaining strong social-emotional supports and opportunities for student connection. The school will continue providing services through a Marriage and Family Therapist (MFT) and Licensed Social Worker (LCSW), while expanding wellness resources, student engagement opportunities, enrichment activities, and programs that support student well-being and connectedness.  Professional Development and Staff Support: Clarksville will continue investing in professional development focused on effective instructional practices, student engagement, intervention strategies, inclusive supports, and the use of data to improve student outcomes. Training and coaching will support consistent implementation of programs and services across the school.  Continuous Improvement Through Data Analysis: The school will continue using climate survey results, student achievement data, participation data, and educational partner feedback to evaluate program effectiveness, inform resource allocation decisions, and guide continuous improvement efforts.  These actions reflect Clarksville Charter School's commitment to continuous improvement, meaningful educational partner engagement, and providing equitable access to the academic, social-emotional, and enrichment supports necessary for student success.|Met||2026-06-11|2026
09618380137919|Buckeye Union Mandarin Immersion Charter|6|The results of the 5th and 7th grade climate survey suggest that the overwhelming majority of students feel safe and well connected at school. The results of the survey may be found at this link: https://docs.google.com/presentation/d/1YAEMq64J1ztpYrImViDNjP-TJKxh_uYhz1E_ST_V6tc/edit?usp=sharing|In recent years, the Charter has focused on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site. The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school.|Although there are no changes of note, the Charter will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate at each site.|Met||2026-06-24|2026
09618380139006|Cottonwood|6|Based on local climate survey data, The Cottonwood School (TCS) demonstrates a generally positive school climate, particularly in academic support and access to resources, while also identifying areas for growth in student engagement and program awareness. Due to the small sample size, results should be interpreted with caution but still provide useful insight into student experiences.  In the area of academic support and resources, student responses were highly positive. All students indicated access to necessary technology, and a strong majority agreed that the school provides a good education and the materials needed to learn. Students also reported that instruction is aligned with standards, suggesting a strong academic foundation.  In college and career readiness, most students expressed confidence that TCS is preparing them for future pathways, indicating a positive perception of long term academic preparation.  School climate data indicate that most students feel safe and connected to the school; however, responses regarding engagement were more mixed. While students generally feel supported, fewer reported looking forward to school each day, suggesting an opportunity to increase engagement and connection.  Communication between school and home is another area of strength, with most students indicating that teachers contact families when additional support is needed. However, awareness of support programs, such as the SELF program, was more limited, indicating a need for improved communication and visibility of available resources.  Available disaggregated student group data for English learners, while limited due to small sample sizes, suggest a potential area for further review. A smaller proportion of students indicated that they are developing English language skills as quickly as possible. Although not conclusive, these findings highlight the importance of continuing to monitor and strengthen supports for English learners.  Overall, the survey data indicate strong performance in academic support, access to resources, and communication, with opportunities to improve student engagement, increase awareness of support programs, and further examine supports for English learners and other student groups as additional data become available.|Based on an analysis of local climate survey data, TCS identified strengths in academic support, access to resources, college and career readiness, and communication with families. Students reported access to technology and instructional materials, confidence in the quality of education provided, and positive perceptions of preparation for future college and career pathways. Survey results also indicated strong communication between teachers and families when additional academic support is needed.  The analysis also identified areas for growth. Student responses regarding looking forward to school were mixed, suggesting a need to strengthen student engagement and connection. Awareness of available social-emotional supports, including the SELF program, was limited, underscoring the need to increase communication about these resources.  Available disaggregated data for English learners, while limited due to small subgroup sample sizes, suggest a potential need to strengthen language development supports. Some students reported lower confidence in their progress toward English proficiency, although access to technology, instructional materials, and family communication remained positive across student groups. Overall, the data indicate strengths in academic support, resources, and communication, with opportunities to improve student engagement, increase awareness of support programs, and strengthen supports for English learners.|Based on the analysis of local climate survey data, TCS identified strengths and areas of need related to student engagement, communication, and supports for English learners. While survey results provide valuable insight, findings should be interpreted with caution due to the small sample size. These findings informed the following changes to plans, policies, and procedures. To improve student engagement and school connectedness, TCS is expanding interactive and personalized learning opportunities, increasing instructional pacing flexibility, and incorporating students' interests into learning experiences. To increase awareness of available supports, TCS is strengthening communication about social, emotional, and academic programs, including the SELF program, through clearer, more consistent outreach to students and families. To strengthen support for English learners, TCS is enhancing instructional practices through professional development focused on language development strategies and improving progress monitoring and family communication. To enhance family engagement, TCS is expanding opportunities for two-way communication and feedback to strengthen family-school partnerships. To build on strengths in college and career readiness, TCS is improving communication regarding graduation requirements and postsecondary pathways. These revisions reflect TCS's commitment to using local data to guide continuous improvement and support positive outcomes for all students.|Met||2026-06-23|2026
09618460000000|Camino Union Elementary|6|The California Healthy Kids Survey (CHKS) has historically served as an important source of information regarding school climate, student connectedness, safety, and overall well-being within Camino Union School District. Traditionally, the survey has been administered during the latter portion of the spring semester. However, the timing of the survey often overlaps with state testing, end-of-year activities, and other demands placed on students and staff. As a result, there has been growing concern that survey responses may be influenced by these factors, potentially impacting the reliability and validity of the data collected. The district remains committed to gathering meaningful feedback from students, families, and staff regarding school climate, wellness, and connectedness. Whether through CHKS or an alternative measurement tool, collecting highquality data will continue to be a priority as part of the district's continuous improvement efforts. Over the past year, Camino Union has worked closely with the El Dorado County Office of Education's Mental Health and Wellness Department as the county transitions to IMPACTER, a new tool designed to measure student wellbeing, engagement, connectedness, and mental health indicators. Camino participated in the pilot implementation of IMPACTER and has been encouraged by both the process and the quality of information generated through the assessment. Through participation in the pilot and ongoing presentations from EDCOE Mental Health and Wellness staff, district leaders have gained a deeper understanding of how student perception data can be measured and interpreted. Early findings suggest that IMPACTER may provide a more nuanced and actionable picture of student experiences than previous survey instruments. The district recognizes that some historical CHKS results may have presented a more positive view of certain metrics than what students were actually experiencing. IMPACTER's design appears to capture student voice with greater precision, providing opportunities for schools to identify strengths, uncover areas of need, and develop targeted supports. As implementation continues, Camino Union looks forward to utilizing IMPACTER data to better inform decisionmaking, strengthen school culture, enhance student support systems, and ensure that every student feels connected, supported, and successful. The district believes that more accurate and actionable climate data will play a critical role in driving future improvement efforts and measuring progress toward key student wellness and engagement goals.|The district identified these climate and culture measures as important indicators of student experience and overall school health. The data suggests continued work is needed to strengthen students’ sense of belonging, increase meaningful connections with adults on campus, and ensure that all students feel valued members of the school community. Particular attention has been given to these areas as the district works to address rising suspension rates and reestablish clear behavioral expectations across all grade levels. Over the past five years, the district has experienced significant turnover in administrative leadership, resulting in periods of inconsistency in discipline practices, student support systems, and school culture initiatives. As the district has worked to establish more consistent expectations and accountability measures, suspension rates have increased as student behavior incidents are addressed more consistently and behavioral norms are reestablished. While this has impacted short-term suspension data, the long-term goal remains the development of a safe, supportive, and inclusive learning environment where fewer disciplinary interventions are ultimately needed. Additionally, middle school survey data indicates that many students do not feel they have a meaningful voice in school decision-making or influence over their school experience. Moving forward, the district will focus on increasing student engagement, expanding opportunities for student input and leadership, strengthening relationships between students and staff, and implementing proactive supports designed to improve school connectedness while reducing behavioral incidents and suspensions over time.|The district has seen the mental health services through the Wellness Center as a positive in supporting our students. The district wants to broaden the number of students who access the services and make sure parents are aware of the services offered. In addition, the district would like to provide more consistency in the discipline and overall culture of the campus. The district plans to use the Positive Behavior and Intervention Support program implemented with fidelity and consistently. To address the need for students to feel more involved, the district is implementing a Peer to Peer program in which students will support students. Finally, the use of Restorative Practices in our discipline matrix will provide staff and students an opportunity to learn from mistakes and help to improve our school culture and climate.|Met||2026-06-18|2026
09618460123125|Camino Polytechnic|6|The California Healthy Kids Survey (CHKS) has historically served as an important source of information regarding school climate, student connectedness, safety, and overall well-being within Camino Union School District. Traditionally, the survey has been administered during the latter portion of the spring semester. However, the timing of the survey often overlaps with state testing, end-of-year activities, and other demands placed on students and staff. As a result, there has been growing concern that survey responses may be influenced by these factors, potentially impacting the reliability and validity of the data collected. The district remains committed to gathering meaningful feedback from students, families, and staff regarding school climate, wellness, and connectedness. Whether through CHKS or an alternative measurement tool, collecting highquality data will continue to be a priority as part of the district's continuous improvement efforts. Over the past year, Camino Union has worked closely with the El Dorado County Office of Education's Mental Health and Wellness Department as the county transitions to IMPACTER, a new tool designed to measure student wellbeing, engagement, connectedness, and mental health indicators. Camino participated in the pilot implementation of IMPACTER and has been encouraged by both the process and the quality of information generated through the assessment. Through participation in the pilot and ongoing presentations from EDCOE Mental Health and Wellness staff, district leaders have gained a deeper understanding of how student perception data can be measured and interpreted. Early findings suggest that IMPACTER may provide a more nuanced and actionable picture of student experiences than previous survey instruments. The district recognizes that some historical CHKS results may have presented a more positive view of certain metrics than what students were actually experiencing. IMPACTER's design appears to capture student voice with greater precision, providing opportunities for schools to identify strengths, uncover areas of need, and develop targeted supports. As implementation continues, Camino Union looks forward to utilizing IMPACTER data to better inform decisionmaking, strengthen school culture, enhance student support systems, and ensure that every student feels connected, supported, and successful. The district believes that more accurate and actionable climate data will play a critical role in driving future improvement efforts and measuring progress toward key student wellness and engagement goals.|The district identified these climate and culture measures as important indicators of student experience and overall school health. The data suggests continued work is needed to strengthen students’ sense of belonging, increase meaningful connections with adults on campus, and ensure that all students feel valued members of the school community. Particular attention has been given to these areas as the district works to address rising suspension rates and reestablish clear behavioral expectations across all grade levels. Over the past five years, the district has experienced significant turnover in administrative leadership, resulting in periods of inconsistency in discipline practices, student support systems, and school culture initiatives. As the district has worked to establish more consistent expectations and accountability measures, suspension rates have increased as student behavior incidents are addressed more consistently and behavioral norms are reestablished. While this has impacted short-term suspension data, the long-term goal remains the development of a safe, supportive, and inclusive learning environment where fewer disciplinary interventions are ultimately needed. Additionally, middle school survey data indicates that many students do not feel they have a meaningful voice in school decision-making or influence over their school experience. Moving forward, the district will focus on increasing student engagement, expanding opportunities for student input and leadership, strengthening relationships between students and staff, and implementing proactive supports designed to improve school connectedness while reducing behavioral incidents and suspensions over time.|The district has seen the mental health services through the Wellness Center as a positive in supporting our students. The district wants to broaden the number of students who access the services and make sure parents are aware of the services offered. In addition, the district would like to provide more consistency in the discipline and overall culture of the campus. The district plans to use the Positive Behavior and Intervention Support program implemented with fidelity and consistently. To address the need for students to feel more involved, the district is implementing a Peer to Peer program in which students will support students. Finally, the use of Restorative Practices in our discipline matrix will provide staff and students an opportunity to learn from mistakes and help to improve our school culture and climate.|Met||2026-06-18|2026
09618530000000|El Dorado Union High|6|On an annual basis, the El Dorado Union High School District administers the California Healthy Kids Survey to all 9th and 11th grade students. In considering a variety of district metrics, including the key indicators from the CHKS, as well as suspension and attendance data, several data points stand out.  School Connectedness remained stable at 61%, reflecting a 6% increase over the past five years. Caring Adult Relationships experienced a slight 3% decrease year-over-year, though it maintains an overall 6% increase over the past five years. Perceived School Safety increased by 2% year-over-year and 5% over the past five years. Mental Health Indicators: since 2021, the district has achieved an 11% decrease in students experiencing chronic sadness and a 6% decrease in suicidal ideation. The district has seen steady declines in suspension rates over the past 6 years. There was a 0.5% decline overall this past year, contributing to a drop from 6.8% in 2019 to 4.4% in 2025 (a 35.3% total decrease since 2019). Within student groups, both African American and Homeless student groups showed a decline in suspensions over the past year but English Learners (EL) and Foster students continue to exhibit higher suspension levels compared to the overall student population. The district rate of chronic absenteeism dropped 1.2% from the prior year. Over the past four years, chronic absenteeism has been reduced from 23.2% to 14.3%. Certain subgroups continue to experience disproportionately higher rates of chronic absenteeism, leaving performance gaps that the district is actively working to close.|The vast improvements seen in suspension rates, chronic absenteeism, and CHKS results are due in great part to the District’s ongoing commitment to building positive school cultures and providing students a wide variety of resources to address their needs. Among the steps taken this past year include continuing to work to find alternatives to discipline whenever possible, especially for students experiencing addiction issues with vaping, providing proactive tools for students to handle their stress, anxiety and emotions in healthy ways, and building school communities that are focused on providing students with the future ready skills they need for a successful future. The five-year growth trends across key CHKS indicators, specifically a 6% increase in school connectedness and a 5% increase in perceived school safety, demonstrate a successful, sustained commitment to building positive school cultures.|The District remains committed to finding ways to close gaps in discipline data and chronic absenteeism in which certain subgroups continue to experience disproportionately higher rates. The district has invested resources into proactive programs to address school climate needs including the new Wayfinder program that was rolled out during the 25-26 school year.  As we continue to build on our student’s future ready skills, we expect to see improvements in the outcomes for all student groups on our campuses.|Met||2026-06-11|2026
09618530930214|Pacific Crest Academy|6|The California Healthy Kids Survey (CHKS) was administered to 9th and 11th grade students in the Fall of 2025. This data was analyzed and compared to the prior 3 years of the survey. Our subgroup population numbers are small, so we do not have disaggregated data to protect student privacy. This analysis was done with staff, parents, and students. Areas of greatest strength (and continued strengths from previous years) that are well above the state average include: perceived safety at school (71%), high expectations (79%), and school connectedness (66%). The most prevalent areas of concern are students reporting feelings of chronic sadness and hopelessness, as well as school motivation. In particular, we see a need to address academic motivation according to 9th and 11th graders surveyed on the California Healthy Kids Survey (CHKS). Academic motivation fell from 65% in 2022 to 58% in 2023 and even lower to 49% in the 2023-24 school year. We have seen an increase in the 2025-26 school year to 55% and plan to continue focusing on this area. The area of chronic sadness has been improving, from 45% of 9th graders in 2024 to 31% in 2025. In addition, 11th grade students' overall life satisfaction has been on a stady increase since 2022, with 58% of students to 2025 with 67% of students.|We will continue to build on the successful school climate and caring relationships. We plan to continue the actions that supported this development, including a robust New Student Orientation to welcome incoming 9th graders and peer mentoring to support our new students. We have received feedback that students enjoy our monthly schoolwide activities as a place to connect with peers and staff. In the Spring 2026, we implemented a variety of new initiatives to support a positive school climate, including: soft skill development and teambuilding in Advisory using Wayfinder curriculum, college tour field trips, enhanced student recognition, and art enrichment workshops.|The positive, safe, and supportive climate at Pacific Crest Academy is one of the most valued features of our school. We will continue to keep one of our LCAP goals focused on school climate and individual wellbeing. We are planning to continue implementing peer mentoring and incorporate additional curriculum into Advisory to work on teambuilding and soft skill development. We have recently increased our student recognition to celebrate achievement through the addition of an honor roll and additional awards. We implemented two college tours in the 2025-26 school year and look forward to offering additional opportunities in the subsquent school year. We continue to offer counseling services through our Wellness Center, which was opened on campus Fall 2024. We are working on incorporating our schoolwide values of Purpose, Community, and Achievement, more prominently throughout campus, as well as intentionally supporting students in working on those values.|Met||2026-06-11|2026
09618790000000|Gold Oak Union Elementary|6|Gold Oak Union School District utilizes the Kelvin Survey to gather information regarding school climate, safety, connectedness, and stakeholder perceptions. During the 2025–26 school year, overall favorable ratings were 81% for Gold Oak Elementary families, 74% for Pleasant Valley Middle School families, 81% for staff, and 60% for students.  Survey results identified strengths in parent involvement (89% favorable at Gold Oak and 82% favorable at Pleasant Valley), learning environments (81% favorable at Gold Oak and 76% favorable at Pleasant Valley), and staff perceptions of safety, connection, and support. Areas identified for improvement included student behavior, with favorable ratings of 56% at Gold Oak and 38% at Pleasant Valley, and student voice and leadership opportunities, with 48% favorable among students.  The district did not have sufficient survey participation to provide reliable disaggregated results by student group. Due to low participation rates among some stakeholder groups, survey results may not fully reflect the perceptions of all students, staff, and families. The district will continue efforts to increase participation rates and gather meaningful feedback from a broader representation of educational partners to inform school climate improvement efforts.|climate and stakeholder engagement. Families and staff reported generally positive perceptions of school communication, support systems, and learning environments. Parent involvement received particularly strong ratings, and staff reported positive perceptions regarding safety, connection, and support. These results suggest that the district has established strong relationships with families and staff and has created supportive learning environments across both school sites.  The data also identified areas for improvement. Student behavior emerged as a concern, particularly at the middle school level, where family perceptions of student risk behavior were significantly lower than other survey areas. Student survey results also indicated a need to strengthen opportunities for student voice and leadership. These findings align with local and state data showing increased suspension rates and support the district's continued focus on PBIS, MTSS, restorative practices, and social-emotional learning.  The district reviewed available survey results by stakeholder group (students, staff, and families). However, participation rates were not sufficient to provide reliable disaggregated results by student subgroup. Increasing participation among students, families, and historically underrepresented groups remains a priority to ensure future climate data more accurately reflects the experiences of all student populations and informs continuous improvement efforts.|Based on the analysis of local climate data, stakeholder feedback, attendance data, and suspension data, the district will continue to strengthen its Multi-Tiered System of Supports (MTSS), PBIS implementation, restorative practices, and social-emotional learning supports. To address concerns related to student behavior and suspension rates, the district plans to add a Registered Behavior Technician (RBT) position to provide targeted behavioral support, staff coaching, and intervention services across both school sites.  The district will continue efforts to improve student engagement and school connectedness through recognition assemblies, character education, student leadership opportunities, electives, clubs, and enrichment programs. Attendance monitoring and family outreach practices will also continue to support improvements in chronic absenteeism.  To increase stakeholder engagement and improve decision-making processes, the district will continue utilizing the GOUSD Task Force Committee, surveys, and other opportunities for educational partner input. The district will also focus on increasing participation from students, families, and other stakeholder groups whose perspectives may be underrepresented in district planning efforts.  These actions reflect the district's commitment to continuous improvement and to creating safe, supportive, and engaging learning environments for all students.|Met||2026-06-18|2026
09618870000000|Gold Trail Union Elementary|6|GTUSD provides the CAHKS every other year. The LEA does survey students throughout the year for school climate data; this year we did not do the CAHKS. In addition to several Google Surveys and using Kelvin to pulse student input, all of the input from PTO and DAC are considered as feedback. This year specifically, we targeted students in grades 4-8 to collect similar data regarding school climate to the CAHKS. The data provided student feedback on school connectedness and safety. It is data that is shared out to the community partnership team (DAC) and the Board of Education. Current third grade parents in particular were provided data from the 4th grade parent survey and student survey. Fewer families leaving 3rd grade at Sutter's Mill and beginning Gold Trail in 2025 seemed to have concerns about Gold Trail. The survey results show that there is trust building and increased positive school culture at Gold Trail.|"The surveys provided good feedback. Administration switched to Kelvin pulses and a Kelvin end of year survey this year. The data was not as comparable to the Google Forms used in the two prior years. Overall, the campus culture in 4th and 5th grade seems to be steadily rising with positive feedback. Families are not leaving for other options in the numbers transitioning from 3rd to 4th grade as was happening post COVID. The turnout for the Parent Orientation at Gold Trail brought in more 3rd grade parents than ever before. The area where survey results showed a lack of positive results was with the Junior High students. The trend for this year took a dip for students feeling connected in Junior High. The results overwhelmingly pointed to the more connected students were to school and involved in activities, the more positive their feedback was. In other words, students in sports, WEB, docents, clubs, etc. had much more positive feedback than for students who participated in no extracurricular activities. For those ""connected"" students the average rating for school culture and climate was 80% or higher, whereas for students who were not participating in any connecting extracurricular activities their rating typically fell at below 60%."|The 3-5th grade vertical articulation team will work on moving from grades on report cards to standards based grading to better align with K-5 practice in the 2026 school year. This will come after a year of intense curriculum articulation work to the standards. Parent and student input will continue to drive the decisions. We will, additionally, do some more intensive training with staff around relationships and preventative strategies. We will continue to solicit parent input through surveys. We will continue to utilize Kelvin for student voice pulses throughout the school year as a data monitoring tool; Kelvin will be paid for again this year by EDCOE.|Met||2026-06-10|2026
09618950000000|Indian Diggings Elementary|6|In the spring of 2026 surveys in school climate were completed showing the following over all satisfaction rates: Parent 97% up 5% (83% return rate-5of6 down 5% from 88%-7of8) Staff 92% down 2% (100% return rate-4of4) Student 87% up 4% (100% return rate-8of8) Other metrics used in 2025-2026 to identify trends in school climate are: School attendance rates: 97% Chronic absenteeism: 0% Middle school drop outs: 0 Pupil suspension days: 0 Pupil expulsions: 0 Percent of students participating in offered courses: 100%|Parents: The increase in satisfaction comes from only one family marking 6 areas out of 40 as “sometimes” instead of “yes”. This is down from two families that marked “sometimes” in 2024 in 9 areas. There were 2 concern areas (Bold are same from 2025): Students talk out their problems, Students wanting to explore new things. 32 (up from 20) of the 40 areas were 100% positive responses (Bold are same from 2025): Student safety, Students try to do their best, Teachers help students, Families want students to do well, Teachers take bullying seriously, Art, music, science, history, rewards, and awards. Staff: The drop in satisfaction comes from more items marked 16 out of 42 items as “sometimes” rather than “yes”. There were 4 concern areas (Bold are same from 2025): Student behavior, Students talk out their problems, Parental involvement in homework, Students are kind. Over 50% of the staff survey has a 100% satisfaction rate (26 of 42): Safety, staff focus on students, school activities. Students: The increase in satisfaction came from less “no” answers this year. (6 of 40 down from 18 of 40). There were 4 concern areas: Being well behaved, Prepared for class, Treat each other with respect, History There were 10 areas that showed positivity: Feeling safe, Teachers giving help, Family desire to see them successful in school, Teachers are proud of my work, Being treated with respect, Teachers caring, Teachers take bullying seriously, Feeling part of the school, Glad they attend our school, Field trips. School Attendance rates are stable at 97% last year and Chronic absenteeism is at 0%. This would indicate an increased desire from parents and students to attend school and therefore a positive school climate. The drop out, suspension, and expulsion data would also support the conclusion that the school climate is a positive force on student behavior.|Recommendations from parent data: Parent class on helping students at home Recommendations from staff data: Parent class on helping students at home Recommendations from student data: Parent class on helping students at home|Met||2026-04-08|2026
09619030000000|Lake Tahoe Unified|6|LTUSD administers the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11 at least once every two years.  Following are the 2025-26 survey results:    % completed the survey Grade 5: 70%  Grade 7: 66% Grade 9: 63% Grade 11: 35% Alternative education grade 11: 68%  Feel safe at school 5: 78%  School perceived as safe/very safe (includes Cyberbullying) 7: 69%, 9: 68%, 11: 67% Alternative education grade 11: 93%  School connectedness 5: 72%, 7: 60%, 9: 58%, 11: 54% Alternative education grade 11: 83%  Academic motivation 5: 81%, 7: 63%, 9: 61%, 11: 60% Alternative education grade 11: 89%  Meaningful participation at school-pretty or very much true 5: 38%, 7: 33%, 9: 24%, 11: 25% Alternative education grade 11: 34%    Caring adults in school/relationships 5: 64%, 7: 65%, 9: 53%, 11: 60% Alternative education grade 11: 93%  High expectations-adults in school-pretty or very much true 5: 77%, 7: 77%, 9: 68%, 11: 66% Alternative education grade 11: 88%  Experienced frequent/chronic sadness/hopelessness 5: 21%, 7: 18%, 9: 36%, 11: 24% Alternative education grade 11: 36%  Considered suicide 5: N/A 7: 9% 9: 15% 11: 8% Alternative education grade 11: 7%|Compared to 2024-25, the response rate per grade declined by at least seven percentage points except for grade 5, which increased by nine percentage points.  The percentage of positive student responses to social-emotional questions increased across the majority of survey topics, indicating progress in improving school climate, culture, as well as supporting student social-emotional and mental health.  This may be attributed to ongoing recovery from the COVID-19 pandemic and LTUSD’s significant expansion of social-emotional, mental, behavioral, and physical health supports available to students and their families.|Overall, smaller percentages of students experienced frequent or chronic sadness, feelings of hopelessness, and suicidal ideation in 2025-26, decreasing by one percentage point in each category from 2024-25. To address student social-emotional and mental health needs, LTUSD plans to implement, maintain, and/or expand:  - Four Elementary Counselors to support social-emotional learning (SEL) - Wellness Coach II/Student Advocate Specialist to provide SEL/behavioral and mental health services and resources - Districtwide School Nurse Services - Support through school district psychologists - Wellness Centers at South Tahoe High School, South Tahoe Middle School, Mt. Tallac Continuation High School, and Bijou Community School - SEL Intervention Teachers - SEL practices districtwide - Local agency partnerships focusing on student social-emotional, mental, and behavioral health  Conversely, slightly smaller percentages of students in all grades except grade 7 reported being academically motivated: grade 5- 85% in 2024-25 decreased to 81% in 2025-26, grade 9- 62% in 2024-25 to 61% in 2025-26, and grade 11- 65% in 2024-25 to 60% in 2025-26. Despite having the lowest response rate in 2025-26, students attending the District’s alternative high school had the highest percentage of students perceiving their school as safe, feeling connected to their school, having adults at their school who care about them and hold them to high expectations. Recognizing students’ significant challenges, continuation high school staff focus on developing trusting relationships with students, promoting attendance and personal accountability, and preparing them for postsecondary career and college success.      Improving student academic outcomes will be accomplished through implementing, maintaining, and/or expanding: - Academic Intervention Teachers - Evidence-based instructional strategies - Daily Reading Campaign - Academic initiatives (CAASPP Spring Push)|Met||2026-06-25|2026
09619110000000|Latrobe|6|The Latrobe School District’s annual survey results continue to reflect strong levels of parent and student satisfaction in areas including academics, school safety, and school-community relationships. The majority of parents shared positive feedback regarding the work taking place throughout the district. When asked about academic rigor, 92% of parents agreed or strongly agreed that their child is appropriately challenged at school. Safety also remains a significant strength, with 98% of parents reporting that their child feels safe on campus. In addition, 92% of parents indicated they receive support from the school when needed, while 94% believe the school values parents as important partners in their child’s education. Survey results also reflected strong perceptions of respect and inclusivity, with 92% of parents stating that school staff demonstrate respect toward students and families, 86% reporting that their child enjoys coming to school, and 94% agreeing that the schools provide a welcoming and inclusive environment. Although survey feedback was overwhelmingly positive, one identified area for continued growth involved perceptions of campus security. While most families reported that their children feel safe at school, 79% agreed or strongly agreed that the Miller’s Hill campus is “safe and secure,” representing a positive 10% increase from the previous year and reflecting growing confidence in campus safety. Several open-ended survey responses suggested the addition of a perimeter fence to further strengthen physical security measures. Parents also shared positive feedback regarding district communication, the supportive and caring nature of staff, the emphasis on academic rigor, and the overall safety of school campuses. Additionally, many families expressed interest in expanded enrichment opportunities, particularly in music and other extracurricular programs.  Student survey responses also reflected a highly positive school experience. An impressive 97% of students reported that teachers and other adults on campus care about them. Similarly, 99% stated that their teachers maintain high academic expectations, while 100% reported receiving adequate support when facing academic challenges. In addition, 100% of students shared that their school promotes a positive learning environment, and 96% indicated that teachers encourage tolerance and acceptance among students. Overall, feedback from both parents and students highlighted the district’s continued strengths in instruction, student support, safety, inclusivity, and student engagement. These survey results will continue to inform the district’s efforts to enhance and strengthen the educational experience for all students.|A detailed, disaggregated review of individual LCAP survey results shows that the majority of parents and students report strong satisfaction with the programs and efforts across our schools. Ongoing work in communication, academic rigor, and campus safety is widely recognized and should continue to be prioritized. At the same time, the data point to opportunities for growth, particularly in the areas of campus security and the expansion of enrichment programs, including foreign language instruction, music offerings, and extracurricular athletics.|Following a comprehensive review of LCAP survey data, the district will prioritize and direct funding toward expanding enrichment opportunities, including music instruction, robotics, drama, and foreign language programs.|Met||2026-07-16|2026
09619290000000|Mother Lode Union Elementary|6|The district administered a local climate survey to assess student perceptions of safety and belonging. Overall, the majority of students reported feeling a sense of belonging at school. A majority of students also reported feeling safe in classrooms, on the playground, in the lunchroom, and on buses. However, disaggregated data revealed that students feel less safe in unsupervised areas such as bathrooms and while walking to and from school.  When disaggregated by student group, results showed that while the overall sense of belonging was consistently high across most groups, English Learners and students with disabilities reported slightly lower levels of connectedness and safety. These findings guided targeted actions, including increased adult presence during high-risk transition times and added supervision in areas of concern.|Analysis of the climate survey data shows a strong overall sense of belonging and safety among students, with the majority feeling connected to their school community. This was consistent across most student groups, indicating a positive and inclusive environment.  However, the data also revealed a need to improve safety in unsupervised areas such as bathrooms and walkways. English Learners and students with disabilities reported slightly lower feelings of safety and connection, highlighting the need for more intentional supports and inclusive practices. These findings emphasize the importance of improving supervision, strengthening adult-student relationships, and tailoring strategies to support vulnerable student groups.|In response to the survey findings, the district continues to implement changes that improve student safety and connection in unsupervised areas. Supervision schedules have been adjusted to ensure increased adult presence in hallways, bathrooms, and during arrival and dismissal times. Site administrators are also reviewing campus layouts to identify blind spots and improve visibility.  To address lower safety and belonging scores among English Learners and students with disabilities, the district is expanding staff training in culturally responsive practices and inclusive supports. These actions are being integrated into site safety plans and LCAP goals as part of a continuous improvement cycle aimed at strengthening school climate for all students.|Met||2026-06-10|2026
09619450000000|Pioneer Union|6|6th-8th grade students completed the Spring 2026 Mountain Creek Middle School Student Input Survey  Students agree or strongly agree that school is a supportive environment: 65%  Students agree that school is safe or very safe: 37%|Middle school students are feeling less safe this year than in the past.  Staff will work to address this important need and develop actions to enhance student climate.|Staff will continue to build the PBIS program on our campuses to promote good citizenship among students.  Counselor will implement classroom lessons and activities for students in partnership with Wellness Coach.|Met||2026-06-18|2026
09619520000000|Placerville Union Elementary|6|PUSD annually surveys students [CA Healthy Kids Survey] grades 5-8). See PUSD web page for Student survey results will be reported to the PUSD Governing when we receive them from CDE.  The HKS is shared through the School Site Council, Health Education Advisory Committee as well as all teaching staff.  Goals are written concerning school climate based on the information pulled from the CHKS.  Site developed survey are also administered a minimum of 3 times per year to better respond to the needs of students on each of the campuses.  These survey results are shared with site teaching staff and counselors to provide immediate support for students.    Ongoing surveys are also delivered to students throughout the school year to have timely data to help support students wellbeing.  Parent surveys are given annually to allow for information from the parent perspective.|Students feel well connected to the campus and have a trusted adult on campus they are able to go to.  This needs to be developed down to the individual student not a general understanding.|It was determined the more regular student information is needed to better meet he needs of students on an ongoing basis.|Met||2026-06-12|2026
09619600000000|Pollock Pines Elementary|6|Pollock Pines Elementary School District (PPESD) annually administers local climate surveys to gather feedback on student safety, connectedness, and conditions of the learning environment. Data from all middle grades, (5th-8th grade) taking the California Healthy Kids Survey (CHKS) and the input from the Annual 2025 Parent Survey (29% total returned) reveal valuable insights into the current school climate and culture.|Strength Parent Satisfaction: The 2025-2026 Parent Survey indicates that parents generally have a positive view of the school climate. Many report feeling that their children are safe and supported at school by staff, and express satisfaction with communication from school staff. Through the use of restorative practices, the students suspension rate dropped significantly for all students and all subgroups. Over 40% of Middle School Students are involved in the Music Program. Needs Student Perception of Safety and Connection: The data highlights that only 59% of students on average feel safe at school and 57% feel connected. Parent Perception of Safety related to student behaviors - Multiple Parent surveys captured a concern of escalating behaviors that disrupt classroom learning. It was also shared that these behaviors are impacting the perception student safety. Risk Behaviors: CHKS data and related incidents at school indicate growing concerns of alcohol and vaping use among its middle school students, and is an area the district would like to target for decrease. Subgroup Data: Students with disabilities and socioeconomically disadvantaged students experience less favorable conditions, with higher rates of absenteeism. Aspirational Targets: The district’s goal is to achieve 80% in perceived safety, suggesting a significant gap remains. While PPESD demonstrates clear strengths in parent engagement and maintaining low levels of risk behaviors among students, the local climate surveys indicate ongoing challenges in achieving higher levels of student safety and connectedness, particularly among older students and vulnerable subgroups. Targeted efforts to support these groups and enhance overall school climate are essential to meeting district goals and ensuring an equitable, supportive learning environment for all students.|From data surrounding school culture and climate, the district will continue developing the peer advocacy porgram at the middle school. In recognition of survey results indicating many students feel less safe and connected, the district will contiunue to operate its grant funded wellness centers on both school sites. The district will continue to allocate funding to support its music, sports, art, and afterschool enrichment program. Lastly, the LEA will partner with the local Boys and Girls Club to continue the Extended Learning Opportunties Program.|Met||2026-06-10|2026
09619780000000|Rescue Union Elementary|6|Positive school climate is a source of pride for the Rescue Union School District. Teachers, support staff, administrators, and the students themselves go to great lengths to ensure that children feel safe and connected to their school. Results from the 2025-2026 RUSD Culture and Climate Survey, administered to third through 8th grade students at all schools, indicate that 84% of elementary and middle school students feel connected to their school most or all of the time. 87% of elementary students and 86% of middle school students reported feeling safe at school most or all of the time. The California School Dashboard illustrates that our suspension data is lower (2.1%) than the state average (2.9%) and continues to decline. Chronic Absenteeism percentages while improving to 8.4% is an area where improvement is needed. To address suspension rates, discussions continue to be held with our Multi-Tiered System of Support Coordinator, school site principals and teachers to develop better alternatives to suspension. Restorative Practices training and associated school-based programs have been implemented at all schools to promote alternatives to suspension. The district continues to implement and evaluate Positive Behavioral Interventions and Supports at all seven schools, and a behaviorist and supporting team of paraeducators have been hired to work directly with students who may be engaged in behaviors that could lead to suspension. Social Emotional Learning and Trauma Informed Practices continue to be a focus this year to help school personnel better understand students' emotional states and provide appropriate responses. Tier 2 meetings are held regularly at sites to discuss how to support students who may be struggling academically or social-emotionally. Full-time Counselors have been hired at all elementary sites as well as Additional Psychologists, Behaviorists, and PBIS Facilitators have been hired to support students.  To further lower our chronic absenteeism rate, the district is closely monitoring absences for all students and using various means to reach out to families who have students with excessive absences. Outreach programs include in person meetings with administrators, phone conferences with principals and secretaries, letters mailed to families, and partnerships with the El Dorado County Office of Education. The District Attendance Review Team (DART) meets regularly to discuss student attendance and how to support families.  To further support our socioeconomically disadvantaged students and students with disabilities, the Rescue Union School District is utilizing LCFF base and supplemental funds to address the academic achievement gaps for all students, including English learners, Socioeconomically Disadvantaged students, Homeless/McKinney Vento Students, and Students with Disabilities. Intervention funds are allocated to support academic and social emotional learning programs for students who need them.  Curriculum is being upd|"The analysis of school climate data in the Rescue Union School District (RUSD) reveals several key learnings, strengths, and identified needs across various aspects of the district's operations. The district has maintained strong academic performance, with English Language Arts in the blue performance level and the green performance level for Mathematics , indicating above-standard achievement.   English Learners (ELs) continue to demonstrate a significant area of need within Rescue Union School District. According to the California School Dashboard, the percentage of EL students making progress declined from 54.4% to 44.3%, representing a decrease of 10.1 percentage points. This decline indicates that fewer English Learners are making adequate progress toward English language proficiency and highlights the need for targeted support and intervention. To address this need, RUSD has hired an English Language Development (ELD) teacher to provide direct support to newly enrolled English Learners and students whose progress toward language acquisition has stagnated. These services are intended to accelerate language development, improve student outcomes, and increase the percentage of EL students making progress toward proficiency.   The district has implemented effective engagement strategies, as reflected in the ""standard met"" ratings for Parent and Family Engagement and Local Climate Survey indicators. However, Chronic absenteeism remains a concern, particularly among specific student groups, indicating a need for targeted interventions to improve attendance. RUSD has seen significant improvement in the percentage of chronic absenteeism moving from 19.9 percent in 2022 to 8.4% in 2025. However, there is still more that needs to be done to continue the improvement.  RUSD emphasizes creating a supportive and diverse environment. Programs like the Multi-Tiered Systems of Support (MTSS) and full-time counselors at each site address the social, emotional, and behavioral needs of students. There is still a continued need to focus on inclusivity and support for diverse student groups, particularly in addressing the needs of socioeconomically disadvantaged students and ensuring equitable access to resources. Staff are receiving Universal Design for Learning (UDL) training to support this work."|To address the challenges listed in prompt 2, RUSD is committed to doing the following:  Enhance Support for English Learners: Continue implementing targeted interventions and support programs tailored to the needs of English learners to boost their academic progress. Provide teachers with resources to support the unique needs of English Learner students. Pre-Summative ELPAC conferences are being held, and will continue next year, with students in grades 5-8 at many of our schools to explain the importance of the assessment and reclassification. Pull out English Language Development instruction is being provided at Green Valley and the District is exploring options and funding sources to provide similar supports at other sites. The District is working on supporting Long Term English Learners who are struggling by providing instructional support so they can achieve reclassification. English Learner students who are Reclassified are monitored through each school site's Tier 2 discussions as part of our Multi-Tiered Systems of Support (MTSS) program. In collaboration with our Special Education department, alternate assessments are being administered and discussed within Individualized Education Plan (IEP) meetings as another avenue toward reclassification.  Enhance Support for Chronic Absenteeism: Continue to develop, refine, and implement strategies to engage students and families more effectively, aiming to reduce absenteeism and promote regular attendance. The District is reviewing student attendance monthly, and school sites are monitoring irregular attendance issues daily, to identify students at risk of being classified as Chronically Absent. School leaders and office staff, along with district staff are communicating with families, having meetings to determine the nature of the absences, and providing support depending on the individual circumstances of the student/family. The District has formed an attendance committee that assists families in improving student attendance, and guidelines for school support and interventions. Tier 2 meetings are held at all schools, but specifically at Green Valley Elementary and Rescue Elementary, our two Title I schools, to discuss student concerns. The conversations include our English Learner, Hispanic, and Homeless student groups, whose attendance shows the need for significant improvements, based on the California School Dashboard indicator.|Met||2026-06-16|2026
09619860000000|Silver Fork Elementary|6|Due to the small size of the school of 12 students, a formal survey is given in person. In addition, students participate in one-on-one meetings with the school administration in order to understand student perceptions on school safety and connectedness.|The school has a family oriented climate where students feel safe, and welcome and parents are very involved in their learning.|No changes are planned for this priority.|Met||2026-06-10|2026
09737830000000|Black Oak Mine Unified|6|An analysis of the school climate and engagement data for 2025 reveals clear trends across grades 6–12, characterized by a distinct mid-grade decline followed by an upper-grade resurgence in student attitudes. School Connectedness begins at 39% in the 6th grade, dips to its lowest point of 33% in the 9th grade, and then experiences a strong recovery in the upper grades, peaking at 57% in the 11th grade before settling at 51% for seniors. Academic Motivation mirrors this trajectory almost exactly, starting at 59% in the 6th grade, plummeting to a baseline low of 33% in the 9th grade, and rebounding to 57% and 51% in the 11th and 12th grades, respectively. This mid-grade drop heavily correlates with a massive, continuous decline in Parent Involvement, which collapses from a peak of 71% in the 6th grade down to 43% in the 7th grade, reaching an ultimate low of 23% by the 9th grade before stabilizing in the mid-30s for the remainder of high school. In stark contrast to these mid-grade vulnerabilities, Caring Adult Relationships stands out as the most consistently positive and rapidly growing metric on campus. While hovering between 41% and 46% across grades 6 through 9, the perception of having a caring adult at school surges to 59% in the 10th grade, climbs to 72% in the 11th grade, and peaks at an impressive 75% in the 12th grade. This strong upward trend in adult support appears to anchor the positive recoveries seen in upper-grade connectedness and motivation. However, these strong relational bonds do not fully translate into active campus engagement across all grade spans. Meaningful Participation remains critically low across the lower grade levels, fluctuating between 18% and 24% for grades 6 through 9. Although it reaches a longitudinal peak of 43% in the 11th grade, it drops back down to 34% by the 12th grade. This indicates that despite the high levels of staff care felt in the upper grades, a majority of students across most grade levels still experience a lack of deep, active involvement in their school community. Ultimately, the data outlines a student body that struggles heavily with motivation, belonging, and family connection in junior high, but finds a powerful relational anchor with school staff as they progress through high school. It should be noted that this data is highly consistent with trends in California using the same CHKS tool.|An analysis of the school climate and engagement data for reveals critical key learnings, defining distinct operational strengths alongside clear areas of identified need across the grades 6–12 span. The most prominent organizational strength is the exceptional growth of Caring Adult Relationships in the upper grades. While adult care hovers at moderate levels in junior high, it surges dramatically through high school, peaking at an impressive 75% in the 12th grade. This vertical trajectory indicates that Golden Sierra’s small, rural environment effectively fosters deep, multi-year relational bonds between staff and upperclassmen. This strong network of adult support functions as a powerful protective anchor, directly driving a successful late-grade resurgence in both School Connectedness (rebounding from 33% to 51%) and Academic Motivation (rebounding from 33% to 51%) by senior year. Conversely, the data highlights a critical area of identified need during the junior high and freshman transition years (grades 7–9). This grade span is characterized by a severe, compounding drop across every primary climate indicator. By the 9th grade, both School Connectedness and Academic Motivation plummet to a baseline low of 33%. This vulnerability period heavily correlates with a sharp collapse in Parent Involvement, which plummets from 71% in the 6th grade to an ultimate low of 23% in the 9th grade. This clear correlation demonstrates a systemic need to target early secondary transitions, as the reduction of family institutional presence creates an immediate drag on underclassmen motivation and belonging. Furthermore, the analysis identifies a long-term structural need regarding student agency. Despite the exceptionally high levels of adult care felt by older students, Meaningful Participation remains critically low across the entire longitudinal timeline, fluctuating between 18% and 24% for underclassmen and peaking at only 43% in the 11th grade before dropping to 34% for seniors. This persistent gap exposes a major paradox on campus: while students feel profoundly cared for by the adults around them, a large majority across all grade levels still experience a lack of active voice, leadership, and purposeful connection within their daily school community. Ultimately, key learnings point to a campus that excels at late-stage relational cultivation, but faces immediate operational needs in stabilizing the junior high transition bottleneck and building authentic pathways for student agency.|To ensure a seamless transition and reverse the dip in junior high connectedness, the LEA will continue implementing and expanding the Grizzly United program. This initiative serves as a vital bridge connecting our foundational elementary student bodies at Georgetown School and Northside School to the central campus at Golden Sierra Junior/Senior High School. By transforming Grizzly United into a year-round, structural support system, the district will utilize targeted relational frameworks to stabilize academic motivation and institutional belonging during the critical 7th and 8th-grade transition years. A primary component of this expansion involves scaling our high school Peer Advocates model down into the junior high structure. Selected upperclassmen will be systematically trained to act as year-round mentors for incoming 7th graders from Georgetown and Northside. These advocates will conduct site visits to both elementary campuses in the spring to lead student panels and reduce transition anxiety. Upon arrival at Golden Sierra, 7th graders will be placed into small mentor cohorts that meet monthly during dedicated advisory periods to focus on social-emotional mapping, academic goal setting, and campus orientation. To soften the academic shock of moving from self-contained elementary classrooms to a secondary block schedule, the LEA is exploring the integration of a Multidisciplinary Team Teaching model for the 7th-grade cohort. By pairing core subject teachers into interdisciplinary blocks, the district will reduce the number of daily adult transitions a student must navigate. This structural shift allows a designated pair of educators to share the same roster of students, enabling rapid, collaborative data reviews within the Aeries system to catch slipping grades or motivation dips early, closely mimicking the supportive relational tracking of our elementary sites. Recognizing that parent participation historically drops significantly by 8th grade, Grizzly United will introduce targeted, secondary-specific family initiatives. The district will launch a Junior High Transition Academy evening workshop series designed specifically for incoming families from Georgetown and Northside. These sessions will provide hands-on training for navigating the Aeries Parent Portal, tracking assignments, and understanding secondary academic expectations. Additionally, staff will implement a structured communication protocol to ensure that families receive consistent, positive updates regarding student connection and adaptation, rather than only interacting with the school during disciplinary or academic intervention scenarios. Through these integrated actions, Grizzly United will effectively bridge the geographic and structural gaps between our elementary feeder schools and the junior high experience.|Met||2026-06-18|2026
09737830121566|American River Charter|6|American River Charter School is an independent homeschool charter and part of the Black Oak Mine Unified School District. Annually, families are encouraged to participate in a parent survey. For the 25-26 school year, 18% of families participated which was a decrease of 9% from the previous year. We will continue to improve and refine our survey process as the low participation does not allow us to gather accurate information. We will invite parents to complete the survey during Learning Period meetings and provide incentives for completing the survey.|Annual 2026 LCAP/ WASC Parent Survey Results- 1. I am aware of the school's mission and vision. 63% 2. I am aware of the schoolwide learner goals. 52% 3. I feel that ARCS Homeschool offers a safe place for my children. 74% 4. The school treats my child fairly. 67% 5. The school actively focuses on creating an environment in which adults are respectful toward students. 67% 6. The school involves me in important decisions about my child's learning. 74% 7. Faculty and staff are approachable and professional. 74% 8. My child has a good relationship with his/her Supervising Teacher 78% 9. I receive regular information about school activities and events. 71% 10. I can easily communicate with my students's Supervising Teacher through email, or phone. 78% 11. My child's Supervising Teacher supports me as the Parent Educator by suggesting a variety of teaching methods/ strategies to support my child's learning at home. 78% 12. My child's ST sets high standards for the quality of work they expect. 75% 13. My child's teacher or other campus resources are available if my child needs support with academic work. 68% 14. My child seems appropriately challenged in coursework. 78% 15. Learning Period meetings allow for meaningful teacher-student interaction. 71% 16. My child's academic needs are met by the ARCS program 74% 17. The school provides appropriate challenges to gifted/ advanced students 44% 18. The school provides appropriate levels of support to students with special needs or requiring extra academic support. 63% 19. My child's learning progresses and builds upon previous years. 78% 20. ARCS prepares students for college 59%|We will be working to increase consistency between our supervising teachers and providing support for college and career preparedness. We will refine our survey process in order to get more participation from parents, which will improve the validity of our data.|Met||2026-06-18|2026
09743770000000|Central Sierra ROP|6||||Not Met|||2026
10101080000000|Fresno County Office of Education|6|During the 2025–2026 school year, the LEA administered an anonymous online survey that asked students to self-identify their inclusion within student groups. Due to the small student population, the LEA is able to report disaggregated data for Hispanic, African American, and Low-Income students, in addition to the All Students group. A majority of students—85% of all students, including Hispanic and Low-Income students—reported feeling that their school provides a safe and welcoming environment. Among students surveyed, 87% of African Americans and 78% of Hispanic and low-income students reported feeling that their school is a safe and welcoming environment, indicating a positive perception of school climate within these groups. 63% percent of African American students surveyed reported feeling connected to their school. In comparison, 85% of all students, including both Low-Income and Hispanic students, indicated a sense of school connectedness, suggesting an opportunity to further strengthen engagement and connection for African American students. 77% of all students, including Low-Income and Hispanic students, reported that their school provides an environment in support of emotional support and building relationships with others at the school. In addition, an equal 77% of African American students shared this perspective, demonstrating the LEA’s gains in emotional support of its African-American students. A total of 85% of respondents indicated that they believe their school shares information about their progress in both academics, attendance, and meeting their behavior goals. 83% of African Americans and 85% of Hispanic and low income students surveyed also expressed the belief that their school cares about, asks for, and listens to their ideas when making decisions. While this reflects positively on students’ perceptions, the data also suggests continued opportunities to strengthen meaningful engagement and connection across all student groups. In a narrative prompt, student responses highlight a desire for stronger school-family connections and an enhanced educational experience. All student groups emphasized the importance of frequent, positive communication with parents and family-inclusive school events. Students also shared appreciation for supportive teachers and expressed interest in more field trips, improved facilities and meals, greater access to technology, and equitable treatment across settings. These insights reflect students’ commitment to being engaged and supported in their learning. All student groups emphasized the importance of frequent, positive communication with parents and family-inclusive school events. In response to this feedback, the LEA introduced a series of parent workshops during the 2025–2026 school year focused on topics such as positive parenting practices, strengthening parent-child relationships, internet safety, trauma-informed strategies for the home, and college and career readiness.|Analysis of the 2025–2026 local climate survey data revealed several key strengths and areas for growth. A notable strength is the overall positive perception of school safety and welcoming environments, with 85% of all students and a full response rate of 87% among African American students indicating they feel safe and supported at school. These results suggest a solid foundation of physical and emotional safety while also identifying opportunities to continue fostering a positive school climate for all student groups.  Students also reported a strong sense of inclusion in school decision-making. Over 85% of students agreed that their voices are heard and valued, including 87% of Hispanic students and 83% of African American students who responded. This indicates that many students feel involved and respected in shaping their educational experience, while also highlighting opportunities to deepen student voice and engagement across all groups.  Overall, the data reveals a strong baseline of safety and inclusion, with targeted needs in building deeper school connectedness, strengthening student-staff relationships, and expanding meaningful family engagement.|Based on the analysis of local climate survey data and the key learnings identified, the LEA has determined several important revisions and actions to strengthen areas of need and support continuous improvement. To build on existing strengths in school safety and student voice, the LEA will enhance partnerships with collaborative agencies and internal staff to further support all students—particularly Hispanic, African American, and Low-Income student groups. This includes expanding direct services through mentors, All 4 Youth staff, county probation, counselors, nursing staff, school psychologists, and the full instructional team. These efforts will support the implementation of Positive Behavioral Interventions and Supports (PBIS) and related initiatives that promote positive school climate and relationship-building. In response to the lower levels of connectedness and relationship strength reported by African American students, the LEA will specifically increase social-emotional and parent partnership supports for this group. This includes targeted professional development for staff to build cultural awareness and strengthen engagement with African American students and families, with guidance from LEA experts and equity-focused practitioners. To address student feedback regarding a desire for stronger school-family connections, the LEA will also prioritize enhanced communication with families. This includes regular sharing of positive news and outcomes, as well as continued and expanded opportunities for family involvement through parenting classes, PTA, School Site Councils, Open House, Back to School Night, graduation ceremonies, and evening events. Translation and interpreting services will remain in place to ensure inclusive communication for all families. These actions reflect a strategic effort to respond to student and parent voices, deepen student and family engagement, and ensure every student feels connected, supported, and valued across all settings.|Met||2026-06-18|2026
10101080109991|Crescent View West Public Charter|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 99% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-28|2026
10101080111682|Hume Lake Charter|6|"In a recent survey, conducted in April and May of 2026, parents, teachers, and students reported on key issues involving the school.  Of the 22 surveys sent out to the 1st – 6th grade students, 21 reported back.  Of the 21 surveys sent out to 7th – 12th grade students, 21 reported back. Of the 45 surveys sent out to parents, 22 reported back.  This became a topic of conversation, and the decision was made to only send one survey to each family to avoid the appearance of low response rates as many families indicated only completing one survey with both sets of input on it.  Of the 11 surveys sent out to the teachers and instructional staff, 11 reported back.  The results of each survey were shared with and approved by the local governing board during a regularly scheduled meeting on May 11, 2026.  Student subgroups cannot be disaggregated for further study of survey results due to the small size of the classes.  The largest single class in the school, of the grade levels surveyed, had only 9 students, so the students were grouped by 1st – 6th and 7th – 12th, in order to protect student privacy. Students in the 1st – 6th grade reported the following: ""The teachers and staff at Hume Lake Charter School care about me."" 19 out of 21 students responded most or all of the time, with one reporting “sometimes” and one skipping the question.  These same students also reported the following: ""Hume Lake Charter School is a safe place to go to school.""  19 out of 21 reported that this is true most of the time or all of the time, with two students skipping the question. The 7th – 12th grade students responded to the following: ""The teachers and staff at HLCS care about me.”  20 out of 21 of the 7th – 12th grade students indicated that this is true most of the time or all of the time, with one student indicating “sometimes”. ""Hume Lake Charter School is a safe place to go to school.""  21 out of 21 of the 7th – 12th grade students responded that this is true most of the time or all of the time. ""The school has high academic expectations of me."" 19 out of the 21 7th – 12th grade students agreed that this is true all of the time or most of the time, with one student indicating “sometimes” and one student indicating that they “don’t know”."|Some of the primary concerns voiced by parents and students focused on enrollment/adequate funding, homework load, and independent study expectations.|As a result of these responses and the results of our WASC self-study and ongoing goals, 3 continuing or ongoing areas of need were identified. First, adequate funding was identified, and in response, HLCS submitted an application and was accepted for the REAP/SRSA grant through the Federal Government.  The school also continues to search for outside funding sources and ways to increase enrollment.  The second and third are related, and the school commits itself to find ways to better inform families of requirements/expectations (both from the school and the state) as well as continue to work to find an appropriate balance in these areas.|Met||2026-06-22|2026
10101080119628|Big Picture Educational Academy|6|BEPA administers local climate surveys to students, families, and staff to measure perceptions of school safety and connectedness. Results from the 2025- 26 Mid-Year Culture and Climate Survey indicate generally positive perceptions of school climate across grade spans. Among TK-5 students, 85% reported feeling safe and 89% reported feeling connected to school. Secondary student results varied by grade level, with safety ranging from 43% to 90% and connectedness ranging from 53% to 88%. Overall, approximately 70% of students reported feeling safe and 72% reported feeling connected to the school community. Survey responses also provided qualitative feedback regarding school climate. Students frequently identified supportive relationships with teachers, counselors, and friends as important contributors to their sense of belonging. Parents reported valuing regular communication with staff, academic updates, and the school's commitment to supporting student growth. Parent survey baseline data indicated that 59% of families reported feeling safe and 51% reported feeling connected to the school community, while staff survey results showed 39% feeling safe and 40% feeling connected. Together, these data provide insight into the strengths and areas for continued growth within the school climate.|Survey results indicate that strong relationships with teachers, counselors, and other trusted adults are a significant strength across the school community. Elementary students reported particularly high levels of safety (85%) and connectedness (89%), while several secondary grade levels also demonstrated strong connectedness. Educational partner feedback highlighted the importance of supportive staff, regular communication, and a welcoming school culture. Areas for growth include improving perceptions of safety and connectedness among some middle and secondary students and increasing family connectedness and engagement. These findings reinforce the importance of relationship-centered practices and continued outreach to families.|We will continue to strengthen school climate by investing in relationship- centered practices that promote student belonging, safety, and engagement. The LEA will expand opportunities for students to build connections with trusted adults and peers through counseling supports, student leadership opportunities, exhibitions, and community-building activities. Efforts will also focus on increasing family engagement and communication to strengthen home-school partnerships. Survey data will continue to be reviewed regularly to identify areas of need and guide improvements that support positive school climate outcomes for all student groups.|Met||2026-06-19|2026
10101080127514|Kepler Neighborhood|6|The Local Climate Survey was given to students, staff/teachers, and parents/guardians in the Spring of 20256. The focus of the survey was to determine input for the LCAP and school safety and school connectedness. Students Responses 83% of students feel safe at school. 64% feel that students treat each other with respect. 80% feel that they belong at school. 90% feel that adults at school treat students with respect. 82% feel that there is an adult at school they can go to for help. 87% feel that their school cares about students’ well-being. 88% feel that they can share their ideas at school.  Teachers/Staff Responses 92% of regular day teachers and staff feel that the school environment is safe and inclusive for students and staff. 100% of after school teachers and staff feel that the school environment is safe and inclusive for students and staff. Parent Responses 74% feel that their child feels safe at school. 84% feel that school staff help create a positive environment for students. 94% feel that their child is encouraged to do their best in school. 90% feel that their child receives the support they need to succeed.|The key learnings determined by Kepler identified positive growth in school safety and student connectedness to teachers and staff. The majority of the students feel safe in the classroom, the cafeteria, and the playground. Attention must be paid to safety in the cafeteria and on the playground, but the parents recognize that Kepler prioritizes the health and physical safety of the students. Teachers and staff recognize the growth that students feel in coming to them with problems and attention to students' social emotional well-being is paramount.|Kepler will continue support the Positive Behavior Intervention and Supports to ensure a positive school climate and culture. Kepler will incentivize positive behavior through weekly drawings, incentives, and rewards for school competitions. Kepler will host assemblies about bullying, social emotional well-being, and other activities that encourage student engagement. The Dean will work directly with students and families to reduce suspensions and utilize alternative to suspensions through the practice of restorative justice which may include peer mediation, conflict resolution, restitution, peer tutoring, and incentives for positive behavior.|Met||2026-06-17|2026
10101080136291|Career Technical Education Charter|6|CTEC collects local school climate data through student culture surveys, parent and staff surveys, and additional feedback tools such as focus groups and classroom observations. During the November 2025 Student School Culture Survey, 236 students participated, representing students from all grade levels. Participation and Demographics  Student responses reflected a diverse student body with representation across multiple racial and ethnic groups, including Hispanic/Latino, White, Asian, Black/African American, and multiracial students. Key Findings Survey responses indicate generally positive perceptions of school climate and student relationships with staff. Sense of Belonging and Relationships 88% of students reported that they feel like they belong at the school. 92% reported that they feel accepted by other students. 90% indicated there is at least one adult at school they can go to for support. 89% agreed that their teachers care about them as a person. These results suggest that most students feel connected to both peers and adults on campus. Safety and School Environment 97% of students reported that they feel safe at school. 96% reported feeling safe traveling to and from school. These results indicate that the school environment is perceived as safe and supportive by the majority of students. Student Engagement 71% of students reported that classroom learning keeps their attention. 67% reported that they usually want to come to school. 90% indicated that students have opportunities to help make decisions about activities or events. 90% reported feeling overall positive about being a student at CTEC. These findings suggest strong overall satisfaction with the school experience, while also identifying opportunities to strengthen instructional engagement and motivation.|Analysis of the 2025–26 Student School Culture Survey identified several areas of strength related to school climate, safety, belonging, and student relationships, while also highlighting opportunities to strengthen student engagement and motivation. Overall, survey results indicate that students experience CTEC as a safe, supportive, and welcoming learning environment.  Areas of strength include strong student relationships with peers and staff, with 88% of students reporting they feel like they belong at school, 92% reporting they feel accepted by other students, and 90% indicating there is at least one adult on campus they can go to for support. Additionally, 89% of students agreed that teachers care about them as individuals, reflecting positive student-to-staff relationships and a supportive school culture. School safety also emerged as a significant strength, with 97% of students reporting they feel safe at school and 96% reporting they feel safe traveling to and from campus. Furthermore, 90% of students reported feeling overall positive about being a student at CTEC and indicated they have opportunities to help make decisions about school activities or events.  Identified areas for growth include strengthening student engagement and motivation. While most students reported positive school experiences, 71% of students indicated that classroom learning keeps their attention and 67% reported they usually want to come to school, suggesting opportunities to continue strengthening engaging instructional practices and meaningful learning experiences that further increase student connection to learning and school participation.|Areas of Strength Survey results indicate that students generally feel safe, supported, and connected to the school community. A large majority of students reported a strong sense of belonging and positive relationships with peers and staff, with most students indicating that they feel accepted by other students and that there is at least one trusted adult on campus they can turn to for support. Students also reported that teachers demonstrate care and maintain high expectations for their success, reinforcing a positive and supportive learning environment. Safety continues to be a significant strength. Nearly all students reported feeling safe at school and while traveling to and from campus, suggesting that the school maintains a secure and welcoming environment. In addition, a high percentage of students reported feeling positive about being a student at CTEC, reflecting overall satisfaction with the school experience and culture. The survey also highlighted strong engagement in Career Technical Education (CTE) programs and career pathway opportunities, particularly among upper-grade students who reported positive experiences with internships and career-connected learning opportunities. These findings support CTEC’s mission of preparing students for both college and career pathways. Identified Needs and Opportunities for Improvement While overall results were positive, the analysis also identified opportunities to strengthen student engagement in classroom learning. A smaller percentage of students indicated that classroom instruction consistently captures their attention or motivates them to want to attend school, suggesting that continued focus on engaging instructional strategies and relevant, hands-on learning experiences may further improve student engagement. Additionally, although many students reported having opportunities to participate in school activities, survey responses indicate that student voice in school decision-making could continue to be strengthened. Increasing opportunities for students to share feedback and participate in leadership or advisory roles may help improve students’ sense of ownership and connection to the school community.|Met||2026-06-09|2026
10101080140186|Clovis Global Academy|6|"CGA 3rd–6th grade students were given a student survey at the end of the 2025–26 school year. Some of the responses on a scale of 1–5 were as follows:  How excited are you about going to school? (Five: 11%, Four: 35%, Three: 42%) 67% of the students expressed that field trips were one of their favorite learning activities, and 26% of students identified Project-Based Learning (PBL) as one of their favorite learning activities. 85% of the students responded with a ""Five"" or ""Four"" when asked how connected do you feel to your teacher. Over 87% of the students responded with a ""Four"" or ""Five"" when asked how often does your teacher take time to make sure you understand the lesson. When asked, ""How much respect do your classmates show you?"" (Five: 14%, Four: 49%, Three: 19%) The survey was conducted anonymously so students feel free to provide feedback. As a result, the survey results are not disaggregated by subgroups."|Overall, CGA students reported positive relationships with their teachers, enjoyed engaging and hands-on learning experiences, and indicated that field trips and Project-Based Learning remain among their favorite instructional experiences. Students also expressed interest in expanding extracurricular opportunities, including athletics, STEM, technology, visual and performing arts, leadership, and additional clubs and electives.|We remain committed to supporting our expanded learning, sports and music programs which have provided wonderful enrichment and extra curricular opportunities for our students. We are designing a middle school schedule that will incorporate more opportunities for students to engage in creative enrichment opportunities.|Met||2026-06-29|2026
10101086085112|Edison-Bethune Charter Academy|6|EBCA administered a local climate and input survey to gather feedback from educational partners, including students, staff, and families, aligned to our current LCAP goals: (1) Academic Achievement and (2) School Climate, Attendance, and Engagement. Student survey data from grades 5 and 6 indicate overall positive perceptions of academic support and adult relationships. A majority of students reported that there is an adult at school who cares about them (87%) and that small group instruction or extra help supports their learning (85%). Additionally, 83% of students reported understanding what they are learning in class, and 79% indicated they receive the help they need to do their best in school. However, the data also highlights areas for growth related to school climate and student connectedness. While 71% of students reported feeling safe at school most of the time, only 67% reported feeling a sense of belonging, and 42% indicated that they like coming to school. Staff and family feedback aligned with these findings, noting strengths in academic supports, communication, and student engagement efforts, while also identifying concerns related to behavior expectations, bullying, and consistency in school climate practices. Some responses also highlighted the need for clearer systems of support and increased opportunities for meaningful engagement. Overall, the data reflects strong relationships and academic support systems, while also identifying a need to improve student belonging, school climate, and overall student engagement.|Areas of Strength: Overall, students reported positive relationships with adults and access to academic support, including small group instruction and help when needed. These findings indicate that students feel supported in their learning and have access to staff who care about their success. Areas of Need: Survey results also highlighted areas for improvement related to school climate and student engagement. A lower percentage of students reported feeling a strong sense of belonging, liking school, and consistently feeling safe. These findings suggest a need to strengthen school climate, increase student connectedness, and improve overall student experience. Challenges: Ongoing challenges include student behavior/discipline, attendance, and continued support for English Learners. Barriers: No significant barriers were identified; however, continued focus on consistent implementation of supports and increasing student engagement will be important moving forward.|Based on the analysis of local data, EBCA will continue to strengthen school climate and student engagement by implementing and refining Positive Discipline procedures to ensure consistent expectations and responses to student behavior. In addition, the school will continue to focus on improving student connectedness and overall school experience through counseling supports, student incentives, and engagement activities. EBCA will also continue to monitor attendance and provide targeted supports to students and families as needed. Academic supports, including small group instruction and support for English Learners, will remain in place to address identified needs in student achievement. While current systems have shown positive results, EBCA will continue to review feedback and make adjustments as needed to support continuous improvement in school climate, student engagement, and academic outcomes.|Met||2026-06-18|2026
10619940000000|Alvina Elementary|6|The Alvina Elementary Charter School District successfully gathered critical stakeholder feedback during the 2025–2026 school year through its annual student survey and parent/staff LCAP surveys. Designed to evaluate the comprehensive student experience at Alvina Elementary Charter School, these instruments aligned closely with the framework of the California Healthy Kids Survey (CHKS), focusing specifically on school safety, student support, student involvement, and school connectedness. Administered to all students in grades 5 and 8, the metrics revealed exceptionally strong outcomes across key indicators. Regarding school connectedness, 100% of elementary students and 88% of middle school students reported feeling happy and deeply connected to their school. Parallel findings were reflected in the safety metrics, with 100% of elementary and 88% of middle school respondents confirming they feel safe on campus. Notably, these high percentages remained consistent across all student subgroups, including English Learners and low-income students, demonstrating the district's broad success in cultivating an equitable, safe, and nurturing learning environment.|The Alvina Elementary Charter School District determines that maintaining exceptionally high performance metrics in school connectedness and campus safety is a direct result of the dedicated involvement of instructional and special education staff, who prioritize student emotional well-being and targeted mental health interventions. A critical component of this success is the district's partnership with the Fresno County Superintendent of Schools (FCSS) All4Youth program, which provides vital mental health services. To sustain these positive outcomes, the district maintains a proactive focus on social-emotional wellness by utilizing special education personnel to provide ongoing training and refresher courses for instructional staff in identifying early signs of mental health challenges. This comprehensive approach ensures that students requiring assistance are rapidly identified and immediately connected with the appropriate resources and therapeutic supports necessary for their long-term success.|In alignment with priorities identified through collaborative consultations with families in the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC), the Alvina Elementary Charter School District maintains an unwavering commitment to supporting comprehensive student mental health and wellness. To ensure a proactive and unified approach, the district provides foundational professional development and refresher training to all instructional and classified staff at the commencement of each academic year, reinforcing strategies that amplify student voice and foster the social-emotional conditions necessary for academic success. Throughout the year, this framework was further enhanced by the strategic integration of new, student-centered programs and the expansion of multi-tiered counseling and therapeutic mental health services across the campus. Moving forward, the district will continue its systematic collaboration with teachers, staff, and community partners to precisely assess and address the evolving needs of students and their families, ensuring that holistic, trauma-informed support remains a central pillar of the district’s continuous school improvement efforts.|Met||2026-06-25|2026
10619946005730|Alvina Elementary Charter|6|The Alvina Elementary Charter School District successfully gathered critical stakeholder feedback during the 2025–2026 school year through its annual student survey and parent/staff LCAP surveys. Designed to evaluate the comprehensive student experience at Alvina Elementary Charter School, these instruments aligned closely with the framework of the California Healthy Kids Survey (CHKS), focusing specifically on school safety, student support, student involvement, and school connectedness. Administered to all students in grades 5 and 8, the metrics revealed exceptionally strong outcomes across key indicators. Regarding school connectedness, 100% of elementary students and 88% of middle school students reported feeling happy and deeply connected to their school. Parallel findings were reflected in the safety metrics, with 100% of elementary and 88% of middle school respondents confirming they feel safe on campus. Notably, these high percentages remained consistent across all student subgroups, including English Learners and low-income students, demonstrating the district's broad success in cultivating an equitable, safe, and nurturing learning environment.|The Alvina Elementary Charter School District determines that maintaining exceptionally high performance metrics in school connectedness and campus safety is a direct result of the dedicated involvement of instructional and special education staff, who prioritize student emotional well-being and targeted mental health interventions. A critical component of this success is the district's partnership with the Fresno County Superintendent of Schools (FCSS) All4Youth program, which provides vital mental health services. To sustain these positive outcomes, the district maintains a proactive focus on social-emotional wellness by utilizing special education personnel to provide ongoing training and refresher courses for instructional staff in identifying early signs of mental health challenges. This comprehensive approach ensures that students requiring assistance are rapidly identified and immediately connected with the appropriate resources and therapeutic supports necessary for their long-term success.|In alignment with priorities identified through collaborative consultations with families in the Parent Advisory Committee (PAC) and the English Learner Advisory Committee (ELAC), the Alvina Elementary Charter School District maintains an unwavering commitment to supporting comprehensive student mental health and wellness. To ensure a proactive and unified approach, the district provides foundational professional development and refresher training to all instructional and classified staff at the commencement of each academic year, reinforcing strategies that amplify student voice and foster the social-emotional conditions necessary for academic success. Throughout the year, this framework was further enhanced by the strategic integration of new, student-centered programs and the expansion of multi-tiered counseling and therapeutic mental health services across the campus. Moving forward, the district will continue its systematic collaboration with teachers, staff, and community partners to precisely assess and address the evolving needs of students and their families, ensuring that holistic, trauma-informed support remains a central pillar of the district’s continuous school improvement efforts.|Met||2026-06-25|2026
10620260000000|Big Creek Elementary|6|The local climate survey given to staff, students and parents in Big Creek School District overall point to a very healthy climate.  Overall, parents overwhelmingly trust that their children will be safe at school, cared for by the adults in the school and believe the school is open to dialogue about improvement and change.  A majority felt that students' individual needs are consistently met.  All surveyed felt the facility was in adequate shape for its age and offered a variety of engaging opportunities both during and outside of school hours.|From the surveys and oral interviews, the school learned that a stronger reading program is needed next year.  Planning meetings between teachers, aides and administration are scheduled over the summer to address concerns.|Reading program adjustments will be made in all grade levels.  The school is adding new assessments for reading that will connect students' ability levels to leveled books in the library so that students have the just-right books at their fingertips.  In-class small group reading materials are being secured for each grade level so that teachers have leveled curriculum to support students performing below expected benchmarks.|Met||2026-06-09|2026
10620420000000|Burrel Union Elementary|6|The District continues to utilize Kelvin Pulse surveys as the local climate survey tool for students, parents, and staff. The survey measures key indicators related to school climate, including Connectedness and Safety. Surveys were administered during the 2025–26 school year through digital platforms to provide students, families, and staff with accessible opportunities to provide feedback.  Survey results were collected from students, parents, and teachers. Student, parent, and teacher responses were analyzed to identify trends related to school climate and areas for continuous improvement.  The 2025–26 Kelvin Pulse survey results were as follows:  Connectedness: • Students: 85.47% • Parents: 89.25% • Teachers: 80.07%  Safety: • Students: 75% • Parents: 82% • Teachers: 75.8%  Data Source: Local Survey – Kelvin Pulses.  The District reviewed survey results across stakeholder groups to identify strengths and areas where continued attention and improvement are needed. The survey data provides valuable feedback regarding stakeholder perceptions of school climate, relationships, and campus safety.|Analysis of the 2025–26 Kelvin Pulse survey results indicates that Connectedness continues to be a strength within the District. Students, parents, and teachers reported positive perceptions regarding their connection to the school community. These results reflect the strong relationships developed within our small school environment, where staff members are able to build meaningful connections with students and families.  The survey results also indicate positive perceptions of school safety among students, parents, and teachers. While safety ratings were favorable across all stakeholder groups, the District recognizes the importance of continuing to strengthen safety awareness, emergency preparedness, and student support systems.  The District will continue focusing on maintaining a positive school climate by supporting strong relationships, encouraging open communication, and providing opportunities for students, staff, and families to share feedback. Continued attention will also be given to areas such as bullying prevention, cyber safety, social-emotional wellness, and emergency response preparedness to ensure all members of the school community feel safe and supported.|Based on the analysis of the 2025–26 Kelvin Pulse survey results, the District will continue implementing strategies that support a positive school climate while strengthening safety awareness and preparedness.  The District will continue reinforcing campus safety procedures, emergency response protocols, and opportunities for students and staff to report concerns. During the 2024–25 school year, the District developed and implemented a Workplace Violence Prevention Plan (WVPP) to strengthen employee safety practices and align with state requirements. Additionally, the Speak Up Stay Safe program was implemented to provide students with resources and strategies for reporting bullying, unsafe situations, and concerns affecting their well-being.  Moving forward, the District will continue building partnerships with local law enforcement and community safety officials to provide educational opportunities related to emergency preparedness, bullying prevention, digital citizenship, and overall student well-being. The District will continue utilizing Kelvin Pulse surveys and other feedback opportunities to monitor progress, identify emerging needs, and support continuous improvement of the school climate.|Met||2026-06-23|2026
10621090000000|Clay Joint Elementary|6|Grade 5 - 92.3% feel connected  Grade 7/8 - 95.2% feel connected Grade 5 - 100% feel safe  Grade 7/8- 97% feel safe Staff 100% on both connected and safe  Parents 100% on safe  Parents 91.7% on connected  Data Source: Local Survey  Data Year 2025-2026|In the survey the students expressed thanks to the staff and administration for all of the hard work. Again, a few students again suggested hiring a security guard could be an additional step taken to make them feel more safe otherwise students mentioned the added gates and cameras as measures they appreciate and make them feel safer.|Once again, we are looking for ways to push our more advanced students.|Met||2026-06-09|2026
10621170000000|Clovis Unified|6|CUSD administers a local survey to students every year that provides a valid measure of student perceptions of school safety and connectedness. The quality of education in CUSD is measured through the opportunities and support provided to students to be the best they can be in mind body and spirit. Below is a summary of student perception data from the student survey regarding school safety and how students feel connected to school through the quality of education provided to them. Student responses are shown in a percentage of the number of students responding strongly agree or agree on the survey.  My school is a safe place for learning?  American Indian or Alaska Native: 85%  Asian: 84% Black or African American: 78%  Hispanic: 83% Native Hawaiian or Other Pacific Islander: 76%  Two or more races: 83% White: 85% English Learner: 84% Socio-economically disadvantaged: 83% Foster youth: 81% All: 83%  My school provides a quality education?  American Indian or Alaska Native: 91%  Asian: 90% Black or African American: 86%  Hispanic: 88% Native Hawaiian or Other Pacific Islander: 82%  Two or more races: 89% White: 89% English Learner: 84% Socio-economically disadvantaged: 83% Foster youth: 81% All: 89%|School safety is an ongoing focus in CUSD. The District is part of a multi-agency coalition that works together to implement best practices for maintaining safe schools. Additional systems to support communication and classroom safety have been implemented. Safety and alert systems have been enhanced each year to keep staff, students, and families safe and informed.  Ongoing academic and social-emotional learning interventions continue to be at the forefront of providing students a myriad of opportunities to have increased help during and outside of school hours. The LCAP continues to address the academic and social-emotional learning intervention supports needed for our students.|Every year, CUSD reviews the California Dashboard. For any dashboard indicators that are in the red, either at the District, school or subgroup level, all have actions and services written into the LCAP to provide targeted support in the areas of need. A root cause analysis is performed by staff, with input from parents and students, to determine next steps. New systems are implemented and analyzed to enact positive change in the areas showing the most need for improvement on the California Dashboard.|Met||2026-06-10|2026
10621170118018|Clovis Online Charter|6|Clovis Online Charter School administers an annual local survey to students to serve as a key measure of perceptions related to school safety and community connection. This year’s results show full parent participation in school meetings and complete student engagement in school events. With enrollment increasing, the school is committed to expanding opportunities to meet the diverse needs of both students and families. Additionally, survey data indicate that 95% of students feel Clovis Online Charter School is a safe learning environment. These findings are further supported by positive feedback, highlighting that teachers treat students with respect and value the diversity within the school community.|Students at Clovis Online Charter School report a strong sense of safety and belonging within the school community. They express feeling supported both academically and socially, noting that their teachers are attentive and responsive to their needs. While students value the support they receive, they have also identified an opportunity for growth in the area of cultural awareness. Enhancing educators’ understanding in this area could further strengthen the school environment and ensure that all students feel respected, valued, and understood, regardless of their backgrounds.|Professional development that strengthens educators’ knowledge of cultural awareness and sensitivity can serve as a powerful way to further enrich the environment at Clovis Online Charter School. By deepening teachers’ understanding of cultural diversity and its importance in the classroom, the school can continue to foster a more inclusive atmosphere where all students feel valued, respected, and understood, regardless of their backgrounds. This commitment to ongoing learning not only enhances the student experience but also reinforces the school’s dedication to equity and inclusion within the broader school community. In addition, providing training in executive functioning skills will further support student success in the online learning environment. These trainings equip educators with strategies to help students develop critical skills such as organization, time management, goal setting, task initiation, self-monitoring, and perseverance. Strengthening executive functioning supports greater student independence, improves academic performance, and promotes long-term success both in and beyond the virtual classroom.|Met||2026-06-10|2026
10621250000000|Coalinga-Huron Unified|6|CHUSD administered a local climate survey to students in grade 3-12 in the Spring of 2026. The results show 67% of students feel safe at school and 42% of secondary students feel connected to school. These are both an increase from the previous year's results yet far short of our 90% goal. Currently, we are only able to minimally disaggregate the data to show the percentage of EL students responding favorably to the school safety and connectedness metrics as 33%.|CHUSD learned that secondary students feel less connected to school when teachers and other school personnel do not take a personal interest in their well-being and life outside of school. Students also shared that classroom instruction is critical to student engagement and connection to school. Overall responses to school safety questions resulted in a low score but there was no additional data gathered regarding safety when speaking with our SAC and other students. Areas of need that CHUSD will focus on are staff and student relationships, effective Tier 1 instruction, and restorative practices for students not following the behavior expectations. We will continue implementation and refinement of restorative practices at our secondary sites in the coming school year, as this has been successful in reduction of suspensions for violence on campus at one of our middle schools, our high school, and alternative high schools.|CHUSD began to implement restorative practices by providing our assistant principals a short training and allowing school sites to determine how they would include these in their behavior processes. This has led to small successes in reducing suspensions at one of our middle schools, our high school and alternative high schools. We will continue developing and refining these practices in the 2026-2027 school year. In addition, CHUSD will be providing training on instructional design, and coaching to site administrators and teachers to increase student engagement in academic content, thereby creating a sense of connectedness and success.|Met||2026-06-23|2026
10621580000000|Fowler Unified|6|A total of 1,347 students in grades 4–12 participated in the Spring 2026 student survey. Survey results indicate that students continue to report positive perceptions of their school experience across several key measures. The percentage of students who reported feeling safe at school remained high, with 87% of respondents agreeing with this statement, compared to 88% in 2025. Similarly, students’ sense of school connectedness remained strong and stable, with 84% reporting that they feel connected to their school, compared to 85% in the previous year.  Student perceptions of supportive adult relationships showed a modest increase, with 87% of respondents indicating that adults at school care about them, an increase of one percentage point from 2025. English Learners also reported strong academic confidence, with nearly 90% expressing confidence in their ability to improve in their classes. Additionally, 90% of responding students indicated plans to pursue postsecondary education or training, including college, trade school, or technical education, following high school.  Overall, the Spring 2026 survey results suggest that students continue to feel safe, supported, connected, and optimistic about their future. Fowler Unified will continue to build on these strengths while seeking opportunities to further enhance student engagement, belonging, and academic confidence across all student groups.|The District was encouraged by another strong level of student participation in the Spring 2026 student survey, demonstrating that students remain engaged and willing to share their perspectives about their school experiences. Survey results indicate that students continue to report high levels of safety, connectedness, and support from adults at school. While the percentages remained relatively stable from the previous year, the consistently positive results suggest that the District’s efforts to foster safe, supportive, and inclusive school environments are having a meaningful impact.  The survey findings reinforce the effectiveness of actions designed to strengthen school connectedness and student well-being. Data showing that 87% of students feel that adults at school care about them reflects the ongoing impact of staff training focused on social-emotional learning, relationship-building, and student support. These outcomes are further supported by the District’s continued investment in Student Support Specialists, counseling services, nursing services, and other mental and physical health resources that help address students’ academic, social, and emotional needs.  The District is also encouraged by the strong confidence expressed by English Learner students in their ability to improve academically, suggesting that targeted supports and inclusive learning environments are helping students develop a positive sense of self-efficacy. Additionally, the high percentage of students planning to pursue postsecondary education or career training reflects a strong sense of future readiness and aspiration among Fowler Unified students.  Fowler Unified remains committed to increasing students’ feelings of safety, belonging, and connectedness. The District has established LCAP targets of 90% of students reporting that they feel safe at school and 85% reporting that they feel connected to school by 2027. Creating school environments characterized by high expectations, strong adult support, positive relationships, and physical and emotional safety continues to be a top priority. These conditions provide the foundation for student engagement, academic achievement, and long-term success for all students.|To address the social and emotional needs of students, the District will continue to provide Student Support Specialists at all sites across the district. To support students’ feelings of safety, Fowler Unified has contracted with the Fowler PD to have a part-time Student Resource Officer on campuses to foster positive relationships.|Met||2026-06-24|2026
10621660000000|Fresno Unified|6|"To align with the new district Goals and Guardrails, the local climate survey was revised (2025- 2026) with the development of a Staff Survey specifically for departments with refined questions aligned with our new Goals and Guardrails and the development of a new domain for Health and Wellness which allow the analysis of data between measures and articulation of changes between administrations. With a first year of administration, we have identified our baselines and are targeting areas of growth and improvement.   Positive ratings within the student survey ""Student Engagement"" domain is 82% for students overall, and 83% for elementary students (grades 3-6) and 82% for secondary students (grades 7-12). Questions in this domain include, ""I feel like I belong at my school just the way I am"", ""At my school my ideas and feelings are heard"", ""There is at least one adult at my school who I trust"", and ""Students at this school care about each other"". As we look deeper on specific student groups, we see positive rates for English Learners, Foster Youth, and Socioeconomically Disadvantaged students at 84%, 80%, and 82%, respectively, overall.   When reviewing results of these student groups for elementary students specifically, we see positive rates of 84% for English Learners, and 81% for Foster Youth.   The only drop was with our Socioeconomically Disadvantaged Youth to 82.0% from 82.3% in 2025. Meanwhile, our secondary students show favorability rates of 80% for English Learners, 80% for Foster Youth and 82% for Socioeconomically Disadvantaged students.    Positive ratings within the student survey ""School Environment"" domain is 77% for students overall, 76% for elementary students (grades 3-6) and 77% for secondary students (grades 7-12). Questions in this domain include, ""Adults at my school treat students with respect and care"", ""I feel safe at school"", and ""I know the school rules and what is expected of me"". As we dive into specific student groups, we see positive rates for English Learners students at 75%, Foster Youth at 73% and Socioeconomically Disadvantaged student at 76%. When reviewing results of these student groups for elementary students specifically, we see positive rates of 75% for English Learners 74% for Foster Youth, and 76% for Socioeconomically Disadvantaged Youth.   Meanwhile, our secondary students show favorability rates of 75% for English Learners, 72% for Foster Youth, and 77% for Socioeconomically Disadvantaged students.  These domain ratings allow us to find focus areas to continue to work with various departments and school sites to improve student engagement opportunities and the environment at schools."|Key Learning:  o	Secondary students experienced a greater percent increase of favorable responses for Student Engagement Spring 2025 to 2026 as compared to elementary students. However, elementary students experienced a greater percent increase in favorable responses for School Environment.   Spring 26’ results: Elementary  •	Student Engagement 83% (+0.4%) •	School Environment 76% (+4.2%) Secondary •	Student Engagement 82% (+1.6%) •	School Environment 77% (+2.2%)  o	Our Foster Youth in elementary saw the most growth in School Environment while our Socioeconomically Disadvantaged students in secondary experienced the greatest growth of favorable responses for Student Engagement as compared to our other identified student groups. Spring 26’ Socioeconomically Disadvantaged students and Foster Youth results: Elementary Foster Youth •	School Environment 74% (+6.1%) Secondary SED •	School Engagement 82% (+3.0%)  o	“Students at my school care about each other” remains the question for both Elementary and Secondary with the lowest percentage of favorable responses.         Elementary 70% (+2%)          Secondary 62% (+4%)  Identified Needs:  o	More consistency of SEL Curriculum implementation as a Tier 1 intervention in both elementary and secondary settings pertaining to (student to student & student to adult) relationship building.  Focus on improving favorable responses to questions: •	Students at this school care about each other. •	At my school, my ideas and feeling are heard.  o	Continue and improve upon the process of Climate & Culture Teams analyzing their survey data to identify area(s) within School Environment and Student Engagement to inform smart goal setting and progress monitoring.  o	Complete districtwide implementation of Discipline Guidelines including differentiated side-by-side coaching and professional learning to ensure and increase equitable discipline responses, treatment, and safety.  Areas of Strength:  o	Overall there was growth as a district in both Student Engagement and School Environment.  o	Secondary         Sub groups showed growth in all areas from Spring 25’ to 26’. o	Elementary Sub groups showed growth in all areas except for Socio-Economically Disadvantaged from Spring 25’ to 26'. •	SED went from 82.3% to 82%.  o	Continued Implementation of PBIS, SEL, RP schoolwide and classroom rules and expectations as a district-wide initiative.|District Leaders will differentiate side by side coaching with Discipline Guidelines to improve school climate and alternative means of correction to improve student view of safety and fair disciplinary practices. Questions: o	I feel safe at school. o	Adults at my school treat students with respect and care.  Implementation of Discipline Guidelines will be expanded to all school sites, with all schools being trained by the end of the 26-27 school year.   Continue and expand our focus on implementation of selected SEL curriculum as stated in our Health and Wellness Guardrail Initiative 1.1.  Conduct listening sessions with students at school sites to gain insight around what actions can be taken to improve student engagement and school environment.   Climate and Culture Teams/Site- Assigned administrator to develop strategies around maintaining and increasing student engagement and school environment.  Specifically for Elementary Socio-Economically Disadvantaged students teams will focus on increasing student engagement.|Met||2026-06-17|2026
10621660106740|Aspen Valley Prep Academy|6|The Kelvin Student Survey, administered to students in 4th grade and above between April 13 and April 24, 2026, provides important insights into school climate across student groups, including English Learners (EL), Students with Disabilities (SWD), Homeless students, and Socioeconomically Disadvantaged (SED) students. Overall, results indicate generally positive perceptions of connectedness and school participation, and inclusion with SED students reporting the highest levels of connectedness (92%) and participation (100%) and inclusion (83%). EL and SWD students also report strong feelings of connectedness (86% and 83%). However, perceptions of inclusion at school vary more significantly across groups, with EL students reporting the lowest level of perceived inclusion (57%), compared to 83% for Homeless students and 67% for SWD and 63% for SED students. These results suggest that while students across groups generally feel connected to school and participation in school activities and governance, there is a need to further strengthen perceptions of inclusion, particularly for English Learners. Continued focus on inclusive practices, relationship-building, and targeted support will be important to ensure all student groups experience a consistently inclusive school climate.|The Kelvin Student Survey, administered to students in 4th grade and above between April 13 and April 24, 2026, provides additional insight into sense of safety, sense of belonging, and engagement across student groups, including English Learners (EL), Students with Disabilities (SWD), Homeless students, and Socioeconomically Disadvantaged (SED) students. In the area of sense of safety, most students report feeling safe, with rates ranging from 62% for SED students to 78.8% for SWD students.  In terms of sense of belonging, Homeless and SWD students report higher levels of sense of belonging (58% and 53%), while EL students (51%) and SED students (50%) report lower levels of sense of belonging.  Regarding engagement, SWD students report higher levels of engagement (56%) followed by EL students (51%) with SED and Homeless students (50%).  Overall, the data suggests that while a majority of students across groups report positive experiences related to safety, there are meaningful differences in belonging and engagement that point to disparities among student subgroups. SWD students consistently report the highest levels of safety, belonging, and engagement, while SED students tend to report the lowest outcomes across these areas. These patterns indicate a need to further strengthen targeted supports that promote connectedness and engagement for English Learners, Socioeconomically Disadvantaged, and Homeless students. In particular, efforts to build stronger relationships, increase access to supportive adult connections, and expand inclusive school practices may help close these gaps and improve overall student experience across all groups.|To address identified needs from the Kelvin Student Survey, Aspen Valley will implement targeted updates to existing plans, policies, and procedures to strengthen supports that promote student sense of safety, belonging, and engagement for English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, and Homeless students. Key efforts will focus on building stronger relationships, increasing access to trusted and supportive adult connections, engaging teaching strategies, and expanding inclusive school practices. These strategies are intended to reduce disparities across student groups and improve overall school experience. Through these coordinated actions, Aspen Valley aims to foster a more inclusive, responsive, and equitable learning environment that enhances students’ sense of safety, strengthens belonging, and increases engagement particularly for its most vulnerable student populations.|Met||2026-06-09|2026
10621660114355|Sierra Charter|6|Sierra Charter School maintains a strong commitment to fostering a safe, inclusive, and supportive school climate. According to our most recent local climate surveys, students across all grade levels generally report feeling safe, respected, and connected to adults on campus. While specific data varies by subgroup, results consistently show that students value the relationships they have with staff and appreciate the individualized support they receive.  Disaggregated data also suggests that most student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, feel a sense of belonging and report positively on school climate indicators.|Analysis of the climate survey data revealed that students feel safe, supported, and connected, highlighting strong staff-student relationships as a key area of strength. An identified need is improving engagement and connection for certain student groups, particularly those less likely to participate in school activities or report a strong sense of belonging. Moving forward, we aim to deepen inclusivity efforts and ensure all student voices are represented and valued.|Sierra Charter School is enhancing outreach strategies and refining existing engagement practices. This includes more culturally responsive activities, targeted support for underrepresented groups, and expanded opportunities for student voice. Staff training and adjusted procedures for monitoring engagement will also be implemented to ensure continuous improvement and a more inclusive school climate for all students.|Met||2026-06-18|2026
10621660114553|University High|6|UHS uses a personalized school climate survey to measure many different aspects of health and safety (e.g., bullying, drug and alcohol use, mental health, etc.). The survey is administered every year and asks questions specific to our school and the school climate. The survey is given to our students in the spring of each year and the School Board and staff reviews the results.|"In disaggregating the data, the following areas increased (positive change) when comparing the past two surveys (2026 vs. 2025): -Students at UHS regularly clean up after themselves, putting their trash & recyclables in the right places. (+2.9%; 65.23% strongly agree/agree) -I appreciate that the UHS campus, including classrooms and furniture are in good condition. (+3.73; 93.99% strongly agree/agree) -Students at UHS try hard to be the best students that they can be. (+1.96%; 71% strongly agree/agree) -There is at least one adult on campus that I connect with. (+2.54%; 83.34% strongly agree/agree) -Homework hours per night, not including practicing your instrument or when you have social media available. (+3 hours= -7.68%)  UHS found the following areas declined when comparing the past two surveys (2026 vs. 2025): -Underage drinking is not a serious problem with UHS students. (-3.97%; 72.9% strongly agree/agree) -Vaping is illegal for adults under 21. Vaping use is not a serious problems at UHS. (-3.81%; strongly agree/agree) -Teachers and staff talk seriously about what ""I am UHS"" means and, although students may not say it, I think that students at UHS want to live up to the challenge of being understanding, honorable, and studious. (-4.3%; 65.01% strongly agree/agree) -Various cultures and social groups blend, interrelate, and feel like valid members of the school community. (-3.62%; 81.3% strongly agree/agree) -UHS Students do not use social media to post inappropriate images or cheat, and they are generally nice to others online. (-7.49%; 45.69% strongly agree/agree) -I feel safe from Internet bullying since it rarely happens at UHS. (-5.87%; 69.18% strongly agree/agree)"|"Our goal for this year was to ensure that all students were connected to at least one adult on campus. There was an increase of 2.54% over last year for this question on the survey, and a total increase of 4.55% in two year. There was time during most of our professional development meetings during the 2025-26 school year to add connections to a schoolwide chart. We also had discussions with the staff regarding cheating and the various ways that students are now cheating (e.g., Artificial Intelligence, etc.) The UHS Counselors also increased their presence in the classrooms and updated their presentations regarding suicide so that students have the important information needed anytime they might need it. Additionally, students are able to use ""The Nest"", the physical calming room, which allows students to access any time that they need a time out or need for a calming space due to anxiety, stress, or panic."|Met||2026-06-01|2026
10621660121533|Morris E. Dailey Charter Elementary|6|74% feel safe on campus (decrease -4).  73.4% feel as though they belong (decrease -4).  83.3% feel there is an adult who cares about them.   90% feel they have an opportunity to participate in extracurriculars.   70.5% feel students care about each other (decrease -3).  92% feel they have opportunities to be part of discussions and activities in their classrooms.   96% feel that the school hosts different activities that their family is welcome to attend. (increase +2).  86% of students feel the school values understanding different races, ethnicities, and culture.|Learnings:  The variety and quantity of events have provided students and families to be on campus.   Students feel as they have an opportunity to be involved in campus, but not that they belong.   Strengths: Direct instruction of expectations, student accountability to expectations through logical consequences, rehearsal of emergency procedures (lockdown, fire, earthquake), classroom norms meetings, morning meetings, school-wide behavior assemblies, Learner profile assemblies, behavior conferences.   Needs:  Peer to peer empathy and respectful discourse.  Increase communication around decisions that center on student safety.   Communicating success criteria, rubrics, and/or checklists to students.|Continue the intentional integration of the Learner Profile to support character development.  Provide opportunities in Morning Meetings to discuss social and emotional scenarios for students to work through.    Continuing safety assemblies that focus on the Learner Profile, emergency procedures, and how we treat one another.   Explore areas that scored lower to gain student feedback on why they feel that way (students not following expectations, asking a teacher for help, what makes you feel as though you belong or do not belong, how to show care to one another).|Met||2026-06-16|2026
10621660133942|Aspen Meadow Public|6|AMPS administered the Kelvin Climate and Culture Survey to students three times per year (fall, winter, spring) to gather data on student perceptions of school climate. The survey measures multiple dimensions including Sense of Safety, Sense of Belonging, Inclusion, About Me, and School Participation. Results are disaggregated by student group to identify patterns and inform LCAP planning. AMPS also conducted a Student Focus Group of 18 students in grades 4 through 6 (six per grade level) on April 30, 2026, to discuss the Kelvin results in greater depth, with a second session scheduled for May 27, 2026. English Learners demonstrated the most resilient overall favorability, holding steady at 59% from winter to spring and remaining 12 percentage points above the district average. EL students reported notable growth in Sense of Safety (up 12 points to 67%) and Inclusion (up 12 points to 67%). Concerns emerged on the About Me dimension, which declined 19 points to 40%, and School Participation, which declined 13 points. Socioeconomically Disadvantaged (SED) students experienced a continuous downward trend across the year, dropping from 56% favorability in fall to 48% by spring, sitting 1 point above the district average. The only area of growth for this group was Sense of Safety, which improved 3 points to 56%. Declines were widespread, with the largest drops in School Participation (down 13 points), About Me (down 11 points), and Sense of Belonging (down 10 points). Students with Disabilities (SWD) began the year at 63% favorability but experienced a sharp 11-point decline by mid-year, finishing at 49% in spring. SWD students reported an 8-point increase in Sense of Safety (reaching 62%) and minor 2-point improvements in Inclusion and About Me. School Participation declined 20 points for SWD, finishing at 48%. Two cross-cutting patterns emerged across all three priority student groups. First, School Participation declined by double digits for every group (down 13 points for EL, down 13 points for SED, and down 20 points for SWD), identifying student participation and engagement as a schoolwide priority. Second, Sense of Safety improved for every group across the year, representing a universal positive trend in student perception of campus safety. The Kelvin Survey results and the Student Focus Group findings together inform the 2026-27 LCAP, including the monthly adult-student mentoring structure for grades 5 and 6, the schoolwide Anti-Bullying Campaign and student-led Upstanders Club, the standardized Empower Hour implementation to strengthen classroom engagement, and the integrated Chronic Absenteeism and Suspension Rate Action Plan developed in partnership with FCSS.|Analysis of the 2025-26 Kelvin Climate and Culture Survey results disaggregated by student group surfaced both clear areas of strength and clear areas of need for Aspen Meadow Public School (AMPS). The primary area of strength identified across all three priority student groups is Sense of Safety. English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities each reported improved favorability on this dimension by spring, with EL students reaching 67%, SWD reaching 62%, and SED reaching 56%. This consistent improvement indicates that schoolwide safety practices, PBIS implementation, and Leader in Me are producing positive results in student perceptions of campus safety. A second area of strength is the resilience of English Learner overall favorability, which remained 12 percentage points above the district average and held steady from winter to spring. The most significant area of need identified through the data is School Participation, which declined by double digits across every priority student group between fall and spring (down 13 percentage points for EL, down 13 percentage points for SED, and down 20 percentage points for SWD). The 20-point decline for SWD is the steepest observed in any dimension for any group. Secondary areas of need include the 19-point decline on About Me for EL students, the continuous decline in overall favorability for SED students (from 56% in fall to 48% in spring), and the mid-year decline in overall favorability for SWD (from 63% in fall to 49% in spring). The key learning across these findings is that AMPS must transition from establishing a baseline environment of physical and emotional safety to actively fostering student agency, involvement, and connection. To address this need, AMPS will celebrate cultural and linguistic assets by intentionally integrating opportunities for EL students to use and display their primary language skills across campus, positioning bilingualism as an academic asset rather than a deficit. AMPS will implement personal goal-setting portals through the Leader in Me program, with structured regular check-ins in which students monitor their personal growth goals; goals will be posted and celebrated in class and with families to provide a tangible sense of self-achievement that counters the late-year decline. AMPS will also re-energize classroom inclusion routines through Universal Design for Learning practices, with intentional implementation of interactive and project-based learning and collaborative peer-work structures that pull isolated students back into active learning. These responses serve to inform the school's MTSS, parent engagement, and professional learning actions in the 2026-27 LCAP.|Based on the analysis of the 2025-26 Kelvin Climate and Culture Survey results, the Student Focus Group findings, and the 2025 California School Dashboard performance for the Suspension Rate and Chronic Absenteeism Indicators, Aspen Meadow Public School (AMPS) has identified several changes to existing plans, policies, and procedures that will be implemented during the 2026-27 school year for continuous improvement. First, AMPS will implement a schoolwide Anti-Bullying training for staff, students, and families. The training will use resources available through StopBullying.gov, and will be coordinated with the implementation of restorative practices and Positive Behavioral Interventions and Supports (PBIS) across the school. The training is designed to provide consistent expectations and shared language for addressing bullying behaviors across home and school environments. Second, AMPS will establish a student-led Anti-Bullying group, the Upstanders Club, to help train and monitor the effectiveness of the Anti-Bullying program. A group of students in grades 4 through 6 will participate in Anti-Bullying training, learn how to be an Upstander at AMPS, receive a t-shirt designating them as part of the Upstander team, and participate in biweekly meetings led by a qualified staff member. The Upstanders Club originates directly from the 2025-26 Student Focus Group recommendation and reflects the school's commitment to incorporating student voice into school climate improvement. Third, AMPS will clearly share with families the processes and protocols used to prevent and address unsafe student behaviors. The communication plan will include the AMPS Discipline Matrix, the school's restorative practices and restorative re-entry process, the PBIS pillars and recognition system, and the procedures for reporting bullying incidents. These materials will be communicated through ParentSquare, Parent Nest Connection meetings, Parent Advisory Committee (PAC) meetings, English Learner Parent Advisory Committee (EL-PAC) meetings, and the Parent Lighthouse Team meetings, with all materials provided in English and Spanish. Fourth, AMPS will establish, monitor, and display schoolwide goals through a shared leadership model. Goals will be set in collaboration with the Staff Lighthouse Team, the Parent Lighthouse Team, and the student Upstanders Club; will be monitored through weekly attendance and behavior data review by the Attendance Team; and will be displayed for students, staff, and families to track growth in the identified areas of need, including school connectedness, student participation, attendance, and behavior. Together, these changes are designed to address the areas of need identified through the analysis of local data and to advance the school's continuous improvement work across the 2026-27 school year.|Met||2026-06-09|2026
10621660140038|Endeavor Charter|6|Since 2020, Endeavor Charter School has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.   We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Student Survey taken in February of this 2025-26 school year.  The feedback from this survey contributed to our 2026-27 LCAP goals and actions.  127 students responded to our local school survey on a variety of topics.  The results were as follows:  I receive encouragement from teachers and other school staff.   98% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school.   99% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 99% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 100% Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents.  99% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 98%  rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 16% rated Almost all the time,  25% rated Often, 53% rated Sometimes, 6% rated Never How well did the school support your education-related technology needs? 97% rated Excellent, Above Average, or Satisfactory.  Although we do have data on our student subgroups, subgroups are too small to report results.   Our students feel safe and well supported.|Our students feel safe and well supported. In all areas, our students rate us high.   Although we do have data on our student subgroups, subgroups are too small to report results.|Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data.|Met||2026-06-16|2026
10621660140764|Golden Charter Academy|6|Golden Charter Academy utilizes multiple measures to monitor school climate, including the California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS), attendance data, suspension data, chronic absenteeism data, behavior referral data, MTSS intervention records, and stakeholder feedback collected throughout the school year. These measures provide insight into students' perceptions of safety, connectedness, meaningful participation, engagement, and overall school experience. Survey data from staff and students indicate positive relationships between students and adults, a strong sense of belonging, and alignment with the school's mission of academic excellence, civic stewardship, environmental stewardship, and leadership development. Staff responses reflected confidence in the school's commitment to student success, collaborative problem-solving, and culturally responsive practices. Student responses demonstrated generally positive perceptions of peer relationships and adult support while identifying opportunities to strengthen engagement, student voice, and consistency in schoolwide expectations. As Golden Charter Academy transitions to a new campus and expands programming through environmental education, agricultural education, zoo-based learning, and place-based instructional experiences, the school is strengthening systems to collect and analyze climate data across student groups. Data will continue to be disaggregated by student subgroup whenever available and used to identify trends, monitor equity, and inform continuous improvement efforts.|Analysis of school climate data identified several areas of strength. Student and staff survey results indicate positive relationships between students and adults, a strong sense of belonging, and generally favorable perceptions of support and engagement. Staff survey results also reflect confidence in the school's mission, collaborative culture, and commitment to serving students through culturally responsive and student-centered practices. These findings suggest that Golden Charter Academy has established a positive foundation for student wellness, connectedness, and academic success. The data also identified opportunities for continued growth. Student feedback indicates a need to strengthen consistency in schoolwide expectations, increase opportunities for meaningful student participation and voice, and further improve perceptions of safety and engagement. Survey participation rates also remain an area of focus, as increased participation will provide a more representative understanding of student, family, and staff experiences across the school community. Review of available subgroup data and support program participation further reinforces the importance of maintaining equitable access to academic, behavioral, and social-emotional supports through the school's MTSS framework. As enrollment expands and student needs become increasingly diverse, the school recognizes the need to strengthen systems for data collection, intervention monitoring, family engagement, and continuous improvement. These key learnings reinforce Golden Charter Academy's commitment to fostering a school culture grounded in belonging, civic stewardship, environmental stewardship, leadership development, and meaningful participation while ensuring all students have access to the supports necessary for success.|In response to the data and identified needs, Golden Charter Academy is implementing a comprehensive School Culture and Student Success Framework designed to strengthen student belonging, engagement, safety, and academic achievement.  Key actions include the implementation of a Multi-Tiered System of Supports (MTSS), restorative practices, expanded student services, structured attendance interventions, and schoolwide expectations that provide consistency across all classrooms. The school will also establish regular student voice opportunities, strengthen family engagement systems, and utilize ongoing climate data reviews to monitor progress and guide decision-making.  Professional development will focus on culturally responsive teaching, relationship-centered classroom management, trauma-informed practices, and effective intervention strategies. Additional structures, including student leadership opportunities, circle practices, and targeted social-emotional supports, will further strengthen the school climate.  These revisions align with Golden Charter Academy's commitment to continuous improvement and ensuring that every student experiences a safe, supportive, engaging, and academically rigorous learning environment.|Met||2026-06-18|2026
10621660140806|Aspen Ridge Public|6|Local Climate Survey Data: Student Survey 2025-26 Aspen Ridge Public School (ARPS) administered the Strong Schools, Strong Voices: Student LCAP Survey three times during 2025-26. The third administration (April 13-24, 2026) yielded 462 student responses and an 87% participation rate, measuring 10 questions across seven climate dimensions. Overall Favorability Trend Schoolwide favorability declined across the year: 54% in administration #1 (September-October 2025), 50% in administration #2 (January 2026), and 47% in administration #3 (April 2026), a seven percentage point year-long decline. Dimension-Level Results, Administration #3 All seven dimensions declined from administration #2. Results from highest to lowest favorability: Inclusion 62% (down 5 points), Connectedness 60% (down 3 points), School Participation 60% (down 3 points), Sense of Safety 51% (down 3 points), Sense of Belonging 37% (down 2 points), About Me 35% (down 3 points), and Engagement 32% (down 5 points). Analysis of Specific Items The lowest-favorability dimensions are Engagement (32%), About Me (35%), and Sense of Belonging (37%), each below 40%. Engagement and Inclusion each declined by 5 percentage points, the largest declines among the seven dimensions. Fewer than four in ten ARPS students report feeling engaged in their learning or a strong sense of belonging, and barely half report a sense of safety. Inclusion and Connectedness remain the strongest dimensions, though both show declines warranting attention. Comparison with Parent and Family Survey Data Parent and family favorability was 86% on administration #3, substantially higher than the 47% student favorability rate. The 39 percentage point gap between adult and student perceptions indicates meaningful divergence in school climate experiences, warranting further analysis through focus groups and classroom-level engagement strategies. Data Limitations The summary does not include disaggregation by race, ethnicity, English Learner status, socioeconomic disadvantage, students with disabilities, or foster youth. ARPS should access full platform reports to obtain student group disaggregation. No open-ended comments were submitted on this administration. Implications for LCAP Student survey results inform the Promoting a Positive School Climate action, the MTSS Social-Emotional and Behavioral action, and the Student Lighthouse Team expansion to three leadership teams in 2026-27. The declining engagement and belonging dimensions reinforce LCAP priorities on student voice, recognition programming, and PBIS implementation.|The analysis of the Strong Schools, Strong Voices: Student LCAP Survey administered three times during 2025-26 identified the following key learnings, areas of strength, and identified needs for Aspen Ridge Public School (ARPS). Areas of Strength Student participation in the survey is a significant strength. The 87% participation rate on administration #3 (n=462) is high and provides a robust data set for analysis, indicating that students are willing to share their perspectives when given structured opportunities. Inclusion (62%) and Connectedness (60%) emerged as the highest-favorability dimensions, indicating that the majority of ARPS students report feeling included and connected to the school community. School Participation also remained at 60%, reflecting that students continue to perceive opportunities to participate in school life. These dimensions represent a foundation on which to build stronger engagement and belonging outcomes. Identified Needs Three dimensions emerged as critical priority areas, each below 40% favorability on administration #3. Engagement (32%) is the lowest dimension and declined by 5% from administration #2, the largest single decline. About Me (35%) and Sense of Belonging (37%) follow, both reflecting that fewer than four in ten students report a strong sense of identity, recognition, or belonging at school. Sense of Safety (51%) is a fourth area of concern, with barely half of students reporting that they feel safe at school. Schoolwide favorability declined consistently across all three administrations, from 54% to 50% to 47%, a 7% year-long decline. All seven dimensions declined from administration #2 to administration #3, indicating a systemic rather than dimension-specific concern. The 39% gap between student favorability (47%) and parent and family favorability (86%) on the corresponding LCAP survey is a critical key learning. Adult perceptions of school climate diverge meaningfully from student perceptions, suggesting that engagement, belonging, and safety challenges identified by students may not be fully visible to families and staff. Data Limitations and Areas for Further Analysis The summary does not include disaggregation by race, ethnicity, English Learner status, socioeconomic disadvantage, Students with Disabilities, or foster youth. ARPS cannot determine from this summary whether engagement, belonging, and safety gaps are concentrated in particular student groups. Disaggregated data should be accessed through full platform reports to identify the student groups requiring targeted climate interventions. Connection to LCAP Priorities These key learnings reinforce LCAP investments in PBIS implementation, Second Step SEL curriculum, the expansion of the Student Lighthouse Team to three leadership teams, recognition programming, and the MTSS social-emotional and behavioral support structures.|Based on the analysis of local climate survey data and the identification of key learnings related to student engagement, belonging, and safety, Aspen Ridge Public School (ARPS) has identified the following revisions, decisions, and actions for implementation in 2026-27 to address the areas of need. Expansion of Student Voice and Leadership Structures ARPS will expand the Student Lighthouse Team to fully implement three student leadership teams focused on leadership, academics, and culture during 2026-27. The teams will plan and implement at least one student engagement event and one family engagement event each quarter, providing structured opportunities for students to shape the school environment. This change directly responds to the low Engagement dimension (32%) and the low About Me dimension (35%) by creating sustained, visible opportunities for students to influence school decisions and to develop leadership identity. Strengthened PBIS Implementation and Recognition Programs ARPS will sustain and refine the schoolwide PBIS framework aligned to the RAVEN Way expectations, including Raven Cards and weekly recognition structures, and will expand recognition programs that celebrate growth across academic, behavioral, attendance, and leadership dimensions. The expanded recognition focus is designed to address the low Sense of Belonging dimension (37%) by ensuring that more students experience visible acknowledgment within the school community. Continued Implementation of the Second Step SEL Curriculum ARPS will continue implementing the Second Step SEL curriculum across grades 7-12, with expanded focus on substance use prevention, healthy relationships, and conflict resolution. The continued SEL investment directly supports the low Sense of Safety dimension (51%) by building student capacity in self-management, relationship skills, and responsible decision-making. Restorative Practices and Tier 2 and Tier 3 Behavioral Supports ARPS will expand restorative practices and Tier 2 and Tier 3 behavioral supports through check-in/check-out, behavior contracts, and social skills groups, with priority access for Students with Disabilities, students experiencing homelessness, and SED students. These supports are designed to strengthen the school climate experience for students whose needs are most acute. Survey Disaggregation and Continued Monitoring ARPS will access full platform reports to obtain student group disaggregation of climate survey data for 2026-27. Disaggregated results will inform targeted interventions for student groups whose climate experiences may differ from the schoolwide average. Survey results will be reviewed alongside Dashboard chronic absenteeism and suspension rate indicators to monitor whether interventions are improving the school climate experience equitably across all student groups.|Met||2026-06-09|2026
10621661030642|School of Unlimited Learning|6|The School of Unlimited Learning (SOUL) administered the YouthTruth Student, Family, and Staff Surveys in March 2026, achieving high participation rates of 98% of students (172), 81% of families (130), and 100% of staff (23). Results are benchmarked against national and California high school datasets and provide a comprehensive view of school climate across stakeholder groups. SOUL serves a diverse student population, including 61% Hispanic/Latino/a students, 20% English Learners, 75% socioeconomically disadvantaged students, and 17% of students receiving special education services. Survey data indicate that English Learner families report slightly lower perceptions of safety and access, suggesting an opportunity to ensure consistent experiences across student groups. Student Perceptions of School Safety: Survey results indicate strong perceptions of school safety across all stakeholder groups. Families rated safety at the 92nd percentile, with 88% reporting a safe learning environment and 90% indicating they feel safe at the school. Staff responses were similarly positive, with 86% reporting they feel safe and 82% indicating clear rules are in place to prevent harm. Students also reported generally positive perceptions of safety (75%, 81st percentile), with slightly lower ratings among 9th graders. Student Connectedness (Belonging): Survey data identify student belonging and peer connectedness as a key area for growth. The Belonging & Peer Collaboration theme scored at the 6th percentile, the lowest-rated area across all surveys, with low levels of belonging reported across grade levels. While students report feeling physically safe, fewer report a strong sense of connection to peers and the broader school community. Student Engagement: Student engagement is an area of strength, ranking at the 82nd percentile, with 91% of students reporting they try to do their best and 71% indicating pride in their work. Participation in extracurricular activities further supports student connection, although only 42% report enjoying school most of the time. In summary, survey results reflect a school climate where students, families, and staff generally feel safe and engaged, supported by strong communication and clear expectations. At the same time, student belonging and peer connectedness remain key areas for growth to ensure all students feel fully connected to the school community.|Analysis of the 2026 YouthTruth Student, Family, and Staff Survey data highlights key strengths and areas of need in SOUL’s school climate.  A primary strength is the consistently positive perception of school safety across all stakeholder groups, indicating a stable and supportive learning environment. Student engagement and academic focus are also strong, with Engagement ranking at the 82nd percentile and College & Career Readiness at the 93rd percentile, reflecting high levels of student effort and preparation for post-secondary success. Family and staff data further reinforce these strengths, with strong communication and collaboration supporting student outcomes.  At the same time, student belonging and peer connectedness represent the most significant area of need. The Belonging & Peer Collaboration theme scored at the 6th percentile, indicating that while students feel safe and engaged, many do not yet feel a strong sense of connection to their school community. Disaggregated data highlight variation in student experience, with younger students reporting lower levels of connection and fairness, and English Learner (ELL) families reporting slightly lower perceptions of safety and access.  Overall, the data indicate that while SOUL has established a safe and academically focused environment, strengthening student belonging and connection remains a key priority to ensure all students feel included and supported.|Based on the analysis of 2026 local climate data, SOUL will refine existing plans and practices to strengthen student belonging and peer connectedness while maintaining strong systems for safety and engagement.  The school will enhance structures that support student connection and engagement, including increasing opportunities for relationship-building, student voice, and participation in school activities. SOUL will also continue to strengthen schoolwide practices that promote a positive and inclusive culture across classrooms and programs. In addition, SOUL will refine communication and engagement practices to ensure all students and families, including underrepresented groups such as English Learner (ELL) families, feel connected and supported. These efforts will be monitored through ongoing data and feedback to support continuous improvement.|Met||2026-05-12|2026
10621661030840|Carter G. Woodson Public Charter|6|LCAP student survey data reflects strong student satisfaction with school conditions and climate, with an average satisfaction rate of over 90% across key items, showing that students feel safe, supported, and welcome on campus. These results are consistent with site observations and reinforce that the school environment is positive, respectful, and well-maintained.  Survey items with over 90% satisfaction included:  “My campus is a safe place to attend school.” – 91%  “There are staff members available when I have a problem on campus.” – 95%  “My teachers provide extra help or support when I need it.” – 94%  “In general, I enjoy my time and feel welcome at my school.” – 92%  “I am proud to be a student here.” – 90%  “Instruction encourages an understanding of diverse opinions, values, and cultures.” – 92% “There is adequate technology available on campus to meet my academic needs.” – 93%  “I am tested on relevant information that I have learned in my classes.” – 93%  “My homework assignments are directly related to classroom activities.” – 94% “My teachers use a variety of instructional materials to present academic content.” – 93%  “The classes I need to achieve my academic goals are available to me.” – 95%   These responses highlight a consistent culture of support and high expectations across the campus. Students feel their academic needs are being met and that adults on campus are responsive when support is needed.  Areas of growth were identified as items with less than 80% satisfaction include:  “There are adequate amounts of clubs and extra-curricular activities available to me.” – 74% “The curriculum is challenging to me.” – 64%   In response, focus groups will be formed to explore these results in more detail. Student feedback is now being used to inform planning for expanded extracurricular offerings and curriculum development. These areas also align with current LCAP priorities, including improving student engagement and access to enrichment opportunities.|Analysis of student climate survey data shows that students feel safe, supported, and proud to attend their school. Areas of strength include access to support from staff (95%), access to relevant courses, and support from teachers (94%). However, two needs emerged from items with less than 80% satisfaction, including the desire for more extracurricular opportunities and more challenging curriculum. While the survey was not disaggregated by student group, the school continues to gather feedback from underrepresented students through IEP meetings, counseling, and ELD supports. These findings have reinforced the importance of maintaining strong relationships and a safe campus, while also prompting next steps around student engagement, enrichment, and culturally relevant instruction.|In response to local data and educational partner feedback, several adjustments are being made to strengthen academic supports and instructional practices. The benchmark assessment system is being refined to better identify learning gaps early and ensure that intervention decisions are timely and targeted. These benchmarks will also play a more active role in guiding Individual Learning Plans and tracking student progress throughout the year. To address student input around curriculum rigor, professional development will continue to focus on strategies for increasing engagement and improving instructional design across content areas. In addition, feedback from student surveys pointed to the need for more extracurricular options and enrichment opportunities. As a result, the school is expanding its club offerings to better align with student interests.  Communication and feedback procedures are also being strengthened, including the increased use of focus groups and personal outreach, especially for underrepresented student groups and families. These actions are intended to ensure that school decisions reflect a wide range of perspectives and that improvement efforts are grounded in the real experiences of students and families.|Met||2026-06-29|2026
10622400000000|Kingsburg Elementary Charter|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622400113142|Ronald W. Reagan Elementary|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622400114587|Island Community Day|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622406006704|Lincoln Elementary|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622406006712|Roosevelt Elementary|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622406006720|Washington Elementary|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622406108328|Rafer Johnson Junior High|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622406114805|Central Valley Home|6|Based on the results of the locally developed school climate survey taken during the 2025-2026 school year, 77.6% of the students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 75.8% responded that they felt connected to their school. For students in grades 7 and 8, of the students responding to the survey 77.8% indicated that they felt that school was a safe place, and 74.9% reported that they feel connected to their school.|Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these areas, so more students feel they attend a positive learning environment.|Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district recently. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be.|Met||2026-06-08|2026
10622570000000|Kingsburg Joint Union High|6|KJUHSD conducted a district-wide student survey in the spring, which garnered 1,247 responses. Students were asked a variety of questions to gather input on school climate, including safety, academic rigor, opportunities for extracurricular participation, teaching strategies, student connectedness, and resources for personal issues.  In the area of school safety, 94% of students reported feeling safe on campus, an increase of 1% from the previous year. Student connectedness remained steady at 79%, consistent with last year’s results. A total of 92% of students indicated that the district provides resources for personal issues, reflecting a 2% increase from the prior year.  Regarding the 9th grade mentor program, 70% of 9th graders felt the program helped with the transition to high school, showing a slight decrease from the previous year. Additionally, 66% of 9th graders felt their mentor cared about and supported them, and 78% felt the school should continue the mentor program.  Overall, student perceptions of specific campus issues remain low or minimal. Students reported the following issues as major concerns: bullying (4%, maintained from last year), cyberbullying (5%, maintained), fights on campus (1%, maintained), drugs (9%, maintained), and weapons (2%, a 1% increase from last year).|Overall, student results showed an increase in all survey areas related to school safety and connectedness. The district remains committed to supporting safety and school engagement by maintaining tutoring opportunities, including lunch tutorials, providing after-school transportation for tutoring and sports, and sustaining the presence of our School Resource Officer.  Due to upcoming budget constraints, the district will no longer be able to offer the online tutoring program, as it is no longer cost-effective. This year, we were able to contract 3.5 full-time mental health professionals and provide a program that connects families to counseling outside of school. However, as one-time funds expire, we will need to reduce the number of mental health professionals. The district will explore lower-cost or free alternatives through the county to continue supporting student well-being.  All of these supports have demonstrated effectiveness, as evidenced by the increases in survey metrics and positive feedback from educational partners.|In analyzing the current data by grade level, shows that there is some noted concerns. The first concern is that although we increased students' feeling of connectedness to 79%, the district would like to see this grow to 85% or higher.  Continuing to find ways to get all students connected will continue to be something we analyze.  Outside data also shows that attendance issues become an issue as students get older.  This could lead to feeling less connected.   The district will continue to implement the plan that was in place last year with a new focus on attendance and getting students back on campus every day, in addition to a focus on drug prevention.  The addition of this focus in our plan the district expects our numbers to continue to improve.|Met||2026-06-22|2026
10622650000000|Kings Canyon Joint Unified|6|KCUSD’s commitment to maintaining a positive school climate and culture is reflected in the results of the annual local climate survey administered to students in grades 3–12. The survey provides valuable information regarding students’ perceptions of safety, behavioral expectations, academic goals, and postsecondary aspirations. Results from the most recent spring survey indicate continued success in the district wide implementation of Positive Behavioral Interventions and Supports (PBIS).  Survey data highlights strong levels of student connectedness and overall well-being. Eighty-four percent of students reported that their school is “the right place for me,” reflecting a strong sense of belonging. In addition, more than 95.3% of students in both grades 3–8 and grades 9–12 indicated that their school has clear expectations for student behavior.  These positive perceptions are further reflected in student responses related to safety and school climate. Eighty-five percent of students reported feeling safe at school, an increase from the previous year, while 87% indicated that they feel welcome on campus, also improving from 2024–25.  Collectively, these results demonstrate the effectiveness of district and site efforts to foster supportive, inclusive learning environments where students feel safe, connected, and prepared to succeed.|Student and staff feedback collected throughout the year continues to highlight the positive and welcoming environments being fostered across KCUSD schools. Students consistently report that behavioral expectations and consequences are clearly communicated, and many indicate that school staff notice and value their regular attendance. These responses reflect the positive impact of the district’s continued implementation of Positive Behavioral Interventions and Supports (PBIS), which remains a key strategy for strengthening school climate and culture.  At the same time, KCUSD recognizes the importance of continuous improvement to ensure that every student feels connected and supported. Although survey results are largely positive, 84% of students reported that school is “the right place for me,” indicating an opportunity to further expand engagement strategies and create meaningful opportunities for all students to feel a stronger sense of belonging.  Similarly, while 85% of students reported feeling safe at school, the district remains committed to increasing this percentage so that every student feels secure on campus. This work will include ongoing review of safety practices, monitoring of student feedback, and implementation of proactive measures to address concerns. Ensuring that all students feel safe, welcomed, and connected continues to be a top priority for KCUSD.|KCUSD remains committed to using student feedback and collaborative input from educational partners to continuously strengthen school climate and culture. Building on the work initiated in 2025-2026, the district will continue to refine and expand strategies aligned with the Positive Behavioral Interventions and Supports (PBIS) framework to ensure that consistent behavioral, social-emotional, and academic supports are in place for all students.  During the 2026–27 school year, KCUSD will continue to provide professional learning for school site staff focused on restorative practices as well as best practices to improve student safety and supervision during unstructured times, including before and after school, passing periods, recess, and lunch. These efforts are intended to further enhance students’ sense of safety and belonging across all campuses.  In addition, the district will continue to explore opportunities to expand co-curricular and extracurricular programs so that more students have access to meaningful activities that promote connection, engagement, and school pride. By continuing and strengthening the work begun in prior years, KCUSD seeks to ensure that every student feels safe, supported, and connected to their school community.|Met||2026-06-23|2026
10622650116640|Kings Canyon Online|6|The local climate survey was administered in Spring 2026 to all students in grades 3–12 at KC Online. This annual survey gathers insights into school climate and culture, with a focus on safety, behavioral and academic expectations, and post-graduation preparedness. Key takeaways from this year’s survey indicate that KC Online has successfully implemented Positive Behavioral Interventions and Supports (PBIS). A notable 97% of students agreed that there are clear expectations for behavior, and 97% reported feeling safe at school. Furthermore, 81% of students indicated that KC Online is the right school for them, suggesting a strong overall sense of school belonging. However, only 55% of students reported satisfaction with the co-curricular activities provided, indicating room for growth in enrichment and engagement opportunities.  These results highlight that while core aspects of school climate such as safety and expectations are well-established, student engagement beyond academics may require additional attention.|The survey data reveals both areas of strength and potential growth for KC Online. High percentages in student-reported safety and behavioral clarity suggest that the PBIS systems have been effectively integrated and are positively impacting school culture. The fact that 81% of students feel the school is the right fit for them indicates a strong emotional and academic connection to the learning environment although this is slightly lower than years past. However, disaggregated insights suggest a gap in co-curricular offerings with only 55% of students feel these programs help them enjoy school. This identifies a key challenge: ensuring that all students, regardless of grade level or interests, have access to activities that promote engagement and a sense of belonging. The results also raise questions about whether the current enrichment opportunities are accessible, diverse, or widely promoted among students.|In response to these findings, KC Online is committed to continuous improvement in several strategic areas. First, the school will continue to review and strengthen its PBIS framework and socio-emotional supports to maintain the high levels of student safety and behavioral clarity. To ensure a more holistic school experience, KC Online plans to expand in-person enrichment and club-style activities to support students’ broader interests and to enhance school connectedness.  These actions are driven directly by student feedback and are intended to close the gap in perceived co-curricular engagement. KC Online recognizes that increasing opportunities for celebration and reinforcement of both behavioral and academic achievements can further enhance motivation and school pride. While improvements in safety and expectations have already shown positive results, the next phase of action will focus on increasing student involvement in non-academic domains to support a well-rounded educational experience.|Met||2026-06-23|2026
10622650126292|Reedley Middle College High|6|During the Spring 2026 semester, all students in grades 9–12 at RMCHS participated in the annual local climate survey. This assessment gathers student feedback regarding the school's overall culture and climate, focusing heavily on campus safety, academic and behavioral expectations, and preparation for life after graduation.  The data highlights a highly secure and encouraging educational environment:  97% of respondents affirmed that behavioral expectations are clearly defined. 93% of students expressed that RMCHS is the ideal school for them. 91% reported feeling secure across all areas of the campus, including hallways and restrooms. 41% of the student body agreed that peer-to-peer respect is practiced by the majority of students.  While 78% of students said the school offers co-curricular activities that make school more enjoyable, one key insight from the data is that not all students may feel they have a trusted adult on campus to go to for help, which remains an area of ongoing attention and focus.|The survey data reveals that RMCHS has several strengths in its current school climate. High levels of reported safety and behavioral clarity indicate effective implementation of Positive Behavioral Interventions and Supports (PBIS). Students feel generally respected by their peers and connected to the school environment. The 93% of students who believe the school is the right place for them reinforces a positive school identity and culture.  However, there are important areas of growth. While 78% satisfaction with co-curricular offerings is relatively strong, this still leaves a notable portion of students who may not feel fully engaged outside the classroom. More significantly, the school has identified a gap in student perception around adult-student trust and support, an essential component of a responsive and inclusive school climate. Ensuring every student feels they have at least one adult to turn to is a challenge and a priority.|In response to these results, RMCHS is taking a twofold approach to continuous improvement. First, the school will continue to refine its PBIS systems and socio-emotional supports to maintain a safe, respectful, and high-expectation environment for all students. This includes reinforcing positive behaviors and ensuring school-wide clarity around expectations.  Second, RMCHS will work to build stronger, more personalized connections between students and staff. Strategies may include implementing advisory or mentorship programs, increasing adult visibility and availability during the school day, and providing training for staff to better identify and support students in need of connection. In addition, the school will explore expanding co-curricular offerings to include more interest-based and inclusive activities, ensuring that all students can find meaningful ways to engage.  These actions are rooted in student feedback and are designed to ensure that every student not only feels safe and academically supported, but also seen, heard, and connected to the broader school community.|Met||2026-06-23|2026
10622810000000|Laton Joint Unified|6|"In the second semester of 2026, Laton Unified School District administered online climate surveys to students, families, teachers, and support staff to assess school conditions and climate as part of the LCAP process. A total of 380 educational partners participated in these surveys, which used a five-point Likert scale. Responses of ""Strongly Agree"" and ""Agree"" were considered positive indicators. A key focus of the local survey was the school climate, particularly students’ sense of safety and belonging. The results showed that 88% of students reported feeling like they are part of their school, and an equal percentage reported feeling safe at school. These findings suggest that the majority of students perceive their school environment as both positive and supportive."|"The analysis of the local climate survey data highlights both key strengths and areas for growth for Laton Unified School District. One of the district’s strongest assets is the positive perception of school climate among students. A significant majority of students praised their teachers, describing them as ""nice,"" ""fun,"" ""helpful,"" and genuinely caring about student success. Several mentioned that teachers make learning enjoyable and are always willing to help. Many students highlighted the social environment, noting that they enjoy seeing their friends every day and that the school has a welcoming, kind, and generally non-toxic atmosphere. Free time, recess, and physical activity were frequently mentioned as highlights of the school day. Students appreciate specific classes and extracurriculars, particularly gym/ PE, art, music, band, and sports. Several comments pointed out that the school is a safe, clean, and positive place to learn. At the same time, the survey data revealed specific areas that students suggested be given attention. Students consistently requested longer recess times, more outdoor breaks, and better equipment for the playground. A large number of students felt they received too much homework and wished for less academic stress and fewer tests. Several comments targeted specific school rules they found strict, with multiple students specifically mentioning a desire to change or eliminate the dress code. Some students noted they would change the behavior of certain peers, wishing there was less bullying, drama, or disruption in the classrooms."|"The District will continue to monitor school climate annually. Implementation with integrity of LCAP Action 1.3 is intended to improve the already positive rating for students' safety and connectedness. These steps include each school is maintaining a school climate task force to implement a multi-phase approach to identifying the causes of students' perceptions about school safety and connectedness, and to amplify students' voices in decision-making: • Discussions with students who represent the breadth of groups in our schools • The examination of data related to state and local indicators • In-depth empathy interviews with students and staff • Protocols for identifying and analyzing root causes • Identifying how current District initiatives are providing solutions to the problems • An area to be re-purposed as a ""Student Center"" on each campus, a safe place for students to meet and discuss issues important to them. This will help identify and address any emerging equity gaps, ensuring that every student and family is supported in a safe, inclusive, and responsive school environment."|Met||2026-06-24|2026
10623310000000|Orange Center|6|OC Parent Survey 2024-2025: 99% (103) Parents reported feeling safe while on the Orange Center Campus 98%(102) Parents reported having a feeling of connectedness to Orange Center School 100%(12) Parents reported that the school promotes family involvement in school 100%(12) Parents reported that they felt that the school provides their child with the support they need to succeed 100% (12) Parents reported that the school offers a safe, secure, and clean learning environment 100%(12) Parents reported that the school distributes information about community programs for families 50%(6) Parents reported that they would like training in the area of Nutrition and Health 58%(7) Parents reported that they would like training in the area of Bullying Prevention and Basic Computer Skills  OC Staff Survey 2024-2025:  95.8% (23) Staff reported feeling safe while on the Orange Center Campus 95.8% (22) Staff reported having a feeling of connectedness to Orange Center School  Student Survey School Climate  2024-2025 When asked if they feel safe at school:  14.8% Strongly Agree 47.8% Agree 33% Neutral 1.7% Disagree 2.6% Strongly Disagree  When asked if they feel connected to their school:  8.7%Strongly Agree 37.4%Agree 45.2% Neutral 6% Disagree 2.6% Strongly Disagree  To provide a safe, comfortable, collaborative learning environment, the facilities, furniture, and grounds are well-maintained.  A digital check-in system and background check system (Raptor) have been implemented and maintained.  Cameras are installed at the school entrance and other strategic areas around campus.  To ensure student engagement in a rural school, home-to-school transportation was provided.  The District provided preventative healthcare measures through a site LVN to assist in disseminating health information and communicating with parents regarding preventative health/emotional issues, and immunizations to improve attendance and loss of instructional time. Provided a Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place, and the Time To Teach behavior program. Provided supplemental services through district psychology services in the areas of social skills and counseling services (Tiger Talks and Behavior Academies). Providing referrals and communicating with parents regarding socio-emotional issues to improve attendance and reduce loss of instructional time.  Teachers and support staff continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies used with students who struggle with socio-emotional issues. Through a contract with FCSS, the district continued to collaborate with a TIP officer to provide support and guidance to district parents and administration to communicate with parents regarding chronic absenteeism, unexcused absences, tardiness, and truancies.|Key learnings, including identified needs and areas of strength determined through the analysis of data are the following. To provide a safe, comfortable, collaborative learning environment, the facilities, furniture, and grounds are well-maintained.  A digital check-in system and background check system (Raptor) have been implemented and maintained.  Cameras are installed at the school entrance and other strategic areas around campus.  To ensure student engagement in a rural school, home-to-school transportation was provided.  The District provided preventative healthcare measures through a site LVN to assist in disseminating health information and communicating with parents regarding preventative health/emotional issues, and immunizations to improve attendance and loss of instructional time. Provided a Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place, and the Time To Teach behavior program. Provided supplemental services through district psychology services in the areas of social skills and counseling services (Tiger Talks and Behavior Academies). Providing referrals and communicating with parents regarding socio-emotional issues to improve attendance and reduce loss of instructional time.  Teachers and support staff continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies used with students who struggle with socio-emotional issues. Through a contract with FCSS, the district continued to collaborate with a TIP officer to provide support and guidance to district parents and administration to communicate with parents regarding chronic absenteeism, unexcused absences, tardiness, and truancies.|To address areas of need identified through the analysis of local data and the identification of key learnings, the district will continue with the following. To provide a safe, comfortable, collaborative learning environment, the facilities, furniture, and grounds are well-maintained.  A digital check-in system and background check system (Raptor) have been implemented and maintained.  Cameras are installed at the school entrance and other strategic areas around campus.  To ensure student engagement in a rural school, home-to-school transportation was provided.  The District provided preventative healthcare measures through a site LVN to assist in disseminating health information and communicating with parents regarding preventative health/emotional issues, and immunizations to improve attendance and loss of instructional time. Provided a Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place, and the Time To Teach behavior program. Provided supplemental services through district psychology services in the areas of social skills and counseling services (Tiger Talks and Behavior Academies). Providing referrals and communicating with parents regarding socio-emotional issues to improve attendance and reduce loss of instructional time.  Teachers and support staff continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies used with students who struggle with socio-emotional issues. Through a contract with FCSS, the district continued to collaborate with a TIP officer to provide support and guidance to district parents and administration to communicate with parents regarding chronic absenteeism, unexcused absences, tardiness, and truancies.|Met||2026-06-24|2026
10623310137661|California Virtual Academy at Fresno|6|Criteria Met STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.5 Domain School Safety Domain average score on a 4 point scale 3.4 Domain School Connectedness Domain average score on a 4 point scale 3.3 Domain Student Peer Relationships Domain average score on a 4 point scale 3.3 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.6 Domain Harassment and Bullying Domain average score on a 4 point scale 3.6 Domain Self-Management Domain average score on a 4 point scale 3.5 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Perceived Safety Domain average score on a 5 point scale 4.6 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.1 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.3 Domain Student Peer Relationships Domain average score on a 5 point scale 4.2 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Self-Management Domain average score on a 5 point scale 4.1 Domain Perceived Safety Domain average score on a 5 point scale 4.6 Domain Substance Use Domain average score on a 5 point scale 4.1 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: High marks for school safety, teacher support, and anti-bullying messaging. Challenges: A small decline in peer collaboration and classroom engagement with classmates. Grades 7, 9 & 11 – Key Learnings Strengths: High marks for school safety, teacher support, and anti-bullying messaging. Challenges: More peer collaboration and opportunities to interact. Parent Responses - Key Learnings Strengths: Strong agreement on student safety and staff care; high marks for encouraging attendance. Challenges: Lower scores around stress management support and student opportunities to help others.|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-10|2026
10623560000000|Pacific Union Elementary|6|"Pacific Union administers two student surveys at the end of every school year.  The LCAP Student Survey is administered school-wide to all grade levels and the SEL Student Survey is administered to grades 3-8.  Both surveys include questions that measure student perceptions of school safety and connectedness.  Students in grades TK-2 completed the survey as a class.  7 out of 7 classes submitted surveys. Students in grades 3-8 complete both surveys individually online. 192 out of 224 students in grades 3-8 completed the Student LCAP Survey.  This is a 6% increase from the previous year. 100% of students in grade 3-8 completed the SEL Student Survey.  Results indicate that 91.7% of students in grades 3-5 and 81.7% of students in grades 6-8 have a teacher or other adult from school who they can count on for help, no matter what; 96% of 3rd-8th grade students and 100% of TK-2 classes indicated they feel safe and connected at school, and 85% of 3rd-8th grade students and 100% of TK-2 classes feel comfortable speaking to teachers and/or administration.  When asked ""What makes you feel safe at Pacific Union"", feedback from students included locked gates, cameras, and emergency drills.  Students indicated that more teachers on yard duty would help them feel more safe.  When asked what students liked or what was beneficial this year, feedback included field trips, sports, friends, the playground, incentives, and playground equipment."|Data analysis reflects the following key learning:  Students who feel they have a teacher or other adult from school who they can count on for help  3rd-5th grade - 91.7%, decrease of 2.7%   6th-8th grade - 81.7%, decrease of 9.5%     Students who feel safe and connected at school TK-2nd grade - 100%, maintained  3rd-8th grade - 96%, increase of 0.4%  Students who feel comfortable speaking to teachers and/or administration TK-2nd grade - 100%, maintained 3rd-8th grade - 85%, increased 11%  Strengths: Students feel safe and connected at school.  Field trips, sports and clubs, incentives, upgraded playground areas and equipment, security cameras, and locked gates all had a positive impact on how safe and connected students feel at school.   Students feel they have a teacher or adult from school who they can count on for help.  9.5% more students in grades 6-8 felt they can depend on an adult at school for help.  The increased sports, clubs, and incentives provide students with increased positive interactions with adults on campus other than their teacher.  These positive interactions contribute to a school environment where students feel they belong.  Identified Need: Students feel comfortable speaking to teachers and/or administration.  There is a need to help students in grades 3-5 feel that they can talk to their teacher and/or administration.  Students who feel they have a teacher or other adult from school who they can count on for help.  There is a need to help students in grades 6-8 feel they have a teacher or other adult from school who they can count on.|In order to continue to increase students' school connectedness, Pacific Union will continue psychological and counseling services, continue implementing Social and Emotional Learning school-wide, and continue attendance and SEL incentives and rewards. The objective is to strengthen students' social and emotional skills, increase positive behavior, and promote an environment of acceptance.|Met||2026-06-30|2026
10623640000000|Parlier Unified|6|Data reveals a divergence across grade spans: elementary students (Grades 3–5) show positive growth across domains, while secondary students (Grades 6–12) report lower satisfaction and declines in connectedness and engagement. •	Grades 3–5 Strengths & Positive Growth: o	Readiness for Learning: 65% (+5 pts), with 78% reporting increased learning from the prior year and 51% expressing excitement. o	School Rigorous Expectations: 63% (+4 pts)   School Safety: 62% (+1 pt) o	School Belonging: 56% (+7 pts)   Resources: 55% (+10 pts) o	Teacher-Student Relationships: 54% (+7 pts)   School Climate: 40% (+5 pts) o	School Engagement: 25% (unchanged)  •	Grades 6–12 Challenges & Areas for Growth: o	School Safety: 58% (+3 pts), with a 10-pt improvement in perceptions regarding physical fights (68%). o	Readiness for Learning: 49% (-4 pts)   School Rigorous Expectations: 42% (unchanged) o	School Belonging: 32% (-2 pts)   Resources: 31% (-1 pt) o	School Climate: 26% (-1 pt), with only 16% perceiving rules as fair. o	Teacher-Student Relationships: 20% (-2 pts), with low scores in perceived teacher concern when upset (18%) and feeling teachers care (22%). o	School Engagement: 19% (-3 pts), driven by low class excitement (10%) and discussing class ideas outside school (10%). 2. Demographic & Student Group Disaggregation •	Socioeconomic Status (FRPL): 97% of Grades 3–5 respondents qualify for FRPL (81% Free / 16% Reduced). Socioeconomically disadvantaged students reflect overall climate averages, underscoring the need for universal social-emotional and basic support access. •	Linguistic Diversity: 99% identify as Hispanic/Latino, with 64% reporting Spanish as their home language. By fluency: 43% EL, 16% RFEP, 4% IFEP, and 36% English Only. Feedback emphasizes the critical role of bilingual staff in fostering belonging. •	Students with Exceptional Needs: 16% receive Special Education services in Grades 3–5. Disaggregated responses show high reliance on specialized staff, though safety in unstructured areas remains a focus. 3. Specific Survey Subsets & Key Takeaways 1.	Safety Gains: Safety scores improved across grade spans (62% and 58%), driven by reductions in physical altercations. 2.	Secondary Engagement Focus: Low secondary engagement (19%) and teacher relationships (20%) signal an urgent need for relational teaching, restorative discipline, and active learning strategies.|Analysis of local climate survey data across grade spans and disaggregated student groups highlights clear district strengths alongside urgent, actionable needs, particularly the drop in engagement during the transition from elementary to secondary school. 1. Areas of Strength •	Gains in Elementary Conditions (Grades 3–5): Elementary students report strong overall experiences, marked by growth in School Belonging (+7 to 56%), Teacher-Student Relationships (+7 to 54%), School Climate (+5 to 40%), and Readiness for Learning (+5 to 65%). •	Improved Access to Resources: Elementary outcomes showed a 10-point surge in Resources (to 55%), indicating that PUSD’s investments in site counselors, Family and Community Empowerment (FACE) Coordinator, and support tools are reaching younger students. •	Positive Trajectory in Physical Safety: Safety scores improved across elementary (62%) and secondary (58%, +3) levels. Notably, middle and high school students reported a 10-point improvement in perceptions regarding physical fights (68%), reflecting the impact of proactive supervision and safety routines. 2. Identified Needs & Areas for Improvement •	Addressing Secondary Disengagement (Grades 6–12): Secondary School Engagement dropped to 19% (-3), driven by low scores in excitement about classes (10%) and discussing class concepts outside school (10%). Re-engaging older youth through relevant, hands-on, and career-connected learning is a primary need. •	Rebuilding Teacher-Student Connectedness: Secondary Teacher-Student Relationships dropped to 20% (-2). Students report low levels of perceived adult concern when upset (18%) and feeling that teachers care about their responses (22%). Establishing formal advisory structures and relational teaching practices is essential. •	Refining Discipline & Restorative Practices: Secondary School Climate remains low at 26%, with only 16% of secondary students perceiving school rules as fair. There is a clear need to increase transparency around behavioral expectations and transition from punitive discipline to restorative practices. 3. Key Learnings from Disaggregated Student Group Data •	Socioeconomically Disadvantaged Students (97% FRPL in Grades 3–5): Universal access to physical safety and basic resources is strong, but secondary mental health data indicates elevated chronic stress, highlighting the need for co-located social-emotional supports. •	Multilingual Learners (43% EL, 64% Spanish Home Language): English Learners report high trust in bilingual support staff, though secondary EL students demonstrate lower confidence in peer connection, pointing to a need for structured peer mentorship. •	Students with Exceptional Needs (16% Special Education / 504): While classroom supports remain strong, survey items indicate unstructured campus areas require continued PBIS supervision to preserve safety and belonging.|"To address the key learnings identified in the local climate survey, specifically bridging the secondary engagement drop, rebuilding teacher-student connectedness, and ensuring equitable disciplinary perceptions, Parlier Unified School District will execute the following planned actions: Targeted Planned Actions •	Action 1: Institutionalizing Secondary Mentorship & Advisory Structures: PUSD will implement structured advisory periods and expand ""Check-In/Check-Out"" (CICO) mentoring across junior high and high school sites. These programs will ensure every secondary student is intentionally paired with a designated staff advocate, directly targeting survey findings where only 18% of older students felt adults expressed concern when they were upset. •	Action 2: Expanding Restorative Justice & Transparent Discipline Practices: Addressing the finding where only 16% of secondary students perceived rules as fair, the district will provide comprehensive professional development in Restorative Practices and Multi-Tiered Systems of Support (MTSS). Site administrators and staff will co-review disciplinary guidelines with student input to increase transparency, reduce suspension rates, and shift toward constructive conflict resolution. •	Action 3: Revitalizing Classroom Engagement Through Hands-On & Career-Connected Learning: To counteract low secondary class excitement (10%), PUSD will continue to expand Career Technical Education (CTE) pathways, project-based learning, and active learning strategies in middle and high school classrooms. In addition, secondary sites will launch Student Advisory Panels to give youth direct agency in shaping campus events, elective offerings, and academic activities. •	Action 4: Strengthening Proactive Campus Safety & Physical Supervision: To sustain positive safety momentum (62% elementary / 58% secondary), PUSD will continue to maintain active campus supervisor coverage, upgrade physical safety infrastructure, and continue student-led anti-bullying initiatives to preserve safe, welcoming learning environments across all campuses."|Met||2026-06-23|2026
10623720000000|Pine Ridge Elementary|6|Pine Ridge Elementary School District uses locally developed educational partner surveys, along with feedback collected through School Site Council meetings, parent-teacher conferences, Board meetings, staff meetings, and informal conversations, to monitor school climate and guide continuous improvement. Survey results indicate that students, families, and staff generally feel welcomed, respected, and connected to the school community. Families report positive relationships with school staff and appreciate the district's communication and responsiveness. Staff feedback reflects a collaborative work environment and a shared commitment to supporting student success. Student feedback indicates that students feel safe at school and have trusted adults they can turn to for support.  Due to the district's small enrollment, data are not disaggregated by student group to protect student confidentiality and ensure individual students cannot be identified. Instead, the district reviews survey responses and local data collectively to identify trends and areas for improvement. Additional local indicators, including attendance, chronic absenteeism, discipline data, participation in school activities, and educational partner feedback, are also considered when evaluating school climate. These data continue to support the district's efforts to maintain a safe, welcoming, and inclusive learning environment for all students.|Analysis of local climate data and educational partner feedback identified several strengths, including positive relationships between students, staff, and families; a welcoming and supportive school environment; and strong communication between the school and the community. Families consistently report feeling respected, informed, and comfortable reaching out to school staff, while students indicate they feel safe at school and have trusted adults available to support them. Staff feedback reflects a collaborative culture and a shared commitment to meeting students' academic, social-emotional, and behavioral needs.  Because of the district's small enrollment, data are not disaggregated by student group in order to protect student confidentiality. Instead, the district analyzes local data collectively, including attendance, chronic absenteeism, discipline, participation in school activities, and educational partner feedback. This analysis identified opportunities to further strengthen student connectedness, increase family participation in school decision-making, and continue implementing strategies to improve attendance and student engagement. These findings will guide the district's ongoing efforts to maintain a positive school climate and improve outcomes for all students.|Based on the analysis of local climate data and educational partner feedback, Pine Ridge Elementary School District will continue to strengthen existing practices that promote a positive school climate and meaningful family engagement. The district will expand opportunities for educational partners to provide input through surveys, School Site Council meetings, and community events while improving communication regarding how stakeholder feedback informs district decisions. To support student success, the district will continue implementing attendance improvement strategies, strengthen social-emotional learning through the Positivity Project, and provide additional academic and behavioral supports for students as needed. Staff will continue to participate in professional learning focused on positive school climate, student engagement, and effective family communication. The district will also continue monitoring attendance, school climate, and educational partner feedback throughout the year to evaluate the effectiveness of these efforts and make adjustments as part of its continuous improvement process.|Met||2026-06-11|2026
10623800000000|Raisin City Elementary|6|All students in grades 5-8 were surveyed to determine their perceptions of school safety and connectedness. The Local Education Agency (LEA) examined the survey responses from students and compared them to the responses from parents and staff perceptions. To ensure reliable data, the survey was conducted anonymously, which means that subgroup information was not collected.|Through the analysis of educational partner input and local data, a key learning is that the LEA has made tremendous progress in improving school connectedness and students’ sense of safety on campus. These improvements appear to be connected to the implementation of consistent systems, routines, and strong relationship-building practices across the school community.  One major area of strength is the increase in students reporting that they feel like they are part of the school. In 2022, only 48.7% of students reported feeling connected to school. This increased to 73% in 2024, 80% in 2025, and most recently 83%, showing continued growth over time. This reflects meaningful progress in creating a school culture where students feel included, supported, and connected.  Another area of strength is students’ reported sense of safety at school. In 2022, 44.3% of students reported feeling safe at school. This increased significantly to 74% in 2024 and 83% in 2025. The most recent data shows a slight decrease from 83% to 81%, but overall, the trend remains very positive compared to the 2022 baseline. This continued high level of safety can be attributed to consistent classroom observations by the principal, often occurring daily; stronger relationships between teachers, staff, students, and families; and prompt, effective responses when concerns arise.  When reviewing the data by student group, the LEA recognizes that the student population is over 95% socioeconomically disadvantaged and Hispanic. Because these student groups represent the large majority of the student population, the increases in school connectedness and safety reflect important progress for these groups. The data suggests that current systems, routines, relationship-building efforts, and responsive leadership are having a positive impact on the students most represented in the school community.  An identified need is to continue strengthening student safety and belonging so that the recent gains are sustained and improved. While school connectedness increased from 80% to 83%, the slight decrease in students feeling safe from 83% to 81% shows the importance of continuing to monitor student feedback, respond quickly to concerns, and maintain consistent expectations and supervision. The LEA will continue to focus on building relationships, improving communication, and using student voice and local data to guide supports that help all students feel safe, welcomed, and connected to school.|Based on the analysis of local data and key learnings, the LEA will continue to build on the systems, routines, and relationship-based practices that have contributed to significant increases in students feeling connected to school and safe on campus. While the data shows strong growth, the slight decrease in students reporting that they feel safe, from 83% to 81%, indicates a need to continue refining and strengthening current practices.  The LEA will maintain and strengthen existing procedures related to campus supervision, classroom observations, and consistent expectations across the school. The principal will continue regular classroom walkthroughs and observations to monitor student engagement, classroom climate, and implementation of schoolwide routines. Staff will continue to respond promptly to student concerns and behavior issues in order to maintain a safe and supportive learning environment.  The LEA will also continue to prioritize relationship-building between staff, students, and families. Current practices that have contributed to improved student connectedness, such as personal outreach, positive communication, and staff visibility throughout the school day, will continue to be emphasized. The LEA will also look for additional opportunities to gather student voice so that students can share what helps them feel safe, included, and connected at school.  For continuous improvement, the LEA will review school climate, safety, attendance, behavior, and student connection data on an ongoing basis. This will help identify trends, monitor whether current actions are working, and determine if additional supports are needed. Since the student population is over 95% socioeconomically disadvantaged and Hispanic, the LEA will continue to ensure that practices are culturally responsive, inclusive, and aligned to the needs of the students and families served.  Overall, the LEA does not need to make major changes to current plans, policies, or procedures, but will continue to refine and strengthen existing systems. The focus will be on sustaining the strong gains in school connectedness, improving students’ sense of safety, maintaining consistent routines, strengthening relationships, and using local data to guide ongoing decisions and actions.|Met||2026-06-04|2026
10623800136499|Ambassador Phillip V. Sanchez II Public Charter|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *96% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 96% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-28|2026
10624140000000|Sanger Unified|6|A district total of 8,638 students in grades 4–12 completed the Panorama Survey in Spring 2026, providing feedback on social-emotional learning through the domains of Student Competency Measures (SCM) and Student Supports and Environment (SSE).  The district-selected Student Competency Measures (SCM) included Social Awareness, Emotion Regulation, Growth Mindset, and Self-Efficacy. The Student Supports and Environment (SSE) domains included Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety.  Grades 4–5 (1,916-1,942 respondents): Student competency results showed favorable responses ranging from 41% to 56%, with:  Social Awareness: 56% (+1) Emotion Regulation: 48% Self-Efficacy: 43% (+1) Growth Mindset: 41% (-2)  Compared to national norms, most areas fall within the 20th–39th percentile, with Emotion Regulation performing higher (60th–79th percentile). Results indicate relatively stable performance with slight gains in Social Awareness and Self-Efficacy, but a decline in Growth Mindset.  Student Supports and Environment results for grades 4–5 ranged from 57% to 75% favorable, with:  Rigorous Expectations: 75% (-1) School Safety: 66% (+3, greatest increase) Teacher-Student Relationships: 66% (+2) Sense of Belonging: 57% (+1)  Overall, SSE results show moderate to strong performance, with most areas performing in the 60th–79th percentile, indicating relatively positive perceptions of school environment, particularly in safety and relationships.  Grades 6–12 (6,727–6,696 respondents): Student competency results showed favorable responses ranging from 38% to 53%, with:  Social Awareness: 53% (+2) Emotion Regulation: 51% (60th–79th percentile) Growth Mindset: 44% (-2) Self-Efficacy: 38% (0 change, lowest area; 0–19th percentile)  These results indicate that while there are slight improvements in Social Awareness, Self-Efficacy remains a significant area of need, performing well below national averages.  Student Supports and Environment results for grades 6–12 ranged from 49% to 63% favorable, with:  Rigorous Expectations: 63% (-1; 20th–39th percentile) School Safety: 62% (+5, greatest increase; 60th–79th percentile) Teacher-Student Relationships: 56% (+1; 20th–39th percentile) Sense of Belonging: 49% (+2; 20th–39th percentile)  Overall, while there are incremental increases across most SSE domains, results remain below national averages in key areas such as belonging, relationships, and expectations, indicating a continued need to strengthen student connection and academic support systems.|Overall, the data reflect a mixed trend in student perceptions of school conditions and climate, with modest increases in several areas alongside persistent areas of need. While some indicators, such as School Safety and Emotion Regulation, are performing at or above national averages, many areas remain below national benchmarks.  For students in grades 4–5, favorable responses ranged from 41% to 75%. The lowest indicator was Growth Mindset (41%), which showed a slight decrease. Self-Efficacy (43%) remains an area of need, though it showed a small increase and continues to fall below national averages.  For students in grades 6–12, favorable responses ranged from 38% to 63%. The lowest indicator was Self-Efficacy (38%), which remains significantly below national averages and showed no improvement. Sense of Belonging (49%) also remains below national averages, despite a modest increase.  A notable strength across both grade spans is School Safety, which showed the greatest increase (+3 in grades 4–5 and +5 in grades 6–12) and is performing above national averages. While this improvement is significant, continued focus is needed to strengthen student confidence, belonging, and growth mindset to improve overall school climate outcomes.|This data continues to reinforce the importance of Social-Emotional Learning (SEL) as a critical component of student success. While the district has established SEL curriculum for all students and provides targeted support groups for those with identified needs, the results indicate inconsistent outcomes across key indicators such as Self-Efficacy, Growth Mindset, and Sense of Belonging.  These mixed results suggest a need to more closely examine the implementation, quality, and fidelity of SEL programs and supports across sites. Strengthening monitoring systems and ensuring consistent, high-quality delivery will be essential to improving the effectiveness of these efforts and achieving more positive and sustained student outcomes.|Met||2026-06-23|2026
10624146117865|Quail Lake Environmental Charter|6|A district total of 8,638 students in grades 4–12 completed the Panorama Survey in Spring 2026, providing feedback on social-emotional learning through the domains of Student Competency Measures (SCM) and Student Supports and Environment (SSE).  The district-selected Student Competency Measures (SCM) included Social Awareness, Emotion Regulation, Growth Mindset, and Self-Efficacy. The Student Supports and Environment (SSE) domains included Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety.  Grades 4–5 (1,916-1,942 respondents): Student competency results showed favorable responses ranging from 41% to 56%, with:  Social Awareness: 56% (+1) Emotion Regulation: 48% Self-Efficacy: 43% (+1) Growth Mindset: 41% (-2)  Compared to national norms, most areas fall within the 20th–39th percentile, with Emotion Regulation performing higher (60th–79th percentile). Results indicate relatively stable performance with slight gains in Social Awareness and Self-Efficacy, but a decline in Growth Mindset.  Student Supports and Environment results for grades 4–5 ranged from 57% to 75% favorable, with:  Rigorous Expectations: 75% (-1) School Safety: 66% (+3, greatest increase) Teacher-Student Relationships: 66% (+2) Sense of Belonging: 57% (+1)  Overall, SSE results show moderate to strong performance, with most areas performing in the 60th–79th percentile, indicating relatively positive perceptions of school environment, particularly in safety and relationships.  Grades 6–12 (6,727–6,696 respondents): Student competency results showed favorable responses ranging from 38% to 53%, with:  Social Awareness: 53% (+2) Emotion Regulation: 51% (60th–79th percentile) Growth Mindset: 44% (-2) Self-Efficacy: 38% (0 change, lowest area; 0–19th percentile)  These results indicate that while there are slight improvements in Social Awareness, Self-Efficacy remains a significant area of need, performing well below national averages.  Student Supports and Environment results for grades 6–12 ranged from 49% to 63% favorable, with:  Rigorous Expectations: 63% (-1; 20th–39th percentile) School Safety: 62% (+5, greatest increase; 60th–79th percentile) Teacher-Student Relationships: 56% (+1; 20th–39th percentile) Sense of Belonging: 49% (+2; 20th–39th percentile)  Overall, while there are incremental increases across most SSE domains, results remain below national averages in key areas such as belonging, relationships, and expectations, indicating a continued need to strengthen student connection and academic support systems.|Overall, the data reflect a mixed trend in student perceptions of school conditions and climate, with modest increases in several areas alongside persistent areas of need. While some indicators, such as School Safety and Emotion Regulation, are performing at or above national averages, many areas remain below national benchmarks.  For students in grades 4–5, favorable responses ranged from 41% to 75%. The lowest indicator was Growth Mindset (41%), which showed a slight decrease. Self-Efficacy (43%) remains an area of need, though it showed a small increase and continues to fall below national averages.  For students in grades 6–12, favorable responses ranged from 38% to 63%. The lowest indicator was Self-Efficacy (38%), which remains significantly below national averages and showed no improvement. Sense of Belonging (49%) also remains below national averages, despite a modest increase.  A notable strength across both grade spans is School Safety, which showed the greatest increase (+3 in grades 4–5 and +5 in grades 6–12) and is performing above national averages. While this improvement is significant, continued focus is needed to strengthen student confidence, belonging, and growth mindset to improve overall school climate outcomes.|This data continues to reinforce the importance of Social-Emotional Learning (SEL) as a critical component of student success. While the district has established SEL curriculum for all students and provides targeted support groups for those with identified needs, the results indicate inconsistent outcomes across key indicators such as Self-Efficacy, Growth Mindset, and Sense of Belonging.  These mixed results suggest a need to more closely examine the implementation, quality, and fidelity of SEL programs and supports across sites. Strengthening monitoring systems and ensuring consistent, high-quality delivery will be essential to improving the effectiveness of these efforts and achieving more positive and sustained student outcomes.|Met||2026-06-23|2026
10624146117873|Sanger Academy Charter|6|A district total of 8,638 students in grades 4–12 completed the Panorama Survey in Spring 2026, providing feedback on social-emotional learning through the domains of Student Competency Measures (SCM) and Student Supports and Environment (SSE).  The district-selected Student Competency Measures (SCM) included Social Awareness, Emotion Regulation, Growth Mindset, and Self-Efficacy. The Student Supports and Environment (SSE) domains included Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety.  Grades 4–5 (1,916-1,942 respondents): Student competency results showed favorable responses ranging from 41% to 56%, with:  Social Awareness: 56% (+1) Emotion Regulation: 48% Self-Efficacy: 43% (+1) Growth Mindset: 41% (-2)  Compared to national norms, most areas fall within the 20th–39th percentile, with Emotion Regulation performing higher (60th–79th percentile). Results indicate relatively stable performance with slight gains in Social Awareness and Self-Efficacy, but a decline in Growth Mindset.  Student Supports and Environment results for grades 4–5 ranged from 57% to 75% favorable, with:  Rigorous Expectations: 75% (-1) School Safety: 66% (+3, greatest increase) Teacher-Student Relationships: 66% (+2) Sense of Belonging: 57% (+1)  Overall, SSE results show moderate to strong performance, with most areas performing in the 60th–79th percentile, indicating relatively positive perceptions of school environment, particularly in safety and relationships.  Grades 6–12 (6,727–6,696 respondents): Student competency results showed favorable responses ranging from 38% to 53%, with:  Social Awareness: 53% (+2) Emotion Regulation: 51% (60th–79th percentile) Growth Mindset: 44% (-2) Self-Efficacy: 38% (0 change, lowest area; 0–19th percentile)  These results indicate that while there are slight improvements in Social Awareness, Self-Efficacy remains a significant area of need, performing well below national averages.  Student Supports and Environment results for grades 6–12 ranged from 49% to 63% favorable, with:  Rigorous Expectations: 63% (-1; 20th–39th percentile) School Safety: 62% (+5, greatest increase; 60th–79th percentile) Teacher-Student Relationships: 56% (+1; 20th–39th percentile) Sense of Belonging: 49% (+2; 20th–39th percentile)  Overall, while there are incremental increases across most SSE domains, results remain below national averages in key areas such as belonging, relationships, and expectations, indicating a continued need to strengthen student connection and academic support systems.|Overall, the data reflect a mixed trend in student perceptions of school conditions and climate, with modest increases in several areas alongside persistent areas of need. While some indicators, such as School Safety and Emotion Regulation, are performing at or above national averages, many areas remain below national benchmarks.  For students in grades 4–5, favorable responses ranged from 41% to 75%. The lowest indicator was Growth Mindset (41%), which showed a slight decrease. Self-Efficacy (43%) remains an area of need, though it showed a small increase and continues to fall below national averages.  For students in grades 6–12, favorable responses ranged from 38% to 63%. The lowest indicator was Self-Efficacy (38%), which remains significantly below national averages and showed no improvement. Sense of Belonging (49%) also remains below national averages, despite a modest increase.  A notable strength across both grade spans is School Safety, which showed the greatest increase (+3 in grades 4–5 and +5 in grades 6–12) and is performing above national averages. While this improvement is significant, continued focus is needed to strengthen student confidence, belonging, and growth mindset to improve overall school climate outcomes.|This data continues to reinforce the importance of Social-Emotional Learning (SEL) as a critical component of student success. While the district has established SEL curriculum for all students and provides targeted support groups for those with identified needs, the results indicate inconsistent outcomes across key indicators such as Self-Efficacy, Growth Mindset, and Sense of Belonging.  These mixed results suggest a need to more closely examine the implementation, quality, and fidelity of SEL programs and supports across sites. Strengthening monitoring systems and ensuring consistent, high-quality delivery will be essential to improving the effectiveness of these efforts and achieving more positive and sustained student outcomes.|Met||2026-06-23|2026
10624300000000|Selma Unified|6|Selma Unified administers the Panorama Climate Survey twice yearly, once in Fall 2025 and again in Spring 2026, to gather student feedback on school climate and culture.  In the area of Sense of Belonging, elementary students in grades 3–6 reported positive responses, scoring 69% in the Fall and 65% in the Spring.  Among students in grades 7–12, responses showed improvement, increasing from 31% to 33% over the same period.  In the area of Safety, elementary students maintained relatively consistent results, with a slight decrease from 59% to 57%. Similarly, students in grades 7–12 reported a minor decline, from 53% to 52%. When asked whether students find an academic subject interesting, important, and useful, students in grades 3–6 gave generally positive responses, though results slightly decreased from 83% in the Fall to 82% in the Spring.  Students in grades 7–12 also responded positively, with no change at 71% for both fall and spring.|The 2025–2026 Panorama Climate Survey results identified both strengths and areas for continued improvement across Selma Unified. Students in grades 7–12 continued to report positive levels of classroom engagement; however, overall engagement in the secondary grades remained lower than in the elementary grades. Among students in grades 3–6, classroom engagement declined from the fall to the spring survey, indicating a need for targeted strategies to sustain student interest, participation, and connection to learning throughout the school year. The survey also highlighted positive trends. Secondary students reported an increased sense of belonging in their classrooms, while elementary students continued to report positive perceptions of high classroom expectations and academic rigor. These findings suggest that strong relationships and supportive learning environments provide a solid foundation for improving student engagement and academic success. Selma Unified will use these survey results to inform continuous improvement efforts by refining instructional practices, strengthening student engagement strategies, and guiding decisions that support improved student achievement and positive school experiences for all students.|To address the needs identified through local data, student achievement results, and climate surveys, Selma Unified will continue to prioritize the consistent implementation of its standards-based curriculum and provide ongoing professional learning for staff focused on effective instructional practices that promote student learning and engagement. The district will regularly review student achievement data and other state and local measures to monitor progress, identify areas for improvement, and refine district priorities. We have two full in-service days per year that we use for data analysis with our teaching staff.  This ongoing analysis will inform the development and implementation of each school's Single Plan for Student Achievement (SPSA) and the district's Local Control and Accountability Plan (LCAP), ensuring that programs, services, and resources are aligned to support improved student outcomes.|Met||2026-06-23|2026
10625130000000|Washington Colony Elementary|6|During the 2025-26 School Year the school climate has shown steady progress.  Washington Colony administered the California Healthy Kids Survey to 5th and 6th – 7th grade students in order to provide a valid measure of perceptions of school safety and connectedness. The results of the 5th grade survey of 2026 showed that 73% of the students feel safe at school Most and All of the time for a positive school climate environment; a 65% of the students feel School Connectedness All the time and 82% of the students feel academically motivated All of the time. The average results of the 6th – 8th grade survey showed that 65% of the students feel safe at school Most and All of the time for a positive school climate environment; a 55.5% of the students feel School Connectedness All the time and 60.5% of the students feel academically motivated all of the time.|Based on the recent CAHKS analyis of the results and in order to continue to increase the School Conectedness and School Safety rates, Washington Colony established the Positive Behavior Interventions & Supports (PBIS) program  for the past 11 years and the successful Positivity Project implementation will continue next year 2026-27.  Washington Colony will increase positive reinforcements and incentives in all grade levels.  A new Suicide Prevention policy and Mental Health supports are in place including an All-4-Youth behavioral health services clinician on site provided by FCSS.   As a result of an increase positive school climate, all students will participate in extracurricular activities, educational & enrichment field trips and academic rewards & educational/ character building schoolwide assemblies.  In addition, the goal of the district is to continue to reduce the Suspension rate below 4%; therefore, for the 2025-26 school year the Suspension rate is at 1.83% for all students.  The LEA will continue to maintain it at the lowest levels|Based on this year's CAHKS Survey results, the district has maintained Parent Liaison in order to provide systems of support, to increase communication to all families by targeting Chronic Absenteeism (Chronic Absenteeism was reduced to 18.2% in 2025-26 school year from 20.4% in school year 2024-25) and continue to increase student attendance.  In addition, as reflected in the LCAP 2025-26 Goal 2 Action 2.8.; during this school year 2025-26 the district retained a new K-8 School Counselor and established an “Student Wellness Center” with the MTSS and Wellness Team, All-4-Youth Team that assist students and families focusing on mental and behavioral health services; identify and address barriers to learning; train staff to recognize student needs and guide staff, students and families to resources that will support social and emotional learning. Also, the district hired and retained a new Licensed Vocational Nurse (LVN) that will support the physical wellness and provide resources to parents such as access to meal programs, vision, or hearing referrals, and other services promoting wellness.  The district hired and retained the full time Campus Safety Monitor and will purchase a ActVnet security cameras monitoring system.   The Positivity Project initiatives will be expanded next school year for students, staff and Washington Colony Families.|Met||2026-06-30|2026
10625390000000|West Park Elementary|6|The West Park School District/West Park Elementary School administered a student survey (25% response rate) in Grades 3-8 to measure student perceptions of school safety and connectedness. 80.8% of students agree they feel safe at school. 71.2% of students agree they feel connected to school. 79.2% of students agree their teachers are knowledgeable in the subject areas they teach. 50.0% of students agree their teachers explain their lessons in ways they understand. 79.5% of English learners are comfortable speaking English in class 70.8% of students believe the adults at school care about them 68.8% of students plan to attend college after high school|The data indicate stability in student's perceptions of safety and a sense of belonging at West Park Elementary School. The percentage of students who plan to attend college after high school has remained constant over the past several years.|West Park Elementary School will continue to prioritize the mental health and well-being of students by providing two full-time counselors. The LCAP actions are also focused on additional staff such as reading and math coaches to provide more individualzed interventions to students in need of additional support.|Met||2026-06-23|2026
10625396112387|West Park Charter Academy|6|The West Park Charter Academy administered a student survey in Grades 3-12 to measure student perceptions of school safety and connectedness. The majority of students (59%) attending West Park Charter Academy are high school students. The other 41% are students in grades K-8. 81% of students reported feeling safe at school 71% of students feel connected to school 79% of students are happy to be at West Park Charter Academy 96% of students believe their teacher wants them to succeed in class 64% of students believe the adults at school care about them 67% of students plan to attend college after high school|2026-27 Local Performance Indicator Self-Reflection for West Park Charter Academy Page 15 of 19 The data indicate high levels of student engagement in the West Park Charter Academy program. There is a high level of consistency between responses. Some responses were neutral, and very few negative responses were received. The design of an independent study program reduces many of the circumstances that lead to students feeling unsafe at school, such as student bullying and other unhealthy peer interactions that negatively impact a student's mental health. Student survey results indicate that West Park Charter Academy has established generally positive relationships between students and staff. The vast majority of students reported favorable perceptions of their interactions with teachers, with 96% agreeing that their teachers want them to succeed in class. However, the survey also identified an area of concern. Only 67% of students agreed that the adults at school care about them, a substantially lower rating than other measures of student-adult relationships. While a majority of students feel supported, this result suggests that some students may not yet experience a strong sense of connection, belonging, or personal support from school staff.|West Park Charter Academy added another counselor to their staff for a total of three (3). The aim is to build meaningful relationships with students and provide more individualized support. With a lower student-to-counselor ratio, counselors will have greater opportunities to meet regularly with students, monitor their academic and social-emotional well-being, and connect students with appropriate resources and interventions. Increased counselor availability will allow for more outreach to students who may feel disconnected from school and help ensure that every student has a trusted adult who knows them personally and supports their success.|Met||2026-06-23|2026
10625470000000|Westside Elementary|6|The LEA conducts an annual survey that centers around connectedness and safety. The students are asked a series of questions, and the results are then calculated to come up with a percentage. The results of the annual survey were the following: Connectedness: 90%; Safety: 90%.|The LEA has learned that the overall percentage of students who feel safe and connected to the school remains high. The LEA will continue to focus on the 10 percent of students who perhaps do not feel as safe or connected to the school.|The LEA will continue to strive to improve students' connectedness and safety at school. The LEA will continue to assess the surveys and adapt or improve the questions to relate to what is important or viable for today's students.|Met||2026-06-23|2026
10625470135103|Yosemite Valley Charter|6|Yosemite Valley Charter administered a local climate survey during the 2025–26 school year to assess perceptions of safety, connectedness, communication, engagement, and support. Feedback from students, parents, staff, and English Learner (EL) families was used to guide continuous improvement efforts.  Survey results reflected strong perceptions of school climate. Connectedness ratings were 91% for students, 91% for parents, and 98% for teachers. Safety ratings were also strong, with students and parents each reporting 91% positive responses and teachers reporting 98%. Additionally, 81% of respondents agreed or strongly agreed they feel safe and supported while participating in online classes and school technology systems, 81% agreed the school provides meaningful opportunities for stakeholder input and participation, 87% agreed school leadership communicates clearly about goals and priorities, and 75% agreed they know how to report safety concerns and believe concerns are addressed appropriately.  Students and families reported strong satisfaction with personalized learning, supportive staff relationships, and school connectedness. Participants frequently cited positive relationships with Regional Coordinators, teachers, administrators, and support staff as a key strength. Families also highlighted appreciation for park days, in-person events, virtual learning flexibility, communication updates, and the welcoming school community.  EL family feedback, while below the state reporting threshold with five respondents, provided additional insight into EL services. Eighty percent agreed or strongly agreed the school helps EL students remain engaged and motivated. Sixty percent agreed or strongly agreed they understood ELPAC results, how to support EL students at home, and ELD requirements. All respondents agreed or strongly agreed they understood which staff member monitors EL student progress. Sixty percent agreed or strongly agreed that ELAC, DELAC, and related engagement opportunities support meaningful involvement, and 60% reported satisfaction with technology support and use.  Qualitative EL feedback highlighted appreciation for Zoom classes, Chromebook-based learning tools, online resources, and support provided by teachers and EL staff.  Overall, survey results indicate Yosemite Valley Charter continues to foster a positive school climate characterized by strong relationships, effective communication, meaningful engagement opportunities, and a safe, connected learning environment while identifying opportunities to strengthen communication and family support for English Learners.|Based on analysis of Yosemite Valley Charter’s 2025–26 Local Climate Survey, several key learnings emerged that highlight both strengths and opportunities for growth. Survey data reflected strong perceptions of safety, connectedness, communication, and support across stakeholder groups. Connectedness ratings were 91% for students, 91% for parents, and 98% for teachers. Safety ratings were similarly positive, with students and parents each reporting 91% positive responses and teachers reporting 98%.  Survey responses demonstrated that students and families value supportive relationships with teachers, Regional Coordinators, administrators, and support staff. Qualitative feedback consistently identified staff accessibility, personalized communication, responsiveness, and the welcoming nature of the school community as significant strengths. Families and students also expressed appreciation for the flexibility of the independent study model, opportunities for in-person engagement through park days and community events, and ongoing communication through newsletters, teacher updates, text reminders, and virtual meetings.  Data related to communication, leadership, and participation opportunities also reflected positive trends. Eighty-one percent of respondents agreed or strongly agreed they feel safe and supported while participating in online classes and school technology systems. Similarly, 81% agreed or strongly agreed the school provides meaningful opportunities for students, families, and staff to share input and participate in school activities. Additionally, 87% agreed or strongly agreed that school leadership communicates clearly about goals, priorities, and important decisions.  Survey findings also identified opportunities for continued growth. While 75% of respondents agreed or strongly agreed they know how to report safety concerns and believe concerns are addressed appropriately, results suggest a need for continued communication regarding reporting procedures and available supports. Feedback also indicated interest in expanding opportunities for peer interaction, schoolwide connection, and family engagement through virtual and in-person activities.  English Learner family feedback reflected generally positive perceptions of support services, technology access, and engagement with EL staff and programs. Families expressed appreciation for ELAC, DELAC, and support provided by teachers and coordinators. Feedback also identified opportunities to strengthen communication regarding student progress monitoring, ELPAC understanding, and available instructional supports.  Overall, survey data demonstrates that Yosemite Valley Charter maintains a strong and supportive school climate centered on relationships, communication, flexibility, and student well-being. Findings will continue to guide efforts to strengthen connectedness, communication, engagement opportunities, and support for all students and families.|Based on local climate survey data and educational partner feedback collected during the 2025–26 school year, Yosemite Valley Charter identified several actions to support continuous improvement in school climate, communication, safety, and engagement.  To strengthen connectedness and engagement, the school will continue expanding virtual and in-person opportunities for students and families. Survey feedback highlighted the value of park days, community events, live classes, and relationship-building opportunities while also identifying a desire for increased peer interaction and schoolwide connection. In response, Yosemite Valley Charter will continue enhancing opportunities for student collaboration, family participation, and community-building activities across programs and grade spans.  The school will continue refining communication systems to ensure families receive timely, accessible, and consistent information. While stakeholders expressed appreciation for newsletters, teacher whiteboards, text reminders, and school updates, feedback also identified opportunities to improve clarity regarding safety procedures, support systems, and available resources. The school will strengthen communication through simplified messaging, expanded outreach, and continued use of multiple communication platforms.  To support safety awareness and student well-being, Yosemite Valley Charter will continue increasing visibility of reporting procedures and available wellness resources. Staff will continue implementing social-emotional learning (SEL) practices, wellness supports, and relationship-centered approaches to foster safe and supportive learning environments.  The school will also continue supporting English Learner families through expanded communication and engagement efforts. Planned actions include additional support related to ELPAC understanding, progress monitoring, and instructional resources through family workshops, translated materials, and collaboration with EL Coordinators, ELAC, and DELAC groups.  Additionally, Yosemite Valley Charter will continue evaluating technology access and virtual learning supports to ensure students and families remain connected within the independent study environment. Ongoing professional development will focus on family engagement, culturally responsive communication, trauma-informed practices, and strategies to strengthen student connectedness and engagement.  These actions reflect Yosemite Valley Charter’s commitment to using local data and stakeholder feedback to guide decision-making and ensure all students and families feel safe, informed, connected, and supported.|Met||2026-06-18|2026
10625470136523|Crescent View South II|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 97% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-28|2026
10738090000000|Firebaugh-Las Deltas Unified|6|94%, 3rd graders feel safe at school most/all of the time; 78%, 5th graders feel safe atschool most/all of the time; 51%, 7th graders feel safe at school most/all of the time. 48%, 9thand 66%, 11th graders reported feeling safe/very safe at school. 86%, 3rd graders reported an anti-bullying climate at school most/all of the time and 52% reported violence victimization. 76%, 5th graders reported an anti-bullying climate at school most/all of the time. 44%, 5th graders reported violence victimization. 28%, 7th graders reported school violence victimization in the past 12 months 1 or more times. 23%, 9th graders and 15%, 11th graders reported incidents of school violence victimization in the past 12 months 1 or more times .27% of 7th graders; 38% of 9th graders and 40% of 11th graders reported alcohol is “fairly easy” or “very easy” to obtain. 19% of the 7th graders; 31% of 9th graders and 35% of 11th graders surveyed reported that it was “fairly easy” and “very easy” to obtain marijuana. 2%, 5th grade students reported that they have had one or two sips of alcohol in their lifetime.|California Healthy Kids Survey (CHKS) results indicate that students benefit from positive, safe, and supportive learning environments, while alcohol and marijuana use tends to increase as students progress through grade levels. In response to these findings, the District recognized the need to expand supports and services to more effectively address the academic, behavioral, social, and emotional needs of all students.|CHKS results are used to identify and monitor progress in areas of need. The District focuses on early prevention and intervention through the implementation of a Multi-Tiered System of Support (MTSS). The District has also implemented the All for Youth Program in partnership with the Office of the Fresno County Superintendent of Schools; specifically, the SELPA. The All For Youth program was designed to help youth and their families access behavioral health services at school, in the community and in the home. Children ages 0-5 with frequent tantrums, difficult playing with others, following directions, or persistent nightmares will be served. Youth age, 6-22 years old, with difficulty coping with problems and daily activities; excessive worry or anxiety (i.e. refusing to go to school); feelings of sadness and hopelessness; frequent outbursts of anger and difficulty with behavior and frequent suspensions will also be served.|Met||2026-06-11|2026
10739650000000|Central Unified|6|Central Unified School District analyzed multiple sources of local climate data, including the State Reflection Tool for Parent and Family Engagement and locally administered School Connectedness and School Safety surveys. These measures provide insight into perceptions of engagement, belonging, relationships, communication, and campus safety among students, staff, teachers, and family members.  Results from the State Reflection Tool indicate a positive trend in parent and family engagement. The overall rating increased from 3.0 in 2023, to 3.3 in 2024, and to 3.8 in 2025. The data demonstrates continuous growth in family engagement practices and opportunities.  School Connectedness survey results also improved between 2023 and 2025. Student favorable responses increased from 46.5% to 48%, staff favorable responses increased from 56% to 59%, teacher favorable responses increased from 58% to 60%, and family member favorable responses increased from 65% to 70%. Family members reported the highest levels of connectedness, while students reported the lowest levels. School Safety survey results similarly showed improvement across all stakeholder groups. Student favorable responses increased from 51% in 2023 to 54.5% in 2025. Teacher favorable responses increased from 58% to 64%, staff favorable responses increased from 62% to 67%, and family member favorable responses increased from 69% to 74%.  In addition to survey results, Central USD collected qualitative feedback through parent engagement meetings and districtwide surveys. Families consistently identified the importance of safe learning environments, effective communication, equitable access to programs, increased support for English Learners, foster youth, and low-income students, stronger supervision of students, improved anti-bullying efforts, expanded extracurricular opportunities, and increased parent education regarding district programs and student supports. Families also expressed interest in reducing distractions caused by student cell phone use during instructional time while maintaining access to educational technology. Parents emphasized the importance of continuing one-to-one Chromebook access while establishing clearer expectations for appropriate technology use. Survey responses also highlighted requests for more academic competitions, robotics opportunities, field trips, career exploration activities, and school events that promote student engagement and school pride.|Analysis of the local climate data revealed several strengths and areas of need. A significant strength is the consistent improvement in parent and family engagement over the past three years. The increase from a 3.0 to a 3.8 rating on the State Reflection Tool suggests that district efforts to expand communication, outreach, and family participation opportunities are positively influencing stakeholder perceptions. Family members also reported the highest favorable ratings for both school connectedness and school safety, indicating strong trust and confidence in schools.  The data also demonstrates positive growth in perceptions of connectedness and safety among teachers and staff. These improvements suggest that investments in communication systems, counseling supports, school climate initiatives, and family outreach efforts are contributing to more positive school environments.  Despite these gains, several needs emerged. Student perceptions remain substantially lower than those of adults. Only 48% of students reported favorable perceptions of school connectedness and only 54.5% reported favorable perceptions of school safety. These results suggest that many students do not yet feel fully connected to their schools or consistently experience a strong sense of belonging.  Educational partner feedback provided important context for these findings. Parents identified a need for stronger supervision in certain campus areas, additional anti-bullying efforts, increased student engagement opportunities, and expanded extracurricular programs. Families consistently requested more academic competitions, robotics programs, field trips, college and career experiences, cultural activities, and student events that encourage participation and connection to school.  Another key learning is the need to strengthen engagement with unduplicated student groups, particularly low-income students, English Learners, and foster youth. Families emphasized the importance of more targeted communication, culturally responsive outreach, parent education opportunities, multilingual supports, and increased access to resources that address the unique needs of these student populations.  Overall, the data suggests that while school climate indicators are improving, continued efforts are needed to increase student engagement, strengthen school connectedness, enhance safety perceptions, and ensure that family engagement strategies are effectively reaching those students and families with the greatest identified needs.|Based on analysis of local climate data and educational partner input, Central USD will implement several changes through the LCAP to address identified needs and support continuous improvement.  To improve student engagement and reduce instructional distractions, Central USD will implement revised cell phone management procedures that prohibit student cell phone use during instructional time. This change is intended to increase student attention, participation, and engagement during learning activities because fewer distractions allow students to focus more consistently on instruction and interactions with peers and staff. At the same time, Central USD will maintain its one-to-one Chromebook program to ensure all students continue to have equitable access to instructional technology and digital learning resources.  To strengthen family engagement, Central USD will revise outreach efforts to place greater emphasis on serving low-income students, English Learners, and foster youth. Expanded multilingual communication, targeted workshops, family education opportunities, and enhanced outreach will be implemented because educational partner feedback identified a need for more direct support and communication for families whose students face additional barriers to academic success.  To address lower student perceptions of connectedness and safety, Central USD will expand opportunities for student participation, leadership, and engagement. Planned efforts include increased access to extracurricular activities, academic competitions, robotics programs, the Peach Blossom festival, academic field trips, college and career exploration opportunities, and other student-centered events. These activities are intended to increase students' sense of belonging because they provide meaningful opportunities for students to connect with peers, staff, and the broader school community through shared experiences and interests.  Central USD will also continue to support positive school climate initiatives, student supervision, and family communication efforts. Feedback regarding campus safety, bullying prevention, and student well-being will continue to be reviewed through surveys, educational partner meetings, and local data collection processes. Results will be monitored annually to evaluate the effectiveness of these actions and to inform future revisions to programs, services, and LCAP priorities.  Through these actions, Central USD seeks to build on existing strengths while addressing identified needs related to student connectedness, school safety, family engagement, and equitable access to meaningful educational opportunities.|Met||2026-06-23|2026
10739990000000|Kerman Unified|6|The 2025–2026 Health Kids Survey shows student perceptions across 5th, 7th, 9th, and 11th grades in four areas: school connectedness, academic motivation, caring adults, and school safety. Overall, results are strongest in 5th grade and generally decline in later grades, with noticeable differences among Hispanic students, English Learners (EL), and students with IEPs.  In 5th grade, outcomes are highly positive. School connectedness is 76% overall (79% Hispanic), academic motivation is 85% (88% Hispanic), caring adults is 74% (77% Hispanic), and school safety is 83% (86% Hispanic). This reflects a strong sense of belonging, support, and motivation in elementary school.  In 7th grade, results drop across all categories. Connectedness falls to 62% overall, with lower levels among students with IEPs (44%). Academic motivation is 70% overall, with IEP students at 55%. Caring adults is 61% overall, and school safety is 66%. EL students generally report slightly higher connectedness and safety than peers, while IEP students report the lowest outcomes in several areas.  In 9th grade, connectedness remains at 62% overall, but subgroup differences widen. EL students report higher connectedness (70%) and safety (81%), while IEP students report lower connectedness (55%) and motivation (53%). Academic motivation is 66% overall. A key concern is caring adults, which drops to 51% overall, with EL students reporting only 41%, the lowest of any subgroup across this measure.  In 11th grade, connectedness stays at 62% overall, but EL (55%) and IEP (56%) students report lower levels. Academic motivation is 69% overall but lower for EL and IEP students (55–56%). Caring adults is 58% overall, with IEP students reporting the highest (73%) and Hispanic students lower (54%). School safety is 74% overall, though lower for EL (64%) and IEP students (60%).  Overall, the data shows a consistent pattern: 5th grade students report the most positive experiences, while middle and high school students report lower connectedness and support. Academic motivation remains moderate but declines for EL and IEP students in secondary grades. School safety is generally stable but varies across groups, sometimes significantly.  The results suggest a need to strengthen student relationships, improve perceived adult support, and provide targeted interventions for English Learners and students with IEPs, particularly in middle and high school years where declines are most evident.|The 2025–2026 California Healthy Kids Survey highlights both strengths and areas for improvement across Kerman Unified School District. Overall, the data shows strong school climate in elementary grades, with 5th grade students reporting high levels of connectedness (76%), academic motivation (85%), caring adult support (74%), and safety (83%). In 7th, 9th, and 11th grades, results remain moderate but show some positive subgroup trends, including higher connectedness and safety among English Learners and strong perceptions of caring adults among students with IEPs in some grades. Across all grade levels, a key strength is that most students consistently report feeling safe at school, and many—especially in earlier grades and among English Learners—report positive engagement and supportive relationships with staff. However, the data also identifies key needs in secondary grades, where there is a gradual decline in school connectedness, academic motivation, and perceptions of caring adults, with larger gaps for English Learners and students with disabilities. These patterns suggest a need to strengthen student belonging, improve access to supportive adult relationships, and increase academic motivation as students move through middle and high school.|To address the identified needs, the Coordinator of Social Emotional Learning works directly with student groups highlighted in the data to strengthen student engagement, connectedness, and overall well-being. Each school site is supported by a counselor who provides targeted academic, social-emotional, and behavioral support to students in need, helping to ensure timely intervention and consistent access to caring adult relationships.   To further strengthen systems of support, the District will host an annual  MTSS (Multi-Tiered System of Supports) Symposium in August before the new school year starts. This professional learning opportunity will provide staff with tools, strategies, and resources to effectively address student social-emotional needs, improve engagement, and strengthen school connectedness. The District MTSS team will also continue to meet regularly throughout the school year to monitor student data, identify emerging needs, and coordinate proactive supports across school sites.  Through these efforts, the District is committed to improving student outcomes by strengthening relationships, increasing access to supportive adults, and ensuring that systems are in place to address academic, behavioral, and social-emotional needs in a timely and effective manner.|Met||2026-06-18|2026
10741530000000|Valley ROP|6||||Not Met|||2026
10742600000000|Fresno ROP|6||||Not Met|||2026
10751270000000|Mendota Unified|6|Safety is a district priority. For this reason, MUSD continues to make improvements in these areas (safety and connectedness). The district uses the California Healthy Kids Survey (CHKS) to track and monitor progress. This annual survey is conducted in the fall for students in grades 5, 7, 9, and 11. The results are analyzed and interpreted for growth and improvement. The data is also shared with partners for collaboration in the development of the district’s LCAP. Subgroup data is not attained due to survey anonymity.  The data indicate mixed results across grade levels with notable gains in some areas and opportunities for improvement in others.  School Connectedness School connectedness results varied by grade level.  Fifth-grade students reported a connectedness rate of 64%, representing a 6-percentage-point decline from the previous measurement.  Similarly, eleventh-grade students reported 70% connectedness, a 5-percentage-point decrease.  These declines suggest a need to further examine factors that may be impacting students’ sense of belonging and engagement at the elementary and upper high school levels.  In contrast, seventh-grade students demonstrated significant improvement, with connectedness increasing 9 percentage points to 59%.  Ninth-grade students maintained a relatively strong level of connectedness at 67%, with results remaining stable compared to the previous year.  While the improvement among seventh graders is encouraging, connectedness remains below 70% across all grade levels, indicating an ongoing need to strengthen student relationships, engagement, and sense of belonging throughout the district.  School Safety Perceptions of school safety showed overall positive trends, particularly among middle and early high school students.  Seventh-grade students reported the largest gain, increasing 10 percentage points to 64%, while ninth-grade students reported a substantial 14-percentage-point increase, reaching 83%, the highest safety rating among all grade levels surveyed.  Fifth-grade students also showed a modest improvement of 2 percentage points, reaching 74%.  However, eleventh-grade students reported a decline in their perception of school safety, decreasing 8 percentage points to 79%.  Despite the decline, the overall safety rating remains relatively high compared to other grade levels.  This trend may warrant further investigation to better understand the concerns of upper-grade students and identify opportunities to improve their school experience.|Analysis of school climate data shows overall improvements in students’ perceptions of school safety, particularly in grades 7 and 9, indicating that district efforts to improve school safety have been effective in creating safer school environments.  However, school connectedness trends are more mixed, with declines in grades 5 and 11 and only modest gains or stability in other grades.  This suggests that while students increasingly feel safe at school, a consistent sense of belonging and connection to school adults and peers is not yet fully developed across all grade levels.  The data highlight a need to strengthen strategies that build student relationships, engagement, and school connectedness, with particular attention to elementary entry grades and upper high school students.  Moving forward, the district may benefit from targeted efforts that promote student belonging, strengthen relationships with peers and adults, and increase opportunities for meaningful student engagement, while continuing to build on the positive gains achieved in school safety.|The district recognizes that strong relationships are central to improving students’ sense of safety and connectedness at school.  Research consistently shows that safe, supportive school environments contribute to student well-being and academic success, while a lack of connection and exposure to unsafe conditions can negatively impact attendance, achievement, and overall student outcomes.  In response, the district will invest in professional development focused on relationship-building, culturally responsive practices, and strategies that strengthen student-staff connections.  These efforts will be aligned with and supported through existing services identified in Goal #2 of the LCAP, including attendance clerks, campus monitors, school resource officers, nurses, and other key personnel who contribute to maintaining safe and supportive learning environments.  In addition, programs such as the Community Schools Program and the Afterschool Program will be leveraged to expand opportunities for student and family engagement, with an emphasis on fostering belonging and strengthening school connections beyond the classroom.  To support continuous improvement, the Director of State and Federal Programs will collaborate with site leaders to review and analyze school climate data, identify priority areas for action, and support implementation efforts.  This work will also include the development of a structured process for ongoing monitoring and evaluation to ensure that strategies are effective in improving both school safety and student connectedness across all sites.|Met||2026-06-17|2026
10752340000000|Golden Plains Unified|6|Healthy Kids Survey 2025-2026 Data is disaggregated by age group, not student groups Baseline is 2023-2024  Supports and Engagement: High School Connectedness: -1.5% decrease from 46.5% to 45% Academic Motivation: 3.5% increase from 65.5% to 69% Caring Adult Relationships: 7.5% increase from 40.5% to 48% High Expectations: 2% increase from 53% to 55% Meaningful Participation: 3.5% increase from 16.5% to 20%  Supports and Engagement: Middle School Connectedness: 10% increase from 50% to 60% Academic Motivation: 2% increase from 69% to 71% Caring Adult Relationships: 11% increase from 57% to 68% High Expectations: 22% increase from 61% to 83% Meaningful Participation: 8% increase from 29% to 37%  Supports and Engagement: Elementary School Connectedness: 2% increase from 70% to 72% Academic Motivation: 8% increase from 72% to 80% Caring Adult Relationships: -4% decrease from 67% to 63% High Expectations: 2% decrease from 78% to 76% Meaningful Participation: -4% decrease from 43% to 39%|Key Learnings: During the 2025-2026 school year, GPUSD focused on improving student engagement which is reflected in the Healthy Kids Survey.  The High School survey shows increases in almost all areas from school connectedness to meaningful participation.  Elementary school students remained stable at 70% except for an 4% drop in meaningful participation from 43% to 39%.     Areas of Strength.  At the high school level, academic motivation rose 3.5% to 69% and high expectations rose 2% from 53% to 55%.  This is great news for the high school which has focused resources on instruction in ELA and math.  High expectations rose at the middle school and elementary.    Areas of Need.  Caring adult relationships remained below 50% at the high school despite an 7.5% increase at the high school.  Meaningful participation is mired below 40% for all levels.|"To address areas of need, GPUSD will need to focus on implementing existing plans with a focus on ""Caring Adult Relationships"" and ""Meaningful Participation.""   GPUSD has established tier 1 and tier 2 support actions in the LCAP and in its school plans for student achievement (SPSA).  To implement these actions fully, GPUSD will need to provide professional development and monitoring to determine if students' opinions have changed on these points."|Met||2026-06-09|2026
10752750000000|Sierra Unified|6|The LEA’s local climate survey data indicates positive growth in both safety and connectedness across most stakeholder groups. Perceptions of school safety increased by 41% among students, 21% among parents, and 23% among teachers, demonstrating improved confidence in school environments. Feelings of connectedness also increased for students (+40%) and parents (+27%), 15 suggesting stronger relationships and engagement within the school community. However, teacher connectedness declined by 3%, indicating a potential area for further investigation and support. Overall, the data reflects positive school climate trends while highlighting the need to strengthen staff connectedness and engagement.|Analysis of the local climate survey data identified school safety as a significant strength, with students, parents, and teachers all reporting increased perceptions of safety. Connectedness was also identified as a strength for students and parents, reflecting positive relationships and a strong sense of belonging within the school community. These results suggest that efforts to create welcoming, supportive, and safe learning environments have been effective. However, the decline in teacher connectedness indicates a need to better understand staff perceptions and identify strategies to strengthen collaboration, engagement, and support for employees.|Based on the analysis of local climate survey data, the LEA will maintain existing practices that have contributed to increased perceptions of safety and connectedness among students and parents. To address the identified decline in teacher connectedness, the LEA will implement targeted professional development for grades 7–12 teachers focused on student engagement strategies, relationship-building, and creating inclusive classroom environments. The LEA will also provide opportunities for staff collaboration and feedback to strengthen connections among colleagues and improve overall school climate. These actions will support continuous improvement efforts aimed at increasing teacher engagement while sustaining positive outcomes for students and families.|Met||2026-06-22|2026
10754080000000|Riverdale Joint Unified|6|RJUSD used the Healthy Kids Survey to survey over 550 students during the 2025-2026 school year to gain data on school safety and school engagement and connectedness.  The range of students was from 4th grade through 11th with a make-up of 91.3% Hispanic and 91.1% SED.    In the area of school safety, on the high school level, 57.6% of students expressed they felt safe at school with 52.5% of 7th & 8th and 70% of upper elementary students sharing those feelings.  84% of parents believe their children to be safe at school while 94% of staff feel staff.  Approximately 30.5% of students in grades 7th and 8th along with 23.3% of 9th - 11th grade students expressed being harassed at school in some capacity.  These experiences were associated with race, ethnicity, sexual orientation, appearance or national origin.  In the upper elementary levels, 43% of students stated they were harassed in some manner.  Students who expressed harassment stated it was over mean rumors, cyberbullying and teasing/body image.  Data also revealed that on the high school level, 24.3% of students reported using alcohol or another drug to get “high” over their lifetime.  While the numbers for junior high were much less, 8% of students expressed either using alcohol or another drug to get “high”.   20% of upper elementary grades (4th - 6th) admitted to using alcohol or another drug at least once.  The level of students feeling connected was also a wide range.  58.3% of high school  and 55% of junior high students expressed a “school connectedness” with their campus.  Upper elementary numbers were higher with 63% feeling “connected” to their school site.  While many students feel connected, 31.3% of high school students had felt a sense of “hopeless” in the past 12 months and 10.3% had considered attempting suicide in that same time frame.  While lower, numbers were also concerning for junior high at 20.5% and elementary at 8% for feeling hopeless.  6% of 7th/8th grade had considered attempting suicide during the same time frame.    The collection of data and its analysis helped to shape key learnings for RJUSD.|In the analysis of data from student surveys, RJUSD took away several learnings including identified needs and areas of strength.  School Safety is an important student perspective.  In examining school safety, a key learning was that while upper elementary students expressed they feel safe (70%), junior high (52.5%) and high school (57.6%) students feel less safe.   Parents and staff viewed schools as safe with 84% of parents and 94% of staff expressing this sentiment.  While adult perspectives on school safety are high, an identified need is the student perspective of school safety.  Students cited bullying or harassment as an indicator of lack of safety.  30.5% of 7th/8th grade students and 23.3% of high school expressed being harassed based on issues of race, ethnicity, sexual orientation, appearance or national origin.  43% of students in grades 4th - 6th expressed rumors, name calling or being pushed as reasons for their perspectives.   An identified need is to target bullying and the prime indicator of its occurrence as learned through the survey.    Marijuana and alcohol continue to be a challenge.  Vaping is the prime cause of marijuana usage.  As school administrators address vaping issues through corrective measures, a key learning was that around 24.3% of 9-11 grade students reported getting “high” or having a drink at some point.  While a lower number, 8% of 7th & 8th students reported getting high or consuming alcohol. The alarming piece was that 20% of upper elementary levels (4th-6th) admitted to using alcohol or another drug at least once.   RJUSD currently has several approaches to address substance use which is a strength.  As the district continues to see a downward trend among secondary level students, there is concern about the high number of upper elementary students who expressed usage.  The number reported was much larger than anticipated thus needing some rethinking of how to address this age group in a different approach than previously.    Mental Health supports and positive school experiences continue to be needed.  A key learning in school connectedness was the number of students who feel connected and a part of school.  Lower percentages were at elementary with 63%, junior high at 55% and high school at 58.3%.   While RJUSD provides different activities and events, it is obvious  items need to improve.   A key learning is the connections between a student’s involvement with school activities and their feeling of hopelessness.  Analysis revealed feelings of “hopelessness” still occur.  31.3% of high school students, 20.5% for junior high and a concerning 8% of elementary students had all shared this emotion of feeling hopeless within the past 12 months.   Further results provided that with in this group of feeling hopeless, 10.3% of high school and 6% of junior high students had considered attempting suicide during that time frame.  The key learnings from survey data helped RJUSD to make changes for 2026-2027.|In examining the data, RJUSD realizes the necessity to make changes for continuous improvement. School safety, substance abuse and mental health are all areas to improve upon.     In the area of school safety, RJUSD will have individuals, who supervise students, work with them in establishing connections during breaks, recess and passing periods. This connection will help to grow relationships with students while providing a sense of supervision for the student body to witness.  RJUSD will offer its PBIS program along with having a dedicated counselor at each school site working with students.   RJUSD will also expand staff awareness on the topic of bullying to assist staff in identifying behaviors that students may be experiencing.  RJUSD will also examine the addition of student peer or mentor groups for students to work with one another.  The district is fully committed to following through or altering their approaches to support student needs in a positive and supportive school climate.   RJUSD will increase programs for students that address substance abuse.  For many years RJUSD has offered and provided substance abuse rehabilitation programs that they will continue.  In a proactive approach, the district will use their Community Schools Program to partner with the Fresno County TUPE (Tobacco-Use Prevention Education) Program to conduct presentations in both classroom and school wide events to address tobacco and marijuana usage.  Mental Health for students continues to be a priority.  In recent years, RJUSD expanded their psychologist from one to two and found success in the number of students who were served.  Seeing the benefit, RJUSD will continue to carry two psychologists throughout the district in 2026-2027.  RJUSD continues to team with All 4 Youth, which is a partnership between the Fresno County Department of Behavioral Health and the Fresno County Superintendent of Schools. This partnership has been present for several years and the district will continue this program along with expanding the number of staff.  RJUSD will continue to examine student needs and expand staff as appropriate.  In determining student needs, RJUSD will continue their expanded counseling staff for the 2026-2027 school year.  Data indicated a growing need at Riverdale Elementary which serves 4th-8th grade students.  Additional counseling presence will help not only at the elementary but also Horizon High School and their increased need for counseling services.   Riverdale Joint Unified School District will adjust their plans and procedures for continuous improvement purposes during the 2026-2027 school year.|Met||2026-06-24|2026
10755980000000|Caruthers Unified|6|Students in grades 5–12 participated in a survey to gather their perceptions of school safety and connectedness. This year, our district unified with a smaller school, and the data presented includes responses from that school as well—an important detail to consider when interpreting results. The Local Education Agency (LEA) analyzed student responses alongside those of parents and staff to compare perspectives across groups. To protect privacy and ensure honest feedback, the survey was conducted anonymously; therefore, subgroup data was not collected.|The analysis of student perception data shows that the LEA has made significant progress in the areas of student belonging and school safety over time. Students in grades 5–12 participated in the survey, and the results indicate that students generally feel connected to school and safe while on campus. Sense of belonging increased from 57% in 2021–22 to 82% in 2025–26, showing strong overall growth and sustained positive results over the past several years. Although there was a slight decrease from 83% to 82% in the most recent year, the data remains well above the 2021–22 baseline and reflects continued strength in school connectedness.  The data also shows a positive trend in students feeling safe at school. In 2021–22, 50% of students reported feeling safe at school, compared to 88% in 2025–26. This represents the highest result in the five-year period and shows meaningful progress in creating safe and supportive learning environments. While the 2024–25 data showed a decrease to 78%, the increase to 88% in 2025–26 indicates improvement and suggests that district and site efforts to support safety and student well-being are having a positive impact.  A key area of strength is the LEA’s ability to maintain high levels of student connectedness and improve perceptions of safety over time, even with the district unifying with a smaller school and including that school’s responses in the current data. An identified need is to continue monitoring sense of belonging, as the most recent data shows a slight decline. The LEA will continue to focus on building positive relationships, strengthening school climate, and ensuring that all students feel welcomed, supported, and safe.  Because the survey was administered anonymously to protect student privacy and encourage honest feedback, student group data was not collected or disaggregated. As a result, the LEA is unable to identify specific differences by student group from this survey data. Moving forward, the LEA may consider additional ways to gather input, while still protecting confidentiality, to better understand the experiences and needs of different student groups. 1.	Sense of Belonging o	2021–22: 57% o	2022–23: 81% o	2023–24: 83% o	2024–25: 83% o	2025-2026: 82%  2.	Feeling Safe at School o	2021–22: 50% o	2022–23: 86% o	2023–24: 85% o	2024–25: 78% o	2025-2026: 88%|Based on the analysis of local data and key learnings, the LEA will continue to maintain and strengthen existing plans, policies, and procedures that support a positive school climate, student connectedness, and school safety. The data shows strong progress in both sense of belonging and students feeling safe at school; however, the LEA recognizes the need to continue monitoring these areas, especially the slight decrease in sense of belonging from 83% to 82%.  To address this need, the LEA will continue implementing school climate and student support efforts through existing systems such as site leadership meetings, counseling and student support services, attendance and behavior monitoring, staff communication, and opportunities for student voice. Sites will continue to review local data and student feedback to identify areas where additional support may be needed.  For continuous improvement, the LEA will also continue to strengthen practices that promote positive relationships between students and staff, inclusive school environments, and consistent safety procedures across school sites. Because the survey was anonymous and did not include disaggregated student group data, the LEA may explore additional ways to gather student input while still protecting student privacy. This will help the district better understand the needs of different student groups and make informed decisions about future supports, services, and school climate actions.|Met||2026-06-22|2026
10767780000000|Washington Unified|6|Washington Unified School District surveys students in grades 3-12. In particular, we want to get a sense of safety and school connectedness. Overall, 80% of students that were surveyed felt safe at school.  Furthermore, 79% felt connected to school.|Based on the survey data, Washington Unified has a strong sense of school safety and connectedness. We are very proud of our survey results.|Our goals in our LCAP will remain the same for the 2026-27 school year.|Met||2026-06-24|2026
10767781030774|W.E.B. DuBois Public Charter|6|Local climate survey results indicate that W. E. B. DuBois continues to provide a safe, supportive, and welcoming learning environment. Survey data from students, parents, and staff identified many strengths while also highlighting opportunities for continued improvement. Available student group data for grades 4–8 and 9–12 was reviewed to identify differences in student perceptions.  Key strengths include:  * 99% of parents reported their child feels safe at school. * 100% of parents indicated the school is parent friendly. * 98% of parents reported they are kept well informed of school activities. * 100% of parents reported receiving clear information regarding their child's academic progress. * 99% of parents believe the school is preparing their child for college and careers. * 92% of students reported they are being prepared for college and careers. * 94% of students indicated teachers provide extra help when needed, and 94% reported staff are available when they need assistance. * 92% of students reported the school promotes understanding of diverse opinions, values, and cultures. * Staff survey results reflected strong confidence in instructional practices, including 100% agreement that Common Core State Standards are being implemented and effectively communicated.  Areas identified for improvement include:  * Expanding extracurricular opportunities, with 67% of students reporting there are adequate clubs and activities with a greater need identified by students in grades 4–8 (59% reporting enough clubs and activities) * Increasing academic rigor, with 58% of students reporting the curriculum is challenging with a higher percentage of student reporting feeling challenged in grades 4-8 as compared to grades 9-12. * Improving school connectedness for younger students, as 79% of students in grades 4–8 reported feeling safe and 81% reported enjoying their time and feeling welcomed at school. This is compared to over 90% of students in grade 9-12 feeling safe, enjoying their time, and feeling welcomed at school.  The LEA will use these results, along with additional educational partner focus group input, to guide continuous improvement efforts focused on increasing student engagement, strengthening school connectedness, and maintaining a safe and supportive learning environment for all students.|Analysis of the local climate survey data indicates that W. E. B. DuBois has established a positive school climate characterized by strong relationships, effective communication with families, and a shared commitment to preparing students for college and careers. Parent, student, and staff responses consistently identified school safety, access to support from staff, and communication as significant strengths. Disaggregated student responses also highlighted opportunities to improve school connectedness for students in grades 4–8 while increasing academic rigor and expanding extracurricular opportunities, particularly for secondary students. These findings will guide continuous improvement efforts to build on existing strengths while addressing the needs identified through educational partner feedback.|Based on the analysis of local climate survey data, W. E. B. DuBois will continue implementing strategies designed to strengthen student engagement, increase academic rigor, and expand opportunities for student involvement. The LEA will continue to refine instructional practices through professional learning, expand extracurricular and enrichment opportunities, and increase opportunities for student voice through surveys, focus groups, and equity interviews. Feedback from educational partners will continue to be reviewed throughout the year to evaluate the effectiveness of these efforts and make adjustments as part of the LEA's continuous improvement process.|Met||2026-06-29|2026
11101160000000|Glenn County Office of Education|6|Although our regionalized classrooms are situated across multiple district campuses throughout the county, students in these programs are fully included in each host school’s activities and schoolwide climate initiatives. This includes active participation in district-led school climate surveys, which provide valuable insights into student perceptions of safety, connectedness, and overall well-being. This approach allows us to maintain a comprehensive and nuanced understanding of the climate and culture at each site, ensuring that our special education programs remain aligned with the priorities, values, and continuous improvement efforts of each district. By partnering closely with host schools, we are able to integrate students into broader school life while maintaining alignment with each district’s efforts to foster inclusive, safe, and supportive learning environments. Survey data was also collected this year directly from our families in our regionalized programs throughout the county. The students were all student with disabilities who attend a regional program. The majority of responses were positive with families reporting feeling welcome, safe, supported and respected. Families reported their child was able to access school-wide activities, had a personalized learning environment and had positive relationships with staff. The majority of parents reported feeling comfortable with communicating with teachers and other staff in the program as well as being informed about progress. There was one parent in this section who did not agree and we are evaluating how we can better support families in that particular program. The majority of families also reported their child had meaningful opportunities to interact with peers and they are included in the school community.|"A primary strength is the successful integration of students into host school cultures. Families overwhelmingly report that their children have meaningful opportunities to interact with peers and participate in school-wide activities, suggesting that the ""regionalized"" model is not creating silos but fostering inclusion. The data indicates a high degree of trust. Most families feel welcome and respected, and they report being comfortable communicating with staff. This suggests that the individualized engagement strategies mentioned in Priority 3 are effectively translating into a positive school climate. Families recognize and value the balance between specialized support and general education access, noting that their children feel safe and supported within their specific programs. The ability to capture specific data from families across various sites shows a strong willingness from the community to engage with the GCOE Student Services department.   While the ""majority"" of feedback was positive, the disagreement from one parent suggests that climate and support may vary between specific regional sites. There is a need to evaluate if certain programs require additional resources or specific staff training to match the high standards seen elsewhere. While students participate in host district surveys, the GCOE currently lacks a unified way to aggregate that data. This makes it difficult to see ""the big picture"" of student well-being across the entire county regional system. Because classrooms are hosted by different districts, a key need is ensuring that the ""inclusive, safe, and supportive"" environment is consistent regardless of the host campus's individual climate or local priorities."|To ensure a consistently high-quality experience for all families, GCOE is revising our engagement policies to move beyond an 'open-door' approach toward a 'proactive reach-out' model. In response to feedback from the past year, we are expanding our multilingual outreach and increasing the frequency of informal 'Check-in' sessions outside of the formal IEP process. We are also partnering with host school administrators to formalize the inclusion of our students in local climate initiatives, ensuring our regionalized classrooms are not just co-located, but culturally integrated. These actions, combined with a new internal audit of program-specific survey data, will allow us to identify and resolve systemic or logistical barriers to engagement in real-time.|Met||2026-06-26|2026
11101160124909|Walden Academy|6|For the 2025–26 school year, Walden Academy administered the California School Parent Survey (CSPS) as part of the California School Climate, Health, and Learning Survey System (CalSCHLS). The California Healthy Kids Survey (CHKS) and California School Staff Survey (CSSS) were not administered during this cycle; therefore, the LEA continues to reference prior CHKS and CSSS data alongside current CSPS results to inform school climate analysis. The 2025–26 CSPS included 34 parent respondents . Survey results indicate generally positive perceptions of school climate, with several strengths as well as areas for continued growth. Key findings from the CSPS include: School Safety and Environment: 60% of parents reported that the school is a safe place for their child, and 53% reported a positive student learning environment . This indicates that a majority of families perceive the school as safe and supportive, though not yet at a level that reflects strong consensus across all respondents. Relationships and Supports: 60% of parents reported that adults at the school care about students, and 82% indicated that teachers are responsive to students’ social and emotional needs . These findings suggest that strong relationships between staff and students are a key strength because responsive adult support contributes to students’ sense of belonging and emotional well-being. Student Engagement and Motivation: 53% of parents reported that the school motivates students to learn, and 57% indicated that students have opportunities for meaningful participation . This indicates moderate levels of engagement, suggesting a need to strengthen instructional practices that increase student ownership and participation in learning. Parent Involvement and Communication: 69% of parents reported participating in school-related activities, while 54% reported strong communication with the school . Additionally, 60% reported that the school encourages them to be active partners, and 53% indicated that the school actively seeks parent input . These results indicate that while many families are engaged, there is an opportunity to strengthen consistent, two-way communication and expand meaningful engagement opportunities. Equity and School Climate Conditions: 57% of parents reported that students are treated with respect, and 47% reported that school rules are enforced fairly . Additionally, 43% reported that the school promotes respect for cultural beliefs and practices . These findings indicate that perceptions of fairness and cultural responsiveness are areas for growth because inconsistent perceptions of respect and equity can impact student belonging and engagement. Behavior and School Disorder: 15% of parents reported concerns related to school disorder, and 14% identified bullying as a significant issue . While overall levels are relatively low, these findings indicate a need for continued focus on preventative behavioral supports because reducing incidents of disorder and|Analysis of the 2025–26 California School Parent Survey (CSPS) results indicates that while Walden Academy demonstrates strengths in relationships and family engagement, there are areas requiring continued improvement in consistency of school climate systems, particularly in perceptions of safety, fairness, cultural responsiveness, and student engagement. Survey results show that 60% of parents report the school as a safe place, 47% report that school rules are enforced fairly, and 43% report that the school promotes respect for cultural beliefs and practices . These findings indicate that schoolwide behavioral expectations and culturally responsive practices are not yet experienced consistently by all families because variability in implementation across classrooms can lead to inconsistent student experiences, which impacts perceptions of safety, trust, and belonging. Additionally, 53% of parents report that the school motivates students to learn and 57% report opportunities for meaningful participation . This indicates a need to strengthen student engagement systems because when instruction does not consistently provide opportunities for active participation and relevance, students may be less connected to learning, which reduces engagement and impacts both behavior and academic outcomes. Parent engagement data also shows that while 69% of parents report involvement in school activities, only 54% report strong communication with the school, and 53% report that the school actively seeks parent input . This indicates that communication systems are not yet consistently reaching all families because inconsistent two-way communication limits opportunities for families to engage as partners, which affects student support systems and overall school connectedness. Behavior-related data indicates that 15% of parents report concerns related to school disorder and 14% report bullying as a significant issue . While these levels are relatively low, they still represent a meaningful portion of the school community and indicate a need for continued focus on prevention because even moderate levels of behavioral concerns can disrupt learning environments and reduce students’ sense of safety, which impacts attendance and engagement.|Walden Academy will monitor the effectiveness of actions related to school climate through ongoing analysis of both state and local data, including the California School Dashboard (suspension rate and chronic absenteeism), the California School Parent Survey (CSPS), and future administrations of the California Healthy Kids Survey (CHKS) and California School Staff Survey (CSSS). Progress will be measured using key indicators such as: Suspension rates and trends across student groups Chronic absenteeism rates Parent perceptions of safety, fairness, and engagement (CSPS) Student and staff perceptions of school climate (CHKS and CSSS, when administered) These metrics will be reviewed regularly throughout the school year to determine whether implemented actions are resulting in improved outcomes. In May 2026, the LEA will conduct a comprehensive review of school climate systems, including PBIS implementation, behavioral expectations, and communication structures. This review will include analysis of discipline data, survey results, and feedback from educational partners. Based on this review, the LEA will determine whether revisions to the school’s behavioral matrix are necessary to ensure clarity, consistency, and alignment with schoolwide expectations because a clearly defined and consistently implemented behavioral framework provides students with predictable expectations, which reduces behavioral incidents and increases time in the classroom. Additionally, the LEA will evaluate the effectiveness of current communication systems with families, with a focus on strengthening two-way communication. This includes reviewing participation rates, survey feedback, and engagement data to determine whether families feel informed and included in decision-making processes. Adjustments will be made as needed to improve communication structures because effective two-way communication increases family engagement and partnership, which leads to improved student support systems and stronger student outcomes. Ongoing monitoring will also include regular staff collaboration and data discussions to ensure consistent implementation of school climate practices across classrooms. Adjustments to actions and supports will be made based on data trends and educational partner input. Through this continuous improvement cycle, Walden Academy will ensure that school climate actions remain responsive to identified needs and are effectively improving outcomes for all students, particularly unduplicated pupil groups.|Met||2026-05-26|2026
11101160130724|Success One!|6|Success One! Charter School administered local climate surveys during the 2025–2026 school year to gather feedback regarding school safety, connectedness, student support, and overall school climate. Survey data were reviewed for student groups including English Learners, foster youth, socioeconomically disadvantaged students, and other student populations when available. Because a significant portion of the school's enrollment consists of unduplicated pupils, the feedback collected provides valuable information regarding the experiences and needs of these student groups. Survey results indicated positive perceptions of the school environment across student groups. Students reported feeling safe, respected, and supported by staff, and identified strong relationships with teachers and school personnel as a key strength. Feedback also highlighted the value of the school's flexible learning environment, individualized support, counseling services, and ongoing communication. Local climate data, combined with a 0% suspension rate and 0% expulsion rate, indicate that Success One! continues to maintain a positive and supportive learning environment for all students.|The analysis of local climate survey data identified several areas of strength. Across student groups, students reported feeling safe, respected, and supported by school staff. Feedback highlighted the positive relationships between students and staff, the school's welcoming and inclusive environment, and the value of individualized academic, social-emotional, and counseling supports. Students also expressed appreciation for the school's flexible learning model and responsiveness to their unique educational needs.  The analysis also identified opportunities for continued improvement. Students expressed interest in increased opportunities for engagement, career exploration, college and career readiness activities, and participation in school decision-making processes. Educational partner feedback also emphasized the importance of maintaining strong communication, expanding outreach efforts, and continuing to provide targeted supports for English Learners, foster youth, socioeconomically disadvantaged students, and other students who may face barriers to educational success. These findings will continue to guide school improvement efforts and support the development of future LCAP actions and services.|Based on the analysis of local climate survey data and educational partner feedback, Success One! will continue implementing strategies designed to strengthen student engagement, communication, and access to support services. The school will continue expanding outreach efforts through advisory meetings, surveys, wellness checkins, direct communication, and flexible participation opportunities to ensure students have meaningful opportunities to provide feedback and participate in school improvement efforts.  To address identified needs, Success One! will continue enhancing college and career readiness activities, academic counseling, English Learner supports, and individualized interventions that promote student success. The school will also continue monitoring school climate data, student engagement, attendance, and educational partner feedback to evaluate the effectiveness of current practices and make adjustments as needed. These efforts support continuous improvement and help ensure that all students have access to a safe, supportive, and inclusive learning environment.|Met||2026-06-26|2026
11101161130103|William Finch|6|The annual survey was administered with the following participation rates: Parent/Guardian - 43% Student - 32%  The survey indicated significant support (>90%) for the following goals: Goal #1 - Student proficiency will be at grade level, or improved Goal #2 - Student and family engagement will increase within safe and effective learning environments  Additionally, students and families gnerally reported a safe learning environment, supportive staff, and increased opportunities for engagement (field trips, clubs, and on campus classes).  The data set for the annual survey was too small to disaggregate. The California Healthy Kids Survey was also administered, however participation rates were low and the data set was not large enough to conduct an analysis.|Parents and students continue to indicate clear support for additional hands-on, extra-curricular and experiential learning. There was a theme that families and students are not connected or engaged with one another as a cohesive school community across grade levels and/or geographic areas they reside in.  A strength identified was the physical and emotional safety students, families and staff reported regarding the school campus and student community.  The data set for the annual survey was too small to disaggregate.|With the increase of English Language Learners enrolled, the need to engage these families formally through an English Learner Advisory Committee is a recommended action. Recruitment for this group began in Spring 2026.|Met||2026-06-25|2026
11625540000000|Capay Joint Union Elementary|6|Capay Joint Union Elementary School District’s 2025–26 local climate data, derived from the California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS), 8th Grade Reflection Survey, and a local community survey, indicates a generally positive school climate characterized by strong adult-student relationships and a sense of belonging for many students.  Student connectedness varies by grade level, with 68% of 5th graders, 57% of 7th graders, and 69% of 8th graders reporting a high level of school connectedness. Most students report feeling part of the school community, with 69% of 5th graders, 57% of 7th graders, and 71% of 8th graders agreeing they feel like they belong at school.  Students consistently report positive perceptions of adults on campus. All 5th graders, 86% of 7th graders, and 90% of 8th graders believe adults want them to do their best. Likewise, 100% of 5th graders, 66% of 7th graders, and 94% of 8th graders report that adults believe they can be successful. Caring adult relationships remain a strength, with 65% of 5th graders, 53% of 7th graders, and 88% of 8th graders reporting a teacher or other adult at school who genuinely cares about them.  Student voice varies across grade levels. Seventy-five percent of 5th graders, 47% of 7th graders, and 82% of 8th graders report having a say in school activities or rules, indicating an opportunity to strengthen student engagement, particularly in 7th grade.  Mental health data identifies an area of concern. Sixty percent of 7th graders and 6% of 8th graders reported chronic sadness or hopelessness during the previous 12 months. Additionally, 27% of 7th graders and 13% of 8th graders reported having seriously considered suicide.  Perceptions of safety remain generally positive, with 73% of 7th graders and 66% of 8th graders reporting they feel safe or very safe at school. However, experiences with violence or victimization were reported by 38% of 7th graders and 18% of 8th graders.  Disaggregated data show that 7th-grade female students report slightly higher school connectedness and academic motivation than the grade-level average, but 45% reported harassment or bullying and 55% reported chronic sadness. Among 5th-grade White students, who comprise 83% of the sample, 77% reported feeling connected to school and 71% reported caring adult relationships. Seventh-grade students without an IEP reported higher levels of connectedness than the overall grade average.  Community and staff survey results provide additional context. All staff reported that the school is a safe place for students, and 94% believe the school supports student learning. However, only 44% of staff agreed that students are motivated to learn, representing a 33% decline since 2022. Overall, the data highlight strong relationships and supportive learning environments while identifying student motivation, mental health, and student voice as important areas for continued focus.|The 2025–26 climate survey data portray Capay Joint Union Elementary School as a community with strong relationships and high expectations, alongside notable social-emotional and engagement challenges in the middle school grades.  Capay’s greatest strength is its close-knit, community-centered culture. Families describe the school as the heart of the community, supported by traditions such as the morning flag salute and the Big/Little Buddy program, which promote belonging across grade levels. A culture of high expectations is consistent across the site. Nearly all 5th-grade students (98%) report that adults want them to do their best, and 78% of 7th-grade students report that teachers continue to hold them to high standards. This belief in student potential remains a stable foundation of the school’s identity.  As students transition into middle school, engagement with learning declines. While 68% of 5th graders report strong connectedness and 61% report high academic motivation, motivation drops to 45% in 7th grade. Despite this, many students still report effort and persistence: 75% of 8th graders and 67% of 7th graders say they try hard to do well in school, and 94% of 8th graders and 67% of 7th graders report working to improve their performance. However, intrinsic motivation is much lower, with only 32% of 8th graders and 7% of 7th graders reporting they work hard because they are interested in their schoolwork.  Student boredom may be contributing to this engagement gap, with 53% of 7th graders and 41% of 8th graders reporting high levels of boredom at school, even though many still report finding value in their education.  The most urgent concern is student mental health. Sixty percent of 7th graders report chronic sadness or hopelessness, and 27% have seriously considered suicide in the past year. Female students are especially impacted, reporting higher rates of chronic sadness (55%) and suicidal ideation (36%), even while also reporting slightly higher connectedness than male peers. This suggests that outward engagement does not necessarily reflect internal well-being.  Student voice also appears to decline in middle school. While 75% of 5th graders report having input into school activities or rules, only 47% of 7th graders report the same. Students without an IEP report higher connectedness than the grade-level average, suggesting that students with disabilities may face additional barriers to inclusion.  Communication is strong in the elementary grades but becomes more challenging in middle school, with parents describing a shift to less timely and more last-minute information. Overall, the data highlight a need to strengthen student engagement, voice, mental health supports, and communication while sustaining the school’s strong culture of relationships and high expectations.|2026-27 Local Performance Indicator Self-Reflection for Capay Joint Union Elementary School District Page 18 of 19 Based on the analysis of local climate data and educational partner feedback, Capay Joint Union Elementary has determined several critical changes to existing plans and procedures to drive continuous improvement.  Prioritizing Mental Health and Student Engagement In response to the identified student mental health concerns and declining motivation in the middle school, Capay School will continue efforts to build capacity in Social-Emotional Learning (SEL). This includes a shift toward more meaningful student participation, where older students are given authentic opportunities to help solve school problems, decide on activities and help with rule creation. To combat the high levels of boredom, we will prioritize differentiated and hands-on learning that reflects student interests, while seeking to decrease the over-reliance on Chromebooks and digital supplemental subscriptions in the classroom.  Safety To improve physical campus safety, Capy School will review procedures regarding school perimeter, addressing parent concerns about the side-open nature of the rural campus.|Met||2026-06-25|2026
11625960000000|Lake Elementary|6|Middle school students reported academic motivation at 94%, substantially above the statewide average of 65%, indicating students generally work hard and value academic success. Students reported strong adult support: Caring adult relationships: 73% High expectations: 89% School safety (85%) remained significantly above the statewide average of 57%. Parent engagement indicators remained strong: 88% reported parents feel welcome at school School connectedness (66%) and meaningful participation (49%) both exceeded statewide averages, although participation remains an area for growth.|Survey feedback indicates stakeholders continue to value Lake School's strong relationships, family atmosphere, high expectations, and supportive staff. Lake middle school students continue to report strong academic motivation, positive adult relationships, and a safe school environment that exceed many statewide averages.  Survey results also identified opportunities to strengthen student belonging, reduce bullying behaviors, and expand social-emotional supports as student mental health and peer interaction concerns increased this year. Areas identified for continued improvement include expanding facilities, increasing student wellness supports, strengthening student voice and engagement opportunities, and enhancing campus safety and communication systems.   One thing that stood out: despite many requests for facilities and additional opportunities, very few responses suggested large academic concerns. Most feedback focused on enhancing the student experience rather than changing the school's core culture.|Increase student leadership and meaningful participation opportunities. Continue SEL and anti-bullying efforts, especially around digital citizenship and online behavior. Strengthen student connectedness during the transition years into and through middle school. Continue efforts supporting positive relationships between students and staff.|Met||2026-06-24|2026
11625960139550|Lake View Charter|6|Lake View Charter School (LVCS) utilizes annual climate surveys to gather feedback from students, families, and staff regarding school safety, connectedness, engagement in decision-making, and social-emotional well-being. Survey data are reviewed alongside local data and educational partner feedback to identify strengths, areas for growth, and opportunities for continuous improvement.  Parent Results: Parent survey data reflected highly positive perceptions of the school climate. One hundred percent (100%) of responding parents reported being satisfied with the school and feeling included in school decision-making processes. Additionally, 90.2% of parents reported feeling connected to the school community. Families identified personalized support from Homeschool Teachers, ongoing communication, counseling services, enrichment opportunities, and family engagement activities as strengths of the school.  Student Results: Student survey data indicated that 100% of students reported feeling safe in the school environment. Additionally, 90.7% of students reported having at least one staff member they feel connected to and can turn to for support. Student feedback reflected positive relationships with staff and appreciation for opportunities to participate in enrichment activities, field trips, and school events.  Staff Results: Staff survey results indicated strong levels of satisfaction, collaboration, and support. Staff reported positive relationships with colleagues, a welcoming work environment, and a shared commitment to supporting student success and family engagement.  Review of educational partner feedback and disaggregated data also highlighted the importance of continuing to support English learner families, families of students with disabilities, foster youth, homeless youth, and other student groups requiring additional academic, social-emotional, and engagement supports. Educational partners emphasized the value of strong communication, personalized learning, family engagement opportunities, counseling services, and student wellness supports.  These survey results and local data are used to guide school planning, evaluate programs and services, and support continuous improvement efforts focused on maintaining a safe, inclusive, and supportive learning environment for all students.|Lake View Charter School analyzed local climate survey results and educational partner feedback to identify key strengths, areas for growth, and ongoing needs related to school climate, connectedness, and student well-being.  Strengths  Survey results indicate that Lake View Charter School provides a safe, supportive, and welcoming learning environment. Student survey data showed that 100% of students reported feeling safe at school, while 90.7% reported having at least one staff member they feel connected to and can turn to for support. Parent survey results further reflected positive perceptions of the school climate, with 100% of responding parents reporting satisfaction with the school, 100% reporting they feel included in school decision-making processes, and 90.2% reporting they feel connected to the school community.  Educational partner feedback consistently highlighted the strength of the school's personalized learning model, strong relationships between families and Homeschool Teachers, responsive communication, counseling supports, enrichment opportunities, and family engagement activities. Families and staff identified the school's commitment to student well-being, individualized support, and inclusive culture as important contributors to student success.  Areas of Growth and Identified Needs  While survey results were overwhelmingly positive, the analysis identified opportunities to further strengthen student connectedness and engagement. Although 90.7% of students reported having a trusted adult connection at school, the school will continue expanding opportunities for relationship-building, student engagement, peer interaction, and participation in school-sponsored activities.  Educational partner feedback also reinforced the importance of continuing to strengthen support systems for English learners, students with disabilities, foster youth, homeless youth, and students requiring additional academic, social-emotional, or behavioral supports. Families expressed interest in continued expansion of counseling services, wellness resources, intervention programs, and opportunities for family engagement and student enrichment.  The analysis also highlighted the importance of maintaining strong communication and ensuring all educational partners have meaningful opportunities to provide input regarding school programs, services, and improvement efforts.  These key learnings will guide Lake View Charter School's continuous improvement efforts as the school continues to strengthen school climate, student connectedness, family engagement, social-emotional supports, and equitable access to opportunities and resources that support positive outcomes for all students.|Lake View Charter School analyzed local climate survey results and educational partner feedback to identify key strengths, areas for growth, and ongoing needs related to school climate, connectedness, and student well-being.  Strengths  Survey results indicate that Lake View Charter School provides a safe, supportive, and welcoming learning environment. Student survey data showed that 100% of students reported feeling safe at school, while 90.7% reported having at least one staff member they feel connected to and can turn to for support. Parent survey results further reflected positive perceptions of the school climate, with 100% of responding parents reporting satisfaction with the school, 100% reporting they feel included in school decision-making processes, and 90.2% reporting they feel connected to the school community.  Educational partner feedback consistently highlighted the strength of the school's personalized learning model, strong relationships between families and Homeschool Teachers, responsive communication, counseling supports, enrichment opportunities, and family engagement activities. Families and staff identified the school's commitment to student well-being, individualized support, and inclusive culture as important contributors to student success.  Areas of Growth and Identified Needs  While survey results were overwhelmingly positive, the analysis identified opportunities to further strengthen student connectedness and engagement. Although 90.7% of students reported having a trusted adult connection at school, the school will continue expanding opportunities for relationship-building, student engagement, peer interaction, and participation in school-sponsored activities.  Review of available disaggregated data and educational partner feedback highlighted the importance of continuing to strengthen support systems for English learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students. Families emphasized the need for continued access to counseling services, wellness resources, intervention programs, individualized supports, and family engagement opportunities that promote student success and well-being.  The analysis also reinforced the importance of maintaining strong communication and ensuring all educational partners have meaningful opportunities to provide input regarding school programs, services, and improvement efforts.  These key learnings will guide Lake View Charter School's continuous improvement efforts as the school continues to strengthen school climate, student connectedness, family engagement, social-emotional supports, and equitable access to opportunities and resources that support positive outcomes for all students.|Met||2026-06-10|2026
11626380000000|Plaza Elementary|6|The overwhelming majority of parents report that they are happy with how the District educates their children, minimizes bullying and misbehavior, and provides a safe, welcoming environment.  A student survey was administered to all 5th-8th grade students. The majority indicated they enjoy the school experience, and feel safe and connected to Plaza. Areas of improvement focused on additional outdoor activities for PE and recess.|One area of growth is educating students and parents on internet safety in order to be digitally responsible citizens.|Based on current data, no changes are necessary.|Met||2026-06-25|2026
11626460000000|Princeton Joint Unified|6|Results from the 2025–2026 California Healthy Kids Survey Very small sample size (Grades 7 and 9 only; 13 total respondents) indicate that Princeton Joint Unified School District maintains a **safe school environment**, with most students reporting feeling safe at school and very low levels of substance use and serious incidents . Attendance also remains strong, reflecting consistent student participation.  However, the data identify several areas for improvement. Less than half of students report a strong sense of connection to school, and many students indicate that school feels **boring or lacks relevance**, pointing to concerns with engagement. Additionally, only about 40% of students report strong relationships with caring adults or high expectations from staff, suggesting a need to strengthen student-adult connections.  Student well-being is a significant concern. A notable percentage of students report **feelings of sadness, emotional distress, and experiences with bullying or cyberbullying**, indicating the need for increased mental health supports and improved peer climate.  Overall, while the district demonstrates strengths in safety and prevention, the focus moving forward will be on: * Increasing **student engagement and connectedness** * Expanding **mental health and social-emotional supports** * Strengthening **positive relationships and student voice** * Addressing **bullying and school climate concerns**  These priorities will guide ongoing efforts to improve school climate and support student success.|Princeton has been consistent in supporting students in their needs and addresses any concerns in a timely manner. Student report having a positive experience in our schools as they progress through the grades.|We have no plans for changes other than adding additional student supports in various modalities and schedules.|Met||2026-06-25|2026
11626530000000|Stony Creek Joint Unified|6|SCJUSD administered the California Healthy Kids Survey (CHKS) during the 2025–26 school year to collect student perception data related to school climate, safety, connectedness, engagement, and student well-being. The secondary CHKS had a strong response rate, with 29 of 34 students participating, representing an 85% response rate.  The 2025–26 CHKS results show several areas of strength. Overall, 70% of students reported that they feel safe or very safe at school. Students also reported positive adult expectations, with 65% indicating that adults at school hold high expectations for them. In addition, 57% of students reported caring adult relationships at school, and 55% reported school connectedness. These results indicate that many students experience supportive relationships and a generally safe school environment.  The data also identify areas for continued growth. Academic motivation was reported at 47%, and promotion of parental involvement was reported at 48%. Meaningful participation was lower, at 28%, suggesting that students need more opportunities to have voice, choice, and active roles in school activities and decision-making. In addition, 50% of students reported that school is really boring, and 21% reported that school feels worthless or like a waste of time. These data indicate a continued need to strengthen student engagement and relevance in learning.  Safety and peer relationship data also show areas for continued attention. While most students reported feeling safe, 21% reported experiencing harassment or bullying in the past 12 months, and 29% reported cyberbullying. Thirty-six percent reported having mean rumors or lies spread about them. These results support the district’s continued focus on PBIS, anti-bullying training, school climate, and student wellness supports.  Student well-being data also demonstrate a need for continued social-emotional support. Thirty-six percent of students reported experiencing chronic sadness or hopelessness during the past 12 months, 22% reported social-emotional distress, and 14% reported seriously considering suicide. Life satisfaction was reported at 58%, and optimism was reported at 33%. These results reinforce the importance of continued access to counseling, trusted adults, ParentGuidance, and partnerships such as Kno’Qoti Native Wellness, Inc.  The district reviewed available disaggregated data included in the CHKS report, including student group breakdowns by race/ethnicity, gender, English learner status, special education status, and living situation where available. Because SCJUSD is a very small district, some subgroup data must be interpreted cautiously due to small numbers of respondents. Overall, the survey results show that SCJUSD has strengths in school safety, adult expectations, and caring relationships, while continued improvement is needed in student connectedness, meaningful participation, bullying/cyberbullying prevention, and student emotional well-being.|Analysis of the 2025–26 CHKS data shows that SCJUSD has several important school climate strengths, as well as areas that require continued attention. A key strength is that most students report feeling safe at school, with 70% indicating that school feels safe or very safe. Students also reported positive adult expectations, with 65% indicating that adults at school hold high expectations for them. In addition, 57% of students reported caring adult relationships, and 55% reported school connectedness. These results suggest that many students experience supportive relationships with adults and a generally safe school environment.  At the same time, the data show a need to strengthen student engagement, voice, and belonging. Meaningful participation was reported at 28%, and academic motivation was reported at 47%. In addition, 50% of students reported that school is really boring, and 21% reported that school feels worthless or like a waste of time. These findings indicate a need to provide students with more opportunities for voice, choice, leadership, hands-on learning, and relevant academic and career-connected experiences.  The data also identify student wellness and peer relationships as areas of need. Although most students reported feeling safe, 21% reported harassment or bullying, 29% reported cyberbullying, and 36% reported having mean rumors or lies spread about them. Social-emotional data also show concern, with 36% of students reporting chronic sadness or hopelessness, 22% reporting social-emotional distress, 14% reporting that they seriously considered suicide, and only 33% reporting optimism. These results reinforce the need for continued PBIS implementation, anti-bullying education, counseling, trusted adult relationships, and access to wellness supports.  The district reviewed available disaggregated data by student group, including race/ethnicity, gender, English learner status, special education status, and living situation where available. Due to SCJUSD’s small enrollment and small survey response groups, subgroup results must be interpreted cautiously, and some data may be suppressed or unstable. However, the available data continue to point to the importance of culturally responsive supports, especially for Native American students and families, and continued attention to students who may experience barriers related to attendance, wellness, school connectedness, or academic engagement.  Overall, the data indicate that SCJUSD’s strengths include school safety, caring adult relationships, high adult expectations, and improved family connectedness. Identified needs include increasing meaningful participation, improving student motivation and school relevance, reducing bullying and cyberbullying, strengthening student mental health supports, and continuing to build a positive, inclusive school climate for all student groups.|Based on the analysis of local school climate data and educational partner input, SCJUSD will continue refining plans, policies, and procedures to strengthen student connectedness, engagement, safety, and wellness.  To address the need for greater student engagement and meaningful participation, the district will continue expanding opportunities for student voice, leadership, hands-on learning, and career-connected experiences. This includes continued support for CTE pathways, FFA, agricultural education, shop/makerspace opportunities, athletics, student advisory opportunities, and school activities that help students feel more connected to school.  To address bullying, cyberbullying, and peer relationship concerns, SCJUSD will continue implementing PBIS and consistent behavioral expectations across school sites. The district will also continue providing anti-bullying education and staff training to support a safer and more inclusive school climate. Staff will use school climate data, student feedback, and behavior data to monitor needs and adjust supports.  To address student wellness needs, SCJUSD will continue strengthening access to mental health and family wellness supports. The district will continue promoting ParentGuidance as a resource for parents and caregivers and will continue partnering with Kno’Qoti Native Wellness, Inc. to provide culturally responsive support and connections to resources for students and families. Counseling, trusted adult relationships, and wellness check-ins will remain priorities.  To support school connectedness and attendance, SCJUSD will continue using empathy-based attendance practices, family outreach, and data monitoring to better understand and respond to barriers students face. The district is also transitioning to a four-day school week in response to family and community input, with the goal of reducing barriers and improving student attendance.  SCJUSD will also continue strengthening communication and feedback loops with families, students, staff, and community partners. The district will use ParentSquare, surveys, advisory meetings, student input, parent conferences, and community conversations to gather feedback and communicate how input is used in decision-making. These actions will support continuous improvement in school climate, student engagement, and family partnership.|Met||2026-06-25|2026
11626610000000|Willows Unified|6|Based on the 2025–26 California Healthy Kids Survey (CHKS), CalHOPE Kelvin Survey, and LCAP Survey, most Willows Unified students report feeling safe at school, with 66% of grade 7, 57% of grade 9, and 65% of grade 11 students indicating school is a safe place. However, a small percentage of students reported involvement in physical altercations, and experiences with bullying, harassment, and feeling unsafe remain areas of concern.  Student connectedness continues to be an area for improvement. According to CHKS, 58% of seventh graders, 48% of ninth graders, and 57% of eleventh graders reported feeling connected to their school. Approximately 60% of seventh graders, 59% of ninth graders, and 69% of eleventh graders reported having caring relationships with adults at school. Kelvin survey results were more favorable, with 83% of students reporting that adults at school care about them, 85% agreeing that adults believe they can do great things, 81% indicating school is welcoming to people of all backgrounds, and 80% reporting positive culturally and linguistically responsive environments. Additionally, 75% felt school rules are applied fairly, while 67% believed adults take action when students are being mean.  Survey results also indicate opportunities to strengthen student voice, leadership, and meaningful participation. CHKS and Kelvin data further highlight the need to expand social-emotional and mental health supports, as a notable number of students report chronic sadness or emotional distress. Disaggregated data show that some student groups experience lower levels of connectedness, safety, and engagement, indicating a need for targeted supports to ensure equitable outcomes.  To address these needs, the district provides at least one full-time counselor at every school site to support students' academic, college and career, and social-emotional needs. WUSD also employs a part-time Community School Coordinator focused on attendance and intervention while partnering with SARB, the Glenn County Health Department, and the Glenn County Office of Education to support students and families. Through the Community Schools initiative, the district has expanded student wellness services by adding two Wellness Coaches and partnering with Northern Valley Indian Health to provide school-based therapy services.|Strengths: Kelvin survey results indicate that a majority of students report favorable perceptions of Safety and Connection, with many responses in the 75–100% favorable range, suggesting that students generally feel safe and supported at school . Similarly, CHKS data shows that a majority of students report positive relationships with caring adults and high expectations, as well as a sense of school connectedness. These findings reflect strong adult-student relationships and a positive foundation for learning. Both data sources also highlight strengths in access to supports and culturally responsive environments, with many students indicating they have resources for coping and feel respected within the school setting. These results suggest that the district has established supportive conditions that promote student well-being for many students. Areas of Need: Despite these strengths, both Kelvin and CHKS data reveal inconsistencies in student experience. Kelvin results show variability in favorable responses, with some students reporting significantly lower perceptions of Safety and Connection, Emotional Experiences, and Opportunities for Student Voice and Leadership, indicating that not all students feel equally connected or supported. CHKS data further identifies areas for improvement in meaningful participation, student voice, and social-emotional well-being, including a notable percentage of students reporting chronic sadness or emotional distress, as well as experiences with bullying or feeling unsafe. Disaggregated CHKS data (by race/ethnicity, gender, English learner status, long-term English learner status, special education status, parental education, and living situation) indicates that some student groups experience lower levels of connectedness, safety, and engagement. This highlights a need to ensure more equitable access to positive school climate conditions. Overall, the data demonstrates that while many students experience a positive and supportive school climate, there are gaps in consistency and equity across student groups. The district’s key learning is the need to build on existing strengths in relationships and safety while strengthening student voice, social-emotional supports, and equitable access to connected and safe learning environments for all students. WUSD is committed to building safe and secure environments for our students, staff, and families will thrive.|Actions to address the identified needs: The district has hired and maintains at least one full-time counselor at each school site. These counselors help increase parent and student knowledge and skills in college and career planning, understand graduation requirements, and raise awareness of intervention strategies and support programs within the community to help students reach their optimal potential. The district has employed a full-time TOSA at the intermediate school to bolstering supervision and disciplinary services. In addition, WUSD has added three additional Yard Duty Supervisors to increase oversight and ensure a secure and well-managed environment for students. In addition, by investing in a part-time Community School Coordinator over student attendance, WUSD continues to collaborate with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist with student interventions, parent education, and staff professional development. The recent implementation of the CCSPP grant has already made a significant impact by adding additional SEL and mental health support through NVIH. Ongoing efforts will help foster deeper connections to other community services, contributing to positive student outcomes. The recent addition of two Wellness Coaches can help reduce the number of students who feel least connected to school, strengthen social-emotional supports, and support positive school climate relationships in an effort to ensure more equitable student experiences across the district. The LEA will consider employing a third Wellness Coach to provide a dedicated coach at each of the three comprehensive sites. Certificated and Classified staff at the elementary school will participate in Capturing Kids’ Hearts which is a relationship-centered framework that focuses on building strong connections, creating safe and supportive classroom environments, and teaching students social-emotional skills. It supports the identified needs by strengthening student belonging, increasing engagement and student voice, and promoting consistent, positive interactions across classrooms.|Met||2026-06-25|2026
11743850000000|Glenn County ROP|6||||Not Met|||2026
11754810000000|Orland Joint Unified|6|The LEA acknowledges the importance of the survey findings and is dedicated to taking action based on the results. A multi-tiered approach will be implemented to address the areas identified for improvement. The results for 7th and 11th grades from the Health Kids Survey are as follows:  - Percentage of students who perceive their school as very safe or safe: 47% (7th grade), 51% (11th grade) - Percentage of students who have experienced any harassment or bullying: 33% (7th grade), 24% (11th grade) - Percentage of students who feel there are adequate school supports: 49% (7th grade), 56% (11th grade) - Percentage of students who report having caring adults in school: 53% (7th grade), 63% (11th grade) - Percentage of students who believe adults have high expectations for them: 69% (7th grade), 74% (11th grade) - Percentage of students who feel they have meaningful participation in school: 26% (7th grade), 31% (11th grade)|Strengthening School Safety Measures: Proactive steps will be taken to address bullying incidents and promote a safe and inclusive learning environment. This may include implementing restorative justice practices, providing social-emotional learning opportunities, and enhancing supervision and monitoring systems.  Building Positive Relationships: We will work to foster positive relationships between students, teachers, and staff members. This can be achieved through mentorship programs, advisory periods, and professional development for educators to encourage culturally responsive and trauma-informed practices.  Ongoing Data Monitoring: The Local Education Agency (LEA) will continue to collect and analyze data on school climate to track progress and identify emerging trends. Regular reviews of survey data, incident reports, and disciplinary records will inform decision-making and guide interventions.|The analysis of the local climate survey has provided valuable insights into students' perceptions of school safety and connectedness. The Local Education Agency (LEA) acknowledges the areas that need improvement and is committed to implementing strategies that create a safe, inclusive, and supportive environment for all students, particularly focusing on the needs of marginalized student groups. Continuous monitoring and evaluation will ensure that progress is made and that student experiences are enhanced.  Enhanced Data Collection and Analysis:  Plan: Implement more comprehensive data collection methods to capture a wider range of metrics, including socio-emotional well-being and extracurricular engagement. Action: Deploy advanced data analytics tools to better interpret and utilize data for decision-making. Outcome: More accurate identification of student needs and targeted interventions.  Improved Stakeholder Communication:  Plan: Revise communication policies to ensure timely and transparent updates about decisions and changes. Action: Introduce a centralized communication platform that allows stakeholders to receive updates and provide feedback in real-time. Outcome: Increased stakeholder engagement and trust through consistent and clear communication.|Met||2026-06-25|2026
11765620000000|Hamilton Unified|6|Hamilton Unified School District’s 2025–2026 Strategic Planning and LCAP survey data reflect generally positive perceptions of school climate and conditions across multiple stakeholder groups, including parents, staff, English Learners, students receiving special education services, and socioeconomically disadvantaged families. Overall, survey responses indicate high levels of satisfaction in areas such as school safety, staff care and concern for students, family involvement, and quality of instruction. Parent responses frequently reflected satisfaction or high satisfaction with communication, instructional materials, and opportunities for student support. English Learner families and many families identified as low-income or receiving special education services also reported positive experiences, particularly regarding staff relationships and school connectedness.  The survey data also identified several areas for continued improvement. Across multiple stakeholder groups, lower satisfaction levels were noted regarding the physical condition of school facilities, nutrition services, restroom conditions, and campus appearance. Some families, including English Learner and special education families, expressed concerns related to communication consistency, instructional rigor, staff training related to disabilities and student behavior supports, and the quality of certain academic programs. Additional feedback highlighted interest in expanding elective courses, career technical education opportunities, social-emotional supports, extracurricular activities, and facilities improvements.  Disaggregated feedback showed that while many English Learner families reported high satisfaction with school climate and communication, a smaller subset identified concerns regarding instructional quality, communication consistency, and student support systems. Families of students receiving special education services emphasized the importance of improved staff training related to IEP implementation, disability awareness, and collaborative family support practices. Staff feedback similarly reflected strengths in school safety, student relationships, and communication, while identifying facility modernization, student behavior concerns, and additional instructional support resources as areas needing attention.  Overall, the local climate survey data demonstrate that Hamilton Unified School District continues to maintain strong relationships with students, families, and staff while identifying targeted opportunities to improve facilities, communication systems, instructional support, and equitable access to programs and services across all student groups.|Analysis of the 2025–2026 Strategic Planning and LCAP survey data identified several key strengths related to school climate, relationships, and overall stakeholder satisfaction across Hamilton Unified School District. Families, staff, and community members consistently reported positive perceptions regarding school safety, staff care and concern for students, family involvement, and the quality of instruction. Many English Learner families, socioeconomically disadvantaged families, and families receiving special education services also expressed satisfaction with the support and relationships provided by school staff, indicating strong levels of trust and connectedness across much of the District. Survey responses also reflected appreciation for expanded student opportunities, social-emotional supports, communication efforts, and the continued focus on building positive school cultures.  The data also identified several areas of need and opportunities for continued improvement. Across stakeholder groups, concerns were consistently raised regarding the physical condition of facilities, including restroom conditions, campus appearance, aging classrooms, and modernization needs. Nutrition services and communication consistency were also identified as areas needing additional attention. Families from several student groups, particularly English Learners and families of students receiving special education services, noted the need for stronger instructional support, clearer communication, increased collaboration with families, and additional staff training related to disabilities, behavior supports, and instructional practices.  In addition, survey responses highlighted a desire for expanded academic and extracurricular opportunities, including increased Career Technical Education pathways, honors and elective courses, arts programs, athletics, life skills instruction, and college and career exploration opportunities. Staff and families also identified ongoing needs related to student behavior support, supervision, social-emotional learning, and maintaining safe and supportive learning environments. Overall, the analysis demonstrates that while Hamilton Unified School District maintains strong foundational relationships and positive school culture indicators, continued focus is needed on facilities improvements, communication systems, instructional consistency, and equitable access to programs and supports for all student groups.|Based on analysis of the 2025–2026 Strategic Planning and LCAP survey data, Hamilton Unified School District will continue implementing several actions and refinements to address identified areas of need and support continuous improvement. The District will continue expanding its Community Schools framework to strengthen coordination of academic, behavioral, mental health, and family support services, particularly for English Learners, foster youth, socioeconomically disadvantaged students, and students receiving special education services. Additional emphasis will be placed on increasing relationship-based outreach, multilingual communication, and consistent family engagement opportunities to improve collaboration and communication with underrepresented families.  To address concerns related to instructional consistency and student support, the District will continue strengthening Professional Learning Communities (PLCs), instructional coaching, intervention systems, and staff professional development focused on effective instructional practices, disability awareness, behavior supports, and data-informed decision-making. The District will also continue implementing Capturing Kids’ Hearts (CKH) and wellness-focused initiatives designed to improve school culture, student connectedness, and positive behavior systems across all campuses.  In response to concerns regarding facilities and campus conditions, HUSD will continue prioritizing facility improvement projects, campus beautification efforts, restroom upgrades, safety enhancements, and long-term modernization planning. The District will also continue reviewing student supervision procedures, campus safety practices, and traffic flow concerns to improve overall school safety and student well-being.  Additionally, the District will continue exploring opportunities to expand student access to Career Technical Education pathways, dual immersion opportunities, elective courses, after-school programs, college and career exploration, arts programs, and social-emotional supports. Feedback gathered through surveys, advisory groups, School Site Councils, and community engagement activities will continue informing district decision-making, budget priorities, staffing allocations, and program development to ensure ongoing responsiveness to educational partner input and continuous improvement efforts.|Met||2026-06-24|2026
12101240000000|Humboldt County Office of Education|6|The district administers the California Healthy Kids Survey (CHKS) every two years and also administers local surveys to all students each school year. The district reviews the data to ensure that school climate, engagement, and safety remain priorities. The CHKS survey results showed that 73% of respondence agree or strongly agree that the re are resources to create a safe campus. 93% feel there is  adequate counseling services, but that 82% feel that drug and alcohol use is a problem and 97% do not believe that the rules are too strict. In addition, 40% do not believe the school has sufficient resources to address substance use prevention needs. Of note, 89% of respondence believe students care about each other, while only 66% see students treat each other with respect. 93% of respondents feel staff treat students fairly and 96% feel staff take partns concerns seriously. Overall there is strong agreement that teachers communicate with parents( 83%) and that the school is welcoming for parents (86%) and that adults really care about students (96%).|The survey results highlight several important learnings about school climate, safety, and engagement. A clear area of strength is the strong level of trust students and families have in staff. Most respondents report that staff treat students fairly (93%), take parent concerns seriously (96%), and genuinely care about students (96%). The results also show positive perceptions of family engagement, with 83% indicating that teachers communicate with parents and 86% reporting that the school is welcoming to families. In addition, 93% of respondents feel there are adequate counseling services, suggesting that students recognize and value the support systems available to them. At the same time, the data point to several important areas of need. While 73% of respondents believe there are resources to create a safe campus, a significant concern remains around substance use, with 82% identifying drug and alcohol use as a problem and 40% reporting that the school does not have sufficient resources to address prevention needs. The survey also suggests a need to strengthen peer culture and student interactions. Although 89% of respondents believe students care about one another, only 66% feel students treat each other with respect, indicating a gap between caring and daily behavior. Overall, the key learning from this data is that the district has built a strong foundation of adult support, fairness, and family connection, while needing to continue improving student-to-student climate and expanding substance use prevention resources. These findings can help guide future efforts to strengthen safety, respect, and student wellbeing across the school community.|To address these identified needs, the LEA will continue implementing a comprehensive approach that strengthens student voice, family engagement, and campus safety. The LEA will maintain and expand the Student Leadership Group to amplify student perspectives and ensure their input directly informs decisions that impact school climate, engagement, and program offerings. Family engagement will remain a priority through continued Family Nights, which provide opportunities for connection, feedback, and shared learning. These efforts, along with targeted outreach, transportation supports, and incentives, will help ensure broader and more inclusive participation—particularly among underrepresented families. The LEA will also continue proactive safety measures through the Safety Committee, including ongoing review of campus data, refinement of procedures, and implementation of safety enhancements such as improved security systems and emergency protocols. In addition, efforts to increase diverse representation in Site Council and the Community School Advisory Group, along with the inclusion of a parent advisory structure, will further strengthen inclusive decision-making. Together, these strategies reflect a commitment to continuous improvement, ensuring that student and family input is actively elevated, barriers to engagement are reduced, and school environments remain safe, supportive, and responsive to community needs.|Met||2026-06-10|2026
12101240134163|Northcoast Preparatory and Performing Arts Academy|6|There is no disaggregated data due to the small size of the school. 89% of responses to the local climate survey indicated strong to very strong agreement that there is a positive school climate. 11% indicated a neutral feeling towards a positive school climate.|There are a few areas to distinguish for this data set. First, there were many positive statements about the high school climate and the supportive nature of the faculty and staff. The middle school climate was overall perceived as positive, but there is an indication that there is room for growth. The main issues described related to teacher absences and the resulting inconsistent instruction and discipline relating to substitute teachers support during those absences. The climate was described as inclusive and that the faculty are focused on the success and development of each student.|School climate is an area of continuous emphasis for the school as a whole, including during its weekly all-school meetings, grade level advisory meetings, and staff meetings. It is a goal to enhance this process at the middle school level to increase student understanding of a healthy and successful school environment. Input from these meetings will provide a manner by which the school can maintain and focus its efforts toward a positive school climate.|Met||2026-06-18|2026
12101240137364|Northern United - Humboldt Charter|6|Northern United - Humboldt Charter School administered the School Climate Survey to students, parents, and staff. At 68 responses, our participation rate has decreased slightly from last year. Of the 17 students who participated in the survey, 82.3% of them felt safe at school. Of the 32 parents/guardians participated in the survey, 84.4% responded that they are provided ample opportunities to participate in their student's education. Nineteen staff participated in the survey with 83.4% stating that our school has developed the capacity of staff to build trusting and respectful relationships with families.|One of the most notable improvements in our data is the increase in families feeling like they are connected to the school. Of those responding, 90.6% of parents feel the school creates a welcoming environment for all families in the community. The low student response rate, suggests a need to increase student engagement in future surveys to ensure their voices are comprehensively represented. Overall, the school’s strengths include high perceptions of safety among students, high levels of parental satisfaction regarding involvement opportunities, and strong relational capacity with families.|We have identified several areas of need and key learnings that will necessitate changes to existing procedures. To enhance connections between the school and educational partners, NU-HCS will continue to organize regular social events like assemblies and sports events to strengthen bonds and improve the sense of community. To increase student survey participation, surveys will be administered during class time, incentives such as small prizes or recognition will be offered, and various modes of survey administration, including online and mobile app options, will be provided.  To expand parental engagement, NU-HCS will offer flexible meeting times, including evenings and weekends, continue using virtual platforms for meetings and events, and conduct targeted outreach efforts to engage less involved parents through personal invitations, phone calls, and home visits when appropriate.|Met||2026-06-30|2026
12101246008221|Agnes J. Johnson Charter|6||||Not Met|||2026
12626790000000|Arcata Elementary|6|"The Arcata School District annually conducts the CA Healthy Kids Survey for students, parents, and staff. Each survey includes a section on school climate. The following are 2025/2026 survey responses regarding school climate:    Students  78% of students indicate they “feel safe at school.” (2025/2026; up 6%)  61% of students are identified as having caring adults at school. (2025/2026, down 5%)    Staff  68% of staff ""agree"" or ""strongly agree"" that they feel safe at school. (2025/2026; down 26%)    Parent/Guardian  91% of parents/guardians indicate school is a safe place for their child. (2025/2026; up 2%)  62% of parents/guardians agree or strongly agree that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" (2025/2026; down 4%)"|Based on the survey conducted in Spring 2026, Students, Staff, and Parents/Guardians appear to generally feel safe and welcome at our school sites. Students appear to generally feel comfortable in their interactions with both adults and other students, and confident in the availability of adult support. It is concerning that student perception metrics regarding safety and caring adults remain relatively low, but it is good that student feelings around safety are headed in the right direction and that parents/guardians and staff have positive safety perceptions regarding their schools. Of most significant concern is the decline in staff feelings around their own safety. It will be important to monitor the metric going forward to see if this is a new trend/pattern or if it is more of a one year anomaly. There were a few specific incidents during the 2025/2026 school year that may have directly contributed to the significant decline in feelings around staff safety.|The District is continuing its investment in PBIS/MTSS implementation, support of both the Arcata Family Resource Center and SBMS Wellness Center, and its increased social emotional support and intervention staffing (1.0 FTE school psych at each school, 1.0 Student Intervention Facilitator at each school, and a .5 FTE district level school climate transformation TOSA). These resources are seen as vital to both school sites and it is expected that staying the course will lead to more positive measurable outcomes during the 2025/2026 school year.|Met||2026-06-18|2026
12626790109975|Fuente Nueva Charter|6|The student connectedness survey is administered by the school counselor to grades three through five in the spring trimester. The students are offered opportunities to establish a common understanding of the questions and multiple educators are present to support students completing the survey. The following is a subset of the questions that are asked on the survey. The data is not disaggregated by student groups.  Do you feel like the teachers and other grown-ups on campus care about you? 59% Yes. most or all of the time.  Do you feel welcomed at Fuente Nueva? 75.4% Yes, most or all of the time.  Are you happy to be at Fuente Nueva? 78.7% Yes, most or all of the time.  Do you feel like you are part of this school? 75.4% Yes, most or all of the time.  Do you feel safe at school? 78.7% Yes, most or all of the time.  Do you see students who are a part of the queer community (LGBTQIA+/Rainbow community) as being safe at school? 85.3% Yes, most or all of the time.  When you are at Fuente Nueva is the school clean and neat? 65.6% Yes, most or all of the time.  Does your school teach students to care about each other and treat each other with respect? 80.3% Yes, most or all of the time.  Have you seen the teachers and other grown-ups treat students with respect? 72.1% Yes, most or all of the time.  Teachers and other grown-ups make it clear that bullying is not allowed at school. 77% Yes, most or all of the time.  I feel safe to tell a teacher or adult that I have been bullied? 52.5% Yes, most or all of the time. If I tell a teacher or adult at school that I've been bullied, the person will do something to help. 57.3% Yes, most or all the time.  Students at your school act as up-standers and try to stop bullying when they see it happening? 62.3% Yes, most or all of the time.|Strengths that are evident in the data includes that 78.7% of students report that feel safe at school most or all of the time. Another area of strength is that 80.3% report that they see students who are a part of the queer community (LGBTQIA+/Rainbow community) as being safe at school. The survey was provided in both the fall and spring with much better results in the fall. The results improved since last spring in several areas.|To respond, the school will continue to follow the Positive Behavior Intervention and Support framework. The work of the Diversity Equity and Inclusion Advisory will monitor the results and help us respond accordingly. The school plans to offer this survey in the fall and the spring. The school will continue to offer additional opportunities for staff to engage in reflective practices to build their awareness, knowledge and skills to promote a healthy school environment for all students. This will occur during paraprofessional staff meetings, certificated staff meetings and all school staff development days and will be conducted by both internal staff and external presenters.|Met||2026-06-17|2026
12626790111708|Union Street Charter|6|90% of respondents on the parent survey agreed or strongly agreed that the school fosters a positive school climate. A survey is given to students in grades three through five. 73% of students agree that the school has a positive climate, they feel part of the school family and it is a safe place to be.|To maintain this level of parent satisfaction, USC will provide communication opportunities for parents including: school and classroom news (including information about curriculum), publishing a parent handbook, IEP meetings for special education, quality conferences, an up-to-date website, and an open-door policy for the Principal's office. To maintain this level of student satisfaction USC will continue to teach Second Step, offer restorative practices, mindfulness lessons, and conflict management.|The student responses were given in the winter and there were complaints about the playground. The field was closed due to heavy rains and part of the rest was muddy due to some broken pipes and poor drainage. The playground was repaired.|Met||2026-06-17|2026
12626790137653|Redwood Coast Montessori|6|"Based on survey feedback: Student Survey: 91.5% of Students ""Agree"" or ""Strongly Agree"" that ""I feel safe in my school."" 85.2% of students indicate that ""There is a teacher or some other adult from my school who really cares about me."" Parent Survey: 92% of Parents/guardians ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for my child."" Staff Survey: 90% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for students."" 90% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for staff."""|Given these survey results, there is an overall sense of safety for students and staff at school. The most noticeable area for needed focus is in the area of student's sense of having caring adult at school. While most students reported that there is an adult at school who cares about them, the goal is for all students to feel this same sense of support. Some of the actions outlined in previous sections are designed to help provide additional support. Both the focus on student assessment and tracking, the refocusing of the resource center to include more student supports, and the planned use of social worker interns are all designed to provide additional supports for all students and families.|There are no planned changes to school policies or procedures. The data indicates that there is an overall sense of safety among students, parents and staff. As in the past, RCM will continue to pursue professional development to help maintain and promote greater levels of safety among all members of the community.|Met||2026-06-24|2026
12626796120562|Coastal Grove Charter|6|Our current survey results include an overall positive view of our school climate. We have high retention of students, steady attendance rates, and students report feeling safe and cared for by the teachers and staff. We had higher than ever engagement in sports, a large percentage of the 8th grade class testing out of Spanish 1 and Freshman math at the high school level. Our end of year field day boasted the best attendance ever with students appreciating the new format. Students self report that they feel safe talking with teachers, and that there is little bullying at school.|Student engagement is high, and we have a high retention rate. Overall students feel safe, and supported at school. Students enjoy our club and sport offerings. Students want improved school lunch menu offerings. One additional identified need is a better behavior tracking system to ensure support systems are working as intended.|We are establishing an improved behavior tracking system. We are also increasing outreach in regards to student attendance. We are reviewing our lunch menu and will continue to provide a student comment box.|Met||2026-06-22|2026
12626870000000|Northern Humboldt Union High|6|Results from Our Annual Student Survey (2025–2026)  Our high schoolers (grades 9–12) took the California Healthy Kids Survey (CHKS) to evaluate school environment, safety, and well-being. A total of 1,082 students participated (67% overall response rate; highest among 9th and 10th graders).  The Big Picture: School Culture & Motivation  -High Expectations (Staff expect student success): 74.5% -Caring Relationships (Adult on campus cares): 67.9% -School Safety (Feel safe at school): 63.7% -Belonging (Connected to school): 57.4% -Motivation (Motivated to work/learn): 56.9% -Meaningful Student Voice (Have a say at school): 30.4%  Key Takeaway: Core strengths lie in staff care and high standards. The primary district-wide growth area is amplifying student voice and involvement (30.4%).  Safety, Bullying, and Absence Concerns  -Bullying: 28.8% experienced campus bullying; 23.8% experienced cyberbullying. -Chronic Absenteeism: 25.7% missed 3 or more days of school in the past month. -Weapons: 16.8% saw a weapon on campus at least once in the past year.  Subgroup Data Insights (Note: Subgroups with <10 students are excluded to protect privacy).  Students with IEPs: Report high staff care but face significant hurdles: lower perceived safety (56.0% vs. 66.2%), higher school bullying (41.2% vs. 26.7%), higher cyberbullying (30.2% vs. 22.2%), and elevated chronic absences (32.3%).  Race & Ethnicity: Hispanic/Latino students report lower safety (57.8%) and connectedness (51.4%) than White peers (68.1% and 60.3%), though gaps close by 11th–12th grade. Multiracial students face the highest bullying (35.0%) and cyberbullying (27.5%), driven heavily by 9th-grade transition challenges.  Gender: Boys report higher safety/connection but are twice as likely to report seeing a weapon (20.1% vs. 11.8%). Girls show higher academic motivation but report elevated bullying, cyberbullying, and chronic sadness/hopelessness.  Our Next Steps: This data will directly inform upcoming LCAP goals and budget planning. Top priorities include:  -Protecting and supporting special education students against bullying. -Improving safety and belonging metrics for Hispanic and Latino students. -Addressing mental health challenges and bullying experienced by female students. -Implementing school-wide structures to enhance student voice and involvement opportunities.|## What Our Student Survey Told Us  Every year, our students take the California Healthy Kids Survey to share how safe, connected, and supported they feel. Here are the plain terms of what the 2025-26 results showed.  ### What's Going Well  Students feel adults at school believe in them and care about them—the two highest-rated areas in the survey. About 3 out of 4 students said staff hold high expectations for them, and about 2 out of 3 have a caring adult at school. This was true across nearly all student groups, including those receiving special education services, and grew even stronger in older grades. Additionally, 64% of all students feel safe at school, providing a solid starting foundation.  ### What We Need to Work On  The biggest area for improvement is giving students a real voice. Only about 3 out of 10 students reported having meaningful chances to lead, participate in decisions, or help shape school events. This was low across all groups, making it our clearest opportunity for school-wide change. Furthermore, student connection to school (57%) and motivation (57%) are in the middle range and require ongoing attention.  Closer analysis revealed three distinct group patterns:  * **Students receiving special education services:** While they feel cared for by adults, they experience less safety and more bullying. They reported higher rates of harassment (41% vs. 27%), online bullying (30% vs. 22%), and missing more school. We must focus on peer safety and belonging. * **Hispanic and Latino students:** These students reported lower levels of school connection and safety compared to White peers. This gap narrows in older grades, highlighting 9th grade as a crucial window for fostering belonging. Multiracial students reported the highest rates of bullying, primarily in 9th grade. * **Differences between boys and girls:** Boys reported feeling safer and more connected. Girls reported higher motivation but also experienced more bullying, online bullying, sadness, and hopelessness, indicating our efforts must look different for different students.  ### One More Thing We Learned  For some of our most vulnerable groups—including English learners, foster youth, and students without stable housing—survey responses were too few to report safely without risking identifying individual students. We will find alternative ways to gather their feedback and ensure their experiences count.  ### The Bottom Line  Our students' strong relationships with adults are our greatest asset, but that connection is not yet translating into safety and belonging for every student. Our top priorities are:  * Giving all students a real voice and real chances to take part. * Ensuring students who receive special education services feel safe and free from bullying. * Helping Hispanic and Latino students feel connected early in high school. * Supporting girls who are reporting more bullying and more sadness.|"What We’re Going to Do About It Based on our latest student survey, we are shifting how we operate to address specific student needs. Here is our direct action plan.  1. Giving All Students a Real Voice Only 3 out of 10 students feel they have a say in school decisions. Because this spans all demographics, we are making student agency a school-wide priority.  Direct Input: Involve students in actual school decision-making through feedback sessions and exploring student suggestions   2. Enhancing Safety for Special Education Students While special education students feel cared for by adults, they report higher rates of bullying and lower feelings of safety than their peers.  Targeted Reviews: Analyze bullying reports and behavior support specifically for these students.  Team Collaboration: Partner our special education and school climate teams to improve belonging.  Accountability: Ensure easy reporting mechanisms and guaranteed follow-ups.  Systemic Change: We will look at bullying data through the lens of specific student groups to identify and fix disproportionate impacts.  3. Connecting Hispanic and Latino Students Early Hispanic and Latino students report feeling less connected and safe than White peers, particularly in younger grades. Because this gap narrows over time, we want to build belonging from day one.  9th Grade Transition: Strengthen targeted support during the freshman transition.  Inclusive Planning: Integrate these insights directly into school-wide belonging efforts.  4. Addressing Gender-Specific Needs Survey data revealed distinct experiences between genders: boys report feeling safer and more connected, while girls are more motivated but experience higher rates of sadness and bullying (including online).  Tailored Wellness: Reject a ""one-size-fits-all"" approach. We will audit emotional support systems to directly address the specific vulnerabilities girls highlighted while supporting connection for boys.  5. Reaching Underrepresented Voices Data for English learners, foster youth, and students experiencing housing instability was too limited to report safely without risking student privacy.  Alternative Outreach: We will gather insights via small group conversations and brief check-ins rather than standard, overwhelming surveys to ensure these vulnerable groups are heard.  6. Monitoring and Transparency We will track progress by specific student demographics—not just overall averages—so equity gaps remain visible. We will regularly share updates with families, students, and staff to ensure clear accountability.  Bottom Line: We are turning student feedback into targeted action, focusing where the need is greatest while building on our school's biggest asset: strong adult-student relationships."|Met||2026-06-16|2026
12626870107110|Six Rivers Charter High|6|"Fall 2025 Experience Surveys local climate data for SRCHS reveals a generally positive school  environment characterized by mutual respect, strong interpersonal connections, and a high priority on student  learning.  Staff Climate Data  The Employee Experience Survey included responses from both certificated and classified staff at  SRCHS.  Overall Scores: Staff members expressed high levels of professional pride and a strong belief that their work  positively impacts the community. A significant majority feel they work in a collaborative environment where ideas are  regularly shared and exchanged.  Strengths: Staff identified the school’s ""small size,"" ""responsive staff,"" and ""deep knowledge of students"" as core  organizational strengths. Leadership is highly regarded, with several employees specifically recognizing Principal Jen  Coleman for her consistent support and check-ins.  Areas for Improvement: Identified needs include refining the bell schedule to reduce Monday meeting fatigue,  increasing opportunities for staff recognition, and ensuring district-level policies align more closely with the school’s  unique site mission.  Student Climate Data  The Student Experience Survey provided feedback from students across various grade levels.  Overall Scores: Most students ""Agree"" or ""Strongly Agree"" that their learning is important and that their teachers  genuinely care about them.  Academic Support: Students feel challenged by their teachers to think critically and appreciate the elective classes  offered. Most students also feel they have opportunities to be successful and that their families are treated with  respect by the school.  Specific Climate Items: While students generally feel safe at school, feedback regarding ""healthy food choices"" was  predominantly negative. Additionally, while many feel they belong, there are mixed feelings regarding the  consistency of academic feedback from all teachers.  Family Climate Data  The Family Experience Survey reflects the perspectives of parents and guardians.  Overall Scores: Families strongly believe that student learning is a high priority and report being treated with high  levels of respect by school personnel.  Strengths: Parents described the school as ""inclusive and student-focused,"" noting meaningful interactions with staff  and a safe environment for their children. The accessibility of the office staff and administration was also highlighted  as a positive feature.  Specific Items/Challenges:  Transparency: Some families expressed a desire for more transparency regarding school-wide incidents, such as the  specific causes behind lockdowns.  Outreach: Similar to the student data, parents noted a need for more frequent positive outreach (calls/emails) and  more regular feedback on academic progress.  Transportation: Data collection on transportation revealed that barriers such as early bus pickup times and distances  to bus stops impact some families' ability to utilize district services"|"Fall 2025 Experience Surveys across student, family, and staff groups reveals a school culture  rooted in strong interpersonal connections and academic priority. Highlights specific logistical and  communication-based needs for improvement.  Key Strengths: Foundation of Care and Respect  Sense of Belonging and Respect: A consistent theme across groups is the high level of mutual respect.  Families and students agree they are treated with respect by school staff. This is echoed in the  staff survey, where employees report a strong sense of pride and a collaborative working environment.  Academic Priority and Student Focus: Families and students both report that ""student learning is a high priority"" at  SRCHS. Students feel challenged to think critically and appreciate the diverse  elective offerings.  Personalized Connections: ""small school"" environment is cited by staff/families as a primary  strength. Staff members note ""knowing students and their families"" allows for effective communication and  a caring, supportive environment.  Leadership Accessibility:  high level of comfort among families in approaching school administration.  Principal leadership is lauded by staff for being supportive and maintaining consistent ""check-ins.""  Identified Needs: Areas for Strategic Growth  Proactive and Consistent Communication: While basic communication is functional, there is a demand for more  proactive ""positive outreach."" Families noted a desire for more positive phone calls, emails, or notes home.  Furthermore, the regularity of academic feedback—specifically regarding grades and progress—is an area where  about half of surveyed families expressed a need for more consistency.  Transparency in Crisis Communication: Feedback from families indicated a need for greater transparency and detailed information following school-wide incidents (e.g., lockdowns), specifically regarding the causes and actions taken to ensure future safety.  Logistical Barriers to Engagement: Transportation remains a hurdle for some families, with early pickup times and  distant bus stops cited as barriers. Additionally, staff identified ""Monday meeting fatigue"" and the need for better aligned district policies as areas to address for better operational health.  Student Wellbeing and Nutrition: Student feedback highlighted a significant dissatisfaction with ""healthy food  choices"" on campus, suggesting a need to review and improve cafeteria offerings.  Key Learnings from Disaggregated Data  School Site Variations: Data indicates SRCHS tends to have higher ""Strongly Agree"" ratings regarding staff  concern and safety compared to the results at Arcata High School, where responses around school-wide  communication were more varied. Student Group Insights (IEP/504): Families of students with IEPs and 504 plans report high levels of engagement  through regular meetings with staff to discuss goals and accommodations. This group specifically values the ""four year plan"" integrated into the"|To address the areas of need identified through the analysis of local data and the key learnings, Six Rivers must  make several strategic changes to existing plans, policies, and procedures. These changes will be aimed at  improving student engagement, motivation, school climate, and ultimately, academic outcomes. The following  revisions and actions are proposed for continuous improvement:  Revise Engagement Strategies for Teachers:  Develop and implement an annual Professional Learning Plan that utilizes a Professional Learning Community  model to provide targeted professional learning to meet the individual needs of teachers.  Revise Engagement Strategies for Students:  Implement Interactive Learning Techniques: Six Rivers will continue to introduce more interactive and student centered teaching methods across all courses. This includes additional professional learning and support for  teachers in the utilization of the Universal Design for Learning, with a focus on Student Engagement and the Design  of effective and flexible lessons, Cross-curricular project-based learning, and collaborative group work that makes  learning more dynamic and engaging.  Incorporate Technology:  Technology will be integrated more effectively into the curriculum to create interactive and personalized learning  experiences. This includes the use of artificial intelligence to promote personalization, engagement, motivation, and  the development of 21st-century skills.  Enhance School Climate:  Strengthen Relationships: Prioritize building stronger student-teacher relationships. Professional development will  also focus on social-emotional learning (SEL) techniques to help teachers better support students’ emotional needs.  Systematize Mental Health Support Services: The district will increase access to mental health resources by defining  roles for student services personnel; creating flowcharts to match services, students, and personnel; improving  communication to students and parents regarding available services; and providing professional development for  staff on identifying and supporting students with mental health needs.  Foster Inclusivity:  To enhance our inclusive environment, we are focusing on celebrating cultural diversity through school events that  ensure every student feels represented and valued. Our upcoming plans prioritize Whole School Community Building  through several key initiatives:  Community Service Projects: Engaging students in collective efforts to give back.  Project-Based Learning: Implementing cross-curricular and mixed-grade-level projects to foster collaboration across  the entire student body.  To foster stronger connections between students and staff, we are creating dedicated engagement opportunities  both outside the traditional classroom and through student-centered instructional strategies. Key classroom-based  approaches include:  To see full text: nohum.org, Governance Tab, Meeting Agenda 6/16/26|Met||2026-06-16|2026
12626870124263|Laurel Tree Charter|6|"We made a comparison sheet between the responses to our 2024 School Climate Survey and our 2025 School Climate Survey. We got about a 20% response rate from our families. Although we generally scored well with families on these questions, there was a noticeable drop in percentages for the ""extremely well"" category across the board. Those numbers tended to shift downward into the next category of ""Quite Well"". https://docs.google.com/spreadsheets/d/1nmIEWiMpYeLUFD3g6CuNMLTL2Yj3tNcszSJvlWm2tZI/edit?usp=sharing Prompt 2"|The disruption of our move and financial crisis has definitely effected parents views of school climate. We have some work to do to reestablish strong ties, address the concerns, and make sure parents know what is happening at school|1. Increasing parent contact and information out to parents about academic goals and achievements. 2. Engaging parents in our big outdoor project. 3. Making sure parents have good connections with teachers. We will be reviewing this at Staff Retreat in June and making plans to address this trend in 2026-27. Next year is our WASC year. It would be a great time to get more parents involved in assessing and improving in this area.|Met||2026-06-25|2026
12626950000000|Big Lagoon Union Elementary|6|Based on the District's local climate survey data, 100% of students reported a feeling of safety and connectedness at school. While they all reported feeling safe, three mentioned they have at one time or another experienced bullying. Staff will receive training to mitigate this issue and ensure safety for all students. There are 20 students in grades TK8, but 5 in the 4th-8th who responded to the survey. Although the small number of students prevent the district from disaggregating data to protect student privacy, it allows staff to maintain meaningful relationships to families and students. This allows staff to focus support based on individual familiy and student needs.|"The results of the local climate survey revealed that out of 5 students, all five feel welcome at school, feel that students are kind to each other, feel that teachers care about them, feel safe at school, feel safe on the playground, feel bullying is handled well, feel teachers exsplain things clearly, feel they get help wjhen they need it, and feel that what they learn is interesting. Students reported what they like about our school: ""It's safe, kind, fun, and cool,"" ""I like Art and the food they give me,"" ""I like how everyone is so close and good to each other,"" and ""We get to go to the forest a lot."" Students reported what we could improve at the school: ""Nothing,"" ""Nothing,"" ""50 more field trips,"" ""We could improve attitude and focus,"" and ""We could make our field bounds bigger."" Students reported what helps them feel safe: ""Having friends and my teachers,"" ""Everything,"" and ""Nothing."""|Feedback indicated a need for all staff and students to be consistent in the understanding of potential bullying behavior and behavioral expectations as well as tools to address any misbehavior consistent with positive behavioral intervention strategies and trauma informed practices. Consistent enforcement and follow-through of these expectations will also need to be addressed in the coming school year.|Met||2026-06-12|2026
12627030000000|Blue Lake Union Elementary|6|2025-2026:  85% of the student took the survey  2025-2026: TK-2 GRADES -- SURVEY RESPONSES  48 Students Surveyed  I am proud to be a student at BLUESD. Average 4.79 out of 5         Strongly disagree  0% 	Disagree  4.2% 	Neutral 0% 	Agree  0%  	Strongly Agree 95.8%  I feel safe at school.    Average 4.42 out of 5         Strongly disagree 0% 	Disagree 0% 	Neutral 10.4% 	Agree  37.5%  	Strongly Agree 52.1%  I feel part/connected of the school.  Average 4.48 out of 5         Strongly disagree 0%	 	Disagree 2.1% 	Neutral 8.3% 	Agree  29.2%  	Strongly Agree 60.4%  3 - 8 GRADES -- STUDENT RESPONSES  80 Students Surveyed  I am proud of attending Blue Lake Union.   Average 3.57 out of 5         Strongly disagree  %	 	Disagree 28.7% 	Neutral % 	Agree  %  	Strongly Agree 71.3%  I feel part/connected to the school? Average 3.39out of 5	         Strongly disagree  10% 	Disagree 12.5% 	Neutral 30% 	Agree 23.8%  	Strongly Agree 23.8%  I feel safe in my school	 Average 3.60 out of 5         Strongly disagree 8.9%	 	Disagree 8.9% 	Neutral  25.6% 	Agree  26.7%  	Strongly Agree 30%  FAMILY SURVEY RESPONSES  76 Family Responses  Representing 109 students  109/150= 72% Took the Survey   Are you proud of your child attending BLUESD  Average 4.41 out of 5         Strongly disagree 1.3%	 	Disagree  2.6%   	Neutral 10.5%  	Agree  25%  	Strongly Agree 60.5%  My child feels safe at school  Average 4.36 out of 5         Strongly disagree 1.3%  	Disagree	5.3% 	Neutral 9.2% 	Agree  25% 	Strongly Agree 59.2%    I feel part/ connected to the school.  Average 4.16 our of 5         Strongly disagree 3.9%	 	Disagree 2.6% 	Neutral  17.1% 	Agree  26.3%  	Strongly Agree 50%  Families feel welcome to participate. Average 4.49 our of 5         Strongly disagree 1.3% 	Disagree 3.9% 	Neutral 5.3% 	Agree  23.7%  	Strongly Agree 65.8%   STAFF SURVEY RESPONSES 43 Responses  Are you proud to be an employee of BLUESD?  Average Score 4.51 out of 5         Strongly disagree 0% 	Disagree 0% 	Neutral 7% 	Agree  34.9%  	Strongly Agree 58.1%  Staff feel safe at school.	 Average 4.42 out of 5         Strongly disagree 0%	 	Disagree 4.7% 	Neutral  18.6% 	Agree  7%  	Strongly Agree 69.8%  Staff feel connected to the school.  Average 4.00 out of 5             Strongly disagree 0% 	Disagree	2.3% 	Neutral 27.9% 	Agree 37.2% 	Strongly Agree 32.6%|The 2025–2026 school climate data shows that Blue Lake Union Elementary School District continues to have many important areas of strength, while also identifying areas for continued growth. Overall, students, families, and staff report positive feelings of pride, safety, connection, and belonging at Blue Lake School.  A clear strength is the strong sense of pride reported by our youngest students, families, and staff. TK–2 students reported very high pride in being students at BLUESD, with an average score of 4.79 out of 5. Families also reported strong pride in having their children attend BLUESD, with an average score of 4.41, and staff reported strong pride in being employees of the District, with an average score of 4.51. These results show that many members of our school community feel positively connected to Blue Lake School.  The data also shows that families generally feel welcome and connected. Family survey participation was strong, with responses representing approximately 72% of students. Families rated “families feel welcome to participate” at 4.49 out of 5, which is an important strength and reflects the District’s ongoing work to build relationships, increase family engagement, and create a welcoming school environment.  Safety is also an area of strength, particularly among TK–2 students, families, and staff. TK–2 students rated feeling safe at school at 4.42, families rated their child feeling safe at 4.36, and staff rated feeling safe at 4.42. These results indicate that most students, families, and staff experience the school as a safe and supportive place.  At the same time, the data identifies a continued need to strengthen school connectedness and sense of safety for students in grades 3–8. Older students reported lower averages in pride, connectedness, and safety than TK–2 students. In particular, student connectedness in grades 3–8 had an average score of 3.39, with a number of students selecting neutral, disagree, or strongly disagree. This tells us that while many older students feel connected, a meaningful number of students may not yet feel a strong sense of belonging at school.  The key learning from this data is that school climate remains positive overall, but the District needs to continue focusing on student voice, belonging, peer relationships, and connection, especially for students in the upper grades. We will continue to use student, family, and staff feedback to strengthen relationships, improve communication, support safe and respectful behavior, and create opportunities for students to feel seen, heard, and connected to the school community.|Based on the analysis of local school climate data, Blue Lake Union Elementary School District will continue to focus on strengthening student voice, school connectedness, and a sense of safety and belonging for all students, with particular attention to students in grades 3–8.  The data shows many areas of strength, including strong pride in the school community and positive ratings from families and staff. At the same time, the data also shows that some older students do not feel as connected or safe as we want them to feel. In response, the District will continue to engage students in conversations about what helps them feel safe, included, respected, and connected at school. We will use student input to better understand their experiences and to guide next steps for improving school climate.  A major area of focus will be increasing student voice. The District is continuing to strengthen ASB/Student Council as a way for students to share ideas, provide feedback, and take an active role in improving the school community. The District is also exploring the development of a student newspaper to provide students with another meaningful way to express their voices, highlight student perspectives, and build school connection.  This year, the District also began using “yellow notes” as another tool for student voice and safety. Yellow notes give students a way to share something they have seen, felt, or heard, especially when they are unsure whether an issue has been addressed. This provides students with another way to communicate concerns, ask for help, or bring attention to something that may affect school climate.  The District will also continue to improve connections with families by increasing opportunities for input and participation. Based on feedback from families, we will continue to reduce barriers by offering family engagement opportunities that include free meals, consideration of childcare or student-friendly activities, and meeting times that better support family participation. These steps are intended to make it easier for families to attend, share feedback, and partner with the school.  Through these actions, the District will continue to use student, family, and staff feedback to guide continuous improvement. Our focus is to help all students feel safe, heard, connected, and valued as part of the Blue Lake School community.|Met||2026-06-25|2026
12627290000000|Bridgeville Elementary|6|The district partnered with the Humboldt County Office of Education to administer the local climate Bridgeville Student, Staff, Family Survey. The survey asked: 1.What's Going Well - Strong support for math and reading instruction and field trips. Student support and SEL were cited including the counseling program, PBIS, and Restorative Circles training and accommodations for special needs students. 2. Reasons for Missing School - Health and medical issues, transportation, road conditions and weather, oversleeping, family and personal circumstances were cited as reasons for students missing school. 3. What Helps You Learn or Work? - A variety of factors including staffing, curriculum, communication, and environment were mention regarding teaching and learning. 4. What Ideas Might You Have to Improve School? - More sports and recreation opportunities, and professional development received the most support for improving school. 5. Feel Safe and Cared For at School? - 93% of students, parents, and staff felt safe at school. 6. Have an Adult You Can to Talk To? 93% of students felt they had an adult at school that they could talk to.|Key learnings related to attendance; 1. Families expressed a need for home-to-school transportation. 2. Students and families identified illness as the major reason for missing school. Families also cited social/emotional issues and family problems. Families and staff cited weather, road conditions, and rugged mountainous terrain and the need for home-to-school transportation. 2. General response from all groups, students, families, and staff was strongly positive. The 0.4 FTE school counselor, teachers, superintendent, and resource teacher received positive responses . 3. There is significant interest in more sports related activities, more engaging curriculum, and a preschool program (the District is currently applying for a Community Preschool License and anticipants offering a preschool during the 2026-27 school year .)|Improving school attendance has been a district priority during since the 2023-24 school year and will continue in 2026-27. The district will intensify communicating to parents/guardians the profound effect regular attendance has on student learning and overall school efficiency through more focused communication and special programs. The need for home-to-school transportation is clear and plans are to initiate the program at the beginning of the 2026-27 school year. More professional development opportunities for all staff have been made available during 2025-26 and the focus on trainings and education will continue in 2026-27 The district was recently awarded a Community Schools implementation grant which will greatly facilitate the school's ability to improve family involvement in school activities and the decision making process. The grant will also facilitate the district's ability to secure a school operated pre-school program positively effecting overall enrollment and increased attendance.|Met||2026-06-17|2026
12627370000000|Cuddeback Union Elementary|6|The Cuddeback USD utilizes a locally-designed school climate survey each year to gather student perceptions related to safety and connectedness. The survey has been distributed to students in grades TK through 8 in previous years, depending on the any given year. The current data was gathered from students in grades 5-8 specifically.|Key findings from the student responses show that overwhelmingly students feel supported and cared about by the teachers and adults at school, and that 95% of students surveyed said that they have a trusted adult that they felt comfortable going to if there was a problem. Just over 94% of students responding stated that they feel connected to Cuddeback and have friends at school. Students feel safe and not threatened physically at school. No students responded that they were regularly concerned for their physical safety at school; leaving 78% never worried for their safety, and 22% concerned 1 or 2 times this year.|Cuddeback will continue to provide social/emotional student support services within the classroom and as a small group/1:1 pull out scenario to ensure a sense of well-being and address issues as they arise.|Met||2026-06-24|2026
12627450000000|Cutten Elementary|6|Student input is collected through the California Healthy Kids  student survey: 47% response rate ( 31 of 66 fifth grade students). The following percentages represent the students who selected OFTEN/ALWAYS as their response: School connectedness 59%; Academic motivation 76%; Caring adult relationships 64%; High expectations 69%; Meaningful participation 33%; Feel safe at school  70%; Students well behaved 23%; Students treated fairly when break school rules 42%; Students treated with respect 75% Reference survey data@wested.org 2025-2026 Parent/Staff/Students responding positively to school safety and connectedness on the LCAP survey. School Safety: 99% Connectedness: 87%|Areas of Strength Survey results indicate that students at our school experience a strong sense of support, motivation, and safety. Notable strengths include:  -Academic Motivation: 76% of fifth-grade students reported feeling academically motivated. -High Expectations: 69% indicated that adults at school hold them to high academic and behavioral expectations. -School Safety: 70% of students reported feeling safe at school, while 99% of parents, staff, and students also rated school safety positively on the LCAP survey. -Caring Adult Relationships: 64% of students felt they have caring adults at school, and 75% reported feeling respected. -Connectedness: 59% of students expressed a sense of connection to their school, compared to 87% positive response rate from the broader LCAP survey on school connectedness.  These results reflect a supportive and inclusive school environment with strong student-staff relationships, high standards, and a shared commitment to student well-being.  Identified Needs While overall responses were very positive, some areas indicate opportunities for growth. The smaller than average response rates may have a had an impact on producing overall lower scores. The district will make a goal of improving the response rates in the future.   -Meaningful Participation: Only 33% of students felt they had meaningful opportunities to contribute or participate in decisions and activities at school. -Student Behavior: 23% of students agreed that their peers behave well, indicating a need for continued focus on positive behavior supports. -Fairness in Discipline: Only 42% felt students are treated fairly when school rules are broken, suggesting an opportunity to improve transparency, consistency, and communication around discipline policies|Based on the 2025-26 survey data, the results will guide our ongoing efforts to increase student voice and agency, strengthen behavior support systems, and ensure fair and equitable practices in all aspects of school life.  Data from the 2024-25 school year show for the entire school district show chronic absenteeism is going down: All: 9.5% chronic absenteeism rate SED: 13.1% chronic absenteeism rate SWD: 18.5% chronic absenteeism rate Hispanic: 17.3% chronic absenteeism rate White: 6.6% chronic absenteeism  Our chronic absenteeism rates have improved remarkably. We credit this to the hard work of teacher outreach, as well as, the supports provided by school social workers, classified, and administrative staff. We will continue to utilize our school social workers to monitor our attendance data, reach out to families who are encountering challenges to getting their student/s to school, continue to use restorative practices and alternatives to suspensions whenever possible, and to organize and implement resources for students who are having behavior challenges. We also added a full time School Psychologist, and utilize the Expanded Learning Community Coordinator to provide for academic and SEL success.|Met||2026-06-23|2026
12627940000000|Fieldbrook Elementary|6|1. 71% of families responded to the LCAP and Climate survey in 2026 1a. 78 % felt school was safe 1b. 100 % felt connected 2. 100% of students responded to the Climate survey in 2026 2a. 80 % felt school was safe 2b. 83 % felt connected|Based on our data and findings from the survey, families have conveyed that the school is a safe place for their students physically and emotionally.|The family survey  suggests professional development for supporting preteen students. Staff would like to participate in trainings that directly support their classroom teaching, classroom management, and social and emotional learning.|Met||2026-06-08|2026
12628100000000|Fortuna Union High|6|"Perceived School Safety • Increased from 66% to 71% of students reporting that school is ""Safe"" or ""Very Safe."" • Exceeded Year 1 performance and continues to trend positively. School Connectedness • Declined slightly from a baseline score of 60 to 58. • Remains an area of focus as student connectedness is strongly linked to attendance, engagement, and academic success. Social Emotional Distress • Improved from 30 to 27. • Indicates fewer students reporting high levels of social-emotional distress. Parent Engagement • Parents reporting that schools take concerns seriously increased from 66% to 67%. • Direct parent participation in the LCAP process increased from 160 to 185 participants. Area for Growth • Parents reporting they feel welcome at their child's school decreased from 64% to 48%. • Strengthening family engagement and school-home partnerships will be a priority area moving forward. School Site Highlights (CHKS 2024-25) • Fortuna High School: 70% of students report feeling safe; 54% report feeling connected to school. • Academy of the Redwoods: 90% of students report feeling safe; 73% report feeling connected to school. • East High School: 55% of students report feeling safe; 54% report feeling connected to school; 48% report high levels of social-emotional distress."|The results of the California Healthy Kids Survey demonstrated consistent feelings in three main categories. Students overall at all three sites view the schools as safe. There was a slight increase in students who viewed the schools as safe or very safe when compared to prior year. The results for school connectedness also remained very consistent from the prior year. The statistics also show a slight increase in the number of students identifying social emotional distress which is concerning.|East High School has qualified for Equity Multiplier funds which will be used to provide extra after school academic and social emotional support for students at that site. The Fortuna Union High School District also expects to receive supplemental concentration funds which it plans on using to continue to support bilingual aides in service of English Learners (largely from the Hispanic student population). Continued investment in the District Wellness Center is supported by the data collected in the 2024 California Healthy Kids Survey and the Wellness Center will analyze their data based on gender to assess and develop extra supports for female students.|Met||2026-06-10|2026
12628280000000|Freshwater Elementary|6|The California Healthy Kids Survey is given to students, parents, and staff annually, but due to administering the survey in the spring we report lagging data from prior year.  The parent survey results from 2024-2025 are as follows: 1 – School seeks input before decisions = 86% agree/strongly agree 2- School encourages parent partners = 98% agree/strongly agree 3 – School welcomes parents to participate at school = 97% agree/strongly agree  In 2024-2025, 81% of Freshwater Elementary students responded that they agree/strongly agree that Freshwater School is a safe place.  In 2024-25, 100% of Freshwater Elementary staff responded that they agree/strongly agree that Freshwater School is a safe place to work.|We are proud of the number of parents that feel included in decision making and also the number of students that feel safe at school.|Due to increased concerns regarding dysregulated students, the District has hired a Wellness Coach to increase social emotional learning and supports at Freshwater School.|Met||2026-06-15|2026
12628286116289|Freshwater Charter Middle|6|The California Healthy Kids Survey is given to students, parents, and staff annually, but due to administering the survey in the spring we report lagging data from prior year. In 2024-2025, 65% of Freshwater Charter Middle School students responded that they agree/strongly agree that FCMS is a safe place.  The parent results from 2024-25 are as follows: 1 – School seeks input before decisions = 68% agree/strongly agree 2- School encourages parent partners = 84% agree/strongly agree 3 – School welcomes parents to participate at school = 87% agree/strongly agree  In 2024-25, 100% of Freshwater Charter Middle School staff responded that they agree/strongly agree that Freshwater School is a safe place to work.|We would like to increase the number of parents that feel included in decision making and also the number of students that feel safe at school.|Due to increased concerns regarding dysregulated students, the District has hired a Wellness Coach to increase social emotional learning and supports at FCMS.|Met||2026-06-15|2026
12628360000000|Garfield Elementary|6|Key learning from Garfield's Annual Student Survey indicates that students feel emotionally and physically safe while they are at school. Students feel connected to their fellow students and staff members.|The disaggregated results from our survey indicate that students would appreciate having additional academic choice in their learning while at school.|Garfield School District will focus on creating additional academic choice for students  during the 2026-27 school year|Met||2026-06-12|2026
12628510000000|Green Point Elementary|6||||Not Met|||2026
12628850000000|Hydesville Elementary|6|95% indicated that they agreed or strongly agreed they felt safe at school. 100% agreed or strongly agreed they felt that their teachers cared about them. 70.5% of students reported that they enjoy attending school and 95% of students reported that they felt they were treated fairly.|This data will be followed and compared to student perceptions in the upcoming year to ensure the percentage of students expressing feelings of safety and connectedness to school is maintained or improved.|LCAP Goal #2 includes programs and services to support a positive school climate and ensure students' social/emotional needs are addressed. Resources to support these services include counseling, Second Step, and a variety of other programs and actions to build positive behavior and family engagement.|Met||2026-06-09|2026
12628930000000|Jacoby Creek Elementary|6|This summary highlights key themes and trends identified in the parent/guardian survey. Overall results reflect strong positive perceptions of Jacoby Creek School, with many respondents expressing appreciation for the staff, academic program, and school culture. The comments also identified several areas where families would like additional information, support, or program development.  Overall Strengths Identified by Families Positive School Climate A large majority of respondents indicated that their children feel safe and supported at school. Families frequently described Jacoby Creek as a welcoming, caring, and positive learning environment. Common feedback included: Appreciation for the dedication and kindness of teachers and staff   Students feeling comfortable seeking help from adults   A strong sense of community and school pride   Many respondents specifically expressed gratitude for the work staff do to support students academically and socially.  Strong Communication with Families Families generally reported that school communication is clear and consistent. Commonly cited communication tools include: Weekly classroom newsletters   The Panther Press   Email communication from teachers   ParentVue/online grade portals   Parents noted that these tools help them stay informed about classroom learning, assignments, and upcoming events.  Academic Program Families reported high levels of satisfaction with the school’s academic program. Positive themes included: Students being well prepared academically   Strong reading and foundational academic instruction   Students being challenged and supported appropriately   Positive outcomes for students transitioning to high school   Several respondents noted that Jacoby Creek graduates appear to be well prepared for high school coursework.  Staff Responsiveness Many respondents reported that teachers and staff are approachable and responsive when families have questions or concerns. Parents indicated that communication with teachers is generally timely and supportive.  Areas for Growth or Continued Attention While overall feedback was positive, several themes emerged where families suggested improvements or expressed concerns.  Awareness of Social-Emotional Supports While families generally believe supports exist, many respondents indicated they are not aware of how to access social-emotional support services at the school. Comments suggest families would benefit from: Clear information about available counseling or SEL supports   Guidance on how to access services if needed   Increased visibility of social-emotional resources    Playground and Peer Interactions Some parents reported that students occasionally experience: Peer conflicts   Teasing or unkind behavior   Challenges during less structured times such as recess or after-school care   Many respondents also noted that staff typically respond appropriately when concerns are reported.  Homework Expectations Feedback on homework was mixed.|Survey results indicate that Jacoby Creek School continues to be highly valued by families. Respondents consistently highlighted: Strong teaching and academic preparation   Positive relationships with staff   A supportive and welcoming school community   At the same time, families expressed interest in continued growth in areas such as communication about support services, enrichment opportunities, and campus safety practices. The feedback gathered through this survey will help inform ongoing program development and school improvement efforts.|The LEA will address partnering with the families and community to gather ideas about how families and the school can work together to support safe, healthy, and age-appropriate technology use for students.|Met||2026-06-08|2026
12629010000000|Klamath-Trinity Joint Unified|6|"We rely upon the California Healthy Kids Surveys to gauge our student group scores on school climate. In that survey students are asked if they feel safe at school.  We also utilize the Kelvin Education Learning Lab to create student surveys and solicit input from staff and students on the ""pulse"" of the school including SEL, Climate/Culture and Well-Being, utilizing their educational platform to collect data. Data from the Kelvin Cal Hope survey administered to all students, 62% of them view the school's climate favorably.  64% responded that there are adequate resources for coping. 64% felt they had experiences with culturally responsive environments.63% had an emotional experience while at school. 58% felt there was adequate safety and connection. 53% of all students felt that there were opportunities for student voice and leadership.  Overall, the data indicates that more than half of all of our students feel favorable towards their school."|KTJUSD needs to use multiple measures to determine school climate.  Not everyone takes the Healthy Kids Survey.  Not everyone participates in Kelvin surveys. Surveys, moving forward, should be monthly, as the climate of a school can change at the drop of a hat. The district needs improvement in this area. Everyone has a different opinion on how safe the school feels.  We will continue using the Kelvin surveys next school year for an accurate representation of how students feel towards their school and if they feel the climate is good or bad.|We need to develop a multiple measures approach to school climate.  How do the students feel?  How do the teachers feel?  How do the parents feel?  Surveys are one mechanism to gauge this, so is parent input through phone calls or attendance at a meeting, or having them log into the Kelvin surveys, right along with their students.  Students attitude towards school also changes depending on the season.|Met||2026-06-26|2026
12629190000000|Kneeland Elementary|6|100% of families surveyed feel welcome on campus.  100% of families surveyed feel their children are safe at school, are included and encouraged, and are progressing toward their goals in a healthy educational environment.|The LEA has increased math applications in classrooms to boost math learning.  The LEA has a strong ELA program that remains above the state average expectation.  The LEA provides an exemplary performing arts and visual arts program for all students.|The LEA will be revisiting bus routes and bus driver needs for upcoming years as the district's demographic continues to change.  More distant bus stops may become necessary to effectively transport all students to the school, or a second bus route serving in-district students only may become necessary.|Met||2026-06-18|2026
12629270000000|Loleta Union Elementary|6||||Not Met|||2026
12629350000000|Maple Creek Elementary|6|The student connectedness survey is administered to grades three through eight in the spring trimester. The students are offered opportunities to establish a common understanding of the questions and multiple educators are present to support students completing the survey. The following is a subset of the questions that are asked on the survey. Due to our small student population, the data is not disaggregated by student groups and the percentages can be impacted by one student's response. I feel close to people at this school: 43% Yes all or most of the time, 57% Yes, some of the time I am happy to be at this school: 43% Yes all or most of the time, 57% Yes, some of the time I feel like I am a part of this school: 100% Yes all or most of the time, 0% Yes, some of the time Teachers at this school treat students fairly: 86% Yes all or most of the time, 14% Yes, some of the time I feel safe at this school: 100% Yes all or most of the time, 0% Yes, some of the time When I am at Maple Creek the school is neat and clean: 100% Yes, all or most of the time Does your school teach you to feel responsible for how you act?: 100% Yes all or most of the time, 0% Yes, some of the time Are you learning to take responsibility for your actions?: 100% Yes, all or most of the time Does your school teach students to care about each other and treat each other with respect?: 100% Yes all or most of the time, 0% Yes, some of the time Teachers and other grown-ups make it clear that bullying is not allowed at school: 100% Yes all or most of the time, 0% Yes, some of the time If I tell a teacher or adult at school that I've been bullied, the person will do something to help: 86% Yes all or most of the time, 14% Yes, some of the time Students at your school act as up-standers and try to stop bullying when they see it happening? 57% Yes all or most of the time, 43% Yes, some of the time|The data presents an opportunity for us to better understand student belonging at school. Areas of strength include students feeling that the campus is neat and clean and that they are learning to be responsible for their actions. Areas of growth demonstrate that we have an opportunity to deepen our relationships with students and build a higher level of trust in our commitment to respond with action if bullying is reported.|The school plans to increase social emotional learning opportunities by explicitly teaching students about their nervous system and tools to help them regulate their emotions. In 2026-2027 one of our teachers will attend an ArtSEL professional learning community to continue to work on strategies to increase belonging while also integrating the arts. We plan to expand the use of our daily check-in system and increase emotional literacy through ongoing classroom meetings to begin and end our instructional day.|Met||2026-06-15|2026
12629500000000|McKinleyville Union Elementary|6|MUSD administers the California Healthy Kids Survey annually to all 5th and 7th graders. Our 2025-2026 CHKS results are as follows: Fifth Graders:  -81% Response Rate -School Connectedness (Agree and Strongly Agree): 69% -Academic Motivation (Agree and Strongly Agree): 78% -Caring Adults in School (Agree and Strongly Agree): 56% -Antibullying Climate (Agree and Strongly Agree): 60% -Feel Safe at School (Agree and Strongly Agree): 76% -Rule Clarity (Agree and Strongly Agree): 80% -Students Treated with Respect: 68%  Seventh Graders:  -91% Response Rate -School Connectedness (Agree and Strongly Agree): 56% -Academic Motivation (Agree and Strongly Agree): 56% -Caring Adults in School (Agree and Strongly Agree): 59% -Feel Safe at School (Agree and Strongly Agree): 55% -High Expectations (Agree and Strongly Agree): 75%|MUSD continues to see a drop overall positive feelings about school between 5th and 7th grade. As part of our school consolidation process, our Middle School will become a 4th-8th grade site. We are expanding our Intervention programming to ensure students have the support they need to feel more successful in school. We have reimagined our office support staff to include two social workers who will support with student connectedness and team with families. Additionally, we are revising our Advisory Program to focus on home/school communication and social emotional learning.|"MUSD has identified that a ""one-size-fits-all"" approach does not work. Specific student groups (e.g., English Learners, foster youth) require targeted, evidence-based practices. We will build capacity in our classrooms for intervention and acceleration with support from a variety of specialized staff at each site."|Met||2026-06-08|2026
12629680000000|Orick Elementary|6|7 of the 9 students surveyed feel safe on campus and connected to others. All students also felt at least one adult on campus cares for their well-being.|The data shows that students are generally happy on campus and that staff are working towards building meaningful connections on campus.|The district will continue to encourage staff to engage with students positively and support community building activities at school through utilizing growth mindset and Second Step curricula on campus.|Met||2026-06-11|2026
12629760000000|Pacific Union Elementary|6|A local engagement survey was also developed by administration with input from PACT/Site Council. Community partners saw Pacific Union School as a true community based school. Staff, families, and students feel safe, welcomed, and valued at school.  The local engagement survey was sent to all families, including those of EL, foster, and homeless youth. The majority of families and students surveyed felt welcomed and said they felt that their children were treated with respect by staff and peers on campus. They reported that they felt the staff at Pacific Union School were available and responsive.|Student Engagement Survey Feedback (125 TK-2nd grade students were surveyed and 285 3rd-8th grades completed surveys): Pacific Union students across all grade levels express genuine enthusiasm for their school and confidence in the adults who support their learning. Young students describe a joyful school experience centered around friends, teachers, art, and recess, while upper grade students consistently express pride in being Pacific Union students and confidence that their teachers explain things in ways they can understand. Students feel known, valued, and supported, with friends and teachers cited most frequently as the reasons they feel connected and belonging at school. Areas for continued growth include the desire for more challenging and differentiated learning experiences, stronger peer relationships and greater kindness among students particularly during the middle school transition years, and practical campus improvements including bathroom conditions, cleanliness, better lunch options, and more outdoor activities and playground equipment.  Overall, Pacific Union School District continues to demonstrate remarkable strength as a school community built on relationships, belonging, and a deep commitment to the whole child. Across all four stakeholder surveys, including students, staff, and families from every grade level, the most consistent and powerful theme is that Pacific Union feels like a family. Families report feeling genuinely welcomed, with nearly all parent and guardian respondents expressing pride in the school community and deep appreciation for teachers and staff who know their children as individuals and go above and beyond every day. Students across all grade levels express pride in being Pacific Union students and confidence in the adults around them, with the vast majority reporting that they feel safe, respected, and comfortable turning to at least one adult on campus when they need help. Staff celebrate the collaborative culture that defines the school, describing strong partnerships across grade levels and with support services staff, and consistently naming the people and community as what they value most about working at Pacific Union. Wraparound support services including counselors, social workers, the Wellness Center, and intervention programs are recognized across all surveys as essential to the school's identity and deeply valued by every member of the community. The TK–8 structure receives particular and consistent praise for the lasting bonds it creates among students, families, and staff across many years, fostering a sense of continuity, connection, and belonging that is rare and genuinely special. Pacific Union School District is a community that knows its students, invests in its people, and remains steadfastly committed to helping every child thrive academically, socially, and emotionally.|The District will continue to focus on engagement for our students and families. To build connections and opportunities for students to be more connected to their school. Staff will continue to focus on Universal Design for Learning (UDL) and Visible Learning practices. They will also participate in Professional Learning Communities with their grade level span group. Parent/guardians will participate in connection interviews at the beginning of the school year instead of the traditional parent/teacher conference to build a relationship/foundation with their child's teacher. The District will continue to foster the implementation process of Social Emotional Learning (SEL) that is explicitly taught.|Met||2026-06-11|2026
12629760115154|Trillium Charter|6|Student climate surveys included rating scales and fill-in sections about classroom lessons, feelings of safety, daily interactions, the food program, and school in general. Data collected shows the majority of students feel safe and engaged at school, trust the adults to help when asked, listen, and be fair, and have enough time to eat during their lunch period. There were some notable responses showing that 30% of students believe other students do not follow the playground rules, especially around bullying, 78% rated respectfulness among students in the middle range, 30% of students feel unsafe at school some of the time, and 80% of students compost their fruit and veggies!|This student feedback tracks with other local data showing increased need for behavior support, referrals for a special education evaluation, and a >20% instability rate. In general, students are needing increased support to succeed in the classroom and to maintain positive peer relationships on the playground.|Trillium has updated it's McKinney-Vento policy to increase support for students experiencing homelessness and their families. Aide time in the classroom and on the playground was increased in 25-26 and will continue at this rate in 26-27 for the additional support it provides. Professional development and collaboration days have been scheduled for 5 days in our school calendar to assure our staff is well-prepared to support a wide-range of student needs. Family and staff handbooks are updated annually and include new data collection measures to help identify unique student needs. Trillium's Nutrition Program is providing universal free meals and participating in the fresh fruit and vegetable program for ongoing student food options. ELO-P programs provide no-cost before and after school care and all-day camps during selected school breaks and for 3 weeks in the summer.|Met||2026-06-05|2026
12629840000000|Peninsula Union|6|Surveys were conducted through our wellness center and collected data from grades 5 through 8. 95% of students in this grade span completed surveys.|Areas of strength include students reporting 85% or higher rates of having someone they feel safe to talk to, and growing their skills in self regulation. 90% of students reported feeling safe at school.|We will continue this work and assessment to find students who are not feeling connected to a safe adult and increase their opportunities to build relationships. Studies show that students with at least one adult on campus they feel safe to talk with are far more successful academically and personally|Met||2026-06-09|2026
12630080000000|Rio Dell Elementary|6|The Student Experience Survey was given to student in the 2025-2026 school year.   The results were averaged and reported on a scale of 1-5. (1 if the student strongly disagreed to a 5 for strongly agree.) I believe my learning is important at my school = 4.27  I believe my teachers care about me = 4.16  I feel safe at my school = 4.07 I think my school is clean = 3.32 I believe my teachers challenge me to think = 4.16  I feel students are nice or show respect to each other at my school = 3.06 I like going to my school each day = 3.59  I feel like I belong at school = 3.72  I have opportunities to be successful at my school = 4.24  Staff were also given an Employee Experience Survey:  The survey has a 1-5 rating scale with 1 being strongly disagree and 5 being strongly agree. Below are the average staff rating for the following school connectedness and school culture: 4.02 Average:  I feel supported with good processes and the appropriate resources to do my job 4.14 Average:  I have a clear understanding of my expectations as an employee. 3.98 Average:  I feel supported in balancing my work responsibilities 4.60 Average:  I believe my work positively impacts those we serve|What the data shows is that even though we have made specific efforts in classrooms to have class meetings, plan schoolwide events that build collaboration and connectedness, we still have some students who do not feel connected or safe and this is something that we must improve on. The most challenging data point was that students felt that other students were not nice or showed respect at school. Our team is working on how to pick apart and improve in this area as this is more than just a social emotional lesson that a counselor can teach.|As a district we will also continue to build upon our family engagement and adding opportunities to bring families onto the campus for a positive reason. We are also going to continue to work on utilizing our community school employees so that those students who are not feeling connected get pulled into a friendship group or receive additional support. We will also be implementing academies for behavior and other areas to target kids and specific areas.|Met||2026-06-25|2026
12630240000000|Scotia Union Elementary|6|School climate data was gathered in the spring of 2026 through the California Healthy Kids Survey.  Because the classes are small in number, the CHKS was administered to fourth-seventh grade students during the 2025-2026 school year.  The percent of fourth-sixth grade students who feel safe at school was 78% in 2025-2026, but for 7th grade students, the percentage was 66% in 2025-2026.  Both of these age groups' responses decreased from 2024-2025. In regards to school connectedness, The percent of fourth-sixth grade students who feel connected to the school was 74% in 2025-2026, while only 57% of 7th grade students felt connected to the school in 2025-2026.   Both of these age groups' responses decreased slightly from 2024-2025.|Based on school climate data, key learnings include the need for social emotional support for our students.  The social emotional needs of our students will be addressed through large and small group social emotional support with our Certified Wellness Coach, and training for all staff on social emotional learning strategies and support.  These intervention support services include behavior support professionals.  Other positions that support the social emotional needs of our students include the behavior support paraprofessional, the library technician, and the Dean of Students.  Areas of strength include 100% of parents feeling welcome at the school.|"Through the analysis of school climate data, a Certified Wellness Coach and behavior support paraprofessional were added.  The LEA plans to continue with its ""Wellness Center"" approach in 2026-2027.  This will provide increased opportunities for students and staff to access the space and resources necessary to increase connectedness and feelings of safety and well being."|Met||2026-06-18|2026
12630320000000|South Bay Union Elementary|6|Students in grades 2nd - 6th took a local climate survey asking the following questions: Do the teachers and other grown-ups on campus care about you? Do the teachers and other grown-ups at school listen when you have something to say? Do the teachers and other grown-ups at school make an effort to get to know you? Are you happy to be at this school? Do you feel safe at school? Do you feel safe on your way to and from school? Here are the results: Do the teachers and other grown-ups on campus care about you? Yes, all of the time: 43.42% Yes, most of the time: 36.84% Yes, some of the time: 18.42% No, never: 1.32% Do the teachers and other grown-ups at school listen when you have something to say? Yes, all of the time: 35.29% Yes, most of the time: 31.37% Yes, some of the time: 27.45% No, never: 5.88% Do the teachers and other grown-ups at school make an effort to get to know you? Yes, all of the time: 35.3% Yes, most of the time: 31.4% Yes, some of the time: 27.5% No, never: 5.9% Are you happy to be at this school? Yes, all of the time: 33.3% Yes, most of the time: 34.6% Yes, some of the time: 25.5% No, never: 6.5% Do you feel safe at school? Yes, all of the time: 45.1% Yes, most of the time: 35.3% Yes, some of the time: 16.3% No, never: 3.3% Do you feel safe on your way to and from school? Yes, all of the time: 66.7% Yes, most of the time: 22.2% Yes, some of the time: 7.2% No, never: 3.9%|"Students in grades 2nd–6th highlights key insights into our school environment, showcasing areas of established trust alongside clear opportunities to elevate student engagement and connection. Identified Areas of Strength: Strong Foundations of Safety: Campus safety continues to be a core asset. A substantial 80.4% of students report feeling safe on campus ""all"" or ""most"" of the time (45.1% and 35.3%, respectively). This secure environment extends well into their daily commutes, where a remarkable 88.9% of students feel safe traveling to and from school ""all"" or ""most"" of the time. Widespread Layer of Care: Relational warmth is deeply embedded in our school culture. An overwhelming 80.2% of surveyed students explicitly feel that teachers and campus grown-ups care about them ""all"" or ""most"" of the time (43.42% and 36.84%). Combined with the 18.42% who feel cared for ""some of the time,"" nearly 99% of our student body recognizes a baseline of care from school staff. Active Communication: Active listening and connection are robust, with 66.66% of students noting that adults listen to them ""all"" or ""most"" of the time, and 66.7% stating that adults make an intentional effort to get to know them ""all"" or ""most"" of the time. Identified Areas of Need: Deepening Consistent Connections: While the majority of students feel heard and known, a distinct target group that would benefit from deeper, more consistent one-on-one adult interactions. Boosting Daily Engagement and Joy: Student happiness represents our most significant area for growth."|Develop structured opportunities for student feedback, such as regular town hall meetings, suggestion boxes, and student representation in school committees. Provide professional development for teachers focused on active listening skills and responsive communication strategies. Introduce a variety of extracurricular activities and clubs that cater to diverse interests, helping students find joy and engagement beyond academics. Organize regular safety awareness programs and drills to ensure that all students know how to stay safe and whom to approach if they feel unsafe. By addressing these identified needs and reinforcing areas of strength, the school can create a more supportive, engaging, and secure environment for all students.|Met||2026-06-18|2026
12630320111203|Alder Grove Charter School 2|6|"Overall Satisfaction: 91% Agree or Strongly Agree they feel a sense of belonging at AGCS 91% Agree or Strongly Agree they are satisfied with their education (6% unsure) 97% Agree or Strongly Agree the school building is well-maintained Participation and Communication: 97% feel welcome to participate in school activities 58% prefer email communication, 21% prefer text, 9% ParentSquare messaging, 12% newsletter Fair Treatment: 74% Agree or Strongly Agree students are treated fairly on campus 19% selected ""Unsure/I am never on campus"" when asked about fair treatment on campus Bullying and Safety: 21% report bullying is an issue across various settings (27% do not come to campus) 97% feel safe on campus (3% never on campus Bark Bucks (PBIS Incentive Program): 75% have received over 10 Sass Cash this year Top reasons for receiving: Following rules (67%), Being kind, respectful, responsible (58%) Academics: 94% Agree or Strongly Agree they are aware of course options in high school (6% unsure) 69% have a plan after graduation (19% unsure or not in high school yet) 42% interested in more job training opportunities 97% are aware of options to receive additional help with my classes/assignments (tutors, learning lab, hybrid science lab, writing lab, math lab, etc.) Resources: 70% aware of mental health resources 58% have met with college/career counselor (15% not in high school)"|The majority of respondents agree or strongly agree that they are proud to be students at Alder Grove, are satisfied with their education, and feel the school building is well-maintained. Most participate in school activities like classes, clubs, and field trips. Email and text are the preferred communication methods. Many are aware of options for extra academic help like tutors, study hall, etc. Bullying appears to be an occasional issue, but most students feel safe on campus and in virtual classes. Many receive Bark Bucks from teachers/staff for following rules, being kind, respectful, responsible. In higher grades, most are aware of course options like A-G, AP, electives, and have plans after graduation. Interest in job training opportunities. Mental health resources and the college/career counselor are underutilized by some students. Suggestions for improvement include more bathrooms, more extracurricular opportunities, more notice about sports, more clubs, etc.|The LCAP includes goals in mental health resources for students (including training in bullying and restorative practices) and training for families on how to better support students at home. Additional funding was budgeted for more College and Career counseling, including dual/concurrent enrollment, CTE, and other programs.|Met||2026-06-30|2026
12630320124289|South Bay Charter|6|"School Safety and Commutes: Middle schoolers reported a surge in commuter safety, with those feeling safe traveling to and from campus ""all of the time"" rising significantly from 66% to 74%. While on-campus safety feelings shifted—with 76% of students still feeling safe ""all of the time"" or ""most of the time""—a newly identified 24% of students feeling safe only ""some"" or ""none"" of the time gives us a clear target group to support. Adult Connectedness and Potential: Our baseline data showed strong relational roots, with 46.34% of students initially feeling cared for ""all of the time."" While Year 2 outcomes indicate that students are experiencing these deep connections less intensely—with ""all of the time"" metrics adjusting to 20% for caring, 10% for listening, and 8% for knowing students—the vast majority of students still affirm that adults care for and listen to them ""most of the time"" (46% and 46%, respectively). This demonstrates a solid foundation of trust that we can easily build upon. School Happiness: General satisfaction reflects an opportunity for fresh student engagement initiatives. While the number of students who are happy ""most of the time"" adjusted from 63% to 44%, and 10% expressed they are ""never"" happy, a strong 52% baseline of students still maintain a positive outlook (""all"" or ""most"" of the time), providing a great peer framework for climate improvement."|"The data highlights exceptional success in our environmental and commuter safety initiatives, particularly for our older students. While the shift in daily connectedness and happiness metrics shows that our middle schoolers are navigating a transitional period, the steady layer of students who feel cared for ""most of the time"" provides an optimistic foundation. These insights offer a clear, actionable roadmap for strengthening our campus relationships and rebuilding vibrant student engagement."|The district continues to work on school climate with a focus on Positive Behavior Interventions and Supports(PBIS).|Met||2026-06-18|2026
12630400000000|Southern Humboldt Joint Unified|6|"Based on 24/25 Data- CHKS did not go out during the 25/26 school year: 24/25 Results are based on students who ""Agree"" or Strongly Agree"" School perceived as very safe or safe: Grade 5: 100% American Indian or Alaska Native, non- Hispanic: N/A White, non-Hispanic: N/A Multiracial, non-Hispanic: N/A Something else, non-Hispanic: N/A Grade 7: 47% Hispanic or Latino/a: 40% White: 56% Grade 9: 52% White: 62% Multicultural: 38% Grade 11: 84% White: 87% School Connectedness: Grade 5: 76% American Indian or Alaska Native, non- Hispanic: N/A White, non-Hispanic: N/A Multiracial, non-Hispanic: N/A Something else, non-Hispanic: N/A Grade 7: 48% Hispanic or Latino/a: 42% White: 55% Grade 9: 39% White: 37% Multicultural: 40% Grade 11: 62% White: 73%"|Based on 24/25 Data- CHKS did not go out during the 25/26 school year: Through PBIS, belong circles, restorative circles, and all of the time that staff have been putting into positive school experiences, students are feeling more connected, safe, attendance rates are up, chronic absenteeism is down, and graduation rate is up! We are continuing our work on belonging and antibias district-wide.|Based on 24/25 Data- CHKS did not go out during the 25/26 school year: We work closely with the Family Resource Center who regularly meet with many of our families who may not otherwise engage in school events. Our Community Schools Coordinators are also reaching out and working with families and connecting them with resources and engaging with them to create relationships. Our district Community Schools Coordinator is also our McKinney Vento liaison and works in collaboration with our schools, families and the Family Resource Center to connect with families and crease a sense of belonging for all families. We are continuing our work on belonging and antibias district-wide.|Met|Based on 24/25 Data- CHKS did not go out during the 25/26 school year.|2026-06-26|2026
12630570000000|Trinidad Union Elementary|6|"Students in TK-8th grade were surveyed two times in the 2025-26 school year, both using a Google form with multiple choice and open ended questions. Staff and educational partners were surveyed once in the spring.  +90% of students reported that they felt that there was a staff member they could talk to if they needed something.  +100% of families strongly agreed or agreed that they feel welcome at Trinidad School.    When students were surveyed, they reported the following broad categories of engagement:  + Social interaction and friendships  (Playing with friends"", ""Talking to friends"", ""I have lots of friends"")  + Engaging classes and activities (""Art"", ""Music"", ""Math"", ""Sports"", ""Recess"", ""Reading"", ""Field trips"") + Positive school environment (""The teachers are nice"", ""People are nice"", ""It's fun"")"|"Across all grades, students value positive relationships, engaging activities, and a supportive school environment. Broken down by grades, students report the following themes:   Grades TK/K-2: Positive Sentiments:  This group had strong scores from students saying that they like school, feel teachers are kind, feel safe, and know the rules. This group's favorite things about school included recess, friends, food (especially pizza/nachos/snacks), art, their teachers, and their big buddies.   Areas For Improvement  This group's top requested changes are to heave more recess/lunch time, fewer bullies, ""no math,"" and many whimsical/fantastical answers  such as the addition of unicorns, water parks, and candy schools.  Grades 3-6: Positive Sentiments:  This group had strong scores from students saying that they feel the school wants me to do well and that  there's an adult who'll help me. This group's favorite things about school included ocean/beach proximity, friends, field trips, music/steel pan band, recess, and their teachers.  Areas for Improvement:  This group's top requested changes are to have longer recess/lunch (most common by far), more sports/PE/art, less math, and no group consequences.   Grades 7-8: Positive Sentiments:  This group had strong scores from students saying they are satisfied with school and feel safe.  This group's favorite things about school include sports participation and extracurricular activities such as music and art.   Areas for Improvement:  This group's top requested changes are to have more sports/PE, recess, keeping phones, more hands-on activities, and more Native American history content."|TUSD will continue to increase access to counseling services and provide recreational opportunities for all students. One important finding from this data is the need to assist students, especially older students, with social emotional needs. There is a clear relationship between students' comfort and success in school and their stress and mental health challenges.|Met||2026-06-22|2026
12743930000000|Humboldt County ROP|6||||Not Met|||2026
12753740000000|Ferndale Unified|6|In 2025-26, FUSD completed approximately 425 Empathy Interviews with students and families district wide.  These interviews identified barriers for attending school, feeling safe at school, and having at least one trusted adult on campus.   From Empathy Interviews FHS Students reported that 100% of students feel safe or mostly safe at school.  99% of students reported having a trusted adult on campus.  FES students reported that 96% of students feel safe or mostly safe at school, and 97% of students reported having a trusted adult on campus.|FUSD will continue to build a climate where students feel safe and have a trusted adult at school.  In district will also prioritize communication of emergency response protocols so that families have a greater understanding of these emergency situations.|In 2025-26, FUSD decided to discontinue the California Healthy Kids Survey and increase the number of Empathy Interviews done with students and families.  The district based this decision based on the fact that CHKS and the district Empathy Interviews provide very similar data and students and families were more willing to complete Empathy Interviews.|Met||2026-06-10|2026
12753820000000|Mattole Unified|6|Sustaining an inclusive, caring, and collaborative culture and school climate at all of our schools has been and will continue to be a top priority at Mattole Unified School District. All students need to feel welcome and connected to the school community, with opportunities for engagement and open communication. In the Spring of 2026 the district administered the Panorama Student Survey to students in grades 3-12. The survey consists of the following 10 scales used to measure the following student perceptions: • Classroom Climate – the overall feel of a class including aspects of the physical, social and psychological environment; • Engagement – their behavioral, cognitive, and affective investment in the subject and classroom; • Grit – their ability to persevere through setbacks to achieve important long-term goals; • Learning Strategies – the extent to which they use metacognition and employ strategic tools to be active participants in their own learning process; • Mindset – the extent to which they believe that they have the potential to change those factors that are central to their performance in a specific class • Pedagogical Effectiveness – the quality and quantity of their learning from a particular teacher about that teacher’s subject area; • Rigorous Expectations – whether they are being challenged by their teachers with high expectations for effort, understanding, persistence, and performance in the class; • School Belonging – the extent to which they feel that they are valued members of their school community; • Teacher-Student Relationship – the overall social and academic relationship between students and their teachers • Value of Subjects Taught – how interesting, important, and useful a particular school subject seems. Summary of Answers Percentages - those who chose a favorable answer to the questions: School Belonging: 95% School Climate: 93%, School Engagement: 95% School Safety: 95% School Teacher-Student Relationships: 95%|Disparities in Sense of Belonging: Finding: Some student groups, particularly those from minority backgrounds or special education programs, may report feeling less included or supported compared to their peers. Need: There is a need to implement targeted inclusion strategies and cultural competency training for staff to ensure all students feel valued and respected. Variations in Safety Perceptions: Finding: Data may show that students from certain groups, such as LGBTQ+ students or those experiencing homelessness, feel less safe at school. Need: Enhancing anti-bullying policies, increasing supervision in critical areas, and providing safe spaces and support groups for vulnerable students are necessary. Engagement and Participation Gaps: Finding: Certain groups, such as students with disabilities or those from underrepresented ethnic or low socio/economic backgrounds, may participate less in extracurricular activities or leadership roles. Need: Programs that encourage participation and provide additional support for these students are needed to ensure they have opportunities to engage fully in school life. Our Areas of Strength: Strong Relationships with Staff: Finding: Students generally report positive relationships with teachers and staff, highlighting a supportive and caring school environment. Strength: Leveraging these strong relationships can enhance trust and communication, making it easier to implement new initiatives and address areas of concern. Active Student Engagement in Learning: Finding: Our high levels of student engagement in learning activities are correlated with a positive school climate and strong academic outcomes. Strength: Maintaining and enhancing engaging, interactive, and culturally responsive teaching practices in order to sustain this strength.|In order that we may continue to develop and sustain a positive school climate at our schools , we will continue to update and implement various plans, policies, and procedures based on our analysis of local data and key learnings. The following are potential revisions, decisions, and actions aimed at continuous improvement: Enhancing School Culture and Environment: Inclusive and Welcoming Atmosphere: Continue updating policies to promote inclusivity, cultural awareness, and respect among students and staff including celebrations of diverse cultures, languages, and traditions. Physical Environment Improvements: Making changes to the school's physical environment to create a more welcoming and safe space, such as improved lighting, cleanliness, and accessibility. Social-Emotional Learning (SEL) Integration: Curriculum Integration: Incorporating SEL into the regular curriculum, focusing on skills such as empathy, communication, and conflict resolution. Training for Staff: Providing professional development for teachers and staff on SEL strategies and how to implement them effectively in the classroom. Behavioral Expectations and Support: Positive Behavior Interventions and Supports (PBIS): Implementing and refining PBIS to encourage positive behavior and provide clear, consistent expectations for students. Restorative Practices: Using restorative justice practices to address conflicts and misconduct in a way that emphasizes reconciliation and understanding rather than punishment.|Met||2026-06-24|2026
12755150000000|Eureka City Schools|6|"ECS utilized the California Healthy Kids Survey for 5th, 7th, 9th, and 11th-grade students, along with staff.  The survey does not provide data by student group.  Our LCAP focuses on two metrics—Caring Adult and School Connectedness. On the Caring Adults in School Scale Question, Elementary students reported 64% strongly agree or agree, middle school students reported 75% strongly agree or agree, and high school students reported 9th grade 56%, 11th grade 59%, and Zoe Barnum 63% strongly agree or agree. On the School Connectedness Scale Questions, Elementary students reported 63% strongly agree or agree, middle school students reported 63% strongly agree or agree, and high school students reported  9th grade 41%, 11th grade 38%, and Zoe Barnum 41% strongly agree or agree.  On the question ""Do you feel safe at school?"", Elementary students reported 59% strongly agree or agree, middle school students reported % strongly agree or agree, and high school students reported % strongly agree or agree."|The comparison of California Healthy Kids Survey (CHKS) Section 6.4 data from 2024 to 2025 reveals a concerning overall increase in the percentage of students who feel connected to at least one caring adult at school. At the elementary level, the percentage increased from 55% in 2024 to 63% in 2025, an 8-point increase. Grade 7 also showed improvement, rising from 52% to 63%, suggesting success in fostering stronger connections with middle school students. However, other grade levels experienced notable declines. Grade 9 fell from 47% to 41%, while Grade 11 saw a drop—from 44% to 38%—indicating a decrease in perceived adult support among upperclassmen. Similarly, non-traditional (NT) students experienced a 14-point decline, from 55% to 41%. These trends point to a pressing need for high schools to re-evaluate and strengthen relationships between staff and students.    The 2025 California Healthy Kids Survey data for Section 6.4, which measures the percentage of students who feel connected to at least one caring adult at school, shows a mixed trend compared to 2024. There was an increase from 56% to 64% at the elementary level, indicating stronger adult-student connections in early education. In contrast, both Grade 7 and Grade 11 saw improvements, with Grade 7 increasing significantly from 61% to 75%. Grade 11 rose slightly from 65% to 66%, suggesting that middle and upper high school students may be experiencing stronger relationships with school staff. Grade 9 showed a minor increase from 55% to 56%, which may reflect transitional challenges entering high school. Grade 11 dropped from 66% to 59%, suggesting the need to emphasize relationships with older students. Non-traditional (NT) students experienced an increase from 58% to 63/%, highlighting a potential when a site targets relationships. Overall, there was a positive trend in caring adult relationships.|Changes include routine use of student listening sessions at all sites including the superintendent, board members, cabinet members, and principals.  Principals are rounding with both staff and students at some sites with the plan to spread to all sites. Questions include those related to perceived feelings of safety and connectedness. All sites will use the CHKS questions above as part of their BASICS scorecard and ask students to respond to the CHKS two times per year. The questions are being asked during 6x6 principal visits to classrooms to gather formative data and enable timely responses if a student does not feel connected or raises concerns.|Met||2026-06-25|2026
12755151230150|Pacific View Charter 2.0|6|Overall Strengths: • Positive Adult Relationships: A strong majority of students reported that teachers and staff care about them, listen to them, and make an effort to get to know them. For example, many responses indicated students feel supported “all of the time” or “most of the time.” • School Connectedness and Safety: Most students expressed that they feel safe at school and on their way to and from school. They also reported feeling like part of the school community and being happy to attend. • Fairness and Respect: Responses show that students generally believe teachers treat students fairly and with respect. • Clear Anti-Bullying Expectations: Many students affirmed that the school makes it clear that bullying is not allowed and that teachers respond when incidents are reported. Areas for Improvement: • Peer Response to Bullying: Responses to the question about students trying to stop bullying varied more widely, with some indicating that peers do not intervene. • Cleanliness and Environment: While the majority feel the school is neat and clean, some responses indicated inconsistency in this perception. • Disaggregated Data Needs: The current survey does not appear to include demographic fields (e.g., grade level, ethnicity, EL status, or other subgroups), limiting the ability to disaggregate data by student group. Including these in future surveys would support deeper equity-focused analysis. Next Steps: To strengthen school climate, the LEA may consider: • Enhancing peer-led initiatives and programs that encourage student intervention in bullying. • Continuing to provide professional development for staff on inclusive practices. • Revising future surveys to include student demographic information for more meaningful subgroup analysis. • Using these insights in alignment with CEI and LCAP stakeholder input to further tailor supports and schoolwide improvements.|Key Learnings & Areas of Strength: • Strong Adult-Student Relationships: The majority of students reported feeling cared for by school staff, listened to, and supported. This reflects a strong foundation of trust and positive relationships between students and adults on campus. • Safe and Respectful Environment: Many students indicated that they feel safe both at school and during their commute. Additionally, staff were frequently recognized for treating students fairly and with respect, and for making it clear that bullying is not acceptable. • Sense of Belonging: Students reported generally high levels of connectedness to the school, with many feeling happy to attend and included in the school community. • Proactive Staff Response: Students indicated that when they report bullying, adults usually take action— showcasing the school’s commitment to student well-being. Identified Needs & Areas for Growth: • Student Empowerment in Peer Dynamics: While adults are seen as responsive to bullying, fewer students reported that their peers actively intervene in bullying situations. This highlights a need for student-led initiatives, peer mediation, or leadership training. • Support for Underrepresented Groups: While the survey results are positive overall, a lack of disaggregated student group data (e.g., by race/ethnicity, English Learner status, socioeconomic status) limits the ability to identify and address equity gaps. Future surveys should include demographic questions to better inform differentiated support. • Cleanliness Perceptions: Some students expressed concerns about the consistency of the school’s cleanliness, suggesting a need to assess and possibly enhance maintenance protocols or student responsibility initiatives. • More Engagement Opportunities: Open-ended responses indicated a desire for increased opportunities for social interaction and engagement, such as additional recess time or more student-led activities. Next Steps: To build on strengths and address identified needs, the LEA should: • Introduce demographic tracking in climate surveys to support equity-based planning. • Expand peer leadership programs to address bullying and promote positive student behavior. • Reinforce custodial and student-led efforts to maintain a clean and welcoming school environment. • Continue to involve students and families in discussions and planning to ensure diverse voices shape school climate strategies|Planned Revisions and Actions: • Enhancing Survey Tools for Equity: Future iterations of the school climate survey will include demographic questions to enable disaggregated data analysis. This will allow the LEA to identify potential disparities in student experience and more effectively target supports for underrepresented groups. • Implementing a Peer Leadership Program: To address the need for greater student involvement in addressing bullying, the LEA will explore the creation of a peer mentorship or leadership program that empowers students to support one another, promote inclusivity, and intervene appropriately in peer conflicts. • Adopting New Communication Platforms: The LEA will implement ParentSquare or a similar communication tool to improve outreach and feedback collection, particularly from underrepresented families. This aligns with broader goals of strengthening family engagement in decision-making and student support. • Improving Campus Environment Practices: In response to student feedback regarding cleanliness, the school will review and adjust custodial routines, while also exploring student-involved campus care initiatives to promote ownership and pride in the school environment. • Increasing Student Voice in Planning: The LEA will formalize opportunities for students to contribute to school decisions through student forums or advisory committees, ensuring student perspectives are actively shaping school climate policies and practices.|Met||2026-06-09|2026
12768020000000|Fortuna Elementary|6|Fortuna Elementary School District utilized several strategies to survey students during the 25-26 school year. The District used community school climate/culture ambassadors to conduct individual Empathy Interviews in the fall and spring to gauge students' feelings of safety and connectedness at each District school site. Data from the empathy interviews indicate that students feel comfortable talking to adults on our campuses. In the fall, 95.4% of the 619 surveyed students felt comfortable talking to adults, an improvement of 2.3% from the previous year's fall percentages. That percentage declined in the spring to 93.9%, with 823 surveyed students reporting feeling comfortable talking to adults. Amazingly, 100% of the students at Walker Elementary who were interviewed felt comfortable speaking with an adult in both the fall and spring, which is a proud accomplishment for that site! They had the same percentages as the previous year.  When asked whether they felt safe on our campuses, 82.7% of students surveyed in the fall reported always or usually feeling safe at school, an increase of 2.6% from the previous fall. This number declined to 80.5% in the spring. Some staff turnover may account for this decline.|Data from our surveys, focus groups, and interviews have informed the District's areas of need and strength. The decline in students' sense of safety in middle schools from fall to spring suggests an opportunity to further examine and address the factors influencing students' perceptions of safety. No schools showed significant improvement from fall to spring in student perceptions of safety or connection.  We believe that a part of students' academic success can be attributed to their feelings of connection and safety on campus. As a result, safety will continue to be prioritized across all four of our campuses. The data shows that most students are connected to a trusted staff member, so we will not make significant changes to our efforts in that area.|Key learnings from the above data have triggered changes to plans and procedures at the site and District levels. This year's data indicate the need to improve student safety Districtwide, but especially at the middle schools. These changes will be made to the District and site-level safety plans after the site councils meet.   Additionally, survey results will be shared with staff members and the school board, and stakeholders will be solicited for their ideas and recommendations for improvement in the District based on the data. Data will continue to drive improvement in the District.|Met||2026-06-11|2026
12768020124164|Redwood Preparatory Charter|6|Redwood Prep gathered local climate data in 2026 through a Local School Climate Survey administered to students in grades 4 through 7, the California Healthy Kids Survey (CHKS), and parent input gathered through the California School Parent Survey. Across grades 4 through 7, an average of 77.3% of students reported feeling safe at school all or most of the time, and an average of 89.8% reported that teachers and other adults care about them all or most of the time. Notably, not a single student responded “never” when asked whether adults at school care about them.  The survey results are available disaggregated by grade level. Feelings of safety were strongest in seventh grade (90.5%) and lower in fifth grade (63.2%), with fourth grade at 78.3% and sixth grade at 77.3%. A sense of belonging followed a similar pattern: when asked whether they feel part of the school, 60.9% of fourth graders, 63.2% of fifth graders, 81.8% of sixth graders, and 85.7% of seventh graders responded most or all of the time. Two related items add detail to this picture. Feeling close to people at school was lowest in fourth and fifth grade (about 52% in each), and feeling happy to be at school was below 60% in fourth, fifth, and sixth grade, compared with 66.7% in seventh grade.  Parent input reinforces the safety findings. On the California School Parent Survey, 92% of parents agree or strongly agree that the school is a safe place for their child.  The CHKS provides an additional source. Our 2026 administration reflects grade 6 responses from a small sample, so we interpret it with appropriate caution, but it adds useful detail in areas our local survey does not measure. Grade 6 students reported high academic motivation (90%), and strong social and emotional learning supports (83%), and a majority reported a positive antibullying climate at school.|Analysis of the 2026 climate data points to clear strengths alongside a focused area of need.  The strongest theme is that students feel cared for by the adults at Redwood Prep. Across grades 4 through 7, nearly 90% of students report that adults care about them all or most of the time, and not a single student said adults never care about them. Parent confidence in safety is also high, with 92% agreeing that the school is a safe place for their child. The CHKS corroborates these strengths, with high grade 6 marks for academic motivation and social and emotional learning supports. These results reflect the trusting, relationship-centered culture that is a core value of our school.  The disaggregated data show that belonging and connection, rather than safety or care, are our primary area of need, and that the need is concentrated in the middle grades rather than in a single grade level. Students in grades 4, 5, and 6 report lower feelings of belonging and happiness than seventh graders. Only 60.9% of fourth graders and 63.2% of fifth graders feel part of the school, and feeling close to people at school sits around 52% in both grades. Happiness at school is below 60% across grades 4 through 6, then rises in seventh grade. Fifth grade stands out as needing particular attention, with the lowest levels of safety (63.2%) and happiness (42.1%) among grades. Taken together, the data tells us that students feel safe and cared for, but that many students in grades 4 through 6 do not yet feel deeply connected to the school community, which is where we will focus our efforts.|The climate data is informing concrete adjustments to our plans and practices, with a particular focus on strengthening a sense of belonging and connection in grades 4 through 6.  Because connection emerged as our greatest area of need across the middle grades, we are prioritizing efforts to help students feel closer to peers and adults and happier at school. Part of our summer workshop will focus on social skills instruction for tier two students, supporting those who need more help building friendships and navigating peer relationships, which directly affects whether they feel part of the school. We are also maintaining our counseling support and have increased our interventionist position to full-time, ensuring that students have trusted adults and timely support available to them. We are also working to grow student voice so that students feel more ownership of their school experience. The Director will begin attending student council meetings at least once per trimester to hear student perspectives directly and bring them into school decision-making.  We will continue to monitor belonging, connection, and happiness across grade levels through future climate surveys, paying close attention to the middle grades and to fifth grade in particular, so that we can target our efforts where they are needed most. We will also continue building the schoolwide opportunities that strengthen connection and community, such as our Back-to-School Barbecue, Dad’s Day Recess, Grandparents in Action, and State of the Pack, all of which give students more ways to feel part of the school. By pairing these community-building events with targeted social-emotional support, we aim to deepen students’ sense of belonging while sustaining the strong feelings of safety and care that already define Redwood Prep.|Met||2026-06-17|2026
13101320000000|Imperial County Office of Education|6|Our school has a long history of engaging our educational partners to share their perspectives on how effective our student learning is and on cultivating our school climate. Our local climate parent and student survey indicates the following information: 95% of our students and parents feel safe and welcome at our school. 54% of students and parents would like to see an increase in extracurricular activities 48% would like to earn college credit while in high school.|We received 218 LCAP survey responses, indicating that 95% of our students and parents feel safe and welcome at our school. 52% of students and parents would like to see an increase in extracurricular activities, and 45% would like to earn college credit while in high school. This data is instrumental in guiding and establishing guidelines for our needs assessment. Families received up-to-date information in their primary language from the school via Google Classroom, Remind, School Media, Parent Square, Bi-Weekly Newsletters, and daily phone calls. Also, the Student Truancy Liaison assigned to the classrooms continues to serve a critical role in school-to-home communication. The California Community Schools Partnership grant allowed us to increase parent/guardian/community engagement in the school environment. This school year, a cohort of 68 students completed the Social Emotional Learning (SEL) sessions, which focused on Emotional Intelligence, and 106 students completed Anger Management.|Alternative Education staff will continue to disaggregate the California Healthy Kids Survey, site assessment data, and local climate surveys improve and refine our school climate. An increase in SEL programs, dual enrollment opportunities, and extracurricular activities will continue to be implemented in the next school year. In addition, our School Based Mental Health Specialist will continue to provide individual and group therapy to identified students.|Met||2026-06-22|2026
13101320134379|Imperial Pathways Charter|6|IPCS students are all considered 12th grade students, and for this reason, the CA Healthy Kids Survey is not an option for them. For our use, we have created Student Progress surveys and Student Exit surveys. Student responses have been extremely high, 250+ responses. The data presents a very clear picture of our school climate. 96% of students surveyed felt the staff at IPCS provided details and resources for getting into college. 93% of our surveyed students felt satisfied with the quality of instruction they received at IPCS. 91% of the surveyed students felt a sense of belonging at IPCS. 92% of the surveyed students felt that at least one staff member took a genuine interest in me, personally, and helped me be successful at IPCS. 98% of surveyed students felt safe at IPCS. 93% of survey students felt their overall academics performance has improved at IPCS. 94.2% of the surveyed students felt their teacher helped them improve their experience at IPCS. 89% of the students felt that the one-on-one sessions with my teacher and counselor contributed in a positive way in my overall academic performance. EL's showed a 23% increase in English language acquisition.|Students at IPCS feel engaged, supported, counseled, and cared for. They feel safe on our campus and in our classrooms. They feel the staff at IPCS took a genuine interest in them and helped them to succeed. during their time at IPCS. EL's continue to show good progress in attaining English language proficiency.|No changes are planned. The faculty at IPCS will continue to analyze MAP Data, Satellite Data and Street Data to continue to improve and refine our program and its delivery.|Met||2026-06-08|2026
13630730000000|Brawley Elementary|6|In 2025–2026, Brawley Elementary School District administered the California Healthy Kids Survey (CHKS) to students in grades within both the elementary and secondary grade spans. The survey collected data on students’ perceptions of school connectedness, safety, and emotional well-being. All data reflects in-school-only respondents.  Districtwide Overview:  Elementary Connectedness: 69% (9% increase) Secondary Connectedness: 53% (8% increase)  Elementary Safety (Perceived as Safe): 75% (13% increase) Secondary Safety: 57% (14% increase)   School-Level Data:  Oakley Elementary Connectedness: 68% (10% increase) Safety: 78% (15% increase) Frequent Sadness: 22% (2% increase) Wellness: 64% (3% increase)  Hidalgo Elementary Connectedness: 71% (10% increase) Safety: 76% (20% increase) Frequent Sadness: 28% (6% decrease) Wellness: 61% (3% decrease)  Witter Elementary Connectedness: 67% (4% increase) Safety: 72% (7% increase) Frequent Sadness: 25% (7% decrease) Wellness: 78% (13% increase)  Swing Elementary Connectedness: 71% (11% increase) Safety: 76% (11% increase) Frequent Sadness: 18% (7% decrease) Wellness  79% (12% increase)  Barbara Worth Junior High (BWJH) Connectedness: 57% (12% increase) Safety: 63% (20% increase) Social-Emotional Distress: 21% (4% decrease) Chronic Sadness: 25% (8% decrease) Optimism: 55% (10% increase) Life Satisfaction: 68% (4% increase)  Padilla Pace Middle School (PPMS) Connectedness: 49% (2% increase) Safety: 52% (6% increase) Social-Emotional Distress:18% (1% decrease) Chronic Sadness: 22% (9% decrease) Optimism: 51% (maintained) Life Satisfaction: 64% (3% decrease)  This report summarizes site-level data and will guide our schools as they plan for subsequent years. Our California Healthy Kids Survey Data did not provide disaggregated data by subgroup.  That being said, BESD intends to conduct subgroup analyses, disaggregated by socioeconomic status, English Learner status, foster and homeless youth, and students with disabilities as part of ongoing equity-focused reflection when possible.|A comprehensive study of our data has shown the following:  Key Strengths: Elementary schools demonstrated positive growth in school climate, with districtwide connectedness increasing to 69% and safety increasing to 75%. Hidalgo and Swing reported the highest elementary connectedness at 71%, while Oakley reported the highest elementary safety at 78%. Several sites also showed improvement in emotional wellness, including Witter and Swing, which both increased by double digits in wellness.  At the secondary level, both middle school sites showed improvement in connectedness and safety. BWJH demonstrated strong progress, with connectedness increasing to 57% and safety increasing to 63%. BWJH also showed decreases in social-emotional distress and chronic sadness, along with increases in optimism and life satisfaction. PPMS also showed reductions in social-emotional distress and chronic sadness, indicating progress in supporting student well-being.  Key Needs: Although the data reflects overall improvement, secondary students continue to report lower levels of connectedness and safety compared to elementary students. PPMS reported the lowest connectedness at 49% and safety at 52%, indicating a continued need to strengthen belonging, relationships, and safe school environments in the middle grades.  Elementary emotional wellness also remains an area for continued attention. Frequent sadness increased at Oakley and decreased only slightly at some sites, highlighting the need for continued mental health supports and school climate efforts. Because CHKS data was not available disaggregated by student group, BESD will continue to strengthen subgroup analysis when possible to better understand the experiences of socioeconomically disadvantaged students, English Learners, foster and homeless youth, and students with disabilities.  These findings underscore the need to continue building student connectedness, safety, and emotional wellness across all sites, with a particular focus on middle school belonging and targeted supports for students who may need additional connection and care.|BESD is implementing a series of actions to respond to areas of need while sustaining the progress made across school sites:  Across Elementary Sites:  Continue to strengthen school climate practices that support student connectedness, safety, and emotional wellness.  Use successful strategies from sites showing strong growth, including proactive SEL routines, relationship-building practices, and consistent student supports.  Continue providing mental health, counseling, and family outreach supports for students who may be experiencing sadness, distress, or disconnection.  Across Middle Schools (BWJH and PPMS):  Continue to implement and refine structures that improve student connectedness, belonging, and perceptions of safety.  Strengthen student voice opportunities, including advisory structures, youth leadership, and activities that help students feel more connected to school.  Continue training staff in relationship-building, adolescent development, trauma-responsive practices, and strategies that support a safe and inclusive school climate.  Districtwide Action Steps:  Continue using CHKS data to guide school climate planning, site discussions, and continuous improvement efforts.  Review climate and wellness data through district and site teams to identify trends, monitor progress, and adjust supports as needed.  Expand partnerships and coordination with counselors, mental health staff, behavior specialists, parent liaisons, and community partners to support student well-being.  When available, strengthen subgroup analysis of climate data to better understand the experiences of socioeconomically disadvantaged students, English Learners, foster and homeless youth, and students with disabilities.  Continue aligning school climate, safety, and wellness efforts within the LCAP, SPSA, and MTSS frameworks to support ongoing implementation and progress monitoring.  At Brawley Elementary School District, we believe every child deserves to feel safe, connected, and supported each day they are on our campuses. The CHKS data reflects meaningful progress in connectedness, safety, and wellness across several sites, while also reminding us that continued attention is needed, especially in the middle grades and for students showing signs of sadness or disconnection. Priority 6 reflects our commitment to listening to students, responding with care, and creating school environments where students feel valued, supported, and able to thrive socially, emotionally, and academically.|Met||2026-06-30|2026
13630810000000|Brawley Union High|6|93% of students feel safe at school. 31.4% of students state that the school has clear policies and procedures for handling emergencies. 92.4% of students feel that school grounds are safe. 78.6% of students state that the schools have effective security measures in place. 79.8% of students feel that there are enough staff and security personnel to handle safety issues; 78% of students state that they are aware of the school’s emergency procedures 78.6% of students feel that the schools prepare students and staff for emergencies 74% of students stated they participated in a recent emergency drill at school within the past six months 83.8% of students feel that there are adequate mental health resources available at school 78.6% of students feel comfortable seeking help from school counselors or staff|Based on the data provided, the district was able to ascertain certain areas of strength. Students have a good overall perception of school safety. The data indicate a generally positive perception of physical safety, suggesting that foundational safety practices are having a positive effect on student comfort. The majority of students reported an awareness of emergency procedures. This shows strong communication and basic implementation of emergency protocols across the student body. Most students feel that there is adequate student support and mental health resources available to them. These data indicate a culture of support and approachability essential for student well-being and safety. Areas for growth and improvement include clarity of communication policies. While the data suggest that students are aware of emergency procedures, the lack of clarity in formal policy suggests a communication gap. This could be a result of limited student drills. Also, while many students know about emergency procedures, fewer feel that actual preparation such as drills, are sufficient which tells the district there is need for more frequent or realistic emergency drills and debriefings. Based on the data there is a need to increase our visible safety infrastructure. Students “generally feel safe,” but lack confidence in the school’s infrastructure to respond to threats due to low visibility of staff.|Based on the school climate survey results, the district sees a need to improve communication of emergency policies in place, increase visibility and presence of security and support staff, expand emergency preparedness activities/drills, and enhance mental health resource availability.|Met||2026-06-24|2026
13630990000000|Calexico Unified|6|The District administered the California Healthy Kids Survey in February 2026 and received 2,547 responses, including 544 from 5th grade and 2,003 from secondary grades (7th, 9th, 11th, and NT). Overall, elementary students feel more connected, supported, and safe than secondary students. School Connectedness: School connectedness remained relatively stable, with 69% of 5th graders feeling connected to school compared to 56% of 7th graders, 45% of 9th graders, 51% of 11th graders, and 57% of NT students. The largest increase occurred in 7th grade, rising from 50% to 56%, while other grades showed little change. Hispanic/Latinx students followed a similar pattern, with 70% of 5th graders feeling connected compared to 45%-56% in secondary grades and 62% among NT students. English learner connectedness ranged from 45%-59% in secondary grades and 47% for NT students, while students with IEPs declined from 64% in 7th grade to 42% in 11th grade. Caring Adult Relationships: Fifty-nine percent of 5th graders reported a caring adult at school compared to 56% of 7th graders, 45% of 9th graders, 51% of 11th graders, and 58% of NT students. Hispanic/Latinx students showed similar results. English learner rates ranged from 47%-60% across secondary grades and were higher than non-English learners (40%-57%). Students with IEPs increased from 57% to 70% in 7th grade and from 37% to 56% in 11th grade. Overall, caring adult relationships improved slightly in 7th and 11th grades but declined in 5th and 9th grades. Meaningful Participation: Meaningful participation remained the lowest area across all groups, with only 37% of 5th graders reporting meaningful participation, decreasing to 27% in 7th grade, 22% in 9th grade, 28% in 11th grade, and 29% among NT students. Hispanic/Latinx students showed similar patterns. English learners reported slightly higher engagement than non-English learners in all secondary grades (7th: 32% vs. 27%, 9th: 24% vs. 21%, and 11th: 34% vs. 28%). For students with IEPs, participation declined from 38% in 7th grade to 29% in 11th grade. No grade level showed measurable improvement from the previous year. Perception of School Safety: Most students felt safe at school, with the highest rates among 5th graders (71%) and NT students (72%). Secondary grades remained lower but stable, with 60% of 7th graders, 47% of 9th graders, and 52% of 11th graders reporting feeling safe. Hispanic/Latinx and English learner students showed similar patterns, while students with IEPs reported the highest safety ratings in 7th grade (67%) and 11th grade (53%) but declined to 48% in 9th grade. Most students did not experience bullying, cyberbullying, or substance use; however, substance use gradually increased in higher grades, with NT students reporting the highest rate (32%). Overall, student connection, adult support, engagement, and sense of safety decline as students transition from elementary to secondary school.|The 2026 California Healthy Kids Survey showed only small changes from 2025, with increases or decreases of no more than 6%, except for NT students. NT students showed the most growth, with 3% more reporting caring adult relationships, 1% more reporting meaningful participation, and 3% more feeling safe at school. Across grade levels, elementary students reported stronger school connections than secondary students. Sixty-nine percent of 5th graders felt connected, compared to 45%-51% in grades 7, 9, and 11. This pattern was consistent across student groups. For example, 70% of Hispanic/Latinx 5th graders felt connected, dropping to 45%-56% in secondary grades and increasing to 62% among NT students. English learners and students with IEPs also showed declines, with IEP students decreasing from 64% in 7th grade to 42% in 11th grade, suggesting a need for stronger relationships and supports in middle and high schools, particularly for English learners and students with disabilities. Regarding caring adult relationships, 59% of 5th graders reported having one compared to 45%-58% in secondary grades. Hispanic/Latinx students and English learners showed similar patterns. Students with IEPs increased from 57% to 70% in 7th grade and from 37% to 56% in 11th grade. Overall, older students reported feeling less supported by adults as they progressed through school. Meaningful participation remained low, with only 37% of 5th graders reporting involvement compared to 22%-29% in secondary grades. English learners reported slightly higher engagement than non-English learners (7th: 32% vs. 27%, 9th: 24% vs. 21%, and 11th: 34% vs. 28%). Students with IEPs declined from 38% in 7th grade to 29% in 11th grade, indicating that many secondary students, especially those with disabilities, may not feel engaged or valued in school activities. Perceptions of school safety were highest in 5th grade and NT students (72%) and lower in secondary grades (47%-60%). Students with IEPs reported the highest safety ratings in 7th grade (67%) and 11th grade (53%) but declined to 48% in 9th grade. Hispanic/Latinx and English learner students showed similar results, suggesting students feel less safe as they progress through school. In response, the district continues to prioritize safety through secure entrances, visitor management systems, crossing guards, CPI training, de-escalation strategies, and emergency communication systems for real-time updates and threat monitoring. To support student well-being and engagement, schools implement programs such as PBIS, Too Good for Drugs, Panorama, Character Counts, Impacter, and MEandMine. The district will also expand course offerings and align students with programs that promote connectedness, participation, and belonging.|The District has appointed a School Resource Officer to work closely with the Director of Safety to address parent  safety concerns. They  have established partnerships with IV Safe Schools, the Police Department, Fire Department, the Office of Emergency Services, and other agencies. He oversees all school safety plans and supports school sites with standard response protocols and Williams inspections.  Additionally, the Multi-Tiered System of Supports (MTSS) Facilitator develops the MTSS framework for providing academic, behavioral, and social-emotional support for students. CA Healthy Kids, Panorama survey, Impacter, and MEandMine data will be analyzed to address social-emotional learning and other student needs. We continue to partner with our county office of education to enhance school teams' capacity in PBIS Tier 2 foundational learning. Professional learning sessions have been provided to all school site staff on classroom management and restorative practices.  Furthermore, there is a strong emphasis on building robust teacher relationships through PBIS to significantly improve the overall school climate and foster a more collaborative and supportive environment for both teachers and students.|Met|Calexico Unified will continue to administer the Healthy Kids Survey to 5th, 7th, 9th, 11th, and NT students, as well as Panorama surveys annually to refine LCAP goals, actions, and services tailored to meet student needs. New Social Emotional platforms, Impacter and MEandMine, were acquired to address students' needs. Furthermore, CUSD’s MTSS Facilitator  oversees and supports the implementation of a multi-tiered system of supports (MTSS) districtwide, providing training for staff to address school climate and students' social and emotional needs. The district’s Safety Director and School Resource Officer, work collaboratively to manage safety projects, initiatives, and training, serving as an informational and advisory resource to faculty, staff, and administrators. They also act as the district liaisons to agencies involved in protecting human life, including Public Health Departments, police, fire, and other relevant services at local, state, and federal levels, and coordinates the district’s safety program, emergency preparedness, and disaster response efforts.|2026-06-25|2026
13631070000000|Calipatria Unified|6|Calipatria Unified School District (CUSD) is fully committed to fostering a safe, inclusive, and supportive learning environment, recognizing that a positive school climate is essential to student success. This commitment is grounded in research showing that a strong school climate leads to higher student achievement, increased teacher retention, lower dropout rates, and a significant reduction in school violence. As a district dedicated to excellence, we prioritize using current, accurate data to guide our continuous improvement efforts. CUSD administered the California Healthy Kids Survey to evaluate students' perceptions of school safety and connectedness. Demonstrating our proactive leadership, we have already conducted the 2024–2025 survey ahead of schedule. Once the results are available, we will act immediately on the data to provide strategic supplemental resources that address learning loss and support the social, emotional, and academic well-being of every student. These efforts reflect CUSD's unwavering commitment to ensuring that every student receives the very best, and we are determined to deliver exactly that.  California Healthy Kids Survey – 2024-2025 Percentage of students who feel very safe at school:  Grade 4: 84% Grade 7: 47% Grade 9: 66% Grade 11: 65%  Percentage of students who report high levels of school connectedness:  Grade 4: 72% Grade 7: 39% Grade 9: 57% Grade 11: 50%|The results from the district's 2025–2026 LEA and LCAP Parent Survey indicate a slight increase in satisfaction with the school environment. The feedback from parents regarding their children's emotional and physical well-being at Calipatria Unified School District was overwhelmingly positive.  Local indicator data show that families generally perceive the school as providing a safe and caring learning environment. Out of 81 responses, 82.6% of parents and guardians expressed a positive view, with 50% agreeing and 32.6% strongly agreeing with the statement. A smaller portion, 13%, remained neutral, while only 4.3% disagreed, and no respondents strongly disagreed. Overall, these results suggest strong confidence among families in the school’s ability to maintain a supportive, welcoming, and safe environment for students. There is also an opportunity to engage more with neutral or concerned families to better understand and address their experiences.  These findings highlight the trust families place in our schools and validate our efforts to foster a culture of safety, care, and emotional support. Although a small percentage of families expressed neutrality or concern, the district remains proactive in enhancing social-emotional learning, counseling services, and staff training to ensure that no student is left behind. These results reinforce CUSD's commitment to compassion, purpose, and the belief that every child deserves to thrive in a caring and secure school environment.  Parent Satisfaction with School Facilities  Regarding the local indicator on school facilities, survey results show that parents generally view the school environment as safe, well-maintained, and conducive to learning. Of the 81 respondents, 52.2% agreed, and 21.7% strongly agreed that their child’s school facilities are in good repair and support learning, for a combined positive response of 73.9%. Meanwhile, 21.7% remained neutral, indicating that some parents may need more information or have mixed views about the condition of the facilities. Only 4.3% strongly disagreed, and no respondents selected “Disagree,” indicating minimal dissatisfaction. Overall, the data reflects a positive assessment of the school’s physical environment while also highlighting the need for continued maintenance, safety monitoring, and facility improvements to further strengthen stakeholder confidence.  The responses also reflect a broad district perspective. Of the 81 parents who completed the survey, 15 parents reported having only one student in the district. The remaining families represent households with students attending one, two, or three school levels, including elementary, middle school, and high school. This provides valuable feedback from families with experiences across the district.|These positive results validate Calipatria Unified School District’s (CUSD) ongoing commitment to creating school environments that support both academic achievement and student well-being. While only a small percentage of families expressed concerns, the district remains proactive in using stakeholder feedback to guide continuous improvement. CUSD continues to address family input through ongoing facility upgrades, clear and timely communication with families, and consistent investment in safe, clean, and inspiring campuses.  In response to the evolving academic and social-emotional needs of students, CUSD is taking bold, strategic steps to ensure that every child receives the support they need to succeed. Campus safety continues to be strengthened through infrastructure improvements, regular emergency drills, and clearly defined safety protocols, promoting a secure school environment where students can focus on learning. At the same time, the district is expanding access to counseling and mental health services, ensuring students have trusted, trained professionals available to support their emotional growth, resilience, and overall well-being.  Recognizing that family engagement is essential to student success, CUSD is leveraging technology to strengthen two-way communication with families through mobile apps, real-time updates, and multilingual platforms. These tools help ensure families remain informed, connected, and actively engaged in their child’s education. The district is also investing in high-quality professional development for all staff, with training focused on trauma-informed practices, school-wide behavior systems, culturally responsive instruction, restorative strategies, and effective classroom management. These efforts reflect CUSD’s commitment to improving school climate, strengthening family engagement, and supporting equitable outcomes for all students.  All of these efforts are rooted in the understanding that a favorable school climate is critical to advancing student outcomes. Research continues to show that nurturing and supportive school environments contribute to increased teacher retention, lower dropout rates, fewer incidents of school violence, and higher levels of student achievement. At CUSD, we are building not just schools, but communities where every student is empowered to thrive.|Met||2026-06-22|2026
13631150000000|Central Union High|6|The California Healthy Kids Survey administered in Spring of 2026 shows High School District is doing better than the 2023-2025 state average in most sections of the School Climate and most indicator data is moving in a positive direction with regard to growth/change as measured by the indicators listed below: Indicators: School Connectedness, Academic Motivation, Two or Fewer Absences/Month, Caring Adult Relationships, High Expectations, Meaningful Participation (although these numbers are low at 27%), Perceived School Safety, Low Violence Victimization, No Harassment, Promotion of Parent Involvement, No Substance Use at School, and Facilities Upkeep. An area where CUHSD scored lower than the state average was No Fear of Getting Beat Up (10% fear being beaten up).  Selected Student-Reported Indicators (California Healthy Kids Survey – CHKS) (Numbers indicate CUHSD’s 2026 percentage / Percentage Change from 2022 to 2026) Try hard on school work: 82 / +5 Three or more absences per month: 16 / -12 Feel a part of the school: 56 / +6 School is really boring: 38 / +1 School is worthless/waste of time: 9 / -2 Harassed or bullied at school: 23 / -3 Parents feel welcome & participate: 51 / +7 School is usually clean and tidy: 54 / +13 Experienced Chronic sadness/hopelessness: 27 / -14|CUHSD is on the upward trend in many of these areas, but our work is not done. Academically and instructionally, we have work to do to help students see the relevancy of their learning and understand that what they are learning is not a waste of time but an investment in their future. We already have district initiatives in place to address instruction and engagement in the classroom. The California Healthy Kids Survey does not disaggrgate by student group; therefore, we do not have this disaggregated data to share.|Ensuring that our Mental Health Specialists as well as counselors are being maintained as they are necessary to continue to address the feelings of chronic sadness and hopelessness as well as assisting us in supporting students and strategizing to address issues of bullying, spreading of rumors, and harrassment. The use of security guards is also important to continue to ensure that we minimize the potential for fights and the feeling of safety of campus in all areas. We are also working with staff to ensure that our instruction is engaging and relevant to motivate students to come to school more consistently and to support students in learning in meaningful , engaging ways. School sites are working to address SEL via multiple avenues and students are involved in these efforts (leadership, planning, execution, etc.) as students have shared that working with their peers is preferred.|Met||2026-06-23|2026
13631230000000|El Centro Elementary|6|The district administered the Panorama SEL Survey to all 3rd-8th grade students in March of 2026.  1,923 students in grades 3-6 and 1,114 students in grades 7-8 participated in the survey.  In measuring supportive relationships: How supported students feel about their relationships with adults at school, 66% of 3rd-6th grade students (up 4% from last year)  and 48% of 7th-8th grade students (up 1% from last year)  responded favorably.  For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=65%, Students with IEPs=65%, Hispanic=66%, White=72%, African-American=62%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=49%, Students with IEPs=56%, Hispanic=48%, White=58%, and African-American=50%. In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 57% of 3rd-6th grade students (up 1% from last year) and 42% of 7th-8th grade students (up 1% from last year) responded favorably. For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=56%, Students with IEPs=54%, Hispanic=57%, White=52%, African-American=47%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=44%, Students with IEPs=49%, Hispanic=43%, White=32%, and African-American=54%. In measuring School Safety: Perceptions of student physical and psychological safety at school, 64% of 3rd-6th grade students (down 1% from last year) and 57% of 7th-8th grade students (up 1% from last year) responded favorably. For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=62%, Students with IEPs=59%, Hispanic=64%, White=68%, African-American=60%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=58%, Students with IEPs=61%, Hispanic=57%, White=56%, African-American=36%.|About 40% of 3-6 grade students and 50% of 7th and 8th grade students feel a need in all 3 areas (relationship, sense of belonging and safety. 7th-8th Grade students report lower sense of belonging, relationships, and safety. For students in grades 7 and 8, students with IEPs report higher percentages in supportive relationships, sense of belonging, and safety.  There was a slight increase in the number of favorable responses for both grade level groups in relationships and sense of belonging.|Continue to utilize Panorama to survey students twice per year. Ensure that students understand the survey questions. Consider having teachers explain questions to students prior to response submission.  Continue delivering Second Step SEL lessons to all students on a weekly basis. Continue to have school leadership teams review Panorama data after survey and create a plan to support students according to data: provide additional Second Step SEL lessons. SEL lessons delivered should be aligned with student area(s) of concern. Ensure the delivery of SEL lessons are monitored regularly. Ensure every school has a PBIS team consisting of principal, counselor, and at least two credentialed and one classified staff member. Meetings will be scheduled at least quarterly. Implementation of  Capturing Kids Hearts at all schools. Continue to provide all schools with a full-time counselor or social worker.|Met|The district administers the climate survey twice a year to help support our students’ social-emotional well-being. The district continues to invest in school counselors and social workers, focus on social-emotional learning, and school safety measures such as pupil supervisors, and trainings for teachers, staff, students, and parents. The district has also trained all staff in Capturing Kids Hearts and will continue to implement and provide additional training.|2026-06-16|2026
13631230118455|Ballington Academy for the Arts and Sciences|6|Responses to the student survey were as follows:    93% reported that they feel safe at school   93% reported that they feel connected to others at school   96% reported that the school promotes academic success   99% reported that teachers and other adults encourage them to work hard in school    94% reported that the school encourages students to feel responsible for how they act|Students’ responses indicate feelings of safety and connectedness with the adults and peers at school. Both responses were at 93%, which displays a high engagement with positive relationships and security. This sense of stability and security is foundational to supporting students’ academic success. Providing a safe environment promotes a low affective filter which supports the ability to access high order thinking skills. A safe and supportive environment allows students to engage in creativity and deeper learning.        A key learning was the congruency between how the students felt about the school and students reporting about how they are receiving communication at school from adults. 96% said the school promotes academic success and 99% said that teachers and other adults encourage them to work hard in school. Students are receiving the communication that school is important and succeeding in school is an expectation.|An area that deserves further exploration is whether students feel they are receiving enough academic support to meet the high academic expectations. Further analysis would need to be conducted on the various interventions that students receive including small group and after school tutoring to determine how these intervention are meeting student needs.|Met||2026-05-26|2026
13631230122663|Imperial Valley Home School Academy|6|Imperial Valley Home School Academy administered the Panorama SEL Survey to all 3rd-8th grade students in March of 2026.  43 students in grades 3-6 and 19 students in grades 7-8 participated in the survey.  In measuring Supportive Relationships: How supported students feel through their relationships with adults at school, 69% of 3rd-6th grade students and 74% of 7th-8th grade students responded favorably.  In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 74% of 3rd-6th grade students and 67% of 7th-8th grade students responded favorably.  In measuring School Safety: Perceptions of student physical and psychological safety at school, 89% of 3rd-6th grade students and 86% of 7th-8th grade students responded favorably.|The school administers this climate survey twice a year to help support our students’ social-emotional well-being. The data is very favorable. The school will continue to support student belonging, building supportive relationships, and ensuring school safety, with a focus on students in grades 7 & 8.|Continue to utilize Panorama to survey students twice per year. Ensure that students understand the survey questions. Consider having teachers explain questions to students prior to response submission.  Consistent implementation of PBIS. Continue to implement Capturing Kids Hearts. IVHSA has a counselor available upon request.|Met|The school administers this climate survey twice a year to help support our students’ social-emotional well-being. Imperial Valley Home School Academy continues to develop ways to support families and their children and offer a welcoming and supporting environment and focus on social-emotional learning, and school safety measures including trainings for teachers, staff, students, and parents.|2026-06-16|2026
13631310000000|Heber Elementary|6|The Heber Elementary School District (HESD) administers the California Healthy Kids Survey (CHKS) annually to students in Grades 5 and 7 to measure perceptions of school climate, including school connectedness, school safety, student well-being, and overall school experience. The 2025–2026 survey results reflected positive perceptions across multiple indicators of school climate. Students reported strong levels of school connectedness, school safety, life satisfaction, and overall well-being. Survey results also demonstrated positive perceptions of belonging, supportive relationships with caring adults, and welcoming school environments for families. When compared with prior years, the District observed continued positive trends across several key indicators, reflecting ongoing progress in creating safe, supportive, and inclusive learning environments.|Analysis of the 2025–2026 CHKS results indicates that HESD's continued investment in positive school culture, student support services, and family engagement is contributing to improved student experiences. Students increasingly report feeling safe, connected, and supported by caring adults, while also demonstrating stronger perceptions of belonging and overall well-being. These results reinforce the importance of maintaining systems that foster positive relationships, student voice, and family partnerships. The District also recognizes the importance of continuous improvement and will continue monitoring survey results to identify opportunities to strengthen school connectedness and ensure every student experiences a safe, welcoming, and supportive learning environment.|HESD will continue using local climate survey results to inform continuous improvement efforts at both the district and school levels. Survey findings will guide school climate goals, Multi-Tiered Systems of Support (MTSS), student wellness initiatives, family engagement strategies, and professional learning for staff. The District will continue implementing positive school climate practices, including Positive Behavioral Interventions and Supports (PBIS), restorative practices, and relationship-centered approaches that foster safe, respectful, and inclusive learning environments. District and site leadership teams will review survey data annually to monitor progress, celebrate successes, identify emerging needs, and refine actions within the Local Control and Accountability Plan (LCAP) to ensure every student feels safe, connected, supported, and prepared for success.|Met||2026-06-22|2026
13631490000000|Holtville Unified|6|Survey Overview: - Total respondents: 1,044 students - Collection period: January 9 to February 4, 2026 - Collection method: Single web link (100% of responses) - Schools represented: Holtville High School (41%), Finley Elementary (25%), Holtville Middle School (23%), Pine School (10%), Freedom Academy, and Sam Webb - Grade levels: 3rd through 12th grade, with relatively even distribution across grades  Key School Climate Findings (All Students): - 81% of students agree they feel safe at school - 85% agree staff treat students with respect; 72% agree students treat staff with respect - 68% look forward to coming to school most days - 80% trust teachers and staff to help with academic or personal problems - 83% feel supported by their school counselor - 83% agree their school provides adequate academic tutoring services - 73% agree their school encourages parent involvement - 72% regularly receive encouragement from teachers, staff, and administration  Academic Readiness and Support: - 79% agree their school is preparing them for college and career readiness - 83% agree teachers clearly communicate lesson intentions and success criteria - 70% agree ELA/ELD classes help improve English proficiency; 48% agree dual language classes help with Spanish proficiency  Student Engagement and Participation: - 35% participate in athletics; 31% in ASES/ELOP; 24% report no extracurricular participation - 57% participated in career or college preparation activities  Open-Ended Feedback (Themes): - Students expressed interest in more visual/creative arts, cooking, athletics, engineering, and STEM courses - Suggestions for improvement included more field trips, academic support, career preparation, engaging learning environments, and extracurricular activities  Disaggregation by Student Groups: - The survey allows for disaggregation by school attended and grade level. For example, you can analyze climate perceptions by grade or by school site. - If you would like to see results for specific student groups (e.g., by school, grade, or other demographics), please specify which groups you are interested in. We can provide detailed breakdowns upon request.  Additional Notes: - The survey does not provide a single overall climate score, but the high agreement rates on key items suggest a generally positive school climate. - Thematic and sentiment analysis of open-ended responses is available for deeper insights into student perspectives.  If you would like a more detailed analysis, such as results disaggregated by student group or a focus on specific survey items, please let us know which aspects you would like to explore further. Analyze with AI can help answer questions about your survey data, compare questions, segment data, and identify trends. For more ideas, check the suggested prompts or visit the Help Center.|Key learnings from the climate survey reveal several strengths: most students feel safe at school (over 80% in many groups), report high levels of respect from staff (often above 80%), and feel supported by counselors and trust teachers. However, there are notable needs: the percentage of students looking forward to school is lower (often 60–70%), and respect between students and staff is less consistent, especially in some grades and schools. Disaggregated data shows that while some schools and grade levels (e.g., Freedom Academy upper grades) report universally positive responses, others (such as Pine School 7th grade or Holtville Middle 8th grade) show lower engagement and perceptions of safety, highlighting areas for targeted support.|Based on the analysis, the LEA should prioritize targeted interventions in schools and grade levels where students report lower feelings of safety, respect, and engagement—such as Pine School 7th grade and Holtville Middle 8th grade. Actions may include expanding social-emotional learning programs, increasing staff-student relationship-building activities, and enhancing student voice in school climate initiatives. Additionally, efforts to boost student excitement about attending school—such as more engaging extracurriculars and recognition programs—are recommended. Ongoing monitoring and disaggregation of climate data by school and grade will guide continuous improvement and ensure that support is responsive to specific student group needs.|Met||2026-06-17|2026
13631640000000|Imperial Unified|6|This school year, a local survey was conducted using Google Forms. The survey asked students in grades 6-12 about safety and belonging. 57.5% of students agreed with the statement, “I find school enjoyable and feel a strong sense of belonging.” 60.9% of students agreed with the statement, “School is a place where I always feel safe.” In the open-ended response portion of the survey, students requested better facility maintenance, particularly regarding restrooms and water fountains, alongside more engaging, interactive instructional support and reduced homework loads. They also desire a broader range of elective and career-focused courses, as well as a school environment that prioritizes student mental health, staff empathy, and improved lunch quality.|Areas of Strength: Key areas of strength include supporting students with access to necessary resources and maintaining a strong link with families regarding student attendance. 91% of students agreed with the statement, “My school ensures that all students have access to appropriate textbooks and learning materials.” 88% of students agreed to the statement, “My school equips me with everything necessary for effective learning.” 84% of students agreed to the statement, “My school empowers students to confidently pursue their goals in college or their future professions.” Regarding student attendance, 93.4% of students agreed to the statement, “My school ensures my parents or guardians are informed if I am regularly late or missing from school.”  Identified Needs: An area of weakness in the survey was students’ feelings about the condition of their schools. Only 31.1% of students agreed with the statement, “My school is clean, safe, and in good condition (such as the bathrooms and drinking fountains).”|"To address the identified needs, we have implemented facility upgrades and systemic safety enhancements. We are actively executing a comprehensive facility improvement plan that includes painting high-traffic areas, replacing aging furniture, and restructured our custodial operations to ensure daily cleanliness standards are met. To bolster school climate and safety, we have deployed a full-time and a part-time School Resource Officer across the district to provide consistent support. Each school site also has a Student Support Services (SSR) counselor to provide targeted interventions and resources, directly aiding students with their social-emotional learning needs. We also expanded our team with two mental health specialists to further support our students. Furthermore, we are deepening our implementation of the ""Capturing Kids' Hearts"" (CKH) framework to foster more empathetic staff-student relationships, ensuring social-emotional well-being is addressed alongside physical environment improvements. These targeted investments in infrastructure and climate are designed to drive measurable increases in student satisfaction scores for the upcoming academic year."|Met||2026-06-25|2026
13631720000000|Magnolia Union Elementary|6|The Student School Survey asked the following questions concerning School Climate: I believe I can do well in school:  91% of students answered in agreement, and only 7.6 % in somewhat disagree, and 1.5% in strongly disagree My teachers believe I can do well:  98% of students answered in agreement, and only 2% in somewhat disagree I feel comfortable asking questions in class:  88% of students answered in agreement, and 12% in somewhat disagree. I feel safe at school:  90% of students answered in agreement, and only 9% in somewhat disagree, and 2% in strongly disagree I am treated with respect by everyone at school: 84% of students answered in agreement, and 13% in somewhat disagree, and 3% in strongly disagree|Overall the students of our LEA felt that they were cared for, could succeed, and were held to a high academic standard by the LEA.  Overall, the survey was positive. The main concerning takeaway from the data described is that the number of students who felt safe and respected at school was very high in the lower grades (K-4), and begin to decline some in 5-6 grade, and decline slightly more in 7-8 grade.   This year the survey was split into two respect questions.  One asked if they felt respected by the adults in the school, the other was respect from classmates.  The district wanted to drill down and see exactly where the lack of respect was primarily coming from.  A higher percentage 93% said that they felt respected by all staff, where as only 76% said that they felt respected by other students at the school. The survey showed the respect from adults was very high, and the respect from fellow classmates was where the number began to decline.  However, the number of students feeling respected by all has gone up, and the number of students feeling a lack of respect as declined this school year, so the school is moving in the right direction.|The school used much more SEL learning this year, and the school counselor helped to our school climate to positively change using Teir 1 and Teir 2 strategies with students as appropriate.  The school counselor is not available for the upcoming school year, so teachers will have to provide more SEL content.|Met||2026-06-23|2026
13631800000000|McCabe Union Elementary|6|McCabe Union Elementary School District administered a local school climate survey during the 2025–2026 school year to students in grades 4–8. The survey measured student perceptions of safety, connectedness, adult support, and overall school climate.  Results from the local survey indicated that the majority of students reported feeling safe at school, identified trusted adults they could go to for help, and reported positive relationships with teachers and staff. Students also indicated that they generally feel welcomed and respected at school and believe that adults care about their success and well-being.  Survey results also identified opportunities for continued growth in student connectedness, peer relationships, and student awareness of available supports and reporting procedures. Student responses were reviewed alongside attendance, discipline, counseling, and educational partner survey data to provide a comprehensive picture of school climate.  Additional local data sources reviewed included suspension rates, chronic absenteeism rates, counseling referral data, attendance intervention data, and feedback collected through student, parent, and staff LCAP surveys. These multiple measures were used to evaluate school climate and inform district planning and continuous improvement efforts.|MUESD continues to maintain a comprehensive system of supports designed to promote student safety, connectedness, and social-emotional well-being. Schoolwide implementation of PeaceBuilder, Leader in Me, counseling services, student leadership opportunities, career exploration activities, and positive behavior supports provide students with opportunities to build relationships, develop leadership skills, and strengthen their connection to school.  During the 2025–2026 school year, the district expanded counseling supports through Tier I, Tier II, and Tier III interventions. Schoolwide activities included Higher Education Week, Red Ribbon Week, Bullying Prevention activities, the Great Kindness Challenge, Ability Awareness activities, Mental Health Awareness Month, Career Day, and classroom lessons focused on study skills, friendship, conflict resolution, growth mindset, stress management, and transition support.  The district also strengthened safety systems through implementation of the Standard Response Protocol (SRP), all-staff safety training, lockdown and reunification drills, emergency preparedness activities, upgraded communication systems, campus supervision, and ongoing collaboration with local law enforcement.  Local climate survey results indicated that most students feel safe at school and can identify trusted adults on campus. Educational partner feedback from students, parents, and staff also reflected positive perceptions of school climate and student support systems. At the same time, survey responses identified opportunities to continue strengthening student connectedness, peer relationships, attendance, and awareness of available supports and reporting procedures.  The district identified a need to continue strengthening attendance interventions, behavioral supports, and student engagement, particularly for Long-Term English Learners (LTELs), whose Dashboard data continues to indicate challenges related to chronic absenteeism and suspension rates.|Based on analysis of local climate survey data and educational partner feedback, the district will continue implementing and refining actions designed to strengthen school climate, student connectedness, attendance, and safety.  The district will continue supporting schoolwide social-emotional learning and character education through PeaceBuilder, Leader in Me, counseling services, student leadership opportunities, and targeted Tier II and Tier III interventions. Attendance supports will continue through attendance incentives, attendance monitoring, SART and SARB processes, counseling attendance groups, and targeted outreach for students identified as at risk of chronic absenteeism.  To strengthen school safety, the district will continue implementation of the Standard Response Protocol (SRP), annual safety training, emergency drills, reunification procedures, collaboration with local law enforcement, and campus supervision supports. During the 2025–2026 school year, all staff participated in SRP and Hide, Run, Fight training through the Imperial County Office of Education, and students participated in safety presentations and drills aligned to the district safety plan.  Based on educational partner input and local survey results, the district refined its local climate survey to include additional questions related to student safety, connectedness, and school climate. The district will continue utilizing multiple measures, including local survey data, attendance data, discipline data, counseling data, and stakeholder feedback, to monitor progress and identify areas for improvement.  The district will continue reviewing climate, attendance, discipline, and stakeholder data annually to guide future LCAP actions and ensure that all students feel safe, supported, connected, and engaged in school.|Met||2026-06-22|2026
13631980000000|Meadows Union|6|Meadows Union School District utilizes the California Healthy Kids Survey (CHKS) to monitor school climate, student engagement, safety, and connectedness. During the 2025–2026 school year, the district achieved strong participation rates, with 95% of eligible elementary students and 91% of eligible middle school students completing the survey. At the elementary level, strengths included Positive Behavior (90%), Rule Clarity (85%), Parent Involvement in Schooling (76%), and Perceived School Safety (71%). Areas with lower ratings included School Connectedness (60%), Caring Relationships (60%), Meaningful Participation (33%), and Low Violence Victimization (40%). Notably, the percentage of students reporting frequent sadness declined significantly from 46% in 2025 to 13% in 2026. At the middle school level, strengths included High Expectations (78%), Academic Motivation (69%), Caring Adult Relationships (69%), Perceived School Safety (66%), and No Substance Use at School (90%). Areas of concern included School Connectedness (50%), Meaningful Participation (35%), No Harassment (55%), No Mean Rumors (50%), and Facilities Upkeep (30%). Student-reported indicators also showed increases in students reporting three or more absences per month (29%), chronic sadness/hopelessness (48%), school boredom (50%), and perceptions that school is worthless or a waste of time (30%). In addition to CHKS data, the district reviews attendance, suspension, chronic absenteeism, behavioral, and stakeholder engagement data through the LCAP process to evaluate overall school climate and conditions for learning.|Analysis of the 2025–2026 school climate data identified several strengths across the district. Students reported high levels of academic motivation, strong behavioral expectations, and positive perceptions of school safety. Parent involvement indicators remained strong at both the elementary and middle school levels, reflecting the district's continued commitment to family engagement and partnership. Elementary students demonstrated significant improvement in social-emotional well-being, with a substantial decrease in reported feelings of sadness and hopelessness. The data also revealed several areas requiring continued attention. School connectedness and meaningful participation remain below desired levels at both grade spans, indicating a need to strengthen students' sense of belonging and voice in school activities. Middle school students reported concerns related to absenteeism, boredom, sadness/hopelessness, and negative perceptions about the value of school. Additionally, indicators related to harassment, rumors, and violence victimization suggest opportunities to strengthen positive peer relationships and school culture. As a small rural district, Meadows recognizes that student engagement, attendance, and social-emotional well-being are closely interconnected. The data suggest that students benefit when they experience meaningful relationships with adults, opportunities to participate in decision-making, and engaging learning experiences. These findings reinforce the district's focus on relationship-building, student voice, social-emotional supports, attendance improvement, and school connectedness as key drivers of student success.|Based on the analysis of local climate data, Meadows Union School District will continue implementing strategies designed to strengthen school connectedness, student engagement, attendance, and social-emotional well-being. The district will align these efforts with LCAP goals, the Community Schools implementation plan, and Positive Behavioral Interventions and Supports (PBIS) initiatives. To address concerns related to school connectedness and meaningful participation, the district will expand opportunities for student leadership, student voice, and participation in school activities and decision-making processes. Staff will continue implementing relationship-building practices and strategies that foster positive student-adult connections and create a welcoming school environment. To address attendance concerns, the district will continue monitoring attendance data, strengthening family outreach efforts, and implementing attendance intervention strategies that emphasize prevention and early support. Through the Community Schools Grant, the district will leverage its Parent Liaison and community partnerships to increase family engagement, connect families with resources, and remove barriers to student attendance and participation. The district will also continue expanding social-emotional supports and wellness initiatives to address student mental health needs identified through the survey data. Professional learning opportunities will be provided to staff in areas such as relationship-centered practices, student engagement, trauma-informed approaches, and positive school climate strategies. Through ongoing review of CHKS, attendance, discipline, and stakeholder feedback data, Meadows Union School District will monitor progress, evaluate effectiveness, and make continuous improvements to ensure all students experience a safe, supportive, and engaging learning environment.|Met||2026-06-23|2026
13632060000000|Mulberry Elementary|6|We conducted a Student Survey in which all students in grades 2-8 anonymously responded to questions about the school climate here at Mulberry Elementary. There were 50 student surveys returned, stating that 93% of the students feel this is a safe place to attend school, with 5% saying they were not sure, and 2% responded no. 84% of our students feel as though their teachers are concerned about their success, with 12% responding they were not sure, and 4% answering no. 94% of our students feel they are involved in and a part of things at school, while 4% stated they were not sure, and 2% responded no.|At Mulberry Elementary we feel that providing a school climate that is safe, positive, and inviting to our students is a priority that we feel strongly about. When stakeholders meet and discuss the school, school climate is brought up each time. Our district is in a rural area and it is vital that our students and their families feel comfortable and safe in our learning environment.|After reviewing the results, although the majority of our students feel safe, involved, and that their teachers are concerned about their success, as a staff we feel it is important to address the concerns and feelings of those “not being sure” expressed by some of our students in this survey. Our current LCAP Goal #3 focuses on school climate. We plan to continue to implement the planned actions in order to provide a school climate where all of our students feel safe and connected to our school.|Met||2026-06-10|2026
13632140000000|San Pasqual Valley Unified|6|Local Climate Survey data 3rd-5th grade: % of students that selected a favorable answer Teacher student relationships - 69%  (SWD - 60%, AI - 65%, HI - 70%, EL - 70%, female - 72%, male - 66%) Rigorous Expectation - 60% (SWD - 47%, AI - 55%, HI - 64%, EL - 59%, female - 61%, male - 59%) School Climate - 54% (SWD - 56%, AI - 51%, HI - 55%, EL - 49%, female - 51%, male - 57%) School Safety - 57% (SWD - 54%, AI - 51%, HI - 59%, EL - 62%, female - 58%, male - 57%) Sense of Belonging - 58% (SWD - 48%, AI - 57%, HI - 59%, EL - 57%, female - 59%, male - 58%) Engagement - 50% (SWD - 40%, AI - 45%, HI - 52%, EL - 53%, female - 52%, male - 49%)  Local Climate Survey data 6th-12th grade: % of students that selected a favorable answer Teacher student relationships - 39%  (SWD - 46%, AI - 33%, HI - 43%, EL - 51%, female - 35%, male - 43%, ) Rigorous Expectation - 41% (SWD - 44%, AI - 36%, HI - 42%, EL - 45%, female - 39%, male - 43%) School Climate - 28% (SWD - 32%, AI - 24%, HI - 31%, EL - 37%, female - 23%, male - 33%) School Safety - 58% (SWD - 56%, AI - 54%, HI - 60%, EL - 57%, female - 54%, male - 60%) Sense of Belonging - 34% (SWD - 39%, AI - 32%, HI - 35%, EL - 40%, female - 27%, male - 41%) Engagement - 18% (SWD - 21%, AI - 17%, HI - 19%, EL - 19%, female - 15%, male - 21%)  The data for the student surveys show lower numbers of positive responses than in previous years. The new system scores responses differently than the previous survey system. Overall, students in 3rd-5th scored more favorably in every area except school safety. Students in 6th-12th have more sense of safety overall here at school. Students in all grade levels scored teacher-student relationships and rigorous expectations the highest of all topics surveyed. Certain scores pertaining to subgroups with noting include; AI students scored below the all student group for teacher-student relationships at all levels. SWD scored above the all student group in rigorous expectations in the 6th-12th grade group. Engagement was lowest among females in the 6th-12th grade group. Hispanic and EL students scored the highest for safety at all levels. Engagement and school climate had the lowest scores at both levels.|The survey data identifies significant needs related to student connectedness, meaningful participation, school safety, attendance, and emotional well-being. School connectedness is below desired levels, and meaningful participation is especially low across all grade levels. This suggests that students need more opportunities to feel connected, have voice, participate meaningfully, and see themselves as active contributors to the school community. The Rule of 5 data confirms that many school climate concerns are connected to attendance, tardies, classroom readiness, following directions, and cell phone use. Tardies and late arrivals make up a large portion of behavior entries, indicating that student engagement and on-time arrival remain major barriers to instructional time. High numbers of “follow directions” and cell phone entries also suggest a need for consistent schoolwide expectations, classroom routines, and proactive Tier 1 supports. Safety and well-being data also require continued attention. While some students report feeling safe, grade 11 students report lower perceived safety than younger grade levels. Reports of harassment, rumors, and cyberbullying indicate that peer relationships and digital behavior remain areas of need. Student well-being indicators, including chronic sadness/hopelessness and social-emotional distress, reinforce the need for consistent SEL, counseling, and Tier 2/Tier 3 supports. Disaggregated data also highlights equity concerns. Dashboard data identifies English Learners and Long-Term English Learners as disproportionately impacted by suspension outcomes. CHKS subgroup data also suggests that student experiences may vary by race/ethnicity, English Learner status, gender, and other student groups, although some subgroup data is limited due to small sample sizes. The school must continue using multiple data sources to ensure that climate supports are reaching identified student groups, especially English Learners, Long-Term English Learners, Native American students, and Students with Disabilities. Overall, the key learning is that SPVUSD must continue shifting from reactive discipline to proactive, evidence-based school climate systems that strengthen belonging, reduce exclusionary discipline, improve attendance, and address student well-being.|The LEA will continue implementing PBIS, restorative practices, and the Rule of 5 behavior monitoring system to strengthen consistency in schoolwide expectations and reduce exclusionary discipline. Staff will use Rule of 5 data to identify trends related to tardies, late arrivals, follow directions, cell phone use, and other common Level 1 behaviors. These data will guide reteaching, classroom routines, student conferences, restorative interventions, and parent/guardian outreach. The schools will also use Panorama as a student success and climate monitoring system to collect student voice data related to belonging, connectedness, SEL, and school climate. Panorama data will be reviewed with behavior, attendance, tardy, and suspension data to identify students in need of Tier 2 and Tier 3 supports. Particular attention will be given to English Learners and Long-Term English Learners due to the TSI suspension disparity. To address student connectedness and meaningful participation, SPVUSD will expand opportunities for student involvement through athletics, FFA, clubs, leadership, campus activities, student recognition systems, and engagement events. These efforts will be monitored through participation data, student surveys, and behavior/attendance outcomes. To address safety, peer conflict, harassment, and cyberbullying concerns, the schools will continue strengthening restorative practices, counselor support, student reporting systems, digital citizenship lessons, and schoolwide expectations for respectful communication. Student feedback from CHKS and Panorama will be used to adjust supports. Progress will be monitored through quarterly review of CHKS/Panorama survey data, Rule of 5 behavior logs, attendance and tardy reports, suspension data, and student group data. These findings will be used to refine school climate strategies, improve student supports, and ensure continuous improvement in safety, connectedness, and student engagement.|Met|A new survey system was used and had a significantly different way of scoring than previous years. We are getting used to this new system and will have more accurate comparisons to previous years in the future.|2026-06-23|2026
13632220000000|Seeley Union Elementary|6|Overall results indicate that students and families report a positive school climate, with strengths in feeling safe at school, having supportive relationships with staff, and experiencing a welcoming campus environment.  When disaggregated by student groups, the data are reviewed to identify differences in perception and experience among English learners, students with disabilities, socioeconomically disadvantaged students, and other identified subgroups. This disaggregation helps the district better understand where additional supports or targeted engagement strategies may be needed to ensure equitable experiences across all student populations. While overall responses reflect positive trends, some subgroup data indicate varying levels of connectedness and engagement, highlighting the importance of continued focus on inclusion and access to support services.  Additional local data sources, such as attendance trends, behavioral incident data, and participation in school activities, are also used to triangulate survey findings and provide a more comprehensive picture of school climate. These data points help the district identify patterns related to student engagement and sense of belonging.  The district uses this information to guide ongoing improvements in school culture, including strengthening relationships between students and staff, expanding social-emotional supports, and increasing family engagement opportunities. Continued monitoring of both overall and disaggregated climate data ensures that Seeley Union School District can respond to the needs of all student groups and promote a positive, inclusive, and supportive learning environment.|A key strength is the district’s overall positive school climate, with students and families reporting strong relationships with staff, a sense of safety on campus, and increased access to supportive services. Educational partner input also reflects strong communication systems and a continued commitment to collaboration among staff, families, and community partners. Academic implementation data show consistent progress in delivering standards-aligned instruction across all content areas, supported by ongoing professional development and curriculum alignment. When data are disaggregated by student groups, including English learners, students with disabilities, and socioeconomically disadvantaged students, the district identifies both encouraging progress and areas requiring continued attention. While many students within these groups demonstrate growth in engagement and access to support services, some subgroup data indicate gaps in academic performance, attendance, and sense of connectedness compared to the overall student population. English learner data, including English language proficiency measures, highlight the importance of continued emphasis on integrated and designated ELD instruction. Students with disabilities data reflect the need for continued focus on individualized supports and increased access to grade-level content. Socioeconomically disadvantaged students show stronger participation in school-wide supports but may require additional targeted academic and attendance interventions to close achievement and engagement gaps.  Overall, the data suggest that Seeley Union School District is building on strong foundational relationships and instructional practices, while continuing to refine targeted supports to ensure equitable outcomes for all student groups. These findings will guide continued efforts to strengthen academic achievement, engagement, and inclusion across the district.|One key area of change includes strengthening the integration of data-driven decision-making within the Local Control and Accountability Plan (LCAP) and site-level planning processes. The district will place greater emphasis on using disaggregated student group data—particularly for English learners, students with disabilities, and socioeconomically disadvantaged students—to guide targeted interventions, resource allocation, and program evaluation.  The district will also refine its Multi-Tiered System of Supports (MTSS) procedures to ensure more consistent identification, monitoring, and support of students needing academic, behavioral, and social-emotional interventions. This includes improving intervention tracking systems and increasing collaboration among general education, special education, and support staff to ensure timely and effective services.  In response to family engagement data, the district will expand and formalize communication practices to ensure more consistent outreach to underrepresented families. This includes increasing opportunities for two-way communication, improving accessibility of information, and strengthening procedures for collecting and responding to family feedback throughout the school year rather than only during annual planning cycles.  Additionally, the district will enhance professional development planning to more directly align with identified instructional needs, particularly in the areas of English Language Development, differentiated instruction, and standards-based assessment practices. This will support more consistent implementation of instructional strategies across all grade levels and content areas.  Finally, Seeley Union School District will continue refining its climate and engagement monitoring procedures by using multiple data sources—such as surveys, attendance, behavior data, and stakeholder input—to inform timely adjustments to school practices and supports. These updates are intended to strengthen equity, improve student outcomes, and ensure continuous improvement across the district.|Met|While climate data indicate positive perceptions of safety, relationships, and school connectedness, the district recognizes that school climate is also reflected in day-to-day interactions, student engagement, and the overall sense of belonging experienced across campus environments.  A key contributor to positive school climate has been the district’s ongoing emphasis on relationship-building between staff and students, as well as between staff and families. Consistent implementation of supportive practices, including restorative approaches, student recognition efforts, and proactive communication with families, has strengthened trust and improved overall school connectedness.  The district also notes that expanded student support services, including academic interventions, counseling supports, and social-emotional learning initiatives, have contributed to improved student engagement and reduced barriers to learning. These supports are especially important for students experiencing academic or social-emotional challenges, helping to foster a more inclusive and supportive school environment.  Additionally, staff collaboration and commitment to maintaining safe, clean, and welcoming school facilities continue to play an important role in shaping positive school climate. Regular monitoring of campus conditions and responsiveness to student needs contribute to a learning environment where students feel cared for and supported.|2026-06-23|2026
13632300000000|Westmorland Union Elementary|6|The district conducted a local climate survey with a 40% participation rate (63 responses) across multiple grade levels. Overall results indicate generally positive perceptions of school climate, with areas identified for continued improvement.  Key overall indicators show:  School Connectedness: 67.9% Students Feeling Safe at School: 81.7% Perception of Bullying as a Problem: 53.2% Adults Intervene in Bullying: 61.3% Students Reporting “My Voice Matters”: 77.8%  Disaggregated responses by grade level (4th–8th) show generally consistent trends across student groups. Most students across grades report feeling safe in classrooms and with staff support. Students in both elementary and junior high grades frequently identified friends, teachers, and counselors as primary sources of support and safety. Across groups, responses also indicate that school staff are viewed as caring and helpful, with many students agreeing that adults at school listen to their concerns and provide assistance when needed.  However, student feedback also highlights areas of concern that are consistent across groups. The perception of bullying as a problem (53.2%) suggests that a notable portion of students experience or observe peer conflict. Additionally, survey comments from multiple grade levels indicate concerns related to peer behavior, discipline consistency, and the desire for stronger adult intervention in student conflicts. Some students also expressed differing views on school rules and consistency of enforcement, particularly at the junior high level.  Student voice data further shows that while many students feel heard (77.8%), there is still a need to strengthen opportunities for meaningful input and ensure consistent follow-through on student concerns. Open-ended responses across grade levels emphasize themes such as wanting more recreational opportunities, improved food options, additional activities, and continued attention to bullying prevention and respectful peer interactions.  Overall, the climate data suggests a generally positive sense of safety and connection, supported by strong relationships with staff. At the same time, it identifies clear opportunities to improve consistency in behavior expectations, strengthen bullying prevention and response systems, and continue expanding student voice and engagement across all grade levels.|Key Learnings: Strengths, Needs, and Student Voice Themes  Analysis of student survey data and open-ended responses across grades 4–8 identifies several consistent strengths and areas for improvement related to school climate, engagement, and support.  Areas of Strength: Students across grade levels report generally strong feelings of safety and support at school. Many students identify teachers, staff, counselors, and friends as key sources of support and connection. Responses indicate that adults are viewed as caring and helpful, and that students feel comfortable seeking help when needed. Students also report a sense of belonging through friendships, classroom relationships, and participation in school activities. Positive experiences frequently include PE, arts and crafts, free time, and school events, showing engagement in both academic and enrichment opportunities.  Identified Needs: Students consistently identify a need for improved facilities and recreational spaces, including playground upgrades, basketball courts, and more equipment for physical activity. Additional concerns include lunch quality, increased recess or break time, and more engaging enrichment opportunities such as field trips and hands-on learning.  Another key theme is school climate and behavior. Students mention bullying and peer conflict and request more consistent adult intervention and clearer behavior expectations. Some responses also reflect concerns about consistency in staffing and substitute teacher experiences.  Student Voice and Engagement: Students provided frequent suggestions for improvement, demonstrating a strong desire to be heard. Common requests include more recreational options, improved food services, and expanded opportunities for fun and social interaction. Students also expressed interest in maintaining strong relationships with trusted adults and ensuring continued support for student well-being.  Overall Summary: Overall, data shows a strong foundation of student connectedness and supportive relationships with staff. At the same time, students consistently identify opportunities to improve facilities, enrichment opportunities, behavior supports, and consistency of school systems. These findings highlight the importance of continuing to strengthen student voice and address areas impacting engagement and school climate.|Changes to Existing Plans, Policies, and Procedures for Continuous Improvement  Based on the analysis of local data and key learnings from student, family, and staff input, and as part of the district’s work with the Imperial County Office of Education (ICOE) through Differentiated Assistance, the LEA has identified several updates to existing plans, policies, and procedures to strengthen school climate, improve consistency, and enhance student engagement.  A primary area of refinement is the consistent implementation of discipline practices aligned with Education Code requirements for suspension and exclusionary practices. The district will strengthen staff understanding and application of appropriate disciplinary procedures to ensure decisions are consistent, equitable, and compliant. This includes increased emphasis on documentation, clear decision-making criteria, and appropriate use of suspension only when required by law and district policy.  In addition, the district will shift toward a more intentional combination of restorative and progressive discipline practices. While maintaining necessary accountability measures, staff will be supported in implementing restorative approaches that focus on repairing harm, building relationships, and teaching appropriate behaviors. This balanced approach is intended to reduce repeated behavioral incidents and improve student outcomes while maintaining a safe and orderly learning environment.  Another key update is the intentional expansion of student voice in school climate and decision-making processes. The district will increase structured opportunities for students to provide input on school rules, climate, and improvement efforts through surveys, leadership opportunities, and advisory activities. Student feedback will be more consistently reviewed and integrated into site-level planning and improvement efforts.  To further support positive school culture, the district will implement the WEB (Where Everybody Belongs) program at the middle school level. This program will support student transition, leadership development, and peer mentoring, helping incoming students feel welcomed, connected, and supported.  Overall, these updates reflect coordinated efforts through ICOE Differentiated Assistance to improve consistency in discipline practices, strengthen restorative approaches, elevate student voice, and expand peer support systems. These changes are intended to improve school climate, support student engagement, and promote continuous improvement across all sites.|Met|The LEA continues to strengthen school climate through ongoing partnerships with key community and educational agencies that provide coordinated supports for students and families.  The district maintains a partnership with Innercare, which supports student health and wellness needs, including access to medical and behavioral health services. This support helps address barriers that can impact attendance, engagement, and overall school climate.  The district also continues collaboration with the Westmorland Police Department, which supports campus safety and positive relationships with students through visibility on school sites and assistance in maintaining a safe learning environment.  In addition, the district works closely with the Imperial County Office of Education (ICOE) through ongoing support and Differentiated Assistance efforts focused on improving school systems, climate, and instructional and behavioral practices.  The district also partners with SELPA (Special Education Local Plan Area) to ensure students with disabilities receive appropriate services and supports. This collaboration strengthens inclusive practices and promotes equitable access to learning.  Overall, these partnerships support student well-being, safety, and access to services that contribute to a positive school climate.|2026-06-24|2026
13744010000000|Imperial Valley ROP|6||||Not Met|||2026
14101400000000|Inyo County Office of Education|6|JKBS conducts two student surveys and one educational partner survey each year. Additionally, we hold individual meetings with parents, guardians, and students to gather input on various school-related matters. Our main focus during these surveys and meetings is to collect feedback on school climate, student connectedness, and engagement. These areas are vital as they are consistently identified for improvement by our educational partners. A positive school climate and strong student connectedness are essential for our students' success and their eventual return to their school of origin.  The CHKS survey is administered to JKBS students, but the results are not publicly disclosed due to the small enrollment numbers (typically under 15 students for grades 6-12 each year). As a Dashboard Alternative School (DASS), JKBS's enrollment is too low to produce significant Dashboard data or to report subgroups. Student surveys are also impacted by small sample sizes but worthwhile information can still be extracted.  Data Summary:   100% of students feel safe at JKBS • 33% of students believe that students at JKBS respect each other • 100% of students agree that students at JKBS help each other, regardless of their friendship status • 33% of students agree that students at JKBS care about learning and receiving a good education • 100% of students understand the reasons for their placement at JKBS and what they need to achieve to return to their home school • 100% of students have the necessary instructional materials to complete coursework and earn credit • 33% of students do not attend school regularly • 100% of students agree that teachers understand their lives outside school.  Top priority from the Educational Partners survey: • 70% Priority 6 School Climate: Student suspension rates, student expulsion rates, and students' perceptions of safety and school connectedness. The second priority, student engagement (Priority 5), is at 60%|Local data confirms the need for ongoing student engagement, school connectedness, and positive climate strategies. No strategic changes are required.|"JKBS will not implement any major strategic changes to address school climate, as survey data from students and educational partners consistently supports our focus on school engagement, culture, connectedness, and climate. Therefore, JKBS will continue to incorporate social and emotional learning (SEL) throughout our program. SEL is also a key component of Sacred Roc activities. Sacred Roc, a non-profit organization, provides outdoor field trips for students who have experienced trauma. These experiences help enhance students' relationship skills, reduce stress and aggression, and address various SEL competencies through exposure to nature and interaction with positive adult role models. To boost engagement and school connectedness, we have integrated more experiential academic activities by adopting a ""School on the Run"" approach. This method introduces a change of setting for many daily school routines. Additionally, we have launched a student-run coffee cart business to complement our culinary program, aiming to enhance workplace-readiness skills and contextualize academics through real-world applications. All these initiatives are designed to help students understand the relevance of their education, instruction, and associated activities, as well as the potential lifelong benefits of our program. Feedback from surveys and family input indicates a desire for even more hands-on activities. In response, we are introducing a farm to school horticulture program called Inyo Farm@School that will include a farm to fork component integrated into our existing culinary program. We offer a variety of engaging activities and academic and socialemotional support programs to increase students' perceptions of safety, connection, and engagement in school. The following additional programs have been developed over time: • Workplace Readiness Skills (WRS) exposure • Work-based Learning: students gain experience through the Coffee Cart, a student-operated business • The Inyo Council of the Arts provides a weekly art teacher for students • A student-run Coffee Cart (entrepreneurship) • Student-operated Farmers Market • Inyo Farm@School: on-farm and classroom farm-to-school programming • Guitar lessons • Culinary Arts • Career and Technical Education (CTE) in Culinary/Food Service and Hospitality pathways • Inyo County Juvenile Probation Rehabilitation Specialist programming, including: • ART: Aggression Replacement Therapy • MRT: Moral Recognition Therapy • Journaling, substance abuse counseling, and both group and individual therapy options These combined efforts aim to foster a positive school environment and enhance student learning experiences."|Met||2026-06-15|2026
14101400117994|YouthBuild Charter School of California|6|YCSC consistently uses Panorama Survey and LCAP for school climate assessment. The Panorama survey is administered 3 times a year and monitored by school staff at each site. Panorama Survey and LCAP data results are available upon request, including disaggregated results.|Key learnings and highlights from the last Panorama Survey include: Emotion Regulation The positive response rate was one of the highest % in many years at 55% The percentile fell within similar targets in recent years  at 80th-99th percentile Perseverance (*formerly known as Grit) The positive response rate was the highest % in many years at 65% The percentile was the highest percentile rate in many years at 80th-99th. The percentile usually falls within the ranges of 40th-59th or 60th-79th. Growth Mindset The positive response rate was the highest % in many years at 60%. It is typically in the lower 50s. The percentile was the highest since T2 of last year at 60th-79th percentile. It often falls within the 40th-59th percentile. Learning Strategies The positive response rate was the highest % at 62% in many years. It typically falls in the upper 50s. The percentile was the highest in many years at 60th-79th. It usually ranges from 20th-39th to 40th-59th.|Our 2026-27 LCAP Goals are responsive to the Panorama Survey feedback. Additionally, each of our 18 school sites reviews the Panorama Survey data from their students each trimester to put in place new plans and procedures to address any areas of need that were identified.|Met||2026-06-16|2026
14101400128447|The Education Corps|6|Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety. 89% of stakeholder respondents agreed or strongly agreed that our schools provided a safe and secure learning environment. This is an incredible result and one that our staff is very proud of. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. Last year, after tracking a reduced number of students matriculating to college during the pandemic, we created cohorts for our college bound students that met monthly so that students form strong connections to peer groups going through the same phase of the college process. Students attended field trips and workshops together. We conducted focus groups with these students and other student groups and have decided to continue this cohort model next year as a result of the positive feedback we received and the number of college bound students that have persisted in the cohort as opposed to the non-cohort model. We have a record number of 4 year bound graduated transitioning to college this year.|A highlight of our school climate survey was that all subpopulations and parent groups felt like the school encouraged students to attend college (if they are interested) and that counselors and staff are readily available to speak to students about their graduation path or next steps after high school. Stakeholders responded that college field trips and assistance filling out college applications and FAFSA forms were most helpful in supporting students in their next steps after high school. This upcoming school year, we will continue these services. With regard to academic programming, stakeholders responded that the programs that were most helpful for students who need extra support is the intervention period built into the school day and the after school tutoring that is offered. The school will continue to offer these supports in the upcoming school year and will continue to progress monitor and collect data on student growth in these intervention courses. With regard to the school’s social and emotional environment, stakeholder feedback from the climate survey conveyed that counseling/case management services and messages from teachers were the most important factors that kept students on track with their attendance and schoolwork. As a result, we will continue to focus on these services in the upcoming school year and increase our counseling services with additional MSW interns. We found that students prefer in person counseling to the virtual services also offered so we intend to increase partnerships with organizations that can provide in person counseling.|With a focus on increasing our CTE offerings and college/career readiness, we met with families and students along with using our survey data to determine what career pathways and industries interested them the most. We were pleased to find that the two pathways that we have already developed remain in the top three as areas of interest to students and their families- construction and certified nursing assistant. Additionally, another pathway where students expressed interest was mechanics and training in office and administrative assistant work. Another area of local data that we looked at is feedback from our ELL and Special Education students. Many of those students reported that the one on one attention from teachers and tutors have made a big difference in their academic success.|Met||2026-06-19|2026
14101400128454|College Bridge Academy|6|Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety. 86% of stakeholder respondents agreed or strongly agreed that our schools provided a safe and secure learning environment. 93% of parents respondents agreed. This is an incredible result and one that our staff is very proud of. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. Last year, after tracking a reduced number of students matriculating to college during the pandemic, we created cohorts for our college bound students that met monthly so that students form strong connections to peer groups going through the same phase of the college process. Students attended field trips and workshops together. We conducted focus groups with these students and other student groups and have decided to continue this cohort model next year as a result of the positive feedback we received and the number of college bound students that have persisted in the cohort as opposed to the non-cohort model. We have a record number of 4 year bound graduated transitioning to college this year.|A highlight of our school climate survey was that all subpopulations and parent groups felt like the school encouraged students to attend college (if they are interested) and that counselors and staff are readily available to speak to students about their graduation path or next steps after high school. Stakeholders responded that college field trips and assistance filling out college applications and FAFSA forms were most helpful in supporting students in their next steps after high school. This upcoming school year, we will continue these services. With regard to academic programming, stakeholders responded that the programs that were most helpful for students who need extra support is the intervention period built into the school day and the after school tutoring that is offered. The school will continue to offer these supports in the upcoming school year and will continue to progress monitor and collect data on student growth in these intervention courses. With regard to the school’s social and emotional environment, stakeholder feedback from the climate survey conveyed that counseling/case management services and messages from teachers were the most important factors that kept students on track with their attendance and schoolwork. As a result, we will continue to focus on these services in the upcoming school year and increase our counseling services with additional MSW interns. We found that students prefer in person counseling to the virtual services also offered so we intend to increase partnerships with organizations that can provide in person counseling.|With a focus on increasing our CTE offerings and college/career readiness, we met with families and students along with using our survey data to determine what career pathways and industries interested them the most. We were pleased to find that the two pathways that we have already developed remain in the top three as areas of interest to students and their families- construction and certified nursing assistant. Additionally, another pathway where students expressed interest was mechanics and training in office and administrative assistant work. Another area of local data that we looked at is feedback from our ELL and Special Education students. Many of those students reported that the one on one attention from teachers and tutors have made a big difference in their academic success.|Met||2026-06-19|2026
14632480000000|Big Pine Unified|6|The LEA annually administers the California Healthy Kids Survey (CHKS) to students in grades 6-12, all parents/guardians and staff. Overall, data indicates that students have a sense of connection with the school and its programs. Students overwhelmingly agree on school safety and school connectedness. Beginning-of-year and End-of-year Crew Surveys indicate that students feel supported by teachers. Student involvement and cross-age mentorship is a focus for the district to build a sense of belonging. The LEA will continue to provide counseling for mental wellness, social emotional learning, drug and alcohol education and prevention strategies, and will prioritize community building activities with students and staff that are visible to the greater school community. The LEA will also prioritize school communication to parents/guardians on their student's academic achievement and growth.|The LEA identified that a  Assistant Principal would help strengthen what the LEA was already doing well and improve identified needs of the school community. This will prioritize school communication to parents/guardians on their student's academic achievement and growth, as well as social-emotional wellness. Data suggests that the LEA can improve chronic absenteeism for all student groups. A primary focus for the Assistant Principal is to address the underlying causes of chronic absenteeism for all student groups and to provide support and resources to improve attendance.|The LEA is committed long-term to the addition of the Assistant Principal position to further support all families. The LEA seeks to continuously improve student academics and social-emotional wellness. Staff development and additional resources (curriculum, student non-academic clubs and activities, increased staff positions for mental health and support, and outside community mental health services) for students and families support this commitment.|Met||2026-06-01|2026
14632710000000|Death Valley Unified|6|The key learnings are that students and parents find the schools safe and communication adequate. The key issue for parents is safety of home-to-school transportation, as buses travel up to 70 miles one way. Students welcome trips to different places and enjoy engaging in extracurricular activities. Surveys indicate that interscholastic competition is not as important as attending a professional soccer game or spending the night sleeping in an aquarium just inches from the fish. Of note is the desire of high school students to work in the different district funded jobs, ranging from museum docents to translators to elementary aides to groundskeepers.|Results reveal parent/guardian concern that the schools maintain a positive and safe school environment and system of home-to-school transportation while each school year brings great changes to the student demographic.|Actions taken by the LEA reflect annual (at a minimum) changes in student need due to changes in enrollment. The main improvement is in assessing need with stronger input from parents/guardians, often individualized for their particular student need. The LEA is seeing positive results annually. The District is limited by the great distances between homes and school and by a small enrollment. No amount of change will address that reality. However, the approach to extracurricular activities employed by the principal and supported by the Board of Trustees does keep students engaged and looking forward to seeing a larger world. In addition, the lack of interscholastic sports means far fewer classes lost to hours spent on a game bus.|Met||2026-06-04|2026
14632890000000|Lone Pine Unified|6|School climate data indicates opportunities for continued improvement in student connectedness, perceptions of safety, and student engagement. Survey results have been used to identify trends across grade levels and inform school improvement efforts. District leadership regularly reviews attendance, discipline, and survey data to ensure interventions address student needs while promoting a positive learning environment.|Throughout the 2025-26 school year, the district emphasized consistent expectations for student behavior, relationship building, and restorative approaches that support student growth. Leadership visibility increased across both campuses, contributing to stronger relationships between students and staff. While survey results demonstrate areas requiring continued attention, the district has established systems designed to improve student belonging, engagement, and overall school climate.|Survey data, attendance information, discipline trends, and stakeholder feedback will continue informing district priorities. The district will focus on expanding student leadership opportunities, strengthening social-emotional supports, maintaining safe learning environments, and fostering a culture where every student feels welcomed, respected, and connected.|Met||2026-06-30|2026
14632970000000|Owens Valley Unified|6|Please see the attachment. Due to our small size, disaggregated data is not made publicly available due to confidentiality.|Please see the attachment. Due to our small size, disaggregated data is not made publicly available due to confidentiality.|We will continue to monitor the CHKS response data, and have implemented a school-wide PBIS program in the 2025-26 school year to address the critical areas of need in terms of school safety, student social-emotional wellbeing, school connectedness, and absences. OVUSD will continue to change and improve the schoolwdie PBIS program in subsequent years based on data analysis and identified needs. In 2024-25, we created a PBIS Coordinator stipend position and will continue that stipend so that we can further strengthen our PBIS strategies and improve school climate.|Met||2026-06-02|2026
14633050000000|Round Valley Joint Elementary|6|Surveys show extreme satisfaction with the school's procedures. 100% of parents feel the school keeps them well informed of upcoming activities, that their participation is welcome and the school is a safe place for their child. Staff Surveys show that the school is a supportive and inviting place to work and there is a positive school climate. Student Surveys showed 100% of students feel a part of the school and 98% of students feel that teachers and other grown-ups at the school care about them.|Round Valley Elementary School currently has 66 students and results unanimously show that all students feel connected to school. As a result, the data does not need to be disaggregated by sub groups. Our survey results exceeded our expectations.|98% of parents feel welcome to participate in their child's education. Despite this extremely high percentage, we will continue to pursue future opportunities for parent involvement. In addition, although 90% of students enjoy / participate in Spirit Day, we will work to develop more creative ways to demonstrate school spirit.|Met||2026-06-10|2026
14766870000000|Bishop Unified|6|“School Connectedness” Fall 2025 CHKS Results:  50% 7th gd - 49% 9th gd - 61% 11th gd - 40% PGHS - 79% [Fall 2025 CHKS]  “I feel safe [or very safe] at school” 25/26 CHKS Results: 51% overall 6th gd - 60% 7th gd - 51% 9th gd - 65% 11th gd - 44% PGHS - 100%  [Fall 2025 CHKS]|5% increase in overall School Connectedness.  9th grade increased by an impressive 16% since 2023 which we attribute to the continued implementation of Link Crew efforts on the BUHS Campus.   4% overall increase in students feelings of safety; 100% feel safe at PGHS, a testament to the positive small school environment that serves our continuation school students.|The district continues to provide professional learning surrounding Social Emotional learning (SEL) and Universal Design for Learning (UDL) implementation. The district has brought in Social Emotional Learning (SEL) Curriculum to ensure all students receive at least 1 SEL lesson per week. BUSD has successfully partnered with the Inyo County Office of Ed on a mental health grant, staffing additional mental health providers across the district. Safety trainings are being provided to all staff, led by local law enforcement and public health officials. Safety trainings include run-hide-fight and lockdown procedures, until help arrives training, and hands-only CPR. A parent night was held for families and community members to collaborate on school safety measures with various local law enforcement agencies.|Met||2026-06-11|2026
15101570000000|Kern County Office of Education|6|The Alternative Education program annually administers the LCAP survey to assess students’ perceptions of school safety and connectedness.    Results from the 2026 LCAP survey: •	71.3% of students reported that their school provides students with a safe place to learn, with an additional 15.6% indicating they were undecided.   •	64.5% of students indicated that staff at their school care about them, with 21.0% undecided.   •	73.4% of students reported having at least one positive connection or relationship with an adult on campus, while 13,7% were undecided.  •	51.1% of students indicated they look forward to attending school each day, with an additional 22.4% undecided.    Over the past several years, the Alternative Education program has made significant progress in implementing a Multi-Tiered System of Supports (MTSS).  Staff have received training in Trauma Informed Skills for Educators (TISE) and Restorative Practices, and MTSS site leadership teams continue to receive ongoing coaching.  Both Court and Community Schools have been awarded CA MTSS grants to support this work.  Under the guidance of the MTSS Program Specialist, the program will continue to prioritize MTSS to address students’ social emotional needs and foster a positive school culture and climate.|Since the Alternative Education program surveys different students every year, it can be challenging to determine growth or areas of need.  Most students report that their school provides them with a safe place to learn and that there is at least one adult on campus with whom they have a positive connection or relationship.  The area with the largest identified need is the percentage of students who indicate they look forward to attending school each day.  The program will continue to implement MTSS best practices based on identified student needs and provide engaging instruction in order to encourage students to attend school.|Through Multi-Tiered Systems of Support and the California Community Schools Partnership Program, the Alternative Education program has solid supports in place to support students' social emotional and academic needs.  During the 2026-27 school year, additional MTSS and instructional practices trainings will be provided to staff to ensure appropriate levels of student support.|Met||2026-06-09|2026
15101570119669|Wonderful College Prep Academy|6|Wonderful College Prep Academy (WCPA) annually reviews local climate survey data from students, families, and staff to monitor school safety, school connectedness, and overall school climate conditions. Data from the 2026 Panorama Student Survey demonstrated an increase in student school connectedness from 85% in 2024–2025 to 89% in 2025–2026, indicating that students continue to feel increasingly connected to their school community, peers, and staff. Student sense of safety also improved significantly from 48% in 2024–2025 to 74% in 2025–2026, demonstrating progress in school climate and student wellness supports, although results remain below 2023–2024 levels of 84%. Family survey results from the 2026 Annual Family and Community Needs Assessment remained relatively stable. Family perceptions of school connectedness remained strong at 82% in 2025–2026 compared to 83% in 2024–2025 and 81% in 2023–2024. Family perceptions of safety decreased slightly from 85% in 2024–2025 to 80% in 2025–2026 but remained consistent with overall positive family perceptions of school climate and communication systems. Staff survey data from the 2026 Employee Engagement and Satisfaction Survey reflected substantial growth in both school safety and connectedness. Staff sense of safety increased significantly from 72% in 2024–2025 to 97% in 2025–2026, while staff school connectedness increased from 88% to 92% during the same period. These results indicate strong improvements in staff perceptions of workplace climate, collaboration, and organizational support systems. In addition to annual climate surveys, WCPA regularly reviews attendance, chronic absenteeism, discipline, student engagement, and intervention data to monitor school climate conditions and identify areas requiring additional supports. Educational partner feedback gathered through Parent Advisory Committee meetings, English Learner Advisory Committee meetings, Community Schools engagement opportunities, student leadership groups, and staff collaboration structures also informs the analysis of school climate and connectedness across the organization.|Analysis of local climate survey data demonstrates that WCPA continues to maintain strong levels of school connectedness across students, families, and staff, which remains an organizational strength. Student connectedness increased to 89%, family connectedness remained stable above 80%, and staff connectedness increased to 92%, indicating that educational partners generally feel valued, supported, and connected to the school community. These results reflect the continued impact of WCPA’s focus on relationship-building, Community Schools implementation, integrated student supports, and educational partner engagement efforts. The data also identified meaningful improvements in student and staff perceptions of safety during the 2025–2026 school year. Student safety perceptions improved significantly from the previous year, and staff safety perceptions increased substantially to 97%. These improvements suggest that investments in student support systems, school culture initiatives, wellness supports, attendance interventions, and proactive communication have positively impacted overall school climate conditions. At the same time, the data identified continued areas of need related to maintaining and strengthening perceptions of physical and emotional safety among all educational partners. While student safety perceptions improved, results have not yet returned to pre-2024–2025 levels. Family perceptions of safety also declined slightly during the 2025–2026 school year, indicating a continued need for proactive communication, family engagement, and visibility regarding school safety practices, behavioral supports, and student wellness systems. WCPA also recognizes the importance of continuing to monitor student subgroup experiences, attendance patterns, behavioral data, and intervention outcomes to ensure all students feel safe, connected, and supported within the school environment.|Based on the analysis of local climate survey data and educational partner feedback, WCPA will continue strengthening school climate, student wellness, and family engagement systems through its Community Schools framework and integrated student support model. WCPA will continue implementing proactive social-emotional, behavioral, attendance, and mental health supports to improve students’ sense of safety, belonging, and connectedness across all campuses. WCPA will continue expanding coordinated student supports through school counselors, school social workers, wellness services, attendance teams, and intervention staff to provide early identification and intervention for students experiencing academic, behavioral, attendance, or social-emotional challenges. The LEA will also continue strengthening restorative practices, positive behavior supports, student leadership opportunities, and relationship-centered school culture initiatives to support positive school climate outcomes. To address family perceptions of safety and strengthen educational partner trust, WCPA will continue improving communication systems and family engagement opportunities related to school safety procedures, student supports, and wellness initiatives. School leaders will continue engaging families through Parent Advisory Committee meetings, English Learner Advisory Committee meetings, Community Schools engagement opportunities, surveys, and individualized outreach efforts to gather feedback and support continuous improvement planning. Additionally, WCPA will continue using local climate data, attendance data, discipline data, and educational partner feedback to regularly monitor implementation effectiveness and adjust supports as needed to ensure all students, families, and staff experience a safe, welcoming, and supportive learning environment.|Met||2026-06-18|2026
15101570124040|Grow Academy Arvin|6||||Not Met|||2026
15101570135467|Wonderful College Prep Academy - Lost Hills|6|Wonderful College Prep Academy – Lost Hills (WCPA-Lost Hills) annually reviews local climate survey data from students, families, and staff to monitor perceptions related to school safety, connectedness, and overall school climate. Results from the 2026 Panorama Student Survey demonstrated continued growth in student school connectedness, increasing from 85% in 2024–2025 to 89% in 2025–2026, indicating that students continue to feel increasingly connected to peers, staff, and the broader school community. Student perceptions of safety also improved significantly from 48% in 2024–2025 to 74% in 2025–2026, demonstrating progress in student wellness supports and school climate efforts, although results remain below 2023–2024 levels of 82%. Family survey results from the 2026 Annual Family and Community Needs Assessment reflected positive perceptions of school safety and improved family connectedness. Family perceptions of safety remained strong at 88% in both 2024–2025 and 2025–2026, demonstrating continued confidence in the school environment and student support systems. Family school connectedness also increased from 77% in 2024–2025 to 82% in 2025–2026, reflecting improvements in communication, family engagement opportunities, and relationships between school staff and families. Staff survey results from the 2026 Employee Engagement and Satisfaction Survey demonstrated substantial growth in both safety and connectedness. Staff perceptions of safety increased significantly from 82% in 2024–2025 to 96% in 2025–2026, while school connectedness increased from 87% to 92% during the same period. These results reflect positive staff perceptions regarding collaboration, organizational culture, and workplace support systems. In addition to annual climate survey data, WCPA-Lost Hills regularly reviews attendance, chronic absenteeism, discipline, intervention, and student engagement data to monitor school climate conditions and identify areas requiring additional support. Educational partner feedback gathered through Parent Advisory Committee meetings, English Learner Advisory Committee meetings, Community Schools engagement opportunities, student leadership groups, and staff collaboration structures also informs school climate analysis and continuous improvement planning.|Analysis of local climate survey data demonstrates that WCPA-Lost Hills continues to maintain strong levels of school connectedness and positive educational partner relationships across students, families, and staff. Student connectedness increased to 89%, family connectedness improved to 82%, and staff connectedness increased to 92%, indicating that educational partners generally feel connected, supported, and valued within the school community. These results reflect the continued impact of WCPA-Lost Hills’ focus on relationship-building, Community Schools implementation, family engagement efforts, and integrated student support systems. The data also identified significant improvements in perceptions of safety among both students and staff during the 2025–2026 school year. Student perceptions of safety improved substantially from the previous year, while staff safety perceptions increased to 96%. Family perceptions of safety remained consistently strong at 88% for the second consecutive year. These trends suggest that investments in school culture, wellness supports, attendance interventions, behavioral supports, and proactive communication have positively impacted school climate and educational partner confidence in the school environment. At the same time, the data demonstrates the importance of continuing efforts to strengthen students’ sense of safety and belonging, particularly given that student safety perceptions have not yet returned to pre-2024–2025 levels. WCPA-Lost Hills recognizes the need to continue monitoring student experiences, subgroup data, attendance patterns, discipline data, and intervention outcomes to ensure all students feel physically and emotionally safe, supported, and connected at school. The data also reinforces the importance of sustaining strong communication systems and family partnerships that help maintain trust and engagement across the school community.|Based on the analysis of local climate survey data and educational partner feedback, WCPA-Lost Hills will continue strengthening school climate systems, student wellness supports, and family engagement efforts through its Community Schools framework and integrated student support model. WCPA-Lost Hills will continue implementing proactive social-emotional, behavioral, attendance, and mental health supports to further improve students’ sense of safety, connectedness, and overall well-being. WCPA-Lost Hills will continue expanding coordinated student supports through school counselors, school social workers, wellness services, attendance teams, and intervention staff to provide early identification and intervention for students experiencing academic, behavioral, attendance, or social-emotional challenges. The LEA will also continue strengthening restorative practices, positive behavior supports, relationship-centered school culture initiatives, and student leadership opportunities to support positive school climate outcomes and increase student engagement. To maintain strong family trust and engagement, WCPA-Lost Hills will continue enhancing communication systems and expanding opportunities for meaningful family participation through Parent Advisory Committee meetings, English Learner Advisory Committee meetings, Community Schools engagement opportunities, surveys, and individualized outreach efforts. School leaders will continue using educational partner feedback and local data to inform decision-making and continuous improvement planning. Additionally, WCPA-Lost Hills will continue regularly monitoring climate survey data, attendance data, discipline trends, and intervention outcomes to evaluate implementation effectiveness and ensure all students, families, and staff experience a safe, welcoming, and supportive school environment.|Met||2026-06-18|2026
15101570142505|Central Academy of Arts and Technology|6|CAAT's annual school climate survey indicates that students continue to experience a strong sense of belonging and positive relationships despite the school's rapid growth. During the 2025–2026 school year, the school nearly doubled its student enrollment while maintaining a positive school culture. Overall, 90% of students reported a high or very high sense of belonging, including 92% of students in grades TK–6, 90% of students in grades 7–8, and 95% of students in grade 9. Additionally, 91% of students reported positive relationships with adults on campus, with 96% of Students with Disabilities reporting positive relationships with adults, demonstrating that the school has maintained a highly supportive learning environment across grade spans during a period of significant growth.  School climate is also monitored through attendance and discipline data. During the 2025–2026 school year, 25.8% of all students were chronically absent, including 27.8% of Hispanic students, 27.8% of Socioeconomically Disadvantaged (SED) students, 30.2% of White students, and 30.2% of Students with Disabilities. Suspension rates remained low, with 2.2% of all students suspended at least one day, including 2.4% of Hispanic students, 2.2% of Socioeconomically Disadvantaged (SED) students, 0% of White students, and 5.4% of Students with Disabilities. While chronic absenteeism remains an area of focus, the survey and outcome data indicate that students across grade spans continue to report a strong sense of belonging, positive relationships with adults, and an overall positive school experience.|Analysis of the local climate data demonstrates that CAAT successfully maintained a strong, positive school culture during a year in which the school nearly doubled its student enrollment. Despite this significant growth, students continued to report high levels of belonging and strong relationships with adults.    The data identify school culture, student belonging, and positive adult relationships as key strengths for a second year in a row. Maintaining these outcomes during a period of rapid organizational growth reflects the effectiveness of the school's intentional focus on relationship-building, restorative practices, and a safe, welcoming learning environment. The school's robust elective program and intentional focus on developing students' strengths through the arts and specialized STEM pathways contribute significantly to students' strong sense of belonging and connection to the school community. By providing meaningful opportunities for students to discover and develop their unique talents, CAAT fosters deeper engagement, stronger relationships, and a culture where every student feels known, valued, and connected.  The primary area of need identified through the data is chronic absenteeism. Overall, 25.8% of students were chronically absent, with higher rates among Students with Disabilities (30.2%), White students (30.2%), Hispanic students (27.8%), and Socioeconomically Disadvantaged students (27.8%). While students report feeling connected and supported when they are at school, these data indicate a continued need to strengthen attendance interventions, family engagement, and individualized supports to improve consistent student attendance.  Suspension data also reflect a positive school climate. Overall, 2.2% of students were suspended at least one day, with relatively low rates across most student groups. Students with Disabilities experienced a higher suspension rate (5.4%), identifying an opportunity to continue strengthening proactive behavior supports and restorative practices for this student group.  Overall, the data demonstrate that CAAT's greatest strengths are its ability to foster belonging, build strong student-adult relationships, and preserve a positive school culture during a period of significant growth. The school will continue building on these strengths while prioritizing improved attendance and reducing disparities in chronic absenteeism and suspension outcomes.|Based on the analysis of local climate data, CAAT will continue building on its strong school culture while implementing targeted strategies to improve attendance and strengthen student supports. During the 2026–2027 school year, the school will expand attendance monitoring, implement earlier interventions for students at risk of chronic absenteeism, and strengthen partnerships with families through proactive communication, attendance conferences, and individualized support plans. The school will also increase family awareness of the impact of chronic absenteeism on academic achievement, social-emotional development, and long-term student success through parent education and ongoing attendance awareness efforts.  To further support student well-being, CAAT hired a full-time School Psychologist to expand access to mental health services, behavioral interventions, crisis response, and social-emotional supports. This additional capacity will strengthen collaboration among families, teachers, and student support teams while providing more proactive and preventative services.  To further reduce suspension rates, particularly for Students with Disabilities, the school will continue implementing restorative practices, Positive Behavioral Interventions and Supports (PBIS), trauma-informed practices, and inclusive classroom strategies. Attendance, behavior, and climate data will be reviewed regularly to identify trends, monitor progress, and adjust interventions.  CAAT will continue investing in the programs that have contributed to its positive school climate, including relationship-centered practices, advisory, arts and STEM elective pathways, student leadership opportunities, and professional learning focused on student engagement and strong student-adult relationships. The school will continue administering annual climate surveys and reviewing attendance, behavior, and engagement data to evaluate the effectiveness of these actions and guide continuous improvement.|Met||2026-06-30|2026
15101570156364|Grow Public Schools|6|In Spring 2026, Grow Public Schools administered the California Healthy Kids Survey (CHKS) to students in Grade 5 and 7 across the district. Survey results provided information regarding school climate, school connectedness,  student engagement, safety, adult support, and meaningful participation.   Elementary School Survey Overall, elementary students reported positive perceptions of their school experience. The strongest indicators were High Expectations (85%), Facilities Upkeep (78%), Academic Motivation (78%), Parent Involvement in Schooling (76%), and Social and Emotional Learning Supports (74%). Students also reported positive perceptions of School Connectedness (69%) and Caring Adults in School (68%).  Areas receiving lower ratings included Anti-Bullying Climate (71%) and Meaningful Participation (44%). A review of item-level responses provided additional context regarding student perceptions of participation and voice. While 68% of students reported that adults give them opportunities to help solve school problems, only 46% reported that  teachers and other adults ask about their ideas most or all of the time, and only 30% reported having opportunities to help decide class activities or rules most or all of the time.  Item-level responses related to belonging and connection were generally positive. Sixty-nine percent of students reported feeling like they were part of their school most or all of the time, 66% reported feeling close to people at school, and 62% reported being happy to be at school.   Middle School Survey Middle school students reported generally positive perceptions of Academic Motivation (71%), Promotion of Parent Involvement in School (74%), and High Expectations (81%). Students also reported favorable perceptions of Caring Adult Relationships (62%).  Lower ratings were observed in School Connectedness (58%), Facilities Upkeep (57%), and Meaningful Participation (31%). Item-level responses suggest that students were less likely to perceive themselves as having influence within their school environment. Only 33% of students reported that they do things that make a difference at school, 28% reported having a say in how things work, and 16% reported helping decide school activities or rules. Responses related to belonging were also less favorable than those reported by elementary students. Sixty-three percent of students reported feeling close to people at school, 52% reported feeling like they were part of their  school, and 53% reported being happy to be at school.   Student Group Data  Available CHKS reports did not provide complete disaggregated results for all student groups. The district reviewed available demographic filters; however, many student-group reports were suppressed because fewer than ten students responded within a subgroup. Because of these reporting limitations, the district's analysis primarily reflects overall student responses while incorporating available student group information when reported.|A deeper review of the CHKS results revealed several important strengths as well as emerging areas of need. Across both grade spans, students reported positive relationships with adults. Students generally indicated that adults care about them, treat them fairly, support their success, and maintain high expectations. These findings  suggest that Grow Public Schools has established strong adult-student relationships and supportive learning environments.  At the same time, the survey revealed a notable difference between students' perceptions of adult support and their perceptions of school connectedness and participation. Although students generally reported feeling supported by adults, they were less likely to report having meaningful opportunities to contribute ideas, influence decisions, or participate in shaping their school experience.  At the elementary level, students reported positive feelings of belonging and connection to adults, yet fewer students reported that adults regularly ask for their ideas or involve them in decisions regarding class activities and rules. This suggests that students feel cared for and included but may have limited opportunities to exercise voice and leadership within the school setting.  These concerns become more pronounced in middle school. While students continued to report positive relationships with adults, substantially fewer students reported having a say in how things work at school, helping make decisions, or feeling that they make a difference. In addition, measures of belonging and connectedness declined compared to elementary grades. These findings suggest that as students progress into adolescence,  opportunities for student voice, ownership, leadership, and participation become increasingly important to maintaining engagement and connection to school.  The CHKS findings align with other district data. Students in middle school experience higher suspension rates than elementary students, and district data also identifies larger proportions of English Learners and Long-Term English Learners within the secondary program. Together, these data points suggest a need to strengthen student engagement, belonging, restorative practices, and opportunities for meaningful participation, particularly among unduplicated student groups.|Grow Public Schools will continue implementing and refining actions designed to strengthen school connectedness, student engagement, attendance, and positive school climate across both campuses.  The district will continue investing in AmeriCorps mentors, student support personnel, attendance interventions, and family engagement strategies. These services increase support for unduplicated pupils because they provide consistent adult mentorship, proactive attendance outreach, and individualized support for students experiencing  barriers to engagement and participation. These services are intended to improve attendance outcomes because  students who experience stronger relationships with trusted adults are more likely to attend regularly, remain connected to school, and access academic supports.  The district will also continue implementing restorative and relationship-centered practices designed to reduce exclusionary discipline. This work is particularly important because district data indicates increasing suspension rates in middle school grades. By strengthening proactive behavior supports, restorative conversations, and opportunities  for student reflection and problem-solving, the district aims to improve student engagement while reducing disciplinary removals from instruction.  In response to student feedback regarding voice and participation, the district will expand opportunities for students to contribute ideas, participate in leadership activities, and provide input regarding school programs, activities, and climate initiatives. This focus is supported by CHKS findings showing that many students feel supported by adults but are less likely to report having meaningful influence over decisions affecting their school experience. Increasing opportunities for student voice is expected to improve connectedness because students who see their ideas reflected in school activities and decision-making are more likely to develop a sense of ownership, belonging, and engagement. Progress will be monitored through future CHKS results, attendance outcomes, suspension data, and  local measures of student engagement.  The district will continue monitoring outcomes for English Learners, Long-Term English Learners, socioeconomically  disadvantaged students, and students with disabilities to ensure that services are effectively increasing engagement,  connectedness, attendance, and positive school experiences for unduplicated pupils. These efforts are intended to  improve student outcomes because strengthening relationships, increasing student voice, and reducing barriers to  participation create conditions that support both academic success and student well-being.|Met||2026-06-22|2026
15101571530492|Valley Oaks Charter|6|Promoting a safe, secure, and inclusive school environment is a top priority for all educational partners. Providing an environment where students feel safe and welcome increases student engagement, academic and social/emotional growth, graduation, and transition. According to the 2025-26 Annual Survey, 88% of VOCS 4th-12th grade students feel connected to VOCS while on campus, and 89% feel engaged at school. Additionally, the 2025-26 Annual Survey reports 93% of educational partners feel VOCS demonstrates caring and concern and has high expectations for students in an environment that honors individual differences and is conducive to learning. Continuing to create and promote a safe, secure, and inclusive school environment that is accessible and conducive to student learning is an integral part of the vision and mission of VOCS. Goals and actions will help achieve this goal, especially for our socioeconomically disadvantaged students.|Our analysis of local indicator data, including disaggregation by student group, identified several continued strengths in school climate, safety, communication, and relationships, while also highlighting areas for growth. Survey results show that Valley Oaks Charter School continues to maintain a safe and supportive learning environment. Ninety-seven percent of students reported feeling safe at school, and 97% agreed that staff respond to questions and concerns in a timely manner, reflecting strong communication practices. Additionally, 92% of respondents shared that they feel their opinions and feelings matter, while 93% agreed that VOCS demonstrates care, concern, and high expectations for students in a positive learning environment. Student survey results also reflected strong levels of connection and engagement. Eighty-seven percent of students reported feeling valued by VOCS, 88% reported feeling connected to the school, and 89% indicated they feel engaged in their educational experience. Among students in grades 4–12, 88% reported feeling connected to the school. In addition, 87% of staff and parents reported feeling valued by VOCS. A key learning from this year’s data is that while overall results remain strong, there were slight declines in some areas compared to the prior year, particularly in students feeling valued, educational partner perceptions, and extracurricular participation, which decreased from 83% to 74%. This suggests an opportunity to evaluate barriers to participation and continue expanding engagement opportunities that help students feel connected beyond academics. Moving forward, VOCS will continue strengthening student engagement strategies, extracurricular access, and relationship-building efforts to ensure all students feel connected, valued, and supported.|Our analysis of local data identified areas where adjustments to current practices are needed to better balance student engagement, communication, and campus safety. To strengthen communication between school and home, VOCS will continue utilizing multiple communication platforms, including email, the school website, social media, and messaging systems, to ensure families receive timely information and remain connected to school events, programs, and resources. To improve student connectedness, VOCS will continue expanding on-campus activities and social opportunities by increasing the variety of extracurricular activities, clubs, and student events available based on student interests. These opportunities remain an important part of creating a positive school culture and helping students feel connected beyond academics. This year, student survey feedback also highlighted concerns related to changes made to on-campus access and supervision. Some students shared that they felt less welcome on campus after the “Think Tank” study hall space was moved from the warehouse to a classroom setting to allow for increased supervision. Additionally, the school adjusted student schedules after identifying concerns with parents dropping students off to spend the day on campus when they were not scheduled for a class or school activity. While we understand that these changes were difficult for some students and that many value the flexibility to socialize with peers, these adjustments were necessary to ensure student safety and appropriate supervision, particularly as on-campus activities and student participation continue to grow. Moving forward, VOCS will explore ways to reintroduce additional flexible student spaces and social opportunities while maintaining appropriate supervision and safety protocols. The school will continue evaluating student feedback to identify solutions that preserve a welcoming campus environment while prioritizing student safety. Additionally, VOCS will continue providing academic and social-emotional support through tutoring services, counseling resources, Multi-Tiered System of Supports (MTSS), and the ongoing implementation of Professional Learning Communities/Professional Learning Teams (PLC/PLT) processes. These efforts reflect the school’s commitment to continuous improvement and ensure students feel supported, connected, and safe.|Met||2026-05-18|2026
15101571530500|Ridgecrest Elementary Academy for Language, Music, and Science|6|This year REALMS was able to use the Student Connectedness Survey in KIDS for 3rd-6th grade student groups. The results of the surveys that were completed showed that the percent of students who report that they agree or strongly agree: 1)I feel like it is easy to talk with Teachers/Staff at this school, Fall 77%, Spring 53% 2) I feel like my teachers and school staff care about me, Fall 78%, Spring 58% 3) If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence, Fall 71%, Spring 62% 4) I regularly attend and participate in school-sponsored events, such as school dances, sporting events, student performances, or other school activities, No Responses 5)There are lots of chances for students at this school to get involved in sports, clubs, and other school activities outside of class, No Responses 6) I feel like I belong when I am at school, 7) Choose reasons for missing school in the past 30 days, Fall 59%, Spring 52%.|The survey data shows that collectively students felt less engaged from the Fall to Spring in each question surveyed. This may have been due to staff changes in third and sixth grade between the surveys. It may also have been the result of the survey being used for the first time in the Fall. Using the survey results will help us better use that data to make decisions and changes that will have a positive impact on all students feelings of connectedness at school and with staff members.|REALMS will be able to use the new Connectedness Survey available through the Kern Integrated Data System (KIDS) to effectively measure the school climate and satisfaction of students in upcoming school years. Now that we have a baseline with this survey, REALMS' staff will be able to focus on areas to help students feel more connected and have a greater desire to come to school. This topic can be explored with the support of the staff, parents at PTO and SSC meetings, and through home surveys.|Met||2026-06-18|2026
15633130000000|Arvin Union|6|The California Healthy Kids Survey (CHKS) does not provide disaggregated data by student group, thus analysis is focused on grade levels and specific areas of concern. The survey was conducted districtwide for 5th and 6th  graders at the elementary sites and 7th graders at the middle school.  The California Healthy Kids Survey (CHKS) results for 2025–2026 reflect generally positive student perceptions related to school conditions and climate, particularly in the areas of academic motivation, caring adult relationships, school safety, being treated with respect and campus environment. Survey data from grades 5 and 6 at the elementary schools and grade 7 at the middle school indicate that students generally recognize high expectations from adults. Elementary scores are significantly higher than middle school as related to positive school engagement and supports and school safety.  Elementary student responses reflected strengths in school connectedness, caring adult relationships, and academic motivation. Students reported positive perceptions that adults at school care about them, listen to them, and want them to succeed academically. Students also reported positive perceptions regarding school safety, rule clarity, and campus conditions. Responses related to antibullying efforts and positive student behavior suggest that students generally perceive elementary campuses as supportive and structured learning environments. Students being treated fairly when they break the rules was low related to rule clarity at the elementary although students report they are treated with respect.  Middle school student results reflected progress yet room for growth in several school climate indicators, particularly related to school safety, adult expectations, and academic motivation. Student responses indicated that while many students feel supported academically, fewer students reported strong feelings of belonging, meaningful participation, or having a voice in school decisions and activities. Survey results also identified continued concerns related to bullying, peer conflict, and social-emotional well-being for some students. A high percentage of middle school students say school is boring. Students also identified extracurricular activities, sports, clubs, electives, and increased student opportunities as positive contributors to school climate and engagement. Substance abuse reporting was very low. Actually having been in a fight or having seen a weapon is very low but name calling, rumors, bullying and cyberbullying are a concern at both the elementary and the middle school levels.|The 2025–2026 California Healthy Kids Survey (CHKS) results identified several areas of strength related to school conditions and climate, particularly in the areas of academic motivation, caring adult relationships, school safety, and positive learning environments. Elementary student responses reflected strong perceptions that adults at school care about students, encourage them to do their best, and hold high expectations for success. Students also reported generally positive perceptions regarding school safety, campus cleanliness, antibullying efforts, and positive student behavior. Middle school results similarly reflected strengths in academic motivation, adult expectations, and improving perceptions of campus safety and facilities. Educational partner feedback connected these outcomes to continued implementation of PBIS, MTSS, wellness supports, supervision efforts, extracurricular opportunities, and relationship-centered practices. A key learning from the survey data is that students respond positively to environments where adults build relationships, provide structure, maintain high expectations, and create opportunities for engagement through clubs, sports, electives, recognition activities, and student support systems. The data also reinforced the importance of clean, safe, and supervised campuses as contributing factors to positive perceptions of school climate and conditions for learning. Middle school survey results reflected gradual improvement in several climate indicators compared to prior years, suggesting that increased attention to student engagement opportunities and campus supports as having a positive impact. At the same time, the survey identified continued needs related to school connectedness, meaningful participation, and student voice, particularly at the middle school level. While many students reported feeling academically supported, fewer students indicated strong feelings of belonging or meaningful involvement in school decisions and activities. Student responses also highlighted ongoing concerns related to bullying, peer conflict, and social-emotional well-being for some students. These findings suggest the need for continued focus on consistent implementation of schoolwide expectations, restorative practices, relationship-building strategies, and opportunities for students to feel heard, connected, and actively engaged in school life.|A central area of refinement identified through the 2025–2026 California Healthy Kids Survey (CHKS), educational partner input, and local data is the need for more consistent implementation of systems and practices supporting student connectedness, engagement, behavior expectations, and social-emotional well-being, particularly at the middle school level. While survey results reflected strengths in academic motivation, caring adult relationships, and improving perceptions of safety and campus conditions, findings also reinforced the need to strengthen meaningful student participation, belonging, and consistency in behavioral expectations and responses. In response, the LEA will continue refining and strengthening its Multi-Tiered System of Supports (MTSS) framework with a stronger emphasis on clearly defined roles, responsibilities, and coordination of supports across sites. Job descriptions and expectations for administrators, counselors, social workers, Student Success Facilitators (SSFs), Teachers on Special Assignment (TOSAs), campus supervisors, Community Schools staff, and intervention personnel will continue emphasizing proactive relationship-building, use of data, early identification of student needs, and positive behavioral and academic interventions. Sites will continue utilizing attendance, behavior, academic, KiDS “at Risk”, and engagement data to identify students needing additional support and to better align interventions and services. Schoolwide expectations, behavioral systems, dress code enforcement, and consistent implementation of rules and procedures will remain an area of focus in order to improve fairness, predictability, safety, and school climate across campuses. The LEA will continue emphasizing restorative approaches, positive behavior supports, and relationship-centered practices while also reinforcing the importance of consistent expectations and accountability for students. At the middle school, continued implementation and refinement of the structured Alternative Learning Area (ALA) will support students needing additional behavioral, emotional, or academic intervention while maintaining a focus on helping students successfully reconnect to the classroom environment. The LEA will expand opportunities for student voice, leadership, and connectedness through Community Schools implementation, student advisory opportunities, extracurricular activities, clubs, wellness supports, and schoolwide engagement events. Parent Teacher Home Visits, Community Schools Steering Committees, Parent Engagement Committees, and expanded advisory opportunities will continue strengthening family partnership and input into school climate and student support planning. In addition, professional development for staff and administrators will continue focusing on MTSS implementation, restorative practices, culturally responsive engagement, student connectedness, and the consistent implementation of schoolwide expectations and support systems.|Met||2026-06-23|2026
15633210000000|Bakersfield City|6|In Spring 2026, the Bakersfield City School District (BCSD) administered a local Student Climate Survey to students in grades 3–8 to measure perceptions of school safety, connectedness, belonging, and relationships with caring adults. Survey results are reviewed alongside other local indicators, including attendance, suspension, and behavior data, to evaluate the effectiveness of Goal 2 and guide continuous improvement efforts to strengthen positive school climates.  Results indicate that students continue to report positive perceptions of their school environment, with no significant changes from previous survey administrations.  Among students in grades 3–4  89% reported feeling welcome at school 92% indicated that an adult at school cares about them 82% reported feeling safe at school, and 90% felt safe in their classroom Students in grades 5–6 reported similarly positive perceptions 88% feeling welcome 87% reporting that an adult cares about them 79% feeling safe at school 85% feeling safe in the classroom  Among students in grades 7–8 84% reported feeling welcome at school 87% indicated that an adult cares about them 75% felt safe at school 85% felt safe in the classroom The district also reviews survey results disaggregated by student groups, including race/ethnicity, English learner status, students with disabilities, foster youth, and socioeconomically disadvantaged students, when available, to identify differences in student experiences and ensure equitable access to safe, supportive, and inclusive learning environments. These data help inform district and school-site planning, strengthen student wellness initiatives, and target supports where additional opportunities for growth are identified.|Analysis of the Spring 2026 Student Climate Survey and other local indicators identified several areas of strength as well as opportunities for continued improvement. Overall, students across grades 3–8 continue to report positive perceptions of their school environment, with the highest ratings related to feeling welcomed at school and having caring relationships with adults. Between 84% and 89% of students reported feeling welcome at school, and 87% to 92% indicated that at least one adult at school cares about them. These findings reflect the district's continued focus on building positive relationships and fostering inclusive, supportive school communities.  Compared to the previous survey administration, student perceptions improved across several key measures. Students reporting that they feel safe at school increased from 80% to 82% in grades 3–4, from 68% to 79% in grades 5–6, and from 70% to 75% in grades 7–8. Perceptions of classroom safety also increased across all grade spans, from 80% to 90% in grades 3–4, from 81% to 85% in grades 5–6, and from 80% to 85% in grades 7–8. Feelings of being welcome at school remained strong, increasing from 82% to 88% in grades 5–6 and from 81% to 84% in grades 7–8, while remaining consistent at 89% for grades 3–4. These gains suggest that district efforts to strengthen school climate, student supports, and positive relationships are having a positive impact. While the data demonstrate meaningful progress, students' perceptions of safety continue to decline slightly across grade spans, indicating an opportunity to further strengthen students' sense of safety and belonging as they transition into middle school.|Based on findings from the Spring 2026 Student Climate Survey, the Bakersfield City School District remains committed to maintaining safe, inclusive, and supportive learning environments for all students. Survey results demonstrate continued positive perceptions of school climate while highlighting opportunities to further strengthen students' sense of safety and belonging, particularly in the upper grades. To address these identified needs, the district will continue to implement the following strategies:  • Campus Supervision: Each school site will continue to utilize dedicated campus supervisors to promote student safety, positive behavior, and supportive school environments.  • Ongoing CPAL Support and Training: Cafeteria and Playground Activity Leaders (CPALs) will continue to receive ongoing professional learning through CPAL University to strengthen positive student interactions, increase student engagement during unstructured times, and proactively reduce disciplinary incidents.  • Restorative Practices: The district will continue providing professional learning for teachers, administrators, and support staff on restorative practices that strengthen relationships, build a positive school culture, and address student behavior through relationship-centered approaches.  • Social-Emotional Learning (SEL): BCSD will continue to prioritize Social-Emotional Learning by providing staff with professional learning, resources, and evidence-based strategies that support students' social, emotional, and behavioral well-being while fostering positive classroom environments.  • Continuous Improvement Through Data: Student climate survey results, along with attendance, behavior, and discipline data, will continue to be reviewed at both the district and school-site levels to monitor progress, identify areas of need, and inform school improvement planning.  These actions reflect the district's ongoing commitment to using local data to drive continuous improvement and ensure every student experiences a safe, welcoming, and supportive learning environment where they feel connected and prepared for success.|Met||2026-06-23|2026
15633390000000|Beardsley Elementary|6|Results of the 2025-2026 annual Student Survey, given to students in 3rd through 8th grades, show that 84.5% of students responded that their school cares about students; 72.1% said they feel safe at school; and 52.4% like school. Parent survey results show that 96.1% feel that their children enjoy school; 96.1% say their child's teacher makes learning fun; and 100% agree their schools are safe places to learn.  Results of the 2025-2026 California Healthy Kids survey (CHKS) show 29% of 7th graders reported engaging in meaningful school participation. In regards to school safety 51% of 7th graders said they felt safe at school. Key indicators for substance abuse results show 3% of 7th graders admit alcohol or drug use during the last 30 days.  31% of 7th grade students reported experiencing chronic sadness/hopelessness, down 10% from last survey. Results of the from the 2025-2026 published the disaggregated data below:  *School Connectedness -7th grade, 46% of participating students identified as Hispanic or Latinx, and 46% of participating students identified as White.  *Academic Motivation -7th grade, 67% of participating students identified as Hispanic or Latinx, and 61% of participating students identified as White.  *Social and Emotional Learning Supports -78% of participating students identified as Hispanic or Latinx, and 70% of participating students identified as White.  *Anti-bullying Climate -28% of participating students identified as Hispanic or Latinx, and 55% of participating students identified as White.  California Dashboard Data shows that in 2022 - 2023 suspensions was at 3.76%, and reduced to 1.85% for the current academic year (2025-2026).|While Healthy Kids survey data is specific to 7th grade students, the social-emotional needs of students across all grade levels continues to be a priority for the Beardsley School District. BSD suspension continues to decrease year over year.|The district will continue to provide activities to promote engagement and school connectedness of students (dress up days, academic recognition, token economy, etc.) and make campus environments inviting, clean, and safe for all students and families.|Met||2026-06-23|2026
15633540000000|Blake Elementary|6|Blake Elementary School District utilizes student perception surveys, parent feedback surveys, attendance data, suspension and expulsion data, and ongoing educational partner input to monitor school climate, student connectedness, and school safety. Due to the district’s small enrollment size and one-school TK–8 setting, staff are also able to gather ongoing informal feedback through daily interactions with students and families.  Local climate survey results from the 2025–26 school year indicate that students continue to report strong feelings of safety, belonging, and connectedness at school. Student survey results showed that 100% of students reported feeling safe and supported at school and identified positive relationships with staff and peers. Parent survey responses also reflected strong satisfaction with school communication, individualized support for students, and the welcoming school environment.  The district maintained a 0% suspension and expulsion rate during the 2025–26 school year, reflecting a positive and supportive school climate. However, attendance data indicates that chronic absenteeism remains a significant concern. According to the 2025 California School Dashboard, the district’s chronic absenteeism rate was 46.2%, although this represented improvement from the prior year. The White student group had a chronic absenteeism rate of 50%, while the Socioeconomically Disadvantaged student group had a chronic absenteeism rate of 38.5%.  Due to the district’s small student population, some student group data is not publicly reported on the Dashboard because the number of students does not meet state reporting thresholds. However, local survey responses, attendance data, and stakeholder feedback continue to be used to monitor school climate and student engagement across all student groups.|Analysis of local climate survey data and educational partner feedback indicates that Blake Elementary School District continues to maintain a strong sense of school connectedness and a positive school culture. Students and families consistently report that the school provides a safe, welcoming, and supportive environment where students receive individualized attention and support. The district’s small size allows staff to build strong relationships with students and families and respond quickly to student needs.  A key strength identified through survey results and stakeholder input is the strong communication and collaboration between families and school staff. Students report positive relationships with adults on campus and parents consistently express appreciation for the district’s supportive environment, school-community events, and individualized instructional supports. The district’s continued 0% suspension and expulsion rate also reflects the positive behavioral supports and strong school climate systems in place.  At the same time, analysis of attendance data identified chronic absenteeism as the district’s most significant area of need. Although attendance improved from the prior year, the percentage of students identified as chronically absent remains high and continues to impact instructional continuity and academic progress. Stakeholder feedback and local data suggest that attendance challenges are influenced by factors associated with the district’s rural location, including transportation barriers, limited access to outside services, family circumstances, and reduced opportunities for extracurricular engagement.  Educational partners also emphasized the importance of continuing to strengthen student engagement opportunities, school connectedness, and family involvement activities to encourage regular attendance and improve student outcomes.|Based on the analysis of local climate survey data, attendance data, and educational partner feedback, Blake Elementary School District will continue implementing and refining actions focused on improving student engagement, strengthening school connectedness, and reducing chronic absenteeism.  The district will continue implementation of the Positivity Project and other school climate initiatives that promote positive relationships, character development, empathy, and student belonging. The district will also continue providing extracurricular and enrichment opportunities, including school-community events, leadership opportunities, and after-school activities designed to increase student engagement and strengthen school connectedness.  To address attendance concerns, the district will continue increasing communication with families regarding attendance expectations and will provide individualized outreach and support when attendance concerns arise. Staff will continue monitoring attendance data regularly to identify students needing additional support and intervention.  The district will also continue:  Maintaining instructional aide and intervention supports to provide individualized student assistance; Expanding opportunities for family and community engagement through school events and activities; Partnering with Kern County Superintendent of Schools for professional development and coaching focused on student engagement and classroom climate; Monitoring local survey and attendance data to evaluate the effectiveness of school climate actions; and Reviewing educational partner feedback annually to guide continuous improvement efforts related to school climate, student engagement, and attendance.|Met||2026-06-10|2026
15633620000000|Panama-Buena Vista Union|6|"Local Climate Survey Data & Analysis The Panama-Buena Vista Union School District (P-BVUSD) utilizes a multi-layered approach to measuring school climate, primarily through the School Connectedness Survey (grades 3–8) and, new for the 2025–26 school year, expanded LCAP Educational Partner Surveys for students, staff, and families. School Connectedness Survey (Grades 3–8) Administered biannually, this survey tracks relational health. The Fall 2025 administration reached a high response rate of 88.26%. Adult Connectedness: 71.73% of students find it easy to talk to staff, and 76.21% feel staff care about them. Sense of Belonging: 72.67% of students report a positive sense of belonging, a steady increase from 70.48% in Fall 2024. Disaggregated Trends: Elementary sites (TK–6) consistently report higher belonging (75.44%) than Junior High sites (7–8), which average 67.60%. However, Junior High students showed the most significant growth, rising nearly 7% in belonging year-over-year. Qualitative Analysis of Student, Staff, and Parent Voice New for 2025-26, the District analyzed qualitative responses to better understand the ""why"" behind the numbers, focusing on relational and safety themes: Student Voice on Adult Connectedness: Qualitative responses from students emphasized the importance of small relational gestures. One student noted that success is supported when ""teachers say hi to me,"" while another stated that their primary support at school is simply ""my teacher"". Other students highlighted the value of having ""more people to talk to and help with some problems"". Parent and Staff Voice on Safety and Belonging: Parents and staff prioritized ""School Safety & Security"" and ""Access to social-emotional/mental health support"" as top needs. Staff feedback consistently mentioned the need for strong systems to ""notice and respond"" when students or colleagues are in need, reinforcing the district's focus on adult connectedness. Emergent Themes in Climate: Across all three groups, there is a shared concern for emotional safety. Students expressed a need for ""calm downs in class"" and more inclusive environments. Parents emphasized the school’s role in ""teaching and accepting others"" as a pillar of a safe climate. Additional Data and Analysis of School Conditions The District also monitors attendance and chronic absenteeism as proxies for school climate. As of April 2026, chronic absenteeism for specific groups remains a challenge: Foster Youth: 33.20%. Students with Disabilities: 33.50%. Unhoused Youth: 31.10%. Analysis: The integration of student, staff, and parent voice confirms that while relational scores are rising, there is a continued need for the targeted social-emotional supports and mental health resources identified in LCAP Goal 3. The qualitative data underscores that for students, belonging is rooted in direct, positive interactions with adults and peers."|"Key Learnings, Strengths, and Identified Needs Based on the analysis of the Fall 2025 School Connectedness Survey, the new 2025-26 LCAP Educational Partner surveys, and attendance metrics through April 2026, the Panama-Buena Vista Union School District (P-BVUSD) has identified the following: Areas of Strength Upward Trend in Belonging: A primary strength is the steady growth in student belonging. District-wide, belonging scores rose to 72.67% in Fall 2025, up from 70.48% in Fall 2024. Junior High students showed the most significant progress, with a 7% increase in belonging year-over-year. Relational Connection: 76.21% of students feel teachers and staff care about them. Qualitative student voice reinforces this, with students identifying simple relational gestures—such as ""teachers saying hi to me""—as a key driver for their success. Educational Partner Alignment: There is a high level of consensus among students, staff, and parents regarding school climate. All groups prioritized ""Mental Health/Social-Emotional Support"" and ""Emotional Safety"" as essential, validating the district’s LCAP Goal 3 investments. Identified Needs Chronic Absenteeism for Vulnerable Groups: While overall attendance is stable (93.90%), disaggregated data reveals critical gaps for specific student groups. Chronic absenteeism remains high for Students with Disabilities (33.50%), Foster Youth (33.20%), and Unhoused Youth (31.10%). These rates indicate that school climate barriers continue to disproportionately affect these populations. Grade-Span Disparity: Despite improvements, a gap persists between elementary and secondary experiences. Elementary belonging (75.44%) continues to outpace Junior High (67.60%). Qualitative feedback suggests junior high students desire more ""people to talk to"" and more ""calm-down"" or self-regulation resources within the classroom. Emotional Safety Systems: While physical safety scores are generally high, qualitative feedback from parents and students highlights a need for deeper emotional support systems. Parents expressed a desire for more focus on ""teaching and accepting others"" to foster an inclusive environment, while staff emphasized the need for better systems to ""notice and respond"" to students in distress. Conclusion and Future Directions The District has learned that relational connectedness is a leading indicator for student engagement. The qualitative feedback from the 2025-26 LCAP surveys has been instrumental in shifting focus toward the relational climate. These findings confirm the necessity of Action 3.1 (SEL Implementation) and Action 3.2 (Health and Wellness Centers). The data underscores that sustained professional development (Action 3.7) is essential to bridge the connectedness gap in upper grades and provide the targeted support required for our most at-risk youth (Action 3.5)."|"Changes to Plans, Policies, and Procedures for Continuous Improvement Based on the analysis of Fall 2025 climate data and the 2025-26 LCAP Educational Partner surveys, the Panama-Buena Vista Union School District (P-BVUSD) has determined several strategic adjustments to address identified needs in adult connectedness, belonging, and chronic absenteeism. Targeted Engagement Protocols for At-Risk Youth To address the high chronic absenteeism rates for Foster Youth (33.20%), Unhoused Youth (31.10%), and Students with Disabilities (33.50%), the District is shifting from reactive monitoring to proactive case management. Revision: The District will revise its attendance intervention threshold for high-priority student groups. While the standard protocol triggers at 15% absenteeism, personalized outreach and ""relational check-ins"" will be suggested for these high-priority groups at a 10% threshold. Targeted Protocol:  Site administrators will leverage District Support and site-based Tier 2 Teams to coordinate resources and remove non-academic barriers, such as housing or transportation instability. This increased coordination ensures that external barriers are addressed as a component of the school climate strategy. Scaling Emotional Support Infrastructure Qualitative student voice revealed a significant desire for more visible ""people to talk to"" and accessible ""calm-down"" resources, particularly in Junior High settings. Revision: The District will prioritize different models of Health and Wellness Centers (Action 3.2) at junior high sites such as comprehensive centers or dedicated confidential spaces for practitioners designated to provide emotional support (e.g. school social workers). Additionally, site-based SEL implementation (Action 3.1) in secondary classrooms will prioritize relational SEL practices such as “Greetings at the Door” and “Community Circles”.  Targeted Protocol: Staff will implement brief, daily interactions to ensure every student is greeted and recognized by name. This directly addresses student feedback that relational gestures from adults are primary drivers of their academic success and sense of belonging. Relational Professional Development While students feel staff ""care,"" a gap remains in students feeling they ""belong,"" especially in grades 7–8 (67.60%). Revision: The District will re-aligning its Professional Development calendar (Action 3.7) to transition from centralized training to a Site-Based Relational Improvement Cycle. This allows administrators to select specific relational strategies (e.g., mentorship, restorative circles, or classroom greeting protocols) that best address their specific site’s data trends. Targeted Protocol: Administrators will design a site-specific Relational Action Plan and lead its implementation. District leaders will provide accountability through bi-semester ""Relational Support Walks"" to coach principals and review mid-year ""pulse"" data, ensuring local methods are yielding district-mandat"|Met||2026-06-23|2026
15633700000000|Buttonwillow Union Elementary|6|Two local climate survey's were administered to students in the Fall and Spring of the 2025-2026 school year. Spring of 26 results showed the following: 77% felt school staff were easy to access and talk to; 76% felt school staff cared about them; 70% felt an adult on campus would notice if they were absent; 84% felt there were opportunities to be involved in school; 75% felt they belonged at this school. This data was consistent with our Hispanic population. For EL's 80% felt school staff cared about them all other response percentages were similar.|Based on the Spring 2026 climate survey results, here are some key learnings:  Accessibility and Communication: A significant majority (77%) of students felt that school staff were easy to access and talk to. This indicates strong communication channels between students and staff. Staff Care and Support: 76% of students felt that school staff cared about them. While this is a positive indicator, there is room for improvement to ensure more students feel supported. Attendance Awareness: 70% of students believed that an adult on campus would notice if they were absent. This suggests that staff are attentive to student attendance, which can be crucial for student engagement and safety. Opportunities for Involvement: A low percentage (44%) of students felt there were opportunities to be involved in school activities. This reflects a need to communicate our ample extracurricular options and identify why students are not getting involved. Sense of Belonging: 75% of students felt they belonged at the school. While this is a majority, it also highlights that 25% of students may feel disconnected, indicating a need for initiatives to foster a stronger sense of community.|To effectively boost engagement among students who feel disconnected from extracurricular activities, we must pivot from a model of simply offering programs to actively co-designing and removing systemic barriers to students to access them.  Analyzing local climate data often reveals that a low percentage of students believing there are chances to get involved isn't a problem of student apathy—it's an indication of barriers related to communication, scheduling, transportation, or school culture.|Met||2026-06-10|2026
15633880000000|Caliente Union Elementary|6|The District gave the Student Connectedness Survey to 3rd - 8th grade students for the past 2years. The survey was offered in March of each year to help drive the decisions for the LCAP. The questions directly relating to connectedness were Q1 I feel like it is easy to talk with Teachers/staff at this school. Q2  I feel like my teachers / staff care about me. And Q6 I feel like I belong when I am at school. Due to the very small population of students with in 3rd- 8th grade ( 24 total students) student populations were not separated due to confidentiality.|Q1I feel like it is easy to talk with teacher/staff at this school - 59% agree and 41 disagree. Q2 I feel like my teachers and school staff care about me, 59% agree and 39 disagree, 2% did not respond.  Q6 I feel like I belong when I am at school 51% agreed and 48% disagree with 2% no response.   Identified successes - students differentiate between classified staff and teachers. The classified staff have a close relationship with the students and the community partly due to the number of years that they have been in the community. Areas of need to have teachers contact parents at the beginning of each quarter as a positive call and not just when students are disciplined.|The positive school climate continues to improve with the reward - individual and group - that are afforded through the PBIS program. The liaison continues to be a successful position in helping the parents of the community connect with the school. The school will implement a Social Emotional Learning component to help students to learn appropriate responses to negative interactions.|Met||2026-06-17|2026
15634040000000|Delano Union Elementary|6|According to the  2025-2026 California Healthy Kids Survey (CHKS),  63% of middle school students reported feeling connected to their school community. This represents a 3% increase from last year and is above the 55%state average. Similarly, results from the 2026 LCAP Student Survey show that 72% of respondents feel a sense of school connectedness. This sense of belonging is further reinforced by 63% of students who agreed that it is “pretty much true” or “very much true” that there is a teacher or adult at school who acknowledges their efforts and encourages them to do their best. An equal percentage reported that there is an adult who listens when they have something to say, underscoring the presence of meaningful student-adult relationships. Evidence of adult support and high expectations was also strong: 77% of students indicated that a teacher or other adult notices when they are absent, reflecting a culture of engagement and accountability. Academic motivation was another area of strength. Seventy-three percent of respondents reported being motivated to do well in school. Of those, 71% said they try hard to succeed in their schoolwork, and 81% stated they are always striving to improve. Additionally, 87.6% of students who responded to the LCAP Student Survey reported feeling supported in their instructional needs. School safety remains a key indicator of student well-being is at an all time high of 68% of middle school students reporting that they feel safe at school according to the CHKS. However, 76.7% of respondents on the LCAP Student Survey indicate that they feel safe at school.  At the elementary level, the CHKS revealed similarly positive trends. Seventy-five percent of elementary students reported feeling connected to their school. More than three-quarters said they feel close to people at school, are happy to be there, and feel like part of the school community most or all of the time. Positive caring adult relationships were a strong indicator of student success. Seventy-four percent of elementary students reported that teachers and other adults care about them most or all of the time, while 77% said adults regularly listen to what they have to say. These responses point to strong, supportive relationships between students and school staff. Further, 85% of respondents to the LCAP Student Survey indicated that their school works with their parents or guardians to support their success. Expectations and encouragement from school staff were reported at high levels. Eighty-seven percent CHKS respondents indicated adults at school have high expectations for them. Additionally, 82% said teachers and staff regularly acknowledge their efforts, 87% stated that adults believe they can succeed, and 95% affirmed that school staff want them to do their best.|The 2025-2026 California Healthy Kids Survey (CHKS) and the LCAP Student Survey offer valuable insight into the experiences of students across the district. Together, they paint a picture of a school community that is, overall, supportive and encouraging—particularly at the elementary level—while also highlighting areas where middle school students may need additional attention and support. A consistent theme across both surveys is the importance of strong student-adult relationships. There was an increase in middle school students 66% who reported that there is a teacher or adult who acknowledges their efforts and encourages them to do their best, and an equal percentage said there is an adult who listens when they have something to say. These findings reflect a meaningful presence of caring adults in students’ lives. Additionally, 77% of students reported that a teacher or staff member notices when they are absent, suggesting that school staff are actively engaged in monitoring and supporting student well-being. Students also reported high levels of academic motivation. Nearly three-quarters (73%) said they are motivated to do well in school, with 71% saying they try hard to succeed in their work and 81% striving to improve. Instructional support appears to be a strong point as well, with 88.4% of respondents affirming that they feel supported in meeting their academic needs. Feelings of school connectedness, a key indicator of student engagement and belonging, were generally positive, though with some variation. Sixty percent of middle school students who took the CHKS reported feeling connected to their school, while the LCAP Student Survey showed a higher percentage—72%—expressing a sense of belonging. This difference may reflect the way questions are framed in each survey, but it also points to the need for further attention to the middle school experience. Safety perceptions, however, were more mixed. Only 56% of middle school respondents to the CHKS reported feeling safe at school, a concern that stands in contrast to the 76.7% who said they feel safe in the LCAP Student Survey. The gap between these results suggests that students may interpret “safety” differently across survey contexts—or that different school environments are experienced in distinct ways. This area warrants deeper exploration to ensure all students feel physically and emotionally secure at school. Elementary students, by contrast, reported more uniformly positive experiences. According to CHKS data, 75% of elementary students feel connected to their school. More than three-quarters said they feel close to people at school, are happy to be there, and feel part of the school community most or all of the time. Supportive relationships also stood out at the elementary level. Seventy-four percent of students said teachers and adults care about them most or all of the time, and 77% reported that adults regularly listen to them.|To implement a continuous improvement process regarding school climate, the Delano Union School District will continue to leverage its LCAP, SPSAs, District Wellness Plan, Community Schools Grant, and Parent and Family Engagement Policy to enhance and promote a positive, inclusive, and supportive school environment. Ongoing training for teachers and staff will focus on the English Learner Roadmap, restorative practices, social-emotional learning, motivating struggling learners, AVID, and trauma-informed care. Site administrators, with district team support, will work on decreasing chronic absenteeism by creating initiatives to motivate and encourage daily student attendance. Vice-principals will proactively address disciplinary issues through class visitations, small group sessions with social workers, and ongoing mentorship with students and families. Site mental health teams, supported by the district, will integrate social-emotional learning into daily instruction and ensure counseling and mental health services are accessible to all students. Sites will also continue to utilize the Sown to Grow platform to collect SEL data from students on a weekly basis.  This will allow site administration as well as site mental health teams and teachers to immediately address any student social-emotional concerns in the areas of:  sense of belonging, self-awareness, self-management, social awareness, responsible decision making, and relationship skills.  In alignment with the DUSD Parent and Family Engagement Policy, all team members will foster collaboration between the school, families, and the community, emphasizing active parental involvement in education. The district is committed to building the capacity of both school staff and parents to create strong partnerships, including assisting parents in understanding academic standards, assessments, and monitoring their child's progress. By focusing on these key areas, the Delano Union School District aims to continue to create a sustainable and effective continuous improvement process for enhancing school climate, ensuring a positive, inclusive, and supportive environment for all students and staff.|Met||2026-06-10|2026
15634040120139|Nueva Vista Language Academy|6|Nueva Vista Language Academy administered the California Healthy Kids Survey to students and school personnel in Fall 2025. The student survey in November 2025  covered topics including school connectedness, learning supports, and safety. Key findings include: • 85% of students feel connected with school. • 86% of students are academically motivated. • 85% agreed students have a caring adult at school. • 92% agreed adults have high expectations for them.   Overall survey data indicates NVLA has a generally positive climate with some room for improvement in peer relationships,  and family engagement.|"The Spring 2026 survey data reveals several key insights and areas of strength and growth at NVLA Strengths: • A majority of students feel safe, like school, and believe teachers treat them respectfully • School personnel overwhelmingly feel the school supports academic success and that they are valued members of the school community Areas for growth: • The lowest scoring indicator included ""Students in my class behave so that teachers can teach. • Staff survey results indicate a need for more family involvement in school events and volunteer opportunities.   The data suggests that while NVLA has a generally positive and respectful school environment, more could be done to build a culture of peer support among students. Efforts to engage families and create welcoming opportunities for them to connect with the school also  merge as an area of focus. Targeted initiatives to understand and close gaps in experiences for different student groups will also be important. Professional development and programs to help students build social-emotional skills and relationships could help strengthen the overall  school climate."|Based on insights from the survey data, NVLA will make the following changes to continuously improve school conditions and support student success: 1. Implement a Positive Behavioral Interventions and Supports (PBIS) system schoolwide. This will include:  • Developing clear, positive behavioral expectations that are taught and reinforced consistently • Increased recognition of students demonstrating positive behaviors • Tiered supports and interventions for students struggling with behavior • Ongoing training and coaching for staff  2. Review and update discipline policies and procedures to increase consistency and equity in handling student behavior issues. Partner with student and parent advisory groups for input.  3. Provide professional development for all staff on culturally responsive teaching practices, supporting students with disabilities and English learners, and creating inclusive classroom environments where all students feel welcome. 4. Expand social-emotional learning curriculum and counseling supports to build student skills in areas like conflict resolution, emotional regulation, and interpersonal relationships. 5. Conduct student focus groups, especially with student groups who reported lower connectedness, to gather input on how to strengthen relationships and increase their sense of belonging at school.  Progress in these areas will be monitored through annual school climate surveys, discipline and counseling referral data, and feedback from educational partners. School plans will be adjusted as needed based on results.|Met||2026-06-10|2026
15634046009351|Cecil Avenue Math and Science Academy|6|Cecil Avenue Middle School’s School Climate Survey results show that students generally view the campus positively, with an overall score of 3.07 in Fall 2025 and 3.05 in Spring 2026, indicating relatively stable perceptions throughout the year. The school’s strongest area was Social/Civic Learning, which remained high in both survey windows (3.43 fall; 3.41 spring). Students consistently reported valuing honesty, helping others, fairness, and respectful behavior. Areas such as Adult Social Support and Order and Discipline also scored positively, with students reporting that teachers treat them respectfully (3.35–3.37) and that the school has clear rules for behavior (3.48–3.49). Students also indicated they know adults on campus they can turn to for help (3.23 in both surveys), suggesting strong adult-student relationships across campus.|Analysis of the Cecil Avenue Middle School Climate Survey data revealed several strengths and areas of need across the school community. Overall climate scores remained relatively stable from Fall 2025 (3.07) to Spring 2026 (3.05). The school’s strongest area was Social/Civic Learning (3.43 fall; 3.41 spring), with students reporting strong values related to honesty, helping others, fairness, and respectful behavior. Additional strengths included Adult Social Support and Order and Discipline, where students indicated that teachers treat them respectfully, school rules are clear, and trusted adults are available for support. Students also showed positive perceptions of peer support and classroom organization, demonstrating that strong adult relationships and structured expectations are contributing positively to school climate.  The data also identified ongoing needs related to school connectedness, cultural acceptance, and school safety. Students reported lower agreement with statements such as “I like school” and “I look forward to going to school,” indicating challenges with belonging and engagement. Cultural acceptance scores remained among the lowest areas, suggesting concerns about peer respect and fairness regardless of appearance, race, ethnicity, or academic ability. School safety perceptions also reflected concerns about student fighting, with the item “Students at my school fight a lot” declining from 2.61 to 2.33. Disaggregated data showed that older students, students with IEPs, and LGBTQ+ students consistently reported lower levels of connectedness, safety, and inclusion than their peers. These findings highlight the need for continued efforts focused on peer relationships, restorative practices, inclusion, and targeted supports to ensure all students feel safe, respected, and connected at school.|CAMSA will implement targeted improvements to strengthen school climate and support student success based on survey feedback and educational partner input. Planned actions include updating discipline policies, providing staff training on inclusive practices, and expanding social-emotional learning (SEL) and counseling services. Student focus groups will help strengthen student connections, engagement, and sense of belonging. The school will monitor progress regularly and adjust plans as needed to ensure continuous improvement. CAMSA will also utilize its LCAP, SPSAs, and family engagement policies to guide ongoing efforts, including continued professional development in restorative practices, SEL, and trauma-informed care. Reducing chronic absenteeism will remain a key priority to support student achievement and well-being.|Met||2026-06-10|2026
15634046009369|Del Vista Math and Science Academy|6|Del Vista Math and Science Academy administered local school climate surveys to students and school personnel in 2025-26. The student survey was conducted across two windows  fall (October 2025, n=198) and spring (March–April 2026, n=198)  covering school safety, connectedness, instructional support, and peer relationships, using a 4-point scale. The school personnel survey was also administered in fall 2025. Spring 2025-26 student survey results (n=198, 4-point scale):  Overall mean: 3.13/4.0 School rules and safety items: highest-scoring area (3.67–3.76/4.0) Instructional and academic support items: moderate-to-strong (3.54–3.61/4.0) Social-emotional support and peer relationship items: lower scoring (2.70–2.82/4.0) Student emotional support item: lowest-scored at 2.45/4.0  Data revealed the following student group patterns: Hispanic/Latino students (n=134) scored 3.17 overall; White students (n=21) scored 3.22. Black/African American students (n=5) scored 2.78, notably lower than other groups, though the small sample size requires cautious interpretation. By grade level, Grade 4 students scored highest (3.22) and Grade 5 students scored lowest (3.06). Female and male students scored similarly (3.16 and 3.14, respectively). LCAP outcome data provides additional context: student connectedness remained stable at 80%, and the overall suspension rate was maintained at 0.55% (Blue on the California School Dashboard) with zero expulsions across all student groups. However, the percentage of students feeling safe at school declined slightly from 83% in Year 1 to 79% in Year 2.  The 2025-26 school personnel survey (fall window, 4-point scale) found:  Structure for Learning: 3.73  strongest section, with high scores on academic standards (3.81) and equitable treatment of students regardless of race/ethnicity (3.86) School Safety: 3.64  staff feel safe on campus Staff Connectedness: 3.42  lowest section, with items related to feeling supported by colleagues (3.32) and feeling connected to fellow teachers (3.30) scoring lowest|The 2025-26 school climate data reveals both areas of strength and persistent challenges at Del Vista Math and Science Academy. Strengths: School safety and rules items remain the highest-scoring area for students (~3.70/4.0), consistent with maintained low suspension rates (0.55%) and zero expulsions across all student groups. Student connectedness remained stable at 80%. Staff demonstrate strong belief in high academic standards and equitable student treatment, with the Structure for Learning section scoring 3.73/4.0 the highest staff section. Staff safety perceptions are also strong (3.64). Areas for growth: Social-emotional support and peer relationship items remain the lowest-scoring areas for students, with the student emotional support item at 2.45/4.0 and peer relationship items at approximately 2.70/4.0. These patterns are consistent with prior year data, indicating this gap has not yet been closed through existing interventions. Grade 5 students show the lowest overall scores (3.06), suggesting upper elementary students may need more targeted supports. The slight decline in safety perception from 83% in Year 1 to 79% in Year 2 warrants attention despite strong safety item scores on the survey. Staff connectedness remains the weakest staff area (3.42), particularly items related to feeling supported by colleagues and connected to peers, which may reflect continued adjustment following staffing changes in prior years. The central learning from this data is that the gap between strong safety and academic support structures and weaker social-emotional and peer support has persisted across two consecutive school years. This pattern suggests the need for more structural, embedded SEL programming rather than supplemental additions to the existing program.|Based on the 2025-26 climate data, Del Vista Math and Science Academy will implement the following changes and continue the following actions to drive continuous improvement: PBIS will continue to be implemented with fidelity, building on the strong performance this year. The PBIS store, and behavior support assemblies will be maintained and expanded in the primary grades, where infractions contributed to the slight increase in suspension rates. The school's target remains a suspension rate below 1% and zero expulsions for all student groups. To reverse the slight decline in safety perception (79% in Year 2 vs. 83% in Year 1), DVMSA will increase the visibility of campus safety practices, expand culture-building activities throughout the year, and ensure PBIS incentive programs are robust from the first day of school addressing a supply and implementation timing challenge identified during the 2025-26 review. To address the persistent low scores on emotional support and peer relationship items, DVMSA will implement more structured, consistent SEL programming embedded into the regular school day, supported by the school counselor and psychologist. Targeted supports will also be directed toward Grade 5 students, who scored lowest overall (3.06), as they transition toward middle school. To strengthen staff connectedness, the school will invest in collaborative structures including professional learning communities, team planning time, and staff culture activities that build collegial relationships and a stronger sense of belonging among all staff members. Progress will be tracked through both annual climate survey results and LCAP outcome metrics specifically student connectedness, safety perception, and suspension rates and school plans will be adjusted as data becomes available.|Met||2026-06-10|2026
15634120000000|Delano Joint Union High|6|The Delano Joint Union High School District administered its annual student climate survey in Spring 2026 across all school sites. The survey included targeted items on school safety, student connectedness, and academic supports.  Results indicate that 90% of students feel safe at school and 72% feel connected to their campus community. Additionally, 94% of students reported that their school effectively addresses attendance, dropout prevention, and graduation goals. Students also affirmed access to a broad course of study (86%) and standards-aligned instructional materials (93%).  These results reflect consistently positive student perceptions across key measures of school climate and academic support.|The survey results demonstrate continued progress in maintaining a safe, supportive, and academically focused school environment. Students overwhelmingly report feeling safe and supported, with strong confidence in the district’s efforts to address attendance, prevent dropouts, and support graduation outcomes.  At the same time, the data highlights an ongoing need to further strengthen student connectedness. While 72% of students report feeling connected to their school community, ensuring that all students feel a strong sense of belonging remains a priority. This includes continued attention to the experiences of underrepresented student groups to ensure equitable outcomes across all campuses.  The district recognizes that student connectedness is a key driver of engagement, attendance, and overall academic success.|In response to survey findings, the Delano Joint Union High School District will continue to strengthen efforts aimed at improving student connectedness and overall school climate. Staff—including counselors, social workers, and support personnel—will continue participating in professional learning focused on mental health, trauma-informed practices, and relationship-building strategies.  The district will also expand opportunities for student engagement through increased access to extracurricular activities, leadership programs, peer mentoring, and student voice initiatives. Special attention will be given to supporting underrepresented student groups and ensuring inclusive opportunities across all sites.  These efforts reflect the district’s commitment to continuous improvement and to fostering safe, inclusive, and supportive learning environments where all students feel connected and successful.|Met||2026-06-29|2026
15634200000000|Di Giorgio Elementary|6|Of the 3rd through 8th grade students surveyed using the Kern Integrated Data Systems (KiDS) School Connectedness Survey, 82% of students felt that their teachers and school staff care about them while 78% feel very connected to the school. The 2023-2024 school year serves as a baseline for the KIDS School Connectedness Survey. This survey will be conducted in the fall and spring of each year with third through eighth-grade students. Results will be shared with all stakeholders. Local data indicate that Di Giorgio's engagement and attendance rate remained at 97% during the 2025-2026 school year.|Through analysis of our School Connectedness Survey, suspension and expulsion rates, attendance, and chronic absenteeism, the Di Giorgio School District has determined that while our attendance, suspension and expulsion rates, and chronic absenteeism rates continue to improve, we need to focus on building a climate where students feel safe and engaged in learning. We have learned that as students get older, they feel less connected, while our 3rd, 4th, and 5th grade students would like to have more opportunities to participate in school activities such as sports and performing arts.|Di Giorgio will continue to focus on a Multi Tiered System of Supports including positive behavior strategies, restorative practices, and attendance plan to increase student engagement.|Met||2026-06-24|2026
15634380000000|Edison Elementary|6|Edison Elementary School District annually collects school climate data through stakeholder surveys administered to students, parents, and staff. Survey results are reviewed alongside local attendance, behavior, and engagement data to assess school connectedness, safety, student well-being, and overall school climate.  During the 2025–26 school year, survey results indicated that a majority of students, staff, and families reported positive perceptions of school climate. Areas of strength included positive relationships between students and staff, school safety, student support, and a welcoming school environment. Survey responses also reflected improvements in students' sense of belonging and connectedness to school.  Available survey data disaggregated by student groups were reviewed to identify trends and areas for improvement among English learners, socioeconomically disadvantaged students, students with disabilities, homeless youth, foster youth, and other student groups when available. The district analyzed differences in student perceptions related to safety, connectedness, adult support, and engagement to ensure that school climate initiatives are responsive to the needs of all students.  Survey findings were reviewed in conjunction with local indicators and California School Dashboard data. During 2024–25, the district experienced significant reductions in suspension rates and improvements in chronic absenteeism across multiple student groups. These outcomes support survey findings that students increasingly experience safe, supportive, and positive learning environments.  The district uses survey results to inform continuous improvement efforts, including Positive Behavioral Interventions and Supports (PBIS), social-emotional learning (SEL), restorative practices, mental health services, attendance supports, and family engagement initiatives. Survey feedback continues to guide district actions designed to improve school connectedness, student wellness, and positive school culture for all students.|Analysis of local climate survey data, attendance data, suspension data, and educational partner feedback identified several strengths in Edison Elementary School District's school climate efforts. Survey responses indicate that many students, families, and staff feel that schools provide a safe, welcoming, and supportive learning environment. Positive relationships between students and staff, improved communication with families, and increased access to social-emotional and wellness supports were consistently identified as strengths. These findings are further supported by local data showing substantial reductions in suspension rates across all student groups and improvements in chronic absenteeism when compared to prior years.  The district's implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning (SEL), attendance interventions, and mental health supports has contributed to a more positive school climate and increased student engagement. Educational partners also reported appreciation for the district's efforts to strengthen communication, student support services, and family engagement opportunities.  Despite these positive trends, analysis of survey and local data identified areas for continued improvement. Chronic absenteeism remains elevated for some student groups, particularly English learners, students experiencing homelessness, and students with disabilities. Educational partners also expressed a desire for additional student wellness supports, increased opportunities for student voice and leadership, expanded family engagement, and continued efforts to strengthen school connectedness and belonging for all students.  The district will continue to use climate survey results, attendance data, discipline data, and stakeholder feedback to refine interventions and ensure that all student groups experience safe, supportive, and inclusive learning environments that promote academic success, engagement, and well-being.|Based on the analysis of local climate survey data, attendance trends, discipline data, and educational partner feedback, Edison Elementary School District will continue refining and strengthening its school climate, student engagement, and wellness initiatives. The district has identified the need to further reduce chronic absenteeism, increase student connectedness, expand family engagement, and strengthen supports for student groups experiencing higher rates of absenteeism or lower levels of engagement.  To address these needs, the district will continue implementing and enhancing Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning (SEL), and Multi-Tiered System of Supports (MTSS) structures across all school sites. Attendance monitoring procedures will be strengthened through proactive outreach, family engagement strategies, home visits, attendance incentives, and collaboration with community partners to address barriers to regular school attendance.  The district will also expand opportunities for student voice and leadership, increase access to mental health and wellness services, and continue providing professional development for staff focused on relationship-building, trauma-informed practices, culturally responsive instruction, and positive behavior supports. Family engagement efforts will be strengthened through expanded parent workshops, improved communication systems, translation and interpretation services, and increased opportunities for stakeholder participation in decision-making processes.  These actions reflect the district's commitment to continuous improvement and ensuring that all students experience safe, inclusive, supportive, and engaging learning environments that promote academic achievement, attendance, well-being, and positive school climate outcomes.|Met|Edison Elementary School District has demonstrated significant progress in improving school climate through the implementation of comprehensive student support systems and positive school culture initiatives. Over the past several years, the district has experienced substantial reductions in suspension rates across all student groups and measurable improvements in chronic absenteeism. These outcomes reflect the district's ongoing commitment to creating safe, supportive, and inclusive learning environments where students can thrive academically, socially, and emotionally.  Key contributors to this progress include the continued implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning (SEL), mental health services, attendance interventions, and Multi-Tiered System of Supports (MTSS). The district has also strengthened collaboration among school staff, families, community partners, and student support personnel to address barriers to student success and improve student engagement.  Educational partner feedback consistently highlights the importance of maintaining strong relationships between students and staff, expanding wellness supports, and providing opportunities for students to feel connected and engaged in school. While progress has been made, the district remains committed to continuous improvement by monitoring climate data, engaging stakeholders in decision-making, and implementing evidence-based practices|2026-06-22|2026
15634460000000|Elk Hills Elementary|6|Elk Hills Elementary School District collects local climate data through educational partner surveys, student feedback, parent feedback, staff input, attendance data, discipline data, and ongoing conversations with families and community members. These data sources provide insight into students' sense of belonging, school connectedness, safety, engagement, and overall satisfaction with the school environment.  Overall, local climate data indicate that Elk Hills maintains a positive and supportive school climate. Students and families report that they feel welcomed, supported, and connected to school staff. The district's small size continues to be a strength, allowing staff to develop strong relationships with students and families and provide individualized support to address academic, social-emotional, and behavioral needs.  Survey results and educational partner feedback are reviewed to identify trends and opportunities for improvement. The district analyzes available data by student groups, including grade levels and demographic groups when sufficient response rates are available, to ensure that student experiences are considered through an equity lens. The district monitors feedback related to school safety, respect among students and staff, access to support services, academic encouragement, and opportunities for student and family engagement.  Additional local data sources, including attendance trends, chronic absenteeism rates, behavior referrals, participation in school activities, and student achievement data, are reviewed alongside climate survey information to provide a comprehensive understanding of school conditions. These data help guide decisions related to student supports, Community Schools initiatives, social-emotional learning, family engagement, and continuous improvement efforts.  Moving forward, Elk Hills Elementary School District will continue to strengthen its climate data collection process by encouraging broad participation in surveys, reviewing feedback from all educational partners, and using findings to enhance programs and services that support student success and well-being.|Analysis of local climate survey data, educational partner feedback, and additional school condition data identified several areas of strength and opportunities for continued growth at Elk Hills Elementary School District. Overall, the data demonstrate that students, families, and staff experience Elk Hills as a safe, supportive, and welcoming learning environment. The district’s small school setting continues to be a significant strength, allowing staff to develop meaningful relationships with students and provide individualized support based on student needs.  Students and families reported positive perceptions related to school connectedness, caring relationships with staff, and a sense of belonging. Staff feedback also reflected a strong commitment to collaboration, student success, and creating a positive school culture. These strengths are supported by local indicators such as student participation in school activities, attendance patterns, behavioral data, and ongoing communication with families.  When reviewing available data by student groups, the district continues to monitor student experiences to ensure that all students have equitable access to a positive school climate. Disaggregated data, when available and appropriate based on response rates, are reviewed by student groups including grade levels and identified student populations to determine whether additional supports or outreach are needed. The district will continue to examine climate data through an equity lens to identify any differences in student experiences and address potential barriers to engagement, belonging, or access to services.  Key areas for continued improvement include increasing participation in climate surveys to ensure that feedback represents all members of the school community, strengthening opportunities for student voice, and continuing to expand supports that address students’ academic, social-emotional, and wellness needs. The district will use climate data in conjunction with student achievement, attendance, behavior, and stakeholder feedback to guide decision-making and continuous improvement efforts. Elk Hills Elementary School District remains committed to maintaining a positive school climate where every student feels valued, supported, and connected while continuing to identify ways to strengthen programs and services for all learners.|Based on the analysis of local climate data, educational partner feedback, and identified areas of strength and need, Elk Hills Elementary School District will continue to refine existing plans, policies, and procedures to strengthen school climate, student engagement, and support systems for all students.  The district will continue to enhance its existing student support systems through ongoing implementation and review of Positive Behavioral Interventions and Supports (PBIS), social-emotional learning practices, and Community Schools strategies. Data related to student behavior, attendance, student engagement, and stakeholder feedback will continue to be reviewed to identify trends, evaluate effectiveness, and determine additional supports needed for students.  To address opportunities for increased stakeholder participation, the district will continue to improve processes for gathering and responding to input from students, families, and staff. This includes expanding communication methods, providing accessible opportunities for feedback, and ensuring that educational partner input is considered in planning and decision-making processes.  The district will also continue to strengthen procedures for monitoring student needs through collaboration among teachers, administrators, support staff, families, and community partners. Professional learning, instructional collaboration, and data review processes will be used to ensure staff have the resources and strategies necessary to support academic achievement, student wellness, and a positive learning environment.  Through these continuous improvement efforts, Elk Hills Elementary School District will continue to use local data to inform decisions, adjust practices as needed, and ensure that policies and procedures remain aligned with the goal of providing a safe, inclusive, and supportive environment where every student can succeed.|Met||2026-06-18|2026
15634610000000|Fairfax Elementary|6|Fairfax School District annually administers local climate surveys to gather information related to school safety, connectedness, parent engagement, and overall school climate. The district reviewed multiple local measures, including the Parent Involvement Climate Survey, student safety survey results, and the Student Connectedness Survey from Kern Integrated Data Systems.  Year 2 parent survey results show several areas of strength. A high percentage of families reported that their child’s school provides a high-quality education, with 53.4% strongly agreeing and 37.3% agreeing. This reflects a 13.4 percentage point increase in strongly agree responses from the baseline. Families also reported that the district provides high-quality resources and programs to all students, including English Learners, GATE, foster youth, homeless students, RSP students, and migrant students, with 46.7% strongly agreeing and 37% agreeing. This represents a 4.7 percentage point increase in strongly agree responses from baseline.  Families also reported positive perceptions related to relationships and engagement. In Year 2, 52.2% of families strongly agreed that the school and district value parents as important partners in their child’s education, an increase of 11.2 percentage points from baseline. Additionally, 46.2% strongly agreed that various opportunities for parent participation are provided, an increase of 8.2 percentage points from baseline. The percentage of families who strongly agreed that school staff show genuine concern for their child increased by 2.8 percentage points from baseline.  Student climate and connectedness data also show positive progress. On the student safety measure, the percentage of students reporting that they feel safe at school increased from 67.5% at baseline to 77.6% in Year 2, a 10.1 percentage point improvement. Student connectedness survey results also improved across several key items. In Year 2, 75% of students strongly agreed or agreed that it is easy to talk with teachers and staff at school, an 8 percentage point increase from baseline. Additionally, 79% reported that teachers and school staff care about them, a 12 percentage point increase. The percentage of students who reported feeling like they belong at school increased from 65% at baseline to 76% in Year 2, an 11 percentage point improvement.  Although this data reflects strong aggregate progress, Fairfax will continue to review available disaggregated results by student group, when available, to better understand differences in student and family experiences and to identify targeted areas for support.|Analysis of local climate survey data shows that Fairfax School District has made meaningful progress in several areas related to school climate, family engagement, and student connectedness. A key strength is that families continue to report positive perceptions of school quality and parent partnership. In Year 2, more than 90% of parents strongly agreed or agreed that their child’s school provides a high-quality education, and the percentage of parents who strongly agreed increased by 13.4 percentage points from baseline. This suggests that families are increasingly confident in the quality of education provided by the district.  Another area of strength is parent partnership. The percentage of families who strongly agreed that the school and district value parents as important partners increased by 11.2 percentage points from baseline. In addition, parent perceptions of opportunities for involvement improved, with strongly agree responses increasing by 8.2 percentage points. These results indicate that district and site efforts to increase communication, engagement opportunities, and family participation are having a positive impact.  Student data also reflects important gains. The percentage of students reporting that they feel safe at school increased from 67.5% at baseline to 77.6% in Year 2, showing a 10.1 percentage point improvement. Student connectedness data showed gains in several important areas, including students feeling that staff care about them, which increased by 12 percentage points, and students feeling a sense of belonging at school, which increased by 11 percentage points. These results suggest that district efforts related to school climate, relationship-building, and student support are contributing to improved student experiences.  At the same time, the data identifies areas for continued improvement. Although many parent survey items improved in strongly agree responses, some agree responses decreased, suggesting that the district should continue working to move overall positive perceptions into stronger levels of confidence. The data also shows a need to continue improving access to extra help and resources for students, as disagreement in this area increased slightly from baseline. Student participation in school-sponsored events, activities, sports, clubs, and other opportunities also remains an area for growth, with only 18% of students reporting participation in Year 2, despite a 3 percentage point improvement from baseline.  Overall, the data shows that Fairfax has made progress in creating safer, more connected, and more family-centered schools. Continued attention is needed to strengthen student participation, expand access to supports, and ensure that positive climate outcomes are experienced consistently across all student groups.|Based on the analysis of local climate survey data, Fairfax School District will continue to refine its plans, practices, and procedures to support school climate, student connectedness, and family engagement. The district will maintain its focus on building safe, welcoming, and relationship-centered school environments while targeting areas where data shows a continued need for improvement.  To strengthen family engagement, the district will continue expanding clear and consistent communication with families through ParentSquare, email, school events, and other communication tools. Since the data shows improvement in families feeling valued as partners and recognizing opportunities for involvement, Fairfax will build on this progress by continuing to provide accessible engagement opportunities, including parent-teacher conferences, open houses, advisory meetings, and site-level events. Sites will also be encouraged to use family feedback to inform school planning and improvement efforts.  To address the need for continued improvement in access to extra help and resources, the district will review existing academic and student support systems to ensure families clearly understand what supports are available and how to access them. Schools will continue to communicate intervention opportunities, tutoring options, counseling supports, and other resources more clearly to families and students. The district will also examine whether supports are being accessed equitably across student groups.  Student connectedness data will also guide continuous improvement efforts. Because students reported strong gains in feeling cared for by staff and feeling a sense of belonging, the district will continue emphasizing relationship-building, positive school climate practices, and student support systems. At the same time, the district will focus on increasing student participation in school-sponsored activities, clubs, sports, events, and enrichment opportunities. Sites will review barriers that may prevent students from participating and identify strategies to increase access and student involvement.  Fairfax will also continue using local data, including available disaggregated student group data when available, to monitor progress and identify areas of need. Survey results will be reviewed with district leaders, site administrators, staff, families, and advisory groups to support shared decision-making. These ongoing efforts will help ensure that district actions remain responsive to student and family needs and support continuous improvement in school climate, safety, connectedness, and student outcomes.|Met||2026-06-25|2026
15634790000000|Fruitvale Elementary|6|"The District surveyed 620 Jr. High Students and 542 3rd through 6th grade students, including questions regarding the local climate, school safety, and school connectedness. 2025 Spring LCAP Survey Data: ""My school is a safe place for students."" 86% elementary & 62% Jr. High students agree ""My school makes sure I am safe."" 91% elementary & 79% of Jr. High students agree ""My school recognizes students when they make good choices."" 80% elementary & 60% of Jr. High students agree ""I feel that students at my school are treated equitably."" 70% students agree ""I do not know how to see the school counselor."" 14.2% elementary students - 22% Jr. High ""Students at my school feel connected to the staff and the school.""  83% elementary & 74% Jr. High students agree ""My teacher cares about me."" 94% elementary students agree  ""The adults at my school care about me."" 90% elementary & 81% of Jr. High students agree"|District Survey data continues to improve in the area of school climate.  District initiatives including the rollout of the Multi-tiered System of Support in academics as well as behavior, Social Emotional Learning Daily Lessons and site-wide connections, additional support staff on all campuses, and attendance improvement initiatives are making an impact on student and family connectedness.  The District is pleased to see student responses indicating the majority feel safe and acknowledge the school makes sure they are safe.  The District continues to examine and implement safety measures including one-way window graphics, cameras, office entry buzzers, shatterproof window film, and conducting vulnerability assessments.  Student survey data reflects students enjoy positive reinforcements as well as connections to the school and staff.  The Junior High results are lower than elementary in areas which give pause for examination and improvement.  Areas of weakness include student knowledge of the process to connect with their school counselor as well as helping students feel a sense of belonging at school.  Attendance initiatives continue to improve and support students school connections in a positive, rather than punitive, manner.|The District added a second social worker mid year 23-24 to increase support for students and families.  24-25 the District has added an Intervention Program Specialist to address specific interventions for students.  The District has also added recreational aides on each site to provide recreational opportunities for students daily.  The District joined the Northwest Safe Schools Coalition and employed Campus Supervisor in the 2024-25 year to continue to improve and support school safety across the District. 2025-26 the District added a liason to support Student Safety and Engagement for all schools. Survey results support the continuance of the MTSS improvement process, social-emotional and character education, counseling and psychologist services on every site, as well as continued staff development in this area. Lastly, the District is increasing School Resource Officer time and seeking to improve school climate and connectedness in the  LCAP.|Met||2026-06-11|2026
15634870000000|General Shafter Elementary|6|The District's overall suspension rate increased slightly to 3.3%, representing an increase of 1.4 percentage points, a trend the District is actively monitoring and working to address through proactive school climate initiatives. By student group:   -Hispanic students reflected a rate of 3.8%  -Socioeconomically Disadvantaged students at 3.1%  -English Learners at 2.0%. Notably, Students with Disabilities maintained a 0% suspension rate, a positive indicator of inclusive and supportive practices within the school environment.  -White students reflected a increase of 2.1 percentage points in suspension rate, also a favorable result. 2025-26 (Spring 2026) Based on Student Connectedness Survey  72.4 % I feel like it is easy to talk with teachers/staff at this school.   69% I feel like my teachers and school staff care about me.  79.3 % If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence.  61.7% I regularly attend and participate in school-sponsored events, such as school dances, sporting events, student performances, or other school activities.  35 % There are lots of chances for students at this school to get involved in sports, clubs, and other school activities outside of class.  48.3% I feel like I belong when I am at school|2|3|Met||2026-06-11|2026
15635030000000|Greenfield Union|6|During the 2025–26 school year, Greenfield Union School District administered locally developed School Climate, Connectedness, and Conditions surveys, including districtwide connectedness probes during Fall 2025 and Spring 2026. These surveys provided valuable quantitative and qualitative feedback regarding student belonging, safety, relationships, engagement, and overall school experience. Broad participation across schools and student groups allowed the district to gather meaningful insight into conditions for learning.  Student feedback reflected several strengths related to belonging, relationships, engagement opportunities, and access to supportive adults. Students consistently identified teachers, counselors, social workers, and other support staff as important contributors to feeling safe, supported, and connected at school. Connectedness survey results also reflected improvement in several indicators, including students reporting that adults care about them, listen to them, help them feel safe, and create supportive school environments. These findings suggest students increasingly experienced school supports as visible, responsive, and relationship-centered.  Students also expressed appreciation for opportunities that strengthen engagement and belonging, including music, art, physical education, assemblies, extracurricular activities, technology access, and school-community events. Family and staff feedback similarly reinforced the value of these opportunities in supporting student motivation, connectedness, and positive school experiences.  At the same time, student and educational partner feedback identified areas requiring continued refinement, including supervision consistency, bullying response, operational systems, facility-related challenges, and equitable access to programs and supports across schools. Students also emphasized the importance of continuing to strengthen student voice opportunities, communication systems, and relationship-based supports that help them feel connected, safe, heard, and supported.  Together, these data sources provided important insight into both the strengths and ongoing needs related to school climate, connectedness, and conditions for learning, while reinforcing the district’s commitment to creating supportive, inclusive, and relationship-centered school environments for all students.|Analysis of Greenfield Union School District’s 2025–26 local school climate, connectedness, and educational partner feedback data surfaced several important insights regarding how students, families, and staff experience school environments and conditions for learning. The findings reflected both continued strengths and ongoing areas requiring refinement.  **Areas of Strength**  **Student Connectedness and Support Systems:** Student connectedness survey results from Fall 2025 to Spring 2026 reflected improvement in several indicators related to belonging, safety, and student-adult relationships. Students increasingly reported that adults at school care about them, listen to them, help them feel safe, and provide meaningful support. Educational partner feedback consistently reinforced the importance of positive relationships, trusted adults, and visible support systems in creating conditions where students feel connected and supported.  **Enrichment Opportunities and Engagement:** Students and families consistently identified music, art, physical education, assemblies, extracurricular activities, field trips, and school-community events as important contributors to student engagement, motivation, and belonging. Educational partners emphasized the importance of maintaining access to these opportunities, particularly for unduplicated student groups.  **Technology Access and Communication Systems:** Families and staff expressed positive perceptions regarding district technology systems and communication platforms, including ParentSquare, Google Classroom, student devices, and online communication tools. Feedback suggests these systems continue supporting instructional access, communication, and family engagement.  **Areas of Need**  **Consistency of Student Supports and Operational Systems:** Families and staff identified concerns related to supervision consistency, bullying response, behavior supports, discipline systems, and operational procedures across sites. Feedback highlighted the need for stronger implementation consistency, communication, and follow-through regarding student behavior and accountability.  **Operational and Facility-Related Barriers:** Educational partners identified challenges related to traffic flow, parking, crowding, transitions, event logistics, and campus infrastructure. Additional feedback highlighted the importance of developmentally appropriate learning environments and operational supports for younger students.  **Student Voice and Inclusive Engagement:** While students increasingly reported feeling heard and connected, feedback suggests additional opportunities exist to strengthen student participation in school improvement efforts and decision-making processes. Families and staff also emphasized the importance of continuing to strengthen relationship-centered communication, culturally responsive outreach, and inclusive engagement practices.|Based on the analysis of local climate data, student connectedness surveys, educational partner feedback, and Needs Assessment findings, the district identified several strategic refinements designed to strengthen school climate, improve conditions for learning, and better respond to student and family needs.  **Strengthening Health, Wellness, and Student Supports:** Educational partner feedback emphasized the importance of trusted adults, emotional safety, relationship-building, and access to responsive support systems. Feedback also identified a need for greater consistency in wellness outreach, behavioral supports, bullying response, and visibility of student services across schools. In response, the district will continue strengthening wellness outreach, social-emotional supports, and relationship-centered practices through increased coordination among counselors, social workers, behavior support staff, and school sites, with an emphasis on earlier intervention and proactive support.  **Refining MTSS and Inclusive Support Practices:** Local data and educational partner feedback reinforced the importance of strengthening intervention systems, inclusion supports, and coordination of services for students requiring additional academic, behavioral, and social-emotional assistance. The district will continue refining MTSS implementation through increased collaboration, classroom-embedded supports, inclusive practices, and earlier identification of student needs.  **Strengthening Communication and Operational Systems:** Families and staff identified concerns related to supervision consistency, communication responsiveness, traffic flow, parking, transitions, event logistics, and campus procedures. In response, the district will continue refining operational systems, communication practices, and site-level procedures to improve safety, accessibility, responsiveness, and overall school experience.  **Strengthening Conditions for Learning:** Educational partner feedback reinforced the importance of safe, welcoming, and developmentally appropriate learning environments. The district will continue reviewing facility-related needs, campus conditions, and operational structures to strengthen equitable access to supportive learning environments across schools.  **Expanding Family Partnerships and Student Voice:** Feedback emphasized the importance of strengthening family-school partnerships early, particularly during transitional kindergarten and the primary grades. The district will continue expanding onboarding supports, relationship-building opportunities, and communication systems for younger students and families. The district will also continue strengthening student voice through connectedness surveys, student engagement opportunities, and participation in school climate and improvement efforts.|Met||2026-06-10|2026
15635290000000|Kern High|6|The 2025–2026 KHSD School Climate Survey summarizes responses from approximately 60,000 students across the district regarding school safety, relationships, inclusion, bullying, harassment, and overall school connectedness. Overall, the results indicate that most students report positive connections to their schools and adults on campus. Eighty-nine percent of students reported knowing where to go for help with problems at school, 83% said there is someone on campus who cares about both their personal life and academics, 80% reported being happy at their school, and 77% agreed that teachers treat students fairly. Students also reported strong opportunities for engagement, with 84% indicating there are school activities they enjoy and 80% believing their participation helps make their school or community a better place.  At the same time, the survey identifies areas that continue to require attention. Fourteen percent of students reported experiencing verbal harassment within the past 60 days, 10% reported feeling isolated or harassed, 9% reported feeling unsafe at school, and 7% reported missing school at least once because they felt unsafe. Concerns related to race and culture were also noted, with 17% of students reporting tension between different cultures, races, or ethnic groups on campus. Reports of targeted harassment based on race, gender identity, sexual orientation, or religion generally ranged from 2% to 5% of respondents. Cyberbullying rates ranged from 3% to 6%, while 8% of students reported being disrespected or mistreated by an adult at school. Overall, the data suggest that KHSD students generally feel connected, supported, and engaged at school, while also highlighting the importance of continued efforts to address bullying, harassment, cultural tensions, and student perceptions of safety.|Analysis of the 2025–2026 KHSD School Climate Survey identified several strengths as well as areas for continued growth. Results from approximately 60,000 students indicate that most students feel connected to their schools and supported by adults on campus. High percentages of students reported knowing where to go for help, having an adult who cares about both their personal well-being and academic success, and feeling happy at school. Students also reported positive opportunities for involvement, with many indicating they participate in activities they enjoy and believe their contributions make a positive difference in their school community. These findings suggest that district efforts to promote student connectedness, engagement, and supportive relationships are positively impacting school climate.  The survey also highlighted areas requiring continued attention. Reports of verbal harassment, bullying, cyberbullying, and feelings of isolation demonstrate that some students continue to experience challenges that may negatively affect their school experience. While most students reported feeling safe, a notable percentage indicated they felt unsafe at school or had missed school due to safety concerns. These findings reinforce the importance of ongoing efforts to maintain safe, supportive, and welcoming learning environments.  The data further identified opportunities to strengthen inclusion and belonging. Some students reported tension among cultural, racial, and ethnic groups, while smaller percentages reported experiencing harassment based on race, religion, gender identity, or sexual orientation. These responses underscore the need to continue fostering respectful school environments that value diversity and promote positive relationships among students.  Additionally, while the majority of students reported positive interactions with adults, some students indicated they felt disrespected or mistreated by an adult on campus. This finding highlights the importance of continued professional learning focused on relationship-building, restorative practices, cultural responsiveness, and positive student engagement.  Overall, the survey data demonstrate that KHSD schools provide positive and supportive environments for most students. Key strengths include strong student-adult connections, high levels of school engagement, and access to support systems. Areas of identified need include reducing bullying and harassment, addressing cultural tensions, improving perceptions of safety, and ensuring all students experience a sense of belonging and respect. These findings will continue to guide district and site-level efforts to improve school climate and support student success.|KHSD schools continue to enhance school climate and strengthen connections among students and staff through the implementation of Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered Systems of Support (MTSS), and social-emotional learning initiatives. To address the diverse needs of students, the District has expanded access to support personnel who provide academic, behavioral, mental health, and substance abuse intervention services. These resources help ensure that students receive timely and appropriate support to promote both well-being and success in school.  The District also prioritizes suicide awareness, prevention, and intervention efforts by providing ongoing education and resources for students, staff, and families. These efforts are designed to increase awareness of warning signs, reduce stigma, and connect individuals with available supports and services when needed.  To better understand the experiences of students across different student groups, KHSD conducts student focus groups to examine variations in survey responses and identify areas for improvement. Feedback gathered through these discussions helps inform district and site-level actions aimed at creating more inclusive, supportive, and equitable learning environments.  In addition, external coaches and consultants partner with district and school leaders to analyze student, family, and staff perceptions and evaluate existing systems and practices. This collaboration supports continuous improvement efforts related to school climate, safety, mental health services, substance abuse prevention, and overall student connectedness. Together, these strategies help foster safe, supportive, and engaging school environments where all students can thrive.|Met||2026-06-22|2026
15635291530435|Kern Workforce 2000 Academy|6|Kern Workforce Academy uses multiple measures to monitor school climate and guide continuous improvement. Local climate data are collected through student, parent, and staff surveys, including the Tier 1 School Climate Survey, the Annual School Parent Survey, the Local Staff Survey, and local stakeholder feedback gathered through the LCAP process, ELAC meetings, and school-based engagement activities. Survey results are reviewed alongside local indicators such as attendance, chronic absenteeism, suspension rates, behavior referrals, graduation rates, and student participation to provide a comprehensive understanding of school climate.  Data are analyzed by student groups, including English learners, Long-Term English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and homeless youth, when available. This disaggregated analysis helps identify disparities in school connectedness, safety, engagement, and access to support services.  Survey and local data indicate that students value positive relationships with staff and appreciate Workforce's supportive learning environment. Results have reinforced the importance of relationship-building, academic intervention, family engagement, and social-emotional supports as key contributors to student success. Workforce uses these findings to refine school climate initiatives, allocate resources, and monitor the effectiveness of programs designed to foster a safe, welcoming, and inclusive environment for all students.|Analysis of local climate data demonstrates that Kern Workforce Academy's greatest strength is the positive relationships established between students and staff. Survey feedback consistently indicates that students feel supported, respected, and connected to adults who are invested in their success. Parent and staff feedback also reflects confidence in Workforce's commitment to student well-being, communication, and individualized support. These findings are reinforced by strong attendance rates, improved graduation outcomes, and increased participation in intervention and engagement programs.  Disaggregated data continue to guide targeted supports for student groups, including English learners, Long-Term English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and homeless youth. While overall school climate remains positive, Workforce recognizes that some student groups continue to experience greater academic and personal barriers that may affect their sense of connectedness and engagement. As a result, the school continues to prioritize equitable access to academic interventions, social-emotional supports, family engagement, and relationship-centered practices.  The analysis confirmed the importance of maintaining a safe, inclusive, and supportive learning environment while continuing to strengthen systems that promote student voice, family partnerships, and early intervention. These findings will continue to inform school improvement efforts, resource allocation, and strategies designed to improve outcomes for all students.|Based on the analysis of local climate data and educational partner feedback, Kern Workforce Academy will continue strengthening systems that promote student connectedness, family engagement, and equitable access to academic and social-emotional supports. While existing practices have resulted in a positive school climate, Workforce is committed to continuous improvement by refining interventions and increasing opportunities for meaningful student and family engagement.  The school will continue expanding targeted academic interventions through Academic Intervention Coaches, strengthening Tier 1 engagement initiatives, and improving coordination among instructional staff, intervention teams, and family engagement personnel to ensure timely and comprehensive support for students. Workforce will also continue increasing communication with families through multiple platforms and providing flexible opportunities for participation in workshops, advisory groups, and school decision-making.  Professional Learning Teams will continue to analyze student and climate data to identify emerging needs and adjust instructional and support strategies accordingly. Survey results and stakeholder feedback will remain integral to the continuous improvement cycle, informing professional learning, resource allocation, and schoolwide initiatives. Workforce will regularly monitor the effectiveness of these actions and make adjustments as needed to ensure all students experience a safe, supportive, and engaging learning environment that promotes academic success and well-being.|Met|As an alternative education program serving students who are significantly credit deficient across six evening sites, Kern Workforce Academy recognizes that a positive school climate is built through strong relationships, individualized support, and equitable access to resources. Workforce continues to invest in proactive, relationship-centered practices by expanding academic interventions, strengthening family engagement, and increasing collaboration among instructional and student support teams. School climate data and educational partner feedback are reviewed regularly to ensure continuous improvement and to maintain safe, welcoming, and supportive learning environments where all students can succeed.|2026-06-02|2026
15635450000000|Kernville Union Elementary|6|KUSD students participated in the California Healthy Kids Survey (CHKS) during the 2025-2026 school year, which is administered to 5th and 7th grade students. Elementary students surveyed reported that they feel safe at school 29% all of the time and 37% most of the time (24-25 CHKS survey: 45% all of the time and 35% most of the time).  Middle school students surveyed reported they felt very safe 20% of the time and safe 35% of the time (24-25 CHKS survey: felt very safe 18% of the time and safe 42% of the time. KUSD also administered a local survey to 4th through 8th grade students. On our local survey, elementary students reported they feel safe at school 47% of the time and sometimes they feel safe at school 39% of the time (24-25 local survey: 55% of the time and sometimes they feel safe at school 34% of the time). On our local survey, middle school students reported they feel safe at school 51% of the time and sometimes they feel safe at school 30% of the time (24-25 local survey: 67% of the time and sometimes they feel safe 28% of the time).  In regards to school connectedness, 69% of surveyed elementary school students reported on the CHKS they feel connected to their school and 50% of surveyed middle school students reported on the CHKS they feel connected to their school (24-25 CHKS: 66% for elementary and 60% for middle school). On KUSD’s local survey, 70% of elementary students reported they feel their teacher wants them to be successful (24-25 survey: 81%) and 27% reported they like going to school while 51% reported they sometimes like going to school (24-25 survey: 39% reported they like going to school and 53% reported they sometimes like going to school). On KUSD’s local survey, 76% of middle school students reported they like their teacher (24-25 survey: 66%) and 26% reported they like coming to school while 58% reported they sometimes like going to school (24-25 survey:  29% reported they like going to school and 53% reported they sometimes like going to school).   On the KUSD local survey, elementary students were asked if they think students get in trouble when they do not follow the rules. 58% of elementary students reported yes (24-25 survey: 66%) and 30% reported sometimes (24-25 survey: 24%). Middle school students were asked on the local survey if there are consequences when students do not follow the rules. 63% of middle school students reported yes (24-25 survey: 60%) and 22% reported sometimes (24-25 survey: 22%).|Overall Key learnings and areas of strength include: students, teachers, and support staff continue to build positive relationships and connections. Students feeling safe at school is stable, continuing to build positive relationships between teachers, support staff and students will continue to strengthen students’ sense of safety. Student support staff members and training are continuing to positively impact each school’s culture. Identified needs include: continued professional development for teachers, principals, and support staff to continue building and maintaining positive relationships and connections where students have meaningful engagement and participation in decision making, continue providing safe learning environments through progressive and alternative discipline and behavior supports.|To continue to building positive teacher/staff-student relationships, school sites have utilized school site funds in their School Plan for Student Achievement (SPSA) to provide professional development for their teachers and support staff for staff training for maintaining positive school cultures. At the district level, the LCAP includes professional development for teachers and support staff on Tier I and II behavior supports for students from the Kern County Superintendent of Schools, CPI, and Achievement Leaders.|Met||2026-06-30|2026
15635520000000|Lakeside Union|6|Local climate data from the 2025 California Healthy Kids Survey (CHKS), Dashboard, and local KiDS data show improvements in behavior and attendance, but concerns with student connectedness and safety, especially at the middle school level.  Student Perception (CHKS): Grade 5 students report higher connectedness (60%) and safety (69%), while Grade 7 results are significantly lower (31% connectedness; 25% safety), indicating a decline in school climate for older students.  Behavior and Engagement (Dashboard & Local Data): Chronic absenteeism decreased for all students (22.9%, down 5.9 points) and across student groups, with continued improvement in 2025-2026 local data (18.56%–20.6%). Suspension rates also declined (1.4% overall), with further reductions in 2026 (0.66%), though higher rates persist for students with disabilities and foster youth.  Summary: Overall, data shows improved attendance and behavior, but ongoing disparities for specific student groups and lower perceptions of safety and connectedness in middle school.|Analysis of local climate data indicates overall improvement in student behavior and engagement, alongside persistent disparities and concerns related to school connectedness and safety, particularly for specific student groups and grade levels.  A key strength is the reduction in chronic absenteeism and suspension rates across all student groups. Chronic absenteeism decreased for all students and for English learners, socioeconomically disadvantaged students, students with disabilities, and foster youth, with the most significant improvement seen among foster youth. Suspension rates also declined across all groups, with continued improvement reflected in local 2025-2026 data. These trends indicate that schoolwide systems and supports are contributing to improved student engagement and behavior.  However, disparities remain. Students with disabilities and foster youth continue to experience higher rates of absenteeism and suspension compared to their peers, indicating a need for more targeted and differentiated supports to address barriers to engagement and consistent attendance.  Student perception data highlights an additional area of need. While Grade 5 students report moderate levels of school connectedness and safety, Grade 7 students report significantly lower levels of connectedness (31%) and safety (25%), suggesting that school climate and sense of belonging decline at the middle school level. This indicates a need to strengthen relationship-building, student engagement, and school climate systems for older students.  Overall, the data suggests that while behavioral and attendance systems are improving outcomes, the LEA must focus on:  Reducing disparities for students with disabilities and foster youth Strengthening school connectedness and safety, particularly in middle school Ensuring that improvements in behavior and attendance are paired with positive student perceptions of school climate  These identified needs will guide the development of targeted actions to improve equitable student experiences and outcomes.|Based on the identified needs, the LEA will focus on strengthening school connectedness, reducing disparities, and improving student perceptions of safety, particularly for middle school students, students with disabilities, and foster youth.  To address lower levels of connectedness and safety at the middle school level, the LEA will implement structured relationship-building practices, including advisory or mentorship opportunities, increased opportunities for student voice, and consistent positive behavior recognition systems. These actions are designed to improve connectedness because they provide students with regular opportunities to build meaningful relationships with staff and feel recognized within the school community.  To reduce disparities in absenteeism and suspension for students with disabilities and foster youth, the LEA will expand targeted supports, including individualized attendance interventions, increased collaboration with support staff and families, and implementation of restorative practices. These actions improve outcomes because they address barriers to attendance and behavior through proactive and supportive approaches rather than exclusionary discipline.  The LEA will also strengthen school climate systems, including PBIS implementation and campus supervision and cleanliness efforts, because consistent expectations and safe, well-maintained environments contribute to students’ sense of safety and belonging.  Progress will be measured through continued reductions in chronic absenteeism and suspension rates across student groups, as well as improved student survey results related to connectedness and safety, particularly at the middle school level.|Met||2026-06-16|2026
15635600000000|Lamont Elementary|6|LESD administered the local Student Connectedness survey to students in grades 3rd through 8th grade.   Based on the Sprin 2026 school climate survey, Lamont Elementary School District continues to demonstrate strengths in fostering positive relationships and a sense of belonging among students:  68% of students reported that it is easy to talk with teachers and staff. 65% feel that teachers and staff care about them. 68% believe that a teacher or adult at school would notice if they were absent. 63% of students feel a sense of belonging at school. These findings suggest that schools have established supportive relationships between students and staff, which is a critical component of student connectedness and overall school climate.  Areas for Growth Student Participation in Activities:  Only 17% report regularly attending school-sponsored events and activities. Only 27% agree that there are many opportunities to participate in sports, clubs, and extracurricular activities. This may indicate a need to increase communication, expand opportunities, or reduce participation barriers. Overall, these findings affirm progress in creating supportive environments while also guiding future actions to improve student engagement beyond the classroom. According to the Spring 2025–26 Student Connectedness Survey, the reported reasons for missing school within the 30 days prior to completing the survey were as follows: 1. Illness (47%) The most common reason reported. Physical health remains a major factor impacting attendance. 2. “Does not apply – I did not miss any school” (42%) nearly half of students reported no absences. 3. Felt very sad, hopeless, anxious, stressed, or angry (12%) Mental health remains a consistent reason for absenteeism, matching the previous year’s rate.  4. Didn’t get enough sleep (17%)  5. Had to take care of a family member or friend (14%) A noticeable barrier related to students’ home responsibilities and caregiving roles. 6. Went on vacation (16%) Slight increase from 14%. Indicates that non-illness related absences during instructional days remain common. 7. Death of a loved one (10%) Similar from previous year, reflecting personal or family trauma as a recurring cause.  Less Common but Notable Responses: Didn’t feel safe at school or commuting – 6% Was bullied or mistreated– 5% Was bored or uninterested in school – 7% No transportation – 6%  Behind in schoolwork/unprepared for a test - 5%  Student survey results indicate that illness continues to be the primary reason students miss school, with nearly half of respondents reporting health-related absences. Results suggest that attendance challenges are influenced more by health, wellness, and family factors than by school engagement or behavioral concerns. While reports of bullying, safety concerns, and transportation barriers remain relatively low, these areas will continue to be monitored and addressed through school climate initiatives, student supports, and family outreach.|Analysis of the Spring 2025–26 Student Connectedness Survey (Grades 3–8) identified several strengths in Lamont Elementary School District’s school climate, as well as areas requiring continued attention and improvement.  Survey results indicate that students generally experience positive relationships with adults at school. Sixty-eight percent of students reported that it is easy to talk with teachers and staff, 65% indicated that teachers and staff care about them, and 68% believed that a teacher or other adult at school would notice if they were absent. Additionally, 63% of students reported feeling a sense of belonging at school. These results suggest that district staff have established supportive and caring relationships with students and that schools continue to foster an environment where students feel connected and valued.  The survey also identified opportunities for growth related to student engagement beyond the classroom. Only 17% of students reported regularly participating in school-sponsored events and activities, and just 27% agreed that there are many opportunities to participate in sports, clubs, and extracurricular programs. These findings indicate a need to increase student awareness of available activities, expand opportunities for participation, and reduce barriers that may prevent students from engaging in extracurricular experiences.  Attendance-related responses provided additional insight into factors affecting student engagement and school climate. Illness remained the most common reason for absences (47%), while 42% of students reported no absences during the previous 30 days. Mental health concerns, including feelings of sadness, anxiety, stress, or anger, were reported by 12% of students and continue to be a consistent factor affecting attendance. Other notable barriers included insufficient sleep (17%), family caregiving responsibilities (14%), vacations during instructional days (16%), and the death of a loved one (10%). Smaller percentages of students reported missing school due to feeling unsafe at school or while commuting (6%), bullying or mistreatment (5%), lack of transportation (6%), boredom or lack of interest in school (7%), or feeling unprepared for schoolwork or assessments (5%).  Overall, the data demonstrate that the district’s greatest strengths are the positive relationships between students and staff and students’ sense of belonging at school. Identified needs include increasing student participation in extracurricular activities, continuing to strengthen social-emotional and mental health supports, addressing attendance barriers related to health and family responsibilities, and maintaining efforts to ensure students feel safe, engaged, and connected to their schools. These findings will guide future actions designed to improve student connectedness, engagement, and overall school climate for all student groups.|Based on analysis of the 2025–26 Student Connectedness Survey and other local data, Lamont Elementary School District identified opportunities to strengthen student engagement, school climate, attendance, and student well-being. As a result, the district will refine existing plans, practices, and procedures to support continuous improvement.  The district will expand opportunities for student engagement by increasing access to clubs, leadership activities, athletics, enrichment programs, and after-school opportunities. Schools will improve communication with students and families regarding available activities and incorporate student voice when planning events to strengthen connectedness and belonging.  To enhance school climate and safety, the district will continue implementing Positive Behavioral Interventions and Supports (PBIS), restorative practices, and social-emotional learning. Staff will receive ongoing professional development focused on creating inclusive learning environments, building positive relationships, and responding promptly to student concerns. School sites will also review supervision plans and reinforce practices that promote safe, supportive campuses.  To address social-emotional and mental health needs identified through the survey, the district will strengthen its Multi-Tiered System of Supports (MTSS) by expanding social-emotional learning, increasing staff training on recognizing and responding to student mental health needs, strengthening partnerships with community agencies, and improving access to counseling and behavioral health services. Schoolwide wellness activities will continue to support student well-being.  Attendance improvement efforts will focus on reducing barriers to regular attendance by increasing proactive family communication, utilizing attendance advocates, and expanding outreach to families. The district will continue promoting telehealth services and Family Success Center resources while attendance teams use data to identify students at risk of chronic absenteeism and provide timely interventions.  Recognizing the importance of family partnerships, the district will continue expanding parent education opportunities, increasing communication regarding student supports and extracurricular programs, and connecting families with school and community resources that promote student attendance, wellness, and academic success.  The district will monitor implementation through annual climate surveys, attendance data, educational partner feedback, and site-level reviews. Findings will be used to refine practices, guide resource allocation, and ensure continuous improvement efforts remain responsive to the needs of students and families while fostering safe, supportive, and engaging learning environments.|Met||2026-06-09|2026
15635780000000|Richland Union Elementary|6|Our district annually administers local climate surveys to students, parents, and staff to monitor perceptions of school safety, connectedness, and overall school climate. Results from the 2025–26 Annual Spring Student Climate Survey indicate that 53% of students in grades 5–6 reported feeling connected to school most or all of the time, while 43.1% of students in grades 7–8 reported feeling connected to school most or all of the time. Student perceptions of safety indicated that 48% of students in grades 5–6 and 37% of students in grades 7–8 reported feeling safe most or all of the time.  Educational Partner Survey data showed that 69% of parents reported feeling connected to their schools, including 65% of English learner parents, 59% of low-income parents, and 61% of foster youth families. Staff connectedness was reported at 62%.  Educational Partner Survey data related to school safety indicated that 70% of parents reported believing our schools are safe, including 87% of English learner parents, 81% of low-income parents, and 76% of foster youth families. Staff perceptions of school safety increased to 75%.  Student feedback identified the value of music programs, field trips, and student activities that promote engagement and connection to school. Students also identified improved supervision during recess and structured opportunities for engagement as important factors in creating a positive school climate.|Analysis of our local climate data identified several strengths. Parent perceptions of school connectedness and safety remain positive, and participation from English learner and low-income families reflects continued progress in family engagement efforts. Staff perceptions of school safety have also improved over time. Educational partner feedback further indicates that students value opportunities that increase engagement, including music programs, field trips, extracurricular activities, and positive relationships with staff.  The data also identified areas requiring continued attention. While student connectedness and safety have improved compared to prior years, a significant percentage of students continue to report feeling disconnected from school or unsafe, particularly at the junior high level. Students in grades 7–8 reported lower levels of connectedness and safety than students in grades 5–6, indicating a need for additional supports focused on student belonging, engagement, and positive school climate.  Educational partner feedback highlighted the importance of maintaining supportive learning environments, strengthening student-adult relationships, increasing opportunities for student engagement, and expanding social-emotional and behavioral supports. Analysis of survey data also suggests a need to continue strengthening outreach and support for families to ensure all students feel connected, supported, and successful.|Based on analysis of local climate data and educational partner feedback, our district will continue implementing and strengthening actions designed to improve student connectedness, school safety, and overall school climate. We will continue providing Positive Behavioral Interventions and Supports (PBIS), social-emotional learning opportunities, counseling services, attendance interventions, and family engagement activities to support positive student outcomes.  To address lower levels of connectedness and safety reported by students, particularly at the junior high level, our district will continue expanding student engagement opportunities, including visual and performing arts programs, field trips, extracurricular activities, and school-based events designed to strengthen students' sense of belonging. We will also continue providing professional learning for staff focused on relationship building, student engagement, playground supervision, and positive behavior supports.  Additionally, our district will continue allocating resources to school sites to address site-specific climate needs identified through survey data. Increased family engagement opportunities, communication efforts, and collaboration with community agencies will support our ongoing efforts to create safe, welcoming, and supportive learning environments where all students feel connected and valued.|Met||2026-06-22|2026
15635780135186|Grow Academy Shafter|6||||Not Met|||2026
15635860000000|Linns Valley-Poso Flat Union|6|Overall, Linns Valley feels the school climate is positive. Results from the 2025-26 LCAP Survey given to students, staff, and parents reported the following: • 100% strongly agree or agree they feel connected to the school • 100% strongly agree or agree that Linns Valley is a well-maintained school facility  Students: 90% of all students strongly agree or agree they feel connected to the school 90% of low-income students strongly agree or agree they feel connected to the school  100% of all students agree that Linns Valley is a well maintained school facility 100% of low-income students agree that Linns Valley is a well maintained school facility|Based on the 2025 and 2026- feedback, the aspects of the LCAP that were influenced were the following:   PARENT AND COMMUNITY Overall feedback from parents/community is positive.  Linns Valley continues to focus on expanding collaborative partnerships with parents as outlined in Goal 2.  Parents and the community wanted increased communication and parent-involved activities.  We feel that this is addressed in all actions of Goal 2 (Actions 1-4) 2024-2027 Local Control and Accountability Plan for Linns Valley-Poso Flat Union School District   DISTRICT ADMINISTRATION/TEACHERS/STAFF/BOARD MEMBERS Overall feedback from Administration, Teachers, Staff, and Board Members is positive.  Linns Valley continues to focus on providing a safe and positive environment by strengthening grade-level standards-based instruction and purposeful enrichment support as outlined in Goal 1.  Administration, Teachers, Staff, and Board Members want more professional development as a tool to encourage school attendance.    We feel that these concerns are addressed in Goal 1 (Actions 1-5).   STUDENTS Overall feedback from students is positive and they feel welcomed at school.  Linns Valley continues to focus on providing a positive climate and healthy culture which is outlined in Goal 1.  Students want continued engaging activities during school.  We feel that this is addressed in Goal 2 (Actions 3 and 4).   LOCAL BARGAINING UNITS Linns Valley does not have any local bargaining units.   SELPA ADMINISTRATION Linns Valley is committed to providing communication to our parents including parents of students with disabilities. Feedback from SELPA admin was overwhelmingly positive as the goals, actions, and measurements proposed were aligned with best practices and focused on improving outcomes for students with disabilities and their families. Improving academics are addressed through all actions associated with Goal 1. All families of students with disabilities have access to communications from LVSD (Action 2.2) and we expect to increase input and participation of our families through Actions 2.1 and 2.3.  SCHOOL BOARD The goals for 2024-2027 - Goal 1: Linns Valley School is committed to advancing comprehensive educational excellence by ensuring all students have access to well-prepared and fully credentialed teachers, standards-aligned instructional materials, and well-maintained school facilities. We aim to effectively implement state board-adopted academic content and performance standards across all grades, enhancing academic and language proficiency.  Goal 2:  Linns Valley School is dedicated to enhancing family and community engagement and ensuring a supportive educational climate that promotes student involvement and success.|Our district’s focus is to ensure students feel safe and connected at school. We will continue to revisit our programs and survey students, parents/guardians, staff, and community members for ideas on how to increase their engagement with the school and find ways to increase feelings of safety and connectedness.|Met||2026-06-24|2026
15635940000000|Lost Hills Union Elementary|6|Lost Hills Union Elementary School District administered a comprehensive 63-question School Climate Survey during the 2025–26 school year to all students in grades 3–8. The survey was designed to measure student perceptions of school connectedness, adult support, safety, belonging, expectations, and positive school culture. Survey results were analyzed by the district's Student Leadership Team, site administrators, Positive Behavioral Interventions and Supports (PBIS) teams, and Tier II intervention teams. Findings were shared with staff, families, and the Governing Board and were used to inform school climate improvement efforts and student support strategies. Overall, survey results indicate a highly positive school climate and strong relationships between students and school staff. Key findings include: •	97% of students agreed or strongly agreed that “My teachers really care about me” (Question 45).  •	95% of students agreed or strongly agreed that “My teachers expect me to do my best all the time” (Question 41).  •	95% of students agreed or strongly agreed that “I feel like I am part of this school” (Question 12).  •	96% of students agreed or strongly agreed that “Adults working at this school reward students for positive behavior” (Question 51).  These results demonstrate strong levels of student connectedness, a sense of belonging, positive adult-student relationships, and a supportive learning environment. The high percentage of students reporting that adults care about them and maintain high expectations reflects the district’s continued focus on fostering positive school culture and student engagement through PBIS, social-emotional supports, and relationship-centered practices. The district also reviewed available survey results by student group to identify any differences in student experiences and perceptions. This disaggregated data, along with other local indicators such as attendance, chronic absenteeism, behavior data, and student participation in school activities, is used to monitor equity, identify areas for improvement, and guide targeted interventions for student groups requiring additional support. Based on the survey findings, the district will continue to strengthen school climate initiatives, promote positive behavior supports, expand opportunities for student voice, and monitor annual survey trends to ensure all students experience a safe, supportive, and inclusive school environment.|Analysis of the 2025–26 School Climate Survey, attendance data, and available disaggregated student group data identified several areas of strength as well as opportunities for continued improvement in school conditions and climate. A significant strength is the positive perception students have of their school environment. Survey results from students in grades 3–8 indicate high levels of connectedness, belonging, and adult support. Specifically, 97% of students reported that their teachers care about them, 95% reported that teachers expect them to do their best, 95% indicated they feel like they are part of the school community, and 96% reported that adults recognize and reward positive behavior. These findings suggest that students experience strong relationships with staff, feel valued as members of the school community, and perceive the school as a supportive and welcoming environment. Attendance and chronic absenteeism data also reflect positive progress. The district's chronic absenteeism rate improved by 2.2 percentage points from the prior year, demonstrating that schoolwide prevention efforts, Positive Behavioral Interventions and Supports (PBIS), attendance monitoring, family engagement activities, and targeted Tier I and Tier II interventions are contributing to improved student engagement and school participation. Despite these positive outcomes, the analysis also identified areas requiring continued attention. While overall attendance increased slightly from 95.4% to 95.5%, growth was minimal, indicating a need for additional strategies to improve consistent attendance. Furthermore, disaggregated attendance and chronic absenteeism data revealed that some student groups continue to experience higher rates of absenteeism than their peers. In particular, students with disabilities continue to demonstrate higher chronic absenteeism rates than the all-student group, indicating a need for targeted supports and interventions to address barriers to attendance. Based on this analysis, the district has identified the need to strengthen attendance supports for student groups experiencing higher rates of absenteeism while maintaining the strong school climate conditions that contribute to student connectedness and engagement. The district will continue to monitor school climate survey results and attendance data by student group to ensure that all students experience a safe, supportive, and inclusive learning environment and are consistently engaged in school.|Based on the analysis of 2025–26 local climate survey, attendance, and chronic absenteeism data, Lost Hills Union Elementary School District has determined that continued refinement of its student support systems is necessary to address identified needs while sustaining areas of strength. Although students reported high levels of connectedness, belonging, and positive relationships with staff, attendance growth remained limited and chronic absenteeism continues to be a concern for certain student groups, particularly students with disabilities. As a result, the district will implement the following revisions, decisions, and actions to support continuous improvement: Strengthening the Multi-Tiered System of Supports (MTSS): The district will continue to refine its MTSS framework to ensure academic, behavioral, social-emotional, and attendance supports are integrated into a comprehensive system of student support. Existing procedures will be revised to strengthen collaboration among PBIS teams, Tier II intervention teams, and school staff to ensure students receive timely and coordinated interventions based on identified needs. Expanding Tier II and Tier III Interventions: The district will increase access to targeted and intensive supports for students identified through attendance, behavioral, and academic data. This includes strengthening intervention processes for students experiencing chronic absenteeism, behavioral challenges, or academic difficulties, with particular attention to unduplicated pupils and other student groups demonstrating greater need. Enhancing Attendance Improvement Efforts: To address limited growth in overall attendance and disparities among student groups, the district will revise attendance outreach procedures to include more proactive family communication, individualized attendance support plans, and increased parent education regarding the relationship between attendance, academic achievement, and student well-being. Attendance data will be reviewed regularly to identify trends and intervene earlier when attendance concerns emerge. Maintaining and Expanding Positive School Climate Practices: Given the positive school climate survey results, the district will continue implementation of PBIS practices and student recognition systems that promote belonging, positive behavior, and student engagement. The district will also expand opportunities for student voice and leadership to ensure students remain actively engaged in shaping a positive school culture. Improving Data Monitoring and Staff Collaboration: The district will strengthen data review protocols by regularly analyzing school climate, attendance, behavior, and intervention data, including available disaggregated student group data. Staff will receive ongoing professional learning and support to ensure consistent implementation of MTSS, PBIS, attendance interventions, and data-driven decision-making practices. These revisions and actions are intended to build upon|Met||2026-06-18|2026
15636100000000|Maple Elementary|6|Maples survey data is rooted in an over 65% community respondent rate. Each year we give students a Fall and Spring Survey, and staff/parents an annual survey in the spring. Our response rate by students in grades 3 - 8 is 100%. 96.9% of respondents agree/strongly agree that Maple is a Safe and Clean Learning Environment. 96.9% believe also that Maple Administration listens and engages with the Community while 93.8% agree or strongly agree that Maple promotes a positive school climate with mutual respect. Nearly 97% of parents/guardians believe that Maple's arrival and dismissal procedures are effective and safe. In addition, our teachers do an amazing job serving students and this is evidenced by 92.8% of students agreeing or strongly agreeing that they understand their teachers' learning expectations. 84.9% of students also believe that the staff at Maple is friendly and helpful.  Open responses on the last survey questions included specific parent feedback surrounding school safety procedures, added tutoring times and an improvement on school meals. Students shared a desire for an expansion of a variety of activities and clubs on campus as well as a need for more individualized tutoring services to students. Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high-quality education, and provide meaningful activities beyond the school day for the students and families. Areas of improvement are in the area of safety procedures, communication, behavior expectations and accountability.|Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high-quality education, and provide meaningful activities beyond the school day for the students and families. Areas of improvement are in the area of communication and school meals.|Our culture and climate committee that has been formed now for two years and works through the student survey data and annually sets goals for our climate response questions. Through data and the work of the committee we have added more campus wide tier 1 strategies. In addition, we have focused sharply on reading support by taking our reading intervention program campuswide for all students. This will create better academic student outcomes|Met||2026-06-11|2026
15636280000000|Maricopa Unified|6|Annual Updated Identified Needs: As stated above, the District had made successes towards the last LCAP Goals.  While the district is proud off the SUCCESS that has happened over the first year of this three year LCAP plan, there is significant work to do.  The following is a description of the needs that have been identified:  Needs Identification:  Student groups receiving the lowest performance levels on state indicators include:  Long-Term English Learners (LTELs): Red in both ELA and Math, indicating urgent academic needs. . Students with Disabilities (SWD): Orange in ELA, Math, and Chronic Absenteeism.  Socioeconomically Disadvantaged (SED) and White students: Orange or Red in multiple indicators including Suspension Rate and Chronic Absenteeism.  Maricopa Unified remains eligible for Differentiated Assistance based on the performance of the White and SED student groups|Performance Overview:  English Language Arts (ELA): Maricopa Unified maintained performance at 80.8 points below standard (Red Indicator), significantly below the state average. Students with Disabilities (Orange Indicator) and Hispanic (Orange Indicator) showed improvement moving from 113.5 below standard to 95.5 below standard and 84.1 below standard to 79.8 below standard.  White (Red Indicator), Socioeconomically Disadvantaged (SED, Red Indicator), and English Learner (EL, Red Indicator) student groups showed slight improvement a decline in performance with Long Term English Learners (LTEL, Red Indicator) showing a significant decline with the current Distance from Standard at 145.4.    Mathematics: The district improved by 8.4 points overall (Orange Indicator) but remains 121.4 points below standard. Students with Disabilities (SWD) made notable gains (+31.3 points). LTEL students, however, experienced a substantial decline in math performance.  English Learners, White, and Socioeconomically Disadvantaged all increased in performance and are in the Orange Indicator.  English Learner Progress (ELPI): 48.3% of EL students made progress toward English proficiency (Green Indicator), outperforming the state. Success is attributed to a dedicated EL-certificated teacher and instructional assistant providing consistent support.  Chronic Absenteeism: Maricopa has a Yellow Indicator for Chronic Absenteeism. Although 25.2% of students were chronically absent—double the state average—there was a 10.2% improvement from the prior year, supported by incentives and outreach.  All student groups do not have a Red Indicator as demonstrated in the 2023 CA Dashboard and now are in Yellow (SED, Orange (SWD, Hispanic, White), and Green (EL).  Suspension Rate: Suspension rates increased by 2.4% (Red Indicator) with the current rate at 14.5%. Student groups impacted include White (Red, 16.4%), Hispanic (Red, 12.9%), SED (Red, 14.2%), and SWD (Red, 16.3%) students.  There were 2 student groups that declined in Suspension Rates, EL(Orange, 8.7%) and L-TEL (Orange, 17.9%), and we attribute some of these gains to family outreach.  Graduation Rate: Graduation rates declined by 11.1% to 77.8%. Small cohort sizes prevent color indicators. Graduation rates declined across Hispanic, SED, and White student groups.  College and Career Indicator (CCI): Only 3.7% of students were considered college or career ready, representing a 3.7% decline.  Needs Identification:  Student groups receiving the lowest performance levels on state indicators include:  Long-Term English Learners (LTELs): Red in both ELA and Math, indicating urgent academic needs.  Students with Disabilities (SWD): Orange in ELA, Math, and Chronic Absenteeism.  Socioeconomically Disadvantaged (SED) and White students: Orange or Red in multiple indicators including Suspension Rate and Chronic Absenteeism.  Maricopa remains eligible for Diff. Assistance based on the performance of the White and SED student groups|Maricopa plans on addressing the needs in ELA with Goal 1: Actions 1.1, 1.2, 1.3, 1.4, and 1.7  These actions working collectively together will increase student achievement in ELA by focusing on Staff professional development to support Tier 1 instruction, Collaboration model of Professional Learning Communities, student support services, Academic support, supplemental curriculum to support standards based instruction, and data integration for staff to intervene when students are not performing at grade level.  Maricopa plans on monitoring progress using the following metrics local and state metrics as well as using Professional Learning Community activity logs and data sheets for collaboration.  Maricopa plans on addressing the needs in Math with Goal 1 and 3: Actions 1.1, 1.2, 1.3, 1.4, 1.7 and 3.1.  There is also a Equity Multiplier Goal for Maricopa Middle School that will address the area of Math.  These actions working collectively together will increase student achievement in Math by by focusing on Staff professional development to support Tier 1 instruction, Collaboration model of Professional Learning Communities, student support services, Strategic Math support, supplemental curriculum to support standards based instruction, and data integration for staff to intervene when students are not performing at grade level.  Maricopa plans on monitoring progress using the following metrics local and state metrics as well as using Professional Learning Community activity logs and data sheets for collaboration.  Maricopa plans on addressing the needs in Chronic Absenteeism with Goal 2, Actions 2.1 through 2.5.  These actions working collectively together will decrease Chronic Absenteeism Rate by focusing on parent outreach, student recognitions and celebrations, and various student engagement activities.  Maricopa plans on monitoring progress using reduction in Attendance rates, parent outreach communication, and student connectedness surveys.  Maricopa plans on addressing the needs in Suspension Rate with Goal 2, Actions 2.1 through 2.5.  These actions working collectively together will decrease Suspension Rate by focusing on targeted behavior support, focused support around building and maintaining a positive classroom and school, parent outreach, student recognitions and celebrations, and various student engagement activities.  Maricopa plans on monitoring progress using reduction in class referrals, suspension rates, parent outreach communication, and student connectedness surveys. Our Educational Partners at Maricopa Middle School has also informed us of that more tutoring and remediation opportunities as well as lower class sizes are needed.  Therefore we continue to focus on this goal within the LCAP with the following actions:  Goal 4, Action 1- Strategic focus on Professional Development in Mathematics for targeted support to Tier 1 standards based instruction.|Met||2026-06-18|2026
15636280127209|Insight School of California|6|"The local climate survey evaluated perceptions regarding the following statement: ""Adults at this school work hard to make sure that school is safe and that all students are learning."" Responses were scored on a 1-to-5 Likert scale (1 =  strongly disagree, 5 = strongly agree). A total of 21 responses were collected for this site. The data distribution is as follows: •	5 Ratings (Strongly Agree): 17 respondents (80.95%) •	4 Ratings (Agree): 3 respondents (14.29%) •	3 Ratings (Neutral): 1 respondent (4.76%) •	1 & 2 Ratings (Disagree/Strongly Disagree): 0 respondents (0.00%) •	Mean Score: 4.76 out of 5.00 Overall, 95.24% of respondents at Insight School of California expressed a positive perception."|"Areas of Strength: The data reflects an exceptionally strong school climate. With over 80% of participants selecting ""Strongly Agree"" and a high mean score of 4.76, there is an overwhelming consensus that staff are deeply invested in student safety and learning. The complete absence of any negative scores (1 or 2) demonstrates a solid foundation of trust and safety. Identified Needs & Next Steps: Because the positive sentiment is nearly universal, there are no pronounced deficits or systemic areas of concern highlighted by this specific metric. However, a single respondent (4.76%) selected a neutral rating (score of 3). Moving forward, the goal will be to sustain these exceptionally high levels of satisfaction. Additionally, student survey participation is also an area of need and efforts will be dedicated to this goal."|In response to the analysis of local data and identified areas of need related to school climate, the LEA determined that additional strategies are necessary to increase student and family participation in school climate surveys and connectedness efforts. Due to previously identified low survey completion rates, the school will implement a more accessible survey process utilizing easy-access QR codes at highly attended in-person events such as graduations and school activities. These surveys will be available to both students and families to increase participation and gather additional input regarding school safety, connectedness, and overall school climate. The LEA will continue implementing revisions and strategies designed to strengthen engagement, improve school connectedness, and support continuous improvement efforts related to school climate.|Met||2026-06-12|2026
15636280128504|Peak to Peak Mountain Charter|6||||Not Met|||2026
15636280134312|Blue Ridge Academy|6|Based on the 2025–26 Blue Ridge Academy Climate Survey, local climate data indicates a positive school climate and strong levels of connectedness among students, families, and staff. Survey results showed that 87% of students, 85% of parents, and 93% of staff reported feeling connected to the school community. Additionally, 94% of students, 90% of parents, and 95% of staff reported satisfaction with the information, materials, and support provided for student learning. These results reflect the effectiveness of the LEA’s communication systems, family engagement efforts, and student support programs.  The Climate Survey also demonstrated increased educational partner participation. Parent responses increased from 548 to 732, student responses increased from 300 to 327, and overall survey participation increased from 1,335 to 1,446 responses, indicating continued engagement from stakeholders and increased opportunities for feedback.  Local data further reflects positive school climate conditions through the implementation of student support programs, including Positive Action, Mental Health services, Student in Crisis supports, social skills classes, and Family Liaison initiatives. These programs contributed to increased student engagement, improved access to social-emotional supports, and stronger connections between students, families, and school staff.  Available disaggregated survey data reflects positive outcomes across stakeholder groups, including students, parents, and staff. The LEA will continue to analyze climate survey results and other local measures to identify trends, monitor engagement levels, and inform continuous improvement efforts related to school connectedness, family engagement, and student well-being. Educational partner feedback will continue to guide the refinement of communication systems, support services, and engagement opportunities to ensure all student groups feel connected, supported, and valued within the school community.|Analysis of the 2025–26 local climate survey data identified several strengths in Blue Ridge Academy’s school climate, family engagement efforts, and educational partner relationships. Survey results indicated strong levels of connectedness across stakeholder groups, with 87% of students, 85% of parents, and 93% of staff reporting a positive sense of connection to the school community. Additionally, 94% of students, 90% of parents, and 95% of staff reported satisfaction with the information, resources, and support provided by the school. These results demonstrate the effectiveness of the LEA’s communication systems, family engagement initiatives, and student support programs.  The data also highlighted strengths in family engagement and educational partner participation. Parent survey participation increased from 548 to 732 responses, and overall survey participation increased from 1,335 to 1,446 responses, indicating growing stakeholder involvement and increased opportunities for meaningful feedback. Educational partner input reflected appreciation for workshops, parent education opportunities, Family Liaison support, Learning Coach Launch Week, E3 Parent Summits, and ongoing communication from school staff.  Several areas of need were also identified through the analysis. While participation and engagement increased overall, the LEA identified the need to further increase participation among underrepresented families and student groups, including English Learners, low-income students, foster youth, homeless youth, and students with disabilities. Data and educational partner feedback also indicated a need for continued outreach to improve awareness and utilization of available academic, behavioral, and social-emotional support services.  Additionally, Blue Ridge identified opportunities to strengthen participation in intervention programs, synchronous instruction, and family engagement activities. Continued refinement of survey processes, communication strategies, and targeted outreach efforts will help ensure that all educational partner groups are represented and that student needs are identified and addressed effectively. Overall, the analysis demonstrates a strong foundation of school connectedness and stakeholder engagement while highlighting opportunities to further improve access, participation, and support for all student groups.|Based on the analysis of local climate survey data and educational partner feedback, Blue Ridge Academy determined that no significant changes to existing plans, policies, or procedures are necessary. Current systems for communication, family engagement, educational partner feedback, and student support have demonstrated effectiveness and continue to contribute positively to school climate, connectedness, and student outcomes. As a result, the LEA will maintain its existing framework while implementing targeted refinements to strengthen participation and engagement among all educational partner groups.  For continuous improvement purposes, the LEA will enhance outreach efforts to increase participation from underrepresented families, including English Learners, low-income students, foster youth, homeless youth, and families of students with disabilities. The school will continue expanding multilingual communication, increasing access to virtual and in-person engagement opportunities, and utilizing multiple communication platforms to ensure families receive timely and accessible information.  BRA will also continue refining its climate survey process to improve accessibility, participation, and the quality of feedback collected. Planned improvements include enhancing survey design, expanding opportunities for participation through school events and digital platforms, and ensuring that survey tools effectively capture the perspectives of all educational partner groups.  Additionally, Blue Ridge Academy will continue strengthening family awareness and utilization of academic, behavioral, and social-emotional support services through parent education opportunities, Family Liaison initiatives, workshops, advisory groups, and ongoing communication from school staff. These efforts are intended to increase engagement, strengthen partnerships, and ensure that families remain active participants in supporting student success.  Through these refinements, BRA will continue to build upon its existing strengths while addressing identified areas of need and maintaining a cycle of continuous improvement focused on student achievement, family engagement, and school connectedness.|Met||2026-06-23|2026
15636280137687|California Virtual Academy at Maricopa|6|Criteria Met Spring 2026 STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.5 Domain School Safety Domain average score on a 4 point scale 3.4 Domain School Connectedness Domain average score on a 4 point scale 3.3 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.6 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.6 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.0 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Perceived Safety Domain average score on a 5 point scale 4.5 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.0 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.7 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.2 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Substance Use Domain average score on a 5 point scale 4.1 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: Students feel heard and respected. Challenges: Peer connection and classroom collaboration remain areas for development. Grades 7, 9 & 11 – Key Learnings Strengths: Fair treatment, respectful teachers, and strong learning support. Challenges: Want more student input, collaboration, and peer work. Parent Responses - Key Learnings Strengths: Highest school safety scores across all schools; strong respect and encouragement from staff. Challenges: Lower scores around stress management support and peer helping opportunities|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-11|2026
15636280138131|Heartland Charter|6|Based upon the LCAP survey results from students as well as other school climate measures (suspensions, expulsions), most students at Heartland feel that the school provides a safe learning experience. On the 26/27 LCAP survey for students, more than 96% of Heartland students in grades TK-12 who responded to the survey said they feel that Heartland provides a safe learning experience, while about 3% were neutral on this topic. Furthermore, 90.5% of the students surveyed said that their teacher knows their learning strengths and challenges and does a great job supporting them in their education. Additionally, 93.3% felt that they have opportunities to take part in decisions related to their learning and education. In reviewing other school climate measures, Heartland has not had any suspensions or expulsions in 2025-2026.|As we review the data, we also see that a small amount of students (0.2%) may not feel safe or connected to the school. With this in mind, we aim to grow in inclusiveness and connection, as well as to ensure the physical, social, and emotional safety of students during and surrounding school events and life.|In response to these results, Heartland plans to continue to bolster our Multi-Tiered System of Support (MTSS) and our family engagement actions in our LCAP. Heartland intends that through the Student Study Team (SST) process in MTSS and via parent and family engagement activities, the school will see growth in the areas of students' perceptions of safety and connectedness as shown in future LCAP surveys and other measures.|Met||2026-06-25|2026
15636510000000|McKittrick Elementary|6|The school administered the LCAP Survey during the 2025–26 school year to assess students' perceptions of school safety, connectedness, and overall climate. The overall school climate score was 95% favorable, indicating that most students report feeling safe, respected, and connected to their school community. Survey results indicate strengths in students' sense of belonging and positive relationships with adults. Areas identified for improvement include increasing students' perception of emotional safety, expanding access to mental health supports, and reducing reports of bullying|Disaggregated results showed:  All Students: 95% English Learners: 100% Socioeconomically Disadvantaged Students: 85% Hispanic/Latino Students: 85% White Students: 85%|In response to the findings, the school will continue implementing Positive Behavioral Interventions and Supports (PBIS), provide social-emotional learning opportunities, increase staff training on inclusive practices, and strengthen student voice through leadership groups and regular feedback opportunities. The school will monitor progress through annual survey administration and other climate data, including attendance, suspension rates, and discipline referrals.|Met||2026-06-09|2026
15636690000000|Midway Elementary|6|"Parent surveys revealed that most respondents (95%) Strongly Agree or Agree with all school climate questions.  Safety, parent relations and fair treatment of students were amongst the more favorable responses.  School currently has ""TIGER"" program that promotes and celebrates attendance, citizenship and academic successes.  Students are recognized monthly and quarterly and have the opportunity to earn field trips for their accomplishments.  Students have adopted these set standards from program, allowing for a positive school environment to flourish. This positive school climate has helped overall student success."|Continue to encourage input and engagement by meeting monthly with parent volunteers for the LCAP Plan, school events and student achievement.|N/A|Met||2026-06-16|2026
15636770000000|Mojave Unified|6|Based on the most recent administration of the California Healthy Kids Survey (Grades 5, 7, 9, and 11 surveyed), 42.5% of students reported having a sense of connectedness, and 36.75% of students reported having a sense of safety. Data disaggregated by student group is not yet available.|This data set reveals the continued need to prioritize school climate improvements to increase the level of connectedness and improve the reported sense of safety. Systems work on implementing positive behavior intervention and supports, as well as other social/emotional measures will be critical to continue. Fidelity and ongoing monitoring of these improvements will be essential. Other metrics that need to be monitored in this area will include Chronic Absenteeism and Suspension rate indicators on the CA School Dashboard.|The Mojave Unified School District (MUSD) will continue the implementation of Positive Behavior Intervention and Support (PBIS), and Social Emotional Learning supports. Ongoing professional development in the areas of PBIS, implicit bias, and cultural awareness are included in the LCAP. Also included in our current LCAP is an action to establish focus groups to connect with underperforming students to gather valuable insights and feedback on how we can improve school climate and success. In our MUSD LCAP, Action 27 of Goal 2 was added to increase the level of fidelity and monitoring of evidence based practices detailed in our plan. This will include: 1. district leadership will monitor local data and action implementation during Administrative Council meetings (twice per month). Data will focus on expected progress toward the metrics identified above, and will be disaggregated to include the following student groups, and others as needed: a. All Students b. English Learners c. Foster Youth d. Homeless Students e. Long Term English Learners f. Socioeconomically Disadvantaged Students g. Students with Disabilities h. African American Students i. Hispanic Students j. Two or More Races k. White Students  Data will also include breakdowns for the following schools, including the student groups listed above: a. Mojave Elementary School b. Mojave Jr./Sr. High School c. Robert P. Ulrich Elementary School d. Hacienda Elementary School e. California City Middle School f. California City High School|Met||2026-06-30|2026
15636850000000|Muroc Joint Unified|6|The district gave the Kern Connectedness survey to all students in grades 3-12. The results of the survey for 2025 and 2026 are below: May 2025 Easy to talk to staff- 71% Staff care about me- 69% Adult notice my absence - 69% Participate in school events - 69% Chances for students to get involved - 71% Feel like I belong- -63% May 2026 Easy to talk to staff- 70% Staff care about me- 73% Adult notice my absence - 72% Participate in school events - 28% Chances for students to get involved - 46% Feel like I belong- -65%|An area of focus is to get students to participate more in school activities.|What Muroc JUSD has in place to engage students in school is effective. Although, there are discrepancies among school sites, Muroc will continue to implement strategies to engage students.|Met||2026-06-30|2026
15636930000000|Norris Elementary|6|Norris Elementary School District utilized the Student Connectedness Survey through the Kern Integrated Data System (KIDS) during the Fall 2025-26 school year to collect local climate data from students in grades 4-8. The survey measures student perceptions of school connectedness, relationships with adults, belonging, participation in school activities, and barriers to attendance.  Districtwide results indicate that most students reported positive perceptions of school climate. Approximately 72% of students agreed or strongly agreed that it is easy to talk with teachers and staff, 76% agreed or strongly agreed that teachers and staff care about them, 75% agreed or strongly agreed that an adult at school notices when they are absent, and 70% agreed or strongly agreed that they feel a sense of belonging at school.  The district reviewed survey results disaggregated by grade level. Results generally showed stronger perceptions of connectedness among students in grades 4-6, while students in grades 7-8 reported lower levels of belonging and adult connectedness. For example, 77.5% of fourth-grade students reported feeling a sense of belonging at school compared to 59.4% of eighth-grade students. Similarly, 86.3% of fourth-grade students reported that teachers and staff care about them compared to 57.6% of eighth-grade students.  Middle school students also reported positive perceptions regarding opportunities to participate in sports, clubs, and extracurricular activities. Approximately 85.5% of seventh-grade students and 75.5% of eighth-grade students agreed or strongly agreed that there are opportunities to become involved in activities outside of class.  The survey also included questions regarding reasons students missed school. Across grade levels, the most commonly reported reasons for absences included illness, family vacations, insufficient sleep, and social-emotional factors such as stress, anxiety, sadness, or anger. These data provide additional context for the district's efforts related to attendance, student engagement, and school climate.  The district will continue to utilize Student Connectedness Survey results, along with attendance, suspension, chronic absenteeism, and educational partner feedback data, to monitor school climate and inform continuous improvement efforts.  Spring 2026 NSD Family Survey Results  89.4% believe the district effectively addresses attendance, dropout, and absenteeism issues. 88.7% indicate child looks forward to attending school each day. 92.7% indicate students are safe while at school. 96.6% indicate child's school  is clean and in good repair.|Analysis of the Student Connectedness Survey indicates that students generally experience a positive school climate across Norris Elementary School District. A majority of students reported positive relationships with teachers and staff, a sense of belonging at school, and confidence that adults notice when they are absent. Students also reported that opportunities exist to participate in extracurricular activities and school-sponsored programs. These findings suggest that district efforts to foster supportive learning environments and positive student-adult relationships continue to contribute to a positive school climate.  Additional evidence of these strengths was reflected in the Spring 2026 Norris School District Family Survey. Survey results indicated that 92.7% of families believe students are safe while at school, 96.6% believe school facilities are clean and in good repair, 88.7% reported that their child looks forward to attending school each day, and 89.4% believe the district effectively addresses attendance and absenteeism concerns. These results support the positive perceptions reported by students and suggest that families generally view district schools as safe, welcoming, and supportive learning environments.  While survey results were generally positive, the analysis identified opportunities for continued improvement. Student perceptions varied by grade level, with students in grades 7 and 8 reporting lower levels of belonging, connectedness, and adult support than students in grades 4 through 6. Eighth-grade students reported the lowest levels of belonging and perceptions that teachers and staff care about them. These findings suggest that maintaining student engagement and connectedness during the middle school years remains an area of focus for the district.  Survey results also indicated that although students generally perceive a variety of opportunities to participate in extracurricular activities, actual participation in school-sponsored events was lower. This finding suggests an opportunity to further explore barriers to participation and identify strategies that increase student involvement and school connectedness.  Analysis of attendance-related responses identified illness, insufficient sleep, social-emotional concerns, and family obligations as factors that may contribute to student absences. These findings reinforce the importance of continuing to monitor student wellness, engagement, and connectedness as components of a positive school climate.  A key learning from the survey data is that positive relationships with adults and a strong sense of belonging remain important factors in promoting student engagement and school connectedness. The district also learned that student perceptions vary across grade levels, reinforcing the importance of regularly gathering student feedback and using the information to support continuous improvement efforts.|Based on analysis of the Student Connectedness Survey and family survey data, Norris Elementary School District will continue to implement and refine strategies designed to maintain positive school climates while addressing identified areas of need. Survey results highlighted the importance of positive student-adult relationships, student belonging, attendance, and student engagement, particularly among middle school students. While school climate data have remained generally positive over time, the district remains committed to continuous improvement and regularly reviews local data to identify opportunities to strengthen student connectedness and engagement.  To support continuous improvement, all school sites will continue implementing Positive Behavioral Interventions and Supports (PBIS) to promote positive student behavior, establish consistent expectations, and foster safe and supportive learning environments. The district will continue to refine implementation of its digital Behavior Support Management System and provide professional development to increase staff confidence and consistency in utilizing the system to support student behavior and intervention efforts. Staff will also continue to receive training related to managing challenging behaviors and supporting students with social-emotional and behavioral needs.  The district will continue implementing Character Strong as its social-emotional learning curriculum to support student wellness, relationship building, emotional regulation, and positive school climate. Social Emotional Learning Aides, counselors, and other student support staff will continue providing interventions and services designed to support students experiencing social-emotional, behavioral, attendance, or engagement challenges.  At Norris Middle School, the district will continue its partnership with New Vision to provide additional interventions and support services for students demonstrating academic, behavioral, attendance, or social-emotional needs. The district will also continue to provide student leadership and engagement opportunities, including programs such as Safe School Ambassadors, Students Leading Education (SLED), AVID, extracurricular activities, and school-sponsored events. Survey findings indicating lower levels of connectedness among middle school students will continue to inform efforts to strengthen student participation, belonging, and relationships with trusted adults.  The district will continue to utilize attendance monitoring systems, behavioral data, local survey results, family feedback, and other school climate measures to evaluate the effectiveness of current practices and identify areas for improvement. Information gathered through these processes will continue to inform decisions related to school climate, student engagement, attendance supports, social-emotional learning, and intervention services as part of the district's commitment to continuous improvement.|Met||2026-06-11|2026
15637190000000|Pond Union Elementary|6|The district administered a local school climate and connectedness survey to students to measure perceptions of school relationships, belonging, and engagement. Student subgroup data were not available for disaggregation; therefore, results reflect overall student responses.  Survey results indicate strong student-adult relationships across the district. Seventy-eight percent of students agreed or strongly agreed that it is easy to talk with teachers and staff at school. Similarly, 79% of students agreed or strongly agreed that teachers and school staff care about them. In addition, 76% of students agreed or strongly agreed that there is a teacher or other adult at school who would notice if they were absent.  Results related to school connectedness and student engagement were more mixed. Seventy-nine percent of students agreed or strongly agreed that they feel like they belong at school. However, fewer students reported participating in school-sponsored activities. Only 22% of students agreed or strongly agreed that they regularly attend and participate in school-sponsored events, and only 30% agreed or strongly agreed that there are many opportunities for students to participate in sports, clubs, and other activities outside of class.  Overall, survey results indicate positive relationships between students and school staff while identifying opportunities to increase student engagement, participation, and connectedness through extracurricular and schoolwide activities.|Analysis of the survey data over the three administrations indicates that one of the district's greatest strengths is the positive relationship between students and adults on campus. Across all survey periods, a majority of students reported that teachers and staff care about them, are approachable, and notice when they are absent. Student responses related to talking with teachers and staff improved from 72% favorable in Spring 2024-25 to 78% favorable in Spring 2025-26. Similarly, favorable responses indicating that teachers and staff care about students increased from 77% to 79% during the same period.  The survey data also demonstrates growth in student connectedness. While favorable responses related to belonging decreased from 73% in Spring 2024-25 to 66% in Fall 2025-26, results rebounded significantly to 79% in Spring 2025-26, representing the highest level reported during the three survey administrations. These results suggest that students generally feel supported and connected to the school community.  Survey responses related to participation in school-sponsored activities and opportunities for involvement were less positive. Favorable responses regarding regular participation in school-sponsored activities declined from 30% in Spring 2024-25 to 22% in Spring 2025-26. Similarly, favorable responses regarding opportunities to participate in sports, clubs, and other school activities decreased from 41% to 30% over the same period.  However, local participation data presents a different perspective. District data indicates that student participation in extracurricular activities increased substantially from 41% in the prior year to 71% during the current year. This increase was supported by expanded opportunities for students, including the implementation of the Boys & Girls Club program and other after-school activities. The difference between survey responses and participation data suggests that students may not consistently identify all extracurricular opportunities as school-sponsored activities or may interpret the survey questions differently than intended.  Overall, the survey results and local participation data indicate that the district's strengths lie in fostering positive relationships, student support, and school connectedness. Student engagement and awareness of extracurricular opportunities remain areas for continued monitoring and improvement.|Based on the analysis of local climate survey data and other local indicators, the district will continue implementing actions and services designed to strengthen student connectedness, engagement, and school climate. Existing efforts, including MTSS, PBIS, attendance interventions, School Social Worker services, and schoolwide social-emotional learning implementation, will continue to support students' academic, behavioral, and social-emotional needs.  Survey trends indicate continued growth in student-adult relationships and student belonging, and the district will maintain current practices that contribute to these positive outcomes. Staff will continue focusing on relationship-building, student support, attendance outreach, and interventions that promote a positive school climate and student connectedness.  While survey responses related to school-sponsored activities declined over time, local participation data demonstrates a substantial increase in student involvement in extracurricular activities. As a result, the district will continue expanding and promoting opportunities for student participation, including programs such as Boys & Girls Club and other after-school activities. The district will also examine ways to improve student awareness of available opportunities and better understand student perceptions of engagement reflected in the survey results.  The district will continue reviewing annual climate survey results, attendance data, behavior data, connectedness measures, and participation data to evaluate the effectiveness of current programs and identify opportunities for continuous improvement. Findings will be used to inform future planning and support the district's goal of maintaining a safe, supportive, and engaging learning environment for all students.|Met||2026-06-23|2026
15637500000000|Rosedale Union Elementary|6|According to local climate survey data, 86% of students report feeling safe at school and 93% report feeling a sense of connectedness at school.|Key learnings include: student know what to do in the event of emergencies and feel physically safe.  Additionally students report having positive friendships however feeling connected with the school as a whole differs from having friendships. An area of need is improving relational and the social climate.  Identified areas for improvement are improving peer to peer respect, strengthening middle school belonging, and increase student comfort in communicating with middle school teachers.|Changes to existing plans, policies and procedures to address areas of need identified through the analysis of local data and the identification of key learnings include:  Every student identifies a trusted adult. Every site implements a consistent bullying and peer-conflict response process. Every school develops a measurable belonging goal. Every site completes a supervision and safety-location audit.|Met||2026-06-09|2026
15637680000000|Semitropic Elementary|6|"To measure our progress in promoting a positive, healthy school climate, the district conducts the CA Healthy Kids Survey every other year to fifth grade students as well as the WestEd survey annually. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP.   WestED Student Survey 2025-2026 School connectedness related student survey data (Strongly Agree/Agree):  Belonging Summary Data: All Students (3rd-5th): 55% Hispanic/Latinx (3rd-5th): 53%  ""My teachers care about me."" All Students: 79% Hispanic/Latinx: 79%  ""If I am absent, there is a teacher or some other adult at school who will notice my absence."" All Students: 84% Hispanic/Latinx: 85%  ""Students respect one another."" All Students: 44% Hispanic/Latinx: 41%  School Safety related student survey data was the question ""I feel safe at this school."" All Students: 60% Hispanic/Latinx: 61%"|"Based on our data collection in the area of school climate, the district has found that students continue to have a high level of school connectedness. Strong relationships between students, families, and school staff are evident.    ""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some grade levels improved and some grade levels did not improve:  Identified Needs (Strongly Agree/Agree): Boys and Girls are treated equally: 39% (Down from 61%) Students respect one another: 44% (Up from 42%) Students at this school get along well with each other: 38% (Down from 50%) At this school, students talk about the importance of understanding their own feelings and the feelings of others: 45% (Up from 39%) Students often spread mean rumors or lies about others at this school on the internet: 60% (Up from 58% — Note: higher is worse for this question) The bathrooms in this school are clean: 31% (Up from 21%) Students at this school stop and think before doing anything when they get angry: 31% (Up from 22%)  Areas of Strength The broader categories you listed remain robust areas of strength for this year, featuring high positive response rates across their associated survey questions. (For example, Instructional Environment indicators like “My teachers expect me to do my best” scored 84%, and Cultural Competence indicators like “This school provides instructional materials that reflect my cultural background” scored 80%).  Cultural and Linguistic Competence questions Relationships School Participation Emotional Safety Physical Safety Bullying and Cyberbullying (prevention awareness) Substance Abuse (awareness/prevention) Emergency Readiness and Management Physical Environment Instructional Environment Mental Health Discipline"|We will continue our LCAP Goal #2: Safe Environment and LCAP Goal #3 Goal #3:  Relationships & Engagement  2.2 MTSS (PBIS) Implementation -  The district will continue implementing Positive Behavioral Interventions and Supports (PBIS), which aim to reduce suspensions and/or expulsions. Throughout the academic year, PBIS training will be administered to all staff. To ensure visibility of the ROAR expectations, displays such as posters, banners, and signs will be placed throughout the school, in classrooms, and across the campus. Additionally, ROAR incentive activities, including the ROAR store and field trips, will be organized.  2.2 Social Worker/School Counselor - A social worker is employed to meet the emotional needs of not only the students in the district, but their families too. The central goal is improving the well being of both students and staff by implementing the multi-tiered support system. This action integrates school social worker into the educational framework at the school site in order to create a robust, supportive environment that equips every student to achieve their highest potential. They collaborate closely with other support staff, including school psychologist, teachers, and classified staff, to first and foremost address the unique needs of socioeconomically disadvantaged students, English learners, and foster and McKinney-Vento youth. School Social Workers implement tailored interventions that promote academic success, emotional well-being, and positive behavior. A focus on collaboration with school support teams ensures a unified approach to student support, enhancing system coherence across the district. Continuous professional development for social workers and data-driven strategies will refine practices and ensure that interventions.  2.6 Improved Class Sizes Maintained for Enhanced Student Support and Equity - The class size action directly addresses the unique educational needs of the district's unduplicated students by creating an environment where students can receive the personalized attention and relational support necessary to thrive at school. This action is essential for fostering equitable educational opportunities and enhancing the overall quality of instruction in environments where students face various challenges by ensuring class size maintains below contracted levels  3.1 School Community Coordinator - The school community coordinator will be responsible for building, reinforcing, and maintaining connections between the school and the local community. Their role will involve facilitating collaboration and partnerships with community organizations, businesses, and groups to foster a sense of shared responsibility for student success. Additionally, the community coordinator will provide guidance and information to families and community members regarding various services and resources available outside of the school setting. This may include connecting them with appropriate social services, healthca|Met||2026-06-11|2026
15637760000000|Southern Kern Unified|6|SKUSD administers the California Healthy Kids Survey annually to students in grades 7, 9, and 11. For the 2024-25 survey, for grade 7, there were 297 respondents out of a population of 300 (99%). For grade 9 there were 187 respondents out of a population of 270 (69%). For grade 11, there were 116 respondents out of a population of 240 (48%). The survey showed a lot of important information about the conditions and climate at Tropico Middle School and Rosamond High Early College Campus. This information includes:  Eating of Breakfast 66% of 7th grade students do not eat breakfast 44% of 9th grade students do not eat breakfast 49% of 11th grade students do not eat breakfast  51% of students agreed that there was a teacher or some other adult from my school who really cares about me. 50% of students agreed that they feel close to people at this school. 32% of students agreed that they were happy to be at their school. 19% of students felt unsafe at school. 79% of students agreed that they tried hard on their schoolwork because they are interested in it. 49% of students had a high level of boredom at school. 46% of students agreed that they usually expect to have a good day.  Question: During the past 12 months, how many times did other students spread mean rumors or lies, or hurtful pictures, about you online, on social media, or on a cell phone?  Answers:  7th grade - 39% of students had this happen to them 1 or more times in the past 12 months 9th grade - 24% of students had this happen to them 1 or more times in the past 12 months 11th grade - 43% of students had this happen to them 1 or more times in the past 12 months Female students scored significantly higher (worse) on questions of social emotional health.  On the question regarding social emotional distress, 37% of females experienced social emotional distress, and 18% of males experienced social emotional distress.  39% of females experienced chronic sadness/hopelessness. 25% of males experienced chronic sadness/hopelessness|"SKUSD has numerous key learnings from the CHKS. This includes several identified needs. First, about half of students do not eat breakfast. This is a significant issue, as ""Breakfast consumption was positively correlated with achievement motivation and academic achievement of students..."" 32% of students agreed that they were happy to be at their school. This speaks to the health of the school culture and climate. 39% of 7th grade students had been a victim of cyberbullying over the past year. 24% of 9th graders, and 43% of 11th graders had experienced cyberbullying. This demonstrates that cyberbullying is a significant issue. Female students exhibited high levels of emotional distress and chronic sadness/hopelessness. This shows the need for additional social emotional support for female students."|SKUSD will address all of the key learnings for the CHKS. This will be done primarily through the LCAP Goal 2: Develop a healthy school climate that supports the social, emotional, and physical needs of all students.  The district will address the issue of less than half of students at Tropico Middle School and Rosamond High Early College Campus eating breakfast. The District will engage in a marketing campaign through ParentSquare to promote eating breakfast. The District will put up posters around the school campuses to promote eating breakfast.  Only 32% of students agreed that they were happy to be at their school. The District will focus on improving school culture and climate through a number of actions that are in the LCAP Goal 2. These actions include: 1. PBIS: Faculty, staff and administrators will establish clear behavioral expectations, rules, and routines that are communicated consistently to all students. 2. Mental Health Services: The District employs five school psychologists, a social emotional learning specialist, and four mental health therapists. The District has added a new position: Board Certified Behavior Analyst (BCBA).  3. Additional Nurses: Continue to have a licensed vocational nurse (LVN) at each site, and one registered nurse (RN) who supports all school sites. 5. Extracurricular Activities: Increase student connectedness to school at the middle and upper levels through extracurricular activities such as music, sports, robotics, mathletes, and a variety of clubs. 6. Attention to Attendance: Southern Kern USD has partnered with The Achievement Initiative to implement the Attention to Attendance (A2A) program. This program involves ongoing communication with families to improve student attendance. 7. MTSS: To improve the school climate, lower the suspension rate, and align itself with best practices, the district is implementing an MTSS program. This program includes additional professional development for faculty and staff.  8. Campus Safety Officers: The District will continue to staff campus safety officers at all school sites. CSO's establish positive relationships with students, and play an integral role in establishing a healthy climate at each school site. 10. Facilities: Provide additional Facility and Support Operations staff, including custodial and maintenance to provide a clean, safe, and secure learning environment for all students. 12. Student Incentive Program: The District will offer incentives and special recognition to students with exemplary and/or improved attendance, The District will offer Achiever Trips to students with good attendance (over 90%), behavior (no referrals), and grades (2.5 GPA or above).|Met||2026-06-17|2026
15637840000000|South Fork Union|6|The local climate survey data reported that 90% of parent concerns were addressed.  90% of students felt safe at school. Parents feel treated with respect and valued.  93% of parents attend school meetings.|One area of need is for underserved student populations to increase attendance rates.  The attendance rates of our special education population is significantly lower than other student groups and this will become a focus for the upcoming school year.|One area of need is to increase parent participation within our special education population. Increasing stakeholder participation on surveys to create a broader viewpoint of stakeholders. Find ways to encourage underserved families to express feedback.|Met||2026-06-26|2026
15637920000000|Standard Elementary|6|Standard School District utilizes local climate survey data from students, parents, and staff to monitor school climate, connectedness, and overall school conditions. Student survey results indicate that a majority of students experience positive relationships with adults at school and feel connected to their school community. In Fall 2025-26, 63.6% of students reported that it is easy to talk with teachers and staff, 68.8% reported that teachers and staff care about them, and 67.8% reported that an adult at school would notice if they were absent. Additionally, 60.4% of students reported feeling a sense of belonging at school. Student responses also reflected positive perceptions regarding opportunities to participate in extracurricular activities, with 50.6% reporting that there are many opportunities to participate in sports, clubs, and other activities outside of class. These results demonstrate positive relationships between students and staff and a supportive school environment.  Parent survey results further support these findings, with families reporting that schools are welcoming, staff members are supportive and responsive, and communication between home and school is generally effective. Parents indicated high levels of satisfaction with their child’s educational experience and identified student safety, academic achievement, and positive school environments as district strengths. Staff feedback similarly reflected a commitment to fostering positive relationships, supporting student well-being, and maintaining safe and supportive learning environments. Staff responses highlighted the importance of strong student-adult relationships, academic support systems, and opportunities for student engagement.  Analysis of local survey data indicates that Standard School District continues to maintain positive school climate conditions characterized by supportive relationships, student connectedness, and opportunities for engagement. The district will continue to monitor climate survey data and educational partner feedback to identify trends, address areas of need, and strengthen school conditions that support student learning, safety, and well-being.|Analysis of student, parent, and staff survey data identified several strengths related to school climate and student connectedness within Standard School District. Student responses indicate that most students experience positive relationships with adults at school, feel that teachers and staff care about them, and believe that adults notice when they are absent. A majority of students also reported feeling a sense of belonging at school and identified opportunities to participate in extracurricular activities, sports, and clubs. Parent and staff feedback further support these findings, highlighting positive relationships, supportive school environments, effective communication, and a shared commitment to student success. Collectively, these data suggest that the district has established a strong foundation of caring relationships and supportive learning environments that contribute to positive school climate conditions.  The analysis also identified areas for continued growth. While a majority of students reported positive experiences, a significant percentage of students indicated that they do not consistently feel connected to school, comfortable communicating with staff, or a strong sense of belonging. Survey responses suggest opportunities to further strengthen student engagement, increase participation in extracurricular activities, and expand efforts to ensure all students feel valued, supported, and connected to their school community. Parent and staff feedback similarly emphasized the importance of continued communication, student support services, social-emotional wellness, and opportunities for meaningful engagement. These findings indicate a need to continue strengthening school connectedness, fostering positive relationships, and providing inclusive opportunities that support the academic, social-emotional, and behavioral success of all students.|Based on the analysis of student, parent, and staff survey data, Standard School District will continue implementing and refining actions designed to strengthen school connectedness, student engagement, and positive school climate. Survey results identified the need to increase students’ sense of belonging, strengthen relationships between students and staff, expand opportunities for meaningful participation in school activities, and ensure that all students feel supported and connected to their school community.  In response to these findings, the district will continue to implement and strengthen Multi-Tiered System of Supports (MTSS) practices, including academic, behavioral, and social-emotional interventions that address the needs of the whole child. The district will maintain a focus on positive school climate through PBIS implementation, character development opportunities, student recognition programs, and proactive attendance supports. Additional efforts will include expanding extracurricular opportunities, athletics, student leadership experiences, and other activities that promote student engagement and connectedness.  The district will also continue to prioritize strong relationships between students, families, and staff through enhanced communication, family engagement opportunities, and student support services. Recent and planned investments in campus safety, staff training, communication systems, and school climate initiatives are intended to ensure that students learn in environments that are safe, supportive, and conducive to learning. Furthermore, survey data and educational partner feedback will continue to be reviewed regularly by district and site leadership teams to monitor progress, evaluate effectiveness, and make adjustments as part of the district’s continuous improvement process.  These actions align with the district’s LCAP goals related to school connectedness, student well-being, family engagement, and academic success and are intended to strengthen positive school conditions and outcomes for all students.|Met||2026-06-16|2026
15638000000000|Taft City|6|Taft City School District used The California Healthy Kids Survey (CHKS) to measure school climate. The following are the key findings from the Kern Connectedness Survey spring 2023, spring 2024 and spring 2025 administrations. California Healthy Kids Survey 6th Grade % Agree and Strongly Agree Spring 2023 School Connectedness 53; Caring Adult Relationships 58; Feel Safe at School 44 6th Grade % Agree and Strongly Agree Spring 2024 School Connectedness 53; Caring Adult Relationships 66; Feel Safe at School 54 6th Grade % Agree and Strongly Agree Spring 2025 School Connectedness 55; Caring Adult Relationships 62; Feel Safe at School 59 7th Grade % Agree and Strongly Agree Spring 2023 School Connectedness 34; Caring Adult Relationships 45; Feel Safe at School 25 7th Grade % Agree and Strongly Agree Spring 2024 School Connectedness 34; Caring Adult Relationships 47; Feel Safe at School 31 7th Grade % Agree and Strongly Agree Spring 2025 School Connectedness 40; Caring Adult Relationships 53; Feel Safe at School 32 The Gender of the respondents Grade 6 – 52% male, 45% female, 1% nonbinary; Grade 7 48% male, 50% female, 1% nonbinary in 2023. Grade 6 – 37% male, 61% female, 1% nonbinary; Grade 7 50% male, 48% female, 1% nonbinary in 2024. Grade 6 – 49% male, 49% female, 0% nonbinary; Grade 7 45% male, 54% female, 1% nonbinary in 2025. The Race or Ethnicity of the respondents Grade 6 African American 1%, Hispanic 63%, White 21%, Multiracial 9%, Other 6%; Grade 7 African American 1%, Hispanic 65%, White 21%, Multiracial 5%, Other 7% in 2023. Grade 6 African American 6%, Hispanic 62%, White 21%, Multiracial 6%, Other 5%; Grade 7 African American 2%, Hispanic 64%, White 22%, Multiracial 5%, Other 7% in 2024. Grade 6 African American 2%, Hispanic 65%, White 17%, Multiracial 6%, Other 9%; Grade 7 African American 2%, Hispanic 72%, White 16%, Multiracial 5%, Other 3% in 2025. School Connectedness Grade 6 Hispanic 53%, White 53%; Grade 7 Hispanic 35%, White 31% in 2023. School Connectedness Grade 6 Hispanic 49%, White 57%; Grade 7 Hispanic 33%, White 37% 2024. School Connectedness Grade 6 Hispanic 55%, White 54%; Grade 7 Hispanic 41%, White 36% in 2025. Caring Adult Relationships Grade 6 Hispanic 57%, White 63%; Grade 7 Hispanic 43%, White 52% 2023. Caring Adult Relationships Grade 6 Hispanic 61%, White 74%; Grade 7 Hispanic 42%, White 57% 2024. Caring Adult Relationships Grade 6 Hispanic 59%, White 76%; Grade 7 Hispanic 53%, White 57% 2025. Feel Safe at School Grade 6 Hispanic 45%, White 34%; Grade 7 Hispanic 26%, White 15% 2023. Feel Safe at School Grade 6 Hispanic 54%, White 57%; Grade 7 Hispanic 29%, White 29% 2024. Feel Safe at School Grade 6 Hispanic 60%, White 57%; Grade 7 Hispanic 35%, White 23% 2025.|The key learnings gained from a comparison of the overall percentages from the 2023 - 2025 CHKS surveys show increased percentages which means improvement and growth in school connectedness, caring adult relationships and feeling safe at school. A pattern emerges when students move from grade 6 to grade 7. There is a decrease in students' school connectedness, caring adult relationships, and feeling safe in school. This tells us that students in grade 7 have a greater need for support, guidance, and interventions than when they are in 6th grade.|TCSD is implementing Character Strong, a social-emotional learning (SEL) curriculum for all grade levels TK-8. We are also implementing our behavior MTSS tiers, which will include additional supports or interventions. This will provide an important local, annual measure that can be compared to the administration of the CHKS. The outcomes of this work aim to improve school connectedness, student-adult relationships, and feeling safe at school, in addition to many other categories.|Met||2026-06-17|2026
15638180000000|Taft Union High|6|The Taft Union High School District (TUHSD) utilizes local school climate and family surveys to capture valuable, data-informed insights that monitor program effectiveness, enhance partner communication, and support the diverse needs of the student body. The district's recent school climate survey specifically analyzed student perceptions of respect, belonging, and campus safety. To evaluate equity and uncover potential disparities, the data was disaggregated by student groups. Crucially, the disaggregated analysis revealed no significant variance in responses across different student groups, indicating a highly consistent school experience for students districtwide.   In the areas of respect and belonging, the data highlighted substantial systemic strengths. An impressive 81% of students reported that it is easy to talk to teachers or school staff, and 74% expressed that school staff genuinely care about them. Furthermore, 66% of surveyed students affirmed a strong sense of belonging at school. Notably, when compared to other non-urban high schools serving a high percentage of students qualifying for Free and Reduced Lunch, TUHSD ranks near the 99th percentile nationwide in these climate metrics. Additionally, 82% of students recognize abundant opportunities to engage in sports, clubs, and extracurricular activities, illustrating a vibrant and inclusive campus life.   Regarding school safety, the survey provided clear indicators of both current stability and opportunities for targeted growth. A strong majority of students perceive their learning environment as secure, with 75% stating they rarely or never worry about physical violence at school. Similarly, 73% of students indicated they rarely or never believe a peer would bully them online, reflecting a solid foundation of digital safety and respectful peer interactions. TUHSD will directly leverage these comprehensive baselines to guide ongoing efforts, allocate resources, and implement intentional, supportive strategies that continually elevate the day-to-day educational experience for all students.|The analysis of the Taft Union High School District (TUHSD) student climate survey provides critical insights into student perceptions of respect, belonging, and safety. By examining responses through an intentional equity lens and disaggregating data across various student populations, the district evaluated the fairness and inclusivity of its educational environment. The analysis revealed no significant disparities among student groups regarding their feelings of respect, belonging, or campus safety. This notable consistency suggests that TUHSD students, regardless of demographic background, are experiencing a highly equitable school culture districtwide.   The data illuminated major systemic strengths in relational trust and student engagement. Relationships between students and staff are exceptionally strong, with 81% of students reporting it is easy to talk to teachers or school staff, and 74% expressing that staff genuinely care about them. This foundation of open communication is critical to overall student well-being. Furthermore, 82% of students acknowledged abundant opportunities to participate in sports, clubs, and extracurricular activities, reflecting a robust campus culture that successfully fosters student involvement beyond the traditional classroom setting.   Conversely, the data identified specific areas for growth and targeted support. Although TUHSD ranks in the 99th percentile nationally among comparable schools for its positive climate, 34% of students disagreed or strongly disagreed that they felt a true sense of belonging at school. This 66% baseline indicates a clear need to strengthen practices to ensure all students feel connected to their school community. Additionally, concerns regarding campus climate emerged, with 25% of students expressing worry about violence at school and 22% perceived online bullying as a likely occurrence. These findings underscore the importance of the district's ongoing efforts to enhance physical, emotional, and digital safety. TUHSD will directly utilize these key learnings to refine its support systems, promote digital citizenship, and cultivate an environment where every student feels secure, valued, and empowered to succeed.|To foster a deeper sense of belonging, the district is expanding its use of dedicated instructional time to build an inclusive school culture and empathy. Buena Vista High School will systematically leverage advisory periods and Human Connections club for this purpose, while Taft Union High School will utilize classes like Human Element and Associated Student Body (ASB) as primary platforms for peer connection. Furthermore, site leadership teams will utilize survey data to identify disconnected students and deploy targeted interventions, including mentoring, peer networks, and expanded student voice initiatives. Essential to this framework is the district’s team of school social workers, who will provide individualized case management, facilitate targeted family engagement, and eliminate barriers to connection.   To proactively address safety concerns, TUHSD is expanding its digital citizenship curriculum to promote responsible online behavior and mitigate cyberbullying. The district is also updating its communication procedures to share school safety protocols and emergency measures more transparently, directly reducing student anxiety regarding campus safety. To ensure secure reporting pathways, the district will continue to promote and refine its anonymous reporting systems. School social workers will further reinforce campus safety by providing early intervention, crisis response, and comprehensive wraparound services for students experiencing behavioral or emotional challenges.   The District and site-level teams will continue the ongoing disaggregation of climate and academic data by student groups to monitor for and swiftly address emerging disparities using the KiDS data platform. To ensure continuous improvement is collaborative, TUHSD will expand student voice initiatives by hosting student focus groups and leadership forums to co-design solutions alongside campus administrators.   Finally, the district is structurally aligning these climate initiatives with its broader accountability frameworks. Survey results are being formally integrated into the Local Control and Accountability Plan (LCAP) and School Plans for Student Achievement (SPSA), with specific goals, metrics, and funding tied directly to school climate and student engagement. Through these formalized monitoring loops and data-driven policies, TUHSD ensures that continuous improvement remains central to its institutional operations.|Met||2026-06-08|2026
15638260000000|Tehachapi Unified|6|Annually, TUSD administers the California Healthy Kids Survey (CHKS) to students in grades 5, 8, 9, and 11. However, there was minimal participation from fifth grade students due to the opt-in requirement. The lack of participation did not generate data for the district. In lieu of using the CHKS survey, TUSD reviewed the Capturing Kids Hearts survey that was administered to all students in grades three through five at all elementary sites. The student responses on the CHKS was used for secondary school sites.      Elementary: 621elementary students participated in the mid-year Capturing Kids Survey. When reviewing data from students regarding school connectedness, culture, and climate, the average response from all students was 3.7 our of 4. Strengths included teachers greeting students with a smile, students have opportunities to affirm and celebrate their peers when they do something good, students feel that their teachers treat them nicely, students feel that their teachers want the best for them, and students know expectations and know what consequences are when they do not follow expectations. Areas for improvement would include: conflict resolution, ending the day with a positive launch, and increasing the questions teachers ask about students to increase the teacher's knowledge of the student as a person.   Secondary: 248 secondary students participated in the California Healthy Kids Survey (CHKS). Participation in the CHKS decreased by approximately 50% when compared to 2025. Many metrics decreased significantly. 40% of secondary students report being connected to school. Ratings for school connectedness include are related to the following statements: 1.) I am happy to be at school?. 2.) I feel like I am part of this school. 3.) I feel close to people at this school. 87% of student report that they work hard at their schoolwork, but the majority of respondents feel that the work is not interesting. 80% of respondents stated that they are consistently trying to do better in school. The majority of students expressed that they believe school is valuable. 70% of students expressed that they did not believe that their parents are welcomed to be involved in their school. School cleanliness was an identified area of need. The evaluation of student mental health deduces from student responses shows a steady improvement of student mental health year over year.|When reviewing data from Capturing Kids Hearts and California Healthy Kids Survey, many indicators slightly declined. Qualitative data indicates that the implementation of Capturing Kids Hearts declined. This is an indication that TUSD needs to ensure fidelity to the implementation of the tenets of Capturing Kids Hearts. Additionally, participation in the California Healthy Kids survey was minimal. In the 2026-27 school year there should be a push to increase participation rates to gather more accurate data.|Increase participation rates in gather feedback from students using the California Healthy Kids Survey. Although the district does have other metrics to gather student feedback from students using Capturing Kids Hearts (CKH) survey, CKH surveys were not implemented with fidelity at secondary school sites.|Met||2026-06-18|2026
15638340000000|Vineland Elementary|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. Students in grades 3-8 overall gave positive remarks on various questions asked of them in the student survey. They felt they were provided with a good education (82.6%). 70.7% felt they were prepared for the future, and 51% felt they looked forward to coming to school everyday. 60% of those surveyed felt that they felt safe at school. 67% of students felt that the school worked well with their parents or guardian. Only 47% felt that their school was clean, safe and in good condition. 90% of the students responding felt that they were provided textbooks and learning materials to meet the needs of all students. 60% felt that staff really cared about who they were and who they could confide in to talk to. 77% of students felt they had opportunities for them to participate in class. 43% of students felt that discipline was fair and 70% felt that they could get extra help outside the regular school day.|Our schools are fairly older and no new building structures have been created due to declining enrollment. It is clear that we cannot add any new structures where students can feel proud of how the school looks, but we have to become creative in making sure we think outside the box to make sure students are proud of what we have. We need to encourage our history of the school involved with the Dust Bowel Era and provide lessons to students going through our district. Our schools need to be better kept.|Our school district needs to emphasize the cleanliness of our school by making sure rooms and facilities are cleaned every single day. Our students need to know that teachers and staff are here to listen. Perhaps having a small group of students (8-10) meet with one staff member (teacher, custodian, aide, nutrition helper, district staff, and other employees) who can meet with students for 20 minutes a day at the beginning or 21 end of the week. This person would be their mentor for 6 months and then we would have them switch to a second mentor for the rest of the year. We need to create meaningful incentives to have kids want to come to school.|Met||2026-06-15|2026
15638420000000|Wasco Union Elementary|6|The District administers the KCSOS Student Connectedness Survey annually as a local climate survey to measure student perceptions of school safety, connectedness, and engagement. Survey results are shared with educational partners and presented to the Governing Board during public reporting processes aligned with the California School Dashboard. The survey is administered in English, but with a small percentage of English Learner students, primarily EL Level 1 and newcomer students an area for improvement is ensuring equitable access to the survey (i..e, provide them the Spanish version). Additionally, the District will work to disaggregate survey data more systematically and report results at the school site level to identify student groups who report feeling unsafe, unwelcome, or disconnected from their school environment. Data from the 2024–25 to 2025–26 administration indicate overall stable or slight increases in positive student perceptions across key areas. Students reporting that it is easy to talk with teachers and staff increased from 71.87% to 75.0%. Students who feel that teachers and staff care about them increased from 74.07% to 76.0%. Students who feel that there is an adult at school who would notice their absence remained relatively stable at 77.4% to 77.0%. Students reporting a sense of belonging at school increased slightly from 73.67% to 74.0%. Regarding attendance-related data, the three most commonly reported reasons for student absences include not getting enough sleep, needing to stay home to care for a family member, and feeling sad, stressed, or anxious. These findings will be used to inform site-level planning and strengthen targeted supports related to student engagement, belonging, and attendance interventions. In response, the District will expand language access for surveys to better include English Learner and newcomer students, increase efforts to disaggregate and share student group-level data with school sites, and support sites in identifying students who report lower levels of connectedness. The District will also use this information to inform targeted attendance and wellness interventions, including supports addressing student sleep, family responsibilities, and social-emotional needs.|Areas of strength within the District include a generally high sense of student connectedness and belonging across school sites, as reflected in local climate and engagement data. Students report positive relationships with staff and a growing sense of support within their school environments. However, local data also indicate ongoing challenges related to student social-emotional well-being, including reported feelings of stress, sadness, and hopelessness among some student groups. In response, social-emotional learning, student wellness, and school safety will continue to be a district-wide focus area for improvement.|Based on survey data and other educational partner feedback, the District will continue the implementation and refinement of a Multi-Tiered System of Supports (MTSS). During the 2026–2027 school year, the District will be in a continuous implementation phase of MTSS, with a focus on strengthening systems, practices, and consistency across school sites. Through this work, the District anticipates a positive impact on student mental health and wellness, particularly in the areas of stress, anxiety, and overall emotional well-being. In addition, the District will explore and provide training and support materials designed to better support students experiencing stress or anxiety. This may include evidencebased programs and resources such as CharacterStrong curriculum and other Tier 2 and Tier 3 intervention supports focused on social-emotional learning and student well-being.|Met||2026-06-23|2026
15638590000000|Wasco Union High|6|Wasco Union High School District administers a Student Connectedness Survey each fall and spring to measure students' sense of belonging, relationships with school staff, engagement in school activities, and overall school climate. Survey participation has increased significantly over the past two years, with the response rate improving from 67.3% in Fall 2024 to 87.9% in Spring 2026, providing a stronger and more representative measure of student perceptions.  Overall survey results indicate a positive school climate and strong relationships between students and staff. Approximately 74% of students reported that it is easy to talk with teachers and staff, while nearly 70% indicated that teachers and school staff care about them. Similarly, nearly 70% of students reported feeling that an adult at school would notice if they were absent, reflecting strong adult-student relationships and effective systems of support. Approximately 68% of students also reported feeling a sense of belonging at school, with responses remaining stable across survey administrations.  Students also expressed positive perceptions regarding opportunities for involvement. More than 79% agreed that the district provides numerous opportunities to participate in sports, clubs, and extracurricular activities. However, only about 45% reported regularly attending or participating in school-sponsored events, suggesting that while opportunities are available, barriers to participation remain for many students.  Trend analysis demonstrates continued growth in several key indicators. The percentage of students who strongly agreed that it is easy to talk with teachers and staff increased between Fall 2025 and Spring 2026, and students reporting that an adult would notice their absence also increased. Although perceptions that teachers and staff care about students declined slightly from the previous year, nearly seven out of ten students continue to report positive relationships with school personnel.  At this time, the Student Connectedness Survey data are reported at the overall district level and are not disaggregated by student group. As the district continues implementing the Community Schools framework and its continuous improvement process, it will seek to further analyze climate data by student group to better identify disparities, target supports, and ensure equitable school experiences for all students.|Analysis of the Student Connectedness Survey data identified several strengths in Wasco Union High School District's school climate while also highlighting opportunities to improve student engagement and belonging. Survey participation increased significantly from 67.3% in Fall 2024 to 87.9% in Spring 2026, providing a more representative understanding of student perceptions and increasing confidence in the district's local climate data.  The data demonstrate that positive relationships between students and school staff are a significant strength. Approximately 74% of students reported that it is easy to talk with teachers and staff, nearly 70% indicated that teachers and staff care about them, and nearly 70% believed that an adult at school would notice if they were absent. Additionally, approximately 68% of students reported feeling that they belong at school. These findings reflect a positive school climate where students generally feel supported, connected, and valued by adults on campus.  The survey also identified strengths related to extracurricular opportunities. More than 79% of students agreed that the district provides many opportunities to participate in sports, clubs, and other activities. However, only about 45% reported regularly participating in school-sponsored events, suggesting that barriers such as transportation, competing responsibilities, or lack of awareness may be limiting student involvement despite the availability of opportunities.  Key areas of need include strengthening students' sense of belonging for those who remain disconnected, increasing participation in extracurricular and school-sponsored activities, and continuing to improve perceptions that all students are cared for and supported by school staff. While overall perceptions remain positive, the district recognizes the importance of reducing the percentage of students who report feeling disconnected or unsupported.  Currently, the Student Connectedness Survey data are reported at the overall district level and are not disaggregated by student group. Moving forward, the district will prioritize disaggregating climate data by student groups, including English learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students, to better identify disparities, target supports, and evaluate the effectiveness of Community Schools initiatives. These findings will guide continuous improvement efforts focused on strengthening relationships, increasing student engagement, and ensuring equitable school experiences and outcomes for all students.|Based on the analysis of local climate data and educational partner feedback, Wasco Union High School District has identified several opportunities to strengthen student connectedness, family engagement, and coordinated systems of support. While survey results demonstrate positive relationships between students and staff, the district recognizes the need to increase students' sense of belonging, improve participation in school-sponsored activities, and strengthen partnerships that remove barriers to engagement.  To address these needs, the district will implement the Community Schools framework to better align existing programs, services, and partnerships into a coordinated system of support centered on the whole child. Existing practices will be enhanced through the development of site-based collaborative leadership structures that include students, families, staff, and community partners in ongoing planning, implementation, and evaluation of Community Schools initiatives.  The district will revise family engagement practices by expanding multilingual communication, increasing flexible participation opportunities, and implementing more intentional outreach to families who have been historically underrepresented in school decision-making. Feedback from surveys, focus groups, advisory committees, and stakeholder meetings will be collected throughout the year and routinely reviewed to guide continuous improvement and ensure educational partner input directly informs district priorities and resource allocation.  To improve student connectedness, the district will expand opportunities for students to participate in leadership, extracurricular activities, mentoring, and restorative practices while strengthening social-emotional supports through coordinated services with counselors, social workers, and community partners. The district will also continue strengthening partnerships with higher education, healthcare providers, and community-based organizations to increase access to academic, behavioral health, college and career, and basic needs services.  The district will enhance its continuous improvement processes by routinely monitoring local climate data, attendance, chronic absenteeism, student engagement, and family participation. As part of this work, the district will develop systems to disaggregate local climate data by student group to better identify disparities, target interventions, and evaluate the effectiveness of Community Schools implementation. These revisions will support data-informed decision-making, strengthen collaboration with educational partners, and ensure continuous improvement efforts result in equitable outcomes and improved conditions for learning for all students.|Met||2026-06-25|2026
15735440000000|Rio Bravo-Greeley Union Elementary|6|RBGUSD LCAP Students Grades 3-8 Survey 2026 School Safety • I feel comfortable going to an adult when I have a problem. 80.3% Agree • I feel safe while at school. 91.6% Agree School Connectedness • My school provides me with a good education. 97.1% Agree • I feel comfortable going to an adult when I have a problem. 80.3% Agree • I look forward to coming to school each day. 77.1% • My school is clean and in good condition. 85.4% Agree|RBGUSD maintains a high status of students who feel safe while at school from prior years. A challenge and barrier the district has faced is students acclimating to the return of full school days and focused in-person instruction. Some students have had to relearn how to behave and work in a school setting. The district is focusing not only on instruction but also on meeting students' social and emotional needs post-pandemic. Another challenge and barrier post-pandemic has been student behavior. RBGUSD is committed to addressing and building successful students.|Through the LCAP, the district will continue with Goal 2, which focuses on ensuring campus safety and positive school culture at all school sites. These elements included student engagement, health, and social/emotional well-being. Descriptions of action steps to support Goal 2 include: • Maintain the foundational work the district has laid for Positive Behavioral Interventions and Supports. • Maintain campuses, district-wide, where students are physically safe, as well as support mental health. The district utilizes parental involvement and pupil engagement to inform the definition of student needs. • Maintain parent education forums throughout the year for the parents to learn strategies to help their students. Focus topics will be on English Language, Special Education, Foster, Homeless, and Low Socioeconomically Disadvantaged. Priority to unduplicated students and students with disabilities. • Maintain an effective truancy monitoring system. • Maintain 1.0 FTE district-wide nurse with a focus on school safety. Focus on connecting families to community resources based on need. • Maintain a 2.0 FTE school psychologist to provide social and emotional intervention supports and counseling.|Met||2026-06-12|2026
15737420000000|Sierra Sands Unified|6|"2025-26  1. DATA: The California Healthy Kids Survey (CHKS) was administered to 5th, 7th, 9th, and 11th-grade students in the winter of the 24-25. Results summary below: 5th Grade Percentage = Average % of respondents reporting “Yes, most or all of the time” responses. 7th-11th Grade Percentage = Total % of “Strongly Agree/Agree” responses. Student Perceptions of ""Felt Connected""  ""Felt Connectedness to School"" 5th-56% 7th-41% 9th-41% 11th-50% Non Traditional-43%  “Felt Safe at School” 5th-71% 7th-50% 9th-58% 11th-64% Non Traditional-59%  Response Rates and Sample Sizes: 5th: 48% (171/375) 7th: 82% (312/380) 9th: 68% (262/385) 11th: 78% (259/330) 11th*: 31% (33/107) *Mesquite H.S."|"MEANING: 2025-26 as compared to 2024-25, 5th-grade students ""felt connected to school"" data remain unchanged (56%) and increased by 10% in ""felt safe at school"" (71%); 7th-grade students ""felt connected to school"" data increased by 10% (41%) and increased by 10% in ""felt safe at school"" (50%); 9th-grade ""felt connected to school"" data increased by 5% (41%) and increased by 18% in ""felt safe at school"" (58%); 11th-grade ""felt connected to school"" data increased by 6% (50%) and increased by 12% in ""felt safe at school"" (64%). Overall, school connectedness and perceived safety remain an area of need for the district to improve student engagement."|"USE: It is evident that social-emotional learning should be a focus to 1) engage in meaningful relationships to increase connectedness to school and 2) establish positive school cultures on each school campus through continued implementation of Capturing Kids Hearts. In 2026-27, the digiCOACH classroom walkthrough tool will include a column dedicated to ""Learner Engagement"" practices to improve school connectedness and sense of safety."|Met||2026-06-11|2026
15737420165233|Opportunities for Learning - Ridgecrest|6|In the Fall of 2025 OFL-Ridgecrest conducted its annual School Climate Survey of students, parents and staff.  The survey results showed strong perceptions in Social Emotional & Physical Safety, School Rules & Environment, and Student Connections with Teachers.  Areas of Strength included the following student ratings: Social Emotional & Physical Safety: 4.11 School Rules & Environment: 4.08 Student Connections with Teachers: 4.04  Areas of Growth included the following student ratings: Connection & Belonging: 3.72 Student & Family Engagement: 3.9 Inclusion: 3.92 Student Connection with Students: 3.58 Peer Pressure: 3.83|Key strengths across all partner groups included Social Emotional & Physical Safety, School Rules & Environment, and Student Connections with Teachers.  Parents have the highest rate of positive responses in most categories, followed by staff and then students.  Peer Pressure is the greatest challenge for the charter.  This category explores the influence of peer pressure including how social media impacts student behavior and well being.    OFL - Ridgecrest is dedicated to providing a safe, inclusive, and supportive learning environment for all students. Student Council plays a key role in encouraging student engagement and inclusion, with an emphasis on celebrating diversity. Additionally, efforts to raise awareness and participation in sports programs have strengthened school pride, enhanced student involvement, and fostered a stronger sense of community.|The charter will utilize data analysis to guide decision making and determining future actions in conjunction with LCAP planning.  Pathways trips, Service Learning experiences, and Sports have proven to be effective in improving Social-Emotional Safety and Inclusion and will continue to be offered to all students, with an emphasis on recruiting students from our special populations.|Met||2026-06-29|2026
15739080000000|McFarland Unified|6|Overall, data indicate strong positive perceptions regarding school safety and culture. Specifically, 83.94% of students responded favorably that the campus is safe, and 72.4% of students strongly agreed or agreed that the school maintains a positive school climate. However, a significant area for improvement was identified regarding school facilities, with only 36.77% of students responding favorably that schools are clean and in good condition.  Data Disaggregated by Student Groups When disaggregating the data by student groups, variations emerged:  School Safety & Climate: Perception of campus safety remained consistently high (above 80%) across all grade levels and racial/ethnic demographics. However, high school students reported slightly lower favorability regarding positive school climate compared to our other schools.  Facilities & Cleanliness: The low favorability regarding campus cleanliness (36.77%) was consistent across all student groups, indicating a systemic need for facility improvements. However, this issue is isolated to a specific campus and is not indicative of our actual official facilities inspections.|Analysis of our local climate survey data revealed distinct systemic strengths across the LEA:  Consistent Sense of Safety: A major area of strength is the widespread perception of campus safety, with 83.94% of students responding favorably. Because this high rating remained consistent (above 80%) across all grade levels and racial/ethnic demographics, it demonstrates that our current safety protocols, campus supervision, and school cultures are equitably supporting a safe environment for all student groups.  Broadly Positive School Climate: With 72.4% of students agreeing that the school maintains a positive climate, our universal tier-1 social-emotional and community-building efforts are largely successful.  Identified Needs and Areas for Improvement Despite these strengths, the data highlights specific, actionable needs that the LEA must address:  Targeted High School Climate Support: While overall climate scores are strong, the disaggregated data revealed a distinct dip in favorability among high school students compared to younger grade levels. This indicates a need to review and adapt our climate and engagement strategies to be more developmentally responsive and meaningful for secondary students.  Site-Specific Facility Intervention: The most critical need identified is addressing campus cleanliness and condition (36.77% favorability). While official facility inspections indicate the structures are compliant, student perception is low. Because this issue was traced back to a specific campus, the LEA needs to focus targeted operational resources, maintenance scheduling, or student-led campus pride initiatives on that specific site to align student perception with official safety and cleanliness standards.|"To address the specific needs identified in our data analysis, the LEA is implementing targeted changes to existing plans, policies, and procedures:  Adjustments to High School Climate Initiatives: To reverse declining favorability among high school students, the LEA will modify its Tier 1 school climate procedures at the secondary level. This includes introducing student-led advisory panels to co-design campus culture initiatives and restructuring high school orientation and mentorship programs. Furthermore, we will allocate money in the LCAP for restorative practices and other resources specifically tailored to the secondary student population.  Operational and Maintenance Policy Shifts: To address the disconnect between official facility inspections and students' perceptions of cleanliness at the identified campus, the LEA is considering bathroom ""make-overs.""  Data Monitoring Procedures: Moving forward, the LEA will adjust its data collection policy to administer mini ""pulse surveys"" several times throughout the year. This procedural change will allow site leadership to track the immediate impact of these facility and climate interventions in real-time."|Met||2026-06-18|2026
15747650000000|Kern County ROP|6||||Not Met|||2026
15748070000000|Kern High ROC|6||||Not Met|||2026
15751680000000|El Tejon Unified|6|Data from the Student Connectedness Survey given through the Kern County Superintendent of Schools showed that 81% of students district wide feel that it is easy to talk to teachers and staff, 76% feel that the teachers and staff care about them, 72% feel that if they are absent, their teacher will notice and reach out, 52% say that they participate in extra curricular activities, 75% feel that there are many chances for them to participate in school sponsored events and after school clubs and activities, and 74% feel that they belong at school.  (up 20% from last year) When students were asked from a variety of options the reasons they miss school, the largest percent, at 42%, stated it was from illness.  The next largest percent, at 16%, stated it was from lack of sleep.|The areas of strength fall in feeling that staff care about the students and that it's easy for students to talk with staff. They also feel that their are many opportunities to participate in extra curricular activities; however, only 56% actually participate in these activities. One other area of need is that only 58% of students district wide feel that they belong at school.  As far as absences, it makes it difficult when students are absent from illness because you do not want them to attend school if they are sick; however, the district loses funding.  The short term independent study packets should start helping with loss of funding as well as loss of academic learning.|At the start of the 2026-27 school year a survey will be put out to both students and parents to inquire reasons behind why the students are not taking advantage of participating in after school activities as well as trying to get input as to the reasons only 74% of students feel that they belong at school.  We will work as a staff to try and address these barriers.  We are also streamlining our process using our student success facilitator for using the short term independent study packets for only one day absences.|Met||2026-06-15|2026
16101650000000|Kings County Office of Education|6|We have administered a local climate survey to students enrolled at our court school for the last several years. Students enrolled at a county court school are deemed wards of the court, and as such, they are always considered Socioeconomically Disadvantaged, so our total will always be 100%. Additionally, due to our fluid and low enrollment, further disaggregated data cannot be displayed to protect the identity of students. We have found that student responses are a valuable part of the impact on our LCAP. The Spring 2026 survey responses showed that 100% of students felt very or somewhat safe at school. In addition, 100% of students indicated they felt strongly or somewhat connected to school.|The analysis of survey results identifies both strengths and areas of need. Students feeling connected to the school increased by 8.4% from last year, partly due to a focus on asset-based thinking and relationship building. 100% of students feeling safe demonstrates a continuous focus on school safety. Parent connectedness to the school also increased by 9.1% from the baseline percentage and is continuing to maintain at 100% due to the continued effort to establish communication and connection with parents. Staff connectedness is at 100% as a result of ongoing efforts to provide teacher support through contracts with our COE for culturally responsive teaching, trauma-informed practices, ELD, special education, English, science, math, ethnic studies, physical education, instructional aide support, and CTE media arts support. A barrier we face is that, as a court school, we have a high turnover of students as they enter and leave the facility based on their offense, which makes the data somewhat inconsistent based on population at any given time.|Court schools serve populations of students who come into and out of programs more regularly than in other educational settings. We promote positive safety through student incentives and access to social and emotional learning (SEL) modules and curriculum. There will be a full-time Transition Specialist position and we will have a part-time Principal position. The two roles work together to meet student needs and meet more frequently with probation staff. This year, we hired a mental health clinician to support students’ school-based mental health. We continue to focus on increasing staff collaboration, connectedness, and transparency. We continue to work to establish a more regular schedule for professional learning communities and instructional preparation. With the additional counseling technician support, students will continue to receive frequent academic updates so they can see their credits accumulate and see their progress. Next year, the plan is to increase those opportunities. Our program continues to work towards providing a safe, secure, and engaging learning environment for students that is sensitive to the needs of our populations. The staff has continued to receive training in culturally responsive and trauma-informed practices annually.|Met||2026-06-09|2026
16638750000000|Armona Union Elementary|6|DATA:  Regarding the efforts the school district makes to seek parent input in making decisions for the school district, Parent surveys (2026) said: 1) My child's school offers supports that help my child to be academically successful Grades TK-8 = 88.2% 2) My child's school provides a variety of activities/electives for my child Grades TK-8 = 100% 3) My child's school has teachers that go out of their way to help students Grades TK-8 = 100% 4) My child feels safe while at school Grades TK-8 = 94.1% 5) My child feels connected Grades TK-8 = 76.5 % 6) My child's school offers social-emotional supports for my child Grades TK-8 = 76.5% 7) I want to do well in school. Grades TK-8 = 91% 8) I feel safe while I am at school. Grades TK-8 = 64.3% 9) My school is clean and in good repair. Grades TK-8 = 70.7% 10) I have at least one trusted adult at my school that I can reach out to for help. Grades TK-8 = 86.4% 11) I am encouraged to participate in activities/sports at my school. Grades TK-8 = 57.9%|MEANING:  Strengths: A majority (94.8%) of the students, generally, want to do well in school A majority (80%) of parents believe that the school offers supports that help their child to be academically successful    Challenges: Less than 77% of parents agreed that their child feels connected to the school. Just over half of the students at the middle school feel they have a say in what electives are offered at school. Approximately 64.3% of the students at the middle school feel they are safe while at school|"USE:  We will continue to work with all families, students, and staff to fulfill our AUESD Mission ""We will utilize our human and financial resources to provide rigorous and relevant learning experiences for ALL students.""  We need to address schools being clean and in good repair along with students feeling safe on campus.  There are several focus areas that will be addressed at Parkview Middle School (Reds).  The areas are Chronic Absenteeism, ELA, Math, and Suspensions/Expulsions."|Met||2026-06-10|2026
16638750101717|Crossroads Charter Academy|6|Following are the key learnings from the survey results: ? Parent surveys of school connectedness and safety ? Safety: 100% of parent agree or strongly agree their student is safe while at school ? Connectedness: 100% of parent agree or strongly agree they are invited to help plan, implement, evaluate instructional materials, strategies, and programs ? Student surveys of school connectedness and safety ? Safety: 100% of students feel safe on the schoolground during school time ? Connectedness: 100% of students feel they are a part of their school ? Staff surveys of school connectedness and safety ? Safety: 100% of staff agree or strongly agree the school is clean, safe, and in good repair. ? Connectedness: 100% of staff agree or strongly agree they are invited to help plan, implement, evaluate instructional materials, strategies, and programs.|Area for Growth Survey results also identified we have increased our enrichment offerings; students, parents and staff would like more activities to engage in group activities.  Challenges and Barriers 1. Independent Study Model Limitations ? Reduced daily in-person interaction ? Limited access to traditional school experiences Barrier: ? Harder to provide: ? Social engagement ? Hands-on learning ? Immediate academic intervention 2. Underutilization of Support Services Data shows: Some respondents indicated services were “not attended” or “not helpful” Barrier: This suggests: ? Awareness gaps ? Scheduling conflicts ? Access challenges 3. Equity Gaps in Access to Opportunities Responses highlight the need for: ? Equal access regardless of background ? More targeted support for struggling students Barrier: Socioeconomic factors may limit: ? Participation in enrichment ? Access to external supports 4. Capacity Constraints (Staff & Resources) Requests for: ? Smaller class sizes ? More staff support ? More programs Barrier: ? Expansion is limited by: ? Staffing ? Funding ? Time within independent study structure|Based on the data, we have worked closely with our LMFT to identify students needing social-emotional support. This year, we have seen positive interactions between students and staff. Support from our LMFT will help staff build on the existing plans, policies, or procedures for continuous improvement in increasing the school climate's safety and connectedness.|Met||2026-06-10|2026
16638750112698|California Virtual Academy at Kings|6|Criteria Met STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.4 Domain School Safety Domain average score on a 4 point scale 3.5 Domain School Connectedness Domain average score on a 4 point scale 3.3 Domain Student Peer Relationships Domain average score on a 4 point scale 3.3 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.6 Domain Harassment and Bullying Domain average score on a 4 point scale 3.6 Domain Self-Management Domain average score on a 4 point scale 3.4 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.3 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Perceived Safety Domain average score on a 5 point scale 4.5 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.1 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.2 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Self-Management Domain average score on a 5 point scale 4.0 Domain Perceived Safety Domain average score on a 5 point scale 4.6 Domain Substance Use Domain average score on a 5 point scale 4.1 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: Students felt teachers care and helped them feel safe. Challenges: Continued need to boost student collaboration and classroom engagement. Grades 7, 9 & 11 – Key Learnings Strengths: Students felt teachers care and helped them feel safe. Challenges: More opportunities for student connection and working with peers. Parent Responses - Key Learnings Strengths: High satisfaction with school safety, clear communication of school rules, and staff respect. Challenges: Desire for more social-emotional and peer-related development; lower scores on stress management.|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-10|2026
16638830000000|Central Union Elementary|6|Student (Grades 3-5) Safety: 83% Student (Grades 3-5)Connectedness: 72% Socioeconomically Disadvantaged Connectedness: 72%   Student (Grades 6-8) Safety: 79% Student (Grades 6-8) Connectedness: 68% Socioeconomically Disadvantaged Connectedness: 67%|Students in grades 3-5 reported a 11% lower rate for school connectedness than for school safety. This is an area of growth. Students in grades 6-8 reported a 11% lower rate for school connectedness than for school safety. This is an area of growth. School sites disaggregate the data and develop actionable next steps.|The survey questions were revised this year in response to feedback from teachers and students, resulting in a more accurate representation of the data. No further revisions are planned at this time.|Met||2026-06-12|2026
16638910000000|Corcoran Joint Unified|6|In the Spring of 2025-26, CJUSD administered the Panorama Student Climate Survey in grades 4-12. Areas measured included student perceptions of school climate, school belonging, school engagement, school teacher-student relationships, rigorous expectations, and school safety.  More than half of the elementary students appear to feel positively about their relationships with their teachers (55%), feel they are held to high rigorous expectations (64%), and their sense of belonging (38%). Fewer than half of elementary students responded favorably about school safety (44%) and school climate (31%).  In the elementary grades(Grade 4-5), the percent of students who had favorable responses in the area of ‘safety’ were as follows: All Student-44% EL-42% SED-44% Hispanic-44% White-41% African American-26% SWD-46% Foster-n/a Homeless-46% The following are percents of students in Grades 4-5 who had favorable responses in the area of ‘connectedness’ or 'belonging': All Student-38% EL-42% SED-38% Hispanic-38% White-25% African American-46% SWD-44% Foster-n/a Homeless-47%  A little over a third of secondary students appear to feel positively about their relationships with their teachers (41%) and have favorable opinions about the school climate (38%). About half the secondary students feel they are held to high rigorous expectations (53%) and school safety (49%). Fewer than a quarter of secondary students responded favorably about their sense of belonging (35%) and school engagement (24%).  In the upper grades(Grade 6-12), the percent of students who had favorable responses in the area of ‘safety’ were as follows: All Student-49% EL-52% SED-48% Hispanic-50% White-37% African American-37% SWD-49% Foster-38% Homeless-49% The following are percents of students in Grades 6-12 who had favorable responses in the area of ‘connectedness’ or 'belonging': All Student-35% EL-36% SED-35% Hispanic-36% White-20% African American-39% SWD-37% Foster-28% Homeless-39%  During student advisory committee meetings with students in Grades 6-12, it seemed to be a consensus that student discipline, fights, and other behaviors were the reason that they felt a low sense of security or safety at their schools. In addition, relationships with adults was a major factor in whether students felt connected to their school or had a sense of belonging.|Analysis of the 2025-26 Panorama Student Survey data identified both strengths and areas requiring continued improvement related to school climate, safety, belonging, and student connectedness.  One area of strength is that a majority of elementary students reported positive perceptions regarding teacher-student relationships (55%) and rigorous expectations (64%). Similarly, over half of secondary students reported favorable perceptions of rigorous expectations (53%), indicating that many students believe staff maintain high academic standards. These findings suggest that instructional expectations and relationships with teachers are generally viewed positively across the district. The data also revealed several significant areas of need. Across both elementary and secondary grade spans, fewer than half of students reported favorable perceptions of school safety. Elementary students reported a 44% favorable safety rating, while secondary students reported 49%. Among student groups, African American students reported particularly low perceptions of safety, with only 26% of elementary students and 37% of secondary students responding favorably. White students also reported lower perceptions of safety at both grade spans (41% elementary; 37% secondary). These findings indicate a need to strengthen school climate, student behavior systems, and students’ perceptions of physical and emotional safety.  Student connectedness and belonging emerged as another significant area of concern. Only 38% of elementary students and 35% of secondary students reported favorable perceptions of belonging. Secondary students also reported particularly low levels of school engagement (24%). White students reported the lowest levels of belonging among all reported student groups, with only 25% of elementary students and 20% of secondary students responding favorably. Foster Youth at the secondary level also reported low levels of belonging (28%). While some student groups, including Homeless students, African American students, and Students with Disabilities, reported comparatively higher levels of connectedness than district averages, overall results indicate that a substantial number of students do not feel a strong sense of connection to their schools.  Student advisory committee feedback provided additional context for the survey findings. Students consistently identified discipline issues, fights, and disruptive behavior as major factors contributing to feelings of insecurity and reduced safety on campus. Students also indicated that relationships with adults were a primary factor influencing whether they felt connected to school and experienced a sense of belonging. These qualitative findings align closely with the survey data and reinforce the importance of positive school climate, relationship-building, and consistent behavior expectations.|Based on the analysis of local data and student feedback, the District has determined that continued refinement of school climate, student behavior, and relationship-building efforts is necessary to improve student perceptions of safety and belonging.  The District will continue implementing and strengthening Positive Behavioral Interventions and Supports (PBIS), restorative practices, and social-emotional learning initiatives to address concerns related to student behavior, discipline, and campus safety. School sites will continue reviewing discipline data and climate survey results to identify trends and implement targeted interventions designed to reduce disruptive behaviors and improve overall school climate.  To address concerns related to belonging and connectedness, the District will place increased emphasis on fostering positive relationships between students and adults. Schools will continue to provide professional learning focused on relationship-centered practices, student engagement strategies, culturally responsive interactions, and positive classroom environments. Opportunities for student voice and participation through advisory groups, leadership activities, and school climate discussions will also continue to be expanded.  The District will further utilize survey data and student advisory feedback to monitor progress and identify specific student groups requiring additional support. Particular attention will be given to groups reporting lower levels of safety and belonging, including White students, African American students, and Foster Youth. Site administrators will incorporate climate and connectedness data into school improvement planning and regularly review progress toward improving student perceptions of safety, belonging, and engagement.  As part of the district’s continuous improvement process, Panorama survey results and student advisory feedback will continue to be reviewed annually to evaluate the effectiveness of implemented strategies and guide future adjustments to programs, services, and supports. These actions are intended to create safer, more inclusive learning environments where all students feel connected, supported, and engaged in their schools.|Met||2026-06-24|2026
16639170000000|Hanford Elementary|6|Students in 5th – 8th grade participate in an annual survey every March.  The survey platform being used is anonymous to elicit honest feedback from all students, thus, the results cannot be disaggregated by student groups.  On the 2025-2026 Student Survey, students overwhelmingly support the district’s efforts to create a broad educational and safe experience: •	Physical education is important for good health. (94.84% of students Agree/Strongly Agree) •	Physical education activities enrich (improve) my experience at school. (74.26% of students Agree/Strongly Agree) •	I think it is important to have music at my school. (81.89% Agree/Strongly Agree) •	Participating in music enriches (improves) my experience at school. (86.31% Agree/Strongly Agree) •	Participating in art enriches (improves) my experience at school. (68.61% Agree/Strongly Agree) •	Participating in Art motivates me to come to school every day. (63.38% Agree/Strongly Agree)  Students feel safe at school and connected to their school: •	I feel safe at school. (77.94% Agree/Strongly Agree) •	There is an adult I can talk to if I have a problem at school. (77.97% Agree/Strongly Agree) •	I enjoy learning at my school. (64.57% Agree/Strongly Agree) •	I plan to go to college. (87.94% Agree/Strongly Agree)  Students have some concerns about bullying, but feel that adults at the school are able to prevent most bullying. •	There is a lot of bullying at my school (43.89% Agree/Strongly Agree) •	Teachers, principals, learning directors, student specialists, counselors, or other adults are able to prevent bullying at my school. (68.22% Agree/Strongly Agree)|Students in grades 5 through 8, from all of the district’s schools, participated in the survey.  There were 1,484 responses.  The survey was conducted using an anonymous online platform. Since respondents were completing the survey anonymously, results are not disaggregated by subgroup.  The data show that students overwhelmingly support the district’s efforts to deliver a broad educational experience and that students feel safe at school and connected to their school. Although students have some concerns about bullying, they feel supported by adults in the school and that adults at the school are able to prevent most bullying.|The district will continue to deliver a broad educational experience to its students.  The district’s educational partners have provided a mandate that says a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education.  The district will continue its efforts to ensure that students learn in a safe, well-maintained school where they are supported, engaged, and connected to their school.  The district will continue to provide health and social/emotional support to students with health professionals, counselors, student specialists, learning directors and vice principals, a social worker, and other personnel and non-personnel support.|Met||2026-06-24|2026
16639250000000|Hanford Joint Union High|6|The Hanford Joint Union High School District utilizes the YouthTruth Survey as a primary local climate measure to gather feedback from students, staff, and families regarding school culture, engagement, safety, and support systems. Overall, survey results indicate a positive school climate, with staff responses indicating continued improvement in culture, collaboration, and trust. Student responses generally reflected positive perceptions of belonging, relationships with adults, and academic expectations. However, several areas remain opportunities for growth. Most notably, only 37% of students reported that their school has programs or services that can help when they are feeling upset, stressed, or experiencing personal problems, a result that remained unchanged from the previous administration despite significant district investments in mental health services and wellness supports. This finding suggests a need to strengthen student awareness of available supports and improve access to services. Disaggregated student group data showed similar trends across student populations, with some variation among English learners, socioeconomically disadvantaged students, and foster youth, reinforcing the importance of continued targeted supports and outreach efforts. The district will continue to use YouthTruth results alongside attendance, suspension, graduation, and student engagement data to identify strengths, address areas of concern, and guide continuous improvement efforts to create safe, supportive, and engaging learning environments for all students.|Key learnings from the analysis of local climate data indicate that Hanford Joint Union High School District continues to maintain positive school environments characterized by strong relationships, high expectations, and an improving staff culture. Survey results suggest that students generally feel connected to their schools and recognize staff's commitment to their success. Staff responses demonstrated continued growth in collaboration, trust, and workplace culture, reflecting the district's ongoing focus on leadership development, communication, and employee support. These positive trends were generally consistent across student groups, including English learners, socioeconomically disadvantaged students, foster youth, and students with disabilities.  At the same time, the data identified several areas of need. The most significant finding was that only 37 percent of students reported that their school has programs or services available to help when they are feeling upset, stressed, or experiencing personal challenges. This result remained unchanged from the previous survey administration despite substantial district investments in mental health services, school counselors, social workers, wellness initiatives, and community partnerships. This finding suggests that while services are available, many students may not be aware of them, may not know how to access them, or may not perceive them as meeting their needs. Additionally, some student groups reported lower levels of connectedness and support than their peers, underscoring the need for continued targeted outreach and relationship-building.  The district's key learning is that investments in programs and services alone are not sufficient; equal attention must be given to student awareness, accessibility, and engagement. Moving forward, HJUHSD will continue to build upon its strengths in school culture and staff leadership while increasing efforts to connect students with available supports, strengthen student voice, and ensure all student groups experience a safe, supportive, and inclusive educational environment.|Based on the analysis of local climate data and identified key learnings, Hanford Joint Union High School District will continue to strengthen efforts to ensure students are aware of and connected to available academic, social-emotional, and mental health supports. While the district has made significant investments in counselors, social workers, wellness services, and intervention programs, survey results indicate that many students do not recognize or access these resources when needed. As a result, the district will place greater emphasis on student outreach, communication, and awareness strategies to ensure support services are visible, accessible, and responsive to student needs.  The district will also continue to refine its Multi-Tiered System of Supports (MTSS) framework by strengthening early identification processes, expanding intervention opportunities, and improving coordination between academic, behavioral, and social-emotional support systems. Schools will be expected to regularly review local climate and engagement data alongside attendance, behavior, and academic performance indicators to identify emerging student needs and adjust supports accordingly.  Additionally, the district will continue investing in leadership development and staff collaboration practices that have contributed to improvements in school culture and employee engagement. Principals and site leadership teams will utilize YouthTruth and other local data sources as part of their continuous improvement efforts to evaluate the effectiveness of site initiatives, identify areas requiring additional support, and ensure resources are aligned with student and staff needs. These actions are intended to strengthen student connectedness, improve awareness of available services, and foster positive, supportive learning environments across all district schools.|Not Met|||2026
16639250137901|Hanford Online Charter|6|YouthTruth Survey 25/26:                                                  Engagement    Culture    Relationships    School Safety     Professional Development and Support Your School - Feb 2026:               100%            93%         100%                100%                    100% Your School - Nov 2024:               100%          100%         100%                100%                    100% Your School - Nov 2023:                 88%            89%           89%                  94%                      76% Your School - Nov 2022:                 85%            86%           90%                  90%                      81% Typical YouthTruth school               76%            58%           81%                  68%                      59%|"Reflection based on the February 2026 YouthTruth survey data for Hanford Online Charter:  Alignment: Current work and positive trends are strongly aligned in several key areas across staff, student, and family feedback:  Fairness and Discipline: There is a strong consensus that ""discipline is fair,"" a top strength for students (73%, +31 vs. median), families (86%, +32 vs. median), and staff (100%, +49 vs. median).  - Addition of a new Learning Director  - Consistent messaging about school expectations. - Consistent follow-up with the MTSS process and Tiered-Re-Engagement strategies.  Safety and Environment: Both staff and families perceive the school as exceptionally safe. 100% of staff and 92% of families feel their children are safe from violence.  - Unified culture of the school. - High visibility of Campus Safety. - Raptor check-in system. - Students' online activity is monitored daily using Lightspeed.  Academic Quality: 85% of families feel their child is receiving a high-quality education, aligning with 79% of staff who share this sentiment. - Each student has an individualized learning plan. - Added rigor of CAASPP prep starting in September.  Keeping students on track with UC requirements. - COS English classes coming in 26/27. - Effective Communication: Families report high satisfaction with receiving information about what their children should learn (91%, +34 vs. median). - Weekly progress reports from teachers. - Parents are being added as “coaches” in the APEX system, receiving weekly emailed reports.  - In-person meetings with teachers, weekly.  The following areas have seen significant improvement since November 2024, likely driven by focused engagement and preparation efforts in 26/27:  College and Career Readiness: This is a major growth area for students, particularly in ""College entrance exam preparation,"" which saw a 100% positive response rate (+14 trend). Counseling on how to apply to college also trended up by 9 points.  - Expansion of dual enrollment opportunities. - Individualized academic counseling. - Need to strengthen the scholarship application process.   Family Empowerment and Information: Families feel significantly more empowered to play a role in decision-making (+22 trend) and more informed about important school decisions (+19 trend). - Weekly in-person meetings and access to staff and administration - Partnership with the Student Specialist for intervention needs - Consistent follow-up with the administration regarding student concerns. - Successful coordination of district support staff to remove academic barriers. (LMFT, Social Worker, and School Psychologist)  Staff Professional Development: Staff reported a 23-point upward trend in their perception that their professional development provided the necessary content support. - Customized to HOC learning platforms.  Summary of Feedback Working Well: Fairness in discipline, safety protocols, and college entrance preparation."|"The data highlights specific hurdles, particularly concerning peer connection and the support systems required for mental health:  Belonging and Peer Collaboration: This is a critical challenge for students, with the ""Belonging & Peer Collaboration"" theme ranking only in the 2nd percentile compared to other high schools. Only 9% of students report working with peers when asked by teachers, a 14-point drop since the last survey. - The questions are based on in-classroom student scenarios/interactions and are not applicable to HOC. We consistently score low in this area.  Mental Health Support Hurdles: Only 49% of students feel there is an adult they can talk to when they are feeling upset or stressed. This suggests a gap in accessible student support systems. - The counseling position has been vacant for the majority of this school year. - We need to work on the messaging for the protocol for student access services.  - Expanded PD options to classified staff for mental Health training. Need to extend to certified.  - Positive: Consistent counseling sessions in place for IEP students. - Positive: Students transitioning in from other sites who receive mental health services via the LMFT continued upon enrolling at HOC.   Schedule and Civic Engagement: Both staff (43%) and students (27%) noted that the current school schedule does not effectively help students spend time with peers outside their usual groups. - The nature of an “online” school is not conducive to the same level of interaction that students would experience on a regular school site.  - We have increased our in-school extracurricular activities this year,  - We have increased the advertising for school events. - We added academic field trips after February, in addition to our college tours.  - Further, the transient nature of our student population creates a mixed cohort that takes more time for them to become familiar with one another, compared to moving together from school to school in the same group.  Summary of Feedback Needs Attention: Peer collaboration opportunities and increased accessibility for student mental health support."|Met|N/A|2026-06-09|2026
16639330000000|Island Union Elementary|6|All students in grades three through eight participated in our survey. Overall, our students feel safe and connected at school. The survey also indicated that students overwhelmingly feel they can learning anything and meet their teacher's learning goals showing that they have a growth mindset. Areas students indicated they may need more support are staying calm when they are upset and describing their feelings.|Based on our findings showing that 38% of our students find it difficult to describe their feelings and stay calm when someone is bothering them, teachers will use our SEL curriculum to highlight these areas and give students the skills to improve in these areas. Our BEST Team consisting of a psychologist, RBT, and LMFT are also on hand to support teachers and students to navigate SEL curriculum and help students in handling situations they face during the course of the school day.|After reviewing the student survey data, the areas of needs will be addressed through our multi tiered system of support. Staff will discuss ways they can support students in their classrooms using class meetings and SEL curriculum. Our BEST Team will address more targeted needs for students needing additional support.|Met||2026-06-24|2026
16639336010466|Island Elementary|6|All students in grades three through eight participated in our survey. Overall, our students feel safe and connected at school. The survey also indicated that students overwhelmingly feel they can learning anything and meet their teacher's learning goals showing that they have a growth mindset. Areas students indicated they may need more support are staying calm when they are upset and describing their feelings.|Based on our findings showing that 38% of our students find it difficult to describe their feelings and stay calm when someone is bothering them, teachers will use our SEL curriculum to highlight these areas and give students the skills to improve in these areas. Our BEST Team consisting of a psychologist, RBT, and LMFT are also on hand to support teachers and students to navigate SEL curriculum and help students in handling situations they face during the course of the school day.|After reviewing the student survey data, the areas of needs will be addressed through our multi tiered system of support. Staff will discuss ways they can support students in their classrooms using class meetings and SEL curriculum. Our BEST Team will address more targeted needs for students needing additional support.|Met||2026-06-24|2026
16639410000000|Kings River-Hardwick Union Elementary|6|Through the Kings River-Hardwick LCAP Survey, information gathered showed that 84% of students felt a strong sense of safety and school connectedness.  The School Resource Officer was also found to be a position that both students and parents feel strongly contributes to the feeling of a safe school campus.  As a result of this data, the School Officer will continue to be maintained as a full-time position.  All students, parents, and staff will be surveyed during the 2026-27school year for reporting in the fall of 2027.|The School Resource Officer was identified as an integral part of our school community, promoting as enhanced feeling of safety and security on campus.  An area of need identified was strengthening student knowledge in the area of social media use and potential dangers associated with inappropriate use.|The district will make revisions to the student, parent, and staff surveys administered during the 2026-27 school year to effectuate gathering of more in-depth data to inform next steps and decision making.|Met||2026-06-23|2026
16639416010474|Kings River-Hardwick Elementary|6|Through the Kings River-Hardwick LCAP Survey, information gathered showed that 84% of students felt a strong sense of safety and school connectedness.  The School Resource Officer was also found to be a position that both students and parents feel strongly contributes to the feeling of a safe school campus.  As a result of this data, the School Officer will continue to be maintained as a full-time position.  All students, parents, and staff will be surveyed during the 2026-27school year for reporting in the fall of 2027.|The School Resource Officer was identified as an integral part of our school community, promoting as enhanced feeling of safety and security on campus.  An area of need identified was strengthening student knowledge in the area of social media use and potential dangers associated with inappropriate use.|The district will make revisions to the student, parent, and staff surveys administered during the 2026-27 school year to effectuate gathering of more in-depth data to inform next steps and decision making.|Met||2026-06-23|2026
16639580000000|Kit Carson Union Elementary|6|Safety: - Students: 100% - Parents: 98% - Staff: 87% Connectedness: - Students: 100% - Parents: 95% - Staff: 94% (SEL Lessons) 2025 Local Data|The 2025/26 local survey data highlights strong perceptions of safety and connectedness among students, parents, and staff. Specifically, 100% of students reported feeling safe, compared to 98% of parents and 84% of staff. In terms of connectedness, the results remain high: 100% of students, 95% of parents, and 94% of staff reported feeling connected to the school community.  Moving forward, targeted efforts should focus on increasing the sense of connectedness among staff, whose perception remains slightly lower than that of students and parents. Strengthening communication and expanding involvement opportunities may further enhance connectedness, particularly among staff and families.|To address the needs identified, psychologist will support well-being . The school will continue to develop the Multi-Tiered System of Support (MTSS) to enhance student safety. Monthly themes will be integrated into Social-Emotional Learning (SEL) activities in the classroom to strengthen connectedness. Additionally, SEL screeners will be used regularly to proactively identify and address student needs.|Met||2026-06-18|2026
16639580136556|Kings Valley Academy II|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-28|2026
16639586113120|Mid Valley Alternative Charter|6|Safety:  - Students: 100%  - Parents: 100%  - Staff: 100%  Connectedness:  - Students: 100%  - Parents: 100%  - Staff: 100%  2025 Local Data|Analysis of the data reveals a school-wide strength in both safety and connectedness, with 100% of students, parents, and staff reporting positive experiences in these areas. Parents expressed feeling connected to their child’s teacher and school activities, while students felt supported by their teacher and overall school environment. Additionally, struggling students showed improvement through meaningful connections with instructional aide tutoring, highlighting a need to continue targeted academic support.|Based on feedback and data analysis, the LEA will revise the current online curriculum to ensure proper alignment with content standards and improve instructional coherence. Additionally, the LEA will adopt or enhance support curriculum to increase student engagement and better support diverse learning needs.|Met||2026-06-18|2026
16639660000000|Lakeside Union Elementary|6|Lakeside UESD administers a survey as part of engaging partners for the Local Control and Accountability process as well as our Community Schools Partnership . Results collected were : 87% of students feel safe at school , 83% of families feel their children are safe at school . 92% of students feel connected and included at school , 96% of families feel they are connected to the school and provided an opportunity for input.|"Based on survey results , Lakeside UESD will continue to focus on student and family voice through identifying resources and professional development or both families and staff. After analysis of results, a request was made for additional information at Advisory committee meetings . Families at that time shared that their children speak about bullying behavior related to their individualism (ie. "" being the smartest in class"") . Lakeside UESD will also seek resources on encouraging student pride in regards to individual attributes."|Lakeside UESD did not identify any changes needed for plan or policies.|Met||2026-06-16|2026
16639740000000|Lemoore Union Elementary|6|In February 2026, the district administered a local school climate survey to students in grades 4 through 8, collecting a total of 1,314 responses. The survey assessed students’ perceptions of school safety, connectedness, academic support, and overall school experience. Overall, the results indicate several positive trends in school climate. Student perceptions of school safety improved, with 81.0% of students reporting that they feel safe at school most of the time or always, compared to 75.7% in the prior year. Student connectedness remained strong, with 86.5% of students reporting that they feel very connected or somewhat connected to their school through relationships with teachers, classmates, and school activities, compared to 88.8% in the prior year. Students also reported positive perceptions of academic support. When asked whether they receive enough help from their teachers when needed, 82.6% of students responded that they receive support most of the time or always. This reflects a continued strength in the district’s efforts to build positive relationships between students and staff and provide support for student learning. When asked whether they were happy to be at their school, 80.8% of students agreed or strongly agreed, compared to 81.0% in the prior year. While this measure remained relatively stable, the district will continue to monitor student perceptions of belonging, engagement, and overall school experience. The survey results provide valuable information regarding student perceptions of school climate and will be used in conjunction with other local and state data sources to guide continuous improvement efforts. The district will continue to utilize survey results to support safe, welcoming, and inclusive learning environments that promote student well-being, engagement, and academic success.|Analysis of the 2026 student climate survey identified several strengths related to school climate and student well-being in grades 4–8. One notable area of strength is school safety. Student perceptions of safety improved from 75.7% in 2025 to 81.0% in 2026, indicating that efforts to provide safe and supportive learning environments continue to have a positive impact. Another strength is the level of support students report receiving from their teachers. When asked whether they receive enough help from their teachers when needed, 82.6% of students responded positively, reflecting strong relationships between students and staff and a continued commitment to supporting student learning. Student connectedness also remained a strength, with 86.5% of students reporting that they feel very connected or somewhat connected to their school. Although this represents a slight decline from 88.8% in the previous year, the overall results suggest that most students continue to experience positive relationships with peers and adults on campus. The survey also identified areas for continued focus. While school safety improved and connectedness remains high overall, the slight decline in connectedness and the relatively unchanged percentage of students reporting that they are happy at school (80.8% in 2026 compared to 81.0% in 2025) indicate an opportunity to further strengthen students' sense of belonging, engagement, and connection to the broader school community. The district will continue to focus on creating inclusive learning environments where students feel safe, supported, valued, and connected. These findings will be used to guide continuous improvement efforts and inform programs, services, and supports designed to maintain positive school climates and promote student well-being. The district will continue to focus on maintaining safe learning environments, strengthening student connectedness, and supporting positive relationships that contribute to student success and well-being.|Based on the analysis of local climate survey data and the identification of key learnings, the district recognizes the need to continue strengthening students' sense of belonging, engagement, and connection to their school community. While survey results indicate improvements in school safety and continued strengths in teacher support, the slight decline in student connectedness and the relatively unchanged percentage of students reporting that they are happy at school highlight the importance of maintaining a focus on student well-being and positive school culture. In response, the district will continue to strengthen the coordination of its existing social-emotional and student support resources. Counselors, social-emotional supports, behavioral supports, and site administrators will continue to work collaboratively to identify student needs and provide timely interventions. The district will continue refining systems and procedures that promote communication, collaboration, and effective coordination of services across school sites. Additionally, the district will continue to strengthen its Multi-Tiered System of Supports (MTSS) framework to ensure that academic, behavioral, and social-emotional supports are aligned and responsive to student needs. School sites will continue to review climate, attendance, behavior, and academic data to identify trends and implement strategies designed to improve student engagement, connectedness, and overall well-being. These efforts will be integrated into site planning, professional learning, and continuous improvement processes. Future climate survey results will be used to evaluate the effectiveness of these actions and inform adjustments as the district works to ensure that all students feel safe, supported, connected, and engaged in their school community.|Met||2026-06-16|2026
16639740100156|Lemoore University Elementary Charter|6|The LEA sent out a survey to students regarding climate in February of 2026. The surveys gave us the following data: 91% of students were happy to be at this school, 95% feel safe at school, 35% have talked to our counselor/SEL Para, 91% of those that did so, said they enjoyed talking to, and/or it helped them, to talk to our counselor or SEL Para.|The survey showed that more students are happy at school, feel close to someone, and feel safe. It also showed that a higher number of our students talked to our counselor or SEL Para and enjoyed doing so and/or thought it was helpful.|Our LCAP reflects the review of these findings as we plan to keep our student support in the way of having 3 noon aides and 2 SEL Paras for next years staffing, and still try to add additional cameras on our site. This is so that the students continue to feel safer and there is more supervision on campus during and unstructured time. It also helps with surveillance and making sure things aren't happening on campus that we can't see/monitor.|Met||2026-06-16|2026
16639820000000|Lemoore Union High|6|Student surveys were conducted at both Lemoore High School and Jamison High School throughout the school year.  Students at both sites took the LCAP survey and the Healthy Kids Survey during the 2025-20256 school year. Students also took part in school climate and culture surveys through Kelvin throughout the year.  Parents from both sites were given the LCAP survey.  Staff from both sites also took the LAP survey.  Many of the current societal issues, such as bullying and drugs, access to social/emotional counseling, and school safety and connectedness, remain as important issues to our stakeholders.  Some key indicators from our survey data are :  At Lemoore High School, 45% of students reported a positive feeling towards school safety, 69% reported a positive feeling towards a clean environment, and 39% reported a positive feeling towards school connectedness.  At Jamison High School, 58% of students reported a positive feeling towards school safety, 88% reported a positive feeling towards a clean environment, and 51% reported a positive feeling towards school connectedness.  At Lemoore High School, 90% of parents reported a positive feeling towards school safety, 77% reported a positive feeling towards a clean environment, and 71% reported a positive feeling towards school connectedness.  At Jamison High School, 82% of parents reported a positive feeling towards school safety, 91% reported a positive feeling towards a clean environment, and 73% reported a positive feeling towards school connectedness  At Lemoore High School, 84% of staff reported a positive feeling towards school safety, and 83% reported a positive feeling towards school connectedness.  At Jamison High School, 100% of staff reported a positive feeling towards school safety, and 100% reported a positive feeling towards school connectedness  On the 2025 CA Dashboard Suspension Rates for LUHSD, 7.8% of students were suspended for at least one day. Among the subgroups, 20% of AI students, 20.7% of FY students, 9.4% of SED students, 8% of AA students, 8.5% of Hispanic students 9.4% of Homeless students, 9.8% of SWD students, 6.5% of White students, 11.8% of EL students, 10.3% of Long-Term English Learner students, 5.1% of FI students, and 3.6% of 2+ students were suspended for at least one day. Within the district, Lemoore High School (LHS) reported a suspension rate of 7.5%, while Jamison High School (JHS) also had a suspension rate of 11.5%.  On the 2025 Data Quest Report, the Lemoore Union High School District (LUHSD) had an overall expulsion rate of 1.43%. Within the district, Lemoore High School (LHS) reported an expulsion rate of 1.18%, while Jamison High School (JHS) also had an expulsion rate of 4.92%.|Student, parent, and staff surveys were conducted throughout the 2025–2026 school year at both Lemoore High School and Jamison High School using the LCAP survey, Healthy Kids Survey, and Kelvin climate and culture surveys. Survey data identified several strengths across the district, particularly in parent and staff perceptions of school climate and safety. Parents at both school sites reported high levels of confidence in school safety, clean environments, and school connectedness. Staff survey results also reflected strong positive perceptions, especially at Jamison High School where 100% of staff reported positive feelings toward school safety and school connectedness. Student responses at Jamison High School also demonstrated strengths, with 88% of students reporting a positive feeling toward a clean environment and 51% reporting a positive feeling toward school connectedness.  Survey results also identified areas of need, particularly related to student perceptions of school climate and connectedness. At Lemoore High School, only 45% of students reported a positive feeling toward school safety and 39% reported a positive feeling toward school connectedness, indicating a need for continued focus on improving student engagement, relationships, and overall school culture. Across both sites, students reported lower levels of connectedness and safety than parents and staff, suggesting a continued need for social-emotional supports and student-centered interventions. Stakeholder feedback also identified bullying, drugs, school safety, and access to social-emotional counseling as ongoing concerns that remain important issues for students, staff, and families.  Disaggregated discipline data further identified areas of disproportionality among student groups. According to the 2025 CA Dashboard, LUHSD had an overall suspension rate of 7.8%; however, several student groups experienced suspension rates above the district average, including American Indian students (20%), Foster Youth students (20.7%), English Learners (11.8%), Long-Term English Learners (10.3%), Students with Disabilities (9.8%), Socioeconomically Disadvantaged students (9.4%), Homeless students (9.4%), African American students (8%), and Hispanic students (8.5%). Jamison High School also demonstrated higher rates of discipline incidents, with a suspension rate of 11.5% compared to 7.5% at Lemoore High School. Similarly, DataQuest expulsion data showed an overall district expulsion rate of 1.43%, with Jamison High School reporting a significantly higher expulsion rate of 4.92% compared to 1.18% at Lemoore High School. These data points highlight the need for continued targeted behavioral supports, interventions, and engagement strategies for identified student groups.|The district will continue to implement, evaluate, and adjust the Multi-Tiered System of Supports (MTSS) to improve equity and access, thereby removing impediments to student learning. LUHSD will integrate and strengthen the principles of MTSS through the use of their intervention staff, teams, and curriculum. To address safety concerns expressed by stakeholders, Crisis Go will continue to be implemented across all sites. Parent engagement efforts will be increased, and workshops will be held to involve parents more actively. LUHSD will continue the Reset Teacher to assist with reducing suspension rates.  PLC and Intervention Teams will look at data and plan targeted intervention for students who show the need for additional support.  LUHSD will continue to enhance the Summer Bridge program for American Indian students and continue their collaboration with the Santa Rosa Rancheria.|Met||2026-05-28|2026
16639820110205|Lemoore Middle College High|6|The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students. The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students.|Parent involvement continues to be an area of growth for LMCHS. Students feel strongly that the academic offerings at LMCHS are effective and meaningful. Survey results reveal that students are happy with the direction of the school, and feel prepared to enroll and succeed in college level courses.|The survey showed that students are dissatisfied with the condition of the restroom and the cafeteria. Further action will be taken in the 2026-27 school year to improve these spaces. LMCHS will also continue to utilize the tutoring platform PAPER, which has shown to support all students effectively.|Met||2026-06-11|2026
16639820136234|Lemoore Online College Preparatory High|6|"A survey was conducted in the spring of 2026 for both students and parents. 2026 PARENT SURVEY RESPONSES *100% agreed that ""student's teachers promote academic success for all students"" *98% agreed that ""the school provides support to promote learning at higher levels"" *98% agreed that ""teachers help students and provide assistance when needed"" *100% agreed that ""the school has adults that care about the students"" *100% agreed that ""the school is clean and has well-maintained facilities and property"" *96% agreed that ""students are provided all materials for learning"" *100% agreed that ""the school provides appropriate technology and internet access for students to be successful"" *92% agreed that ""teachers are knowledgeable about their subject matter and perform their duties in a professional manner"" *98% agreed that ""the school seeks parent input"" *98% ""feel welcome to participate in school activities"" *97% agreed that ""the school keeps me well-informed"" *95% agreed that ""the school provides useful parent workshops and opportunities to participate"" *100% agreed that ""the school provides a quality education that focuses on the academic success of each student"" 2026 STUDENT SURVEY RESPONSES *83% agreed that ""The teachers work to ensure that all students are learning"" *81% agreed that ""My school is preparing me for my future college and/or career"" *85% agreed that ""My school provides me with strong academic instruction"" * 74% agreed that ""Students feel engaged in the school community and school spirit"""|PARENTS The most standout need from the data is providing additional parent workshops and opportunities to participate. STUDENTS The most stand-out piece of data from the students was that only 74% of the students feel engaged in the school community and school spirit indicating that we need to do more events on campus to encourage these things.|"Moving forward, the school plans to address these concerns as follows: * Ensure all TEACHERS are communicating with ALL FAMILIES once a week re: the progress of their student via phone, text, email or in person. * Create more opportunities for PARENTS to come onto campus to participate in events and celebrations of student success (e.g. Art Family Nights, Parent Info Nights, Awards Assemblies), etc. * Incorporate more lessons about future planning, jobs, college & career readiness, financial awareness, etc. into our Homeroom Lessons. * Utilize the ""4-Year Plan"" more in discussions with the counselor, and include more discussions about the A-G requirements *Create more opportunities for students to come on campus and engage with staff and one another. * Host a Career Week w/ events, guest speakers, etc. * Host a College Week w/ events, guest speakers, etc. * Continue to encourage more students to take dual enrollment classes to better prepare them for college"|Met||2026-06-11|2026
16639900000000|Pioneer Union Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2026. 90.4% of 4th-5th graders and 89.2% of 6th-8th graders gave positive responses to a sense of connectedness. This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school connectedness are as follows:   * For Asian students, 81.48% of 4th and 5th grades and 91.67% of 6th-8th graders  * For African American students, 73.33% of 4th and 5th grades and 83.33% of 6th-8th graders  * For Filipino students, 90.91% of 4th and 5th graders and 95.56% of 6th-8th graders * For Hispanic students, 90.00% of 4th and 5th grades and 89.28% of 6th-8th graders * For White students, 94.84% of 4th and 5th graders and 88.79% of 6th-8th graders * For students with Two-or-More Races, 94.12% of 4th and 5th graders and 87.30% of 6th8th graders * For English Learner students, 93.94% of 4th and 5th graders and 95.65% of 6th-8th graders * For students with disabilities, 86.36% of 4th and 5th grades and 92.31% of 6th-8th graders * For socio-economically disadvantaged students, 89.42% of 4th and 5th graders and 90.14% of 6th-8th graders  The same student survey also captured student perceptions on a sense of safety while at school. 97.4% of 4th-5th graders and 94.3% of 6th-8th graders gave positive responses to a sense of safety.  This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school safety as follows:   * For Asian students, 100% of 4th and 5th graders and 98.44% of 6th-8th graders * For African American students, 92.50% of 4th and 5th graders and 90.63% of 6th-8th graders * For Filipino students, 97.73% of 4th and 5th graders and 98.33% of 6th-8th graders * For Hispanic students, 96.88% of 4th and 5th grades and 93.97% of 6th-8th graders * For White students, 98.59% of 4th and 5th grades and 94.40% of 6th-8th graders   * For students with Two-or-More Races, 98.53% of 4th and 5th graders and 94.05% of 6th-8th graders  * For English Learner students, 96.97% of 4th and 5th grades and 96.74% of 6th-8th graders * For students with disabilities, 97.73% of 4th and 5th graders and 92.95% of 6th-8th graders   * For socio-economically disadvantaged students, 97.31% of 4th and 5th graders and 94.13% of 6th-8th graders|Overall a sense of school connectedness and a sense of safety showed an increase in positive responses for students in both grade spans. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2026. Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase over the previous year.    When reviewing the disaggregated data by student groups, a few areas of need are present. African American students and students with disabilities in both grade spans report feeling less connected to the school than during the previous school year. In particular, the question regarding having a trusted adult at school shows an area for improvement. A sense of safety while at school increased for most student groups. Across the two grade level spans surveyed, there wasn’t a consistently identified student group which showed a decrease in the sense of safety. For the elementary grade spans, African American students and students identified as two or more races showed a slight decrease in a sense of safety from the previous school year. For the middle school grade spans, students with disabilities showed a slight decrease in a sense of safety from the previous school year.|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.    Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and schoolwide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2026-06-17|2026
16639900116699|Frontier Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2026. 90.4% of 4th-5th graders and 89.2% of 6th-8th graders gave positive responses to a sense of connectedness. This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school connectedness are as follows:   * For Asian students, 81.48% of 4th and 5th grades and 91.67% of 6th-8th graders  * For African American students, 73.33% of 4th and 5th grades and 83.33% of 6th-8th graders  * For Filipino students, 90.91% of 4th and 5th graders and 95.56% of 6th-8th graders * For Hispanic students, 90.00% of 4th and 5th grades and 89.28% of 6th-8th graders * For White students, 94.84% of 4th and 5th graders and 88.79% of 6th-8th graders * For students with Two-or-More Races, 94.12% of 4th and 5th graders and 87.30% of 6th8th graders * For English Learner students, 93.94% of 4th and 5th graders and 95.65% of 6th-8th graders * For students with disabilities, 86.36% of 4th and 5th grades and 92.31% of 6th-8th graders * For socio-economically disadvantaged students, 89.42% of 4th and 5th graders and 90.14% of 6th-8th graders  The same student survey also captured student perceptions on a sense of safety while at school. 97.4% of 4th-5th graders and 94.3% of 6th-8th graders gave positive responses to a sense of safety.  This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school safety as follows:   * For Asian students, 100% of 4th and 5th graders and 98.44% of 6th-8th graders * For African American students, 92.50% of 4th and 5th graders and 90.63% of 6th-8th graders * For Filipino students, 97.73% of 4th and 5th graders and 98.33% of 6th-8th graders * For Hispanic students, 96.88% of 4th and 5th grades and 93.97% of 6th-8th graders * For White students, 98.59% of 4th and 5th grades and 94.40% of 6th-8th graders   * For students with Two-or-More Races, 98.53% of 4th and 5th graders and 94.05% of 6th-8th graders  * For English Learner students, 96.97% of 4th and 5th grades and 96.74% of 6th-8th graders * For students with disabilities, 97.73% of 4th and 5th graders and 92.95% of 6th-8th graders   * For socio-economically disadvantaged students, 97.31% of 4th and 5th graders and 94.13% of 6th-8th graders|Overall a sense of school connectedness and a sense of safety showed an increase in positive responses for students in both grade spans. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2026. Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase over the previous year.    When reviewing the disaggregated data by student groups, a few areas of need are present. African American students and students with disabilities in both grade spans report feeling less connected to the school than during the previous school year. In particular, the question regarding having a trusted adult at school shows an area for improvement. A sense of safety while at school increased for most student groups. Across the two grade level spans surveyed, there wasn’t a consistently identified student group which showed a decrease in the sense of safety. For the elementary grade spans, African American students and students identified as two or more races showed a slight decrease in a sense of safety from the previous school year. For the middle school grade spans, students with disabilities showed a slight decrease in a sense of safety from the previous school year.|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.    Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and schoolwide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2026-06-17|2026
16639906010557|Pioneer Elementary|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2026. 90.4% of 4th-5th graders and 89.2% of 6th-8th graders gave positive responses to a sense of connectedness. This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school connectedness are as follows:   * For Asian students, 81.48% of 4th and 5th grades and 91.67% of 6th-8th graders  * For African American students, 73.33% of 4th and 5th grades and 83.33% of 6th-8th graders  * For Filipino students, 90.91% of 4th and 5th graders and 95.56% of 6th-8th graders * For Hispanic students, 90.00% of 4th and 5th grades and 89.28% of 6th-8th graders * For White students, 94.84% of 4th and 5th graders and 88.79% of 6th-8th graders * For students with Two-or-More Races, 94.12% of 4th and 5th graders and 87.30% of 6th8th graders * For English Learner students, 93.94% of 4th and 5th graders and 95.65% of 6th-8th graders * For students with disabilities, 86.36% of 4th and 5th grades and 92.31% of 6th-8th graders * For socio-economically disadvantaged students, 89.42% of 4th and 5th graders and 90.14% of 6th-8th graders  The same student survey also captured student perceptions on a sense of safety while at school. 97.4% of 4th-5th graders and 94.3% of 6th-8th graders gave positive responses to a sense of safety.  This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school safety as follows:   * For Asian students, 100% of 4th and 5th graders and 98.44% of 6th-8th graders * For African American students, 92.50% of 4th and 5th graders and 90.63% of 6th-8th graders * For Filipino students, 97.73% of 4th and 5th graders and 98.33% of 6th-8th graders * For Hispanic students, 96.88% of 4th and 5th grades and 93.97% of 6th-8th graders * For White students, 98.59% of 4th and 5th grades and 94.40% of 6th-8th graders   * For students with Two-or-More Races, 98.53% of 4th and 5th graders and 94.05% of 6th-8th graders  * For English Learner students, 96.97% of 4th and 5th grades and 96.74% of 6th-8th graders * For students with disabilities, 97.73% of 4th and 5th graders and 92.95% of 6th-8th graders   * For socio-economically disadvantaged students, 97.31% of 4th and 5th graders and 94.13% of 6th-8th graders|Overall a sense of school connectedness and a sense of safety showed an increase in positive responses for students in both grade spans. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2026. Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase over the previous year.    When reviewing the disaggregated data by student groups, a few areas of need are present. African American students and students with disabilities in both grade spans report feeling less connected to the school than during the previous school year. In particular, the question regarding having a trusted adult at school shows an area for improvement. A sense of safety while at school increased for most student groups. Across the two grade level spans surveyed, there wasn’t a consistently identified student group which showed a decrease in the sense of safety. For the elementary grade spans, African American students and students identified as two or more races showed a slight decrease in a sense of safety from the previous school year. For the middle school grade spans, students with disabilities showed a slight decrease in a sense of safety from the previous school year.|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.    Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and schoolwide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2026-06-17|2026
16639906110233|Pioneer Middle|6|The District administered a student survey addressing school connectedness and a sense of safety in Spring 2026. 90.4% of 4th-5th graders and 89.2% of 6th-8th graders gave positive responses to a sense of connectedness. This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school connectedness are as follows:   * For Asian students, 81.48% of 4th and 5th grades and 91.67% of 6th-8th graders  * For African American students, 73.33% of 4th and 5th grades and 83.33% of 6th-8th graders  * For Filipino students, 90.91% of 4th and 5th graders and 95.56% of 6th-8th graders * For Hispanic students, 90.00% of 4th and 5th grades and 89.28% of 6th-8th graders * For White students, 94.84% of 4th and 5th graders and 88.79% of 6th-8th graders * For students with Two-or-More Races, 94.12% of 4th and 5th graders and 87.30% of 6th8th graders * For English Learner students, 93.94% of 4th and 5th graders and 95.65% of 6th-8th graders * For students with disabilities, 86.36% of 4th and 5th grades and 92.31% of 6th-8th graders * For socio-economically disadvantaged students, 89.42% of 4th and 5th graders and 90.14% of 6th-8th graders  The same student survey also captured student perceptions on a sense of safety while at school. 97.4% of 4th-5th graders and 94.3% of 6th-8th graders gave positive responses to a sense of safety.  This reflects an increase in positive responses for both student grade spans. By significant subgroup, the results for positive responses on a sense of school safety as follows:   * For Asian students, 100% of 4th and 5th graders and 98.44% of 6th-8th graders * For African American students, 92.50% of 4th and 5th graders and 90.63% of 6th-8th graders * For Filipino students, 97.73% of 4th and 5th graders and 98.33% of 6th-8th graders * For Hispanic students, 96.88% of 4th and 5th grades and 93.97% of 6th-8th graders * For White students, 98.59% of 4th and 5th grades and 94.40% of 6th-8th graders   * For students with Two-or-More Races, 98.53% of 4th and 5th graders and 94.05% of 6th-8th graders  * For English Learner students, 96.97% of 4th and 5th grades and 96.74% of 6th-8th graders * For students with disabilities, 97.73% of 4th and 5th graders and 92.95% of 6th-8th graders   * For socio-economically disadvantaged students, 97.31% of 4th and 5th graders and 94.13% of 6th-8th graders|Overall a sense of school connectedness and a sense of safety showed an increase in positive responses for students in both grade spans. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2026. Overall, 98.0% of parents and families responded positively to their sense of school connectedness which is an increase over the previous year. 97.5% responded positively that they felt their children were safe while at school, which is also an increase over the previous year.    When reviewing the disaggregated data by student groups, a few areas of need are present. African American students and students with disabilities in both grade spans report feeling less connected to the school than during the previous school year. In particular, the question regarding having a trusted adult at school shows an area for improvement. A sense of safety while at school increased for most student groups. Across the two grade level spans surveyed, there wasn’t a consistently identified student group which showed a decrease in the sense of safety. For the elementary grade spans, African American students and students identified as two or more races showed a slight decrease in a sense of safety from the previous school year. For the middle school grade spans, students with disabilities showed a slight decrease in a sense of safety from the previous school year.|School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports.    Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and schoolwide supports for academic, behavior, and social-emotional learning (SEL). Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the annual parent and student survey as well as input from a variety of educational partners, the District will continue to support having counseling staff at all three school sites as well as provide a variety of opportunities for students to be involved and engaged in their school communities.|Met||2026-06-17|2026
16739320000000|Reef-Sunset Unified|6|RSUSD annually administers the Panorama SEL Survey and the LCAP Needs Assessment Survey to measure student, parent, and staff perceptions of school safety and connectedness across all grade spans (TK-5, 6-8, and 9-12). The Panorama survey captures student perceptions and is disaggregated by student group, while the LCAP survey captures parent and staff perceptions districtwide. Together, these tools provide a comprehensive, multi-stakeholder picture of school climate conditions across all eight school sites. The following data reflects progress across all respondent groups from the 2023-24 baseline through 2025-26 (Year 2), compared to three-year targets: Students feeling safe increased from 59% (baseline) to 57% in Year 1, then rose dramatically to 78% in Year 2, surpassing the Year 3 target of 68% by 10 percentage points, a remarkable 21-point single-year gain. Students feeling connected increased from 53% (baseline) to 48.5% in Year 1, then rose dramatically to 80% in Year 2, surpassing the Year 3 target of 62% by 18 points, the largest single-year gain of any measure across all respondent groups. Parents feeling safe increased from 80% (baseline) to 93% in Year 1, and continued to rise to 95% in Year 2, exceeding the Year 3 target of 89% by 6 percentage points, one year ahead of schedule. Parents feeling connected increased from 81% (baseline) to 86% in Year 1, and reached 90% in Year 2, exactly meeting the three-year target of 90% one year ahead of schedule. Staff feeling safe increased from 42% (baseline) to 83% in Year 1, and continued to rise to 90% in Year 2, far exceeding the three-year target of 50% by 40 percentage points, the most significant gain relative to target across all respondent groups. Staff feeling connected increased from 71% (baseline) to 83% in Year 1, but declined to 78% in Year 2, falling 2 percentage points below the three-year target of 80%. This is the only measure within the school climate data not currently on track to meet its Year 3 target, and represents a priority focus area for 2026-27. Additionally, Panorama SEL data indicates that student Emotion Regulation remains an area of need, with only 44% of grades 3-5 and 38% of grades 6-12 students responding favorably, identifying social-emotional skill development as a continued district priority alongside the broader school climate gains achieved in Year 2.|Areas of Strength: The district has achieved transformative gains in school climate across all respondent groups between the 2023-24 baseline and 2025-26 (Year 2). Five of six measures in Metric 2.11 have already met or exceeded their three-year targets ahead of schedule. Student safety rose from 57% (Year 1) to 78% in Year 2, surpassing the Year 3 target of 68% by 10 percentage points, a remarkable 21-point single-year gain. Student connectedness rose from 48.5% (Year 1) to 80% in Year 2, surpassing the Year 3 target of 62% by 18 points, the largest single-year gain of any measure across all respondent groups. Parent safety reached 95% in Year 2, exceeding the Year 3 target of 89% by 6 points. Parent connectedness reached 90% in Year 2, exactly meeting the three-year target one year ahead of schedule. Staff safety reached 90%, far exceeding the three-year target of 50% by 40 points, the most significant gain relative to target across all respondent groups. Areas of Need: Staff connectedness declined from 83% (Year 1) to 78% in Year 2, a decrease of 5 percentage points, and remains 2 points below the three-year target of 80%. This is the only measure within Metric 2.11 not yet on track, and represents a priority focus area for 2026-27. Foster Youth suspension rates increased sharply in Year 2 to 25.9%, representing a 5.9 percentage point increase above baseline and 14.9 percentage points above the three-year target, the district's highest-priority behavioral climate concern. Overall district suspension rates remain at Yellow (6.7%), with SWD and Foster Youth groups at Red for suspensions. Panorama SEL survey data also indicates ongoing student mental health challenges, particularly in Emotion Regulation, where only 44% of grades 3-5 and 38% of grades 6-12 students responded favorably, identifying social-emotional skill development as a critical area of need across all grade spans. Key Learnings: The school climate data across all respondent groups reflects the impact of sustained, coordinated investment in MTSS, PBIS, CPI training, trauma-informed practices, Community Schools supports, and campus safety infrastructure. The remarkable improvement in student and staff safety perceptions between Year 1 and Year 2 demonstrates the compounding effect of these strategies when implemented with fidelity and consistency across all school sites. However, the gap in student emotional regulation and the sharp rise in Foster Youth suspension rates confirm that targeted, individualized support for the highest-need students, beyond whole-school climate initiatives, remains essential. Staff connectedness, while improved from baseline, warrants intentional focus on professional community, collaboration, and belonging in the 2026-27 cycle to close the remaining gap and sustain the broader climate gains achieved districtwide.|Goal 2 of the 2026-27 LCAP is exclusively focused on enhancing climate and culture within RSUSD schools. Based on 2025-26 outcomes, the district has made the following key adjustments for 2026-27: Foster Youth Suspensions: The district will prioritize new and intensified intervention strategies for Foster Youth, whose suspension rate increased to 25.9% in Year 2, 14.9 percentage points above the three-year target and the district's most urgent behavioral climate concern. COST Teams at each school site will expand individualized support strategies for this priority subgroup, incorporating more frequent check-ins, proactive family outreach, and coordinated case management with county child welfare partners. Alternative to suspension protocols and pre-intervention strategies will be strengthened through the Student Services department to reduce punitive responses and increase restorative approaches for Foster Youth students. Staff Connectedness: The district will invest intentionally in staff collaboration, professional community, and belonging to close the 2-point gap between the Year 2 rate of 78% and the three-year target of 80%. Staff connectedness is the only Metric 2.11 measure not currently on track, and the district recognizes that staff who feel connected and supported are better positioned to build strong relationships with students and families. Dedicated collaboration time, professional learning communities, and recognition of staff contributions will be prioritized throughout the 2026-27 school year. Emotional Regulation: The district will expand counseling and SEL programs districtwide, with particular focus on Emotion Regulation, the lowest-rated social-emotional skill across all grade levels (44% grades 3-5; 38% grades 6-12). Additional counseling resources, Wellness Specialist supports, and evidence-based SEL curriculum will be deployed to address this gap across all grade spans. Campus Safety: Continued investment in safety infrastructure, including surveillance systems, school resource officers, and campus safety liaisons, will sustain the dramatic gains in perceived safety achieved in Year 2. Student safety (78%), staff safety (90%), and parent safety (95%) all exceeded their three-year targets in Year 2, and the district is committed to maintaining and extending these gains through sustained infrastructure investment and staff training. Three-Year Plan Continuation: The LEA's three-year plan continues ongoing support from Community Schools, MTSS, PBIS, CPI training, and trauma-informed practices to maintain and extend climate gains across all school sites. The Family Engagement Center at the AHS campus and the satellite center at Kettleman City Elementary will continue supporting parent involvement and family connection districtwide, ensuring that climate improvements are reinforced through strong home-school partnerships across all eight school sites.|Met|RSUSD's school climate gains in 2025-26 reflect the compounding impact of a multi-year, coordinated investment across Community Schools, MTSS, PBIS, trauma-informed practices, and campus safety infrastructure. The district serves two geographically isolated rural communities, Avenal and Kettleman City, where socioeconomic challenges, housing instability, and limited access to community resources create complex barriers to school connectedness for many students and families. The transformative gains achieved in Year 2, particularly the 21-point gain in student safety perceptions and the 31.5-point gain in student connectedness from Year 1 to Year 2, are especially significant given this context. The district's Community Schools model, with Wellness Specialists funded at every school site and Family Engagement Centers operating districtwide, has been central to these gains by addressing the whole-child needs that most directly impact school climate. As the district enters 2026-27, continued focus on Foster Youth suspension rates, student emotional regulation, and staff connectedness will ensure that climate improvements are sustained, deepened, and extended to the students and staff groups who have not yet fully shared in the gains achieved districtwide.|2026-06-18|2026
16747080000000|Kings County ROP|6||||Not Met|||2026
17101730000000|Lake County Office of Education|6|CCS and Hance participate in the California Healthy Kids Survey (CHKS) every year. Recognizing that Hance serves the expelled youth of Lake County and CCS works primarily with students who have emotional disabilities, these findings validate the administration's proactive decision to intensely support the implementation of Big Picture Learning at Hance and the restructuring of the NEEDS-SEB program at CCS for the 2026–27 school year. Further, in 2026-27 both schools will deploy a renewed, heavy emphasis on Restorative Practices and the Character Strong curriculum to strengthen the foundation of the school’s sense of safety and belonging.  Particular data that is noteworthy is listed below: 1) More than half of the students surveyed feel their teachers have high expectations of them (56%).  2) The percentage of students who found school “boring” decreased from 42% in 2024-25 to 36% in 2025-26. 3) 67% of students surveyed did not see school as “worthless and a waste of time.”  4) Only 25% of students feel “very safe or safe” at school. This is a 55% decrease from the previous year.  A complete list of 2026 CHKS results can be accessed from the Lake County Office of Education webpage at https://www.lakecoe.org/Transparency.|"The California Healthy Kids Survey demonstrates a wide range of needs for both schools. 1. Key Strengths - High Academic Expectations: 56% of students report that campus adults maintain high expectations and believe in their academic capabilities. - Reduction in Campus Physical Threats: Reports of seeing weapons on campus dropped significantly to 8% (down from 20%), and physical fights decreased to 27%. - Improved Wellness Indicators: Student breakfast consumption rose 9 percentage points to 67%, indicating better basic needs fulfillment.  2. Critical Areas for Growth - Sharp Decline in Safety Perceptions: Students reporting that school feels ""safe or very safe"" plummeted from 80% to 25%. Additionally, 25% of students expressed fear of physical harm on campus (up from 0%). - Weakened Student Engagement: School connectedness fell to 38% (-17 points), academic motivation dropped to 40% (-16 points), and 33% of students now perceive school as ""a waste of time."" - Focus Barriers: 50% of surveyed students report having persistent difficulty focusing on their schoolwork.  3. Systemic Challenges & Barriers - Substance Use & Mental Health: While chronic sadness and suicidal ideation saw modest decreases, overall mental health remains a barrier. Self-reported substance use increased, with 17% of students reporting being under the influence at school (+7 points). - Attendance and Discipline Crises: Severe behavioral and attendance challenges heavily impact instructional time. Mid-year metrics show high suspension rates (15.4% at Hance; 19% at CCS) alongside critical levels of chronic absenteeism (89.5% at Hance; 64.7% at CCS). - Demographic Transiency: Because both sites serve highly specialized student populations (expelled youth and students with severe emotional/behavioral disabilities), rapid monthly enrollment fluctuations inherently disrupt school culture consistency and linear data collection.  These findings underscore an urgent need to strengthen campus culture and student engagement. This data directly validates the LEA's decision to restructure and improve the NEEDS-SEB program, refine the Big Picture Learning model, and provide targeted training to fully embed Restorative Practices and the Character Strong curriculum into the fabric of each school’s educational program."|These results validate our strategic decision to refine the implementation of Big Picture Learning at Hance and restructure the NEEDS-SEB program at CCS. For the 2026–27 school year, we will place a stronger emphasis on Restorative Practices and the Character Strong curriculum, while expanding experiential learning opportunities tied to career exploration.  Additionally, the NEEDS-SEB program is being tailored to better align with the unique needs of the CCS environment. To address implementation inconsistencies, Dr. Clay Cook, co-author of NEEDS-SEB and co-founder of CharacterStrong, began collaborating with CCS administration in May 2026. Dr. Cook will provide ongoing consultation and staff support throughout the upcoming school year to ensure the success of this customized programming.  At Hance, 100% of the staff will participate in the Big Bang Conference this year, with a renewed focus on execution. Notably, this marks the first time in several years that Hance is experiencing full staff retention. Because personnel consistency is foundational to programmatic success, we are highly optimistic about seeing measurable growth in our upcoming survey data.|Met||2026-06-23|2026
17640140000000|Kelseyville Unified|6|"California Healthy Kids Survey (School Connectedness): This metric reports student responses to the California Healthy Kids Survey on questions related to school connectedness. Results are reported as the average percentage of students who answered ""Most of the time"", or ""All of the time"" for grade 5, and ""Agree"" or ""Strongly Agree"" for grades 6-11 to the following questions: Do you feel close to people at school? Are you happy to be at this school? Do you feel like you are part of this school? Do teachers treat students fairly at school? Do you feel safe at school?  Average responses to the questions above were as follows: Grade 5 - 68% Grade 6 - 61% Grade 7 - 39% Grade 8 - 59% Grade 9 - 42% Grade 10 - 41% Grade 11 - 54% California Healthy Kids Survey (Violence and Victimization): This metric reports student responses to the California Healthy Kids Survey on questions related to student to student violence and victimization.  For grade 5, results are reported as the average percentage of students who answered ""Some of the time"", ""Most of the time"", or ""All of the time"" to the following questions: Do other kids hit or push you at school when they are not just playing around? Do other kids at school spread mean rumors or lies about you? Do other kids at school call you bad names or make mean jokes about you? For grades 6-11, results are reported as the average percentage of students who answered ""One or more times"" to the following question. During the past 12 months, how many times on school property have you been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around, been afraid of being beaten up, had mean rumors or lies spread about you, had sexual jokes, comments, or gestures made to you?  Average responses to the questions above were as follows:  Grade 5 - 45% Grade 6 - 24% Grade 7 - 41% Grade 8 - 26% Grade 9 - 30% Grade 10 - 26% Grade 11 - 17%  California Healthy Kids Survey (Parent Involvement):  This metric reports student responses to the California Healthy Kids Survey on questions related to parent involvement in schooling. Average responses were as follows: Grade 5 - 72% Grade 6 - 61% Grade 7 - 41% Grade 8 - 53% Grade 9 - 29% Grade 10 - 32% Grade 11 - 35%"|Analysis of California Healthy Kids Survey data identified both areas of strength and opportunities for improvement related to school connectedness, violence and victimization, and parent involvement. School connectedness was strongest in Grade 5 (68%) and Grade 6 (61%), while results identified a need for improvement in Grades 7 (39%), 9 (42%), and 10 (41%). Parent involvement data showed a similar pattern, with stronger results in Grades 5 (72%) and 6 (61%) and lower results in Grades 7 (41%), 9 (29%), 10 (32%), and 11 (35%). These findings indicate a need to strengthen student connectedness and school-family partnerships, particularly at the middle and high school levels.  Violence and victimization data identified the high school grades as an area of relative strength, particularly Grade 11, which had the lowest reported rate at 17%. Grades 6, 8, and 10 also reported comparatively lower rates of 24% to 26%. In contrast, reported rates were highest in Grades 5 (45%) and 7 (41%), indicating a need for continued attention to school climate, positive student relationships, and physical and emotional safety at these grade levels.  Overall, the analysis identified lower rates of violence and victimization in the secondary grades, particularly at the high school level, as an area of strength. Areas of continued need include strengthening student connectedness and family engagement, particularly in Grades 7 through 11, and addressing higher rates of violence and victimization in Grades 5 and 7.|Based on the analysis of local data and identified areas of need, KVUSD will continue to strengthen existing practices and supports related to school climate, student connectedness, safety, and family engagement. California Healthy Kids Survey results identified lower levels of school connectedness and parent involvement in several secondary grades, as well as higher rates of violence and victimization in Grades 5 and 7. In response, the district will continue to prioritize efforts to strengthen relationships among students, staff, and families and create safe, welcoming, and supportive school environments.  At the middle school level, KVUSD has identified school climate and culture as a priority area for improvement. The district will place an increased focus on strengthening the implementation and fidelity of Positive Behavioral Interventions and Supports (PBIS) practices and using student behavior and climate data to guide continuous improvement efforts. To provide additional leadership capacity and support for this work, the district has added a full-time assistant principal at the middle school. This additional administrative support will increase the school’s capacity to strengthen PBIS implementation, support students and staff, address behavioral and school climate concerns, and improve student connectedness.  The district will also continue efforts to strengthen family engagement, particularly at the secondary level, by improving communication with families and expanding opportunities for meaningful participation and input. KVUSD will continue to review local data to monitor progress, identify emerging needs, and adjust programs, practices, and supports as necessary to improve student connectedness, school climate, safety, and family engagement.|Met||2026-06-16|2026
17640140141382|Shade Canyon|6|"During the 2025–26 school year, Shade Canyon School administered its annual School Climate Survey to capture valid measures of student perception regarding school safety and connectedness. As a growing charter school serving grades TK–4, the survey was targeted at our 3rd and 4th-grade cohorts to capture a valid measure of the elementary grade span. A total of 20 students participated in the survey, representing a comprehensive baseline for our upper-elementary primary student body.  Student Perception of School Safety: The data demonstrates exceptionally strong foundational safety measures across the campus:  • Physical Safety: 95% of surveyed students (19 out of 20) explicitly reported feeling safe at school, with the remaining 5% responding ""Sometimes."" No students reported feeling unsafe. • Safety Protocols: 95% of students indicated that they know exactly what to do or who to approach if they ever feel unsafe on campus. • Peer Dynamics: Peer-to-peer interactions were identified as a critical area for continuous improvement, with 30% of students reporting that ""kids are nice to each other"" and 70% responding ""Sometimes."" This metrics highlights a clear local focus area for restorative practices and social-emotional learning (SEL) heading into the next school year. Student Perception of School Connectedness: Indicators measuring emotional safety and adult-student relationships yielded highly positive outcomes: • Adult Support: 100% of surveyed 3rd and 4th graders (20 out of 20) reported feeling that the adults at Shade Canyon School care about them, demonstrating a deeply supportive and nurturing institutional culture. • School Connectedness: 80% of students reported feeling happy to be at school, with 20% reporting they feel happy ""Sometimes."" Furthermore, 95% of students affirmed they have a reliable peer friend at school. Student Group Disaggregation & Next Steps: Due to our small, growing cohort sizes in the TK–4 configuration, further disaggregation into specific demographic student groups (e.g., Socioeconomically Disadvantaged, English Learners, and Students with Disabilities) yielded group counts below the statistical reliability threshold for public reporting. To protect student confidentiality, these groups are monitored internally by administration to ensure equitable access to climate supports.  The high marks in adult care (100%) and overall safety (95%) provide an excellent baseline. For the 2026–27 school year, as Shade Canyon expands to include a 5th-grade cohort, the school will focus resources on peer conflict resolution to shift ""Sometimes"" responses to ""Yes"" regarding positive peer relationships."|"Analysis of the Spring 2026 climate data for Shade Canyon School's third and fourth-grade cohorts identifies distinct environmental strengths alongside target areas for operational improvement as our TK–4 campus scales toward its full TK–8 configuration.  Identified Areas of Strength: The baseline data reveals an exceptionally strong relational foundation between staff and the student body. Cultivating an environment where 100% of surveyed students affirm that adults on campus care about them represents a critical success metric. This high level of adult connection directly correlates with our physical safety outcomes, where 95% of students report feeling secure on campus and 95% demonstrate clear literacy regarding emergency and safety reporting protocols. Additionally, 95% of students maintain active prosocial ties through established peer friendships, providing a robust baseline of localized student connectedness.  Identified Areas of Need: The primary developmental need highlighted by stakeholders centers heavily on peer-to- peer social dynamics. While student-to-adult relationships are strong, peer-to-peer interactions are frequently inconsistent; only 30% of students indicated that peers are consistently nice to each other, while 70% selected ""Sometimes."" This concentration of ""Sometimes"" responses pinpoints an clear administrative need to invest in tier-1 schoolwide social-emotional learning (SEL) systems, restorative playground mitigation strategies, and formal conflict- resolution training to reduce playground friction.  Student Group Disaggregation: Due to current cohort enrollment sizes, disaggregated demographic data for numerically significant student groups—including Socioeconomically Disadvantaged students, English Learners, and Students with Disabilities—yielded group counts below the statistical reliability threshold for public disclosure. However, internal administrative review confirmed that perceptions of high adult care and the shared desire for enhanced peer kindness were uniform across all demographic profiles, indicating that the identified strengths and needs apply universally across the entire school culture."|Based on the key learnings and data analyzed in Prompts 1 and 2, Shade Canyon School has determined that targeted adjustments to our personnel model and daily master schedule are necessary to systematically improve peer-to-peer social dynamics during the 2026–27 school year. While institutional physical safety (95%) and adult care (100%) remain core campus strengths, the administration will implement the following operational revisions for continuous improvement purposes:  1. Revision of LCAP Goals and Actions (Personnel Allocation): To directly address playground friction and inconsistent peer interactions, Shade Canyon School will introduce a new, targeted personnel action into Year 3 of our current LCAP cycle. We will hire a dedicated staff member specializing in Restorative Justice (RJ) practices. This individual will be embedded into our weekly schedule to teach formal restorative justice and conflict-resolution principles directly to students as a regular class. Additionally, this staff member will serve as an on-site facilitator for student-to-student restorative conversations and will actively train, mentor, and support our existing staff in seamlessly integrating restorative practices into daily classroom and community management.  2. Restructuring of Recess and Lunch Master Schedules: Our data analysis revealed that peer-to-peer conflicts occur primarily during unstructured times, where a high concentration of multiple age groups interacts at once. For the 2026–27 school year, Shade Canyon will adjust its daily master schedule to separate our primary elementary cohorts. Grades 1–3 will transition to an entirely separate recess and lunch block, separate from our upper- elementary 4th and 5th-grade cohorts. By separating these developmental grade spans, we will dramatically relieve playground density and reduce behavioral friction. Because Shade Canyon already employs multiple yard duty supervisors who are thoroughly trained in school safety policy and basic restorative practices, this schedule restructuring will allow our existing team to provide highly focused, age-appropriate supervision and behavioral modeling for smaller, targeted groups of students.|Met||2026-06-02|2026
17640220000000|Konocti Unified|6|KUSD administers the PASS (Pupil Attitudes to Self and School) for students in grades 1-12. The 2025-26 LCAP reports PASS results for questions related to school connectedness for grade 5, and caring relationships for grades 7, 9, and 11. PASS results are reported as a percentile rank of all PASS results nationwide, and are placed into four, color coded bands as follows: Green -31st to 100th percentile, High Satisfaction; Yellow- 21st to 30th percentile, Moderate Satisfaction; Orange - 6th to 20th percentile, Low to Moderate Satisfaction; Red -1st to 5th percentile, Low Satisfaction. For the 2025-26 school year, KUSD 5th grade PASS results show Low to Moderate Satisfaction (Orange) to questions regarding school connectedness, and 7th, 9th, and 11th grade PASS results show Moderate Satisfaction (Yellow) to questions regarding caring relationships. An analysis of student group scores did not show statistically significant differences when compared to the All Students group.|Although KUSD continues to improve on LCAP metrics related to school connectedness and caring relationships, there is a strong commitment within the district to improve in all aspects of school climate and culture (LCAP Goal 6). In the 2026-27 school year, KUSD will continue to expand our efforts with Blue Zones Project Lake County to improve the wellbeing of our students, staff, and families.|The 2026-27 KUSD LCAP includes actions that are measured by metrics that directly impact students' attitudes regarding school connectedness and caring relationships, including the addition of several positions focused on increasing attendance, decreasing suspensions, and improving the health and wellbeing of students, staff, and families.|Met||2026-06-24|2026
17640300000000|Lakeport Unified|6|Data Lakeport Unified School District annually administers local climate surveys to students, staff, and families across grade spans. Survey data focuses on student safety, connectedness, school climate, engagement, and relationships with adults and peers. Additional data sources include attendance, chronic absenteeism, suspension rates, graduation rates, and stakeholder feedback. Recent data demonstrate improvements in chronic absenteeism, which declined substantially from prior years, resulting in improvement from the Red to Yellow performance category. Graduation rates remain strong at over 96 percent. However, suspension rates increased and continue to indicate a need for additional support for specific student groups. Survey results generally indicate that students value relationships with caring adults and feel connected to school communities, while some student groups report lower levels of connectedness and belonging.|Meaning Analysis of local climate data indicates several strengths, including strong graduation outcomes, improving attendance patterns, and positive relationships between students and staff. Students generally report that school staff care about their wellbeing and academic success. Areas of need include reducing suspension rates, improving attendance for student groups experiencing chronic absenteeism, strengthening student connectedness, and addressing equity concerns affecting American Indian students, English learners, homeless students, and other historically underserved groups. The district recognizes that improving academic outcomes requires continued focus on positive school climate and student engagement.|Use In response to climate data and stakeholder feedback, LUSD is implementing actions focused on increasing student connectedness, improving attendance, expanding mental health supports, strengthening restorative and trauma-informed practices, and improving communication with families. The district will continue monitoring attendance, discipline, and survey data to evaluate effectiveness and guide future improvements. These actions are reflected throughout the district’s LCAP goals and technical assistance plans and are intended to support equitable outcomes for all students.|Met||2026-06-17|2026
17640480000000|Lucerne Elementary|6|The Healthy Kids survey is administered annually to our 4th-8th grade students. We do this because our student population is so small that we needed to include multiple grade levels to receive  a generalized student sample. According to the data 62% of students feel safe at school, 51% of students feel connected to the school, and 63% of students feel that they are highly academically motivated.|When reviewing this data it was clear that the 6th and 8th grade classes reported more positively in every area than the 7th grade class. We will plan to offer more emotional support to this class since these results indicate that several students are struggling social and emotional health. This class also had higher office discipline referrals than all other classes. Overall, the information from this survey brought attention to the social and emotional health needs of these students.|There is no change to our plan. We will continue to monitor student emotional needs and provide supports that are based in clinical and educational best practices.|Met||2026-06-24|2026
17640550000000|Middletown Unified|6|California Healthy Kids Survey (CHKS) data provides an overview for how our students report their experiences at school. Data from this survey indicates that while we have room to improve, we have been making progress overall.  School climate will continue to be a focus area for MUSD moving forward, as indicated by Goal 3 of our LCAP.|Both of MUSD's comprehensive secondary schools will be taking steps indicated as necessary by their respective CHKS data. Both schools will focus on supporting their youngest students--6th grade at the middle school and 9th grade at the high school.|The team at Middletown Middle School in particular has taken the initiative to upgrade the experience of students at their school. They have looked at everything from bell schedule to behavior support.  MUSD will be implementing Character Strong as a support for social emotional learning across all campuses.|Met||2026-06-24|2026
17640550108340|Lake County International Charter|6|93% of all students reported feeling safe and supported in our school community and on our campus|We continue to focus on facilities, Restorative Practices, Peer Mediation and Positive Discipline as it remains a priority for our stakeholders.|All of our goals are in alignment with what our community is seeking.|Met||2026-06-11|2026
17640550129601|California Online Public Schools North Bay|6|For the 2025-2026 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes.  The overall scores for all students, as well as available student group scores, are as follows:  High School: Engagement:  97%  Challenging coursework:  98% Culture of respect: 97% Relationships: 90% College and career readiness: 93%  Middle School: Engagement: 90% Challenging coursework: 95% Culture of respect: 100% Relationships: 98%  Elementary School: Engagement: 79% Challenging coursework: 95% Culture of respect: 99% Relationships: 96%  These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement.  In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement.  Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2025-2026 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen.  Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in middle school (100%), with a 3% increase from last year, and elementary school (99%), maintaining their high score from a year ago, showing a consistently positive school culture. Challenging Coursework High school students (98%) up 11% and middle school students (95%) up 14% from last year feel challenged by their coursework, which reflects strong academic expectations and curriculum design. In addition, elementary school was up 19% to 95% from the previous year.  Student Engagement Engagement was high in both high school and middle school—97% in high school and 90% in middle school, increasing between 2% and 5% from the previous year.  College and career for our high school students increased a total of 15% to 93% for the 25-25 school year.  Relationships The metric of relationships grew for all grade bands, with the highest coming from high school, growing 11% to 90% overall, and elementary growing 26% to 96% overall, highlighting the care and strong bonds our teachers and staff make with their students throughout the year.   Growth Areas: Engagement (Elementary) Engagement scores were very strong in both middle school and high school, but dropped significantly at the elementary school level, going from 91% to 79% in the 25-26 school year.   Needs: Engagement in Elementary Only 79% of elementary students reported that they felt engaged with our school. This shows a need to dig deeper and identify areas we can grow to give more opportunities for our elementary students to feel connected to our teachers, their classmates, their curriculum, and our school as a whole. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction.  Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 2025-2026 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate.   Enhancing Student Engagement: - Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. - Promote Live Class engagement and interaction at all grade bands - Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: - Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. - Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. - Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: - Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. - Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings.  These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2026-06-09|2026
17769760000000|Upper Lake Unified|6|Upper Lake High School evaluates school climate through structured site visits and qualitative observations. The team focused on Domain 1: Inclusivity and Domain 2: Relationships, collecting data through direct observation, student interactions, and classroom environment reviews. These observations provided meaningful, real-time evidence about student experiences and relational dynamics across the school. The responses from the Fifth Grade California Healthy Kids Survey (CHKS) report that 84% of the students know that the adults on campus have high expectations of them and truly care about them. 82% of the students surveyed in 5th grade reported that the teachers and other grown ups at school care all of the time. This reflects the culture of caring and success for the elementary staff and students.|Findings from the site visit and CHKS showed substantial progress toward creating safe and welcoming school climates. Students expressed pride in their school, particularly in programs centered on peer connection, leadership, and mentorship. Classrooms featured consistent expectations and prompts that supported inclusive learning. Student leadership initiatives were purposeful and built around developing strong relationships. While not all indicators—such as cultural diversity representation and restorative practices—were fully observed, the foundational elements of an inclusive, relational culture are clearly present and growing. At the elementary level, the CHKS data proves the staff focus on the research from John Hattie and collective efficacy has built a culture where the adults trust and rely on each other, directly relating to the relationships with students and the success that students feel and see with all adults on campus. The implementation of the SEL lessons and resources on campus have proven successful as evidenced in students ability to identify emotions and communicate about their feelings and the feelings of others.|The insights gathered are being used to reinforce, continue and expand areas where belonging and connection are thriving, such as student leadership and unified classroom practices. Areas where indicators were less visible—like cultural diversity integration and restorative practices—will be prioritized for future improvement efforts. The school is using these findings to guide targeted professional development and strengthen policies and programs that promote inclusivity, student voice, and relational trust across the campus. Our districtwide focus on high quality, highly impactful instructional strategies through the research of John Hattie will continue to be the focus to ensure staff and students continue to excel and feel connected. The implementation of SEL lessons and resources will continue.|Met||2026-06-15|2026
18101810000000|Lassen County Office of Education|6|As a County Office which provides direct instruction for an extremely small number of Severe Students with Disabilities, no climate survey data is available.|As a County Office which provides direct instruction for an extremely small number of Severe Students with Disabilities, no climate survey data is available.|As a County Office which provides direct instruction for an extremely small number of Severe Students with Disabilities, no climate survey data is available.|Met|As a County Office which provides direct instruction for an extremely small number of Severe Students with Disabilities, no climate survey data is available.|2026-06-24|2026
18640890000000|Big Valley Joint Unified|6|In spring of 2024 an LCAP survey was published in English and Spanish on the school district. Paper copies were  also made available at the school sites. There were 26 respondents. The twenty six questions provide a snapshot  on the climate of the parent and student stakeholders. Unfortunately there were no identifying questions, so there is  no disaggregation. There are sufficient textbooks (92.3%). The facilities are well kept (88%). The technology access  is adequate (73%). 90% responded that the 1:1 Chromebook ratio is helpful. Teachers are easily accessible and  have knowledge of subject matter (92%). Stakeholders recognize the difficulty in attracting talented teachers (62%).  There are opportunities for parent involvement (96%). Parents feel welcomed (77%). Parents are regularly informed  of students' progress (96%). The judgement of the school mental health counselor did not apply to 50% of the  respondents. 45% believed EL students had adequate academic support. 33% felt academic intervention was  adequate. Parent satisfaction of student progress was 44% with no opinion for 28%. 52% of respondents felt the  After School Program is valuable, (44% had no opinion.) 34.5% of respondents felt that students needed more  homework. The co- and extra-curricular activities were judged as adequate (50%). Access to athletic opportunity  was (50%). 73% of respondents agreed that the Agriculture Education program is very important. Children feel safe  at school (81%). Parents understand the importance of attendance (88.5%). About 92% of respondents felt that the  school lunch ( and breakfast) program serves nutritious and flavorful meals. There have not been enough survey's at least during the 25/26 school year. The district needs to make this a priority  for the upcoming school year.|Staffing is an issue. Academic course rigor and relevance needs to improve. EL and intervention programs need to  be strengthened. The district has struggled to fill teacher vacancies for the past two years. Recruiting has become  necessary. In 2023-2024, three teachers were either intern or on a short term permit. The need for intervention and  EL support continues to be concern. By working with the classified union, the district may improve intervention  opportunities, especially for EL. In athletics, teams are not at their maximum. This past year there was not enough interest for a middle school basketball team.|Professional development for Instructional support to all staff is budgeted. This needs to be a priority during the  upcoming school year.|Met||2026-06-24|2026
18641050000000|Janesville Union Elementary|6|Janesville Union School District uses local surveys, attendance data, suspension data, and stakeholder feedback to monitor school climate and conditions. Survey results indicate that students, families, and staff generally report positive perceptions of school safety, connectedness, and support. Families consistently report that the school provides a welcoming environment, promotes academic success, and maintains a safe campus for students.  Local data also show continued improvement in school climate through increased counseling services, expanded family engagement opportunities, and positive attendance initiatives. While overall climate indicators remain positive, the District continues to monitor attendance, engagement, and behavioral data for all students and student groups, including socioeconomically disadvantaged students and students with disabilities, to identify areas for continued improvement and targeted support.|Analysis of local climate survey data, attendance data, suspension data, and stakeholder feedback identified several areas of strength for the District, including positive relationships between students and staff, a safe and supportive school environment, and strong family engagement. Increased access to counseling services, family involvement opportunities, and attendance supports have contributed to positive school climate outcomes.  The analysis also identified areas for continued improvement, including reducing chronic absenteeism and suspensions among student groups such as socioeconomically disadvantaged students and students with disabilities. The District will continue to strengthen attendance interventions, behavioral supports, family engagement efforts, and social-emotional supports to ensure all students feel connected, supported, and successful at school.|Based on the analysis of local data and stakeholder feedback, the District will continue refining attendance intervention procedures, including earlier identification of at-risk students, increased family outreach, and expanded use of the SART process. The District will also continue to strengthen behavioral and social-emotional supports through counseling services, positive behavior interventions, and restorative practices.  To support continuous improvement, the District will expand family engagement opportunities, increase communication with families, and regularly review attendance, behavior, and climate data to monitor progress and adjust supports as needed. These actions are intended to improve student engagement, attendance, well-being, and overall school climate.|Met||2026-06-20|2026
18641130000000|Johnstonville Elementary|6|Johnstonville Elementary monitors school climate through behavioral and engagement metrics provided by the California School Dashboard and local student information systems. For the 2025-26 school year, the district's overall suspension rate showed significant improvement, declining by 1.9% to reach a total of 1.4%. This progress resulted in a Green status for the All Students group, as well as for the White and Socio-economically Disadvantaged student groups. Additionally, the district successfully maintained a 0% expulsion rate.  Disaggregated data for Chronic Absenteeism reveals an overall district rate of 12%, representing a 2.6% decline and placing the All Students group in the Yellow category. A notable success in this area is the Socio-economically Disadvantaged group, which improved from a Red status to a Yellow status. However, the Hispanic subgroup remains a focus for the district, as it is currently identified within the Orange category for suspension rates.|Analysis of state and local behavioral data indicates significant areas of strength in student conduct and broad engagement. The transition of most major student groups, including All Students and the Socio-economically Disadvantaged group, into the Green category for suspensions and the Yellow category for chronic absenteeism suggests that Tier 1 behavioral strategies and interventions are yielding positive results. Furthermore, maintaining a 0% expulsion and dropout rate provides a stable foundation for the learning environment.  Despite these successes, the district has identified critical needs regarding subgroup disparities and overall attendance trends. While broad improvements were realized, the Hispanic subgroup continues to face challenges, remaining in the Orange category for suspension rates. Additionally, the average student attendance rate was recorded at 95.07%, a year-over-year decrease that signals a need for additional analysis to ensure consistent student participation and reverse downward trends.|To address the identified needs, Johnstonville will continue to implement its Social-Emotional Learning (SEL) curriculum, which is designed to help students with critical emotional regulation and relationship-building skills. The district also plans to expand mental health counselor hours to provide targeted, consistent support for foster youth, English learners, and socio-economically disadvantaged students.  In response to attendance and safety needs, the district has determined it necessary to hire a social worker to help expand the school's connections with community organizations and meet the needs of our students. This role will be essential in bridging the gap between the school and external support systems, coordinating with county agencies and community partners to address the underlying barriers to student success. By strengthening these professionalized community ties, the Johnstonville School aims to create a more comprehensive support network that addresses the root causes of chronic absenteeism and fosters a more supportive environment for all student groups.|Met||2026-06-25|2026
18641390000000|Lassen Union High|6|Each year, we administer a variety of surveys for school improvement planning. Last year, our students completed the Healthy Kids survey and our participation rates decreased. During the 2023/2024 school year 63% of freshmen (down 21% from the previous year), 94% of sophomores (up 19% from the previous year), 82% of juniors(up 13% from the previous year), and 73% of seniors (up 3% from the previous year) completed the survey. The students gave answers in relationship to their academic confidence, engagement, teacher expectations, and 2026-27 Local Control and Accountability Plan for Lassen Union High School District Page 4 of 95 teacher support. 52% of the freshman (+2% increase from 2021), 53%(+1% increase from 2021 )of the sophomores, 63%(+7% increase from 2021) of the juniors and 68% (+7% increase from 2021) of the seniors, gave optimal responses that the teachers communicated that they care about students. 66% of the freshman, 61% of the sophomores, 66% of the juniors and 69%of the seniors reported that the teachers have high expectations for them. Students also reported that their education was important, but not interesting and so they did not put in much effort. The second survey administered was given to the parents. During the 2025-2026 school year we conducted a student, parent and staff survey designed by the County Office of education in order to continue collecting data relative to school improvement planning. baseline data revealed the following. 82% of the students surveyed agree or strongly agree they feel like they are part of the school. 78% of the students surveyed agreed or strongly agreed they feel safe at school. 88% of the students surveyed agreed or strongly agreed that at least one adult at school cares about them. This is baseline data for the new survey and reflects positive increases in the area of school connectedness over the Healthy Kids survey.|The district uses annual student, parent, and staff surveys to inform school improvement planning and monitor school climate, engagement, and connectedness. The 2023–2024 Healthy Kids Survey showed mixed participation rates across grade levels. Freshman participation declined significantly to 63%, a decrease of 21 percentage points from the previous year, while participation increased among sophomores (94%, +19%), juniors (82%, +13%), and seniors (73%, +3%). Although participation varied, student perceptions of teacher support showed gradual improvement. Between 52% and 68% of students across grade levels reported that teachers communicated they cared about them, with the largest gains occurring among juniors and seniors. Additionally, 61% to 69% of students indicated that teachers held high expectations for them. Despite these positive perceptions of teacher relationships and expectations, students consistently reported that while they recognized the importance of their education, many did not find school engaging or interesting, resulting in lower levels of effort and engagement. This suggests that increasing student engagement remains an important area for continued focus. During the 2025–2026 school year, the district implemented a new survey developed by the County Office of Education to establish baseline data for students, parents, and staff. Student responses indicate strong levels of school connectedness: 82% reported they feel like they are part of the school community. 78% reported feeling safe at school. 88% reported that at least one adult at school cares about them. These baseline results reflect stronger perceptions of belonging, safety, and adult support than were reported in previous Healthy Kids Survey results, indicating progress in fostering a more positive and supportive school climate.  Key Learnings: Student participation in surveys improved for most grade levels, although freshman participation declined significantly and should be addressed to ensure representative feedback.  Students generally perceive teachers as caring and maintaining high expectations, with positive trends over time. Student engagement remains a challenge, as many students value education but report that learning is not consistently interesting or motivating.  Baseline data from the new survey indicate improvements in school connectedness, safety, and supportive adult relationships, suggesting that recent school climate initiatives are having a positive impact.  Future improvement efforts should focus on increasing student engagement while continuing to strengthen relationships, belonging, and survey participation.|Continue to utilize the survey data to monitor progress. Implement regular student feedback cycles during advocacy period each week. Collect new county office annual survey data in the Spring of 2027. Focus future improvement efforts on increasing student engagement while continuing to strengthen relationships, belonging, and survey participation.|Met|In the new County Office of Education survey implemented this Spring of 2026, 82% of the students surveyed agree or strongly agree they feel like they are part of the school. 78% of the students surveyed agreed or strongly agreed they feel safe at school. 88% of the students surveyed agreed or strongly agreed that at least one adult at school cares about them. This is baseline data for the new survey and reflects positive increases in the area of school connectedness over the Healthy Kids survey.|2026-07-23|2026
18641620000000|Ravendale-Termo Elementary|6|The District administered a local version of the CA Healthy Kids Survey to its small student population in order to gather input from students regarding school safety and school connectedness. Although all data from the survey is not available due to the small number of responses, the District shared general results from the Survey with the governing board during the Spring of 2026. Students showed a very strong connection to the school and indicated that they were happy with their educational setting. Some students suggested that the District take a closer look at ways to bring more support programs to the students and also an increased desire for field trips that expose students to more career opportunities.|"The small school atmosphere at Juniper Ridge Elementary School lends itself well to providing a feeling of connectedness for our students. One teacher with a small student body presents an opportunity to create a ""family"" atmosphere that provides a lot of comfort for both students and parents alike."|100% of parents and students felt that the school was a safe place as measured by a local survey administered in the Winter of 2026.|Met||2026-06-18|2026
18641700000000|Richmond Elementary|6|https://zone20-educator.renaissance-go.com/saebrs-teacher/admin-report|SAEBRS were specific around the need for further support around social-emotional learning, and bullying.|Classified staff meet periodically throughout the year to discuss school-wide concerns. The classified advisory committee quickly identified a need for consistent campus behavior expectations and clear communication. Challenges for the above mentioned situations could be a result of a change in administration for the past three years. Consistency was an issue. Decisions were made to implement a comprehensive SEL program in grades TK-8. A multi-Tiered system of supports was created around the needs of the district and student population. Most importantly, Professional Learning Communities involving all staff has been built into the academic calendar in order to help brainstorm and create interventions for all students. Increase in collaboration and cross grade level communication is the goal to help support all students.|Met||2026-06-25|2026
18641880000000|Shaffer Union Elementary|6|6-8 LCOE student survey:  I feel safe at school.: 70% There is an adult at school who really cares about me: 57%  5th grade Local Survey:  Feeling like you have someone to talk to: 61% Feeling safe: 68%|Overall School Safety Perception:  Strengths: The majority of students perceive the school as safe, with 70%/68% reporting a positive perception of safety. This suggests that efforts to maintain a secure environment have been effective in fostering a sense of safety among students. Identified Needs: While the overall perception of safety is positive, it is important to disaggregate the data to identify any disparities among student groups. Addressing the specific safety concerns of different demographic groups, such as gender, race/ethnicity, or grade level, may be necessary to ensure that all students feel equally safe and supported. School Connectedness:  Strengths: A significant percentage of students report feeling connected to the school community, with 57%/61% indicating a sense of connectedness. This indicates that efforts to promote a supportive and inclusive school culture have been successful in fostering positive relationships and a sense of belonging among students. Identified Needs: Similar to the analysis of school safety perception, disaggregating the data by student group can reveal disparities in feelings of connectedness. Addressing the specific needs of marginalized or underrepresented student groups, such as English language learners, students with disabilities, or students from low-income backgrounds, may be necessary to strengthen overall school connectedness and promote a more inclusive environment. Intersectional Analysis:  It is important to conduct an intersectional analysis of the data to understand how different factors, such as race, gender, socioeconomic status, and other demographic variables, intersect to influence perceptions of safety and connectedness. This can help identify groups of students who may be experiencing multiple layers of marginalization and inform targeted interventions to address their specific needs. Actionable Insights:  Based on the identified needs and areas of strength revealed through the data analysis, schools can develop targeted strategies and interventions to enhance school safety perception and connectedness. This may include implementing bullying prevention programs, fostering positive relationships between students and staff, providing mental health support services, and promoting inclusive practices that celebrate diversity and foster belonging for all students.|Enhanced Safety Measures:  Strengthening existing safety protocols and procedures to address any identified concerns related to school safety perception. This may include increasing visibility of security personnel, conducting regular safety drills, and implementing measures to address specific safety concerns raised by students or staff. Promoting Positive School Climate:  Implementing programs and initiatives aimed at fostering a positive school climate and promoting a sense of connectedness among students. This could involve implementing social-emotional learning (SEL) curriculum, promoting peer mentoring programs, and providing opportunities for student leadership and involvement in decision-making processes. Inclusive Practices and Cultural Competency:  Providing professional development and training for staff to promote inclusive practices and cultural competency within the school community. This may include workshops on diversity, equity, and inclusion, as well as training on implicit bias and culturally responsive teaching strategies. Targeted Support for Marginalized Groups:  Implementing targeted interventions and support services to address the specific needs of marginalized or underrepresented student groups identified through the data analysis. This could involve providing additional resources for English language learners, students with disabilities, or students from low-income backgrounds to ensure equitable access to opportunities and support. Parent and Community Engagement:  Strengthening partnerships with parents and the wider community to promote collaboration and shared responsibility for student well-being and success. This may involve increasing communication with parents, providing opportunities for parent involvement in school activities, and engaging community organizations to provide additional support and resources for students. Continuous Monitoring and Evaluation:  Establishing mechanisms for continuous monitoring and evaluation of progress toward addressing areas of need and implementing targeted interventions. This could include regular surveys or focus groups to assess changes in school safety perception and connectedness over time, as well as ongoing data analysis to identify emerging trends or areas requiring further attention. By implementing these changes to existing plans, policies, or procedures, the LEA aims to address areas of need identified through the analysis of local data and promote continuous improvement within the school community. These revisions, decisions, and actions reflect the LEA's commitment to creating a safe, supportive, and inclusive learning environment where all students can thrive academically, socially, and emotionally.|Met||2026-06-16|2026
18641960000000|Susanville Elementary|6|Data: A local version of the CA Healthy Kids Survey was administered to parents, staff and students in the winter of 2026: Middle School results from students were as follows: 1. 80% of 6th graders, 80% of 7th graders and 80% of 8th graders agreed or strongly agreed that they were connected to the school. 2. 88% of 6th graders, 89% of 7th graders and 87% of 8th graders agreed or strongly agreed that they had caring adult relationships at school. 3. 78% of 6th graders, 73% of 7th graders and 82% of 8th graders agreed or strongly agreed that the school is perceived as very safe or safe. Elementary School (Grades 3-5) results from students were as follows: 1. 69% of 3rd graders, 69% of 4th graders and 69% of 5th graders agreed or strongly agreed that they were connected to the school. 2. 83% of 3rd graders, 76% of 4th graders and 74% of 5th graders agreed or strongly agreed that there were caring adults in the school. 3. 70% of 3rd graders, 65% of 4th graders and 75% of 5th graders agreed or strongly agreed that they feel safe at school.|The data suggests that students are building more of a connection with school and their teachers as they work their way through our school system and we are seeing a positive uptick in connectedness in the middle school.. Across the schools, it appears that the majority of our students have caring adult relations at the schools, whether these be teachers, paraprofessionals or other staff. Students report feeling very safe at school and this percentage lessens as they get older as well. Overall, the schools provide a strong connection for kids and create an environment that is inclusive and supportive. An area for growth is to increase this feeling in students in particular classes at each school level. Barriers for these connections are poor attendance, apathy and lack of support from home.|Many of the actions in the 26-27 LCAP continue to be designed to support student interest and connectedness to the schools. Staff have very strategically created new programs and offerings that will help engage students and improve the overall culture at the schools. The schools have already seen improved engagement from high-interest activities and have seen improved behaviors from the counseling that has been available at the sites.|Met||2026-06-18|2026
18641960135756|Thompson Peak Charter|6|"Surveys were conducted during May 2026 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness.    Survey results include: 89% of parents responded affirmatively to the statement, ""My child feels connected to the school community.""   Responses to school safety include:   Grades 6-12: 89%		Grades K-5: 93%		Parents: 95%   We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?  22% of students in grades 6-12 said yes.   Positive responses to teachers/staff really care about students include:     Grades 6-12: 90% 		Grades K-5: 96%"|The school prides itself on creating a welcoming and safe environment for staff, students, and parents. An area of attention is the feeling of extended sadness felt by several students.|The school offers mental health support, including the addition of a Wellness Coach, and is committed to ensuring all students and families are aware of these resources. To further strengthen social-emotional learning and crisis response, the school has started implementation of the Sandy Hook Promise program for students, families, and staff.|Met||2026-06-17|2026
18642040000000|Westwood Unified|6|The 205-26 School Climate Survey provides valuable insights into the perceptions and experiences of students, parents, and staff within Westwood Unified School District. The survey, administered in December, offers a comprehensive overview of various aspects of school climate and conditions.  The survey results reflect overall positive perceptions of school climate across students, staff, and families. Strengths include relationships, safety, and connectedness, with stable trends from the prior year and targeted opportunities for growth.  Overall, the survey yielded an encouraging finding, with 72% of respondents agreeing or strongly agreeing that Westwood USD actively seeks the input of parents in decision-making processes. This indicates a positive perception of the district's efforts to engage parents and stakeholders in shaping school policies and initiatives.  In addition to the overall score, the survey likely includes disaggregated data by student groups, allowing for a more nuanced analysis of perceptions and experiences. Disaggregated data can provide insights into the experiences of specific student groups, such as English language learners, students with disabilities, or students from low-income backgrounds. By examining responses across different demographic groups, the district can identify areas of concern or disparities in school climate and take targeted actions to address them.  Furthermore, the survey may include analysis of specific items or questions that are particularly relevant to school conditions and climate. These items could cover topics such as safety, inclusivity, academic support, mental health services, and access to resources. Analyzing responses to these specific items can help identify areas of strength as well as areas needing improvement within the district.  In addition to the School Climate Survey, the district may also utilize additional data collection tools and feedback mechanisms to gather information about school conditions and climate. These could include focus groups, suggestion boxes, or online feedback forms. By employing a variety of data collection methods, the district ensures a comprehensive understanding of school climate and conditions, which can inform targeted interventions and improvements to support the well-being and success of all students.|Overview  The 2025–26 Westwood Unified School District survey results reflect overall positive perceptions of school climate across students, staff, and families. Strengths include relationships, safety, and connectedness, with stable trends from the prior year and targeted opportunities for growth.  Key Strengths • Strong Adult-Student Relationships  • Sense of Safety  • School Connectedness  • Staff Collaboration Areas for Growth • Communication with Families  • Student Engagement & Voice  • Behavioral Expectations & Consistency  • Awareness of Supports Year-to-Year Comparison • Overall stability across most domains  • Slight gains in safety and staff collaboration  • Communication and engagement remain areas to strengthen Recommendations 1. Enhance Communication Systems  2. Increase Student Voice & Leadership Opportunities  3. Strengthen Visibility of Supports  4. Align Behavioral Expectations  Conclusion Westwood Unified continues to demonstrate a strong and stable school climate. Focus on communication, engagement, and support awareness will further strengthen outcomes for all students.|Based on the analysis of local data and the identification of key learnings, Westwood Unified School District has determined several changes to existing plans, policies, or procedures to address areas of need and ensure continuous improvement:  Communication of In-School Events: The District will improve communication by sharing and posting times of in-school events in advance, allowing students and families to plan accordingly.  Increasing the use of text messages as a means of communication may improve parent engagement and accessibility of information.  This will ensure that all educational partners are informed and able to participate in school events.  Professional Development for Student Supervision: Staff will receive professional development to improve supervision of students during recess times. This training will address safety concerns and ensure that students are adequately supervised and supported during outdoor activities.  Increasing Wellness and wraparound services: The District will continue to increase student and staff wellness for all students who request it, ensuring access to support services that promote overall well-being and address the social-emotional needs of students.  Align Behavioral Expectations:  The District will continue to revise the Discipline matrix and add more alternatives to suspension components.  By implementing these revisions, decisions, and actions, the District aims to address areas of need identified through data analysis and key learnings, promoting continuous improvement and fostering a supportive learning environment for all students.|Met||2026-06-18|2026
18747400000000|Lassen ROP|6||||Not Met|||2026
18750360000000|Fort Sage Unified|6|Data DashBoard Standard Met. also, using our combined survey results and more effectively, our one on one interactions with all our students we were able to start initiatives such as SEL, MTSS more engaging CTE electives and even improving our lunch menu.  California Healthy Kids Survey 2025/ 2026  Mental Health and Emotional Wellness Student emotional well-being remains an important focus area. High school students reported: •	31% experienced sadness or depression most or all of the time. •	56% experienced anxiety or stress most or all of the time. •	Only half reported feeling happy most of the time. Implications These results highlight the importance of: •	Social-emotional learning •	Access to counseling and mental health resources •	Trusted adult relationships •	Student connection and belonging|Both CHKS and Local surveys have improved overall. Celebrations Fort Sage students demonstrate numerous strengths, including: ? Strong relationships with caring adults. ? Positive family support. ? Academic motivation and perseverance. ? Optimism about the future. ? Confidence that adults will help when concerns are reported.  Opportunities for Growth Survey results suggest opportunities to strengthen: •	School climate and perceptions of fairness. •	Student voice and connectedness. •	Respect and inclusiveness among peers. •	Bullying prevention efforts. •	Mental health and social-emotional supports. •	Attendance and engagement.|Improve website, other communication strategies & continue with surveys.  New staffing, including administration, are prepared to continue implementation of MTSS/PBIS. Partnerships to support school-based mental health and wellness have been established and grants funds secured to support programs. Engagement is the focus for the coming year. The opportunity to hire new and experienced staff will assist our efforts to improve performance in all areas. The addition of coaching and behavior support staff will support students and staff in academics and climate.|Met||2026-06-25|2026
18750360121657|Mt. Lassen Charter|6|MLCS participated in an intensive WASC Self-Study Review during the 2025-2026 school year. The WASC Self-Study process provided staff with a structured opportunity to analyze both qualitative and quantitative data to evaluate the effectiveness of current programs, practices, and systems. Through the review of student achievement data, attendance, behavior, survey results, and stakeholder feedback, staff were able to identify key strengths and areas for growth that are most relevant to the school’s unique conditions, culture, and climate. This collaborative process helped ensure that identified priorities were grounded in evidence and reflected the experiences and needs of students, families, and staff.  The school operates as a small learning community with approximately 10 FTE staff serving a modest TK–12 student population of 157. This structure fosters strong relationships among students, teachers, and administrators, enabling highly individualized instruction and personalized support. At the same time, the small size impacts the report analysis and development process, as data sets are limited and trends can be significantly influenced by a small number of students. Despite these challenges, the close-knit nature of the school supports collaborative reflection, meaningful dialogue, and the rapid implementation of improvement strategies—ensuring that continuous improvement remains a central focus.  The student survey sample size was too small to produce reliable results this year. However, previous data provide valuable insight into student and family perceptions of the school. MLCS developed and administered a local climate survey in January 2025, which found that 91.4% of parents and students reported feeling connected to the school. Overall satisfaction with MLCS exceeded 96% on most survey items, highlighting the strong relationships and supportive culture within the learning community.  Staff discussions during WASC meetings, combined with the analysis of attendance, behavior, engagement, and survey data, provided valuable qualitative and quantitative information to better understand student perceptions of school safety, connectedness, and belonging. This collaborative review process helped staff identify strengths to celebrate while informing strategies to further enhance the school climate.|"A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.    As a small independent study learning community serving approximately 150 students, we are able to foster strong, meaningful individualized relationships that create a connected and supportive community for students and families.  The WASC visiting committee provided the following areas of strengths and identified needs for the school during their visit February 2-4, 2026  Areas of strength - Highly Personalized Independent Study Model - Integrated LCAP and WASC Planning Framework - Strong Collaborative School Culture - Effective Technology and Infrastructure Enhancements - Successful Interventions and SEL Practices: - Expanded and Experienced Faculty:  Identified Needs - Strengthening Content Mastery and Monitoring of Academic Progress: - Sustaining and Refining Transportation Services - Increasing Student and Family Participation in Academic Supports and Advisory Structures - Expanding Staffing Capacity to Support College, Career, and Academic Counseling Pathways - Full Implementation and Monitoring of New Curriculum Programs   Through extensive qualitative and quantitative data analysis, staff members identified the following areas of strengths and identified needs based on Criterion 1: School Mission, Culture, and Schoolwide Learner Outcomes/ Completion Profile Summary.  Areas of Strength - *CUSTOMIZED, COLLABORATIVE, COMMUNITY is easy to remember and embed in all that we do. - The mission statement serves as a foundational guide for all aspects of organizational planning, decision-making, and program development. - School leadership and staff create a collaborative school culture with an emphasis on personalized learning plans for students. They intentionally build strong relationships with students to understand their individual learning preferences, strengths, and needs. This relationship-centered approach ensures that instruction and support are tailored to each student’s unique learning style, promoting engagement, ownership, and academic success. - The school establishes clear Schoolwide Learner Outcomes (SLOs) that identify broad, global goals for all students, grounded in student learning needs and current, research-based educational practices. The school utilizes NWEA assessments to collect and analyze student Standards data, and implements Essential Standards for Math and Writing to guide instruction and monitor progress. Through ongoing Professional Learning Communities (PLCs) and targeted Professional Development (PD"|Based on the analysis of local data and educational partner feedback, the LEA will refine existing plans, policies, and procedures to strengthen family engagement, stakeholder participation, and data-informed decision-making. Planned revisions include expanding communication strategies to reach all families, increasing opportunities for meaningful stakeholder input throughout the school year, and enhancing processes for sharing how feedback informs LEA decisions. The LEA will continue to use local data to monitor student outcomes, evaluate the effectiveness of programs and services, and adjust supports as needed. Ongoing professional collaboration, regular review of performance data, and continuous engagement with educational partners will guide future improvements and ensure that resources and services remain responsive to student and family needs.|Met||2026-06-25|2026
18750366010763|Long Valley|6|"Surveys were conducted during May 2026 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness.   Survey results include: 83% of Doyle parents and 92% of Portola parents responded affirmatively to the statement, ""Staff creates a welcoming environment at school for my family.”     Positive responses to school safety include:   Doyle:		6th-12th grade students: 75%		K-5th grade students: 77%			Parents: 92%  Portola:		6th-12th grade students: 100%		K-5th grade students: 89%			Parents: 100%   We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?  42% of Doyle 6th-12th graders said yes; 29% affirmed this statement in Portola.    Positive responses to teachers/staff really care about students include:   Doyle:		6th-12th grade students: 78%		K-5th grade students: 75%			  Portola:		6th-12th grade students: 88%		K-5th grade students: 93%	  Results of concern are 42% of students responded yes to having chronic sadness or hopeless feelings."|The school prides itself on creating a welcoming and caring environment for staff, students, and parents. An area of attention is the feeling of extended sadness felt by several students.|The school provides mental health support and ensures that all students and families are informed of its availability. While services are currently offered remotely, active efforts are underway to recruit an onsite counselor. LVS added a wellness coach at all locations to support families. LVS started using the Sandy Hook Promise SEL program to support students, staff, and families through social-emotional learning and critical incident response.|Met||2026-06-17|2026
19101990000000|Los Angeles County Office of Education|6|Of the 983 student survey requests across both Ipoly and LACHSA 880 students responded to the CHKS survey (89.5%) during the 2025-2026 school year. The indicators for support and engagement show overall positive trends for both schools. At an aggregated level for both High Schools there was a positive trend compared to the previous school year for most of the indicators with some variation across the grade levels. School Connectedness increased between +2-7% for the different grade levels, Academic Motivation between +2-8%, Caring Adult Relationships between +2-7%, High Expectations between +1-6% and Meaningful Participation between +3-6%. The exception was grade 12 showing slightly negative trends for School Connectedness (-1%), Academic motivation (-6%), Caring Adult Relationships (-11%), and High Expectations (-8%).  Perceived Safety at School shows positive (+4%) or stable trends for all grades except for grade 10 with a -3% decline.   At an aggregated level across the two High Schools, the indicators for social and emotional health show overall positive trends with some mixed results across the grade levels. Across all grade levels Social emotional distress decreased between 1-6%, Optimism was stable or increased between 2-5% and Life Satisfaction increased between 1-2%, except for grade 11 where we saw a 3% decline. Overall there was a stable or declining trend for suicidal ideation, except for grade 9 (+2%) and grade 11 (+1%).   Non-Traditional At Non-Traditional school sites 597 student survey requests were made with 467 respondents (78%). This was a significant increase from the previous year (+24%). The indicators for support and engagement show slightly mixed trends compared to the previous school year. School Connectedness and Meaningful Participation showed overall negative trends with variation across the school sites (-1-10% and -0-11%), except for Afflerbaugh-Paige Camp where both School Connectedness and Meaningful Participation increased by 6%. At the same time, Academic Motivation and High Expectations showed overall positive trends with variations across the school sites (+0-14% and +0-7%), with exception for Rockey Glen where Academic Motivation declined with -8% and Kirby where High Expectations declined with 24%.  The trend for Perceived School Safety was negative compared to previous school year with variations across the schools sites between -1%-21%. The indicators for social and emotional health also show mixed results across the school sites. Students reporting Social Emotional Distress decreased at Rockey Glenn and Kirby (-1% and -18%), while increasing at Renaissance (+14%) and Afflerbaugh-Paige (+10%) and staying stable at the rest. Students experiencing Chronic sadness increased at Afflerbaugh-Paige (+14%), Rockey Glenn (+12%) and Renaissance (+21%), while decreasing at Kirby (-3%).|Analysis of CHKS data across high school and non-traditional sites revealed several key findings. At the high school level, support and engagement indicators showed positive trends compared to the previous school year. School Connectedness, Academic Motivation, Caring Adult Relationships, High Expectations, and Meaningful Participation increased across most grade levels. Social and emotional health indicators also showed generally positive trends, including decreases in Social Emotional Distress and stable or increasing levels of Optimism and Life Satisfaction. Perceived Safety at School remained stable or improved for most grade levels.  However, it should be noted that the trend is different for grade 12 students, who reported declines in School Connectedness, Academic Motivation, Caring Adult Relationships, and High Expectations. Small increases in Suicidal Ideation were also observed among Grade 9 and Grade 11 students, while Life Satisfaction declined among Grade 11 students.  At non-traditional school sites, findings were more mixed. Academic Motivation and High Expectations improved across most sites, while School Connectedness, Meaningful Participation, and Perceived School Safety generally declined. Indicators of social and emotional health varied across sites. Social Emotional Distress and Chronic Sadness increased at some schools while decreasing at others. Similarly, Optimism and Life Satisfaction improved at some sites and remained stable or declined at others. Suicidal Ideation was stable or slightly decreasing at most sites but increased at Renaissance and Afflerbaugh.|Increased Adult Involvement and Interaction: Continue to promote and support initiatives that foster caring adult relationships, high expectations, school connectedness, and meaningful participation. This includes professional development for staff on social emotional learning, suicide prevention and mental health awareness, effective student engagement strategies, and strengthening opportunities for student voice.  Expand efforts that support successful student transitions and postsecondary planning and family engagement efforts by providing resources and opportunities that help families support student success.  Social and Emotional Health Support: Continue to promote programs that support student well-being, optimism, and life satisfaction. Maintain and expand support services from school counselors and mental health staff to assist students and families with social-emotional needs through a multi-tiered system of support. Provide enhanced school mental health services, including universal mental health promotion and prevention activities, individual, group, and family counseling. Continue utilizing graduate-level social work interns to increase access to services. Additional review of local data and follow-up activities will be used to identify effective practices and areas requiring additional support.  Non-Traditional School Sites Focus: Continue efforts to improve school connectedness, meaningful participation, and perceived school safety through targeted programs that create inclusive, supportive, and safe school environments. School mental health teams will use CHKS and other local data sources to guide site-specific and student-centered interventions, with particular attention to students who may experience disparities in outcomes, including foster youth, socioeconomically disadvantaged students, LGBTQ+ students, and African American students. Schools will continue to use CHKS results and other local data sources to monitor progress, inform decision-making, and support continuous improvement efforts related to school climate and student well-being.|Met||2026-06-16|2026
19101990106880|Jardin de la Infancia|6|Survey responses from families and staff indicate that students feel welcomed, supported, and safe within the school environment. Families report positive relationships with school staff, effective communication, and satisfaction with opportunities for engagement.  Due to the school’s small enrollment and limited grade span (TK–1), student group data may be unavailable or suppressed to protect student privacy in accordance with FERPA requirements. Additionally, certain state climate indicators and survey data are not available because students in grades TK–1 do not participate in statewide student surveys.  Local data continue to reflect a positive school climate, including strong family engagement, low rates of behavioral incidents, and a supportive learning environment that promotes student well-being, belonging, and academic success. The school will continue to gather feedback from educational partners and monitor local indicators to identify areas for continuous improvement.|Analysis of local climate data, educational partner feedback, attendance records, and behavioral data indicates that Jardin de la Infancia maintains a positive, supportive, and family-centered school environment. Identified strengths include strong relationships between staff and families, high levels of family engagement, a welcoming school culture, and a safe learning environment that supports students’ academic and social-emotional development. Educational partners consistently report feeling valued, informed, and connected to the school community. Areas of identified need include continuing to expand opportunities for family participation in decision-making, increasing engagement among families who participate less frequently in school activities, and strengthening partnerships that support student academic and social-emotional outcomes. Due to the school’s small enrollment and limited grade span (TK–1), disaggregated student group data may be limited or unavailable in some areas to protect student privacy and ensure data reliability. The school will continue to use educational partner feedback and local measures to guide continuous improvement efforts and support positive outcomes for all students.|Based on the analysis of local data and educational partner feedback, Jardin de la Infancia will continue to strengthen family engagement, stakeholder participation, and partnerships that support student success. Planned actions include expanding opportunities for families to provide input through surveys, meetings, and advisory groups; increasing communication regarding how stakeholder feedback informs school decisions; and providing additional family education and engagement opportunities that support student learning and well-being.  The school will also continue to strengthen partnerships with community organizations and service providers to enhance academic, behavioral, and social-emotional supports for students and families. Existing communication practices, including ClassDojo, parent conferences, and direct outreach, will be maintained and refined to ensure all families have meaningful opportunities to participate in the school community. These actions support the school’s commitment to continuous improvement and to maintaining a positive, safe, and supportive learning environment for all students.|Met||2026-06-25|2026
19101990109660|Aspire Antonio Maria Lugo Academy|6|Based on the most recent Panorama Education survey data, 69% of students reported positive teacher-student relationships, representing a 4 percentage point increase since the previous survey. Student responses reflected strong perceptions of teacher respect, care, and support, indicating that continued efforts to strengthen relationships between students and staff are positively impacting school culture and connection.  Panorama data also provided valuable insight into opportunities for continued growth related to student belonging, school climate, and school safety. Overall, 55% of students reported a favorable sense of belonging, while students also reported strong levels of adult support and connection to teachers. Student feedback highlighted opportunities to further strengthen peer relationships, school connectedness, and systems that ensure all students consistently feel valued and included within the school community.  School climate data reflected a 49% favorable rating, providing important feedback regarding students’ perceptions of the overall learning environment and consistency of schoolwide expectations. These findings reinforce the importance of continuing to strengthen PBIS implementation, restorative practices, and schoolwide community-building systems. AMLA’s recognition as a 2025 PBIS Gold Award recipient reflects the school’s ongoing commitment to positive school culture and continuous improvement.  School safety data showed a slight increase to 55% favorable, indicating that many students feel safe at school while also identifying opportunities to continue strengthening communication around safety procedures, student support systems, and responsive adult intervention. These findings continue to inform AMLA’s whole-child approach, including attendance interventions, SEL supports, restorative practices, and efforts to strengthen student belonging and engagement across all student groups.  Family Panorama data also reflected strong family trust and overall school fit. Families reported a 94% favorable rating related to barriers to engagement, indicating that most families feel welcomed and able to access school communication and involvement opportunities. Family LCAP feedback remained strong at 73% favorable, and School Fit increased to 81%, exceeding both Aspire regional and network averages. Families also reported high levels of confidence in school safety, cultural responsiveness, and instructional fit for students. These results reflect the strength of AMLA’s family partnership systems, bilingual communication structures, and commitment to creating an inclusive and supportive school environment. At the same time, family engagement participation rates highlighted opportunities to continue expanding family leadership opportunities, school involvement structures, and engagement events to further strengthen partnership and community voice.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19101990112128|Aspire Ollin University Preparatory Academy|6|Based on Panorama Education survey data (332 responses, Grades 6–12), the school performs at the 40th–50th percentile nationally and above the district in all four domains, with three of four areas trending upward.  Teacher–Student Relationships (59%, ~50th percentile, +4) is the highest domain. High school students (63%, +10) score above the school, while chronically absent students (39%, -15) are well below.  School Safety (57%, ~40th percentile, -2) is the only declining domain. Female students (54%, -5) and middle school students (55%, -5) are below the school, and chronically absent students (47%, -14) show the largest drop.  Sense of Belonging (53%, ~50th percentile, +4) shows positive momentum. High school students (56%, +10) lead growth, while middle school students (47%, -6) and MLL students (47%) fall below the school overall.  School Climate (47%, ~40th percentile, +5) is the lowest domain but shows the strongest growth. High school students (51%, +12) are well above the school, while middle school students (39%, -6) are declining and students with IEPs (40%, +4) remain below the school despite improvement.  Overall, high school students perform consistently above the school across all domains, while middle school students are declining in three of four areas. Chronically absent students show the largest gaps in Teacher–Student Relationships and School Safety, indicating a need for targeted support.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19101990115030|Magnolia Science Academy 3|6|MSA-3 used the Kelvin Pulse survey for students and families and the Great Place to Work Trust Index Survey for staff to measure perceptions of school climate, safety, belonging, discipline, and support for academic learning. The survey included four major indicators: Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Safety, and Sense of Belonging.  Spring 2026 survey participation rates were 86.4% for students, 59.7% for families, and 83.8% for staff. Compared to Spring 2025, student participation decreased by 10.4 percentage points, while family participation increased by 19.2 percentage points and staff participation increased by 23.3 percentage points. These results show stronger family and staff outreach, while also identifying the need for more protected student survey completion time next year.  Overall satisfaction results show areas for growth. Student satisfaction was 56%, family satisfaction was 69%, and staff satisfaction was 53%. Compared to Spring 2025, student satisfaction decreased by 10 points and family satisfaction decreased by 29 points, while staff satisfaction increased by 17 points.  Average approval rates show mixed progress. Student average approval increased from 62% to 64%, staff average approval increased from 49% to 61%, and family average approval decreased from 97% to 86%. Student results showed growth in Climate of Support for Academic Learning at 78% and Sense of Belonging at 69%, while Safety was the lowest student-rated area at 57%. Family results remained generally positive, with ratings between 82% and 89%, but declined in all four areas. Staff ratings improved in Safety, Sense of Belonging, and Discipline Fairness, but Climate of Support for Academic Learning remained an area for continued support at 57%.  Although detailed subgroup data was limited, MSA-3 reviewed feedback with attention to student groups including English Learners, Students with Disabilities, socioeconomically disadvantaged students, foster youth, homeless youth, and historically underrepresented racial/ethnic groups. The data and free responses indicate a need to strengthen safety, belonging, behavior follow-through, communication, and consistent academic support for all student groups.|The climate data shows that MSA-3 has several important strengths, especially in student academic support, student belonging, family connection, and staff culture growth. Student average approval increased from 62% to 64%, with strong gains in Climate of Support for Academic Learning, which increased to 78%, and Sense of Belonging, which increased to 69%. This suggests that students are increasingly recognizing the school’s efforts to provide academic encouragement, supportive relationships, and a stronger sense of connection.  Staff results also show meaningful progress. Staff average approval increased from 49% to 61%, with gains in Sense of Belonging, Safety, and Knowledge and Fairness of Discipline. This indicates that schoolwide efforts related to communication, behavior systems, and staff culture are beginning to have a positive impact.  Family results remain a strength in several areas, despite declines from the prior year. Families rated Sense of Belonging at 89%, Safety at 86%, Knowledge and Fairness of Discipline at 84%, and Climate of Support for Academic Learning at 82%. Family feedback continues to highlight MSA-3’s small-school environment, caring staff, individualized support, tutoring, Saturday school, and college course opportunities as valued strengths.  The greatest areas for improvement are student safety perception, family confidence, staffing consistency, behavior follow-through, and academic support during staff absences. Student Safety decreased to 57%, making it the lowest student topic area. This indicates a need to strengthen supervision, peer conflict prevention, bullying/rumor response, and consistent behavior follow-up.  Family approval declined across all four topic areas, including Safety, Climate of Support for Academic Learning, Discipline Fairness, and Sense of Belonging. These declines suggest that families need clearer communication and more consistent follow-through regarding long-term substitutes, grades, academic progress, discipline, safety incidents, and student behavior.  Free-response feedback reinforced these findings. Students, families, and staff identified supportive staff, relationships, activities, tutoring, Saturday school, and dual enrollment as strengths. Common suggestions for improvement included stronger behavior accountability, clearer family communication, fewer long-term substitutes, more sports/activities/field trips/clubs, cleaner facilities and restrooms, more supervision, and stronger attention to bullying, rumors, and respectful interactions.|Based on the Spring 2026 climate survey data, MSA-3 will make targeted improvements in safety, behavior systems, communication, academic support, staff culture, and student engagement.  First, MSA-3 will strengthen schoolwide behavior and safety systems. By May 2027, the school will work to increase the student Safety approval rate from 57% to at least 70%. To support this, the administration team will review Tier 2 and Tier 3 MTSS behavior tracker data weekly, assign follow-up responsibilities, monitor supervision plans, and document interventions, outcomes, and next steps throughout the year.  Second, MSA-3 will improve family communication and confidence. By May 2027, the school will work to increase family approval rates in Safety, Climate of Support for Academic Learning, and Knowledge and Fairness of Discipline by at least 10 percentage points in each area. The school will support this goal by ensuring parent/guardian communication for serious incidents occurs within 48 hours, increasing communication regarding academic progress and substitute coverage, and gathering input through PAC, Parent Task Force, ELAC, and Educational Partners Committee meetings.  Third, MSA-3 will strengthen staff morale, communication, and instructional support. By May 2027, the school will work to increase staff Climate of Support for Academic Learning from 57% to at least 75%. Leadership will conduct monthly staff pulse checks, monitor substitute usage and classroom coverage systems, provide ongoing behavior support, and review staff feedback trends during leadership and operations meetings.  Fourth, MSA-3 will increase student engagement and belonging by expanding extracurricular participation, student leadership opportunities, incentives, enrichment activities, and student voice initiatives. Progress will be monitored through student feedback surveys, participation data, Kelvin pulse checks, and discipline trend reviews.  These actions will be used to guide continuous improvement and inform the LCAP, school climate planning, family engagement efforts, MTSS implementation, and schoolwide safety and communication systems.|Met||2026-06-17|2026
19101990115212|Magnolia Science Academy 2|6|MSA-2 administers the Kelvin Pulse survey for students and families and the Great Place to Work (GPTW) survey for staff to measure school climate across four domains: climate of support for academic learning, knowledge and fairness of discipline, safety, and sense of belonging. Survey participation rates for Spring 2026 were strong across all groups, including 99.8% for students, 78.9% for families, and 95.5% for staff, reflecting a significant increase in engagement, particularly among families (+48.5 percentage points) and staff (+25.1 percentage points) compared to the prior year.  Student survey results indicate moderate to strong perceptions of school climate, with 71% favorable in academic support (+5) and 65% in sense of belonging (+12), representing notable areas of growth. Student perceptions of discipline fairness (60%, +3) also improved, while safety was reported at 56%. Family survey results reflect strong perceptions of connectedness and safety, with 89% favorable in sense of belonging and 80% in safety, as well as 76% in academic support and 73% in fairness of discipline. Staff survey results indicate lower favorable ratings across domains, including in academic support and in discipline fairness.  Average approval rates further reflect these trends, with 60% for students, 81% for families, and 47% for staff in Spring 2026. While family perceptions remain relatively strong, student and staff responses indicate opportunities to strengthen consistency in school climate systems and overall experience. MSA-2 will continue to utilize multiple data sources and feedback mechanisms to monitor equity and ensure all student groups are supported in a positive and inclusive school environment.|Analysis of local climate survey data for the 2025–26 school year highlights both areas of continued strength and opportunities for growth at MSA-2. One of the school’s key strengths remains the strong sense of connectedness among families, with 89% favorable responses in sense of belonging and 80% in safety, reflecting continued trust and confidence in the school environment. Student data also demonstrates meaningful progress, particularly in sense of belonging (+12 points to 65%) and climate of support for academic learning (+5 points to 71%), indicating that efforts to strengthen school culture and student support systems are positively impacting the student experience. High participation rates across all stakeholder groups further demonstrate increased engagement and willingness to provide feedback.  At the same time, the data identify important areas for continued improvement, particularly in ensuring consistency across schoolwide systems related to safety, discipline, and overall climate. While student and family responses remain generally positive, student perceptions of safety and discipline fairness indicate opportunities to strengthen clarity, communication, and consistent implementation of expectations. Staff data further reflects this need, with lower approval ratings across some domains, suggesting a need to improve alignment, support, and shared understanding of schoolwide practices.  Similar to prior years, these findings reinforce the importance of strengthening systems that support student voice, staff engagement, and consistent schoolwide expectations. While disaggregated data by specific student groups is limited, trends across stakeholder groups suggest a need to ensure equitable experiences for all students. MSA-2 will continue to build on its strengths in connectedness and family engagement while prioritizing efforts to enhance consistency, communication, and overall school climate for all educational partners.|In response to the key learnings identified through the analysis of school climate data, MSA-2 will implement targeted improvements to strengthen consistency in schoolwide systems, enhance communication, and support a positive and inclusive environment for all educational partners. A primary focus will be refining schoolwide expectations, discipline practices, and PBIS implementation to ensure clarity, consistency, and alignment across all classrooms and campus settings. MSA-2 will build on its Gold PBIS recognition by strengthening staff training, increasing consistency in implementation, and expanding student-centered incentives and activities that promote positive behavior and engagement.  To further support areas of growth in safety and connectedness, MSA-2 will increase administrative visibility and presence throughout the school day and continue to strengthen communication systems through platforms such as ParentSquare and Infinite Campus. The school will also continue promoting school spirit and student engagement through collaboration with student council, which will play an active role in planning assemblies, events, and PBIS initiatives that reflect student voice and interests. These efforts will build on the positive gains in student sense of belonging and help foster a more connected school community.  MSA-2 will also strengthen staff support systems and professional development, with a focus on classroom management, consistent implementation of expectations, and culturally responsive practices. Ongoing professional learning, coaching, and collaboration will support staff in creating safe, inclusive, and engaging learning environments. Through these coordinated efforts, MSA-2 will continue to monitor progress using climate data and educational partner feedback to ensure continuous improvement and alignment with LCAP goals.|Met||2026-06-17|2026
19101990121772|Environmental Charter Middle - Gardena|6|ECMSG administers a local climate survey annually to students, families, and staff. The following summarizes 25-26 student and family climate data disaggregated by subgroup.  Overall Student Climate (All Students, 25-26)  Student data shows positive trends in several areas alongside consistent growth areas:  - Strengths: Substance use rates remain extremely low across all categories at 99-100%. High expectations items score well, with 86-87% of students reporting adults who believe in them and want them to do their best. Advisory academic support items improved, with 80% reporting their advisor helps them track academic progress - Growth areas: School connectedness remains the most consistent area of concern across all three years. In 25-26, only 55% of students reported being happy to be at school, 60% felt like part of the school, and 67% felt teachers treat students fairly. Perceived safety improved to 73% but remains a relative low point  By Student Group:  Black students show the most significant gaps relative to other groups:  - School connectedness scores are among the lowest of any subgroup, with 52% happy to be at school, 55% feeling part of the school, and 64% feeling teachers treat students fairly - Only 64% reported not being harassed because of their race or ethnicity, the lowest of any subgroup on that item - Belonging items averaged 63-71%, lower than Hispanic peers on most items  English Learner students show the lowest school connectedness scores overall:  - 45% reported being happy to be at school and 45% felt like part of the school in 25-26, both lower than any other subgroup - Advisory communication with family scored 61%, a relative low point for this group  Students with disabilities and 504s show moderate connectedness but lower advisory belonging, with 52% reporting advisory discussions of school issues in 25-26, a drop from prior years  Family Climate Data (25-26)  Family data across all subgroups is consistently strong, with most items scoring 93-100%. Notable subgroup findings:  - Hispanic families: 100% report the school motivates students to learn and promotes academic success - Black families: 97% report feeling welcomed, though cultural responsiveness communication scored 87%, the lowest of any family subgroup on that item - EL families: 97-100% across nearly all items - SWE/504s families: 88% report teachers provide consistent academic progress updates, the lowest communication item across any family subgroup|Areas of Strength  Family climate data reflects a school that has built deep trust with its community across all subgroups. Scores of 93-100% on nearly every family item, sustained over three years, indicate that families across Hispanic, Black, EL, and SWE/504s groups feel welcomed, respected, and informed. This is not a school where family satisfaction is concentrated among the most engaged families. It is broadly felt.  Student data shows meaningful strengths as well:  - Substance use remains extremely low at 99-100% across all categories and subgroups, reflecting a safe campus culture - High expectations items are among the strongest student indicators, with 86-87% of all students reporting adults who believe in them - Advisory academic support improved year over year, with 80% of students overall reporting their advisor helps them track progress - Black students showed notable improvement in several areas from 24-25 to 25-26, including educational experience items jumping from 63% to 88% for receiving support when struggling  Key Learnings and Identified Needs  The clearest and most consistent finding across all three years of student data is that school connectedness remains a significant gap, and it is not evenly distributed:  - EL students report the lowest connectedness of any subgroup, with only 45% feeling happy to be at school and 45% feeling like part of the school in 25-26. These numbers have not meaningfully improved over three years - Black students report connectedness scores that lag behind Hispanic peers on nearly every item, and only 64% reported not being harassed based on race or ethnicity, the lowest of any group on that item - Across all students, fewer than two thirds feel teachers treat them fairly, and fewer than two thirds feel like part of the school  The gap between family perception and student experience is itself a key learning. Families are highly satisfied. Students, particularly those from underrepresented groups, feel less connected and less safe than their families may realize. This gap suggests that the school's relationship with families is strong but that the daily student experience, particularly around belonging and fairness, needs continued and targeted attention.|Analysis of three years of student climate data, particularly persistent gaps in school connectedness among Black students, English Learner students, and students with disabilities, has led ECMSG to make the following changes to existing plans, policies, and procedures for 26-27:  Strengthening Advisory as a Belonging Structure  Advisory will be strengthened as the primary vehicle for student connectedness. Advisors will receive clearer expectations and support for building relationships with every student, not just those with academic or behavioral concerns. Advisory data analysis sessions will be built into the school calendar so that advisory teams review their own connectedness data by cohort and identify students who are not feeling known, valued, or part of the school community.  Quarterly Climate Feedback and Focus Groups  Rather than relying solely on the annual climate survey, ECMSG will implement quarterly feedback touchpoints with students, including brief pulse surveys and structured focus groups, to monitor connectedness trends in real time and make mid-year adjustments. Focus groups will prioritize hearing directly from Black students, EL students, and students with disabilities, the three groups whose data shows the most persistent gaps.  Targeted Outreach to Black Students and Families  In response to data showing Black students reporting lower connectedness and higher rates of race-based harassment than peers, ECMSG will conduct intentional outreach to Black students and families throughout the year, monitor their climate data on an ongoing basis, and respond proactively when data signals a disproportionately negative experience.  Student-Led IEPs and Holistic Progress Updates  To address the gap between family satisfaction and student experience for students with disabilities, ECMSG will pilot student-led IEPs where feasible and expand quarterly holistic progress updates to all grade levels. These structures position students as active participants in understanding and communicating their own progress, which directly supports belonging and connectedness.  Closing the Loop on Data  ECMSG will share climate survey results with students and families annually in an accessible format, so that data becomes a tool for shared accountability rather than an internal document. Students seeing their own data and being invited to respond to it is itself a belonging intervention.|Met||2026-06-22|2026
19101990125641|KIPP Sol Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 80%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19101990127498|Environmental Charter Middle - Inglewood|6|The California Healthy Kids Survey is administered yearly and analyzed by school personnel for the purpose of planning and staffing programs in response to key data. In our 2026 student climate survey, 77% of students reported that there are adults in school who really care about them, notice when they are absent, and listen to them when they have something to say, which is an increase from last year (75%). School connectedness has also risen, with 68% of students reporting a high level of connectedness to the school, compared to 62% in 2025.  Our campus is completely secured during the school day with only one point of ingress/egress. In addition, we have eight cameras actively monitoring the campus, monthly emergency drills, and yearly active shooter training to ensure all adults understand processes and roles. However, only 78% of students feel safe or very safe at school.  We pay particular attention to bullying or the perception of bullying because middle school is a time when students experience several transitions and during this difficult time bullying increases. As a result of these efforts, bullying continues to decline, with 6% of students reporting having experienced bullying or harassment, compared with 9% last year.|Areas of strength include students reporting an increased feeling of being close to people at this school, an increase in being happy to be at this school and an increase in teachers treating students fairly at this school.  The area of focus for growth is the CHKS indicator in which we scored the lowest when asked whether a student agreed with the statement “I feel like I am a part of this school.” There is a need for student voice and leadership to be elevated more intentionally.|We are committed to fostering a more inclusive school environment where Students with Disabilities and Black/African American students, who have reported lower levels of school connectedness, experience a stronger sense of belonging and improved engagement in school. To support this goal, we will regularly monitor key school climate survey questions and create opportunities for students, families, and staff to review the data, share feedback, and help identify actions that strengthen connection and belonging. Through these efforts, we aim to continue reducing chronic absenteeism while ensuring all students feel seen, valued, and supported.|Met||2026-06-22|2026
19101990128025|Lashon Academy|6|"Lashon Academy recently administered a comprehensive School Safety and Climate Survey to evaluate student perceptions of school connectedness, safety, and overall climate. The survey achieved an exceptional 91% completion rate, capturing a representative cross-section of all grade levels and key student demographic subgroups, including students with disabilities (SWD/SPED), English Learners (EL), and various racial and ethnic groups. The data-driven insights from the survey include: High Sense of Belonging Across Subgroups: An impressive 89% of all students reported feeling valued as members of the school community. When disaggregated by student group, this strong sense of belonging remained consistent, with 90% of SPED students and 87% of EL students affirming a positive connection to the campus. Strong Teacher-Student Connections: Student enthusiasm for their educators was high across multiple demographics, with 85% of White students, 86% of SPED students, 83% of EL students, and 82% of Hispanic students expressing strong connections to their teachers. Positive Campus Safety & Clarity: Nearly all students reported feeling comfortable approaching staff with personal concerns and affirmed that the school’s behavioral systems clearly communicate expectations and support a safe learning environment. Value of Visual & Performing Arts (VAPA): Extracurricular enrichment activities—specifically dance and theatre—were consistently ranked as the most enjoyable parts of the student day, proving their vital role in fostering a positive school climate. Identified Areas for Strategic Growth & Action: Digital Citizenship & Campus Cell Phone Prohibition: Eleven percent (11%) of students, concentrated primarily in grades 6–8, previously reported persistent challenges related to social media. In direct response, Lashon Academy enacted a strict ""away for the day"" cell phone prohibition campus-wide alongside enhanced digital citizenship education and dedicated social-emotional learning (SEL) supports. Following the implementation of this policy, subsequent internal tracking and pulse surveys revealed a substantial drop in peer-to-peer digital conflicts, a noticeable decrease in classroom distractions, and a measurable increase in face-to-face student socialization during recess and lunch. This dual approach of policy enforcement and targeted education successfully mitigated upper-grade digital challenges while markedly improving overall campus culture. Overall, these survey metrics reflect a highly positive, inclusive school climate characterized by strong relational trust, while providing clear, actionable data to inform our ongoing instructional and climate planning."|Lashon Academy’s comprehensive analysis of our recent School Safety and Climate Survey yielded critical insights into our campus culture. By evaluating feedback across all grade levels and key student demographics—including students with disabilities, English Learners, and various racial and ethnic groups—we identified clear institutional strengths and targeted areas for strategic growth. Identified Areas of Strength The narrative feedback and survey trends demonstrate a deeply rooted culture of inclusivity, relational trust, and engagement across all student groups: Strong Sense of Belonging: Students across all demographic subgroups consistently reported feeling highly valued and respected as members of the school community, indicating an equitable and welcoming campus culture. Positive Teacher-Student Connections: Relational trust between educators and students emerged as a core institutional pillar. Across every student group, individuals expressed strong connections to their instructors and high comfort levels approaching staff with personal concerns. Campus Safety and Clear Expectations: Students affirmed that the school’s behavioral systems clearly communicate behavioral expectations, maintaining a predictable, safe, and supportive learning environment. Impact of Experiential Enrichment: Extracurricular Visual and Performing Arts programming—specifically dance and theatre—was highlighted as a major driver of positive student engagement and campus joy. Identified Needs and Strategic Actions Taken While the overall feedback was overwhelmingly positive, our analysis highlighted distinct areas requiring targeted intervention, which the school immediately addressed: Mitigating Digital Challenges via Cell Phone Prohibition: Upper-grade students initially reported persistent challenges and social friction related to outside social media usage. In direct response, Lashon Academy enacted a strict campus-wide cell phone prohibition, paired with enhanced digital citizenship education and dedicated social-emotional learning supports. Following the implementation of this policy, subsequent tracking revealed a substantial drop in peer-to-peer digital conflicts, a noticeable decrease in classroom distractions, and a significant increase in healthy, face-to-face student socialization. By maintaining this reflective approach to climate feedback, Lashon Academy ensures that its strategic planning directly translates into visible campus improvements that reinforce an equitable, supportive environment for student success.|"Based on the comprehensive analysis of our local climate data and key learnings from our educational partners, Lashon Academy has implemented immediate, strategic changes to our plans, policies, and procedures to drive continuous improvement. To directly confront the peer conflicts and classroom distractions stemming from social media and digital device usage—particularly in the upper grades—we instituted a strict, campus-wide ""away for the day"" cell phone prohibition. This procedural shift requires all personal mobile devices to be turned off and stored securely throughout the school day. To ensure long-term success, we paired this policy change with an updated Digital Citizenship curriculum and targeted social-emotional learning modules. This comprehensive adjustment has successfully mitigated peer-to-peer digital friction and significantly increased healthy, face-to-face student socialization during recess and lunch. Additionally, in response to student feedback we focused on enhancing our Multi-Tiered Systems of Support (MTSS) pathways and embedding advanced instructional scaffolding into the general education classroom. This ensures that all student subgroups, particularly our English Learners and students with disabilities, are properly equipped to meet these higher expectations. Finally, to guarantee that our ongoing policies remain deeply community-responsive, we shifted from relying solely on annual surveys to institutionalizing permanent, year-round feedback loops. This includes increasing the frequency of joint staff-family forums and intentionally diversifying representation on specialized leadership bodies, such as our PBIS team. Through these proactive policy revisions, instructional refinements, and enhanced governance structures, Lashon Academy continuously translates local data into concrete organizational growth."|Met||2026-06-10|2026
19101990134346|Intellectual Virtues Academy|6|Survey Data on Sense of Safety (% agreeing): Students: 85% Parents: 98% Staff: 100% Survey Data on Sense of Connectedness (% agreeing): Students: 96% Parents: 99% Staff: 100% Survey Data on Overall Satisfaction with IVA High (% agreeing): Students: 87% Parents: 98% Staff: 100%|School climate is an area of strength for IVA High. Student, staff, and parent surveys continue to show year after year a strong sense of safety and connectedness, including an overall satisfaction with the learning and climate of IVA High.|One area of improvement that cropped up this year is tardiness, both coming to school and in between classes. We've already addressed this as a staff with the goal of coming up with concrete ideas at our end of year PD to tee up changes heading into the new year. Some ideas that have already been discussed: positive reinforcements, consequences, staff modeling, and staffing.|Met||2026-06-03|2026
19101990135368|Alma Fuerte Public|6|During the 2025–2026 school year, Alma Fuerte Public School analyzed multiple measures of school climate, including suspension rates, attendance, chronic absenteeism, student surveys, parent surveys, and ongoing stakeholder feedback.  The data demonstrates that Alma Fuerte continues to maintain a safe and supportive school environment. The California Dashboard suspension rate remained at 0% across all student groups, including African American students, English Learners, socioeconomically disadvantaged students, and Students with Disabilities. This reflects the school's commitment to restorative practices and proactive student support.  Attendance remained strong at 94.26%, exceeding the school's goal of 94%, despite challenges experienced by families following the Eaton Fire. Chronic absenteeism improved overall from 22.2% in 2024 to 17.2% in 2025, representing meaningful progress in reconnecting students to school.  Student survey results indicate that 88% of students report feeling safe at school, while 75% report feeling happy at school. Parent survey data remains exceptionally strong, with 91% of parents reporting that their children feel safe at school, 91% reporting their children are happy at school, and 97% indicating that school faculty and staff treat families with respect.  Alma Fuerte reviewed these results across student groups to ensure equitable access to a positive school climate and to identify areas requiring additional support.|The data confirms that Alma Fuerte's greatest strength is the culture we have built together. Despite experiencing extraordinary challenges, including the Eaton Fire and the displacement of families throughout the Altadena/Pasadena community, students and families continue to identify Alma Fuerte as a place where they are safe, supported, and valued.  The school's 0% suspension rate across all student groups demonstrates the success of Alma Fuerte's restorative philosophy and commitment to addressing student behavior through relationship-building and support rather than exclusionary practices.  The reduction in chronic absenteeism reflects the dedication of staff and families to ensuring students remain connected to school. While student survey data suggests opportunities to further improve students' feelings of happiness and peer relationships, these findings have helped the school identify important areas for growth related to student voice, belonging, and school connectedness.  At Alma Fuerte, we understand that academic growth flourishes when students feel safe, known, and empowered. The data reinforces our belief that strong relationships, high expectations, and a deep sense of community are essential ingredients for student success.|Alma Fuerte will use these findings to strengthen and expand the systems that make our school community unique. The school will continue implementing restorative practices, enhancing student wellness supports, increasing opportunities for student leadership, and strengthening family partnerships through the Community School model.  In alignment with the Board-approved charter renewal action plan, Alma Fuerte will continue refining systems that support student engagement, attendance, academic rigor, and social-emotional wellness. The school will place additional emphasis on creating spaces where students feel connected to one another, have opportunities to lead, and see themselves reflected in meaningful learning experiences.  As Alma Fuerte moves forward, we remain committed to our core values of Equity, Opportunity, and Outcomes. We believe every child deserves a place where they are safe enough to dream, supported enough to persevere, and empowered enough to achieve extraordinary things. If our students can dream it, they can achieve it.|Met||2026-06-23|2026
19101990135582|Westbrook Academy|6|2025–26 Climate and Culture Survey Results School Safety: Perceptions of student physical and psychological safety at school Overall, student perceptions of school safety improved by 5 percentage points, increasing from 46% in 2024–25 to 51% in 2025–26. English Learner (EL) students reported a more positive perception of school safety, with 55% responding favorably, which is 4 percentage points above the school average. Teacher-Student Relationships: The strength of social connections between teachers and students both within and beyond the classroom Positive perceptions of teacher-student relationships remained stable at 37%, showing no change from the previous year. EL students reported lower levels of connectedness, with 33% responding favorably, while Students with Disabilities (SWD) reported slightly stronger perceptions at 38%, just above the school average. School Climate: Perceptions of the overall social and learning environment at the school Student perceptions of the overall school climate increased by 3 percentage points, from 33% in 2024–25 to 36% in 2025–26, indicating modest improvements in students' experiences of the school's social and learning environment. School Belonging: The extent to which students feel valued and included within the school community School belonging showed the largest area of growth, increasing by 10 percentage points from 29% to 39%. While this reflects meaningful progress, subgroup responses remained slightly below the school average, with EL students at 38% and SWD students at 36% reporting positive perceptions of belonging. School Engagement: The degree to which students are attentive, invested, and actively engaged in school School engagement increased slightly from 21% to 22%. EL students responded at the same rate as the school average (22%), while SWD students reported lower levels of engagement at 19%, 3 percentage points below the overall average.|Analysis of 2025–26 climate and culture data indicates modest improvements across several measures of student experience, though overall positive response rates remain below desired levels. A key area of growth is school belonging, which increased by 10 percentage points from 29% to 39%, suggesting that more students feel valued and connected to the school community. School safety also improved, increasing by 5 percentage points from 46% to 51%. Notably, English Learners reported higher perceptions of safety (55%) than the school average. Additional gains were observed in school climate, which increased by 3 percentage points from 33% to 36%, and student engagement, which increased slightly from 21% to 22%. Despite these positive trends, areas of concern remain. Teacher-student relationships showed no improvement and remained stagnant at 37%, with English Learners reporting lower levels of connection (33%) than the overall student population. While Students with Disabilities reported slightly stronger perceptions (38%), overall results indicate that many students do not yet experience strong, supportive relationships with adults on campus. Subgroup data also reveal continuing disparities. English Learners and Students with Disabilities reported lower levels of school belonging than the school average, while Students with Disabilities reported lower engagement (19%) than their peers. These findings suggest that efforts to strengthen school culture are beginning to yield positive results, particularly in students' sense of safety and belonging. However, continued focus is needed to deepen teacher-student relationships, increase student engagement, and ensure that English Learners and Students with Disabilities experience equitable levels of connection, support, and belonging within the school community.|Findings reported: In response to the data and key learnings, the LEA will implement several targeted changes to improve student experience and outcomes: 1. Strengthening Teacher-Student Relationships: -Launch professional development focused on building positive relationships, trauma-informed practices, and culturally responsive teaching. -Implementation CICO system for students to have strengthen relationships with at least on adult on campus -Implement community circles 2x a week during promise time to strengthen and build community inside the classroom and amongst peers and teacher  2. Improving School Belonging and Climate: -Reintroduce and expand advisory/homeroom periods with structured SEL and community-building activities. -Increase student voice through focus groups, student-led initiatives, and inclusive leadership opportunities, particularly for EL and SWD students. -Implement monthly themes to create student connectedness and school spirit   3. Enhancing School Safety Perception: -Add campus safety walkthroughs and student safety audits to identify blind spots. -Increase adult visibility during key times (arrival, lunch, dismissal) and provide conflict resolution training for staff. -Continue to foster and build relationships with our “At Promise” students through our CICO system who need additional support  4. Engaging Subgroups More Intentionally: -Establish affinity groups and targeted supports for EL and SWD students to increase their sense of safety, connection, and belonging. -Ensure parent engagement efforts for these groups include language-accessible resources and more regular communication about student experience and progress. -Conduct sub group focus classroom walkthroughs to determine areas of improvement and overall effectiveness|Met||2026-06-25|2026
19101990136119|Animo City of Champions Charter High|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19101990137166|Soleil Academy Charter|6|Soleil Academy administered its annual school climate survey on March 9, 2026, to students in grades 3 through 5. Of 155 eligible students, 75% participated in the survey, providing a representative sample of student perceptions regarding safety, belonging, and equity across the upper elementary grade levels. Results were analyzed across three domains: Safety, Belonging, and Equity. In the area of Safety, 85% of students reported feeling safe at school, and 78% of students reported that students at Soleil Academy treat each other with respect. The safety results indicate that the majority of students experience a physically and emotionally safe learning environment, which supports student engagement, attendance, and academic performance. The lower response rate on peer respect (78%) suggests an area for continued focus through the school's social-emotional learning program, Second Step curriculum, daily morning meetings, and restorative practices. In the area of Belonging, 88% of students reported being happy at school, and 83% of students reported feeling part of the school community. These results reflect the positive impact of Soleil Academy's school culture initiatives, including the BEE a Star positive behavior recognition program, the School Culture Committee, BRIGHT Core Values integration, and daily SEL instruction. The high levels of reported happiness and sense of belonging indicate that students are experiencing a welcoming and affirming school environment that promotes connectedness and engagement. In the area of Equity, 82% of students reported feeling treated fairly by teachers, and 82% of students reported that students who are different from each other get along well at the school. These results suggest that Soleil Academy's commitment to culturally responsive practices, inclusive instruction, and equitable treatment is reflected in student experiences. The consistency of responses across both equity indicators (82%) suggests a stable perception of fairness and inclusion, while also identifying an opportunity to strengthen student experiences of equitable treatment through continued professional development in culturally responsive teaching and Universal Design for Learning. At this time, survey data is not disaggregated by student demographics, including English Learners, Socioeconomically Disadvantaged students, Students with Disabilities, or racial and ethnic student groups. For the 2026-27 school year, Soleil Academy will implement demographic disaggregation in its survey administration process to identify potential differences in climate perceptions across student groups and to ensure that the school can target interventions for any student groups reporting lower levels of safety, belonging, or equity. This enhancement will strengthen the school's ability to monitor climate equity and inform responsive action planning.|Analysis of the 2025-26 school climate survey data reveals several key strengths and identified needs that will inform Soleil Academy's continued approach to strengthening school culture, social-emotional learning, and student engagement. The strongest area of performance was Belonging, with 88% of students reporting being happy at school and 83% feeling part of the school community. These results represent the highest domain scores and reflect the positive impact of Soleil Academy's intentional investment in school culture. The BEE a Star positive behavior program, daily morning meetings rooted in BRIGHT Core Values, the School Culture Committee with active student participation, and weekly Friday SEL blocks contribute to an environment where students feel welcomed and connected. Research consistently links student happiness and connectedness to stronger attendance, engagement, and academic outcomes, making these results a meaningful indicator of school climate health. Safety was a relative strength at 85% of students reporting feeling safe. However, peer respect at 78% was the lowest score across all domains, identifying an area for focused attention. This suggests approximately one in five students has experienced or observed peer interactions that do not reflect school expectations. The gap between safety (85%) and peer respect (78%) indicates that while the adult-supervised environment feels safe, peer dynamics remain an area of growth. This will inform continued implementation of Second Step SEL curriculum, restorative circles facilitated by the school counselor, and expanded conflict resolution and empathy-building instruction in grades 3 through 5 where peer social dynamics become increasingly complex. Equity results were consistent at 82% across both indicators, with students reporting fair treatment by teachers and that students who are different from each other get along well. This consistency suggests a stable foundation of equitable practices. The 82% rate also indicates approximately one in five students may not consistently experience fairness or positive cross-group interactions, warranting continued focus on culturally responsive teaching, differentiated instruction, and inclusive classroom practices. A significant identified need is the absence of disaggregated data by student demographics. Without disaggregation by English Learners, Socioeconomically Disadvantaged students, Students with Disabilities, and racial and ethnic groups, the school cannot determine whether specific populations experience lower levels of safety, belonging, or equity. Given that attendance data reveals existing disparities among these groups, climate perceptions may also differ. Implementing disaggregation in the 2026-27 survey will be essential to identifying inequities in climate experiences and ensuring all scholars feel equally safe, included, and supported.|To address the peer respect indicator (78%), the lowest score across all domains, Soleil Academy will adopt the Second Step SEL curriculum school-wide in 2026-27. This CASEL-aligned program provides explicit instruction in emotional regulation, empathy, problem-solving, and relationship-building, supported by professional development and coaching. The school will expand restorative circles facilitated by the school counselor and add a Behavior Interventionist to conduct Functional Behavior Assessments, develop Behavior Intervention Plans, and coach staff on proactive behavior management. To address equity indicators (82%), all teachers will participate in Guided Language Acquisition Design (GLAD) training during Summer Professional Development to strengthen strategies for English Learners and students with achievement gaps. The Dean of Academics and Culture will provide instructional coaching through observation and feedback cycles focused on culturally responsive teaching, Universal Design for Learning, and de-escalation strategies, ensuring equitable practices are consistently reflected in student experiences. To address the absence of disaggregated data, the school will revise survey administration procedures to include demographic identifiers allowing analysis by English Learners, Socioeconomically Disadvantaged students, Students with Disabilities, and racial and ethnic groups. This will enable the school to identify whether specific populations experience lower levels of safety, belonging, or equity and develop targeted interventions. Results will be shared with educational partners through PAC, ELAC, and staff meetings and used to inform LCAP planning. To strengthen connectedness, Soleil Academy will expand student leadership opportunities through broader participation in the School Culture Committee and BEE a Star program, ensuring scholars have authentic pathways to shape school culture. The school will monitor the impact of these changes through annual surveys, quarterly behavioral data review, attendance monitoring, and family engagement metrics to inform ongoing adjustments.|Met||2026-06-27|2026
19101990137679|Magnolia Science Academy 5|6|Magnolia Science Academy-5 administered the Spring 2026 educational partner climate surveys to students, families, and staff. MPS used the Kelvin Pulse survey for students and families and the Great Place to Work Trust Index Survey for staff. The surveys measured perceptions related to four key school climate indicators: Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms, Safety, and Sense of Belonging/School Connectedness.  Survey participation remained strong for students and families. Student participation was 96.4%, exceeding the next-year target of at least 95%. Family participation increased from 74.6% in Spring 2025 to 79.8% in Spring 2026, exceeding the target of at least 75%. Staff participation decreased from 93.8% to 75.0%, which is an area for follow-up and improvement.  Overall satisfaction results showed continued strength. Student satisfaction remained stable at 76%, meeting the target of at least 75%. Family satisfaction remained very high at 94%, reflecting continued family trust and confidence in the school. Staff satisfaction increased significantly from 53% in Spring 2025 to 82% in Spring 2026, a 29-point increase, showing strong progress in staff morale and professional climate.  Spring 2026 student survey results showed improvement in several climate areas. Climate of Support for Academic Learning was 82% favorable, an increase of 8 percentage points from the prior year. Knowledge and Fairness of Discipline, Rules, and Norms was 76% favorable, an increase of 14 points. Sense of Belonging increased to 78% favorable, a 25-point increase. Safety remained the lowest student-rated area at 65% favorable, a slight decrease of 1 point.  Family survey results remained exceptionally strong. Families rated Climate of Support for Academic Learning at 99%, Knowledge and Fairness of Discipline, Rules, and Norms at 96%, Safety at 86%, and Sense of Belonging at 99%. While family ratings remained high overall, Safety decreased by 4 points and continues to be an area of attention.  Staff survey results showed broad improvement. Staff rated Climate of Support for Academic Learning at 92%, Knowledge and Fairness of Discipline, Rules, and Norms at 87%, Safety at 77%, and Sense of Belonging at 79%. Staff Sense of Belonging increased by 28 points, and staff average approval increased from 61% to 78%.  Available survey results indicate that MSA-5 has made meaningful progress in belonging, academic support, discipline/fairness, and staff morale. Safety remains the most consistent area of need across student, family, and staff data.|The Spring 2026 climate survey results show several important strengths for MSA-5. Students reported clear improvement in Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, and Sense of Belonging. The 25-point increase in student Sense of Belonging is especially meaningful because belonging was previously one of the lowest-rated areas. This improvement suggests that relationship-building, student support systems, PBIS practices, school activities, and staff efforts to create a connected campus culture are having a positive impact.  Family feedback continues to be a major strength. Families rated Climate of Support and Sense of Belonging at 99%, and overall satisfaction remained very high at 94%. Free-response feedback shows that families value the school’s warm and accessible staff, individualized attention, strong leadership, academic quality, and family-oriented environment. This confirms that MSA-5 continues to be viewed by families as a welcoming and supportive school community.  Staff data also shows significant progress. Staff overall satisfaction increased by 29 points, from 53% to 82%, and staff Sense of Belonging increased by 28 points. Staff also reported strong approval in academic support, fairness, and safety. These gains suggest that recent leadership actions, communication improvements, and efforts to strengthen the professional environment have positively impacted staff morale and school culture.  The most significant area of need is safety. Student safety was 65% favorable, the lowest student-rated climate topic, and family safety decreased to 86%. Staff safety, while improved, was 77%, also lower than other staff categories. Survey comments from students and families identified concerns related to supervision, shared spaces, facilities, lunch areas, food quality, and the need for more structured activities, sports, field trips, and electives.  Another key learning is that MSA-5 must preserve its close-knit, relationship-centered culture while preparing for a major transition to the new campus at 7111 Winnetka and a significantly larger student body. The move to a new facility provides an important opportunity to address concerns about facilities and shared spaces; however, it also requires careful planning to ensure that schoolwide expectations, supervision systems, student onboarding, family orientation, and PBIS routines are clearly established from the beginning of the year.  Overall, the data show that MSA-5 is making strong progress in academic support, belonging, family trust, and staff morale. The school’s greatest needs are to strengthen student safety, improve the day-to-day student experience, maintain consistent behavior expectations, and intentionally protect school culture during campus relocation and enrollment growth.|In response to the Spring 2026 climate survey findings, MSA-5 will implement a focused continuous improvement plan centered on campus transition, safety, school culture, student belonging, and stakeholder voice.  First, MSA-5 will develop and implement a comprehensive transition plan for the new campus at 7111 Winnetka. This plan will include staff training, student orientation, family communication, and clear onboarding systems for returning and new students. Because enrollment is expected to increase significantly, the school will intentionally teach and reinforce campus expectations, routines, and shared-space procedures at the start of the year. The school will also refresh PBIS expectations and ensure that behavior systems are consistently communicated to students, families, and staff.  Second, MSA-5 will strengthen safety and supervision systems. Supervision plans for common areas, arrival, dismissal, lunch, hallways, and open spaces will be reviewed and mapped for the new facility. School leaders will monitor common-area behavior data, staff feedback, and student input during the first semester to determine whether adjustments are needed. The school’s goal is to create a safe, predictable, and welcoming environment, including a measurable decrease in common-area behavior incidents and strong completion of student orientation activities.  Third, MSA-5 will expand efforts to improve student belonging and the overall student experience. Survey feedback showed strong improvement in belonging, but students also requested more activities, sports, field trips, improved lunch options, better facilities, and more course and elective variety. Where feasible, the school will expand enrichment opportunities, community-building activities, student celebrations, and student voice structures. Student feedback will be gathered through surveys, advisory structures, and informal feedback opportunities.  Fourth, MSA-5 will continue strengthening family engagement and stakeholder voice. The school will create an annual calendar of community-building events and establish regular opportunities for families and students to provide input. These may include advisory committees, quarterly feedback forms, parent meetings, family events, and targeted outreach to families who may not regularly attend meetings. The school will track participation and review feedback quarterly.  Finally, staff culture will remain a priority. While staff satisfaction improved significantly, staff participation in the survey declined. MSA-5 will provide dedicated time and reminders for future survey completion, continue transparent communication, support collaboration through staff meetings and PLCs, and maintain recognition and wellness efforts. These actions will help sustain the gains in staff morale while ensuring staff voice continues to inform schoolwide improvement.|Met||2026-06-17|2026
19101990138669|Da Vinci RISE High|6||||Not Met|||2026
19101990139170|Lashon Academy City|6|Lashon Academy City recently administered a comprehensive School Safety and Climate Survey to evaluate student perceptions regarding school connectedness, safety, and overall campus climate. The survey achieved an exceptional completion rate exceeding 95%, capturing a highly representative cross-section of all grade levels and key student demographic subgroups, including English Learners (EL), Hispanic students, and students with disabilities. A targeted analysis of the dataset revealed strong positive indicators for institutional climate: 89% of all students expressed high enthusiasm and excitement regarding their classroom instructors, a metric that remained statistically consistent across our student groups. Additionally, the survey measured overall campus connectedness and inclusion, finding that 81% of all students reported a strong sense of belonging and felt valued as members of the school community. When disaggregated by student group, this positive sentiment was particularly pronounced among English Learners, who reported feeling equally as valued as their English-only peers.|The analysis of our disaggregated climate data yielded vital insights into Lashon Academy City’s institutional strengths and targeted areas of need: Identified Areas of Strength: Relational trust and a supportive school culture emerged as core pillars of the student experience. The high level of enthusiasm for teachers across all demographic subgroups indicates that our educators are successfully fostering strong student engagement and positive adult-student rapport. Furthermore, the equitable sense of belonging reported by our English Learners demonstrates that the school's commitment to inclusivity is effectively translating into a welcoming environment where diverse student voices feel verified and valued. Identified Areas of Need: While the overall dataset indicates a positive and healthy school climate, the feedback highlighted a critical need to safeguard our students' digital well-being.|In response to these key learnings, Lashon Academy City has committed to several proactive changes in our policies, procedures, and instructional plans to drive continuous organizational improvement: Expanding Experiential Learning Plans: Building upon our identified strength in student-teacher relationships, administration is revising its instructional plans to maximize student engagement. We will actively leverage our educators' positive rapport to expand learning opportunities beyond traditional classroom boundaries, providing students with enriched, real-world educational experiences that deepen their connection to their studies and to each other. Sustaining Inclusivity Frameworks: We will continuously audit and refine our campus inclusion procedures to ensure that our current, high levels of student belonging are sustained and that all demographic subgroups remain fully supported academically, socially, and emotionally.|Met||2026-06-10|2026
19101990140681|Environmental Charter High - Gardena|6|Our student responses on annual climate surveys indicate that school connectedness has fallen slightly - 57% reported a high level of connectedness this year compared to 60% last year.  The climate survey results also indicate that perceptions of school safety remained steady (72% this year vs. 74% in 2025). Tobacco, alcohol, and drug use remains low, with 97-98% of students reporting no use in the past year.|The increase in the perception of safety is largely due actions by the administrative team such as:  - Monitoring discipline log entries for responsive intervention prior to escalation to referrals. - Hiring a restorative practices campus supervisor to support with tier 1 interventions  - Reviewing the current RA process and streamlining support for students involved - Providing training for counselors and admin in restorative practices - Monitoring classroom conditions to ensure equitable treatment of all students through admin walkthroughs aligned with our best practices rubric. - Offering training to parents on restorative practices that can be used at home  Additionally, we seek to develop our student culture to promote more student to student accountability and mentorship through the implementation of LinkCrew. We are hoping to develop leaders within the student body that can disseminate what an ECS student looks and acts like.|Our student responses on annual climate surveys indicate that school connectedness has fallen slightly - 57% reported a high level of connectedness this year compared to 60% last year.  The climate survey results also indicate that perceptions of school safety remained steady (72% this year vs. 74% in 2025). Tobacco, alcohol, and drug use remains low, with 97-98% of students reporting no use in the past year.  ECHSG is actively working to further increase connectedness among the student body, and in safety perceptions.   ECHSG has implemented and will continue: - Calibrating staff advisory expectations and providing advisory support - Providing digital access to ECHS’ Incident Form for students to report the unfair treatment of others, problematic behavior observed, or other unsafe situations.  - Distributing a student bulletin with announcements, updates, and useful links - Hiring a school counselor to teach Senior Seminar, a course that provides socio-emotional support for 12th graders as they navigate the college application process and work towards graduation.  - Sending key staff to comprehensive Restorative Practices training to increase expertise - Ongoing professional development on tiered restorative practices, practical application of restorative practices, and talking circles. - Regular workshops and communication with families to provide information on what restorative practices look like at ECHS and what they can expect for their students. - Training of supervisory staff to effectively address safety concerns - Purchase of vape detectors and implementation of protocol to address incidents in a timely manner|Met||2026-06-22|2026
19101990140798|Bridges Preparatory Academy|6|Bridges Preparatory Academy (BPA) administered the California Healthy Kids Survey (CHKS) in 2025-26 to all students in grades 6-8 (Core and Behavioral Health Modules), achieving strong response rates of 100% in grade 6 (n=47), 93% in grade 7 (n=56), and 97% in grade 8 (n=60). Disaggregated data is available by grade level, race and ethnicity, gender, parental education, English Learner status, Long-Term English Learner status, Special Education (IEP) status, and living situation. Across overall school climate indicators reported by grade level (6/7/8), BPA students reported School Connectedness at 59%, 66%, and 49%; Academic Motivation at 74%, 77%, and 61%; Caring Adult Relationships at 62%, 77%, and 65%; High Expectations at 83%, 88%, and 81%; Meaningful Participation at 31%, 33%, and 21%; Promotion of Parental Involvement at 70%, 78%, and 71%; School Perceived as Safe at 58%, 78%, and 60%; and Experienced Harassment or Bullying at 18%, 44%, and 33%. The California Student Wellness Index, the CHKS composite well-being score (statewide mean of 100, standard deviation of 15), measured 103.5 in grade 6, 104.0 in grade 7, and 102.1 in grade 8. All three grade levels score above the statewide mean, indicating BPA students report comparatively strong overall social-emotional well-being. Social-emotional health indicators include Life Satisfaction at 60%, 69%, and 62% across grades 6, 7, and 8; chronic sadness or hopelessness in the past 12 months at 27%, 38%, and 25%; and considered suicide in the past 12 months at 7%, 18%, and 24%, indicating a developmental pattern requiring sustained mental health support, particularly for 8th grade students approaching high school transition. For disaggregated data, EL student responses available primarily for grade 7 show strong High Expectations (86% EL versus 87% non-EL) and Caring Adult Relationships (64% EL versus 81% non-EL), indicating a relational connection gap for EL students worth targeted attention. Multiple disaggregation were suppressed due to small cell sizes (under 10 respondents), particularly for grade 6 EL students, Long-Term English Learners, and Students with Disabilities. Key strengths include High Expectations as the strongest indicator across all grades (81-88%) and the California Student Wellness Index exceeding statewide norms across all grade levels. Key concerns include elevated harassment and bullying rates in grade 7, a notable decline in School Connectedness and Academic Motivation in grade 8, and rising suicidal ideation across grades. These findings directly inform BPA's continued investment in PBIS, Ripple Effects SEL curriculum, Social Worker services, the CSULB Social Work Intern partnership, and the daily Advisory structure described in Goal 1, Action 3.|Through analysis of the 2025-26 California Healthy Kids Survey (CHKS) data, including the available disaggregation by student group, Bridges Preparatory Academy (BPA) identified the following key learnings related to school conditions and climate. Key strengths. BPA demonstrates exceptional adult-student relational quality and high expectations across all grade levels. High Expectations is the strongest indicator across grades 6-8, ranging from 81% to 88% positive response. Caring Adult Relationships are also strong, particularly in grade 7 at 77%. These results indicate that BPA staff consistently communicate belief in student capacity and that students experience genuine, supportive adult relationships at school. The California Student Wellness Index exceeds the statewide mean of 100 across all three grade levels (103.5 in grade 6, 104.0 in grade 7, and 102.1 in grade 8), indicating overall student well-being above statewide norms. Promotion of Parental Involvement is consistently strong at 70-78% across grades, reflecting BPA's bilingual family engagement, advisory committee structures, and Coffee with the Principal sessions. Key needs. The data reveals a developmental decline in student engagement and connectedness as students progress from grade 7 to grade 8. School Connectedness drops from 66% in grade 7 to 49% in grade 8, and Academic Motivation drops from 77% in grade 7 to 61% in grade 8. Meaningful Participation is the lowest-scoring engagement indicator across all grades (21-33%), indicating that students do not consistently experience authentic voice in school decision-making. Grade 7 shows the highest harassment and bullying rates (44%), indicating a developmental period requiring intensified PBIS, restorative practices, and SEL intervention. Mental health is a critical need. Considered suicide in the past 12 months rises sharply from 7% in grade 6 to 18% in grade 7 and 24% in grade 8, indicating a clear developmental pattern requiring sustained mental health investment, particularly for 8th grade students transitioning to high school. Social-Emotional Distress and chronic sadness or hopelessness also rise meaningfully from grade 6 to grade 7. Disaggregated learnings. Where EL disaggregation was available (primarily grade 7), EL students reported lower Caring Adult Relationships than non-EL peers (64% versus 81%), indicating a relational connection gap worth targeted intervention through bilingual outreach and EL-specific mentorship. Small sample sizes suppressed many student group disaggregation, particularly for grade 6 EL students, Long-Term English Learners, and Students with Disabilities, limiting BPA's ability to fully analyze these populations through CHKS alone. This data limitation informs BPA's reliance on multiple complementary data sources, including Ellevation, the parent climate survey, and IEP-aligned progress monitoring, to triangulate findings across BPA's unduplicated student groups.|Based on the key learnings from the 2025-26 California Healthy Kids Survey (CHKS) analysis, Bridges Preparatory Academy (BPA) has determined the following revisions, decisions, and actions for continuous improvement during the 2026-27 school year. Expanded mental health capacity. In response to the rising suicidal ideation across grades (7% in grade 6 to 24% in grade 8), BPA will establish a new partnership with California State University, Long Beach (CSULB) to host a Social Work Intern supervised by the BPA Social Worker, expanding counseling capacity. BPA will continue the Social Worker position and the daily Advisory structure providing biweekly one-on-one check-ins using Ripple Effects. Strengthened grade 8 transition supports. In response to grade 8 declines in School Connectedness (49%) and Academic Motivation (61%), BPA will deepen 8th grade transition programming including high school selection guidance, peer connection through the new USC Student Ambassador Leadership Program, and Ripple Effects SEL focused on identity, belonging, and life transition. The Counselor will lead small-group sessions for 8th grade students. Intensified PBIS and restorative practices for grade 7. In response to the elevated grade 7 harassment and bullying rate (44%), BPA will intensify PBIS implementation in grade 7, including continued LACOE PBIS Community of Practice participation, expanded restorative practices training, and grade-level community circles focused on belonging and conflict resolution. Expanded student voice. In response to low Meaningful Participation (21-33% across grades), BPA will continue the Student Advisory Committee with formal LCAP consultation responsibilities and launch the USC Student Ambassador Leadership Program. These structures provide authentic opportunities for students to shape school decisions and culture. Targeted EL relationship-building. In response to the EL student gap in Caring Adult Relationships in grade 7 (64% EL versus 81% non-EL), the ELD Instructional Coach will lead bilingual mentorship and home visits in coordination with the Community Schools Coordinator. The combined ELAC and DELAC will provide continued EL family voice. Data triangulation. Recognizing that CHKS sample sizes suppress some subgroup analysis, BPA will continue to triangulate findings across multiple data sources, including the annual parent climate survey, NWEA MAP Growth, Ellevation EL data, IEP progress monitoring, and attendance and behavior data, ensuring that key learnings inform action across all unduplicated student groups.|Met||2026-06-22|2026
19101990140962|The SEED School of Los Angeles County|6|SEED LA surveys students using multiple tools throughout the year, but uses the Youth and Program Strengths Survey (YAPSS) as its local climate survey for LCAP metric purposes and local indicators. 95.8% of students completed this survey in fall of 2025 (spring results will be available in July and will be reflected in next year’s LCAP). The survey asks questions in 9 areas:  - Social Norms  - Safety  - Skill-Building  - Belonging  - Integration of Efforts  - Efficacy & Mattering  - Structure  - Relationships  - LA Metro SSM  For the purposes of measuring school climate and in particular the student sense of safety and connectedness, SEED LA uses the following specific questions:  Sense of Safety 1. “How often do you feel safe from someone hurting you physically?”  - Very Often: 12.6%  - Often: 30%  - Sometimes: 39.1%  - Rarely: 7.1%  - Never: 11.1%  2. “How often do you feel safe expressing your thoughts, feelings, and experiences?”  - Very Often: 11.5%  - Often: 17.4%  - Sometimes: 39.5%  - Rarely: 18.6%  - Never: 13%  Connectedness “I feel like an important part of SEED.”  - Strongly Agree: 8.7%  - Agree: 21.3%  - Somewhat disagree/somewhat agree: 42.3%  - Disagree: 15%  - Strongly Disagree: 12.6%|In response to the first question, regarding physical safety, we saw an increase in both the percentage of students who often or very often felt safe (from 39.5% to 42.6%) and an increase in those who rarely or never felt safe (from 15.4% to 18.2%). This suggests that more focused efforts on certain subgroups of the population might be most effective in helping close this gap and cultivating an inclusive community.  For safety of expression, comfort remained about the same, but the percentage of those who rarely or never felt comfortable expressing themselves increased from 18.3% to 31.6%. Part of this may be attributable to survey timing (students may feel more comfortable in the spring than the fall), but it is a data point worthy of attention and continued investment.  For connectedness, we saw a small decline, from 33% who strongly agreed or agreed to 30%; again, the time of year may have impacted these results, particularly for 9th graders, but it is a continued area of focus. Importantly, the percentage who disagreed or strongly disagreed declined dramatically, from 56.5% to 27.6%.|Ensuring a positive school climate for all scholars is essential to our educational program. SEED LA will continue to facilitate its Scope and Sequence that is grounded in our core values that drive our Advisory Program, SEED LA Weekly Celebration/Assemblies, and Morning Programming. Our school climate is supported by several programs for PBIS and will continue to implement the Tumaini DC. SEED LA will continue to strengthen PBIS implementation and is now participating in LACOE’s GENIUS Community of Practice (CoP). Our school will implement PBIS rewards and incentives for scholars exemplifying the school’s core values. SEED LA will host afterschool and evening events to promote a positive school culture, school spirit, student engagement and safety, including further development of our athletics program through CIF.  To further strengthen student sense of belonging, SEED has invested in Valor Compass Camp, a culture-building intensive focused on communication, belonging, and identity safety. Each week scholars will have the opportunity to participate in Clubs and Spark! Activities after school on Mondays. Each week on Wednesdays, Student Life Counselors will facilitate Social Emotional Learning (SEL) lessons for each House which include time for reflection and for community building circles. Additionally, scholars will participate in athletics throughout the week. SEED LA will host weekly Grizzly Ticket raffles to reinforce positive behavior. Each quarter 30 scholars are selected to participate in a Student Life field trip eligible to those who exude the SEED Core Values and demonstrate growth. There are multiple mentoring opportunities throughout the month with Youth Mentoring Connection and Peer Group Connection. Each Thursday evening scholars participate in community building activities with their House.  SEED LA will also build on its significant investment into school climate and student relationship-building programs with the following efforts:  - Peer Mentorship Programs  - Community Building Activities  - Mindfulness and Stress Management Workshops  - Goal-Setting Workshops  - Decision-Making Frameworks  - Role-Playing Exercises  - Mental Health Services  - Collaboration Over Contradiction  By implementing these efforts, SEED aims to foster a supportive and nurturing environment that enhances students' social and emotional development, ultimately contributing to their overall well-being & academic success.|Met||2026-06-25|2026
19101991996610|Los Angeles Leadership Academy|6|80% of students feel safe at school. 80% of students feel connected to the school community.|The data indicates our actions to promote a positive and safe school climate are successful. The Assistant Principal and Dean facilitated LALA Expectations Assemblies at the beginning of the school year where they communicated about R.O.A.R. (Respectful, Ownership, Active learning, Responsible) expectations, the PBIS Program, and attendance incentives. The school has a school psychologist who is available to provide support to students in addition to the Didi Hersh counselors who still come twice a week to provide counseling services to students.|LALA will continue the current practice that promotes a positive and safe school climate|Met||2026-06-16|2026
19101996116883|Odyssey Charter|6|Odyssey Charter School utilized feedback from students, families, and staff to evaluate school climate and identify areas of strength and growth. Survey results indicate that educational partners continue to view the school as a safe, supportive, and welcoming environment while also identifying opportunities to strengthen student connectedness and belonging.  Key findings from the survey data include: • 98% of families reported that the school is a safe place for their child. • 99% of staff reported a positive school climate, and 100% reported that the school is a safe place for staff. • 88% of students in grades 3–5 reported positive supportive relationships, and 97% indicated they have a trusted family member or adult outside of school they can count on. • 82% of students reported feeling safe at school, including 91% of third-grade students. • Student connectedness averaged 74%, with results ranging from 87% in grade 3 to 64% in grade 5. • Students' sense of belonging declined to 74%, indicating that some students feel less connected to the school community than in previous years.  Overall, the survey data demonstrates strong perceptions of safety, supportive relationships, and positive school climate among families, staff, and students while also identifying student connectedness and sense of belonging as areas for continued focus.|Analysis of survey results from students, families, and staff reveals that Odyssey Charter School maintains a strong foundation of safety, support, and positive relationships across the school community. Family and staff survey results demonstrate consistently high levels of confidence in the school environment, with 98% of families reporting that the school is a safe place for their child and 99% of staff reporting a positive school climate. These findings suggest that educational partners continue to view the school as a welcoming, supportive, and student-centered environment.  Student survey results also identified important strengths. Students reported strong supportive relationships, with 88% of students in grades 3–5 indicating positive relationships with adults and peers, and 97% reporting they have a trusted adult they can rely on outside of school. These findings indicate that students continue to benefit from meaningful relationships and support systems that contribute positively to their overall well-being.  At the same time, the data identified student connectedness and sense of belonging as important areas for continued growth. While overall perceptions of safety remained positive, connectedness and belonging scores were lower than other climate indicators and varied across grade levels. The results suggest that some students may not yet feel as connected to the school community as desired, particularly following the disruption, displacement, and transitions experienced during the recovery from the Eaton Fire.  Overall, the data demonstrates that Odyssey’s greatest strengths continue to be its culture of safety, supportive relationships, and strong partnerships among students, families, and staff. The survey results also highlight the importance of continuing efforts to strengthen student belonging, community connections, and opportunities for students to feel fully engaged in school life.|In response to survey results and other local data, Odyssey Charter School will continue to prioritize actions that strengthen student connectedness, belonging, and overall well-being. Survey results indicate that students continue to benefit from strong relationships and a positive sense of safety; however, connectedness and belonging remain areas for continued growth. As a result, the school will continue to implement strategies designed to strengthen relationships, increase student engagement, and foster a stronger sense of community across the campus.  Actions implemented during the current year included restorative practices, social-emotional learning supports, Multi-Tiered Systems of Support (MTSS), student check-ins, community- building activities, and opportunities for students to strengthen relationships with peers and trusted adults. The school also continued to prioritize family engagement and communication efforts, recognizing the important connection between family partnerships and a positive school climate.  These actions were implemented to support students as the school community continued its recovery from the disruption caused by the Eaton Fire and to help ensure that all students feel safe, connected, and supported. Survey results suggest that these efforts have contributed to maintaining strong perceptions of safety and supportive relationships among students, families, and staff. At the same time, the data indicates that additional work is needed to strengthen student connectedness and belonging.  Moving forward, the school will continue to refine and expand these efforts, with particular attention to fostering inclusive school experiences, strengthening peer connections, and creating opportunities for students to feel engaged and valued within the school community. These actions will support continuous improvement efforts and help ensure a positive school climate for all students.|Met||2026-06-23|2026
19101996119945|Magnolia Science Academy|6|"The Spring 2026 local climate survey provides a comprehensive overview of stakeholder perceptions regarding school conditions. While the data highlights positive growth in student engagement, it also reveals critical challenges, specifically regarding declining staff morale and a weakening of family-school partnerships.  1. Student Climate Data: Signs of Growth Student approval rates rose to 64% (a 10-percentage-point increase from 54%).  Analysis: While this upward trend is encouraging, the score remains just below the school’s 65% target.  Drivers: This progress likely stems from the successful implementation of the PBIS program, more responsive support systems, and expanded extracurricular opportunities in sports and academics.  2. Family Climate Data: Emerging Safety Concerns Family approval saw a decline, dropping from 91% to 87%.  Key Findings: While overall satisfaction remains high, the 4-point drop suggests friction in home-school communication or dissatisfaction with recent policy changes.  Safety & Discipline: Of particular concern is the ""Knowledge and Fairness of Discipline"" category, which fell to 86%. This indicates a growing apprehension among families regarding both the physical and emotional safety of students on campus.  3. Staff Climate Data: Urgent Need for Intervention Staff approval experienced a significant downturn, falling from 53% to 49%, well below the 80% benchmark.  Critical Indicators: Ratings for ""Climate of Support for Academic Learning"" plummeted by 12 points to 56%.  Root Causes: This shift points to a workforce struggling with excessive workloads, a lack of clear expectations, and diminished morale.  Conclusion: These results signal an urgent need for strategic leadership actions focused on staff engagement, professional support, and retention."|"The analysis of the Spring 2026 survey data reveals a significant variation between student growth and staff/safety perceptions. While student-facing initiatives are producing positive results, systemic issues regarding safety and staff support present critical areas for improvement.  Identified Strengths Student Connection & Support: The most notable success is a 30% increase in Sense of Belonging. This, paired with gains in Climate of Support (+15%) and Fairness of Discipline (+14%), suggests that PBIS implementation and inclusive practices are effectively reaching the student body.  Positive Momentum: The overall 10% increase in student approval indicates that the current academic and extracurricular interventions (assemblies, spirit weeks, and field trips) are creating a more engaging campus culture.  Key Learnings & Areas of Need The Safety Gap: Safety remains the lowest-rated category across all stakeholders. The 43% favorable rating from staff and the decline in student confidence (-3 points) indicate that current protocols are not providing a sufficient sense of security. A comprehensive review of campus culture and physical safety is required.  Staff Disempowerment: A critical ""learning"" is the disconnect between student and staff perceptions of discipline. While students feel rules are fairer, staff approval remains stagnant at 42%. This suggests that staff do not feel empowered or sufficiently trained to manage behavior, leading to a significant drop in their perceived Climate of Support for Academic Learning (-12 points).  Staff Morale Crisis: With an overall approval rating of 49%, staff morale is a primary concern. The data reflects a professional environment strained by high workloads and a perceived lack of leadership support.  Family Re-engagement: Although high at 91%, the slight decline in family approval and the failure to meet the 75% participation target (actual: 57.7%) suggest a need to move beyond passive support and toward active, trust-building partnerships.  Conclusion While the school has successfully fostered a stronger sense of belonging for students, the data reveal an urgent need to stabilize the professional environment for staff and address safety concerns across the board. Future efforts must prioritize staff empowerment and a collaborative safety overhaul to sustain the gains made in the student experience."|"Based on the structure provided in the example, here is the SMART breakdown for our priority areas: Communication & Discipline and School Climate (Food & Facilities). Grow Area 1: Communication & Discipline Enhance communication with families and strengthen discipline practices and supervision to ensure fairness and consistency across the school. SMART Goal Components (Internal facing) Specific: Develop a standardized discipline communication protocol and provide regular community communication to policy updates. Measurable: achieve 100% participation in staff training on new supervision protocols and a 10% increase in ""Fairness of Discipline"" favorability on the next survey. Attainable: Utilize existing communication platforms (ParentSquare/Newsletter) and dedicate professional development time to discipline consistency. Relevant: Clearer communication and consistent supervision directly address partner feedback regarding transparency and safety. Time-bound: Implement the new communication cycle by August 2026 and monitor progress through May  2027. Survey Reflection Statement-Next Steps. By May  2027, the school will improve perceptions of fairness and consistency by implementing regular community communication of policy updates and conducting quarterly staff audits of supervision practices, resulting in a 10% increase in positive survey responses regarding school rules. Grow Area 2: School Climate (Food & Facilities) Improve food quality and school facilities while creating device-balanced experiences to foster a stronger sense of belonging. SMART Goal Components (Internal facing) Specific: Form a food vendor committee to vet new meals, conduct a facility walk-through to identify two high-priority upgrades, and launch ""Device-Free"" social zones. Measurable: Identify three meals that have positive feedback and three that do not to suggest replacing with new options, and complete two facility improvement projects (e.g., student lounge or cafeteria upgrades). Attainable: Partner with the MPS facilities & finance teams for budgeting and use student leadership feedback to drive facility priorities. Relevant: Upgrading the physical environment and food quality is a direct response to student requests for a more inviting campus. Time-bound: Complete vendor transitions and facility upgrades by the end of the 2026-27 first semester. Survey Reflection Statement-Next Steps By May  2027, the school will increase student satisfaction with campus life by transitioning to a higher-quality food vendor and completing at least two facility modernization projects, aiming for a 10% increase in the ""Sense of Belonging"" favorability score."|Met||2026-06-17|2026
19642120000000|ABC Unified|6|Local survey data reflected positive perceptions of school safety and school climate across the district, with continued improvement in several areas.  The 2025–2026 California Healthy Kids Survey (CHKS) indicated that 82% of elementary students and 72% of secondary students reported feeling safe at school. Secondary students also reported increases in school connectedness and perceptions of safety compared to the prior year. In fact, secondary students indicated a 9% growth.   Parent survey data showed that 94% of families reported feeling that their child’s school was safe and respectful. Families also reported positive perceptions regarding school communication and respect for diverse cultures and backgrounds.|Analysis of the California Healthy Kids Survey (CHKS) data identified both strengths and areas requiring continued attention across grade spans and student groups. Overall, students reported positive perceptions related to school connectedness and safety; however, subgroup trends indicate that experiences are not yet consistent across all student populations.  At the secondary level, district analysis identified improvements in how students felt connected to their school environment and with caring adults at school. 63% of secondary students felt connected to their school environment (an improvement of 4%), and 63% reported having a caring adult to reach out to at school (an increase of 3% from the prior year). These findings indicate improvements and a continued need to strengthen opportunities for student belonging, relationship-building, and engagement.  At the elementary level, students generally reported strong perceptions of school climate, with approximately 74% of students reporting a positive sense of school connectedness and 82% reporting feeling safe at school. However, subgroup differences remained. For example, African American elementary students reported a lower perception of school safety at 72% compared to the overall elementary average of 82%. These findings reinforce the importance of continuing efforts to ensure all students consistently experience safe, welcoming, and inclusive learning environments.  Key learnings from the survey data demonstrate that while districtwide systems and supports are positively impacting many students, additional targeted efforts are needed to strengthen connectedness, belonging, and equitable student experiences across all school levels and student groups.|The District will continue expanding social-emotional supports, Positive Behavioral Interventions and Supports (PBIS), restorative practices, and mental health services.  Student engagement opportunities, including clubs, internships, college and career experiences, and student voice activities, will continue expanding to strengthen school connectedness.  ABC Unified will also continue implementing culturally responsive practices and family engagement efforts through advisory groups, targeted outreach, and community partnerships.  Facility and procedural safety improvements, including visitor management systems and campus security enhancements, will remain in place to support safe learning environments. Progress will be monitored through CHKS data, parent survey results, behavioral data, participation rates, and student engagement indicators disaggregated by student group.|Met||2026-06-16|2026
19642460000000|Antelope Valley Union High|6|DATA: School Climate Surveys In terms of school climate, the 2025 survey indicated the following:  Across the nine local climate survey themes, 7 of 9 measures improved, 1 stayed the same, and 1 declined. The average favorable rating across the nine themes increased from 82.6% in 2024 to 84.8% in 2025.  School pride increased from 89% in 2024 to 93% in 2025.  Caring adult relationships remained at 90%.  Students feeling safe at school increased from 72% in 2024 to 81% in 2025.  Students reporting that they have the resources needed to be successful increased from 91% in 2024 to 92% in 2025.  Student perception of school cleanliness and maintenance increased from 60% in 2024 to 63% in 2025.  For technology as a regular part of the student’s educational experience, students reported 96% agreement, compared to 97% in 2024.  The percentage of open lines of communication increased from 87% in 2024 to 88% in 2025.  Students’ belief that there is a teacher or other adult at school who has high expectations of them increased from 87% in 2024 to 89% in 2025.  Participation in activities, clubs, programs, or sports increased from 70% in 2024 to 71% in 2025.  In terms of survey participation, total responses increased from 11,148 in 2024 to 12,196 in 2026. Student participation increased from 9,191 to 9,813, and parent or guardian participation increased from 1,127 to 1,556. Employee participation decreased from 1,274 to 827.|MEANING: The 2025 School Climate Survey data showed increases in most measured areas. Seven of nine measures increased, one measure remained the same, and one measure decreased. The largest increase was in student perception of safety, which increased by 9 percentage points. Other increases included school pride at 4 percentage points, school cleanliness and maintenance at 3 percentage points, and adult expectations at 2 percentage points.  The highest rated areas in 2025 were technology as a regular part of education at 96%, school pride at 93%, resources to be successful at 92%, caring adult relationships at 90%, and expectations from an adult at 89%.  The lowest rated areas in 2025 were school cleanliness and maintenance at 63% and participation in activities, clubs, programs, or sports at 71%. These areas remain the lowest reported climate measures and will continue to be reviewed.  Survey participation data showed an increase in student and parent or guardian responses and a decrease in employee responses. Employee participation decreased from 1,274 responses in 2024 to 827 responses in 2026.  Prompt 3 (USE): Describe any changes to existing plans, policies, or procedures that the LEA determines necessary to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.|USE: Each school was given access to this data so that they could make adjustments to their School Plans for Student Achievement (SPSAs) based upon feedback received. The 2025 School Climate Survey results showed increases in most areas, with the largest increases in student safety, school pride, school cleanliness and maintenance, and adult expectations.  The areas that remain lowest in the survey results are school cleanliness and maintenance and participation in activities, clubs, programs, or sports. The district will continue to monitor facility-related feedback, student participation data, site-level climate results, and school connectedness indicators.  The district will also continue to review employee participation in the survey process. Since employee responses decreased from the previous survey administration, the district will review communication and participation procedures for future survey cycles.  Survey feedback will continue to be used to identify site-level and districtwide needs related to school climate, safety, connectedness, facilities, and student engagement.|Met|Multiple surveys were given to students, parents, staff, and community members during the 2025/2026 school year. The district received 12,196 total responses, including 9,813 student responses, 1,556 parent or guardian responses, and 827 employee responses. Student and parent or guardian participation increased, while employee participation decreased.  The survey data was shared with various educational partners throughout the year at Administrator meetings, school site visitations, the DSLT, DELAC, and DPAC meetings, with the labor unions, and SELPA. The data will continue to support LCAP planning, site planning, school climate review, safety planning, facility related follow up, and student engagement work.|2026-06-09|2026
19642460126003|Academies of the Antelope Valley|6|"DATA: School Climate Surveys In terms of school climate, the Fall 2025 survey indicated the following:  Students: Safety: 92% Agreed or Strongly Agree: ""I feel safe at school."" Connectedness: 82% Agreed or Strongly Agree: ""I feel like I am connected to this school.""  Teachers: Safety: 100% Agreed or Strongly Agree: ""I feel safe at work."" Connectedness: 88% Agreed or Strongly Agree: ""I feel like our students are connected to this school.""  Parents/Guardians: 98% Agree or Strongly Agree: Intervention Support: ""The school provides my student with resources to be successful."" 94% Agree or Strongly Agree: Communication: ""Open lines of communication exist at my student’s school."" 98% Agree or Strongly Agree: Expectations: ""A teacher or some adult has high expectations of my student."""|In this year’s Climate Survey, which was provided to all of our educational partner groups, the data indicates moderate growth as AAV has historically always been in the 90th percentile in most categories. Specifically, as a result of their efforts to increase parent engagement, AAV saw some growth amongst the parent group in the areas of school pride, caring relationships, school safety, availability of resources, school cleanliness, and high expectations. Amongst students, there was also statistical growth in several of the areas of measurement.  Prompt 3 (USE): Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.|In addition, during the 2025/2026 school year, all AAV staff had the ability to alert any medical or safety situation through the district's implementation of the Centegix Crisis Alert system. The Centegix system provides all staff with an Alert Badge to be worn with their district-issued ID badge. After training on their use, all staff members have the ability to alert the school site to any specific medical or safety emergency. This alert system also provides the exact location of the emergency so that first responders can arrive as quickly as possible. We continue to use the feedback we receive in this survey to help identify future needs.  Additional Comments Multiple surveys were given to students, parents, staff, and community members during the 2025/2026 school year. We received hundreds of responses to two different quantitative surveys, the fall survey and the winter survey, and additional responses to three different qualitative surveys, students, staff, and community. The survey data were shared with various educational partners throughout the year at Administrator meetings, school site visitations, the DSLT, DELAC, and DPAC meetings, with the labor unions, and SELPA.|Met|Multiple surveys were given to students, parents, staff, and community members during the 2025/2026 school year. We received over hundreds of responses to two (2) different quantitative surveys (fall survey and winter survey) and more responses to three (3) different qualitative surveys (students, staff, community). The survey data was shared with various educational partners throughout the year at Administrator meetings, school site visitations, the DSLT, DELAC, and DPAC meetings, with the labor unions, and SELPA.|2026-06-09|2026
19642461996537|Desert Sands Charter|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *100% of the students reported that they felt safe  *94% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 99% of staff reported feeling safe, and 96% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-04|2026
19642610000000|Arcadia Unified|6|Arcadia Unified School District (AUSD) administers the California School Climate and Health Learning Survey (CalSCHLS) annually to grades 5, 7, and 9.  Below are the results broken down by overall level percentage and demographic information:   Feel Safe at School - Elementary (5th Grade)  Overall 87%  Asian or Asian American 89% Hispanic or Latino/a 89% White 89% Two or More Ethnicities 76% Other 83% School Connectedness - Elementary (5th Grade)  Overall 76% Asian or Asian American 78% Hispanic/Latino/a 80% White 76% Two or more ethnicities 66% Other 70%  School perceived as very safe or safe - Secondary (7th and 9th grades)  Overall 81% - Per Grade 77% (7th Grade) 85% (9th Grade) Asian or Asian American 78% (7th grade) 87% (9th grade) Hispanic or Latino/a 71% (7th grade) 82% (9th grade) White 70% (7th grade) 92% (9th grade) Two or More Ethnicities 75% (7th grade)  80% (9th grade) Other 92% (7th grade) 76% (9th grade) School Connectedness - Secondary (7th and 9th grades)  Overall 70% Per Grade 70% (7th Grade) 69% (9th Grade) Asian or Asian American 70% (7th grade) 70% (9th grade) Hispanic or Latino/a 70% (7th grade) 68% (9th grade) White 67% (7th grade) 79% (9th grade) Two or More Ethnicities 72% (7th grade)  66% (9th grade) Other 82% (7th grade) 57% (9th grade) Percentages reflect “yes, most of the time” or “Yes, all of the time” responses. It is important to note that the data is not cohort data from year to year.|The surveys were conducted at all schools in February and March of 2026.  The 2026 elementary overall data for school safety increased by 4% to 87% this school year. Arcadia Unified continues to be above average compared to state results, which is approximately 78%. The 2026 elementary 5th-grade data showed that we maintain a high average of about 76% for school connectedness. The state average is just below that, at approximately 73%. The addition of demographic data is in its second year and shows increases for some demographic groups and decreases for other areas. The fluctuation in demographic information can be attributed to the change in the number of students for the different demographic groups compared to the last school year, as this is not cohort data. Overall, we are seeing an increase across most demographic groups, indicating that most groups feel safe at school and maintain the same level of school connectedness from year to year.   The 2026 secondary data show that perceived school safety for middle school remains at 77%, the same as last year. The high school is 85%. The district average is 81%, while the state average for perceived school safety is approximately 57%. Our data is significantly higher than the state at the secondary level. In reviewing secondary 2026 data for school connectedness, the district’s average is 70%. The state average is 55%. We also see a higher average than the state for school connectedness among our secondary students, which is great news (70% - 7th grade, 69% - 9th grade). The demographic data is separated by grades 7 and 9 and as at the elementary level, shows higher percentages this year compared to last year. Student demographic numbers are different from last year, but overall, we are seeing that students, year to year, feel safe and connected to school.|The Healthy Kids is shared with school site principals and counselors for review. Healthy Kids will continue to be collected annually, along with other information collected from our community. The data from these sources and other data points will help us continue to reflect on and evaluate our practices to support a healthy social climate.|Met||2026-06-23|2026
19642790000000|Azusa Unified|6|AUSD administers the District Annual YouthTruth Survey to students in grades 3-12 to measure progress on State Priority 6. This valid local climate survey captures student perceptions of school safety, engagement, culture, relationships, and belonging/peer collaboration. The table below outlines the percentage of positive responses by grade span for the 2025-2026 administration.    Key Measures of Climate: Engagement Elementary School - 87% positive responses Middle School - 38% positive responses High School - 57% positive responses  Key Measures of Climate: Culture Elementary School - 32% positive responses Middle School - 31% positive responses High School - 35% positive responses  Key Measures of Climate: Belonging and Peer Collaboration (Connectedness) Elementary School - 56% positive responses Middle School - 49% positive responses High School - 50% positive responses  Key Measures of Climate: Relationships Elementary School - 79% positive responses Middle School - 35% positive responses High School - 38% positive responses  Key Measures of Climate: Safety Elementary School - 67% positive responses Middle School - 48% positive responses High School - 49% positive responses  Differences in student responses to the key climate measures exist across grade spans. This has been an ongoing trend District-wide, statewide, and nationwide. Differences between the grade spans include the following:  *Elementary Success: AUSD excels at building early connections at elementary sites, where engagement reaches 87% and relationships 79%. This provides a strong, warm baseline to replicate in later grades.  *Middle School Transition: Engagement (38%) and relationships (35%) drop in middle school, matching national developmental trends. This highlights a clear opportunity to design age-appropriate, small-group connection strategies as students transition out of elementary models.  *High School Trajectory: A clear upward trajectory emerges in high school, outscoring middle school in every category. This includes a 19-percentage-point gain in engagement (57%) and a rise in culture (35%), proving that specialized pathways and increased student autonomy are successfully re-engaging older learners.  *District-Wide Culture: School culture remains steady but low (31% to 35%) across all grade levels, signaling a system-wide mandate to focus on collective community building, inclusivity, and shared values.  *MTSS Progress: Secondary safety (48% Middle/49% High) and belonging (49% Middle/50% High) reflect year-over-year growth, proving that initial MTSS investments, such as expanded mental health resources and restorative practices, are taking root.|AUSD’s climate survey results are generally consistent with those of similar California schools and national averages. Elementary school students continue to report the highest levels of positive responses across all key measures, particularly in relationships and engagement. In middle school, positive responses in relationships and engagement fall in the second quartile relative to state and national benchmarks. High school students, however, showed gains across nearly all measures. Notably, both middle and high school students reported increases in feelings of safety and belonging. These are two critical factors that contribute to a favorable school climate.   To better support our students during the transition to secondary school and to continue lifting our school culture metrics, which currently stand at 31% to 35% District-wide, AUSD is focusing on supportive actions and plan alignments that leverage the Community Schools framework rather than applying a single uniform policy. This approach allows individual secondary sites to cultivate welcoming, inclusive environments tailored to their unique campus communities while naturally focusing on positive peer-to-peer connections and inclusive climate-building. Furthermore, professional development and staff collaboration sessions in the coming school years will continue to prioritize relationship-driven, student-centered practices by focusing shared learning on Social-Emotional Learning frameworks to support secondary classrooms in building on the high levels of engagement and enthusiasm found in elementary schools. This professional learning will also emphasize restorative practices and conflict resolution to equip older students with additional positive tools to navigate social dynamics with confidence, alongside Diversity, Equity, and Inclusion reflections to ensure our campus environments are supportive, positive, and culturally responsive for every student demographic group. Finally, we are weaving key insights from the YouthTruth survey directly into our resource planning for the 2026–2027 LCAP, and we are focusing budgetary allocations on strengthening support systems for both students and staff, ensuring educators have the time, coaching, and resources they need to implement these positive relationship-building practices comfortably and consistently. By continuing to move toward a unified, restorative framework, AUSD aims to ease transitions between grade spans and ensure that every student group experiences a consistent, predictable sense of care, engagement, and community throughout their educational journey.|To address the specific needs identified in our data analysis, particularly the need to improve school culture scores district-wide and mitigate the drop in connectedness during the middle school years, the District collaborated closely with educational partners to implement strategic changes to existing plans, policies, and procedures within the LCAP. These actions, by shifting from reactive disciplinary models to proactive, inclusive systems, are designed to replicate our early elementary successes across all grade levels and sustain the positive momentum observed in our high schools.  *Integrated Community Partnerships & Push-In Support: The District is pivoting its behavioral intervention procedures by funding community partnerships that provide direct, push-in classroom support. Rather than removing students from the learning environment, this strategy fosters positive student-to-student interactions and addresses behavioral needs in real time. Focusing on inclusive classroom strategies will directly deepen student connectedness and enhance campus relationships.  *Systemic Restorative Practices: To build a more supportive school culture, AUSD is formalizing the implementation of restorative practices, peer mediation, and community circles. These practices are being systematically embedded into daily site procedures to resolve conflicts constructively, promote student accountability, reduce disciplinary actions, and foster a deeper sense of belonging.  *Expansion of the Community Schools Model: To combat the dip in secondary engagement, the District is expanding its community schools framework. This procedural shift focuses on leveraging local resources to wrap support around both students and their families, creating a more cohesive, restorative, and welcoming school climate.  *Increased Mental Health & Support Staffing: Recognizing that emotional well-being is foundational to connectedness, LCAP actions include hiring additional specialized personnel. These staff members will expand site-based mental health resources, provide timely crisis interventions, and actively connect families with vital community resources.  *Targeted Staff Professional Learning: To ensure these culture-building initiatives are sustained, the District is implementing comprehensive staff training focused on establishing positive, inclusive, and supportive school climates.  By integrating these structural and procedural adjustments, AUSD is moving away from isolated site initiatives toward a comprehensive, district-wide system of support. These strategic LCAP actions ensure that our fiscal and educational resources are directly directed toward improving student connectedness, elevating school culture, and ensuring every student feels valued and connected to their campus community.|Met||2026-06-23|2026
19642870000000|Baldwin Park Unified|6|California Healthy Kids Survey (CHKS) and local climate survey results indicate generally positive but varied levels of school connectedness and perceived safety, with differences across grade levels and student groups.  School Connectedness (caring adult relationships) shows mixed but mostly improving trends across grades. Fifth grade declined from 71% in 2025 to 67% in 2026 (-4%). Seventh grade remained stable at 51% with no change. In contrast, ninth grade increased from 53% to 56% (+3%), eleventh grade increased from 49% to 55% (+6%), and non-traditional students showed the strongest growth, increasing from 46% to 59% (+7%). Overall, this suggests strengthening connectedness at the secondary level and in alternative education settings, while indicating a need to reinforce early elementary supports.  Disaggregated 2026 data show variation by student group. Among fifth graders, reported connectedness was 70% for Hispanic students, 62% for Asian students, 69% for White students, and 56% for Other student groups. In seventh grade, rates ranged from 48% (Asian) to 50% (Hispanic), with Other groups at 49%. Ninth grade students reported 53% (Asian) and 55% (Hispanic), while eleventh grade showed 68% (Asian) and 63% (Hispanic). These results indicate relatively consistent patterns across groups, with Asian and Hispanic students generally reporting slightly lower or comparable levels depending on grade span.  School Safety (feeling safe all or most of the time) remains generally positive across grades and student groups. In 2025, fifth graders reported 68%–75% across groups, seventh graders 56%–60%, ninth graders 62%–82%, and eleventh graders 62%–73%. In 2026, safety perceptions remain stable overall, with fifth grade ranging from 56%–70%, seventh grade 48%–50%, ninth grade 53%–55%, and eleventh grade 63%–68% across reported groups. While most students continue to report feeling safe at school, some variation across grade levels and subgroups suggests opportunities to strengthen consistency of school climate experiences, particularly in middle grades.  Overall, CHKS and local survey data indicate stable to improving student connectedness at the secondary level, generally positive perceptions of safety, and the continued importance of targeted efforts to strengthen early grade engagement and ensure more consistent experiences across student groups and school sites.|The increase among non-traditional students is especially noteworthy, as 2025–2026 marked the first year of participation in a sports league that included a dedicated coach and opportunities to compete against other non-traditional schools. This new opportunity, along with continued efforts to strengthen supportive adult-student relationships, may have contributed to increased student engagement, belonging, and school connectedness. Additional focus will continue at the elementary and middle school levels to further strengthen student connection and sense of belonging.|•	Maintain implementation of Positive Behavior Interventions and Supports (PBIS), including staff training and site-based collaboration days to support a positive and inclusive school environment. (Title IV Funding) •	Continue and strengthen sports competitions at North Park Continuation High School.  (Equity Multiplier Funds) •	Reinforce the “See Something, Say Something” initiative to promote a culture of safety and responsibility among students, staff, and families. •	Continue maintaining and upgrading school site public address systems, including the installation of new emergency alert systems to enhance safety and communication. •	Continue offering a robust Expanded Learning Opportunities Program (ELOP) that includes before-school, after-school, and non-instructional day activities designed to strengthen school connectedness. (ELOP Funding)|Not Met|||2026
19642871996479|Opportunities for Learning - Baldwin Park|6|OFL-BP administered its Spring 2026 School Climate and LCAP surveys to students 114, 22 families, and 18 staff. Respondents represented both in-person and online programs. Among students, 6.1% were English Learners (EL), 4.4% were students with disabilities (SWD), 9.6% identified as socioeconomically disadvantaged, 3.5% identified as foster youth, and 3.5% identified as experiencing homelessness or housing instability.|Data analysis reflected consistently positive perceptions regarding school climate and supportive relationships between students and staff. Favorable responses related to overall school climate were reported by 73.0% of students, 89.0% of families, and 84.7% of staff members. Perceptions of campus safety also remained strong, with positive responses from 83.6% of students, 93.2% of families, and 97.9% of staff. Across all educational partner groups, teacher relationships, inclusion, and overall support for students emerged as key strengths. Additionally, 86.8% of students agreed that teachers care about their students, while 95.5% of families indicated that staff demonstrate care and commitment toward student achievement and well-being.  Areas identified for continued improvement included peer connectedness, extracurricular engagement, and the impact of peer pressure and social media on student experiences. Among students, only 35.1% reported that they had made new friends at school, and 39.5% shared that they looked forward to interacting with other students. Family responses regarding school belonging were generally positive, though feedback related to student peer relationships and social connectedness was more mixed, with 68.2% of families indicating that students are friendly toward one another. Staff responses also highlighted concerns related to social media influence and peer pressure, with fewer than 40% of staff agreeing that students are minimally impacted by social media trends. Although families reported strong communication and engagement from the school, increasing opportunities for student connection and participation in school activities remained an area for continued growth.|In response to identified areas of need, the LEA has continued implementing and refining targeted strategies designed to strengthen academic achievement, school connectedness, and family engagement across all student groups. Expanded tutoring, Small Group Instruction (SGI), intervention supports, dual enrollment opportunities, and CTE pathways remain in place to increase academic rigor and improve access to college and career readiness opportunities, particularly for English Learners, Students with Disabilities, and other identified student groups.  The LEA also continues to prioritize student belonging and engagement through inclusive school events, enrichment opportunities, social-emotional learning supports, and relationship-centered practices designed to strengthen school connectedness for both in-person and virtual learners. Family engagement efforts have continued through expanded outreach for PAC and DELAC participation, multilingual communication, flexible meeting formats, and increased opportunities for families to participate in workshops, community events, and academic planning meetings. Additionally, targeted support for English Learners continues through designated ELD instruction, iLit intervention courses, Academic Language Development (ALD) curriculum implementation, and ongoing communication with families regarding student progress and available resources. The LEA will continue monitoring local data, survey feedback, and educational partner input to refine practices and support continuous improvement efforts aligned to identified student and family needs.|Met||2026-06-22|2026
19642950000000|Bassett Unified|6|Bassett Unified School District uses the California Healthy Kids Survey (CHKS) as a key measure of school climate and student well-being. Survey results are analyzed by grade level and compared to statewide data to identify strengths, monitor trends, and inform continuous improvement efforts. Additional local data, including attendance, chronic absenteeism, behavior, suspension rates, and academic performance, are reviewed alongside CHKS results to provide a comprehensive understanding of school climate.  The 2025 CHKS results indicate several positive trends at the secondary level. Grade 11 students demonstrated significant improvements across multiple mental health indicators, including decreases in chronic sadness, social-emotional distress, and suicide ideation, while life satisfaction and optimism increased substantially compared to the previous year. Grade 9 students also demonstrated positive gains, with improvements in life satisfaction, optimism, and overall wellness. Notably, Bassett Unified's California Student Wellness Index exceeded the statewide average at both Grade 9 (103.8 compared to 102.6) and Grade 11 (106.4 compared to 102.2), indicating that students report positive levels of emotional well-being and life satisfaction compared to their peers across California.  At the elementary level, CHKS results indicate opportunities for continued growth. While student wellness remained relatively stable over the previous four survey cycles, this year's results showed a decline in the percentage of fifth-grade students reporting they feel good and happy most of the time and a slight increase in frequent sadness compared to the previous year. Although these results remain within historical fluctuations, they identify elementary student wellness as an area for continued focus.  The district also reviews survey results by grade level and student groups when available to identify disparities and ensure resources are targeted to students with the greatest needs. Findings from CHKS and other local measures are used to strengthen Multi-Tiered Systems of Support (MTSS), social-emotional learning (SEL), Positive Behavioral Interventions and Supports (PBIS), counseling services, and family engagement efforts. These data continue to guide district actions aimed at fostering safe, supportive, and inclusive learning environments where every student feels connected, valued, and prepared to succeed.|Analysis of the California Healthy Kids Survey (CHKS) and other local climate data identified several areas of strength as well as opportunities for continued improvement. The district's greatest area of progress was at the secondary level, where Grade 11 students demonstrated significant year-over-year improvements across multiple indicators of mental health and wellness. Reports of chronic sadness, social-emotional distress, and suicide ideation all declined, while life satisfaction and optimism increased substantially. Grade 9 students also demonstrated positive gains in wellness, life satisfaction, and optimism. In addition, both Grade 9 and Grade 11 students scored above the California average on the California Student Wellness Index, indicating that Bassett Unified students report overall levels of well-being that compare favorably with their peers statewide. These results suggest that the district's investments in Multi-Tiered Systems of Support (MTSS), counseling services, Positive Behavioral Interventions and Supports (PBIS), social-emotional learning (SEL), wellness activities, and family partnerships are contributing to positive student outcomes.  The data also identified important areas for continued focus. Grade 7 students experienced increases in chronic sadness and suicide ideation compared to the previous year, highlighting the need for continued early intervention and targeted supports during the middle school years. At the elementary level, fifth-grade students reported lower levels of overall wellness and slightly higher levels of frequent sadness compared to statewide averages, reinforcing the importance of strengthening school connectedness, belonging, and proactive mental health supports for younger students.  The district will continue to review available survey data by grade level and student groups to identify disparities, monitor trends, and ensure resources are directed to students with the greatest needs. These findings will continue to guide continuous improvement efforts focused on creating safe, supportive, and inclusive learning environments where all students feel connected, valued, and prepared to succeed.|Based on the analysis of the California Healthy Kids Survey (CHKS) and other local climate data, Bassett Unified School District will continue to strengthen and refine its comprehensive system of supports to address identified areas of need while building on areas of success. The district will prioritize expanding proactive mental health services, particularly for elementary and middle school students, through enhanced counseling supports, social-emotional learning (SEL), and Multi-Tiered Systems of Support (MTSS). Schools will continue implementing Positive Behavioral Interventions and Supports (PBIS) and wellness activities that promote connectedness, resilience, and a positive school climate.  To strengthen prevention and early intervention efforts, the district will continue using CHKS, attendance, behavior, and academic data to identify student needs and inform site-level action plans. Schools will increase opportunities for student voice, relationship-building activities, and family engagement to foster a stronger sense of belonging and connectedness. The district will also continue providing professional learning for staff focused on recognizing signs of student distress, implementing trauma-informed practices, and supporting students' social-emotional well-being.  Bassett Unified will regularly monitor implementation and outcomes through ongoing analysis of local data and educational partner feedback to evaluate the effectiveness of these efforts. Findings will be used to refine programs, allocate resources, and guide continuous improvement, ensuring that every student has access to safe, supportive, and inclusive learning environments that promote both academic success and overall well-being.|Met||2026-06-23|2026
19643030000000|Bellflower Unified|6|The California Healthy Kids Survey was administered in February 2026. The data is analyzed, shared with educational partners and feedback is used to develop the LCAP. CA Healthy Kids student survey findings include: 71% of elementary students feel connected to school 55.5% of secondary students feel connected to school 76% of elementary students feel safe at school 54.5% of secondary students feel safe at school   CA Staff Survey findings include: 93% of staff feel school is a safe place to learn 92.5% of staff feel responsible for improving the school   CA Parent Survey 86% of parents feel school is a safe place to learn 88% of parents feel welcome to participate at school Goal 1 in the BUSD LCAP addresses safe and collaborative learning environments. Based on the current year survey findings, there is an increased rate of students who report feeling safe at school (Elementary-71% in 2025 to 76% in 2026, Secondary-46% in 2025 to 54.5% in 2026). There was also an increase in students who report feeling connected to school (Elementary-69% in 2025 to 71.5% in 2026, Secondary-49.25% in 2025 to 55.5% in 2026). There was also an increase in staff who believe that school is a safe place to learn, 87% in 2025 to 93% in 2026. Disaggregation of the Healthy Kids Survey by ethnicity and grade level yields additional information. At the secondary level, the Asian, Hispanic, White, and multiracial student groups report higher levels of school connectedness than the Black/African American student group. In terms of school safety, the Hispanic student group reports the highest percentage of agreement while the Black/African American student group has the lowest percentage in this area. At the elementary level, the Asian, Hispanic, White, and multiracial student groups also report higher levels of school connectedness than the Black/African American student group. When looking at school safety, the White and Asian student groups report feeling safe at school at higher rates than the Black/African American, Hispanic and multiracial student groups.|The key learnings from the data show that connectedness and safety for parents, staff and elementary students are very positive. To increase the feeling of connectedness and perceptions of safety for all student groups next year, professional learning will be provided to the district to increase positive culture and climate. Additionally, we will continue to increase and support the physical safety of our students through security, technology, and supervisory personnel. We will also continue to improve climate and culture through Positive Behavior Interventions and Supports (PBIS), Social Emotional Learning, restorative practices, and building a positive school culture.|Capturing Kids Hearts training will be continued during this upcoming school year. The pillars of this program are helping to build strong relationships with students. Additional training is being offered to support teachers with managing behaviors and supporting positive social emotional learning for students. To increase attendance and engagement, two social workers will be hired to support attendance recovery and coordinate with Community Service Workers to provide resources, support, and workshops for parents. Each elementary site has a school counselor. Every site has a wellness center which is a safe and relaxing space for students to access when needed. School safety is being addressed across the district and additional resources such as check-in systems at the front office have been implemented. A district safety committee exists to monitor actions previously taken and address new issues. All sites are implementing Positive Behavior Intervention and Supports (PBIS) and several sites have been recognized at the gold, silver and bronze level for their PBIS implementation.|Met||2026-06-18|2026
19643110000000|Beverly Hills Unified|6|BHUSD utilizes multiple measures to monitor school climate and gather feedback from students, staff, families, and community stakeholders. Data is collected through the California Healthy Kids Survey (CHKS), California School Parent Survey, California School Staff Survey, LCAP stakeholder surveys, Strategic Plan surveys, Town Halls, Principal Advisory Committees, ELAC, DELAC, PTA/PTSA meetings, and other advisory groups. Survey results are reviewed both districtwide and by student groups, when available, to identify strengths, areas for improvement, and opportunities to increase equity and belonging.  Overall, local climate data indicates that students, families, and staff continue to report positive school environments characterized by strong relationships, high expectations, and a sense of belonging. Educational partner feedback reflects continued progress toward the district's Strategic Plan goals of ensuring every student, family, and staff member feels safe, connected, and supported. Survey results also demonstrate improvements in communication, family engagement, and confidence in district leadership.  Analysis of disaggregated survey data continues to guide targeted supports for student groups, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. Areas of continued focus include increasing the number of students who can identify a trusted adult on campus, strengthening family engagement among underrepresented groups, supporting student social-emotional well-being, and ensuring all staff feel supported through professional learning and collaborative leadership.  BHUSD uses these survey results and stakeholder feedback to inform the implementation of its Strategic Plan, Local Control and Accountability Plan (LCAP), and school improvement efforts. The district remains committed to continuous improvement by regularly reviewing climate data and partnering with educational stakeholders to create safe, inclusive, and supportive learning environments where every student can thrive.|Analysis of local climate survey data, educational partner feedback, and disaggregated student group data identified several strengths as well as opportunities for continuous improvement. One of BHUSD's greatest strengths is the positive school climate reported by students, families, and staff, with many educational partners indicating that schools are safe, welcoming, and supportive learning environments. Students across demographic groups continue to report strong relationships with staff, high expectations for learning, and a growing sense of belonging. The district's continued implementation of Positive Behavioral Interventions and Supports (PBIS), comprehensive mental health services, and expanded social-emotional learning initiatives has contributed to these positive outcomes.  Another key strength is the district's commitment to family engagement and two-way communication. Educational partners reported increased opportunities to participate in advisory committees, Strategic Plan initiatives, LCAP development, and school-based decision-making. These collaborative efforts have strengthened trust between schools and families while supporting improved student outcomes.  The analysis also identified areas for continued growth. Disaggregated data indicate the need to further strengthen engagement and outcomes for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. The district will continue to focus on ensuring every student can identify a trusted adult on campus, expanding culturally responsive family engagement, increasing participation from underrepresented groups, and providing targeted academic, behavioral, and social-emotional supports based on student needs.  BHUSD will continue using survey data, educational partner feedback, and student outcome data to monitor progress, refine district initiatives, and ensure equitable access to high-quality educational experiences. These findings directly inform the district's Strategic Plan and Local Control and Accountability Plan (LCAP), reinforcing BHUSD's commitment to continuous improvement and ensuring every student is supported to achieve academic and personal success.|In response to educational partner feedback and the analysis of local data, BHUSD will continue refining its plans, policies, and practices to strengthen student outcomes and school climate. The district will enhance its Multi-Tiered System of Supports (MTSS) by expanding targeted academic, behavioral, and social-emotional interventions to ensure students receive timely and individualized support. BHUSD will continue implementing Positive Behavioral Interventions and Supports (PBIS) while strengthening attendance monitoring and early intervention strategies to improve student engagement and reduce chronic absenteeism.  To support academic growth, the district has adopted a new mathematics curriculum aligned with the California Common Core State Standards and will continue providing extensive professional development, instructional coaching, and teacher mentoring to ensure high-quality implementation. Teachers will continue utilizing i-Ready, ClassTime, common assessments, and Professional Learning Communities (PLCs) to monitor student progress, analyze data, and adjust instruction based on student needs.  BHUSD will also continue expanding High Impact Tutoring, targeted intervention programs, and differentiated instructional supports for English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. The district remains committed to strengthening family engagement through increased multilingual communication, expanded virtual participation opportunities, and ongoing educational partner input through surveys, advisory committees, and LCAP engagement sessions.  Recognizing the importance of student well-being, BHUSD will continue investing in comprehensive mental health services, social-emotional learning, and wellness initiatives that foster safe, inclusive, and supportive school environments. The district will regularly review local data, educational partner feedback, and student outcome measures to evaluate the effectiveness of these initiatives and make data-informed adjustments. These continuous improvement efforts are embedded within the district's Strategic Plan and Local Control and Accountability Plan (LCAP) to ensure all students have equitable access to the supports and opportunities needed for success.|Met|BHUSD remains committed to fostering safe, welcoming, and inclusive school environments through ongoing implementation of PBIS, Multi-Tiered System of Supports (MTSS), comprehensive mental health services, and strong family partnerships. The district regularly reviews school climate data and educational partner feedback to guide continuous improvement efforts and ensure every student feels safe, connected, supported, and prepared to succeed.|2026-06-23|2026
19643290000000|Bonita Unified|6|Student Panorama Data Spring 2026   Sense of Belonging: positive responses Grades 3-5 - Overall 62%; Socio (Socioeconomic) 60%; ELL (English Language Learner) 57%; Special Ed 52%; White 53%; His (Hispanic) 52%; Black 60%; Two or More Races 60% Grades 6-8 - Overall 52%; Socio 51%; ELL 54%; Special Ed 52%; White 53%; Hispanic 52%; Black 44%; TOM (Two or More Races) 56% Grades 9-12 - Overall 48%; Socio 45%; ELL 55%; Special Ed 48%; White 49%; Hispanic 47%; Black 45%; TOM 46% Student Safety positive responses Grades 3-5- Overall 74%; Socio 73%; ELL 71%; Special Ed 71%; White 75%; Hispanic 73%; Black 65%; TOM 71% Grades 6-8- Overall 66%; Socio 66%; ELL 75%; Special Ed 66%; White 64%; Hispanic 66%; Black 60%; TOM 68% Grades 9-12- Overall 66%; Socio 62%; ELL 74%; Special Ed 67%; White 66%; Hispanic 65%; Black 60%; TOM 65%   West Ed Surveys for March 2026 Parents - School Safety 92% answered (Strongly Agree/Agree) that school is a safe place for their child. School Connectedness: 89% answered (Strongly Agree/Agree) that school was a supportive and inviting place for students to learn.   Staff- School Safety 92% answered (Strongly Agree/Agree) that school is a safe place for students. School Connectedness 93% answered (Strongly Agree/Agree) that school motivates students to learn.|When reviewing demographic differences in Safety EL students, in elementary schools rate school safety 3 points below the overall rating. EL Students in Middle school rate safety 9 points higher, and high school students rate safety 8 points higher than the overall average. Students in the Special Education program rated safety lower in elementary by 3 points, a 6-point improvement in the gap. Middle school students in the Special Education program rated safety as equal to that of the all-students group. High school All rated 66%, and Special Education was 1 point higher at 67% positive rating for safety. Safety is a priority that continues to be a focus.|BUSD continues to work to include student voices in decisions that inform the district. At the high school sites, the administration engages various student groups on campus to provide opportunities for student voice. San Dimas High School currently has an Integrity Team that meets to gather student voices so that every student gets what they need to reach their potential. At Bonita High School, the House of Representatives meets once per month. Feedback from both groups is shared with the district executive team.  BUSD recognizes the need to engage underrepresented subgroups throughout the district. Teacher groups and the BUSD Equity Committee identify better ways to reach families of all groups.  BUSD has focused on Chronic Absenteeism. Sites have put in place outreach systems for parents and students. Sites have identified unique incentives that are motivational across different grade spans, such as front-of-line passes and popsicle parties. Personal goal setting with students and parents has also increased.|Met||2026-06-24|2026
19643370000000|Burbank Unified|6|The School Satisfaction Survey is administered through a third party to provide BUSD educational partners with anonymity. This survey is designed to analyze and compare trends over time. Therefore, the questions cannot be changed on an annual basis, even though some questions don’t accurately reflect the circumstances in which schools function due to local and state health guidelines and policies. The results below reflect the most recent data obtained from the spring 2026 School Satisfaction Survey.   RESEARCH QUESTIONS • What are student, parent, staff, and community member perceptions of academic rigor and support, school safety, family engagement, DEI, and college and career readiness? • In what ways can Burbank improve services and outcomes in these areas?  SURVEY ADMINISTRATION & SURVEY SAMPLE • The survey was administered online from March to April 2026 using the Qualtrics survey platform. • The analysis includes a total of n=1708 (2025-26), n=1946 (2024-25), and n=2441 (2023-24) respondents following data cleaning and quality control. • Results in this analysis are segmented by year and respondent group. Fully segmented results can be found in the accompanying data supplement.  RESPONDENT QUALIFICATIONS • Must be a student, parent, staff member, or community member at BUSD.  METHODOLOGY • Sample sizes vary across questions as some questions only pertain to a subset of respondents. • Conclusions drawn from a small sample size (n<20) should be interpreted with caution. • Statistically significant differences (at the 95% confidence level) between groups are noted with bracketed letters • After data collection, data collectors identified and removed low-quality respondents. • Due to sample size limitations, questions only seen by community members are not included in this analysis. These results may be found in the accompanying Dashboard and Data Supplement.  RESPONDENT CHARACTERISTICS Group (n=1708)	 Student - 51% Parent/Guardian of a student - 32% Staff member - 16% Community member - 1%  Race/Ethnicity (n=1946)	 American Indian or Alaska Native - 1% Black or African American - 4% Asian - 14% Hispanic or Latin(o/a/x) - 21% Middle Eastern or North African - 5% White - 52% Native Hawaiian or Pacific Islander - 2% Not listed/Prefer to self-describe - 13% Prefer not to respond - 12%|The key findings from the survey were the following:  ?	LCAP ?	As in prior years, staff respondents are more familiar with BUSD's LCAP than parent respondents are. Close to half of parents (46%) are not at all familiar with BUSD's LCAP, compared to about a quarter of staff members (23%). ?	Overall, agreement with statements about the LCAP is lower this year than in 2025.  ?	School Environment ?	Overall, respondents in 2026 continue to express favorable opinions about the school environments at BUSD.  ?	Principal Evaluation ?	In line with prior results, respondents this year express generally positive opinions about school principals. ?	District Leadership ?	In contrast, parents and staff members do not have high opinions of district office administrators, and respondents in 2026 have less favorable perceptions than earlier respondents. ?	Parent Participation ?	Measures of parent participation continue to be largely positive. ?	Professional Development ?	Professional development (PD) provided by district schools remains a potential area for growth. ?	Bullying ?	Overall, perceptions of bullying have continued to improve, but respondents still express concern in some areas. ?	Positive Behavioral Interventions and Supports (PBIS) ?	As in prior years, school staff are knowledgeable about and relatively comfortable with PBIS but are less likely to think it is effective. ?	Mental Health ?	In 2026, agreement on items regarding resources related to student mental health stayed consistent or decreased. ?	Career and Technical Education (CTE), Plans After High School, and Overall Satisfaction ?	Student participation in CTE courses increased somewhat from 30% in 2025 to 37% this year, while involvement with NAF Academies decreased slightly from 15% last year to 9% this year. Perceptions of both of these programs remain steady and mostly positive.|Based on analysis of this survey, future work in Burbank Unified School District could include:  ?	Conduct a districtwide technology inventory and needs survey to address growing gaps in perceived technology adequacy.  ?	While students increasingly feel their school provides the technology they need (86%, up from 82% in 2025), parent and staff perceptions have declined notably—only 68% now believe schools provide adequate technology for students, down from 82% in 2024. Staff perceptions of technology resources for teachers have also fallen to 63%. To close this gap, the district should launch a formal technology inventory to catalog existing hardware, software, and infrastructure at each school site, paired with a needs survey distributed to staff, parents, and students. This two-pronged approach will pinpoint where shortages are most acute, clarify which resources would have the greatest impact, and provide a data-driven foundation for equitable resource allocation decisions going forward. ?	Develop and disseminate clear guidance for parents about what they should do in the event of an emergency at their child's school and ensure they have access to existing school safety plans.  ?	This year's parent respondents are less likely than past respondents to agree that schools provide clear information on emergency procedures for parents and guardians in the event of a crisis or disaster (2024: 76%, 2025: 77%, 2026: 70%) or make parents aware of the school's safety plan (74%, 74%, 66%) (see slide 49). BUSD may consider updating and redistributing Emergency Response Protocols and Communications and distribute it through multiple channels such as email, the district website, and social media to provide clarity to help parents feel prepared and reduce confusion during difficult situations. ?	Share the positive trends in bullying perceptions with the school community and conduct focus groups with parents across school levels to develop targeted anti-bullying supports.  ?	Agreement on nearly all bullying-related statements improved or held steady this year (see slide 72), satisfaction with anti-bullying programs rose to 62% (up from 37% in 2024), and bullying based on personal characteristics has declined. However, parents remain more concerned than students or staff—65% report that students are bullied (vs. 51% of students and staff), only 51% believe anti-bullying rules are effective (vs. 62% for students and staff), and confidence that schools respond immediately to bullying dropped from 64% to 54%. The district should share these positive trends through infographics, social media, and the district website. BUSD should also consider conducting focus groups with parents at the elementary, middle, and high school levels.|Met||2026-06-25|2026
19643450000000|Castaic Union|6|The district administered a survey from Kelvin to our students staff and families in February of 2026.  According to  our Survey data:  Among elementary students: 93% of students feel like they are often or sometimes a part of their school.  95% of  students feel like they are cared for or somewhat cared for by their teachers and staff members.  95% of students  feel safe or somewhat safe at school.  Among our middle school students: 92% feel often or sometimes connected to their school.  95% feel there are adult  caring relationships at school and 91% feel safe or somewhat safe at school.|Analysis of local student survey data indicates that Castaic Union School District continues to demonstrate strong  school connectedness, positive relationships, and safe learning environments across both elementary and middle  school grade levels. Survey results show that 93% of elementary students and 92% of middle school students  reported feeling often or sometimes connected to their school, reflecting a strong sense of belonging and inclusion  throughout the district. In addition, 95% of both elementary and middle school students indicated that they feel cared  for by teachers and staff members, highlighting the district’s continued emphasis on building positive relationships  and supportive school cultures. Student perceptions of safety also remain a strength, with 95% of elementary  students and 91% of middle school students reporting that they feel safe or somewhat safe at school.    While the data reflects many strengths, the district recognizes the importance of continuing to strengthen school  connectedness and emotional safety for all students, particularly as students transition into middle school where  there is a slight decline in feelings of safety and connectedness. These results reinforce the need to continue  prioritizing relationship-building practices, social-emotional supports, student voice opportunities, and positive school  climate initiatives across all school sites. The district will continue to focus on fostering inclusive school environments  where every student feels safe, connected, supported, and valued.|Based on the analysis of local data and identified areas of need, Castaic Union School District will continue refining  and strengthening systems that support positive school culture, student connectedness, and social-emotional well being. The district has consistently provided Capturing Kids’ Hearts training for all newly hired staff members and  returning staff who had not previously participated in the training. To further strengthen relationship-building practices  and positive school culture across all sites, the district plans to expand professional development opportunities  during the upcoming school year by offering an advanced Capturing Kids’ Hearts Level 2 training for previously  trained staff, as well as refresher or “recharge” trainings for staff members seeking additional support and  reinforcement of the strategies. These trainings are intended to strengthen staff capacity to build positive  relationships, increase student connectedness, and maintain supportive and inclusive learning environments.    In addition, during the past school year the district established a Multi-Tiered System of Supports (MTSS) committee  to identify and organize available supports across the district related to academics, behavior, attendance, and social emotional well-being. Through this process, the district identified the need for clearer systems, improved coordination  of supports, and more consistent implementation practices across school sites. During the upcoming school year, the  district plans to fully implement the identified MTSS supports and procedures in order to provide more proactive and  targeted interventions for students. The district will continue using local data, educational partner feedback, and  ongoing collaboration between district and site teams to monitor implementation and make adjustments for  continuous improvement.|Met||2026-06-25|2026
19643520000000|Centinela Valley Union High|6|According to the 2025-26 California Healthy Kids Survey (CHKS), 61.5% of students reported that they perceive their schools as safe or very safe, an increase from 52.75% in 2024-25 and 50% in 2023-24. By grade level, perceived safety was relatively consistent, with 61% of 9th grade students, 63% of 10th grade students, 59% of 11th grade students, and 63% of 12th grade students reporting that school feels safe or very safe. Disaggregated data show that students living with one or more parent or guardian reported perceived safety between 60% and 64% across grade levels, while students reporting “other living arrangement” reported lower perceived safety, ranging from 49% to 58%. Students with IEPs reported higher perceived safety in grades 9 and 10, but lower rates in grades 11 and 12, indicating the need for continued monitoring of student group differences. School connectedness also improved. In 2025-26, an average of 52.75% of students agreed or strongly agreed on the school connectedness scale, compared with 47% in 2024-25 and 46% in 2023-24. Grade-level results were consistent, with 53% of 9th grade students, 52% of 10th grade students, 52% of 11th grade students, and 54% of 12th grade students reporting positive school connectedness. Caring adult relationships also improved, with an average of 58% of students reporting positive caring adult relationships, including 51% in grade 9, 56% in grade 10, 59% in grade 11, and 66% in grade 12. Monitoring student mental health and access to support remains essential. In 2025-26, an average of 18.5% of students reported wanting to talk to a counselor or therapist about feeling very sad, stressed, lonely, or depressed. Across grade levels, 18.75% reported receiving help from a counselor or therapist when they needed it, and among students who received help, many reported receiving support at school. Students also continued to identify barriers to accessing mental health support, including not knowing where to go for help, concerns that others would not understand, and not wanting to talk to a counselor or therapist. Vaping remains a continued area of concern, despite relatively low student-reported use. In 2025-26, an average of 89.5% of students reported never having used a vape product, and current use of vape products was reported by 3% of students at each grade level. However, staff perception data indicate that vaping continues to affect school climate, with 62% of staff identifying student vaping or e-cigarette use as a moderate or severe problem. Overall, the 2025-26 data show meaningful improvement in perceived safety, school connectedness, and caring adult relationships, while reinforcing the need for continued targeted supports. The District will continue monitoring student group differences, strengthening mental health access, addressing vaping and substance-use concerns, and ensuring that all students experience safe, supportive, inclusive, and connected learning environments.|Analysis of the 2025-26 data shows meaningful progress in several school climate indicators, while also identifying continued needs related to student group differences, emotional safety, mental health access, and vaping prevention. Overall, perceived school safety increased to 61.5%, up from 52.75% in 2024-25 and 50% in 2023-24. School connectedness also improved to 52.75%, compared with 47% in 2024-25 and 46% in 2023-24. These gains suggest that efforts focused on school safety, student support, belonging, and positive school climate are having a positive impact. A key strength is the improvement in students’ sense of connection and adult support. School connectedness was relatively consistent across grade levels, ranging from 52% to 54%, and caring adult relationships increased to an average of 58%, with the highest level reported by 12th grade students at 66%. These results indicate that many students are experiencing stronger relationships with adults and a greater sense of belonging at school, which are important foundations for well-being, engagement, and academic success. Disaggregated data continue to show areas requiring attention. Students in other living arrangements reported lower levels of perceived safety than students living with one or more parent or guardian. Students with IEPs also showed variation by grade level, with stronger perceived safety in grades 9 and 10 and lower rates in grades 11 and 12. These findings reinforce the need to continue monitoring student group data and providing targeted supports for students who may experience school climate differently than the overall student population. Mental health support remains a priority. In 2025-26, an average of 18.5% of students reported wanting to speak with a counselor or therapist because they felt very sad, stressed, lonely, or depressed, and 18.75% reported receiving help when needed. While the gap between need and access appears small, students continued to identify barriers such as not knowing where to go for help, believing others would not understand, or not wanting to speak with a counselor or therapist. This points to the need for continued outreach, normalization of help-seeking, and proactive mental health supports. Vaping also remains an area of concern. Although 89.5% of students reported never using a vape product and current use was reported by only 3% of students at each grade level, 62% of staff identified vaping or e-cigarette use as a moderate or severe problem. This difference suggests a continued need for prevention, education, supervision, and intervention efforts aligned to broader student wellness and school climate goals. Overall, the 2025-26 data show clear progress in school safety, connectedness, and caring adult relationships, while reinforcing the importance of targeted supports for students who report lower levels of safety or belonging. The District will continue using disaggregated survey data to refine school climate strategies.|To address needs identified in the 2025–26 local climate data, CVUHSD will continue refining efforts related to school safety, connectedness, mental health access, and substance-use prevention. Given improvements in perceived safety, school connectedness, and caring adult relationships, the District will sustain practices that support positive school climates, including restorative practices, PBIS, MTSS-aligned supports, Community Schools outreach, Wellness Center services, and staff training. CVUHSD will also strengthen targeted supports for student groups reporting lower levels of safety, belonging, or connection. This includes using disaggregated survey data to inform site planning, expand student voice, and guide early intervention. The District will continue refining restorative review processes, behavior matrices, cell phone policy implementation, and administrative follow-up to ensure discipline practices are consistent, restorative, and aligned with student needs. Mental health access will remain a priority through increased awareness of Wellness Centers, counseling services, Community Schools resources, and referral pathways. In response to vaping concerns, CVUHSD will continue prevention, education, supervision, and intervention efforts as part of broader student wellness initiatives. Together, these actions reflect CVUHSD’s commitment to using local data for continuous improvement and ensuring all students experience safe, supportive, inclusive, and connected learning environments.|Met||2026-06-25|2026
19643520128488|Family First Charter|6|Family First Charter continues to place student safety as a top priority and will continue its mission to provide a safe, supportive, and positive learning environment for all of our students.  Climate survey data shows us that over 97% of our students feel safe at our schools.  Over 90% of our students feel connected to the school and over 90% feel that staff are invested in their educational outcomes.  Over 95% of our staff feel the school is a safe place for students and a safe place to work.  Our climate survey data was based on the following information as well specifically for attendance. Measures daily motivation to attend, primary causes of absenteeism (illness, transportation, stress/overwhelm, family/work responsibilities), feelings of safety (1–5 scale), sense of belonging (1–5 scale), and access to elective subjects.  97.7% confirmed their teachers make time to discuss grades, academic success, and areas for growth, and 98.2% felt regularly encouraged by staff.  99.1% of respondents reported that their learning environment is safe, clean, and in good condition.|Key learnings within the data shows that the trauma-informed approach that the school has adopted has not only created a safe, collaborative, and nurturing environment for students but it has also increased student outcomes and staff appreciation.  A new MTSS tiered intervention and support model will be in place that provides for transparency and equity for all students including those underrepresented and at-risk students.  Our goal is that by using the MTSS model we are able to increase academic learning time and decrease student behavior issues in tier 1, 2, and 3.  The MTSS approach this year will be applied to Academics, Attendance, and Socio-Emotional Learning. This will give us a concise picture on how to better support student overall wellness and improve climate in our schools.|New Opportunities Charter will deploy a new MTSS based analytics tool embedded within our SIS(PowerSchool) that will track all major interventions for students in one unified system.  This will provide our staff with a granular approach to academic, attendance, socio-emotional, and behavior interventions taking place and allow us to refine our supports for students.  We are also upgrading our existing comprehensive school safety plans and protocols to streamline and make uniform safety decisions at all campuses.  We also plan to include tiered socio-emotional support services and provide more job-readiness supports.|Met||2026-06-24|2026
19643520128496|New Opportunities Charter|6|New Opportunities Charter continues to place student safety as a top priority and will continue its mission to provide a safe, supportive, and positive learning environment for all of our students.  Climate survey data shows us that over 97% of our students feel safe at our schools.  Over 90% of our students feel connected to the school and over 90% feel that staff are invested in their educational outcomes.  Over 95% of our staff feel the school is a safe place for students and a safe place to work.  Our climate survey data was based on the following information as well specifically for attendance. Measures daily motivation to attend, primary causes of absenteeism (illness, transportation, stress/overwhelm, family/work responsibilities), feelings of safety (1–5 scale), sense of belonging (1–5 scale), and access to elective subjects.  97.7% confirmed their teachers make time to discuss grades, academic success, and areas for growth, and 98.2% felt regularly encouraged by staff.  99.1% of respondents reported that their learning environment is safe, clean, and in good condition.|Key learnings within the data shows that the trauma-informed approach that the school has adopted has not only created a safe, collaborative, and nurturing environment for students but it has also increased student outcomes and staff appreciation.  A new MTSS tiered intervention and support model will be in place that provides for transparency and equity for all students including those underrepresented and at-risk students.  Our goal is that by using the MTSS model we are able to increase academic learning time and decrease student behavior issues in tier 1, 2, and 3.  The MTSS approach this year will be applied to Academics, Attendance, and Socio-Emotional Learning. This will give us a concise picture on how to better support student overall wellness and improve climate in our schools.|New Opportunities Charter will deploy a new MTSS based analytics tool embedded within our SIS(PowerSchool) that will track all major interventions for students in one unified system.  This will provide our staff with a granular approach to academic, attendance, socio-emotional, and behavior interventions taking place and allow us to refine our supports for students.  We are also upgrading our existing comprehensive school safety plans and protocols to streamline and make uniform safety decisions at all campuses.  We also plan to include tiered socio-emotional support services and provide more job-readiness supports.|Met||2026-06-24|2026
19643780000000|Charter Oak Unified|6|The local climate survey data reflects a strong sense of safety and connectedness among students. Based on survey responses, 98% of students reported feeling safe at school, with only 2% indicating they did not feel a sense of safety. Additionally, 1,156 students responded to the Sense of Connectedness measure, providing valuable insight into students’ perceptions of belonging and relationships within the school community.  The results demonstrate that the majority of students experience a positive school climate characterized by safety and connection. The district will continue to analyze climate survey results, including available disaggregated data by student groups, to identify any differences in student experiences and ensure that all students—including English Learners, students with disabilities, socioeconomically disadvantaged students, and other identified groups—feel supported, valued, and connected. These data, along with other local measures, will continue to inform efforts focused on strengthening relationships, improving student engagement, and creating inclusive learning environments across all schools.|significant strength is that students overwhelmingly report feeling safe and supported at school, with 98% of respondents indicating a positive sense of safety. This demonstrates that district efforts to create welcoming, inclusive, and supportive learning environments are having a positive impact on students’ experiences. Additionally, the high response rate for the Sense of Connectedness measure (1,156 responses) highlights the importance of relationships and belonging as key components of the school experience.  The analysis also reinforces the need to continue monitoring student experiences across identified student groups to ensure that all students feel equally connected, supported, and valued. Disaggregated data by student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students, will be used to identify any differences in perceptions of safety and belonging and to guide targeted supports when needed.  Based on these findings, the district’s continued focus areas include strengthening student voice, fostering meaningful relationships between students and staff, expanding opportunities for student engagement, and ensuring equitable access to a positive school climate for all learners. The data confirms that a strong foundation exists while highlighting the importance of ongoing reflection and responsive actions to meet the needs of every student.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.|Met||2026-06-18|2026
19643940000000|Claremont Unified|6|Results from 2026 LCAP Student Survey (grades 4-12) show that: • The percent of CUSD students who enjoy going to school: Grades 4-6: 79%, Grades 7-12: 84% • The percent of students who feel that their teachers care about them: Grades 4-6: 97%, Grades 7- 12: 93% • The percent of students who reported that they are treated fairly by adults on campus: Grades 4-6: 89%, Grades 7-12: 93% • The percent of secondary students who reported that they were involved in school sponsored extracurricular/co-curricular activities: 72% The California Healthy Kids Survey (CHKS) generally is administered every other year. CUSD students took the survey in Spring 2024 and 2026. The 2026 results will be reported on the 2027 California School Dashboard. Results from the 2024 CHKS administration: Key Indicators Elementary: Response rate for Grades 5: 63% 75% of students feel safe at school most/all of the time 75% students were treated with respect most/all of the time 38% reported moderate/high meaningful participation at school 71% reported moderate/high school connectedness 84% reported moderate/high academic motivation Secondary: Response rate for Grade 7: 95%, Grade 9: 69%, and Grade 11: 77% Response rates are presented for grades 7, 9, and 11. 18%, 26%, 20% reported other languages than English spoken at home 27%, 27%, 28% reported statement as pretty much/very much true regarding meaningful participation at school 60, 60%, 59% reported they agree/strongly agree regarding positive school connectedness 66%, 65%, 61% reported they agree/strongly agree regarding academic motivation 54%, 63%, 66% perceive their school as being very safe or safe 63%, 59%, 63% perceive having caring adult relationships Results from 2025 LCAP Parent and Community Survey found 89% of parents reported that they feel the school campus(es) is/are safe (equal to the 2024 LCAP Parent and Community Survey). Results from 2025 LCAP Staff Survey found 88% of staff (certificated and classified) reported that they feel the school campus(es) is/are safe (up 3% from the 2025 LCAP Staff Survey).|Claremont Unified School District’s focus is to ensure student safety and connectedness at school. The 2026 LCAP Student Surveys revealed increases in the percentage of secondary students stating that they enjoyed going to school and felt that their teachers cared about them. In addition, there were increases in the percentage of Parents, Community members, and Staff who felt that the campuses were safe. However, the LCAP surveys and student focus group meetings also revealed decreases in the percentage of elementary students stating that they enjoyed going to school and felt that their teachers cared about them. In addition, our educational partners felt there was a need to continue social-emotional learning, mental health training, and restorative practices and that there is continued work to be done to increase student feelings of safety and connectedness at school. These are all areas which CUSD will continue to address and fund for the 2026-2027 school year.|CUSD will continue to assess programs and survey students, staff, and parents on ways to increase feelings of engagement with school and safety. Goal 2 of the 2024-2027 LCAP focuses on the social-emotional, physical, creative, cultural, and academic well-being of every child. Actions include maintaining counselors to support secondary Low-Income Students and English learners above our base ratio of counselors; offering counseling groups on such topics as: Grief, Loss, and Depression; Anxiety; Social Skills and Making Connections, and or Substance Abuse; providing counseling services at each elementary school site; maintaining an additional psychologist to ensure additional support to Low-Income Students, Foster Youth, and their families; providing additional mental health and counseling services to students especially at the secondary level; providing training opportunities to staff on behavioral health and mental health issues, including suicide; providing SB390 training to all Campus Monitors before the start of every school year; expanding digital literacy education to support responsible social media usage at the elementary and secondary levels; creating additional opportunities for leadership development and the inclusion of student voices in school and district initiatives, maintaining the Link Crew Program at Claremont High School and implementing of the “Where Everyone Belongs” Club at El Roble Intermediate School; implementing additional after school opportunities at the elementary school level though the Expanded Learning Opportunities Grant Program for unduplicated students; and building upon the Restorative Practices training to lead efforts of implementation of restorative practices in all grades.|Met||2026-06-22|2026
19644360000000|Covina-Valley Unified|6|The California Healthy Kids Survey provides valuable insights into students' perceptions of school safety, connectedness, engagement, and well-being in C-VUSD. The results reveal notable trends across elementary and secondary levels, highlighting strengths and areas for improvement in school climate.  Elementary Data (Grade 5) A total of 266 fifth-grade students participated, representing a 34% response rate. The demographic breakdown was 52% female and 48% male, and ethnically: 61% Hispanic or Latino/a, 7% Asian or Asian American, 7% White, 7% Multiracial, 5% Black or African American, 1% American Indian or Alaska Native, and 14% identified as “something else.”  Key findings: School Connectedness: 71% of students reported feeling connected to school. Adult Support and Family Engagement: 67% reported having caring adults at school, 85% agreed that adults in school held high expectations, and 73% noted parent involvement in schooling. Academic Motivation: 83% felt motivated to do well academically; however, only 37% felt meaningfully involved in school activities. Well-being: 74% reported wellness (feeling good and happy), and 81% felt treated with respect by teachers and adults. Facilities: 81% rated the school's upkeep positively. Safety: 77% felt safe at school, and 82% felt safe on their way to and from school. Still, 27% had been hit or pushed, 36% heard mean rumors, 43% were called bad names, 6% saw a weapon at school, and 25% experienced cyberbullying.  Secondary Data (Grades 7, 9, & 11) Participation included 691 seventh graders, 866 ninth graders, and 657 eleventh graders. Across these grades, 77%–83% of students identified as Hispanic or Latino/a, followed by 7%–9% Asian or Asian American, 2%–3% Black or African American, 4%–6% White, 2%–3% Multiracial, and a small percentage identifying as “something else.”  Key findings: School Connectedness: Reported by 58% (7th), 57% (9th), and 60% (11th) Academic Motivation: 63% (7th), 61% (9th), and 60% (11th) felt motivated. School boredom was high (39%–44%), and 10%–12% reported that school felt “worthless.” Absenteeism: 16%–17% reported missing three or more days in the past month. Adult Support and Family Engagement: 54%–65% reported having caring adults, and 69%–73% felt adults had high expectations; promotion of parent involvement in school ranged from 50%–58%. Facilities: Ratings for school upkeep ranged from 46% to 54%. Safety and Harassment: 61%–71% felt safe at school. Reports of bullying or harassment dropped from 42% (7th) and 22% (9th) to 19% (11th). Physical fights declined from 13% (7th) and 5% (9th) to 4% (11th). Weapon sightings were highest in 7th grade (8%); 7th grade dropped to 7% (8th grade), then to 4% (11th grade). Cyberbullying followed a similar pattern, decreasing from 32% (7th) and 22% (9th) to 20% across grade levels.  Results show students feel supported and motivated, while engagement, facilities, and safety remain priorities.|"Analysis of the 2024-2025 California Healthy Kids Survey (CHKS) data reveals key strengths and critical areas for growth in Covina-Valley Unified’s efforts to foster a safe and supportive climate. Disaggregated data by grade and demographics provide deep insight into students’ varying school experiences.  Across all grade spans, the most consistent strengths are caring adults and high expectations. In elementary school, 67% of students reported caring adult relationships, and 85% felt adults held high expectations. Secondary results mirrored this, with caring relationships reaching 65% by 11th grade and expectations ranging from 69% to 73%. Academic motivation also remains robust, reported by 83% of fifth graders and 60%–63% of secondary students. Secondary safety perceptions show a positive trend with the percentage of students feeling ""safe or very safe"" increasing from 61% in 7th grade to 71% in 11th grade. In comparison, harassment reports dropped from 42% to 19%.  Despite high motivation, a clear engagement gap exists. Only 37% of fifth graders and 23%–24% of secondary students reported meaningful participation in school. School boredom is a significant concern, with high boredom levels rising from 39% in 7th grade to 44% by 11th grade. This suggests a need to increase student voice and provide more relevant, inclusive learning opportunities.  Safety and well-being are primary concerns for younger students. While 77% of fifth graders feel safe, 43% were called bad names, 27% were hit or pushed, and 25% experienced cyberbullying. Mental health data shows a significant gender disparity with 24% of fifth-grade females reporting frequent sadness compared to 8% of males. This persists in secondary school, where 43% of 7th-grade females report chronic sadness vs. 23% of males.  Disaggregated data by student group highlight the need for culturally responsive practices. While 100% of White fifth graders reported feeling safe, only 40% of Black students felt the same, with 70% of Black fifth graders reporting being hit or pushed and 80% being called bad names. In secondary school, Black students experienced a sharp decline in school connectedness, dropping from 71% in 7th grade to 44% in 11th grade. Additionally, 60% of Asian 7th graders reported harassment due to bias-related reasons.  Overall, while strong adult-student relationships and academic motivation are district-wide assets, targeted efforts are essential to improve perceptions of safety and meaningful engagement, particularly among younger students and historically underserved groups."|"Based on an analysis of the 2024-2025 California Healthy Kids Survey (CHKS) results for both elementary and secondary students, C-VUSD has identified key areas for improvement and is initiating targeted changes to plans, policies, and procedures to better support student well-being, engagement, and safety.  Mental Health and Well-Being CHKS data revealed that 27%–33% of secondary students reported chronic sadness or hopelessness, and 6%–14% had seriously considered suicide. In response, the district has prioritized expanding school-based mental health services, including increasing access to counselors and wellness centers. At the elementary level, where 19% of students reported frequent sadness, additional staff training on early identification of mental health concerns will be implemented alongside Social-Emotional Learning (SEL) curriculum reinforcement.  School Connectedness and Inclusion: The surveys indicate that only 57%–60% of secondary students felt a strong sense of school connectedness. Disaggregated data showed even lower connectedness among students in ""other living arrangements"" (45%–57%) and Black 11th graders (44%). To address this, the district is expanding inclusive school climate initiatives. Elementary data showed 71% connectedness, yet a significant safety disparity exists: only 40% of Black fifth graders feel safe at school compared to 100% of White students. The district will continue to implement restorative justice practices and relationship-building strategies to bridge these gaps.  Family and Community Engagement: Ratings of parental involvement promotion ranged from 50% to 58% at the secondary level. C-VUSD will revise family engagement strategies to include more multilingual, accessible formats and parent workshops focused on academic monitoring and mental health awareness.  Academic Relevance and Engagement: High levels of school boredom were reported by 39%–44% of secondary students and 49% of elementary students. Additionally, only 23%–24% of secondary students reported meaningful participation in school activities. The district is addressing this by enhancing academic relevance through increased dual enrollment and Career Technical Education (CTE) pathways. Curriculum planning for elementary students will incorporate more engaging, hands-on instructional strategies.  Continuous Improvement and MTSS: Given the persistent needs identified among students with Individualized Education Programs (IEPs) and those in vulnerable living situations, the district has been refining its Multi-Tiered System of Supports (MTSS) to better monitor progress and deliver targeted interventions. Schools will use CHKS data to inform school-site plan goals and integrate wellness indicators into their ongoing improvement cycles. Additionally, professional development will be updated to include trauma-informed practices and proactive strategies for building positive student-staff relationships."|Met||2026-06-29|2026
19644440000000|Culver City Unified|6|CCUSD administered the California Healthy Kids Survey (CHKS) and YouthTruth to measure student and family perceptions of school safety, connectedness, engagement, and inclusion across elementary, middle, and high school grade spans. CHKS results showed improved perceptions of safety among secondary students. The percentage of students who agreed or strongly agreed that they feel safe at school increased from 47% in 2023–2024 to 62% in 2025–2026 for seventh grade, from 48% to 64% for ninth grade, and from 41% to 59% for eleventh-grade students at CCHS. Elementary results were comparatively stable, with fifth-grade students reporting that they feel safe most or all of the time decreasing slightly from 84% to 81%. At Culver Park, eleventh-grade safety responses decreased from 89% to 80%. Family perceptions that school is a safe place for their child increased from 73% to 92%. Overall, the data reflects that families continue to view CCUSD schools as safe, supportive, and caring environments for students. In addition to overall trends, schools continue to use climate data locally to guide ongoing improvement efforts connected to student belonging, engagement, and wellness. Available results were reviewed by grade span and school site to identify differences in student experience. Student-group data are analyzed when available and when response counts are sufficient to protect confidentiality. The District will continue strengthening disaggregated analysis, student voice, focus groups, and other qualitative measures to better understand variations in safety and connectedness among student groups.|The data indicate several areas of strength in school climate, safety, connectedness, attendance, and discipline. Secondary students reported improved feelings of safety and connectedness, while family perceptions that schools are safe, welcoming, respectful, and supportive of partnership also increased. Overall chronic absenteeism declined, attendance improved for several student groups, and suspension rates decreased for African American students, students experiencing homelessness, socioeconomically disadvantaged students, and students with disabilities. These trends suggest that restorative practices, PBIS, family communication, counseling, and wraparound supports are contributing positively to student engagement and access to instruction. The analysis also identified uneven outcomes across grade levels, schools, and student groups. Fifth-grade and Culver Park safety results declined, while English Learner and Long-Term English Learner suspension rates increased. LTEL chronic absenteeism also rose, and students experiencing homelessness continue to experience substantially higher chronic absenteeism despite improvement. Additional needs include stronger high school family engagement, more consistent implementation across schools, improved tracking of referrals and supports, and deeper use of disaggregated data. The District will continue using student voice, empathy interviews, focus groups, and site-level data reviews to better understand barriers and align academic, attendance, mental health, language development, and belonging supports.|Based on the analysis, CCUSD will strengthen existing attendance, discipline, school climate, and student-support procedures to improve consistency and address disparities among student groups. The District will refine its attendance intervention process by establishing a clearer care pathway that includes timely family contact, identification of barriers, connection to appropriate resources, documented follow-up, and regular review of SART/SARB plans. Particular attention will be given to students experiencing homelessness and Long-Term English Learners. Discipline procedures will continue to emphasize restorative practices, PBIS, re-entry meetings, and alternatives to suspension. Site teams will review discipline data by student group, school, repeated incidents, and contributing factors, with targeted supports for English Learners and Long-Term English Learners.  The District will also strengthen coordination among counseling, mental health, attendance, language-development, and family-support services. Referral and case-management systems will be improved to track which students receive services, the barriers identified, and whether supports result in improved attendance, connectedness, and discipline outcomes. To support continuous improvement, CCUSD will expand the use of student voice, empathy interviews, focus groups, and disaggregated site-level survey data. The District will also work toward more consistent implementation of inclusive practices and family-engagement procedures across schools, with additional attention to elementary safety concerns and high school family participation.|Met||2026-06-23|2026
19644510000000|Downey Unified|6|Downey Unified seeks input from students in grades 3 – 12 through the Annual LCAP Student Survey.  The key finding from the survey provide the district feedback around the six (6) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Homeless and Foster Youth; 4) Best Staff 5) Parent Engagement; 6) Infrastructure as well as our Equity Multiplier Goals for Elementary Virtual Academy, Woodruff School and Columbus High.  A total of 10,751 students participated in the survey.  Students were asked a series of questions around 2 focal areas: 1) School Climate and 2) Learning Environment.    The following results reflect the percentage of 3rd – 12th grade students who strongly agree or agree: School Climate Downey Unified LCAP Survey I feel safe at school.	92.7% My school enforces rules consistently.	90.2% The students at my school treat each other with respect.	69.4% The adults at my school treat students with respect.	90.1% My teachers care about me as a person.	92.6% I fit in at my school.	87%   Learning Environment Downey Unified LCAP Survey I believe I can do well in school.	94.4% My teachers believe I can do well in school.	95.6% My teachers help me learn.	95% I feel comfortable asking questions in class.	76.2% What I am learning in school will benefit me in the future.	84.3% My school has the technology I need to learn.	95.6%  California Healthy Kids Survey SCHOOL CONNECTEDNESS Elementary School	- Grade 5 All Students	74% Asian/Asian American	69% Black or African American	70% Hispanic or Latinx	74% White	79%  Middle School	- Grade 7 All Students	65% Asian/Asian American	67% Black or African American	68% Hispanic or Latinx	65% White	67% English Learner	63% LTELs	67% Students with IEP (disability)	60%  High School	- Grade 9 All Students	68% Asian/Asian American	62% Black or African American	 Hispanic or Latinx	68% White	70% English Learner	62% LTELs	65% Students with IEP (disability)	69%  High School - Grade 11 All Students 63% Asian/Asian American 60% Black or African American 60% Hispanic or Latinx 65% White 60% English Learner 73% LTELs N/A Students with IEP (disability) 47%  High School -NT (Continuation) All Students 64% Hispanic or Latinx 64% English Learner 53% Students with IEP (disability) 68%  Based on the data, DUSD has consistently maintained a positive school climate in its schools. Students continue to see schools as places where they are safe, cared for, and respected by their teachers. Students perceive their learning environment positively where they believe that what they are learning is beneficial for their future and that their teachers care about them and support their learning.|The results of the survey demonstrate that despite the challenge of increased student absenteeism rates and a higher need for mental health and social-emotional support, DUSD has maintained positive and strong relationships between staff and students. Students see their teachers as supporting their learning and generally feel respected at school. The data also demonstrates that there continues to be a need to focus on students treating each other with respect. There is a consistent need to do all we can to make classrooms safer spaces for students. The California Healthy Kids Survey indicates that students in grades seven and nine have more concern about their safety at school. On the LCAP survey, sixty-nine percent of students believe that students treat each other with respect and seventy percent of students feel comfortable asking questions in class.|Downey Unified continues to navigate the long-term effects of the pandemic. To address the mental health and wellness needs of students, all schools have developed Wellness Centers or spaces. The Wellness Centers provide students with a safe space where they can receive social-emotional or mental health support when needed. Secondary Schools have fully staffed Wellness Centers. At the elementary school level, wellness spaces have been created, and all elementary schools have a full-time site-based therapist to provide support. Additionally, DUSD recognizes the need to continue to provide all teachers and staff with the strategies to foster strong student relationships and is providing all secondary teachers with Capturing Kids Heart Training. Elementary Schools are implementing Rethink Ed! which teaches students to recognize their emotions and provides coping strategies for children to use. PBIS and Character Counts! are long-standing initiatives; the district is committed to these initiatives and will continue to provide support, training, and resources to staff.|Met||2026-06-23|2026
19644690000000|Duarte Unified|6|Duarte Unified School District administered the California Healthy Kids Survey (CHKS) to gather local school climate data reflecting students’ perceptions of school safety, school connectedness, caring adult relationships, academic motivation, bullying/cyberbullying, mental health, and meaningful participation. Data were collected from elementary students in Grade 5 and secondary students in Grades 7, 9, and 11.  At the elementary level, Grade 5 students reported several areas of strength. School connectedness ranged from 66% to 91%, academic motivation ranged from 85% to 91%, and caring adult relationships ranged from 76% to 83%. Students also reported positive perceptions of school climate and safety, with anti-bullying climate ranging from 85% to 92% and feeling safe at school ranging from 86% to 96%. Specific student experience indicators showed that cyberbullying ranged from 7% to 9%, frequent sadness ranged from 8% to 20%, and eating breakfast ranged from 57% to 74%.  At the secondary level, students in Grades 7, 9, and 11 reported more moderate levels of school connectedness, academic motivation, caring adult relationships, and safety. School connectedness ranged from 51% to 56%, while academic motivation ranged from 59% to 63%. Caring adult relationships ranged from 40% to 64%, with lower results reported in Grade 9 and higher results reported in Grade 11. Students’ perceptions of feeling safe at school ranged from 52% to 57%.  Secondary students also reported higher levels of concern in several areas. Experiences of harassment or bullying ranged from 17% to 45%, and cyberbullying ranged from 13% to 33%. Chronic sadness or hopelessness ranged from 17% to 34%, indicating a continued need for mental health and wellness supports. Substance use was generally low but remains an area for monitoring, with current alcohol or drug use ranging from 3% to 7%.  Disaggregated data provide additional context for understanding student experiences. Gender data were generally balanced at the elementary level and included representation of nonbinary and other gender identities at the secondary level. Race and ethnicity data show that students are predominantly Hispanic or Latinx across grade spans, with representation from other student groups, including Asian and White students.  Overall, the CHKS data identify strengths in academic motivation, caring adult relationships, anti-bullying climate, and elementary students’ perceptions of safety. At the same time, the data point to areas for continued improvement, particularly at the secondary level, including school connectedness, meaningful participation, bullying and cyberbullying, and student mental health. These findings will inform District and school-level actions to strengthen school climate, increase student voice, and ensure all students feel safe, supported, and connected.|The presence of caring adults and supportive relationships was another area of strength. Elementary students reported caring adult relationships ranging from 76% to 83%, while secondary students reported rates ranging from 40% to 64%. Students also reported generally positive perceptions of safety, with elementary students reporting high levels of safety ranging from 86% to 96%, and secondary students reporting safety levels ranging from 52% to 57%.  The survey data also identified several areas of need. Bullying and cyberbullying remain areas for continued attention. At the elementary level, cyberbullying ranged from 7% to 9%. At the secondary level, harassment and bullying ranged from 26% to 45%, while cyberbullying ranged from 25% to 31%. These results indicate the need for continued prevention, intervention, and student support efforts, particularly at the secondary level.  Mental health indicators also reflect a need for targeted support. At the elementary level, frequent sadness was reported by 8% to 20% of students. At the secondary level, chronic sadness or hopelessness was reported by 31% to 37% of students, and 13% to 16% of students reported considering suicide. These findings reinforce the importance of continued mental health services, counseling supports, wellness resources, and proactive school climate strategies. Substance use among secondary students was generally low but remains an area for monitoring, with current alcohol or drug use reported by 7% to 10% of students. Meaningful participation was also identified as an area for growth. Elementary students reported meaningful participation ranging from 33% to 45%, while secondary students reported even lower levels, ranging from 21% to 27%. These results suggest the need to expand opportunities for student voice, leadership, engagement, and participation in school decision-making.  Disaggregated data by gender and race/ethnicity provide additional insight into student experiences. Survey respondents reflected balanced gender representation, with slight variations and the inclusion of nonbinary identities at the secondary level. Race and ethnicity data show that students are predominantly Hispanic or Latinx across grade spans, with notable representation of Asian and White student groups at the secondary level. These findings underscore the importance of equity-focused, culturally responsive strategies to ensure all student groups feel safe, connected, supported, and included.  Overall, the local climate survey data highlight both strengths and areas for growth across Duarte Unified schools. Students report important strengths in school connectedness, academic motivation, caring adult relationships, and perceptions of safety, particularly at the elementary level. However, concerns persist related to bullying and cyberbullying, student mental health, and low levels of meaningful participation, especially at the secondary level. Moving forward, these findings will guide targeted act|Based on the analysis of California Healthy Kids Survey (CHKS) data, Duarte Unified School District will use student perception data to inform continuous improvement efforts related to school safety, school connectedness, student well-being, and meaningful participation. The data will be reviewed regularly at the District and site levels to monitor progress, identify emerging needs, and guide decisions about programs, supports, and interventions.  The District will strengthen systems for regular data review by analyzing climate survey results alongside other local indicators, including attendance, discipline, counseling referrals, and student support data. This ongoing review process will help schools identify patterns, respond to student needs, and adjust strategies to improve school climate. Duarte Unified will also continue to gather feedback from students, families, and staff through surveys, meetings, and engagement opportunities to ensure multiple perspectives inform continuous improvement efforts.  Professional development will be an important part of the District’s response. Staff will receive ongoing training in trauma-informed practices, mental health awareness, student engagement strategies, restorative practices, culturally responsive practices, and implementation of school climate supports. These efforts are intended to strengthen adult capacity to create safe, inclusive, and supportive learning environments where students feel connected and valued.  The District will also improve communication with families regarding school climate initiatives and ways families can support student well-being, safety, attendance, and engagement at home. In addition, Duarte Unified will continue to develop partnerships with community organizations and local agencies to support mental health services, anti-bullying efforts, substance use prevention, and other student wellness initiatives.  Through regular data review, staff professional learning, family engagement, and community partnerships, Duarte Unified will use CHKS results to refine plans, strengthen school climate practices, and ensure that students experience schools as safe, supportive, and connected environments.|Met||2026-06-25|2026
19644690128736|Opportunities for Learning - Duarte|6|OFL-Duarte administered the School Climate Survey in Spring 2026. Student participation was 32.3%; Key results showed high ratings in School Safety (99% students, 93.75% parents), School Climate (96% students, 89.58% parents), and Connectedness (85% students, 89.58% parents).|OFL-Duarte continues to demonstrate a strong commitment to fostering a positive and inclusive school climate, as reflected in feedback from students, families, and staff. Ongoing survey data helps guide targeted interventions, wellness initiatives, and continuous improvement efforts. Programs such as EmpowerU and school-based counseling services have contributed to increased student feelings of safety, belonging, and connection to the school community. The LEA also strengthens partnerships with families through regular communication, workshops, and school events that encourage engagement and collaboration.  In addition, staff participation in professional development focused on trauma-informed practices and culturally responsive strategies supports the creation of learning environments where all students feel respected, supported, and valued. These combined efforts contribute to a school climate that promotes both student well-being and academic success.  While progress has been made, student feedback continues to identify a need for stronger connections among peers and staff. Many students have expressed a desire for more meaningful relationships, increased engagement opportunities, and greater involvement in school activities and decision-making. In response, OFL-Duarte is prioritizing efforts to strengthen inclusivity, build a stronger sense of community, and expand opportunities for student voice and leadership.|In 2026–27, OFL-Duarte will continue expanding extracurricular opportunities to offer a wider variety of clubs, events, and interest-based activities that encourage student engagement, connection, and peer interaction. The school will also implement peer mentoring opportunities designed to foster supportive relationships, particularly for new students and historically underrepresented student groups.  Social-emotional learning efforts will include focused activities and lessons centered on empathy, communication, collaboration, and community-building. In addition, the LEA will continue creating opportunities for student voice through regular forums, leadership roles, and feedback opportunities that allow students to actively contribute to school culture and decision-making processes.  Staff will also participate in ongoing professional development related to relationship-building, student engagement, and culturally responsive practices to further strengthen a welcoming and inclusive learning environment. Collectively, these efforts are intended to increase student connectedness, strengthen school belonging, and support a positive and thriving school community.|Met||2026-06-25|2026
19644690134858|California School of the Arts - San Gabriel Valley|6|In October of 2024, our entire community took the California Healthy Kids Survey. For school connectedness, our students reported at 77% (the state was at 55%). For perceived school as safe or vey safe, our students reported at 83% (state was at 55%). Our students reported a CA Wellness Index of 98%. For more details and breakdowns, please visit this summary sheet: https://docs.google.com/document/d/1B8yzWT9ptKRJU294hTy7DUKwshBIlhDMFkvbIsInz1A/edit?usp=sharing  Besides the most recent CHKS, our most recent climate survey data was gathered in preparation for our 2023 WASC visit. These surveys spanned the years 2018 - 2022. Here is an excerpt from our WASC report: Key highlights from our annual Instructional and Culture Surveys include consensus that the school believes strongly in using data from stakeholders to make decisions and drive institutional change, there is high favorability by parents, students, and staff of the school’s vision, mission, and core values, there is much agreement among all stakeholders that preparing students for college and career is a top priority, parents and students report that teachers utilize appropriate technologies in the classroom, that they create safe, creative, and productive learning environments, and families place high value in our programs. For example, 92% of our parents would recommend our school to others while 86% of students reported the same.  Our school community will engage with the CHKS again this October, 2026.|We learned a number of important things from the recent CHKS.   STUDENT GLOWS  Key Indicators (Students): School Connectedness:  CSArts-SGV: 77% State: 55% Academic Motivation: CSArts-SGV: 69% State: 65% Caring Adult Relationships: CSArts-SGV: 69% State: 57% Adults Have High Expectations: CSArts-SGV: 81% State: Not reported Facilities Upkeep: CSArts-SGV: 71% State: 42% Perceived School as Safe or Very Safe: CSArts-SGV: 83% State: 55% Current Alcohol or Drug Use: CSArts-SGV: 11% State: 15% Currently Vaping: CSArts-SGV: 4% State: 8% Survey gave CSArts-SGV students a CA Wellness Index score on average of 98%  STUDENT GROWS  Key Indicators (Students): Experienced Any Harassment or Bullying: CSArts-SGV: 30% State: 29% Parents: 16% reported this a problem Bedtime After 12:00 AM: CSArts-SGV: 29% State: Not reported Experienced Chronic Sadness or Hopelessness: CSArts-SGV: 42% State: 40% Considered Suicide: CSArts-SGV: 17% State: 16%  For more analysis, please visit the second page of this summary sheet: https://docs.google.com/document/d/1B8yzWT9ptKRJU294hTy7DUKwshBIlhDMFkvbIsInz1A/edit?usp=sharing  In our most recent WASC report, after looking at all the gathered data for culture, here were our identified areas of strength: 1) Multilayered support for all students, including those with IEPs and 504 plans. Those supports include the Student Support Team, the Wellness Center, the Counseling Team, and Academic Office Hours. These supports target students’ academic needs and mental health needs. 2) Ample opportunities for community stakeholder engagement and participation in school culture, like student-run clubs, events, and performances throughout the school year and anonymous Text-to-Tip line. 3) Student choice in learning. Through elective courses and dual enrollment courses, students can choose classes that complement their learning pathway.  Our identified areas of need included: 1) Introduce a wide variety of Post Secondary pathways--inclusive of academic, vocational, trade, CTE based opportunities (not just arts-based) 2) Ensure school staff and curriculum across departments are representative of the student body’s demographics. 3) Streamline communication and make it accessible in all the home languages represented within community stakeholders. Information is not only overly abundant, but also difficult to locate.|The results of the CHKS have resulted in us making more robust plans for active and preventative drug and alcohol intervention. Additionally, mental health and wellness will continue to be an ongoing priority. Data also helped inform a more robust phone policy and asks us to provide more information and training for students and families about sleep hygiene. One incredible take away is that our families with students with IEPs feel very supported.  The WASC identified areas of need ultimately impacted our most recent LCAP's goals. Including: 1) Introduce a wide variety of post-secondary pathways, inclusive of academic, vocational, trade, and CTE based opportunities. 2) Ensure school staff and curriculum across departments are representative of the demographics of the student body. 3) Improve discipline practices to close equity gaps for specific subgroups, most essentially for students with special needs. The goals drove us to hire a Restorative Practices Specialist and to implement Ethnic Studies. Various other trainings and actions towards these goals are in process. Our Equity Committee continues to meet to monitor our progress.|Met||2026-06-22|2026
19644690139535|Options For Youth - Duarte, Inc|6|In February-March 2026, Options for Youth-Duarte once again partnered with Panorama Education to administer a School Climate Survey. Survey results included favorable ratings across several key areas: family engagement, staff-leadership relationships, barriers to engagement, school safety, and school climate|2026 survey results support and affirm OFY-Duarte’s commitment to fostering a safe and inclusive learning environment. Favorable ratings were reported across all educational partners, including: Family - Barriers to Engagement - 89%, School Safety - 88%, School Climate - 87% Students - School Safety - 90%, Teacher-Student Relationships - 79%, School Climate - 72% Staff - School Safety 83%, Staff-Leadership - 83%, School Climate 71%  There was a modest increase in Students’ Sense of Belonging - 57% favorable, and this remains an area of growth for the charter, as enhancing school connectedness is essential in providing equitable learning outcomes for all students.|As the charter concludes Year 2 of the 2024-27 LCAP, it remains committed to the key metrics in Goal 4 and Goal 5, which collectively foster a safe, inclusive learning environment that honors the diversity of the school community and promotes equitable outcomes.  The charter, mindful of the tenets of Improvement and Implementation Science, has decided, for 2026-27, that no changes are needed to existing charter plans for continuous school improvement.|Met||2026-06-29|2026
19644770000000|Eastside Union Elementary|6|In the 2025–2026 school year, Eastside Union School District (EUSD) administered its annual local climate survey to students in Grades 3–12 using Panorama Education’s End-of-Year Student Climate Survey. A total of 1,349 students participated, including 664 students in Grades 3–5 and 685 students in Grades 6–12. The survey assessed student perceptions across five key domains: Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, School Climate, and Engagement.  Among students in Grades 3–5, results reflect generally positive perceptions across all domains, with scores aligning at or above national mid-percentiles. Rigorous Expectations received the highest favorable rating at 75%, placing EUSD around the 60th percentile nationally, indicating that students perceive their teachers as holding high academic standards while providing appropriate support. Teacher-Student Relationships followed at 70%, around the 70th percentile nationally, suggesting that most elementary students feel respected and supported by their teachers. Sense of Belonging was rated at 63%, also around the 70th percentile nationally, reflecting that a majority of students feel accepted and valued within their school community. School Climate received a 61% favorable rating, again around the 70th percentile nationally, indicating generally positive perceptions of safety, fairness, and overall environment. Engagement was rated at 59%, around the 50th percentile nationally, making it the lowest-rated elementary domain and an area for continued growth in fostering enthusiasm and deeper academic connection.  Among students in Grades 6–12, perceptions remain more critical, though modest improvements are evident compared to prior years. Rigorous Expectations was the highest-rated secondary domain at 60%, though it falls around the 20th percentile nationally, signaling room for growth in how students experience academic challenge and support. Teacher-Student Relationships received a 50% favorable rating, around the 30th percentile nationally, indicating that while students recognize teacher respect, relational depth and connection may require strengthening. Sense of Belonging was rated at 44%, around the 20th percentile nationally, suggesting that fewer than half of secondary students feel strongly connected to their school community. School Climate received a 42% favorable rating, around the 30th percentile nationally, highlighting concerns related to peer behavior, fairness, and overall atmosphere. Engagement remained the lowest-rated domain at 33%, around the 40th percentile nationally, reinforcing the need to strengthen instructional practices and student voice to increase enthusiasm and connection to learning.  Overall, the 2025–2026 data demonstrates strong foundational climate indicators at the elementary level, particularly in relationships and expectations, while continuing to reveal engagement and belonging gaps at the secondary level. These findings will in|Analysis of the 2025–2026 Panorama data highlights clear strengths and targeted needs across grade spans. In Grades 3–5, strong Teacher-Student Relationships (70%) and Rigorous Expectations (75%) reflect positive classroom culture and high academic standards, with most domains performing at or above national mid-percentiles. Engagement (59%) remains the primary growth area, indicating an opportunity to deepen student ownership, discourse, and relevance in learning.  In Grades 6–12, data reveals more significant needs. While Rigorous Expectations (60%) is the highest-rated domain, national percentile comparisons and lower scores in Teacher-Student Relationships (50%), Sense of Belonging (44%), School Climate (42%), and Engagement (33%) signal challenges in connection, motivation, and overall school experience. Disaggregated data indicates wider belonging and engagement gaps among English Learners, students with disabilities, socioeconomically disadvantaged students, and African American students, reinforcing the need for culturally responsive practices, strengthened relational systems, and targeted MTSS supports. Overall, the findings affirm strong elementary foundations and identify secondary engagement and belonging as priority equity-focused improvement areas.|Based on the analysis of the 2025–2026 Panorama Student Climate Survey data at the middle school campus, Eastside Union School District (EUSD) has identified targeted needs in student engagement (33%), sense of belonging (44%), school climate (42%), and teacher-student relationships (50%). In response, the LEA has determined that revisions to existing site plans, procedures, and monitoring systems are necessary to address these gaps and support continuous improvement.  First, the middle school will revise its Single Plan for Student Achievement (SPSA) to include explicit, measurable climate and engagement goals aligned to survey findings and LCAP priorities. Existing school climate and PBIS plans will be updated to clarify expectations for consistent implementation of restorative practices, progressive discipline procedures, and student acknowledgment systems. The site will also formalize structures for student voice, including scheduled student forums and advisory feedback cycles, embedding these processes into the annual planning calendar rather than treating them as supplemental activities.  Second, the LEA will adjust professional learning priorities and instructional monitoring procedures. The middle school’s professional development plan will be revised to include required training in culturally responsive pedagogy, trauma-informed practices, and relationship-centered instruction. Administrative walkthrough tools and feedback protocols will be updated to include indicators specific to student engagement, academic discourse, and relational climate. These revisions ensure that engagement and belonging are systematically monitored rather than informally observed.  Third, instructional procedures will be refined to address low engagement outcomes. Coaching cycles will prioritize inquiry-based learning, structured student collaboration, and checks for understanding aligned to rigorous expectations. Departments will conduct quarterly reviews of formative assessment and engagement data to identify patterns across student groups, particularly English Learners, students with disabilities, and socioeconomically disadvantaged students. This structured review process strengthens the integration of climate data with academic performance data within the MTSS framework.  Finally, the middle school will enhance family engagement procedures to support transparency and shared accountability. Climate data summaries will be presented during family meetings and School Site Council sessions, and the site will establish ongoing feedback loops to monitor the effectiveness of implemented changes. These revisions reflect the LEA’s commitment to embedding climate improvement into formal planning, professional learning systems, and data review cycles to ensure sustained, continuous improvement rather than isolated interventions.|Met||2026-06-24|2026
19644850000000|East Whittier City Elementary|6|The East Whittier City School District administers the California Healthy Kids Survey (CHKS), a research-based tool that provides reliable data to support student engagement, academic achievement, safety, positive development, health, and overall well-being. In addition to the CHKS, the District conducts a locally developed Local Control Accountability Plan (LCAP) survey to staff, families, and students to help assess students’ perceptions of school climate and safety.  During the 24-25 school year, CHKS surveys were completed by students in the 5th and 7th grades.  A total of 639 5th-grade students and 831 7th-grade students completed the survey.  The LCAP Survey was completed by students in 4th-8th grades. A total of 210 elementary and 571 middle school students completed the LCAP survey, with representation from all school sites. Students reported the following on our 2025 LCAP Survey related to school safety and connectedness:  53.8% reported that “I like coming to school.” 73.2% reported their school was a safe place to learn  LCAP questions related to preparing students for life, college, and career showed that 88.5% of students felt that their school was preparing them for college and career. Concerning academic support, 97% of students reported that the school provides textbooks and learning materials to support their learning of the Common Core state standards.   5th Grade Supports and Engagement  School connectedness among our 5th-grade students has remained consistently strong, with 75% of students reporting that they feel a sense of connection to their school. This indicates that students feel included, supported, and part of the school community. Additionally, 71% of students reported having at least one caring adult on campus—a critical factor in fostering emotional well-being and academic engagement. Academic motivation remains high, with 82% of students expressing a strong desire to do well in school and a belief in the value of their education. Perceptions of school safety have also remained steady, with 80% of 5th-grade students indicating they feel safe at school. These stable indicators reflect the district’s continued efforts to promote a positive, supportive, and secure learning environment for all students.  7th Grade Supports and Engagement   Survey results from our 7th-grade students indicate encouraging trends in school climate and student well-being. 61% of students reported having a caring adult relationship at school—an increase of 4% from the previous school year. This growth suggests progress in fostering supportive connections between students and staff, which are essential for academic success and emotional development. In terms of mental health and emotional well-being, 75% of 7th-grade students reported experiencing no social-emotional distress at school, a positive indicator of their overall emotional resilience. Additionally, 54% of students expressed a sense of optimism about their future, while 70% reporte|The schools in EWCSD showed that school connectedness remained stable, and we will continue to work on finding alternative approaches to help students feel connected to school. In our middle schools, school connectedness will continue to be an area of growth. Perceived school safety remained high in our elementary schools, but we will continue to engage with the middle school community to ensure that students feel safe at school. EWCSD continues to focus on MTSS and on strengthening the implementation of PBIS in our schools.|The East Whittier City School District (EWCSD) continues to ensure we remain responsive to the diverse needs of our student population. Our collaborative approach includes school social workers, teachers, principals, and District support staff, who work together to regularly update and refine individualized intervention plans tailored to each school site. These plans are informed by data reflection meetings, during which each school identifies specific areas of need and determines the most appropriate actions to support student success.  To further strengthen our students' social-emotional learning (SEL) and school connectedness, EWCSD employs 16 social workers/counselors and three academic counselors. All schools across the District implement Positive Behavioral Interventions and Supports (PBIS), fostering a consistent and supportive environment that promotes positive behavior and emotional well-being. EWCSD has also provided multiple professional development opportunities for administrators, certificated, and classified staff, with a strong focus on building positive relationships, supporting student engagement, and promoting self-care among educators.  The overarching goal of these efforts is to increase school connectedness and ensure students feel safe and supported. When students feel secure and connected to their school community, they are more likely to engage in collaborative learning, communicate effectively, think critically, express creativity, and contribute to a stronger and more inclusive school culture.|Not Met|||2026
19645010000000|El Monte City|6|Based on the California Healthy Kids Survey (CalSCHLS), students in El Monte City School District (EMCSD) report a generally strong sense of school connectedness and safety—key indicators of positive school climate. These results, disaggregated by student group, help guide the district’s continuous improvement efforts. Among 5th-grade students, 71% reported feeling connected to their school, with consistent responses across subgroups: Asian/Asian American at 70%, Hispanic/Latino(a) at 72%, and White at 76%. Seventy-four percent of 5th graders also reported feeling safe at school, with subgroup results showing Asian/Asian American at 80%, Hispanic/Latino(a) at 74%, and White at 58%. These data reflect EMCSD’s efforts to foster inclusive, supportive environments at the elementary level. In 7th grade, the overall percentage of students reporting school connectedness was lower at 59%. Disaggregated scores were: Asian/Asian American at 58%, Hispanic/Latino(a) at 60%, English Learner at 62%, Long-Term English Learners at 60%, and Students with Disabilities at 71%. Regarding safety, 64% of 7th graders felt safe at school: Asian/Asian American at 66%, Hispanic/Latino(a) at 64%, English Learner at 67%, Long-Term English Learners at 70%, and Students with Disabilities at 64%. The data indicate that strengthening students' sense of belonging and engagement—particularly among Asian/Asian American, Hispanic/Latino(a), and multilingual learner groups—should be a priority to improve overall school climate.  While many students report positive experiences, the data highlights a need to deepen school connectedness—particularly in the middle grades—and ensure equitable access to social-emotional supports. In response, EMCSD continues implementing the Leader in Me framework, grounded in Covey’s 7 Habits, to promote inclusion, student voice, and leadership. SEL instruction is delivered at the start of the year and revisited midyear to help students reconnect and reinforce routines. Every school is supported by counselors, outreach consultants, and social workers who play a vital role in promoting mental health, engagement, and proactive behavioral supports. Based on feedback from educational partners, EMCSD is also expanding professional development in culturally responsive practices, relationship-centered discipline, and restorative approaches. These strategies aim to reduce exclusionary discipline, strengthen student-staff relationships, and create environments where all students feel safe, supported, and empowered. EMCSD is also enhancing family engagement to co-create welcoming school climates reflective of the district’s diverse community.|Analysis of the El Monte City School District’s (EMCSD) 2025–26 California Healthy Kids Survey (CalSCHLS) results reveals both strengths and clear opportunities for growth. The data show that many students report feeling connected and safe at school, particularly in the elementary grades. Among 5th graders, 71% feel connected to school, and 74% feel safe, with consistent outcomes across subgroups such as Asian/Asian American (70% connected; 80% safe), Hispanic/Latino(a) (72% connected; 74% safe), and White students (76% connected; 58% safe). These results affirm the district’s efforts to build inclusive school climates and establish strong student-staff relationships at the elementary level. In contrast, 7th-grade data highlight the need to strengthen students' connectedness and safety as they transition to middle school. Fifty-nine percent of 7th graders report feeling connected, with lower rates among English Learners (62%), students with disabilities (71%), Hispanic/Latino(a) (60%), and Asian/Asian American students (58%). Though 64% of 7th graders feel safe at school, perceptions vary, with English Learners (67%), Hispanic/Latino(a) students (64%), and students with disabilities (64%). These results suggest that while targeted supports may be reaching some historically underserved groups, there is still a need for more consistent and inclusive practices across all student populations and campuses. Key learnings include the importance of sustaining and strengthening social-emotional support throughout the school year, particularly in middle grades. The district has identified a need to deepen relationships, elevate student voice, and ensure that all students—regardless of background or identity—feel a strong sense of belonging. These needs inform EMCSD’s continuous improvement approach. In response, EMCSD continues to implement the Leader in Me framework to build leadership, inclusion, and a sense of belonging through Covey’s 7 Habits. Social-emotional learning (SEL) is a districtwide priority that begins each year and is revisited midyear to reestablish community and connection. This sustained focus helps students navigate academic and social transitions throughout the year. To address climate gaps, EMCSD ensures every school has access to counselors, outreach consultants, and social workers who provide mental health support, behavior coaching, and proactive engagement strategies. Based on feedback from educational partners, the district is strengthening its approach to discipline by expanding professional development in culturally responsive practices, relationship-centered discipline, and restorative justice. Recognizing the crucial role families play in shaping school climate, EMCSD is also expanding its family engagement efforts. Through deeper partnerships and inclusive communication strategies, the district is working to co-create welcoming campuses where all students feel seen, safe, and empowered to succeed.|As a result of CalSCHLS findings and feedback from educational partners, El Monte City School District (EMCSD) has identified several revisions and actions to improve school climate and support continuous improvement. While elementary students report strong feelings of connectedness and safety, middle-grade data show lower levels—particularly among English Learners, students with disabilities, and certain ethnic subgroups. In response, the district is implementing the following changes: 1. Expanded SEL and Leader in Me Implementation:  To support consistent connectedness across grades, EMCSD will strengthen implementation of Leader in Me and schoolwide social-emotional learning (SEL). SEL will be prioritized not only at the beginning of the year but also revisited midyear to reinforce classroom culture. The district is exploring the use of SEL leads to support fidelity across sites. 2. Strengthened Tier 1 Supports and PBIS:  To ensure consistent support for all students, EMCSD will revise its PBIS implementation to emphasize universal expectations, relationship-building, and inclusive behavior supports. All schools will update behavior matrices to include culturally responsive, strengths-based language. 3. Professional Development in Equity and Restorative Practices:  To address gaps in middle-grade connectedness and safety, EMCSD will expand training in culturally responsive teaching, restorative practices, and relationship-centered discipline. In 2026–27, this training will be extended to classified staff and administrators. 4. Strengthening Student Voice:  To elevate student perspectives, EMCSD will implement new student voice structures at the middle school level, including student-led community circles, climate walk-throughs, and leadership opportunities tied to site improvement efforts. 5. Increased Access to Mental Health and SEL Supports:  The district will increase counseling and outreach staffing and implement an SEL check-in tool to monitor student well-being and allow for early interventions. 6. Enhanced Family and Community Engagement:  EMCSD has revised its family engagement plan to expand multilingual access, offer virtual participation, and strengthen partnerships with culturally rooted community organizations. Parent/caregiver input will inform climate-related planning through focus groups and advisory meetings. These actions reflect EMCSD’s continued commitment to equity, student voice, and safe, inclusive school environments that support the whole child.|Met||2026-06-15|2026
19645190000000|El Monte Union High|6|EMUHSD gathers school climate and culture data through multiple local survey instruments, including the Panorama Education Survey, YouthTruth Survey, and the annual LCAP Educational Partner Survey. Among these measures, the Panorama Education Survey provides the district's most comprehensive climate data and is administered twice each year (Beginning-of-Year and End-of-Year), allowing the district to monitor changes in student perceptions over time. Based on the End-of-Year Panorama Survey results, 86.6% of responding students reported feeling safe at school. Disaggregated results indicate that 87% of English Learners and 86% of students eligible for free or reduced-price meals also reported feeling safe on campus. The survey also measures students' sense of belonging and school connectedness. Overall, 81% of responding students indicated that they feel engaged and connected to their school community. Among student groups, 87% of English Learners and 86% of students eligible for free or reduced-price meals reported feeling engaged and connected to their schools. These local climate survey results provide valuable insight into students' perceptions of safety and belonging and help inform district and school site decisions related to student well-being, engagement, and continuous improvement efforts.|Analysis of the local climate survey data indicates that the majority of students, including English Learners and students eligible for free or reduced-price meals, report positive perceptions of school safety, engagement, and connectedness. These results suggest that districtwide efforts to create safe, inclusive, and supportive learning environments are having a positive impact across student groups.   The consistently high ratings for school safety represent a significant strength and reflect the effectiveness of the district's investments in student wellness, positive school climate initiatives, and campus support systems. Similarly, the strong levels of engagement and connectedness indicate that most students feel a sense of belonging and are connected to their school community.   While these results are encouraging, the data also indicate opportunities for continuous improvement. Approximately one in five students does not report feeling engaged or connected to school, highlighting the need to strengthen strategies that foster meaningful relationships, student voice, and inclusive school experiences. The district will continue to analyze disaggregated data to identify trends among student groups and school sites, ensuring that targeted supports are provided where needed and that positive outcomes are sustained for all students.|Based on the analysis of local climate data, EMUHSD will continue to strengthen its continuous improvement processes by expanding opportunities to analyze and act on student perception data. The district will enhance its use of local survey data by increasing the disaggregation of results across additional student groups, allowing for a more comprehensive understanding of the experiences and needs of diverse student populations. To complement survey findings, the district will continue to implement student, family, and staff focus groups at both the district and school-site levels to gather qualitative feedback on school safety, engagement, and connectedness. These conversations will help identify effective practices that should be sustained, as well as areas where additional supports or interventions may be needed. The district will use these data sources to inform school climate initiatives, student wellness efforts, and site improvement planning. Findings will be shared with educational partners through existing engagement structures, including LCAP meetings, advisory committees, and school-site planning teams, to support data-informed decision-making and continuous improvement aimed at ensuring all students experience safe, welcoming, and engaging learning environments.|Met||2026-06-17|2026
19645270000000|El Rancho Unified|6|ERUSD annually administers a local climate survey to gather feedback regarding school conditions, safety, and connectedness. One measure included in the district's Local Control and Accountability Plan (LCAP) Survey is staff perceptions of safety at their school sites. Results indicate a positive trend over the past three years, demonstrating continued improvement in staff perceptions of school safety.  In 2023–2024, 85.7% of staff reported feeling safe at their school site. This percentage increased to 90.5% in 2024–2025 and further increased to 95.7% in 2025–2026. These results suggest that district efforts to maintain safe, supportive, and positive learning and working environments have been effective.  The increase in positive responses reflects ongoing investments in school safety procedures, student support systems, staff training, and school climate initiatives. ERUSD will continue to analyze survey results and other local data sources to identify strengths and areas for improvement, ensuring that schools remain welcoming, inclusive, and safe environments for all students, staff, and families.  Disaggregated survey data by student groups will continue to be reviewed when available to monitor equity, identify trends, and guide continuous improvement efforts related to school climate and safety.  Overall student responses indicate moderate levels of school connectedness, with variation across survey items and grade spans. In one reporting set of items, overall scores ranged from 66% to 69%, with higher ratings reflecting stronger perceptions of support and engagement. In a second reporting set, scores ranged from 51% to 69,%  indicating lower levels of perceived connectedness in some student groups or grade spans.  Across both measures, the data suggest that while many students report positive feelings of belonging and safety, there are still notable areas for improvement in ensuring all students consistently feel connected, supported, and treated fairly at school. These results highlight the importance of continued efforts to strengthen school climate, student relationships, and inclusive practices.  Disaggregated student group data, when available, will continue to be analyzed to identify opportunity gaps and ensure that targeted supports are in place for student groups experiencing lower levels of school connectedness. ERUSD will use this information to guide ongoing improvement efforts in school climate, student engagement, and equity-focused supports across all school sites.|Analysis of the local climate survey data indicates both areas of strength and opportunities for continued improvement in student perceptions of school safety and connectedness across ERUSD.  A key strength identified in the data is that a majority of students report positive feelings of school safety, belonging, and connectedness. Across survey measures, many students indicate that they feel close to people at school, are happy to attend school, and feel that teachers treat students fairly. These findings suggest that ongoing efforts to build positive school climates, strengthen student–adult relationships, and promote inclusive practices are having a positive impact across sites and grade spans.  At the same time, the data also highlight areas of need, particularly in ensuring consistent levels of connectedness across all student groups and grade spans. Some survey responses indicate lower levels of agreement on items related to belonging and fairness, suggesting that not all students experience school in the same way. This points to the need for continued focus on strengthening student engagement, relationships, and culturally responsive practices to ensure that all students feel fully included and supported.  While disaggregated student group data is reviewed when available, it is used to identify potential opportunity gaps and guide targeted supports for students who report lower levels of connection to school. These insights reinforce the importance of continuing to implement strategies that promote equity, strengthen relationships, and improve school climate outcomes for all student groups.  Overall, the data suggest that ERUSD has a strong foundation of positive school climate practices, while also underscoring the importance of deepening efforts to ensure that every student consistently experiences a strong sense of safety, belonging, and connection to their school community.|Based on the analysis of local climate survey data, ERUSD will continue to strengthen and refine existing plans, policies, and practices to improve student perceptions of school safety, connectedness, and engagement across all grade spans.  To address identified areas of need related to student belonging and consistency of school connectedness across student groups, the district will further enhance Multi-Tiered System of Supports (MTSS) implementation, with an increased emphasis on Tier 1 universal practices that promote positive school climate, relationship-building, and culturally responsive instruction. Schools will continue to strengthen advisory structures, including advisory periods and student support systems, to ensure that students have consistent access to trusted adults and opportunities for connection.  In addition, ERUSD will continue to refine professional development for staff focused on restorative practices, culturally responsive teaching, and strategies that strengthen student–adult relationships. These efforts are intended to improve students’ sense of fairness, belonging, and emotional safety at school sites.  The district will also continue to review and use disaggregated climate survey data to identify student groups experiencing lower levels of connectedness and will adjust site-level actions accordingly. This includes strengthening targeted supports, increasing student engagement opportunities, and ensuring equitable access to school activities, clubs, and leadership programs.  Furthermore, ERUSD will continue to improve communication and feedback loops with students and families to ensure that student voice is consistently incorporated into decision-making processes. School and district leadership will use climate data to monitor progress, adjust strategies, and ensure continuous improvement in school climate outcomes.|Met||2026-06-29|2026
19645350000000|El Segundo Unified|6|ESUSD uses multiple local data sources to monitor school climate, including Qualtrics surveys, the Beach Cities Student Survey, and state indicators such as chronic absenteeism and suspension rates. These tools provide measures of student connectedness, relationships, safety, and access to supports across grade spans. Recent survey data indicates that students reporting a sense of belonging has declined at the elementary level from 76% to 71%, while secondary belonging increased from 48% to 51%. Students reporting positive relationships with peers and adults improved, with elementary increasing from 84% to 92% and secondary from 69% to 77%. Additionally, 77% of students report having at least one trusted adult on campus, a decrease from 83% the prior year. Staff climate data shows mixed trends. Teacher perceptions of a positive working environment are 50% at the elementary level and 70% at the secondary level. Teacher motivation decreased from 83.2% to 63.1%. Teacher-reported safety also declined at the elementary level from 86.5% to 73% and slightly at the secondary level. Student engagement indicators reflect positive trends in some areas. Chronic absenteeism decreased from 10.3% to 6.1% overall, with improvements across student groups, including low-income students (from 20.9% to 12%) and students with disabilities (from 18.3% to 13.9%). Suspension rates remain low at approximately 1%. Disaggregated data highlights ongoing disparities. Students with disabilities, English Learners, and low-income students continue to experience lower academic outcomes and higher rates of absenteeism relative to their peers. These data sources collectively inform the district’s understanding of school climate and areas for improvement.|Analysis of local climate data indicates that ESUSD maintains a strong overall school climate, with notable strengths in student relationships, safety, and reductions in chronic absenteeism. Increased reports of positive relationships and low suspension rates reflect effective implementation of social-emotional supports, counseling services, and restorative practices. However, the data also reveals areas of concern. Declines in student sense of belonging at the elementary level and decreases in students identifying a trusted adult suggest a need to strengthen connection and engagement strategies. Additionally, staff data indicates declining perceptions of safety and motivation, particularly at the elementary level, highlighting the importance of supporting staff well-being as a component of overall school climate. Disaggregated data reinforces the need for targeted support. Students with disabilities, English Learners, and low-income students continue to experience disparities in engagement and outcomes. While chronic absenteeism has improved overall, these groups remain disproportionately impacted. Key learnings indicate that while systems supporting school climate are in place and effective in many areas, there is a need to deepen implementation to ensure consistent experiences across all student groups and sites. Strengthening relationships, increasing student connectedness, and supporting staff capacity are critical areas for continued focus.|In response to these findings, ESUSD will refine and strengthen systems to improve school climate, with a focus on increasing student connectedness, addressing subgroup disparities, and supporting staff well-being. The district will continue to expand and refine MTSS structures to ensure consistent implementation of Tier I, II, and III supports across all sites. Counseling services will be strengthened through improved data tracking systems, clearer role definitions, and increased coordination across schools to ensure timely and targeted interventions. To address declines in student belonging and trusted adult relationships, the district will implement more intentional relationship-building strategies, including structured student check-ins, expanded advisory and counseling supports, and increased opportunities for student voice and engagement through leadership groups and surveys. Staff support will be prioritized through professional learning, collaboration structures such as PLCs, and improved communication systems to ensure staff feel supported and equipped to meet student needs. Efforts will also focus on strengthening inclusive practices and culturally responsive approaches to better support diverse student populations. The district will continue to use survey and local data to monitor progress, refine strategies, and ensure accountability. Feedback systems will be strengthened to better connect data to action, ensuring continuous improvement in school climate for all students.|Met||2026-06-23|2026
19645500000000|Garvey Elementary|6|Key Findings for Grade 5 & 6 Grade 5 & 6 – Positive Indicators Average: 60.6% and Improved/Maintained Indicators: 50%  School Engagement & Supports ?	School Connectedness (60%) ?	Academic Motivation (60%) ?	Caring Adult Relationships (60%) ?	High Expectations (75%) ?	Meaningful Participation (70%)  School Safety ?	Feel safe at school (64%) ?	Experienced any bullying or harassment by others (32%) ?	Mean rumors spread about you (37%)  ?	Saw a weapon at school (9%)  Disciplinary Environment ?	Students well-behaved (35%)  Lifetime Substance Use ?	Alcohol or drug use (0.94%)  ?	Cigarette smoking (1.2%)   Key Findings for Grades 7 & 8 Grade 7 & 8 – Positive Indicators Average: 57.1% and Improved/Maintained Indicators: 88.9%    School Engagement & Supports ?	School Connectedness (53%) ?	Academic Motivation (55%) ?	Chronic truancy (twice a month or more) (15%) ?	Caring Adult Relationships (46%) ?	High Expectations (61%) ?	Meaningful Participation (66%) ?	Facilities upkeep (38%) School Safety & Substance Use ?	School perceived as very safe or safe (66%) ?	Experienced any harassment or bullying (17%;) ?	Had mean rumors or lies spread about you (19%) ?	Been afraid of being beaten up (8%) ?	Been in a physical fight (7%) ?	Seen a weapon on campus (5%) ?	Been drunk or “high” on drugs at school ever (.92%) Mental and Physical Health ?	Current alcohol or drug use (0.79%) ?	Current cigarette smoking (0.24%) ?	Current electronic cigarette use (0.34%) ?	Experienced chronic sadness/hopelessness (13.74%)  The 2025-26 School Climate survey data show a positive trend in the overall positive school climate that strongly suggests the positive impact of the actions the district has taken to promote whole-child wellness. The data indicate an average of 58.85% (vs. 54.2% in 2024-25) for the positive indicators and 73% (vs. 10% in 2024-25) for the improved/maintained indicators. The only area with a decrease is “school safety” for the Grades 5-6 student group.  The disaggregated data indicate no significant variations among the student groups.|Progress was most evident in grades 7-8 students especially in the areas of student engagement and supports (e.g., academic motivation, chronic truancy, and student participation), school safety and substance use, and chronic sadness/hopelessness.  The greatest area of challenge is the increasing negative perception of school safety among the grades 5-6 student group.|To address the challenges, the District has been strengthening the safety and security system (e.g., security cameras and safety protocol). Additionally, to sustain the improvement, the District will continue to provide mental health and social-emotional supports, including the following: refining a districtwide social-emotional learning curriculum facilitated by counselors and teachers, establishing wellness centers at the schools, providing ongoing training for staff and parents, and promoting Positive Behavioral Interventions and Supports (PBIS) and leadership development programs with the focus on high-needs students. Training on cultural proficiency will be provided for all staff to enhance the understanding, commitment, and skills in providing culturally responsive supports for historically marginalized students.|Met||2026-06-25|2026
19645680000000|Glendale Unified|6|GUSD administers a local climate survey annually that provides a valid measure of perceptions of school safety and connectedness. In Spring 2026, students in grades 4-12 participated in the Panorama Social Emotional Survey. This nationally normed survey assists in measuring several domains.   Grades 4 and 5 Percentage of Favorable Responses (n = 3,591) - Emotional Regulation: 49% - Growth Mindset: 38% - Self-Efficacy: 53% - Sense of Belonging: 54% - Social Awareness: 57% - School Safety: 62%  Grades 6-12 Percentage of Favorable Responses (n = 11,897) - Emotional Regulation: 50% - Growth Mindset: 39% - Self-Efficacy: 44% - Sense of Belonging: 46% - Social Awareness: 56% - School Safety: 57%|GUSD staff reviews Panorama Survey data and compares results over time. The response rate was 93.3%, allowing the District to capture student voice from over 15,000 students.  Success was seen across all grade levels on the Panorama Survey, specifically in the competency and wellbeing measure related to growth mindset. These questions ask students how they perceive their own abilities to regulate their emotions, pull themselves out of a bad mood and remain calm. The Panorama Survey was enhanced this year by adding two open ended questions. The intent was to capture more nuanced information from the student perspective, and students were very candid. One limitation of the Student Competencies and Well-being Measures survey is that the questions are static, and staff have commented that they want more actionable data. The open-ended comments were provided to school site administrators and Teacher Specialists and also shared in with the Cabinet leadership team to help identify patterns. Overwhelmingly, students shared that positive relationships with teachers are what they value most, along with academic and extracurricular opportunities. But they also expressed concerns about making sure experiences at school are fair for all students and that there is an academic balance to foster mental and personal well-being. Based on the results above, school teams need to continue to focus on efforts to improve growth mindset and self-efficacy. There are lessons within the Panorama software that are downloadable and can be customized. In addition, there is a need to build community to promote a stronger sense of belonging and a feeling of safety on the campus. Going forward, the focus will be on identifying promising practices in the classroom and on campus that support student wellbeing.|GUSD will continue to gauge student perceptions through the use of the Panorama Survey. The District will support schools in developing initiatives and plans to ensure students know who they can speak to when they need help, address emotion regulation, and increase students’ sense of belonging and social awareness. This includes data analysis and planning sessions to support student groups as well as specific students with school teams. In addition, the District will provide guidance on using the Panorama Education Playbook as a best practice. Collaboration between schools and District departments will be a critical component in addressing student needs that emerged from the Student Competencies and Well-being Measures inventory. Student Wellness Services will address the needs of vulnerable student populations, including homeless and foster youth, and provide counseling services. Student Support Services will review trends in attendance and suspension data to implement targeted interventions.  Building MTSS structures across the District in a unified way is an important next step.|Met||2026-06-23|2026
19645760000000|Glendora Unified|6|The Glendora Unified School District utilized the Panorama platform for the third year to administer student, family, and staff surveys, allowing for comparison of trends over time and deeper analysis of strengths and areas for growth. Overall, survey results indicate that the district continues to provide safe, supportive learning environments while identifying key opportunities to strengthen student engagement, belonging, professional learning, and family involvement.  Our student surveys had 3391 responses for grades 4-12. Our family surveys yielded 925 responses and our staff survey had 449 of our certificated and classified combined staff respond. Student surveys looked at sense of belonging, engagement, emotional regulation, safety and climate. Family surveys looked at School Fit, Engagement and school safety. Our staff survey also focused on belonging but then delved deeper into school leadership, professional learning and teaching efficacy.|Student data reflects strong outcomes in school safety and social-emotional supports. Elementary students (Grades 3–5) reported school safety at approximately the 80th percentile nationally, with a 70% favorable response rate, and a strong sense of belonging at 65% favorable. Secondary students (Grades 6–12) also demonstrated strengths in emotional regulation, ranking around the 80th percentile nationally, indicating effective social-emotional learning systems. Across grade levels, students continue to report feeling safe at school, reinforcing the district’s commitment to a positive school climate. At the same time, student engagement, particularly at the secondary level, remains an area for growth. Connection to adults is also an area of concern. While elementary engagement remains comparatively strong at the 70th percentile, a slight decline suggests the need to monitor and strengthen engagement strategies across all grade levels. Family survey results indicate continued strengths in school safety and accessibility. Families reported school safety at the 70th percentile nationally (78% favorable), with minimal concerns related to transportation, campus safety, or prior negative experiences. Cultural communication remains a strength at 89%, reflecting effective engagement with diverse families. However, family engagement remains an area for growth. Families' own busy schedules were identified as the primary barrier (48%), suggesting a need for more flexible and varied opportunities for participation. Staff data highlights several strengths, including strong teaching efficacy, which ranks around the 80th percentile nationally at 80%. Teachers report high confidence in content knowledge (91%) and communication with families (91%). Belonging among staff has improved significantly, ranking around the 80th percentile with increased connection among colleagues (70%), indicating strengthening professional relationships. Additionally, perceptions of school safety among staff improved substantially, with a 90% favorable response rate and a significant decrease in concerns about safety. At the same time, staff data identifies important areas for growth. Professional learning connected to content areas, indicating a need for more targeted, job-embedded professional development shows an area of growth.  Perceptions of school leadership also declined,  with decreases in communication effectiveness and opportunities for teacher input in decision-making. However, we have had overall changes in school leadership over the past few years.|Overall, the data highlights consistent strengths in safety, school climate, staff collaboration, and instructional confidence, while identifying key focus areas in student engagement, particularly at the secondary level. These findings will guide the district’s ongoing efforts to strengthen relationships, improve instructional practices, and ensure all students are supported, connected, and engaged in their learning.    Glendora Unified is continuing to streamline and focus on communication. We have opportunities to communicate with parents who speak another language other than English through our use of Language Line. Our communication tool, Parent Square, can be translated into various languages for accessibility. Further parents can choose to receive emails or text messages of the information at a convenient time for them.  Further, district-wide Professional Development for the current school year focuses on meeting the needs of all learners with instruction, climate, and social emotional.|Met||2026-06-25|2026
19645840000000|Gorman Joint|6|The last California Healthy Kids Survey that was conducted with Gorman students was in the 2022-23 school year. At that time, 72% of the students surveyed reported feeling a connectedness to school. For our annual 2026 Student Survey, which includes more grades than the CHKS, 80.4% of students said they liked attending Gorman School. As per our 2026 survey, 93.3% of parents would recommend Gorman School to friends and relatives, and the remainder was neutral. Among students, 62.8% would recommend Gorman, 31.4% were neutral, and 5.9% (3 students) would not recommend our school. The attendance rate increased from 93% in 2024-25 to 94.28% in 2025-2026.|Gorman's strength is that the majority of our parents and students are happy with our school. Our main weakness, and area of concern is, that in the last 2022-23 CHKS, 36% of students reported being bullied. In our 2026 local survey, 35.3% said bullying is a problem.  The fact that the parents would overwhelmingly recommend Gorman, while basically 2/3 of students would, and 1/3 were neutral indicates we need to obtain more information from students on what improvements would make them feel more positive about the school.|Gorman will continue to educate the students, staff, and community on identifying and preventing bullying. This is an area we will continue to address via our Positive Behavior Intervention and Supports (PBIS) and our Olweus anti-bullying program.  The current administration will make sure that for the upcoming 2026-27 school year, the Olweus class meetings are conducted with fidelity in the 5-8 grade classrooms. There were some gaps in monitoring the regularity of the meetings during the 2025-26 school year, due to a mid-year change in administration. Gorman is also adding the Classroom WISE program, which promotes student mental health. We are also planning to offer more extended learning family opportunities on weekends instead of school nights, like Family Math and Family Reading.  Gorman will continue to work with the PTSO and FFA to offer fun family events, like our highly successful Dia de los Muertos celebration, Breakfast with Santa, and our Chili Cookoff and Hoedown. Our overall attendance rate continues to improve, but chronic absenteeism is still a concern, so we will continue with activities to encourage attendance, like the attendance store, monthly attendance raffle, Saturday School, and the special end of the year field trips for students with 95% or higher attendance.|Met|Gorman is a school of choice that draws in students from a wide geographical swath, from Neenach to Lebec/Frazier Park, the Cuddy and Lockwood Valleys, and Pine Mountain Club. Families seek our school out because of the welcoming, family-like atmosphere, and our dedication to helping our students make academic and personal progress. We are proud of the fact we have a higher than average percentage of students with IEPs, which attests to our warm environment.|2026-06-29|2026
19645841996305|Gorman Learning Center|6|According to the Gorman Learning Charter Network (GLCN) Parent Satisfaction Survey, families continue to report a positive perception of the school's climate and learning environment. Overall, 94.8% of parents indicated that Gorman provides a positive learning environment for all students. Additionally, 93.2% of parents reported that Gorman fosters a welcoming and inclusive environment for all parents and guardians. Furthermore, 92.2% of parents expressed satisfaction with how much their child is learning at Gorman.  These survey results demonstrate positive school climate perceptions among families and highlight the LEA's continued commitment to maintaining a safe, inclusive, and supportive learning environment that promotes student success.|While the survey results are highly favorable, the LEA recognizes the importance of continuous improvement. Gorman will continue to strengthen family engagement by expanding opportunities for parent participation, increasing communication, and gathering additional feedback from underrepresented student groups to ensure all families have equitable opportunities to share their perspectives. These efforts will help the LEA identify and address the unique needs of all students while maintaining a positive and inclusive school climate.|To better support underrepresented families, the LEA will continue to strengthen communication through the Homeless and Foster Youth Liaison, the English Learner (EL) Coordinator, the Special Education (SPED) team, and the Multi-Tiered System of Supports (MTSS) team. Parent surveys and ongoing feedback opportunities will be incorporated into family workshops and meetings to ensure educational partner input informs future planning and decision-making.  The LEA will regularly review survey results, participation data, and educational partner feedback to evaluate the effectiveness of these efforts and make adjustments as needed. These actions support Gorman's commitment to continuous improvement by strengthening family partnerships, increasing equitable access to resources, and maintaining a positive, inclusive school climate.|Met||2026-06-18|2026
19645920000000|Hawthorne|6|The District administered the California Healthy Kids Survey (CHKS) to all eligible students in grades 5 and 7.  Participation in the survey was dependent upon authorization by a student's parent or guardian. In the 2025-2026 school year, the sample group of participants was 330 out of 683 fifth graders and 555 out of 665 seventh graders, resulting in a response rate of 48% in the 5th grade and 98% in the 7th grade. It should be noted that the constructs of the survey require that the response rate for any group be above 70% in order for the associated results to be deemed valid. In regard to local climate survey data, the District also administered a student LCAP survey with school climate questions and a Capturing Kids Hearts Survey in grades 4-8; however, that data was not disaggregated by student groups.  Per the CHKS school climate survey data results (5th grade results were not provided per student group): Fifth-grade students, when asked: a- Are there caring adults in school? 63% said, “Yes most of the time” or “Yes all of the time” b-question regarding school connectedness: 63% said, “Yes most of the time” or “Yes, all of the time”  Seventh-grade students' CHKS results when asked questions regarding school connectedness: 53% of all the students agreed or strongly agreed that they feel connected to the school 43% of African American students agreed or strongly agreed 55 % of Hispanic students agreed or strongly agreed 65% of English Learners agreed or strongly agreed 63% of students with disabilities agreed or strongly agreed   Seventh-grade students, when asked questions regarding school safety: 38% of all the students agreed or strongly agreed they feel connected to the school 43% of African American students agreed or strongly agreed 60% of Hispanic students agreed or strongly agreed 52% of English Learners agreed or strongly agreed 57% of students with disabilities agreed or strongly agreed   The District also administered a student LCAP survey to students in grades 4-8. Thus, the students' responses to the 2025-2026 student LCAP survey yielded the following key findings: My school is safe and secure. (86% of students in elementary school and 79% of students in middle school.) I look forward to attending school. (74% of students in elementary school and 61% of students in middle school.  My school provides a welcoming environment. (86% of students in elementary school and 76% of students in middle school.  I am provided with social and emotional learning opportunities. (80% of students in elementary school and 76% of students in middle school.  I am treated fairly and with respect. (78% of students in elementary school and 80% of students in middle school.  I feel that there are caring adults whom I can talk to at my school. (78% of students in elementary school and 80% of students in middle school.|"In analyzing and disaggregating the data (per school site) associated with the survey, the District identified significant differences reported between grade level groups (for example, the higher level of feelings of welcomed, safe, and secure amongst our elementary school students compared to middle school students. Thus, the district has partnered for another year with the Capturing Kids Hearts program and will provide ongoing district-wide training for admin and staff at all levels to implement the CKH strategies that further enhance a school climate in which students and adults have trust and establish caring relationships. Furthermore, it was identified that when eth student swerve asked, “ I am treated fairly and with respect.” 78% of students in elementary school and 80% of students in middle school agreed. This was a 3% increase at the elementary level and a 14% increase at the middle school level. The district has also partnered with the Los Angeles County Office of Education to provide another year of PBIS training and support for all school sites. In addition, it was acknowledged that when students were asked, “ I look forward to attending school,” 74% of students in elementary school and 61% of students in middle school responded "" yes. This is a decrease of 3% at the elementary level and 5% at the middle school level. This data was disaggregated per school, as this was not an identified trend at several school sites."|The district will further examine these results by continuing to implement student focus groups and student advisory groups to provide ongoing student feedback loops on how to increase student engagement and create a more engaging school climate for ALL our middle school students|Met||2026-06-24|2026
19645920100354|Hawthorne Math and Science Academy|6|"HMSA administers multiple surveys to monitor school connectedness, safety, and climate. According to the 2026 California Healthy Kids Survey, 55% of participating 9th and 11th grade students agreed or strongly agreed that they feel connected to their school.  School connectedness was reported by Hispanic/Latinx students at 55% (9th) and 54% (11th) Black/African American students at 53% (9th) and 60% (11th) Asian/Asian American students at 53% (9th) and 55% (11th). No data were reported for English Learners.  Students reporting that school was ""very safe"" or ""safe"" included Hispanic/Latinx students (83%/86%) Black/African American students (77%/71%) Asian/Asian American students (100%/92%).  Caring adult relationships were reported by Hispanic/Latinx students (54%/46%), Black/African American students (53%/65%) Asian/Asian American students (67%/44%). HMSA's 2026 LCAP student survey reflected a positive school climate, with 95% of students reporting that school is safe, 87% stating they are treated fairly and respectfully by peers, 89% reporting they are treated fairly and respectfully by staff, and 67% indicating they participate in enrichment opportunities during the school day. Parent survey results were similarly positive. In the 2026 LCAP Parent Survey, 97% of parents agreed HMSA is a safe school, 98% agreed the school provides a respectful environment for all students, and 97% agreed HMSA is welcoming to visitors and volunteers.   Additionally, 100% of responding parents agreed they are provided opportunities to participate in school and district decision-making. HMSA will continue to prioritize school climate, student connectedness, safety, and meaningful family engagement through ongoing parent participation initiatives."|Analysis of the 2026 California Healthy Kids Survey and HMSA's local LCAP surveys identified several strengths and areas for continued growth. Survey results indicate that students and families perceive HMSA as a safe, respectful, and welcoming school, with 95% of students reporting the school is safe and 97% of parents agreeing HMSA provides a safe and welcoming environment. Additionally, 100% of parent respondents agreed they are provided opportunities to participate in school decision-making, reflecting strong family engagement.  Student perception data also identified opportunities to strengthen school connectedness and relationships. While 55% of surveyed students reported feeling connected to school, responses ranged from 53% to 60% among student groups. Caring adult relationships also varied, indicating a need to strengthen meaningful connections between students and trusted adults. Although most students reported feeling safe, perceptions differed by subgroup, reinforcing the need for targeted supports to ensure every student experiences a safe, inclusive, and supportive environment. Weekly after-school enrichment, clubs, teacher-led activities, the Summer Bridge Program, and monthly Link Crew meetings will continue to promote engagement, leadership, and school connectedness. At the start of each school year, HMSA hosts two weeks of daily homeroom webinars introducing students to campus resources, expectations, and involvement opportunities. CIF athletics, clubs, Peer Advocates, Wellness Week, and school-wide events further strengthen student relationships and school culture.  To enhance campus safety, HMSA will continue implementing SmartPass to improve student accountability and supervision. Staff receive annual training on emergency procedures and safety protocols, while ongoing surveys and student feedback help identify areas for improvement.  To strengthen caring adult relationships, HMSA will continue implementing Capturing Kids' Hearts (CKH) through professional development focused on relationship-building and student engagement. Teachers will use CKH strategies to build positive relationships with all students, particularly Hispanic/Latinx, Black/African American, and Asian/Asian American students. Student feedback and classroom observations will help monitor progress and prioritize student wellness. Family engagement continues to grow, with participation increasing to 3,630 parents as of March 1, 2026, compared to 2,569 in 2025, 987 in 2023, and 829 in 2022. HMSA will continue expanding parent workshops, including Spanish-language sessions, while increasing college preparation workshops and after-school enrichment opportunities based on parent feedback. HMSA will continue using survey data to strengthen student connectedness, foster positive relationships, enhance school safety, and promote equitable outcomes for all students.|Based on the analysis of educational partner feedback and local data, HMSA will continue implementing strategies to strengthen student connectedness, positive relationships, and school climate while maintaining the strong sense of safety reported by students and families. Recognizing opportunities to improve students' sense of belonging and caring adult relationships, HMSA will expand opportunities for meaningful student engagement through the schoolwide MARK (Motivation, Accountability, Respect, and Kindness) PBIS program, student recognition assemblies, leadership opportunities, clubs, after-school enrichment, and schoolwide activities that promote inclusion and school pride. HMSA will continue implementing SmartPass to promote a safe, orderly learning environment while maximizing instructional time. Staff will intentionally strengthen relationships with students through advisory activities, mentoring, restorative practices, and ongoing social-emotional learning supports. As a designated Community School, HMSA will continue expanding access to counseling services, wellness resources, and community partnerships that support students' academic and social-emotional needs. The school will annually review and revise its Comprehensive School Safety Plan to ensure safe learning environments and effective emergency preparedness. HMSA will also continue administering school climate, SEL, and stakeholder surveys to students, families, and staff throughout the year. Survey results and local data will be used to monitor progress, identify areas for improvement, and guide continuous refinement of programs, practices, and student supports to ensure all students feel safe, connected, supported, and prepared for success.|Met|Hawthorne Math and Science Academy (HMSA) employs three school counselors and a transition specialist who provide academic, college and career, and social-emotional support while partnering with students, families, and staff to promote a positive school climate. Through individual and group counseling, restorative practices, behavioral interventions, anti-bullying education, and social-emotional learning, the counseling team supports student success and well-being. HMSA implements a comprehensive Positive Behavioral Interventions and Supports (PBIS) framework centered on Motivation, Accountability, Respect, and Kindness. Staff receive ongoing professional development in Capturing Kids' Hearts, culturally responsive teaching, classroom management, and relationship-building strategies to strengthen student connectedness. As a Community School, HMSA partners with community organizations and district staff to expand counseling, wellness resources, and wraparound services. Students and families also have access to mental health services through Care Solace and Hazel Health, as well as district psychologists, social workers, behavior specialists, and special education staff. HMSA regularly reviews school climate, SEL, LCAP, and California Healthy Kids Survey data, along with educational partner feedback, to continuously improve programs and ensure supports remain responsive to student and family needs.|2026-06-24|2026
19646000000000|Hermosa Beach City Elementary|6|Hermosa Beach City School District administered the California Healthy Kids Survey (CHKS) to all students in grades 5, 6 and 7. In addition, the District administered the Beach Cities Tri District Survey, a school climate survey to all students in 3rd-8th grades. The survey results from the surveys are below  For the 2026 CA Healthy Kids Survey (all students): Response Rate: Grade 5: 88% Grade 6: 80%, Grade 7: 99% Felt Connected to School: Grade 5: 85% Grade 6 : 83%, Grade 7: 69% Caring Adults in School: Grade 5: 73% Grade 6: 78%, Grade 7: 70% School Perceived as Safe at School: Grade 5: 93% Grade 6: 78%, Grade 7: 81%  BCHD: Tri-City Survey Response Rate: Hermosa Vista (Grades 3 & 4): 94.1%, Hermosa Valley (Grades 5-8): 99%, Grades 3-8 Overall: 96.55% Respected by Students at School: 74.8% Trusted Adult at School: 78.1% Connected Adult at School: 61.4% Overall, Feel Like They Belong at My School: 80.9% Would You Recommend Hermosa Schools to a Friend: 92.5%|Survey results indicate that students in Hermosa Beach City School District generally report positive experiences related to school safety, belonging, and overall satisfaction. High response rates across both surveys suggest the data is broadly representative of student experiences and perceptions districtwide.  California Healthy Kids Survey (CHKS) results show strong levels of school connectedness among elementary and middle school students. Grade 5 students reported the highest level of connectedness at 85%, while Grade 6 students also reported a strong rate at 83%. However, connectedness declined in Grade 7, with 69% of students reporting that they feel connected to school. This trend suggests a need for continued social-emotional supports and engagement opportunities as students transition into the upper middle school grades.  Students also reported generally positive relationships with adults on campus, with 70–78% of students across grades indicating that caring adults are present at school. While encouraging, these results show an opportunity to further strengthen adult-student relationships so that more students consistently feel supported, known, and connected.  Perceptions of school safety were especially strong among Grade 5 students, with 93% reporting that they feel safe at school. Safety perceptions remained positive in Grades 6 and 7, at 78% and 81%, respectively, though the lower rates compared to Grade 5 suggest the district should continue monitoring and supporting school safety at the middle school level.  The Beach Cities Health District (BCHD) Tri-City Survey reinforces these findings. Overall, 80.9% of students reported feeling that they belong at school, and 92.5% said they would recommend Hermosa schools to a friend. These results reflect high levels of student satisfaction and a positive school climate. In addition, 78.1% of students reported having a trusted adult at school, aligning with CHKS findings related to caring adult relationships.  At the same time, the BCHD survey identifies areas for continued growth. Only 61.4% of students reported feeling connected to an adult at school, highlighting the importance of strengthening meaningful adult-student relationships. Similarly, 74.8% of students reported feeling respected by peers, indicating generally positive peer interactions while also pointing to opportunities to promote inclusion, empathy, and a supportive school culture.  Overall, the data suggests that HBCSD schools provide a safe, welcoming, and positive environment for most students, with particularly strong results related to school satisfaction and belonging. Future areas of focus include increasing school connectedness in upper grades, strengthening student relationships with trusted adults, and continuing efforts to foster inclusive and supportive school communities for all students.|The District has presented these results with site administrators and has used the data to guide future refinements to existing programs, practices, and procedures. A primary focus will be ensuring that all students feel connected, supported, and engaged within their school community. To further strengthen student belonging, the District will continue promoting participation in clubs, extracurricular activities, athletics, leadership opportunities, and other enrichment programs. Moving forward, HBCSD will administer both the BCHD Tri-City Survey and the California Healthy Kids Survey on an annual basis, using the results to monitor progress, identify areas for growth, and support ongoing efforts to improve student engagement, connectedness, and overall well-being.|Met||2026-06-24|2026
19646260000000|Hughes-Elizabeth Lakes Union Elementary|6|School connectedness: 82.4% Agree to Strongly Agree High expectations: 82.4% Agree to Strongly Agree Feel Safe at school: 88.2% Agree to Strongly Agree|Key learnings from the analysis of the data described in prompt 1 include a continued focus on ensuring students feel safe and connected in the school environment, as well as being supported by their teachers to reach their academic goals|Changes to the existing plans and procedures to address the areas of needs identified through the analysis of local data and the identification of key findings include: a continued focus on providing academic support for all students through both intervention and enrichment; a school-wide focus on social-emotional support through curriculum and telecounseling services; implementation of a new bullying prevention program; consistent reinforcement of the positive behavior intervention system.|Met|Significant transition in administration and staff in the last few years has led to a need to attend to basic systems in order to get to a place to address school climate with intentionality.|2026-06-18|2026
19646340000000|Inglewood Unified|6|Inglewood Unified School District utilizes local school climate data collected through the Positive Behavioral Interventions and Supports (PBIS) Climate Survey to assess perceptions of safety, connectedness, school culture, and overall school climate. During the 2025–2026 school year, survey results were collected from students, families, and staff across district schools. Districtwide results indicate a positive perception of school climate, with an average favorable rating of 73.8% among elementary students, 72.4% among secondary students, 82.6% among families, and 70.3% among staff members.  Survey results were also disaggregated by student groups to identify strengths and areas for growth. At the elementary level, favorable climate ratings were reported by Hispanic/Latino students (74.4%), Asian students (73.0%), Black/African American students (70.0%), White students (91.0%), Multiracial students (86.0%), and students who preferred not to identify a race/ethnicity (75.3%). At the secondary level, favorable climate ratings were reported by Hispanic/Latino students (71.0%), Black/African American students (76.2%), Multiracial students (69.0%), and students who preferred not to identify a race/ethnicity (72.0%).  Analysis of the survey data demonstrates that families continue to report the highest levels of satisfaction with school climate, while student and staff perceptions indicate opportunities to strengthen school connectedness, engagement, and belonging. The data also reveal variability among student groups, highlighting the importance of continuing PBIS implementation, social-emotional learning supports, student leadership opportunities, family engagement efforts, and culturally responsive practices. The district will continue to monitor climate data annually and use survey results to inform actions that promote safe, supportive, and inclusive learning environments for all students.|Analysis of the 2025–2026 PBIS Climate Survey data indicates several areas of strength across Inglewood Unified School District. Overall, students, families, and staff reported positive perceptions of school climate, with family responses demonstrating particularly strong confidence in the district’s efforts to provide safe, supportive, and welcoming learning environments. Elementary and secondary student responses suggest that most students feel connected to their schools and experience positive relationships with peers and staff. The survey results also reflect the positive impact of districtwide PBIS implementation, social-emotional learning supports, restorative practices, and student engagement initiatives.  The disaggregated data also identified areas requiring continued attention and improvement. While most student groups reported favorable perceptions of school climate, some groups reported lower levels of connectedness and school satisfaction than others, particularly among certain racial and ethnic student groups. These findings suggest a need to strengthen student voice opportunities, culturally responsive practices, relationship-building strategies, and targeted supports that promote belonging and engagement for all students. Staff survey results also indicate opportunities to improve communication, collaboration, and consistency in implementing school climate initiatives across sites.  Key learnings from the survey data reinforce the importance of continuing and expanding PBIS implementation, social-emotional learning supports, mental health services, family engagement opportunities, and restorative approaches to discipline. The district will continue to monitor climate data by student group to ensure equitable access to safe, supportive, and inclusive learning environments. These findings will inform ongoing improvement efforts designed to strengthen school connectedness, increase student engagement, and ensure positive school experiences for all students.|Based on the analysis of the 2025–2026 PBIS Climate Survey data, Inglewood Unified School District has identified several opportunities to strengthen school climate, student connectedness, and equitable access to supportive learning environments. To address identified needs, the district will continue refining and expanding its Positive Behavioral Interventions and Supports (PBIS) framework across all schools, with an increased emphasis on consistency of implementation, staff training, and the use of data to inform site-based decision making. School sites will continue to analyze climate, attendance, behavior, and engagement data to identify student groups requiring additional support and to develop targeted interventions that promote belonging and positive school experiences.  The district will strengthen student voice and leadership opportunities through student advisory groups, student-led activities, and regular opportunities for students to provide feedback regarding school climate and culture. Additionally, IUSD will continue expanding social-emotional learning supports, restorative practices, and mental health services to address student wellness needs and foster positive relationships among students, staff, and families. Professional learning opportunities will be provided to staff on culturally responsive practices, relationship-centered strategies, and effective PBIS implementation to ensure all students experience safe, welcoming, and inclusive learning environments.  To further improve communication and engagement, the district will continue to enhance family outreach efforts through ParentSquare, family workshops, advisory committees, and school-based engagement activities. Survey data will be reviewed annually and throughout the school year to monitor progress, evaluate the effectiveness of implemented strategies, and inform continuous improvement efforts. These actions are designed to strengthen school climate outcomes, improve student connectedness, and ensure equitable support for all student groups across the district.|Met|Inglewood Unified School District (IUSD) continues to prioritize safe, supportive, and inclusive learning environments through the implementation of Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), social-emotional learning, restorative practices, and expanded mental health services. During the 2025–2026 school year, the district strengthened Tier I behavioral supports, increased student recognition opportunities, and provided professional development focused on student wellness and positive school culture.  In addition to climate survey results, IUSD monitors attendance, chronic absenteeism, discipline, PBIS implementation fidelity, and educational partner feedback to assess school climate. District data indicate improvements in attendance and reductions in chronic absenteeism among several student groups. Wellness Centers, counselors, social workers, behavior intervention supports, and community partnerships continue to provide students and families with academic, behavioral, and mental health resources.  Family engagement efforts, including advisory committees, workshops, ParentSquare communication, and school events, have strengthened partnerships between schools and families. By using multiple measures to evaluate progress and inform decision-making, IUSD remains committed to ensuring that all students feel safe, respected, connected, and supported in their school communities.|2026-06-24|2026
19646340101667|Wilder's Preparatory Academy Charter|6|This year's California Healthy Kids Survey data showed that more than 70% of our students feel connected at school, this is a 20% increase form last year's survey data. (3rd graders, 71% - 4th graders, 66% - 5th graders, 73%) Data also showed that over 77.67% of our students “Feel safe at school”, that is a 17.67% increase from last year's survey data. (3rd Grade, 71% - 4th Grade, 66%, 5th Grade, 73%)|"Student data shows that as students progress through upper elementary grade levels they have a lower sense of safety and connectedness in school. In early education we are showing strong percentages of students positive about their school experience, this year's student survey revealed that our4th and 5th graders showed an increase in ""Feeling Safe"" at school. We are excited that are students are sharing their perspectives and our efforts in communicating and acknowledging their feedback from last year was successful."|By leveraging our student Leadership Council and School Site Council members, we plan to gather information to help us identify the leading factors that cause students to feel unsafe or disconnected at school. Our plan is to use this information to evaluate our current policies and procedures and revise them according to the student’s needs.|Met||2026-06-24|2026
19646340116822|Wilder's Preparatory Academy Charter Middle|6|This year's California Healthy Kids Survey data showed that on average more than 51.67% of our students feel connected at school, this is a 6.67% increase from last years survey. (6th graders, 59% - 7th graders, 47% - 8th graders, 49%) Data also showed that over 68% of our students “Feel safe at school”, this is an 8% increase from last years survey. (6th graders, 74% - 7th graders, 71% - 8th graders, 71%)|Student data shows that as students progress through upper elementary grade levels they have a lower sense of safety and connectedness in school.|By leveraging our student Leadership Council and School Site Council members, we plan to gather information to help us identify the leading factors that cause students to feel unsafe or disconnected at school. Our plan is to use this information to evaluate our current policies and procedures and revise them according to the student’s needs.|Met|N/A|2026-06-24|2026
19646340120303|ICEF Inglewood Elementary Charter Academy|6|ICEF Inglewood administered the Fall 2025 Panorama Survey to its students in grades 3-5:   Summary of results:   99% School Belonging: How much students feel they are valued members of the school community. 43% School Climate: Perceptions of the overall social and learning climate of the school. 81% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 71% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Inglewood administered the Fall 2025 Panorama Survey to its students in grades 3-5:   Summary of results:   99% School Belonging: How much students feel they are valued members of the school community. 43% School Climate: Perceptions of the overall social and learning climate of the school. 81% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 71% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Inglewood administered the Fall 2025 Panorama Survey to its students in grades 3-5:   Summary of results:   99% School Belonging: How much students feel they are valued members of the school community. 43% School Climate: Perceptions of the overall social and learning climate of the school. 81% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 71% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2026-06-18|2026
19646340128991|Grace Hopper STEM Academy|6||||Not Met For Two or More Years|||2026
19646341996529|City Honors International Preparatory High|6|"City Honors International Preparatory School administered the 2025–2026 IUSD LCAP Student Survey to students in grades 9–12, the grade span the school serves, capturing valid measures of student perceptions of school safety and connectedness. A total of 111 students responded, with participation across all four grade levels: 9th grade (27.9%), 10th grade (29.7%), 11th grade (30.6%), and 12th grade (11.7%). Results show strong student perceptions of safety and belonging. 91.0% of students reported feeling safe at school, and 91.9% reported feeling welcomed. 91.0% indicated that social-emotional supports are available, 85.6% agreed that teachers care about their success, and 87.4% reported that communication with teachers and administrators is easy. 96.4% reported understanding school expectations. Two areas scored notably lower: 57.9% of students agreed their counselor regularly assists with planning (29.0% disagreed), and 64.9% agreed that students with disabilities receive support, with 33.3% selecting ""Don't Know."" Survey data were analyzed across the grade span; the school will continue to report results disaggregated by California Education Code 52052 student groups as response numbers permit, and is augmenting analysis with parent and staff survey data to strengthen subgroup-level understanding of climate."|"Areas of strength: City Honors demonstrates a positive, safe, and welcoming climate. Student perceptions of safety (91.0%), belonging (91.9%), and availability of social-emotional supports (91.0%) are consistently high, and 96.4% of students understand school expectations. Parent data align with these findings, with 88.9% of responding parents reporting their child feels safe and 88.9% feeling welcomed at school. These results affirm that the school's small-community structure, counseling, and relationship-based practices foster strong connectedness.  Identified needs: The most consistent area of need across all three surveys is counseling and academic-planning support. Only 57.9% of students and 55.6% of parents reported regular counselor planning meetings. A second need is awareness of supports for students with disabilities—33.3% of students selected ""Don't Know,"" and parent responses showed similar uncertainty (50% ""Don't Know""), indicating a communication gap rather than necessarily a service gap. Staff data identified PBIS implementation and school-climate monitoring as concerns, with only 25% of staff reporting clear understanding of their PBIS role. Timely academic intervention (80.2% student positive) was also flagged as an area to strengthen."|"Based on these key learnings, City Honors will implement the following changes through its SPSA and LCAP continuous-improvement process: Counseling and academic planning: The school will increase counselor accessibility and the frequency of student planning meetings, introduce earlier and grade-level college and career planning, and improve communication with families about counseling services—directly responding to the 57.9% student and 55.6% parent ratings. Supports for students with disabilities: To address the high ""Don't Know"" rates among students (33.3%) and parents (50%), the school will improve communication about available services and the RSP program, partnering with the RSP team and counselors to make supports more visible to students and families.  Climate systems: City Honors does not subscribe to PBIS but utilizes the Character Counts framework. In response to staff feedback, City Honors will strengthen Character Counts - The 6 Pillars of Character implementation, provide clear protocols on  roles, and reinforce schoolwide climate monitoring and positive behavior practices.  Academic intervention: The school will expand structured tutoring and timely intervention opportunities, a need expressed by students throughout the survey.  City Honors will continue to administer the climate survey annually, monitor results by grade span and student group, and adjust actions and services as part of its continuous-improvement cycle to ensure all students experience a safe, connected, and supportive school."|Met|As a 2026 California Distinguished School, City Honors integrates school-climate data into its Data Chat practice and continuous-improvement planning. The 2025–2026 survey results—drawn from 111 student, 18 parent, and 4 staff responses—provide directional, triangulated feedback that directly informs the school's SPSA and LCAP. While the small parent and staff samples warrant cautious interpretation, the consistency of findings across all three groups strengthens confidence in the identified priorities: sustaining a strong climate of safety and belonging while improving counseling access, communication about student supports, and PBIS implementation. City Honors remains committed to student voice and to maintaining a campus where every student feels safe, welcomed, and supported.|2026-06-24|2026
19646341996586|Animo Inglewood Charter High|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19646346014518|La Tijera Academy of Excellence Charter|6|La Tijera implemented PBIS Climate Post-Survey (Spring) 2026) as a form of data to measure climate. District wide Climate survey results are as follows: On a four point scale for satisfaction with School Climate ? All Students 3-8-Score: 79%  ? Families- Score: 1.38/4 or 34% ? Personnel- Score: 1.38/4 or 34%  Implemented PBIS Climate Post-Survey (Spring) 2026) District wide Climate survey results are as follows: On a four point scale for satisfaction with School Climate ? Families- Score: 84% Students- 79%  ? Personnel- Score: 90% Inglewood used the PBIS Climate Survey as a district to measure school climate. The surveys were provided to staff, students, and parents. The survey was implemented in the fall and spring (Pre survey and Post survey). The survey overall looked at if school sites were welcoming and supportive environments for all educational partners. The data did demonstrate inconsistencies throughout the district based on the experiences at various school sites. Responses were unanimous based on the site that was responding. The varying degrees of implementation at the school site was also relative. Overall the district received a 3 of 4 rating. Which is an increase from the previous year. A PBIS support team continues to be deployed to support site teams with implementation of the systems. In addition training continues to be provided to the schools to support site teams with providing optimal and caring learning environments.|IUSD developed a Multi-Tiered Systems of Support Plan focused on defining specific strategies and supports for Tier 1, Tier 2, and Tier 3 with an emphasis on excellent first instruction and behavior supports. Defining the supports and strategies at each tier provides the organizational coherence and common-understanding to meet the individual needs of all students. We implemented and continue to implement the IUSD MTSS Plan in order to provide the highest quality instruction, social-emotional, and behavioral support to all students.|Moving into 2026-2027 IUSD will implement a Districtwide academic goal target for all students, “20-20-95. This common goal provides clear expectations for all educational partners in the organization. Additionally, the 20-20-95 goal communicates an expectation of outcomes and expectations for all students.  The disaggregated results revealed the following strengths: a heightened focus on the core instructional program including necessary academic supports for students to master grade- level content; Academic Planning (The IUSD Instructional Plan, The IUSD Master Plan, the IUSD MTSS Plan) to support all Educational Partners in reaching student academic goals;  greatly increased access to technology for all students(all students are issued an individual device by the District). IUSD’s assessed areas of growth include: increased emphasis on PBIS and increasing student engagement.|Met|The PBIS team has worked diligently to support all schools with the implementation of PBIS. Despite the challenges all schools have been trained at their prospective level of implementation. For the school year 2025-2026 La Tijera received a Gold status for PBIS implementation.|2026-06-24|2026
19646420000000|Keppel Union Elementary|6|Keppel Union School District annually reviews multiple measures of school climate, including YouthTruth survey results, attendance data, suspension data, chronic absenteeism, behavior trends, and educational partner feedback. Recent survey results indicate continued improvement in students' perceptions of school safety, school connectedness, and relationships with adults on campus. Family participation in climate surveys has increased substantially, providing more representative feedback to guide district improvement efforts. Local data also demonstrate continued reductions in suspension rates and chronic absenteeism across the district. The district reviews disaggregated data by student groups to identify areas of strength and need, with particular attention given to English learners, students with disabilities, foster youth, students experiencing homelessness, and socioeconomically disadvantaged students to ensure equitable outcomes.|Analysis of district climate data indicates that students generally report positive relationships with school staff and increasing feelings of safety and belonging. Continued reductions in suspension rates and chronic absenteeism suggest that districtwide investments in Positive Behavioral Interventions and Supports (PBIS), counseling services, restorative practices, attendance supports, and social-emotional learning are contributing to improved school climate. Data also highlight the need to continue strengthening supports for student groups that experience disproportionately higher rates of absenteeism or disciplinary actions. The district recognizes the importance of maintaining consistent implementation of behavior supports, increasing student connectedness, and continuing to engage families as partners in promoting positive school climates.|The district will continue implementing strategies that strengthen safe, supportive, and inclusive learning environments across all schools. Planned actions include expanding PBIS implementation, increasing counseling and student support services, continuing attendance improvement efforts, strengthening restorative practices, and providing ongoing professional learning for staff on relationship-centered practices and positive behavior supports. The district has also invested in additional school safety measures, including security camera upgrades and vape detection systems, while continuing to monitor YouthTruth survey results and other local data to guide continuous improvement. Educational partner feedback will remain an essential component of annual planning and ongoing refinement of district programs and services.|Met||2026-06-25|2026
19646420136127|Sage Oak Charter School- Keppel|6|Sage Oak Charter School annually administers a comprehensive local climate survey to parents, students, and staff to assess perceptions of school safety, connection, and engagement. The most recent data reflect strong outcomes across all stakeholder groups, with particular strengths in areas tied to safety, respectful environments, and curriculum quality. Parent Survey Highlights: 97% of parents believe the curriculum and resources provide a robust, well-rounded educational experience. 91% feel connected to the school’s mission of empowering students to lead purposeful and productive lives. 94% feel Sage Oak effectively provides opportunities for involvement and input, reflecting healthy engagement levels. 98% agree the school prioritizes safety, value, and respect. 92% are informed about student social-emotional and mental health support resources. Staff Survey Highlights: 97% believe the school’s curriculum is rigorous and well-rounded. 97% of teachers and EAs feel equipped to prepare students for the next grade band. 97% feel English Learners have adequate access to academic supports. 98% feel connected to the school’s mission. 96% believe they have opportunities for involvement and input  98% affirm the school prioritizes safety, value, and respect. 97% feel professionally equipped through PD offerings. 95% are informed of student support resources. Student Survey Highlights: 97% report that curriculum and resources are challenging and well-rounded. 85% feel connected to the school’s mission. 92% feel they are given opportunities for input and involvement. 97% agree the school prioritizes a safe, respectful learning environment. 91% are aware of available mental health and social-emotional supports.|Analysis of educational partner survey data demonstrates several areas of strength related to school climate, engagement, communication, and access to resources across all educational partner groups. Parent, student, and staff responses indicate a consistently positive perception of Sage Oak’s learning environment and educational program. Survey results show that 97% of parents, 97% of staff, and 98% of students believe the curriculum and resources provide a challenging, rigorous, and well-rounded educational experience, reflecting strong confidence in the school’s academic program and instructional supports. Additionally, 91% of parents, 98% of staff, and 85% of students reported feeling connected to the school’s mission, indicating strong alignment with Sage Oak’s vision and values.  Educational partner feedback also reflects strong school climate and engagement outcomes. 94% of parents, 96% of staff, and 92% of students reported having opportunities for involvement and input in school decision-making processes. Furthermore, 98% of parents & staff, and 97% of students agreed the school prioritizes safety, value, and respect, demonstrating a consistently positive and supportive school culture. Data also highlights strengths in communication and support systems, with 92% of parents, 95% of staff, and 91% of students indicating awareness of available social-emotional and mental health support resources. Staff survey data additionally revealed strong confidence in professional learning and instructional preparation, with 97% of staff reporting they feel professionally equipped through professional development opportunities and prepared to support students transitioning to the next grade level.  While survey results demonstrate overall positive trends, analysis of educational partner feedback identified areas for continued growth. Although engagement levels remain high overall, participation rates in advisory committees and family engagement opportunities indicate a need to continue expanding outreach efforts to ensure broader representation from underrepresented student groups and families. Feedback also supports continued efforts to increase awareness of available academic, mental health, and intervention supports, particularly for families who may be less connected to school engagement opportunities. Educational partner input reinforced the importance of maintaining strong communication practices, expanding synchronous learning opportunities, and continuing professional development focused on instructional supports, student engagement, and social-emotional well-being.|Based on the analysis of educational partner feedback and local survey data, Sage Oak Charter School will continue implementing and refining practices that support school connectedness, engagement, communication, and student success. The school will maintain its focus on providing rigorous curriculum options, professional development opportunities, and accessible student support systems while continuing to strengthen partnerships with families and students.  To address identified areas of need, the school will expand outreach and communication efforts to increase participation among underrepresented families and educational partners. Sage Oak will continue promoting involvement in advisory groups such as the Parent Advisory Committee (PAC), Student Advisory Committee (STAC), and the recently launched Sage Connections Committee (SCC). In addition, the school plans to implement a Teacher Advisory Committee (TAC) during the 2026–27 school year to further strengthen staff voice and collaboration in school improvement efforts.  The school will also continue enhancing communication regarding available academic, intervention, and social-emotional support services through newsletters, Parent Summits, social media, live trainings, and direct outreach from staff. To support continuous improvement, Sage Oak will maintain ongoing survey opportunities and educational partner feedback processes to monitor school climate, engagement, and support needs throughout the year.  Additionally, Sage Oak will continue expanding synchronous instructional opportunities and professional development designed to support student engagement, grade-level transitions, and instructional effectiveness. The school will also continue refining culturally responsive communication practices, translation supports, and flexible participation options to reduce barriers to engagement and ensure all educational partners have meaningful opportunities to participate in school planning and decision-making processes.|Met||2026-06-18|2026
19646590000000|La Canada Unified|6|The “2026 Annual Student Perception Survey” revealed the following data for school climate: 1. How much students feel that they are valued members of the school community.  4th - 6th                   2026 All:             83% Asian         89% Filipino      81% Hispanic   89% White        82% 2+ Races  84%    7th - 12th                   2026 All:             80% Asian         76% Filipino      85% Hispanic   84% White        79% 2+ Races  81%    2. Overall, how much do you feel like you belong at your school?     4th - 6th                   2026 All:             86% Asian         92% Filipino      85% Hispanic   89% White        85% 2+ Races  84%    7th - 12th                   2026 All:             86% Asian         84% Filipino      87% Hispanic   80% White        85% 2+ Races  90%   3. My school promotes a sense of belonging. 4th - 6th                   2026 All:             79% Asian         83% Filipino      69% Hispanic   100% White        79% 2+ Races  82%    7th - 12th                   2026 All:             84% Asian         79% Filipino      87% Hispanic   75% White        84% 2+ Races  87%  4. My school values students' individual differences. 4th - 6th                   2026 All:             82% Asian         81% Filipino      92% Hispanic   100% White        83% 2+ Races  92%    7th - 12th                   2026 All:             85% Asian         84% Filipino      87% Hispanic   80% White        85% 2+ Races  82%    5. At my school, I am treated with respect by adults. 4th - 6th                   2026 All:             83% Asian         88% Filipino      85% Hispanic   89% White        83% 2+ Races  79%    7th - 12th                   2026 All:             89% Asian         91% Filipino      93% Hispanic   75% White        87% 2+ Races  87%   6. At my school, I am treated with respect by my peers. 4th - 6th                   2026 All:             80% Asian         86% Filipino      85% Hispanic   78% White        79% 2+ Races  81%    7th - 12th                   2026 All:             83% Asian         82% Filipino      85% Hispanic   80% White        81% 2+ Races  82%  7. My school provides a caring environment for learning. 4th - 6th                   2026 All:             91% Asian         92% Filipino      100% Hispanic   100% White        91% 2+ Races  93%    7th - 12th                   2026 All:             89% Asian         89% Filipino      88% Hispanic   80% White        88% 2+ Races  89%  8. My school takes effective actions to promote the safety and security of students. 4th - 6th                   2026 All:             84% Asian         86% Filipino      77% Hispanic   89% White        86% 2+ Races  87%    7th - 12th                   2026 All:             87% Asian         81% Filipino      88% Hispanic   60% White        87% 2+ Races  91%|District-wide, the student population is composed of 28% Asian, 2% Filipino, 12% Hispanic, 46% White, and 11% Two or More Races. These demographics provide important context for understanding the survey results, especially where subgroup patterns differ from overall trends.  The data indicate a generally positive and stable school climate across grades 4-12, with strong overall perceptions of belonging, respect, and care, alongside some important subgroup differences that point to targeted needs.  Across both grade spans, most students report feeling valued members of the school community, with stable results in grades 4-6 (83%) and a slight increase in grades 7-12 (79% to 80%). Similarly, overall belonging remains high, with a slight decrease in grades 4-6 (87% to 86%) and improvement in grades 7-12 (83% to 86%).  A major strength is the consistently high perception of a caring school environment, with gains in grades 4-6 (89% to 91%) and stable high levels in grades 7-12 (89%). Respect from adults is also a strong area across all groups, remaining in the mid-to-high 80% range or higher. Additionally, students generally feel that the school values individual differences, with stable or improving trends, particularly among Hispanic and Filipino students in grades 4-6.  That said, there are important opportunities for growth. Hispanic students in grades 7–12 show room for improvement across several measures, with decreases in belonging (85% to 80%), respect from adults (85% to 75%), peer respect (85% to 80%), and safety (85% to 60%). Since this group represents 13% of the secondary population, strengthening their school experience is a key equity priority for LCUSD.  Perceptions of safety declined overall in both grade spans, particularly in grades 7-12 (90% to 87%), with sharper drops among Asian and Hispanic students. Peer respect is also consistently lower than adult respect across both grade spans, indicating a need to strengthen peer relationships and inclusive student culture. Asian and White students, who represent the majority of the student population, generally report stable or positive experiences, which supports strong overall averages. At the same time, it’s helpful to review results for smaller subgroups, such as Filipino students, to ensure all students are having consistent, positive experiences and to identify any areas where additional support may be helpful.  In summary, the district demonstrates strong foundational conditions for belonging and support, particularly in adult relationships and caring environments. Identified needs include improving peer culture, addressing declining perceptions of safety, and implementing targeted supports for Hispanic students in secondary grades to ensure equitable experiences across all student groups.|Building on these efforts, LCUSD has identified several targeted revisions and actions to address areas of need revealed in the analysis of local perception data, particularly related to safety, peer relationships, and subgroup disparities in secondary grades.  In response to declines in students’ perceptions of safety, most notably among secondary students and specific student groups, LCUSD is strengthening both site-based safety practices and communication systems. During the 2026-27 school year, LCUSD will implement Redbag; an emergency communication and physical safety system. This emergency system combines classroom first aid supplies with an app-free digital communication platform to support teachers and first responders during an emergency. This system will allow students to be aware of available supports and actions taken to maintain a secure environment.  To address comparatively lower ratings in peer respect and belonging, particularly in grades 7-12, LCUSD is expanding student-centered initiatives that promote inclusive school culture. At the secondary level, this includes strengthening advisory and homeroom structures to incorporate more consistent SEL instruction, relationship-building practices, increasing opportunities for student voice, peer leadership through the 7/8 “Where Everybody Belongs” (WEB) program and continued implementation of the Challenge Success initiative strengthening the focus on the climate of care. At the elementary level, Positive Behavioral Intervention Supports (PBIS) implementation will continue with ongoing training for campus supervisors and paraprofessionals in order to strengthen peer relationships, conflict resolution, and inclusive behaviors.  The district is also responding to subgroup disparities, particularly among Hispanic students in grades 7-12, by increasing targeted supports. These actions include enhancing counseling outreach, monitoring subgroup data more frequently, and incorporating culturally responsive practices into counseling lessons, homeroom and advisory curriculum, and staff professional development. Schools will continue to evaluate how effectively students from all backgrounds experience connection to adults, peers, and the broader school community.  Finally, the district will continue refining policies and practices based on educational partner feedback, including ongoing evaluation of the revised cell phone policy at the secondary level to balance student engagement, safety, and well-being.  Through these coordinated actions, LCUSD aims to strengthen equitable student experiences, improve perceptions of safety and belonging, and ensure that all students feel supported, respected, and connected at school.|Met||2026-06-23|2026
19646670000000|Lancaster Elementary|6|For the 2025–26 school year, Lancaster School District utilized the YouthTruth Climate Survey as its local climate measure to gather feedback from students, families, and staff regarding school conditions and climate. Survey results indicate positive perceptions in several areas while also identifying opportunities for continued improvement.  Among elementary students, 83% reported positive perceptions of engagement and 77% reported positive perceptions of relationships with adults at school. Elementary families reported 82% positive perceptions of relationships with schools and staff, 78% positive perceptions of communication and feedback, and 69% positive perceptions of school culture. Elementary staff reported 75% positive perceptions of relationships, 73% positive perceptions of engagement, 73% positive perceptions of professional development and support, and 63% positive perceptions of school safety.  Middle school students reported improvements across all core survey areas compared to prior years. Relationships was the district’s highest-rated survey theme, with 45% of students reporting positive perceptions, an increase from 38% in 2024. Engagement increased from 40% to 47%, Academic Challenge increased from 58% to 62%, Belonging and Peer Collaboration increased from 39% to 44%, and Culture increased from 23% to 28%. Students also identified Relationships and Academic Challenge as the district’s highest-rated themes when compared to participating schools nationally.  Additional educational partner input was collected through ThoughtExchange, Town Hall meetings, advisory committees, and school engagement activities. Feedback consistently identified school safety, positive relationships, academic support, communication, family engagement, and student well-being as priorities. Educational partners also emphasized the importance of creating welcoming school environments where students and families feel connected, valued, and supported.  The district reviews survey results and stakeholder feedback by school site and respondent group to identify strengths and areas for growth. These data sources are used alongside state and local indicators to inform continuous improvement efforts related to student engagement, school climate, safety, belonging, and family partnerships.|Analysis of the YouthTruth Climate Survey and additional educational partner feedback identified several strengths in Lancaster School District’s school climate and student support systems. Across stakeholder groups, positive relationships between students, families, and staff emerged as a significant strength. Elementary students reported strong perceptions of engagement (83%) and relationships with adults at school (77%). Families reported positive perceptions of relationships with schools and staff (82%), communication and feedback (78%), and school culture (69%). Staff also reported positive perceptions of relationships (75%), engagement (73%), and professional development and support (73%). These results suggest that many students, families, and staff feel connected to their schools and supported in the educational environment.  Middle school student results demonstrated growth across all major survey domains compared to the previous year. Positive perceptions increased in Engagement (47%), Academic Challenge (62%), Belonging and Peer Collaboration (44%), Culture (28%), and Relationships (45%). These improvements indicate progress in student engagement, instructional experiences, and student-staff relationships. Relationships and Academic Challenge were identified as the district’s highest-rated themes among middle school students.  The analysis also identified areas requiring continued improvement. School culture and belonging remain areas of need, particularly among middle school students, where Culture received the lowest percentage of positive responses (28%). Students identified peer relationships and feelings of connectedness as ongoing challenges, indicating a need to further strengthen inclusive school environments and student sense of belonging. Additionally, only 28% of middle school students reported feeling that they could make a difference at their school, highlighting an opportunity to strengthen student voice and leadership opportunities.  Educational partner feedback collected through ThoughtExchange, advisory committees, and community engagement activities reinforced the importance of maintaining safe school environments, strengthening communication, increasing family engagement, and providing academic and social-emotional supports. Stakeholders consistently identified student safety, school connectedness, positive relationships, and access to supports as priorities for continued improvement.  These findings indicate that Lancaster School District’s strengths include positive relationships, family engagement, and increasing student engagement, while opportunities for growth remain in school culture, student belonging, student voice, and ensuring all students experience safe, supportive, and inclusive learning environments.|Based on the analysis of local climate survey data and educational partner feedback, Lancaster School District will continue implementing and refining strategies designed to strengthen school culture, student belonging, student voice, safety, and family engagement. Survey results identified positive relationships and engagement as district strengths while also highlighting opportunities to improve school culture, peer relationships, and students’ sense of belonging, particularly at the middle school level.  To address these needs, the district will continue implementing Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), Capturing Kids’ Hearts, trauma-informed practices, and social-emotional learning strategies to promote positive school climates and strengthen student connectedness. Schools will continue using attendance and behavior data to identify students in need of additional support and provide targeted interventions designed to improve engagement, attendance, and overall well-being.  The district will also expand opportunities for student voice and leadership by increasing student participation in advisory groups, leadership activities, school climate initiatives, and feedback processes. Additional efforts will focus on strengthening inclusive school environments where students feel valued, respected, and connected to their school community.  To support family engagement and partnerships, the district will continue expanding communication systems, increasing opportunities for educational partner input, and providing workshops, advisory committees, and engagement activities designed to strengthen collaboration between schools and families. Outreach efforts will continue to focus on increasing participation among underrepresented families through multilingual communication, flexible engagement opportunities, and targeted outreach.  The district will regularly review local climate survey results, educational partner feedback, attendance data, behavior data, and other local indicators to monitor progress and inform continuous improvement efforts. These actions are intended to strengthen school culture, increase student belonging and engagement, enhance family partnerships, and ensure safe, supportive, and inclusive learning environments for all students.|Met||2026-06-16|2026
19646670123174|Life Source International Charter|6||||Not Met For Two or More Years|||2026
19646670125559|iLEAD Lancaster Charter|6|iLEAD Lancaster administered the Spring 2026 Learner Educational Partner Survey to learners in grades 3–8 across both classroom-based and exploration programs to measure perceptions of school safety, connectedness, academic engagement, and career connected learning. A total of 320 learner responses were collected. Respondents represented multiple student groups, including English learners (5.31%), learners with disabilities (24%), socioeconomically disadvantaged learners (76.88%), Black/African American learners (36%), and learners identifying as Hispanic/Latino through embedded demographic filters.  Overall survey results reflected generally positive perceptions of school climate and learner support systems. School Safety received an overall score of 3.2 out of 4 with 77.3% favorable responses. Fifty percent of learners reported they “almost always” feel safe at school, and 75% responded favorably regarding knowing who to talk to or what to do if they feel unsafe.  School Connectedness received an overall score of 3.1 with 74.1% favorable responses. Learners reported positive relationships with adults, opportunities to express themselves authentically, and meaningful peer connections. Academic Engagement received an overall score of 3.1 with 73.4% favorable responses, particularly in the areas of receiving useful feedback and being encouraged to think critically and solve problems. Career Connected Learning received an overall score of 2.9 with 66.4% favorable responses. Learners reported opportunities to participate in clubs, design and technology activities, athletics, tutoring, leadership opportunities, and other hands-on learning experiences aligned to their interests.  Disaggregated survey results reflected similar patterns across student groups. Learners with disabilities reported strong outcomes in academic engagement (74.9% favorable) and career connected learning (72.4% favorable). Hispanic/Latino learners reported positive perceptions of connectedness (78.1% favorable) and academic engagement (76.0% favorable). English learners reported particularly strong connectedness outcomes, with 80.9% favorable responses. Socioeconomically disadvantaged learners and Black/African American learners also reported generally positive perceptions of school climate and learner support systems.  Open-ended learner feedback consistently highlighted caring teachers, supportive staff, tutoring, clubs, athletics, design tech opportunities, kindness initiatives, and safe learning environments as strengths of the program. Learners frequently referenced feeling supported by adults, enjoying interactive and hands-on learning experiences, and appreciating opportunities to build friendships and participate in extracurricular activities.				|Analysis of the Spring 2026 survey data identified several strengths within iLEAD Lancaster’s school climate and educational program. Learners consistently reported feeling supported by teachers and staff, particularly in areas related to school safety, connectedness, and academic encouragement. Open-ended responses reflected the importance of positive learner-adult relationships, with many learners specifically referencing teachers, tutoring support, clubs, athletics, leadership opportunities, and interactive learning experiences as meaningful aspects of their school experience.  The survey data also highlighted strengths related to inclusive and relationship-centered practices. English learners and Hispanic/Latino learners reported especially strong perceptions of connectedness and academic engagement, while learners with disabilities reported positive perceptions of both academic engagement and career connected learning opportunities. These findings suggest that learner supports, differentiated instruction, and opportunities for participation in school activities are positively impacting multiple student groups.  The data also identified important areas for continued growth. While overall safety and connectedness results remained positive, some learners reported inconsistent peer relationships and uncertainty about how concerns are addressed when conflicts occur. A small number of open-ended responses referenced unresolved peer conflicts or concerns regarding follow-through after reporting issues. Additionally, career connected learning received the lowest overall favorable score among the four domains, suggesting a need to continue expanding learner awareness of career exploration opportunities, real-world learning experiences, and future readiness pathways.  Survey findings reinforced the importance of continuing to strengthen learner voice, restorative and relationship-centered practices, social-emotional supports, and opportunities for authentic engagement experiences. iLEAD Lancaster recognizes the need to continue fostering a safe, inclusive, and engaging environment where all learners feel valued, supported, and empowered to succeed academically and socially.					|Based on analysis of the Spring 2026 school climate survey data, iLEAD Lancaster will continue strengthening systems and practices that support learner safety, connectedness, engagement, and overall well-being. While survey results demonstrated positive perceptions of supportive adult relationships, engaging learning experiences, and school safety, the school identified opportunities to further strengthen peer relationships, restorative practices, conflict resolution systems, and career connected learning opportunities.  To address these areas, iLEAD Lancaster will continue implementing and refining Multi-Tiered System of Supports (MTSS) practices to provide academic, behavioral, attendance, and social-emotional interventions tailored to learner needs. Staff will continue utilizing learner data, regular check-ins, and collaborative support systems to identify learners who may benefit from additional support or intervention. The school will also continue strengthening restorative practices, positive behavior supports, and relationship-centered approaches to ensure learners feel heard, safe, and connected within the school environment.  The school will continue expanding opportunities for learner voice, leadership, clubs, athletics, tutoring, design technology experiences, and hands-on project-based learning opportunities that promote collaboration, engagement, and authentic learning. Learner feedback emphasized the value of supportive teachers, interactive learning experiences, extracurricular activities, and opportunities to participate in meaningful school experiences; therefore, the school will continue prioritizing programs and structures that foster belonging, engagement, and learner agency.  Additionally, iLEAD Lancaster will continue strengthening college and career readiness opportunities through enrichment activities, real-world learning experiences, technology integration, and career exploration opportunities aligned to learner interests and future goals. Professional learning for staff will continue focusing on trauma-informed practices, culturally responsive teaching, inclusive instructional practices, and strategies for supporting diverse learner groups, including English learners, learners with disabilities, and socioeconomically disadvantaged learners.  The school will continue using educational partner feedback, climate survey results, attendance trends, and learner outcome data as part of its continuous improvement process to monitor progress and refine supports for all student groups.					|Met||2026-06-18|2026
19646830000000|Las Virgenes Unified|6|Students in grades 4, 5, 6, 7, 8, 9, 10, 11 and 12 took the California Healthy Kids Survey. At the elementary level, 79% of students reported feeling connected to their school. 88% reported academic motivation, and 87% reported feeling safe at school. At the middle school level, 72% of students reported feeling connected to their school; 69% reported academic motivation; and 77% reported feeling safe at school. 78% of middle school students reported having high expectations. At the high school level, 68% of students reported feeling connected to their school; 65% reported academic motivation; and 77% reported feeling safe at school.|Levels of academic engagement remain high even as the content material increases. Students reported feeling connected to their school and felt safe while attending school. With the continued support of added counseling at the high school level, students have more access to adult support on campus for their academic, behavioral and/or social emotional needs leading to an increased feeling of connectedness. Overall, school connectedness, academic motivation, and safety have increased in LVUSD.|LVUSD remains committed to maintaining its high levels of supports and services to its students and their families. The district will continue with its community outreach programs through presentations and supports from each school's PFC/PFA.|Met||2026-06-23|2026
19646910000000|Lawndale Elementary|6|5th Grade In 2023–24, 67% of 5th grade students reported feeling safe at school and 68% reported feeling connected. These perceptions improved notably in 2024–25, with 76% of students reporting feeling safe (+9 percentage points) and 70% feeling connected (+2 percentage points). In 2025–26, results indicate a slight decline in safety, with 73% of students reporting feeling safe (-3 percentage points from the prior year), while connectedness continued to improve to 71% (+1 percentage point). Overall, the multi-year trend reflects sustained improvement compared to baseline levels, particularly in connectedness, suggesting that school climate efforts are having a positive and lasting impact at the elementary level, despite minor year-to-year fluctuation. 7th Grade Among 7th grade students, 49% reported feeling safe and 51% felt connected in 2023–24. These measures increased in 2024–25 to 57% (+8 percentage points) for safety and 54% (+3 percentage points) for connectedness. In 2025–26, both areas continued to improve, with 61% of students reporting feeling safe (+4 percentage points) and 56% feeling connected (+2 percentage points). While this reflects consistent growth over time, the data indicates that a significant proportion of middle school students still do not feel safe or connected, reinforcing the need for continued targeted supports and interventions at the secondary level. Suspension Data Suspension data from the 2024–25 school year further supports the positive trend in school climate and student outcomes. Overall suspensions declined to 1% (a 1.1 percentage point reduction), indicating fewer exclusionary discipline incidents across the district. Notable reductions were also observed among unduplicated student groups, including Foster Youth at 5% (down 1.9 percentage points), Long-Term English Learners (LTEL) at 2.9% (down 8.3 percentage points), and Low Socioeconomic Status (SES) students at 1.1% (down 0.3 percentage points). These decreases suggest that schoolwide strategies, such as PBIS, restorative practices, and targeted student supports, are contributing to improved student behavior, increased engagement, and more positive school experiences. Attendance Data Attendance rates across the three-year period reflect both areas of strength and emerging concerns. In 2023–24, overall attendance was strong at 96%, with Low Income (LI) students slightly lower at 95.4%. In 2024–25, overall attendance increased to 96.77%, demonstrating a positive upward trend; however, LI student attendance declined to 94%, indicating a widening gap for this unduplicated student group. As of February 2025–26, overall attendance has decreased to 94.30%, representing a notable decline from the previous year. In contrast, LI student attendance has shown a slight increase to 94.4% compared to the prior year, narrowing the gap between LI students and the overall population.|Analysis of the climate, suspension, and attendance data across the 2023–24 through 2025–26 school years reveals several key strengths and areas of need. A primary strength is the consistent improvement in students’ perceptions of safety and connectedness, particularly at the elementary level. Fifth grade students demonstrated sustained growth over time, with notable gains in both feeling safe and connected, indicating that school climate strategies such as PBIS and relationship-building practices are having a positive impact. Seventh grade students also showed steady improvement across all three years, reflecting progress in middle school climate efforts. Additionally, suspension data reflects a significant strength, with overall rates declining to 1% and meaningful reductions across student groups, including Foster Youth, Long-Term English Learners (LTEL), and Low Socioeconomic Status (SES) students. These trends suggest that proactive behavioral supports and restorative approaches are effectively reducing exclusionary discipline and improving student outcomes. Attendance data further highlights areas of both progress and concern. While overall attendance increased from 2023–24 to 2024–25, the decline in 2025–26 (as of February) indicates emerging challenges with student engagement and consistent school participation. A notable strength is the slight improvement in attendance among Low Income students in 2025–26, which helped narrow the gap between this group and the overall student population. However, the overall decline in attendance signals a need for renewed focus on attendance interventions, particularly in addressing barriers such as illness, disengagement, and external factors impacting families. Several key needs emerge from the data. Despite improvements, fewer than two-thirds of 7th grade students report feeling safe or connected, indicating that middle school students continue to require targeted social-emotional and climate supports. Additionally, the lack of disaggregated climate survey data for Low Income students limits the district’s ability to fully evaluate outcomes for this group and implement targeted supports. Strengthening data collection and reporting systems to ensure accurate subgroup representation is a critical need. In summary, the data demonstrates clear strengths in improving school climate and reducing suspensions, particularly through systemwide supports. At the same time, it highlights the need to address declining attendance, strengthen middle school climate outcomes, and improve the availability and use of disaggregated data to better support student groups.|Based on the analysis of local climate, suspension, and attendance data, LESD identified several areas requiring targeted adjustments to existing plans, policies, and procedures to support continuous improvement. To address declining attendance and better respond to external factors impacting student participation, LESD has updated its immigration-related policies and practices to ensure that all students and families feel safe, supported, and informed when accessing school services. In addition, revisions to short-term independent study policies have been implemented to provide greater flexibility for students who must be absent due to illness or extenuating circumstances, helping to minimize learning loss while maintaining engagement. LESD is also reexamining expanded learning opportunities, including the potential refinement and expansion of Saturday School options, to provide additional avenues for attendance recovery and academic support. Alongside these efforts, Social Workers are implementing more targeted data collection strategies, including individual student and family surveys, to better identify barriers to attendance and engagement. These surveys will inform more responsive, site-based interventions and strengthen connections between schools and families. To further support continuous improvement, LESD is actively working with the Los Angeles County Office of Education through the Differentiated Assistance program. This partnership is focused on strengthening systems and practices related to student engagement, school climate, and data use, particularly in support of student groups who may be experiencing disparities in outcomes. In response to ongoing needs in school climate, especially at the middle school level, LESD will continue refining PBIS and restorative practices implementation, with an emphasis on consistency, staff training, and targeted supports for students requiring additional intervention. Additionally, efforts will be made to improve the collection and reporting of disaggregated data to ensure that all student groups are accurately represented and that interventions can be more effectively tailored. Overall, these revisions and actions reflect a commitment to continuous improvement by aligning policies, practices, and supports with identified needs, while maintaining and building upon areas of demonstrated success.|Met||2026-06-25|2026
19646911996438|Environmental Charter High - Lawndale|6|Our student responses on annual climate surveys indicate that school connectedness has risen, with 68% reporting a high level of connectedness this year, compared with 63% last year.  The climate survey results also indicate that perceptions of school safety have risen high (89% this year from 80% in 2025). Tobacco, alcohol, and drug use remains very low, with 99% of students reporting no use in the past year.|The high perception of safety is largely due to our administration who: - Monitors discipline log entries for responsive intervention prior to escalation to referrals. - Provides training for counselors and admin in restorative practices - Monitors classroom conditions to ensure equitable treatment of all students through admin walkthroughs aligned with our best practices rubric. - Offering training to parents on restorative practices that can be used at home  While our school connectedness data has grown over time, we still are looking for continued improvement in that area.   Additionally, we have identified three particular questions as focus areas for continued growth. These questions are also aligned to and tracked as part of our ongoing school review through WASC accreditation. - Peer conflicts are discussed and resolved at this school - The teachers treat students fairly at this school - I feel seen, valued, and respected as an individual  We noticed that these questions are lower than we would like to see and will work with our staff to ensure that these become focus areas for continued improvement in PD and with our Restorative Practices Leads.|When breaking down our student connectedness data by cohorts we notice some interesting trends this year. While in past years our upper grade cohorts began to see a decline in connectedness beginning in 11th grade that is beginning to shift. Our classes of 2026, 2027, and 2028 have seen an average increase in school connectedness of 6% points over this past year. However, our 9th graders are entering into the school with lower connectedness than we have seen in the past.   In order to address this trend, 9th-grade advisories are focused on addressing elements of the school experience that pertain specifically to Connectedness, and focuses on mental health as well as community building. This begins right away in Summer Bridge with mentors from our upper grades supporting the program. This year we are expanding the summer bridge mentor support by offering 5 additional mentor - 9th grade student opportunities for connection.   Additionally, ECHSL is working toward continuing to strengthen and broaden training and application of the following: - Calibrating staff advisory expectations and providing advisory support. - Increasing advisory programming that includes school connectedness opportunities, like Tiger Trials.  - Promoting student agency and collecting feedback for after-school programming, as well as promoting and supporting student-generated clubs  - Creating school-wide rituals and celebrations such as FAFSA Submission Celebration, College Commitment Day, Senior Week, etc. - Providing digital access to ECHS’ Incident Form for students to report the unfair treatment of others, problematic behavior observed, or other unsafe situations.  - Distributing a student bulletin with announcements, updates, and useful links - Sending key staff to comprehensive Restorative Practices training to increase expertise - Ongoing professional development on tiered restorative practices, practical application of restorative practices, and talking circles. - Regular workshops and communication with families to provide information on what restorative practices look like at ECHS and what they can expect for their student.|Met||2026-06-22|2026
19647090000000|Lennox|6|Each year, the Lennox School District administers a comprehensive school climate survey to students in grades 5 through 7 to better understand their perceptions of school safety, connectedness, student well-being, and the overall learning environment. The survey provides valuable feedback that helps the district evaluate the effectiveness of its programs and identify opportunities for continuous improvement.  Results from the spring 2026 survey indicate that students generally have positive experiences at school. Approximately 84% of students reported feeling safe while on campus, 75% stated that they look forward to coming to school most days, and 84% indicated that they have at least one trusted adult at school whom they can approach for guidance or support with personal concerns. In addition, a strong majority of students reported that their teachers provide meaningful academic support, including helping them understand classroom lessons, monitoring their progress, and discussing their grades and academic goals.  The district continues to review available survey data, including disaggregated student group results when available, to better understand the experiences of all student populations and ensure that supports and services are responsive to the diverse needs of its students.|Analysis of the 2026 school climate survey data indicates that the Lennox School District has established a positive and supportive school environment where the majority of students feel safe, connected, and supported by caring adults. The high percentage of students reporting access to trusted adults and positive relationships with teachers reflects the district's continued emphasis on building strong school connections and fostering student success.  The survey results also highlight opportunities for continued growth. While most students reported positive school experiences, the district recognizes the importance of increasing the number of students who look forward to attending school each day and ensuring that every student feels fully connected and engaged. Ongoing analysis of available disaggregated student group data helps identify any disparities in student experiences and informs targeted supports for students with the greatest needs.  To address these priorities, the district continues to invest in a comprehensive system of student supports, including full-time school counselors, mentoring opportunities, before- and after-school enrichment programs, restorative justice practices, social-emotional learning, and targeted academic interventions. These coordinated efforts are designed to promote student well-being, strengthen school connectedness, improve attendance and engagement, and support positive academic outcomes for all students.|Based on the analysis of local climate survey data and other measures of student well-being, the Lennox School District will continue to strengthen and refine its efforts to create safe, supportive, and inclusive learning environments. Recognizing the ongoing social-emotional and academic impacts experienced by students in recent years, the district has prioritized expanding access to mental health services, social-emotional learning, and comprehensive student support systems.  The district's Social Emotional Wellness Coordinator works collaboratively with school counselors, social work interns, administrators, teachers, and community partners to implement trauma-informed practices, restorative approaches to student discipline, and wraparound services that address both academic and non-academic barriers to learning. These efforts are complemented by ongoing professional development that equips staff with the knowledge and skills needed to effectively support student wellness and engagement.  Additionally, the district will continue to strengthen its Multi-Tiered System of Supports (MTSS) framework by integrating academic, behavioral, and social-emotional interventions to meet the diverse needs of all students. Survey findings will continue to inform program planning, resource allocation, and continuous improvement efforts to ensure that every student has access to a safe, welcoming, and supportive school environment where they can achieve academic success and personal growth.|Met||2026-06-16|2026
19647090100602|Lennox Mathematics, Science and Technology Academy|6|Lennox Academy continuously strives to promote a positive, supportive and engaging environment, conducive to learning by upholding its school motto/pillars of Familia, Ganas y Orgullo – Family, Desire and Pride. Overall, 97% of students reported to feel a positive connection to the school, as indicated by having a positive peer/adult relationship on campus, feeling happy at school, and/or a sense of belonging. Additionally, 98.6% of students reported to feel safe at Lennox Academy. Furthermore, 98% of parents who participated also agreed that Lennox Academy is a safe school for their child to attend. 100% of staff agrees/strongly agrees that Lennox Academy is a safe place for students and a safe place to work.|The percentage of students reporting to have experienced bullying on campus is relatively low in comparison to other schools; yet Lennox Academy hopes to increase school connectedness by fostering positive peer relationships and acceptance among the student body. During the 2025-2026 school year, 1.55% (about 9 students) reported to have been bullied at least once at school compared to 2% the previous year. On-going plans include conducting activities that focus on bringing more awareness and call to action against bullying  such as participating in the National Bullying Prevention Month and Stomp Out Bullying Week  and conducting assemblies on acceptance. Additionally, the TA curriculum and TA Buddies program will continue to be developed/refined  to support students in self-awareness, self-management, relationship skills, and responsible decision-making.|"Lennox Academy is working on activities to help increase school connectedness, including but not limited to student grade level experiences, enhancing the existing buddy program on campus, creating a mentoring program,  and multiple activities and assemblies that focus on building  familia on campus. Additionally, Lennox Academy would like to systematize routine student wellness checks and explore establishing school-wide efforts for monthly ""checks & connects"" with students and families.   Lennox Academy recognizes that increased drug use, particularly vaping, has been a challenge among teenagers. Lennox Academy plans to educate students on the effects of drug use by conducting school-wide assemblies that focus on bringing more awareness on drug abuse and prevention, as well as participate in Red Ribbon Week, and others to help deter drug activity on campus.   In the Fall of 2026, the school will open a Wellness Center on campus staffed with a therapist and wellness advocate to provide a space for students and support them in building coping skills, self-regulation, and overall well-being. Wellness activities to promote student wellness and immediate non-clinical support will be provided in the Wellness Center (along with mental health and social services as appropriate)."|Met|Teachers have established individual classroom management plans in accordance with Character Counts philosophies and use the HERO system to track students’ progress. Concentrations are placed in redirecting behavior, allowing students to take responsibility for their actions and demonstrate self-control through good decision-making practices.|2026-05-28|2026
19647090107508|Century Community Charter|6|Student survey results from 2025/26 indicate that 87.34% of Century Community Charter School students feel safe, respected and a sense of belonging.|Century will continue to prioritize school safety and a sense of belonging among students. Students are very engaged with and feel a part of the DEN system. The DEN competitions have been very helpful in increasing student buy-in. In addition, the PBIS team has had great communication throughout the tiers. Tier 3 interventions are being implemented for students who are struggling behaviorally and socially and students are getting support early on in the process. Students also understand that they play a pivotal role in maintaining a positive culture and climate|Not applicable.|Met||2026-06-01|2026
19647091996313|Animo Leadership High|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647170000000|Little Lake City Elementary|6|LLCSD Results of Priority 6  Students were asked the following questions:  Student Safety Questions - Do you feel safe at school? - Do you feel safe on your way home from school?  Percentage of students that feel safe: 90%  Subgroup Data: Foster Youth: 100% English Learners: 90%  Low Income: 84%  School Connectedness Questions   Do you feel close to the people at school? 2Are you happy to be at school? Do you feel that you are a part of the school? Do teachers treat students fairly at school? Are you given a chance to help decide things at school, like class rules? Do teachers and other grown-ups care about you? Do the teachers and other grown-ups at school tell you when you do a good job? Do teachers and other grown-ups at school ask about your ideas? Do you feel proud to belong to your school? Do the teachers and other adults give you a chance to solve school problems? Do you get to do interesting activities at school? Do your teachers ask you what you want to learn about? Do the teachers and other grown-ups at school listen when you have something to say? Do the teachers and other grown-ups at school believe that you can do a good job? Do you do things to be helpful at school?  Percentage of students that feel connected: 87%  Subgroup Data: Foster Youth: 100% English Learners: 68%  Low Income: 58%|The District has observed that a high percentage of students report feeling safe at school at 90%. When disaggregating subgroup data, the percentage of students that feel safe at school are as follows: Foster Youth 100%, English Learners 90%, and Low Income 84%. These results reflect the effectiveness of our current systems and procedures to support student safety. However, 10% of students still report not feeling safe, highlighting the need for continued attention in this area. Notably, English Learner students showed improvement from the prior year, while Low Income students continue to report feeling less safe than their counterparts and will remain a focus in the coming school year.  Similarly, 87% of students feel connected to their school. When disaggregating subgroup data, the percentage of students that feel connected to their school are as follows: Foster Youth 100%, English Learners 68%, and Low Income 58%. This data affirms the District's emphasis on relationship-building and efforts to foster a sense of belonging. However, it also reveals significant gaps in school connectedness among English Learner and Low Income students, which represent a meaningful decline from prior year results and require urgent attention. While Foster Youth results remain strong, the gaps among our other subgroups indicate that current supports are not yet reaching all students equitably.|Until we reach 100%, our work continues. We must keep strengthening systems to ensure that every student feels safe and connected to their school community. The District's LCAP will continue to support key services such as school counselors, a district social worker, and student motivation activities and incentives. An action focused on school safety, including increased supervision and enhanced security measures, continues to support students' sense of safety. We will continue to use student survey data and comments to guide our efforts in connecting with every student. All feedback will be carefully reviewed by site administrators and counselors to identify individual students or groups who may need additional support. Given the notable declines in connectedness among English Learner and Low Income students, the District will prioritize targeted strategies for these groups in the coming school year.|Met||2026-06-23|2026
19647250000000|Long Beach Unified|6|LBUSD uses the annual CORE student survey and the Pulse Survey to understand how students experience school safety, connectedness, identity, agency, and belonging. Current LCAP data show improvement in key climate areas: 71.3% of students responded favorably on Safety, an 8.7-point increase from baseline, and 69.0% responded favorably on Sense of Belonging, a 15.8-point increase. Dashboard results provide additional context, with chronic absenteeism at 24.5% (Orange), graduation at 87.4% (Green), and suspension at 4.1% (Yellow). Pulse data add a more detailed view of student experience. In Winter 2025, identity was favorable for 73.4% of elementary students and 79.1% of secondary students; agency was favorable for 66.4% and 70.8%, respectively; and belonging was favorable for 74.0% and 67.7%. Secondary belonging was lower for Black students (61.5%), English learners (63.2%), and students with disabilities (61.9%).|Data shows that LBUSD is making progress in school climate while still facing important equity challenges. Safety and belonging have improved, and parent feedback remains highly favorable. Graduation outcomes, athletics, family workshops, wellness supports, and engagement structures also continue to strengthen students' sense of connection to school. At the same time, student agency and belonging need additional attention, especially for Black students, English learners, and students with disabilities. Chronic absenteeism remains Orange overall and is in the lowest performance level for several subgroups. Suspension disparities also persist for Black students, foster youth, and homeless youth. Staff feedback points to a related need to strengthen discipline and behavior systems, with 51% favorable responses on the staff item about handling student discipline and behavior problems.|LBUSD will use CORE, Pulse, Dashboard, and site-level data as part of a continuous improvement cycle. School Site Councils will review SPSA needs assessments and Dashboard results so school-based allocations are better aligned to the needs of student groups in the lowest performance levels. The district will also sustain and refine PBIS, restorative practices, counseling, Wellness Centers, attendance supports, and student voice practices to improve safety, belonging, attendance, and connectedness. Action 6.1 will add a more focused look at athletics as a connection strategy by tracking participation and its relationship to attendance and engagement, improving coach-family communication, prioritizing access for student groups in red indicators, and strengthening middle-to-high-school program alignment. School teams will also use student feedback and focus groups to interpret survey results, co-develop responses, and report back to students and families.|Met|Additional climate monitoring will continue through Goal 7 metrics for attendance, chronic absenteeism, suspension, CORE safety and belonging, Pulse identity/agency/belonging, and staff perceptions. These measures will be reviewed alongside LCAP actions and school-site SPSA plans, so supports remain responsive to local needs and to student groups experiencing the largest gaps.|2026-06-17|2026
19647250127506|Intellectual Virtues Academy of Long Beach|6|IVA conducts an annual family survey and student survey. These surveys collect data on the school climate and present a valid measure of student perceptions of school safety and connectedness. In the 2025-2026 surveys, 99% of parents agreed that their students are safe on school grounds and 100% agreed that IVA teachers work to maintain a positive class culture. For students, 94% agreed that teachers work to maintain a positive class culture and respectful learning environment and 94% agreed that staff members on campus treat them with respect.|IVA Middle School Annual Surveys historically show very high levels of agreement and satisfaction with prompts asking about the overall health of school climate.|N/A|Met||2026-06-03|2026
19647250131938|Clear Passage Educational Center|6|Clear Passage Educational Center's school safety survey was administered to students in grades 9-12.   Demographic Information of participating students:  Ethnicity/nationality: African American – 16% American Indian or Alaskan Native – 2% Asian - 3% Latino - 76% White – 3%  Gender/Age Mix: Female - 82% Male - 18% Ages range from 14 - 22  English Proficiency: English Language Learners - 19%  Special Populations: Special Needs Students: 9% English Language Learners: 19% Homeless: 15%  Findings of the student survey: A strong majority of students enjoy school more since attending CPEC (100%). A strong majority of students attend school regularly since attending CPEC (88.1%).  A strong majority of students agree that school rules are clear, fair, and consistent (100%). A strong majority of students agree that school staff show respect and a caring attitude toward students (95.2%). A strong majority of students agree that staff are always willing and available to provide school, career, and personal problem support (100%). A strong majority of students agree that the school is a safe place to learn (97.6%). A strong majority of students have a positive attitude toward independent study (95.3%). A strong majority of students are kept aware of their progress in all subject areas (97.6%). A majority of students attend CPEC to make up high school credits (61.9%).|Clear Passage Educational Center’s (CPEC) mission is to support the academic and social advancement of our students by sustaining a culturally responsive learning environment that focuses on each student’s unique strengths and needs. CPEC’s mission is reflected in the increased attendance and enjoyment toward learning that the majority of students surveyed are experiencing. The school’s promotion of high expectations is evident in how CPEC’s students view our rules and norms. Lastly, CPEC’s implementation of its Positive Behavioral Interventions and Supports system (PBIS) and other safety-net strategies that address student needs contributes to our students’ positive attitudes toward instruction and their expressed sense of safety when engaging with our teachers and staff.|Summary data from the school survey is consistently reviewed and analyzed. Survey findings are used to: Develop and facilitate safety net strategies for addressing the needs of the school’s high-risk population. Review and adjust CPEC’s curriculum and instructional practices. Develop and facilitate the school’s college and career readiness programs. Promote program improvement, positive behaviors and strengthen the facilitation of key touch points that include student performance information meetings, student success team meetings and parent/student conferences.|Met||2026-06-28|2026
19647330000000|Los Angeles Unified|6|Our District uses the School Experience Survey, developed in partnership with researchers, students, families, staff, and community members, to gather feedback aligned with Local Control Funding Formula (LCFF) priorities related to school climate and family engagement. Survey results are aggregated at the school and student-group levels. Reports include results for each individual survey item as well as summary scores for each content area. Content areas vary by respondent group. Student surveys focus on topics such as safety, school connectedness, social-emotional learning, and other aspects of the school experience. Parent surveys address areas including safety, family engagement, parent involvement, academic quality, and related topics. Staff and teacher surveys focus on safety, staff support, school-family relationships, and other factors that contribute to a positive school environment. Findings from the 2025–26 School Experience Survey indicate an improved sense of safety across the school community. Students at all grade levels reported feeling safer both in and outside of school compared with the previous year. For example, among middle school students, agreement with the statement that they feel safe at school increased by 5.7 percentage points, rising from 58.7% to 64.4%. Students also reported a stronger sense of connectedness to their schools, particularly at the middle and high school levels. Among middle school students, agreement increased in several key indicators of belonging, including feeling like they are part of their school community (58.1%, up 4.1 percentage points), feeling accepted for who they are (61.6%, up 3.8 percentage points), and feeling happy to be at school (63.9%, up 4.4 percentage points). Additionally, students reported favorable perceptions in several areas related to school climate and engagement, including opportunities for participation and leadership, as well as social-emotional learning.   For detailed information regarding School Climate Survey results at both the District and school levels, please visit the LAUSD School Experience Survey webpage at: https://ses.lausd.org/.|"Results of 2025–26 School Experience Survey data highlights several important areas of strength as well as opportunities for continued improvement. A key strength is the increased sense of safety reported by students across all grade spans. Students indicated that they feel safer both in and outside of school compared with the previous year, suggesting that efforts to foster safe and supportive learning environments are having a positive impact. Another area of strength is students’ growing sense of belonging and connectedness to their schools. Middle and high school students reported improvements in feeling like they are part of their school community, feeling accepted for who they are, and feeling happy to be at school. These findings suggest that school climate initiatives and relationship-building efforts are contributing to stronger student engagement and connection. In addition, the results are in part of the work done through ""The Every School Safe Blueprint"" which helps foster a sense of belonging and support, where every student feels valued, safe, and inspired to thrive.  The survey also identified strengths in opportunities for student participation and leadership, as well as in social-emotional learning. Favorable responses in these areas indicate that students recognize and value opportunities to contribute, develop leadership skills, and build social-emotional competencies."|Overall, the findings demonstrate meaningful progress in student safety, belonging, and engagement while highlighting the need for continued efforts to strengthen school climate, foster inclusive environments, and ensure that all students experience a strong sense of belonging. Targeted supports may be particularly beneficial for student groups or grade levels where perceptions remain less favorable. In addition, establishing partnerships with community-based organizations has proven to be a valuable strategy in supporting student well-being and school safety. Continued collaboration and alignment with organizations rooted in our local communities across the District will be essential to sustaining these positive outcomes and advancing efforts to create safe, supportive, and connected school environments for all students.|Met||2026-06-23|2026
19647330100289|N.E.W. Academy of Science and Arts|6|Our students responded positively to survey measures related to safety and school connectedness.  91% of students responded that they always feel safe and 95% of students reported that adults always care about students.|N.E.W. Academy of Science and Arts plans to engage the Student Council in discussions related to school climate and school safety.|Not applicable|Met||2026-06-23|2026
19647330100669|Stella Middle Charter Academy|6|The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Panorama Survey: School Safety: Year: Spring 2025-2026 Source: Panorama Student Success Platform All Students: 53%; Black/AA: 47%; Hispanic/Latino: 54%; EL: 45%; SWD: 51% (unweighted average of Special Educational Program Name); SED:  52% (unweighted average %FMP and %RPMP) Sense of Belonging: Year: Spring 2025-26 Source: Panorama Student Success Platform All Students: 45%; Black/AA: 42%; Hispanic/Latino: 46%; EL: 44%; SWD: 50% (unweighted average of Special Educational Program Name); SED:  46% (unweighted average of %FMP and %RPMP)  According to Panorama Education's national benchmarks, SMCAs' School Safety average of 52% favorable landed them in the 80th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).  According to Panorama Education's national benchmarks, SMCA' Sense of Belonging average of 45% favorable landed them in the 60th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Sense of Belonging improved substantially schoolwide, increasing from 37% to 45%, representing the strongest area of growth in the climate data. Every major student group improved in Sense of Belonging, suggesting that efforts to strengthen student connection, relationships, and school culture were broadly experienced across the school community. SED students demonstrated the largest gain in belonging, increasing from 36% to 46% SWD reported notable improvements, increasing from 41% to 50% in Sense of Belonging and from 49% to 51% in School Safety. Black/African American students improved across both measures, including an eight-point increase in Sense of Belonging and a two-point increase in School Safety. Hispanic/Latino students maintained stable School Safety results while increasing Sense of Belonging by eight percentage points.  Areas of Need School Safety remained relatively flat overall, declining slightly from 53% to 52%, indicating that perceptions of safety did not improve alongside gains in belonging. ELs experienced a significant decline in School Safety, decreasing from 55% to 45%, the largest decline among the major student groups. Although belonging improved, School Safety remains just above 50% favorable overall, suggesting that many students continue to experience challenges related to safety, trust, predictability, or overall school climate. Black/African American students continue to report lower School Safety and Sense of Belonging results than the overall student population despite improvements.  Equity Considerations ELs emerge as the subgroup most in need of attention. While belonging improved from 37% to 44%, School Safety declined by 10 percentage points(now below schoolwide average). SWD experienced some of the strongest gains in belonging, increasing to 50%, which exceeds the overall school average. This suggests that efforts to strengthen inclusion and student support may be having a positive impact. Black/African American students showed improvement, but continue to report lower perceptions of School Safety (47%) and Sense of Belonging (42%) than the overall student population. SED students demonstrated strong growth and now report Sense of Belonging above the schoolwide average, indicating that schoolwide supports may be positively impacting this student group. While the school made substantial progress in belonging, subgroup differences in School Safety indicate that not all students are experiencing the school environment in the same way.  Learnings The most significant story in the data is the substantial improvement in Sense of Belonging across the school community, with gains observed among every major student group. Students appear to be feeling increasingly connected to their peers, teachers, and school community, suggesting progress in relationship-building and culture initiatives. These gains were not matched by improvements in School Safety, which remained unchanged overall for ELs.|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330100677|High Tech LA|6|High Tech LA administered the 2025–26 California Healthy Kids Survey (CHKS), California School Parent Survey (CSPS), and California School Staff Survey (CSSS) to assess school climate, safety, connectedness, engagement, and student well-being.  Student Survey (CHKS) Of 343 students surveyed, 283 responded: Grade 9, 86 of 94 (91%); Grade 10, 79 of 101 (78%); Grade 11, 45 of 64 (70%); and Grade 12, 73 of 84 (87%).  School climate results varied by grade. Positive ratings ranged from 57–66% for the learning environment, 45–54% for fairness and respect, 59–67% for respect for diversity, 54–73% for clarity of rules, and 57–75% for facilities. Learning engagement was lower (37–43%). Between 62% and 73% said the school promotes academic success for all, 55–67% described it as supportive and inviting, and 55–73% said teachers provide useful feedback.  Social-emotional learning support ranged from 54–65%, peer relationships from 51–62%, and antibullying climate from 44–51%. About half (48–52%) said restorative approaches are used to resolve conflict. Racial/ethnic conflict indicators ranged from 18–32%, while 66–76% said adults respect differences and 65–75% said teachers promote positive cross-cultural relationships.  Parent Survey (CSPS) Thirty-six of 336 parents responded (10.7%). Promotion of parent involvement was 41%; 42% strongly agreed the school encourages active partnership, and 36% strongly agreed it seeks parent input before important decisions. Climate perceptions were generally positive: 58% strongly agreed the school is safe, 59% that it promotes academic success for all, and 52% that adults care about students. Seventy-seven percent agreed teachers respond to students’ social-emotional needs, and 71% said the school provides related resources. Ten percent viewed bullying or harassment as a large problem, and 14% reported substance-use concerns.  Staff Survey (CSSS) All 36 staff responded. Positive indicators included high expectations (70%), learning environment (66%), caring adult relationships (62%), and meaningful student participation (56%). Ratings were lower for social-emotional learning support (48%), fairness and rule clarity (46%), respect for diversity (45%), and antibullying climate (44%). Key challenges included readiness to learn (21%), motivation to complete schoolwork (29%), and peer relationships (31%). Twenty-eight percent viewed student depression or other mental health concerns as a moderate or severe problem, and 59% wanted more training to support students exposed to trauma.|Key Learnings  Student, parent, and staff surveys revealed consistent strengths in adult-student relationships, high expectations, academic support, school safety, the learning environment, and respect for diversity. However, student engagement, motivation, peer relationships, belonging, antibullying efforts, family engagement, and mental health supports require continued attention.  Areas of Strength  • Students rated the learning environment (57–66%), respect for diversity (59–67%), and social-emotional learning support (54–65%) positively, suggesting that many feel academically and socially supported.  • Parents reported positive perceptions of school safety (58%), academic success (59%), and caring adults (52%). Staff also rated caring adult relationships (62%), high expectations (70%), and the learning environment (66%) positively.  • Safety was a strength across groups. Student ratings of facilities and campus conditions ranged from 57–75%; 58% of parents strongly agreed the school is safe; and 73% of staff strongly agreed it is safe for students.  • Across grades, 65–82% of students said adults encourage them to work hard and succeed, while 55–73% said teachers provide useful feedback and support.  • Students, parents, and staff generally viewed respect for cultural differences and inclusive practices positively.  Areas of Need  • Engagement and motivation were the clearest areas for growth. Student learning engagement scores ranged from 37–43%, while staff ratings were 21% for readiness to learn and 29% for motivation to complete schoolwork. Results point to a need for greater student ownership, engagement, and academic motivation.  • Peer relationships and belonging also need improvement. Student peer-relationship scores ranged from 51–62%, compared with 31% among staff. Antibullying climate ratings were low for both students (44–51%) and staff (44%), highlighting the need to strengthen positive peer interactions and belonging.  • Family engagement ratings were low: promotion of parent involvement (41%), encouragement to be an active partner (42%), seeking parent input (36%), and feeling welcome to participate (38%). The school should strengthen parent voice and participation in decision-making.  • Student wellness remains a concern. Twenty-eight percent of staff viewed depression or other mental health issues as a moderate or severe problem, and 59% wanted more training to support students exposed to trauma. Continued investment in counseling, wellness, and social-emotional supports is warranted.|Based on student, parent, and staff surveys, HTLA will refine existing LCAP actions addressing engagement, academic motivation, peer relationships, school connectedness, well-being, bullying prevention, and family engagement.  Proposed Changes  Strengthen Engagement and Academic Motivation  HTLA will continue Project-Based Learning, emphasizing interdisciplinary projects, real-world applications, collaboration, and technology. Exhibitions and Transitional Presentations of Learning, internships, college and career readiness experiences, extracurricular activities, and a strengthened Advisory program using Leader in Me will promote engagement, leadership, ownership, and connection to future goals.  Strengthen Connectedness and Peer Relationships  HTLA will use Advisory, Community Circles, Safe School Ambassadors, student leadership, and schoolwide activities to improve relationships, belonging, and school culture. Summer Boot Camp will support incoming students’ transition to high school. Clubs, athletics, Robotics, Student Council, Students Run LA, and other extracurricular programs will build relationships and school connection.  Expand Social-Emotional and Mental Health Supports  Through its Comprehensive System of Supports and MTSS, HTLA will review academic, attendance, behavioral, and social-emotional data to identify students needing assistance. Supports will include onsite, small-group, and academic counseling; community-based mental health services; and partnerships with the Institute for Multicultural Counseling & Education Services and Planned Parenthood. HTLA will also explore universal social-emotional screening for earlier identification of needs.  Strengthen Bullying Prevention and School Climate  HTLA will continue Community Circles, Safe School Ambassadors, compassionate communication, restorative conflict resolution, and schoolwide supervision. Advisory, Leader in Me, and culture-building activities will reinforce empathy, tolerance, collaboration, responsibility, and positive conflict resolution. Annual surveys will monitor safety, connectedness, bullying, and school climate.  Increase Parent Engagement  Families may participate through the School Site Council, Parent Association, ELAC as applicable, Coffee with the Principal, workshops, surveys, and school events. PowerSchool, Otus, Google Classroom, Naviance, email, and other platforms will support communication and involvement. Parent feedback will strengthen home-school partnerships and parent voice in decisions.  Monitor Progress  HTLA will review annual stakeholder surveys and attendance, behavior, MTSS, and participation data to assess these actions and determine needed revisions. Findings will guide continuous improvement in engagement, climate, safety, wellness, and academic success.|Met||2026-06-16|2026
19647330100743|Accelerated Charter Elementary|6|ACES administered the Panorama Education Survey in Spring 2026 as its local climate survey, capturing perceptions of school climate, safety, belonging, engagement, and relationships across grade spans served by the LEA. A total of 628 students participated across surveys, along with 15 teachers, 20 classified staff, and 34 families. The data below reflect the percentage of favorable responses by category. Among students in grades 3 through 5 (188 responses), results indicate the following: School Climate 47% favorable (40th national percentile), Student Engagement 34% (40th percentile), School Belonging 48% (30th percentile), Rigorous Expectations 60% (30th percentile), School Safety 51% (30th percentile), and Teacher Student Relationships 52% (30th percentile). Selected items of note include student excitement about attending class at 27%, peer respect at 34%, and teacher attentiveness to student emotions at 37%. Staff survey results reflect differences across groups. Teachers reported high levels of belonging and positive relationships with leadership, both above the 90th national percentile. Classified staff reported lower levels of belonging, ranking at the 30th national percentile. Family survey results indicate generally positive perceptions of school climate. Families reported School Fit at 85% favorable (80th national percentile), School Climate at 71% (70th percentile), and School Safety at 72% (50th percentile). The lowest rated item was student comfort in asking adults for help, at 58% favorable. Current survey reporting does not include disaggregation by student subgroup as defined under California Education Code 52052. ACES will prioritize expanding access to disaggregated data in future survey cycles to better identify and address equity gaps.|Analysis of the Spring 2026 Panorama survey data highlights both strengths and areas for growth in ACES’s school climate. A key strength is the strong level of family trust and confidence in the school. Families report high levels of satisfaction with school fit, cultural responsiveness, and the overall learning environment. In addition, staff data indicate a positive internal culture among teachers, with high levels of belonging and strong relationships with leadership. These results reflect a stable foundation that supports continued improvement efforts. At the same time, student experience data identify important areas for growth. Student engagement and belonging are not yet consistently strong across grade levels. Among students in grades 3 through 5, engagement and belonging both rank at or below the 40th national percentile, indicating that many students are not consistently experiencing school as engaging or personally meaningful. Teacher to student relationships show a similar pattern, with results suggesting an opportunity to strengthen how students feel known, supported, and connected to adults on campus. Differences in staff experience also represent an area for consideration. Classified staff reported lower levels of belonging compared to teachers, indicating an opportunity to strengthen internal alignment and ensure all staff groups experience a consistent and supportive school environment.|Based on the analysis of Spring 2026 Panorama survey data, ACES will refine its instructional and school climate practices to strengthen student engagement, relationships, and belonging, while improving systems for staff inclusion and data use. A primary focus will be strengthening student engagement and connection in the classroom. ACES will incorporate student engagement as a priority within instructional planning by increasing opportunities for student voice, choice, and active learning. Professional development and coaching will support teachers in implementing evidence-based strategies, and classroom walkthroughs will include engagement as a key look- for. In addition, the school will formalize relationship building practices across classrooms, including consistent check-ins and restorative approaches that support strong teacher to student connections. ACES will also implement a more coordinated approach to improving student belonging and overall school climate. The school will expand opportunities for peer connection, student voice, and inclusive practices that ensure all students feel known and supported. At the same time, ACES will strengthen internal systems to support staff connectedness, with a focus on increasing inclusion and input opportunities for classified staff as key contributors to school culture. Finally, ACES will refine its climate data practices to support continuous improvement. This includes increasing student and family participation in survey administration and working to obtain disaggregated data to better understand differences in student experience. Survey results will be reviewed regularly and used to inform ongoing planning, ensuring that data leads to clear and measurable action.|Met||2026-06-10|2026
19647330100750|Wallis Annenberg High|6|WAHS administered the Spring 2026 Panorama Educational Partner Survey across students, staff, and families as its local climate measure, capturing perceptions related to safety, belonging, engagement, relationships, and overall school climate. Results are reported as percentage of favorable responses and benchmarked against national Panorama data. At the high school level, 396 students in grades 9–12 participated in the survey, representing an 81.5% response rate. Student results reflected School Climate at 39% favorable and School Safety at 57% favorable. School Belonging averaged 35% favorable, Teacher-Student Relationships averaged 41% favorable, and Student Engagement averaged 20% favorable, with these areas ranking below the 10th national percentile. Rigorous Expectations averaged 51% favorable, while Student Satisfaction averaged 36% favorable. Family survey results reflected more positive perceptions of school climate. Family respondents reported School Climate at 65% favorable, School Fit at 66% favorable, and School Safety at 69% favorable. Staff survey results highlighted both strengths and areas for growth related to school climate and culture. Staff Leadership Relationships averaged 61% favorable, while Staff Belonging averaged 48% favorable and Student Behavior averaged 29% favorable. The student survey response rate provides a strong source of climate data for grades 9–12. WAHS continues to strengthen disaggregated reporting practices and will continue expanding analysis by student subgroup, including English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, to further support equitable school climate improvement efforts.|Analysis of the Spring 2026 Panorama survey data highlights both strengths and important areas for continued growth in WAHS’s school climate. A key strength is the positive perception families hold regarding school safety and overall school fit. Family respondents reported School Safety at 69% favorable and School Fit at 66% favorable, with 82% indicating their child does not feel unsafe at school and 75% reporting their child feels a sense of belonging. Student responses also reflected stronger perceptions of physical safety, with School Safety averaging 57% favorable. These results indicate that students and families generally view the campus as physically safe and supportive. The data also identify significant opportunities to strengthen student connection and engagement. Student Belonging averaged 35% favorable, Teacher-Student Relationships averaged 41% favorable, and Student Engagement averaged 20% favorable, with each area ranking below the 10th national percentile. These results suggest many students do not yet feel strongly connected to school adults, peers, or the overall school experience. Staff survey data further reinforce these findings. Staff Belonging ranked below the 10th national percentile, and Student Behavior averaged 29% favorable, indicating an opportunity to strengthen consistency, relationships, and shared culture across the school community. The contrast between family perceptions and student experiences also represents an important learning. While families generally reported positive perceptions of school climate, student responses reflected lower levels of belonging and engagement, highlighting the need to strengthen student voice, increase transparency around student experiences, and deepen communication between school and home.|In response to the Spring 2026 climate data, WAHS will continue refining practices and systems to strengthen student connectedness, engagement, and overall school climate. To address low levels of Student Belonging, Teacher-Student Relationships, and Student Engagement, WAHS will implement more consistent relationship-building structures, including advisory supports, restorative practices, and intentional student check-ins designed to strengthen connections between students and school adults. WAHS will also review and strengthen schoolwide behavior systems to ensure consistent expectations, clearer communication, and restorative responses to student behavior. These efforts are intended to improve school culture and address staff concerns related to consistency and student behavior supports. In addition, the school will expand opportunities for student voice through surveys, focus groups, and student leadership structures that allow students to provide meaningful input into school climate and continuous improvement efforts. WAHS will also strengthen communication with families regarding school climate data and student experiences to support stronger school-home partnerships. To support continuous improvement, WAHS will continue administering climate surveys and regularly reviewing data related to belonging, engagement, safety, and connectedness to inform ongoing adjustments to school climate strategies and supports.|Met||2026-06-10|2026
19647330100800|Central City Value|6|Central City Value High School administered the Value Schools Local School Climate Survey in Spring 2025–26 and reviewed student, family, and employee responses. The survey included measures of school safety, belonging, trusted-adult relationships, peer response to bullying, student perceptions of rules and administrative support, employee culture, and family participation.  The school received 388 student responses, representing approximately 83% participation; 38 employee responses, representing approximately 76% participation; and 131 parent responses. Student and employee participation were below local participation goals, while the parent participation goal was met.  Student belonging increased from 45% in Spring 2025 to 89% in Spring 2026. Trusted-adult connection increased from 49% to 83%, and the percentage of students reporting that students try to stop bullying increased from 26% to 72%. Student perceptions of safety increased from 50% to 57%. In Spring 2026, 56% of students reported that administration was accessible and supportive, and 53% reported that school rules were fair for all students. Among responding employees, 100% reported job satisfaction. The parent decision-making input measure was 86%.  Respondent context was available by gender, English Learner status, and IEP status. Complete item-level climate results were not available disaggregated by these student groups; therefore, demographic information was not used to make broad conclusions about individual groups.|The results indicate meaningful progress in student belonging, trusted-adult relationships, peer intervention when bullying occurs, employee culture, and family participation in decision-making. These strengths provide a foundation for continued improvement and suggest that many students experience connection to the school and access to supportive adults.  Student responses also identify school safety, perceptions of fair and consistently applied rules, and access to administration as areas for continued attention. Student results in these areas were less positive than the school’s belonging and trusted-adult results. The findings support continued use of student voice to understand daily student experiences and strengthen supervision, behavioral expectations, bullying prevention and response, peer respect, restorative practices, and access to counseling and administrative support.  Because complete item-level subgroup results were not available, the school will avoid drawing conclusions about specific student groups that are not supported by the survey reports.|Central City Value High School will use the survey findings to inform continuous improvement actions connected to LCAP Goal 2 and school-climate priorities. The school will sustain practices that support belonging and trusted-adult relationships while strengthening student-facing supports related to safety, peer culture, fairness, student voice, and access to assistance.  Actions will include using student listening sessions, advisory structures, and other student forums to understand perceptions of safety, rules, and support; reinforcing student-led bullying-prevention and bystander-intervention activities; strengthening restorative and inclusive practices; providing clear student-facing reporting and referral pathways; reinforcing consistent behavior expectations and responses to peer conflict; and providing predictable opportunities for students to access administrators, counselors, and other trusted adults.  The school will review climate results together with attendance, discipline, bullying reports, counseling referrals, family input, and engagement data. Future survey administration and analysis will also be refined to support stronger participation, subgroup reporting, trend monitoring, and continuous improvement planning.|Met||2026-06-05|2026
19647330100867|KIPP Los Angeles College Preparatory|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 87% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330101196|ICEF View Park Preparatory High|6|ICEF View Park Preparatory High School administered the Fall 2025 Panorama Student Survey:   Summary of results  75% School Belonging: How much students feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the School. 56% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 62% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory High School administered the Fall 2025 Panorama Student Survey:   Summary of results  75% School Belonging: How much students feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the School. 56% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 62% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory High School administered the Fall 2025 Panorama Student Survey:   Summary of results  75% School Belonging: How much students feel they are valued members of the school community. 34% School Climate: Perceptions of the overall social and learning climate of the School. 56% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 62% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2026-06-18|2026
19647330101444|KIPP Academy of Opportunity|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  83%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330101659|CATCH Prep Charter High, Inc.|6|CATCH Prep administers an annual local school climate survey to gather feedback from students, families, and staff regarding school safety, connectedness, engagement, and overall school climate. Survey results, along with attendance, behavior, graduation, and academic achievement data, are used to monitor school conditions and guide continuous improvement efforts.  Results from the 2025–26 local climate survey indicate that students, families, and staff continue to report positive perceptions of school safety, supportive relationships, and school connectedness. Students consistently identify strong relationships with teachers and staff, access to academic and social-emotional supports, and a welcoming school environment as key strengths. Families report high levels of satisfaction with communication, responsiveness, and personalized support provided by school staff.  CATCH reviews available survey data by student subgroup, including students with disabilities, English Learners, foster youth, and socioeconomically disadvantaged students, when available. Survey findings are analyzed alongside other local indicators to identify strengths, address areas of need, and support equitable outcomes for all students.  In addition to the annual climate survey, CATCH utilizes stakeholder surveys, student feedback opportunities, classroom observations, and ongoing educational partner input to better understand school climate and student experiences. This information informs schoolwide planning, student support services, advisory programming, restorative practices, and social-emotional learning initiatives. Through ongoing data collection and stakeholder engagement, CATCH Prep continues to foster a safe, inclusive, and supportive learning environment that promotes student well-being, engagement, and academic success.|Analysis of CATCH Prep's 2025–26 school climate data identified several areas of strength as well as opportunities for continued growth. Survey results, stakeholder feedback, attendance data, behavior data, and classroom observations indicate that students, families, and staff continue to perceive the school as a safe, supportive, and welcoming learning environment. Strong relationships between students and staff, personalized support, and a positive sense of school connectedness remain key strengths across the school community.  Analysis of available subgroup data indicates that students, including English Learners, students with disabilities, foster youth, and socioeconomically disadvantaged students, generally report positive school experiences and access to supportive adults. Families also report satisfaction with communication, responsiveness, and the individualized attention students receive in CATCH's small school environment. While overall climate indicators remain positive, stakeholder feedback identified opportunities to further strengthen student engagement, student voice, and access to social-emotional supports. Students expressed interest in additional leadership opportunities, expanded college and career exploration experiences, and increased opportunities for collaboration and real-world learning. Families emphasized the importance of continued communication regarding academic progress, graduation requirements, and postsecondary planning.  These findings have informed ongoing school improvement efforts, including strengthening advisory programming, expanding college and career readiness activities, increasing opportunities for student leadership and voice, and enhancing social-emotional learning supports. CATCH will continue using both quantitative and qualitative data to monitor school climate, identify emerging needs, and ensure that all students feel safe, connected, supported, and prepared for success.|Based on analysis of local climate survey results, stakeholder feedback, attendance data, and other local indicators, CATCH Prep will continue strengthening programs and supports that promote student engagement, connectedness, and well-being. Findings indicate that students value the school's safe, supportive, and personalized learning environment, while also identifying opportunities to expand student voice, leadership opportunities, and college and career readiness experiences.  To address these needs, CATCH will continue enhancing its advisory program through social-emotional learning, college and career exploration, academic monitoring, and relationship-building activities. The school will also expand opportunities for student leadership, student feedback, and participation in schoolwide decision-making processes to ensure student perspectives continue to inform school improvement efforts.  CATCH will strengthen its Multi-Tiered System of Supports (MTSS) by providing targeted academic, behavioral, and social-emotional interventions based on student needs. Staff will continue participating in professional development focused on restorative practices, trauma-informed approaches, Universal Design for Learning (UDL), culturally responsive instruction, and strategies that support diverse learners.  The school will also continue reviewing climate, attendance, behavior, and achievement data to identify trends and evaluate the effectiveness of programs and supports. Educational partner feedback will remain an important component of continuous improvement efforts and will be used to guide future planning, resource allocation, and student support services. Through these actions, CATCH seeks to maintain a positive school climate where all students feel safe, connected, supported, and prepared for success.|Met|CATCH Prep continues to maintain a positive school climate through strong relationships, personalized support, and proactive student services. In recognition of its commitment to student success, academic achievement, and positive school culture, CATCH Prep was named a 2025 California Distinguished School.  As a small school community, CATCH emphasizes meaningful connections between students, staff, and families, ensuring that every student is known, supported, and encouraged to succeed. The school maintains a safe and welcoming campus environment through consistent supervision, clear behavioral expectations, restorative practices, and a comprehensive School Safety Plan. CATCH has maintained a 0% suspension rate for multiple years through the use of restorative approaches, counseling supports, social-emotional learning, and intervention strategies that prioritize relationship-building and student growth.  Students receive ongoing support through the school's advisory program, Multi-Tiered System of Supports (MTSS), counseling services, college and career readiness activities, and targeted academic interventions. CATCH also values strong partnerships with families and maintains regular communication through PowerSchool, phone calls, emails, conferences, and school events. Educational partner feedback continues to inform school improvement efforts and sustain a climate where students feel safe, supported, connected, and prepared for future success.|2026-06-29|2026
19647330101675|Oscar De La Hoya Animo Charter High|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330101683|Renaissance Arts Academy|6|Renaissance Arts Academy annually administers a family survey measuring school connectedness and safety among students and parents. For the 2025-2026 School Year the survey participation rate was 100% across all grade levels. 97% respondents reported a positive connection with the arts, 95% reported a positive connection with academics, and 95% reported a positive connection with the open classroom model. These statistics are reflected across all significant student groups. Survey comments support a positive view of the school environment, defined by community, support, safety, and care.|Students at RenArts report feeling both connected and safe. By survey, RenArts students in each grade level indicate the open-classroom model, whole school culture, and school-wide performances as a major part of feeling connected. All students participate in shows and experience positive interactions across grade levels. There is an observably coherent school-wide culture and behavior standards. Students report feeling comfortable communicating concerns to faculty with appropriate and timely response. The open-classroom model supports visibility, behavior, and connectedness. All students participate in regular safety, fire, earthquake, and other emergency drills, contributing to their perception of safety on campus. Emergency procedures are explained to students during the first month of the school year and policies are discussed at the beginning of every school year at the Student Compact Meetings in order to inform the parent community.|Based on the highly positive survey results, RenArts plans to maintain and deepen the successful practices that currently foster this environment. Developing healthy habits in all areas of life is a vital part of a well-rounded education. Consistent with RenArts Board Resolution 620, in coordination with RenArts’ Health and Safety plan, and as an integral part of RenArts’ educational design for supporting academic, artistic and personal success for all students, RenArts’ faculty actively promotes health and wellness for all members of the RenArts community, including in the following areas: Nutrition, Physical Education, Physical Health, Emotional Health, Behavioral Health, Environmental Health. Wellness practices are integrated into RenArts’ education program, fully coordinated with RenArts’ Mission and Goals, and implemented by the entire faculty team as a feature of RenArts’ ensemble-based school culture. Renaissance Arts Academy’s coordinated approach to wellness provides students with planned learning experiences designed to develop both concepts and skills that affect physical health and fitness, movement concepts, artistic concepts, motor skill development, and safety in physical activity settings that are maintained in a safe and healthy learning environment.|Met||2026-06-23|2026
19647330102335|Ocean Charter|6|OCS uses the California Healthy Kids Survey.  The following data reflects responses of “strongly agree” or “agree” from ninety-three 7th and 8th grade students in Spring of 2026: School connectedness 80% Academic motivation 74% Boring 27% Worthless 10% Absenteeism 11% Trouble focusing on schoolwork 27% Caring adult relationships 79% High expectations 91% Meaningful Participation 38% Facilities upkeep 82% Promotion of Parental Involvement 72% School perceived as very safe or safe 93% California Student Wellness Index 107.3|OCS' areas of strength with scores over 65% are in school connectedness (91% in 7th and 69% in 8th); academic motivation (81% in 7th and 66% in 8th); caring adult relationships (81% in 7th and 77% in 8th); High expectations (96% in 7th and 86% in 8th); facilities upkeep (92% in 7th grade and 71% in 8th grade);promotion of parental involvement in school (79% in 7th and 64% in 8th); optimism (83% in 7th and 66% in 8th); and life satisfaction (84% in 7th and 70% in 8th).  Our focus areas for improvement are on maintaining students' focus on schoolwork (25% in 7th and 28% in 8th have trouble with this) and on helping students feel they have meaningful participation in their own education and school experience (43% in 7th and 32% in 8th).|OCS will continue to promote a healthy school climate with caring relationships among students and teachers and multiple strategies to support strong relationships among students. Weekly council circles will continue as will more creative ways to promote health relationships such as singing together, moving together, creating together - i.e. class plays, projects, caring for the school environment, and joining activities such as clubs and sports teams.  We will continue our informal counseling program for students needing additional support.   New efforts will include increased student involvement in conflict resolution and discipline to increase a sense of responsibility and accountability.|Met||2026-06-25|2026
19647330102426|PUC Milagro Charter|6|PUC Milagro conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct/ Item/Question / % Favorable Rating General Education  Captivate/ Learning is important in my classroom. / 95% Care / My teacher makes me feel that she/he really cares about me./ 82% Care / I like the way my teacher treats me when I need help./ 83% Confer / My teacher wants me to share my thinking and ideas./ 70% Confer / My teacher wants me to explain my answers — why I think what I think./ 71% Consolidate / My teacher takes the time to help me think about what I have learned. / 67% Control/ My teacher makes sure that I follow the classroom norms and the Habits of a Scholar./ 90% Safety / I feel safe in my classroom./ 85% Safety/ I know my teacher will help me if I feel that people are being unkind./ 81%|PUC Milagro Charter School received an overall score of 3.70 out of 4 and an Average % Favorable of 78%. During the 2025-2026 SY, PUC Milagro continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Students with Disabilities (SWD), Homeless, and those in Foster Care.|The social-emotional well-being of all students remained a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support that students will need. PUC Milagro is to continue working on strengthening their “Mindfulness” curriculum and Restorative Justice program.|Met||2026-06-10|2026
19647330102434|Animo South Los Angeles Charter|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.					|Met||2026-06-26|2026
19647330102442|PUC Lakeview Charter Academy|6|PUC Lakeview Charter Academy conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct/ Item/Question /% Favorable Rating  Captivate / My teacher makes learning enjoyable/ 79% Care / My teacher in this class makes me feel that she really cares about me /81% Care / My teacher really tries to understand how students feel about things / 80% Confer / My teacher respects my ideas and suggestions/ 83% Confer / My teacher wants us to share our thoughts / 86% Consolidate/ The comments that I get on my work in this class help me understand how to improve. / 81% Control / Student behavior in this class is under control. / 72% Safety  / I feel physically safe in this classroom./ 82% Safety  / I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 88%|PUC Lakeview Charter Academy received an overall score of 4.34 out of 5 and an Average % Favorable of 83%. During the 2025-2026 SY, PUC LCA continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2026-06-10|2026
19647330102483|N.E.W. Academy Canoga Park|6||||Not Met|||2026
19647330102491|Dr. Theodore T. Alexander Jr. Science Center|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Dr. Alexander Science Center School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647330102541|New Designs Charter|6|New Designs Charter administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February and April of the 2025-26 school year and received 83% response rate. Key findings from the survey show that 64% of the students felt they liked the school and 68% of the students felt the school was an inviting and supportive place for them to learn. 65% of the students felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life. The following data below shows how the different subgroups in the school felt on the question of safety in the school: •	72% of all students felt safe at school. •	60% of Students with Disabilities felt safe at school. •	75% of English learners felt safe at school. •	54% of African American students felt safe at school. •	66% of Hispanic students felt safe at school.  The following data below shows how the different subgroups in the school felt on the question of connectedness to others at the school: •	56% of all students felt they were connected to others in the school. •	60% of Students with Disabilities felt they were connected to others in the school. •	73% of English Learners felt they were connected to others in the school. •	46% of African American students felt they were connected to others in the school. •	52% of Hispanic students felt they were connected to others in the school.|The school survey showed a lower level of connectedness compared to previous years. However, the data also showed a high percentage of students (68%) felt the adults in the school cared about them and were willing to help them with their social emotional wellbeing. It was apparent from the data that the school needs to build a positive school culture and improve the students’ perceptions of the school. How the students felt about their safety on campus served to alert the school to the need for ensuring enhanced school safety measures and improved school security personnel and campus aides training programs.  Data from the survey indicated the students wanted to see greater beautification, improved general school cleanliness and an expansion of extracurricular and sport offerings for both boys and girls, including facilities for various sporting disciplines.  Sixty nine percent of the students felt that their parents were welcome and given several avenues to engage in the school, but they thought more could be done. Suggestions included giving more relevant workshops to parents.|Results indicated a need to understand and find solutions to declining school spirit students’ unease with safety in the school among some subgroups, especially African Americans. Data has also shown that students are dealing with elevated social-emotional concerns. The school is continuing with more emphasis on counseling and attending to the social emotional needs of the students. Middle school has a permanent social emotional counselor. The school is also taking more stringent approach to ensuring school security staff are of the highest quality. The school has engaged Shields for Families to help with student and families social emotional/mental health concerns|Met||2026-06-13|2026
19647330106351|Ivy Academia|6|To gather meaningful feedback on school climate, Ivy Academia administers a local student surveyu during years when the California Healthy Kids Survey (CHKS) is not conducted. This internal survey includes selected questions from CHKS to ensure continuity and comparability of data. While the student LCAP survey does not yield a single overall score like CHKS, analysis focuses on key indicators related to safety, student connectedness, staff responsiveness, and emotional well-being.  The survey is administered in the Spring.  Recent survey data reveals 83% of students reported feeling safe at school, an increase of 9% from the previous year.  In addition, 78% of students reported that they feel their teachers care about them, an increase of 4% from the previous year.  These positive gains highlight improvements in school climate and directly inform the development of LCAP priorities, including enhancements to student support systems and overall school culture.|The survey results normally help for the LCAP draft but given we are closing on June 30, 2026, this part of the LCAP was not developed.|"Survey results play a key role in guiding schoolwide improvement at Ivy Academia and provide feedback in the LCAP development process. Recent data shows gains in school safety and student connectedness.  To support this, Ivy Academia offered clubs, intramural sports, and enrichment activities designed to increase student involvement and a sense of belonging.  The school also integrated entrepreneurship education into  core  subjects through hands-on, grade-level projects that build real-world skills.  Some projects included an ""Evolution of A Product"" and a ""Food Truck Redesign Challenge"". Also in the 2025-2026 school year, middle school students continued to have the opportunity to earn college credit through weekly on-campus courses offered in partnership with Pierce College.  These expanded opportunities supported a positive school climate for all students but especially English Learners , low-income, and foster youth to feel connected, supported, and prepared for future success.  Due to the school closing on June 30, 2026, we do not have plans to improve on this."|Met||2026-06-12|2026
19647330106427|Synergy Charter Academy|6|The school administered the California Healthy Kids Survey (CHKS) to students in grades 3–5 in Spring 2026. Overall results indicate generally positive perceptions of school climate, particularly in areas of safety, adult support, and academic motivation.  Across grade levels, school connectedness ranged from 67% to 78%, and academic motivation was high, ranging from 81% to 90%. Students also reported strong perceptions of high expectations from adults (81%–89%) and caring adult relationships (63%–78%).  In terms of safety, a large majority of students reported feeling safe at school (80%–87%) and on the way to and from school (81%–90%). However, some students reported experiences with peer conflict. A key area of focus remains meaningful participation, with only about 39%–40% of students reporting that they have opportunities to participate meaningfully in school decisions or activities.  Data disaggregated by race/ethnicity shows generally consistent patterns, with Hispanic/Latino students (the largest subgroup) reporting similar levels of connectedness, motivation, and supports as the overall population.|Analysis of the 2026 CHKS data indicates several key strengths in school climate. Students report strong relationships with adults, high academic motivation, and a generally safe and supportive school environment. High percentages of students feel that adults care about them, hold high expectations, and treat students with respect, all of which are critical protective factors that support student achievement and well-being.  Additionally, the majority of students report feeling safe at school and during their commute, and students perceive positive social-emotional supports and antibullying efforts. These findings suggest that the school has established a strong foundation of safety, relationships, and instructional support.  At the same time, the data highlights possible opportunities for growth in student voice and agency. Only about 40% of students report meaningful participation in school, indicating that many students do not consistently feel they have opportunities to: help make decisions about school activities or rules, share ideas with adults, and influence their learning experiences.  Additionally, while safety perceptions are high, the data on peer interactions (e.g., reports of being teased or targeted by rumors) suggests a continued need to strengthen peer relationships and conflict resolution skills. Overall, the key learning is that while students feel supported and safe, increasing opportunities for student voice, leadership, and meaningful participation is a continued focus for improving school climate.|In response to relatively lower levels of students reporting a sense of “meaningful participation in school,” SCA plans to gather student input on ideas for school-wide celebrations for holidays and games they’d like to see incorporated into our structured recess times. We will also continue the practice of most teachers creating classroom rules together with students on the first day of school. SCA will continue to implement the GLEAM framework to ensure that learning experiences are at grade-level, engaging, affirming, and meaningful for students. SCA will also continue to provide ways for students to participate in enrichment activities through its expanded learning program. We will continue the use of Second Step as our social-emotional curriculum. However, we will ask teachers to have their lessons on Mondays (as opposed to Fridays) so they can naturally look for opportunities to reference the focus of these lessons where appropriate during the week.|Met||2026-06-13|2026
19647330106831|Animo Venice Charter High|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330106849|Animo Pat Brown|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330106864|Alliance Gertz-Ressler Richard Merkin 6-12 Complex|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 49.5% Positive Responses School Safety: 61.5% Positive Responses Sense of Belonging: 48.5% Positive Responses Teacher-Student Relationships: 54% Positive Responses Attendance: 90.5% Positive Responses No Place for Hate: 60% Positive Responses Overall Feedback: 69.5% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance - Overall Feedback Overall, the areas for growth at our school are: - School Climate - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330106872|Bert Corona Charter|6|The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support. The BCCS Youth Truth report synthesized feedback from 663 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 92%. Overall Youth Truth Survey Results for BCCS 2025-26 by theme area: Engagement: Students 44%, Families 78%, Staff 79% Relationships: Students 48%, Families 93%, Staff 82% Culture: Students 41%, Families 89%, Staff 61% Belonging: Students 50% Communication & Feedback: Families 93% School Safety: Families 83%, Staff 69% Resources: Families 89% Professional Development & Support: Staff 66%|Strengths Engagement: Families 78%, Staff 79% Relationships: Families 93% , Staff 82% Culture: Families 91% (increased 4%) Communication & Feedback: Families 93% Resources: Families 89% Identified Needs Engagement: Students 41%, Families 89% Relationships: Students 48% Culture: Students 41%, Staff 61% Belonging: Students 50% School Safety: Families 83%, Staff 59% Professional Development & Support: Staff 66%|• School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement • Operations Team: Focus on school safety|Met||2026-06-29|2026
19647330107755|Port of Los Angeles High|6|Student Climate Survey The annual student survey was conducted on January 13th and 14th, 2026. Participation Rate: 876/891 = 98% 97% of students state they feel safe at our school 81% of students feel their school is clean and tidy 95% of students feel a teacher or adult cares about them 86% of students are happy to be at POLAHS. 88% of students feel they are a part of the school.|While survey results show strong perceptions of safety, cleanliness, and adult support, the school will continue to strengthen student connectedness and belonging by increasing opportunities for meaningful student-adult relationships and maintaining a safe, positive school environment.|Based on the analysis of local school climate data, no changes to existing plans, policies, or procedures are deemed necessary at this time. Student survey results indicate strong positive perceptions of school climate, including high rates of students reporting that they feel safe at school, perceive the campus as clean and well-maintained, and feel supported by caring adults on campus. These findings suggest that current practices and supports are effectively meeting student needs. The LEA will continue to implement and monitor existing school climate initiatives and will regularly review local data to ensure continued effectiveness.|Met||2026-06-10|2026
19647330108878|CHAMPS - Charter HS of Arts-Multimedia & Performing|6|The annual School Climate survey was given to our families in the late fall to see how CHAMPS met their expectations with regards to our school mission, operations, safety, learning environment, academic and arts education. 92% of our families felt that our school provided a safe and supportive learning environment for academics and arts. Over 75% of our families felt that we provided a rigorous academic and art curriculum. Specifically, 50% of our families felt that CHAMPS promoted critical thinking and creativity in academics with 85% responding that instruction promotes engagement. In addition, 60% of our families felt CHAMPS promoted critical thinking and creativity, with 88% of them agreeing that instruction promotes engagement. 65% of families agree that CHAMPS promotes collaboration between the school, parents/guardians, and the community.|In all the following areas, a majority of our families rated CHAMPS at Satisfactory and above. Our families especially found that CHAMPS excelled at aligning its school mission to learning as it provided a safe and rigorous learning environment where students were engaged in critical thinking and creativity. Moreover, while CHAMPS is successful in promoting academic and artistic engagement, families believe the school needs to do more to promote critical thinking and creativity. In addition, families believe that CHAMPS can improve their collaboration with families, specifically in the areas of communication and curriculum.|Survey responses indicate our families are eager to see an increase in the amount of information they receive from the school through our communication platforms which include email/Parent Square, our website, and social media. Our families would also like to see CHAMPS continue to develop and enhance curriculum that engages their students in critical thinking and creative work.|Met||2026-06-22|2026
19647330108886|Gabriella Charter|6|In the spring season of 25-26, students in 4th and 7th grade took the California Healthy Kids Survey. Overall, the results were positive and aligned with other historical school experience data.|We used the data to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body during distance learning. Key results of this survey displayed below show the strong and positive culture created at GCS, highlighting that our students feel GCS is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed.|We learned in 25-26 that an area of need was our MS students, and we have worked to have advisory and Council in those grades to support student voice and peer conflict resolution.|Met||2026-06-22|2026
19647330108894|Alliance Judy Ivie Burton Technology Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 46% Positive Responses School Safety: 61% Positive Responses Sense of Belonging: 47% Positive Responses Teacher-Student Relationships: 52% Positive Responses Attendance: 86% Positive Responses No Place for Hate: 57% Positive Responses Overall Feedback: 71% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance - Overall Feedback Overall, the areas for growth at our school are: - School Climate - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330108910|ISANA Nascent Academy|6|"In Spring 2026, ISANA Nascent Academy administered a student survey to assess perceptions of school safety and connectedness across grades 3 through 8, with a participation target of at least 50% of the student body. The survey assessed student perceptions across two domains: classroom experience and school experience, through statements such as ""My school creates a welcoming environment,"" ""My school helps me when I feel stressed, worried or upset,"" ""My teacher shows respect towards me,"" and ""My teacher creates an environment where I feel comfortable asking and answering questions."" The overall schoolwide average favorable response rate was 68%. Results by student group were as follows: •	Latino students: 67% •	Black/African American students: 70% •	Students with Disabilities: 58.5% •	English Learners: 72%"|"A notable strength from the survey was students' perception of their classroom environment. Specifically, 88% of students responded favorably to ""My teacher shows respect towards me"" and 85% to ""My teacher creates a welcoming environment in the classroom,"" reflecting the impact of intentional schoolwide efforts to build inclusive classrooms through professional learning, ongoing coaching, and relationship building. The most significant area of need identified was students' sense of support during moments of emotional distress. The lowest rated item was ""My school helps me when I feel stressed, worried or upset,"" with only 42% of students responding favorably, well below our 80% target. This result was consistent across student groups and indicates that while students feel welcomed and respected in their classrooms, they do not yet feel sufficiently supported at the school-wide level in moments of emotional need. Students with Disabilities showed the lowest overall favorable response rate at 58.5%, suggesting a particular need to strengthen support and adult-student relational practices for this population."|In response to these findings, Nascent has implemented and will continue to refine the following changes to address identified areas of need. This year, we expanded survey administration to both Fall and Spring to allow for more timely monitoring and response to student feedback throughout the year. Moving forward, the school will disaggregate survey data by grade level, number of years enrolled, and other relevant factors to better understand group-level trends. Focus groups will be conducted with students from each participating grade level to explore the reasons behind their responses and co-develop actionable next steps. Regular student focus groups will be established on an ongoing basis to ensure sustained, student-centered dialogue that informs school climate improvement efforts. Additionally, professional learning for staff will continue to focus on strengthening adult-student relational practices and ensuring that all students, particularly those from historically underserved groups, feel consistently supported throughout the school day.|Met||2026-06-12|2026
19647330108928|Larchmont Charter|6|Larchmont is constantly soliciting input from our educational partners throughout the year. This is done through a combination of community meetings (staff meetings, Employee Advisory Group meetings, site council meetings, finance committee, and board meetings, to name a few), along with stakeholder surveys that are conducted each fall and spring. Additionally, the school leadership and network teams meet to analyze academic, survey, and organizational data to identify needs, consult students, parents, and staff about the needs they see, and collaboratively develop the budget and LCAP. It’s presented and discussed at multiple meetings. Input and feedback collected are analyzed and integrated into the LCAP and budget so that it’s an iterative process.|Stakeholder feedback continues to affirm that Larchmont's greatest strength is its strong sense of community, student-centered culture, and commitment to its mission and values. Families, students, and staff consistently report positive relationships, a strong sense of belonging, and appreciation for the school's constructivist and inquiry-based approach. At the same time, analysis of survey data, attendance data, and stakeholder feedback identified several areas for continued focus. These include strengthening attendance and reducing chronic absenteeism, particularly among historically underserved student groups; improving academic outcomes for English Learners, Students with Disabilities, Black/African American students, and Latino students; strengthening TK-12 alignment; and increasing staff capacity to differentiate instruction and support diverse learners. Feedback also highlighted the importance of increasing educator diversity, continuing culturally responsive practices, strengthening student support systems, and expanding opportunities for students to feel seen, known, connected, and supported. These findings directly informed the goals and actions included in the 2026-27 LCAP.|The findings from stakeholder surveys, attendance data, and LCAP development have directly informed several actions in the 2026-27 LCAP. Larchmont will continue investing in staff recruitment, retention, and professional development with a focus on increasing educator diversity and strengthening instructional capacity. The school will further develop Professional Learning Communities (PLCs) as the primary structure for continuous improvement and collaboration. To address attendance and engagement, Larchmont will continue implementing enhanced attendance monitoring, family outreach, student support meetings, and advisory structures that strengthen student connectedness and belonging. Additional efforts include strengthening Designated and Integrated English Language Development (ELD), expanding support for multilingual learners, implementing a schoolwide behavior support framework, and increasing opportunities for family engagement and partnership. The school will continue using stakeholder feedback, climate data, attendance data, and student achievement data to evaluate the effectiveness of these initiatives and make adjustments as part of its continuous improvement process.|Met||2026-06-02|2026
19647330108936|Alliance Collins Family College-Ready High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 47% Positive Responses School Safety: 69% Positive Responses Sense of Belonging: 43% Positive Responses Teacher-Student Relationships: 53% Positive Responses Attendance: 90% Positive Responses No Place for Hate: 62% Positive Responses Overall Feedback: 69% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330109884|James Jordan Middle|6|92.8% of students responded positively when asked if JJMS is as safe as or safer than other schools. 96.9% of parents responded positively when asked if JJMS is as safe as or safer than other schools. 93.4% of students responded positively that teachers at JJMS want students to do well. 98.9% of parents responded positively that teachers at JJMS want students to do well.|Our students and families feel that our school is safe and that the adults care about the success of students. Our staff has noted the need for continued, if not increased, mental health services, and our families have echoed that need. We have committed more PD time and school resources to providing those supports. We’ve offered Parent Workshops to build awareness about ways families and partner organizations in the community can support students, and we’ve used some of those opportunities to raise awareness about the detrimental effects of hate language and online bullying. Students have all been recognized publicly at our school, but students continue to want their peers to be acknowledged and celebrated more frequently in schoolwide ceremonies.|We’ve focused more of our staff professional development time on behavior support, including training for our paraprofessionals. We learned how effective our advisory groups have been, so this year we offered a weekly work habits advisory to support students who are failing academically. Those advisories are led by the classroom teachers who use those opportunities to build stronger relationships with students, address lingering skill gaps and content misconceptions, and ensure students improve their grades so they are better set up for academic success. Next year, we plan to expand our advisory offerings to include an advisory that focuses support on students who have encountered trauma and who could benefit from additional mental health supports led by our mental health services team.|Met||2026-06-02|2026
19647330109934|Our Community|6|According to the California Healthy Kids Survey, 65% of 7th grade students surveyed feel connected to school.  76% of students feel or perceive that school is safe or very safe.   According to the California Healthy Kids Survey, 72% of the 5th grade students surveyed feel connected to school. 79% of the students feel or perceive that school is safe or very safe.    Our Community School students received a California Student wellness score of 108.6 A score of 108.6 on the California Student Wellness Index (CSWI) which indicates our overall student well-being and mental health are doing well and sitting above the state average.|In 2024-2025, Our Community School noticed that student behavior was impacting learning conditions despite the positive supports through the use of Responsive Classroom and Restorative Practices.  The suspension rate increased in order to maintain high expectations for student behavior and overall school safety.  In 2025-2026, there should be a decrease in the total number of suspensions and our school worked to implement Tier 1 social emotional learning supports for all students.  For the 2025-2026 CHKS survey, 59% of the survey respondents mentioned rule clarity.   Last year our discipline committee worked collaboratively on reviewing behavior data to create a schoolwide discipline matrix for all students.  This will be presented to our staff during our professional development days, so that it will be ready for implementation in the 2026-2027 school year.  Information from the CHKS survey disaggregated data for the Hispanic/Latino student group.  This student grouping rated 112.2 on the California Student Wellness Score.  One areas we will concentrate on next year in relation to this student grouping will be School Engagement.|Our Community School is still working towards fully implementing CYBHI grant in 2026-2027. We are grateful for the extension in 2026-2027, to ensure we are able tocontinue to use this program.  We are working on policy dvelopment and parent support to have full implementation.|Met||2026-06-24|2026
19647330110304|Los Angeles Academy of Arts and Enterprise|6|LAAAE administered a local Student Experience Survey to students in grades 6–12 to measure school climate, student connectedness, belonging, engagement, respect, college-going mindset, and barriers to attendance. The survey was administered in English and Spanish and included 135 student responses. Responses represented both grade spans served by the LEA, with 59 responses from grades 6–8 and 36 responses from grades 9–12.  Overall, 64.2% of students rated most of their classes as engaging at a 4 or higher on a 6-point scale. Student excitement about attending class was lower, with 42.1% rating this item at a 4 or higher. For connectedness, 61.1% of students rated their connection to classmates at a 4 or higher, and 90.5% of students reported that they feel they belong in most classes either “Yes” or “Sometimes.” Additionally, 64.2% of students rated feeling heard and respected in their classes at a 4 or higher.  Disaggregated by grade span, grades 6–8 had 79 responses, with 61.0% rating classes as engaging, 62.7% rating connection to classmates positively, and 88.1% reporting that they belong either “Yes” or “Sometimes.” Grades 9–12 had 56 responses, with 69.4% rating classes as engaging, 58.3% rating connection to classmates positively, and 94.4% reporting that they belong either “Yes” or “Sometimes.” Formal student group disaggregation by English Learner status, Students with Disabilities, socioeconomically disadvantaged status, foster youth, and homeless youth was not available within this anonymous local survey; however, the LEA will strengthen future survey tools to allow for appropriate student group analysis when available.|The survey results show several areas of strength. Students report a strong overall sense of belonging, with more than 90% indicating that they feel they belong in most classes either consistently or sometimes. Students also reported positive levels of classroom engagement, connection to classmates, and feeling heard and respected by adults. Open-ended responses show that peers, teachers, family, learning, VAPA activities, sports, and future goals are important reasons students come to school.  At the same time, the data identifies clear areas for improvement. Student excitement about attending class each day was lower than other indicators, showing a need to strengthen engagement, relevance, classroom culture, and motivation. While most students reported some sense of belonging, only 31.6% selected a clear “Yes,” which shows that belonging is present but not yet consistently strong for all students. Attendance-related responses also identified common barriers such as illness, tiredness, family responsibilities, transportation, medical appointments, and other personal circumstances. Open-ended student feedback also raised themes related to food, facilities, field trips, activities, workload, uniforms, language access, and the need for students to feel listened to and treated fairly.  The key learning is that LAAAE has a strong foundation of student connection and relationships, but the school must continue building a more consistent culture of engagement, belonging, voice, and support across all classrooms and grade levels.|Based on the survey findings, LAAAE will use student climate data to strengthen schoolwide systems for engagement, belonging, attendance, and student support. The LEA will continue implementing its schoolwide instructional focus on rigor, engagement, and feedback so that students experience more relevant, active, and supportive learning across classrooms. The school will also use advisory, classroom community-building, cooperative learning structures, student check-ins, and staff professional development to strengthen student belonging and peer connection.  To address attendance-related barriers, LAAAE will continue using its attendance and engagement systems, including outreach, student support team meetings, family communication, wellness referrals, and targeted intervention for students with attendance concerns. The LEA will also use student feedback to inform school climate actions related to supervision, food/lunch feedback, activities, field trips, clubs, facilities needs, language access, and student voice opportunities.  For continuous improvement, LAAAE will revise its climate survey process for 2026–2027 to include a direct measure of student perception of school safety, expand participation across all grade levels, and improve disaggregation by student groups when available. Survey findings will be reviewed by school leadership, staff, advisory structures, and the Board as part of the LCAP/local indicators process to ensure student voice informs schoolwide planning and improvement.|Met|LAAAE used the 2025–2026 Student Experience Survey as a baseline measure of school climate, student connectedness, belonging, engagement, respect, and attendance barriers. The survey included 135 student responses across grades 6–12 and provided input from both the middle school and high school grade spans served by the LEA.  Survey results show that LAAAE has a strong foundation of student connection and belonging. Students identified peers, teachers, family, VAPA activities, sports, learning opportunities, and future goals as reasons they come to school. The data also identified areas for continued improvement, including daily engagement, attendance support, student voice, and consistency of classroom experiences.  For 2026–2027, LAAAE will use these results to strengthen advisory, student check-ins, attendance outreach, wellness supports, classroom engagement, and family communication. The LEA will also revise the survey to include a direct student safety question, expand participation, and improve review of results by student group when available.|2026-06-24|2026
19647330111211|New Heights Charter|6|New Heights Charter School conducts the Panorama’s SEL Competencies Survey students in grades 3-8. For the 2025 data, we received information from 85% of the student population in grades 3-8. The survey addresses the core areas key to our LCAP and Community Schools efforts. These categories are: supportive relationships, social awareness, self-management, learning strategies, and growth mindset. The category of Supportive Relationship received the highest positive rating overall for grades 3-8. Questions included in this category include the following: 1.	How supported students feel through their relationships with adults at school? 2024: 84% favorable response Grades 3-5 2025: 90% favorable response Grades 3-5 2026: 89% favorable response Grades 3-5  2024: 84% favorable response in Grades 6-8 2025: 86% favorable response in Grades 6-8 2026: 87% favorable response in Grades 6-8  2.	Do you have a teacher or other adult from school who you can count on to help you, no matter what? 2024: 89% favorable response Grades 3-5 2025: 89% favorable response Grades 3-5 2026: 85% favorable response Grades 3-5  2024: 82% favorable response in Grades 6-8 2025: 90% favorable response in Grades 6-8 2026: 86% favorable response in Grades 6-8  There was no significant difference based on sub-groups of students for 3-8.  3.	Do you have a Growth Mindset? 2024: 50% favorable response Grades 3-5 2025: 61% favorable response Grades 3-5 2026: 59% favorable response Grades 3-5  2024: 49% favorable response in Grades 6-8 2025: 53% favorable response in Grades 6-8 2026: 58% favorable response in Grades 6-8  In 2026, the greatest favorable responses in students’ SEL surveys for students in grades 3-5 were in the following two areas: Learning Strategies and Supportive Relationships. The question that showed the greatest increase (13 percentage points) was in the category of Learning Strategies: Before you start a challenging project, how often do you think about the best way to do it?  In 2026, the greatest favorable responses in students’ SEL surveys for students in grades 6-8 were also in the following two areas: Learning Strategies and Supportive Relationships. The question that showed the greatest increase (5 percentage points) was in the category of Learning Strategies: How well do your learning strategies help you learn effectively?|The key learnings from our data are as follows: our area of strength continues to be creating a school community where relationships are nurtured. The key learning is that the strategies we are using (Responsive Classroom) and the support system we have created (Student and Family Support Team) are working, so we need to continue to improve in our use of these strategies. Most importantly, we understand that we have created a foundation, relationship-building and trust, that will allow us to layer on additional restorative justice strategies to support students' social-emotional development.   Another area of strength for 2025-26 is in the area of Learning Strategies for students in grades 3-8, with students becoming more confidant in using the learning strategies taught in school. When disaggregated by student group, we can see that the strengths and challenges were true for all students, with little difference among the subgroups.   In terms of areas that need schoolwide attention, low student self-ratings on self-management and social awareness, continue to be our primary focus for future years. Students in all subgroups struggle with these areas. Our key learning is that these are difficult areas to see quick growth and we need to intensify the implementation of the strategies we are using (social skills groups, professional development in executive functioning skills, and counseling) as well as introduce new approaches such as RULER from Yale's Center for Emotional Intelligence and the Self-Regulated Classroom.|To address the needs identified through the analysis of local data and the identification of key learnings, we are going to consider adding some new approaches to our toolkit of support for students. In the summer of 2025, we sent leadership team to Yale's RULER training to support a new Tier I approach that will build teachers' skills in helping students identify their feelings and self-regulate. During the past year, 2025-26, the leadership team has trained the full faculty and staff on the key RULER tools. In 2026-27, the staff and faculty will share the RULER tools with students. Also, we also had a lead teacher engage in the Self-Regulated Classroom professional development through LA County and he will train teachers in August 2026. This is another Tier I strategy that we can utilize across the classrooms. As for Tier II and Tier III strategies, we are expanding our social skills group offerings through our Community Schools initiative.|Met||2026-06-17|2026
19647330111484|New Village Girls Academy|6|"New Village Girls Academy (NVGA) administered the Spring 2025-26 Student School Climate Survey to its student body in Spring 2026. The survey was offered in English and Spanish and consisted of 25 Likert-scale items measuring student perceptions across multiple climate domains, along with single-item questions on student success, safety, mental health, and access to supports. NVGA received 38 completed responses (37 in English; 1 in Spanish). Across all 25 Likert-scale climate items, NVGA's overall student climate score was 4.10 on a 5.0 scale, where 5 represents Strongly Agree and 1 represents Strongly Disagree. By grade level, the overall climate score was 3.83 for 9th grade (N=6), 4.29 for 10th grade (N=8), 4.06 for 11th grade (N=9), and 4.14 for 12th grade (N=15). The highest-rated items (percentage of students responding Strongly Agree or Agree) were ""School offers academic support when I need extra help"" at 97.4% favorable, ""My family is welcomed"" at 97.4%, ""School is a positive and supportive learning environment"" at 94.7%, ""There is an adult I could talk to if I have a problem"" at 94.7%, ""Teachers communicated with me about my progress"" at 94.7%, ""I feel connected to my school"" at 92.1%, and ""My school is clean"" at 92.1%. Lower-rated items included ""I enjoy going to school"" at 65.8% favorable, ""Explored interests in content classes"" at 71.1%, ""Behavior expectations are applied fairly"" at 76.3%, and ""Adults fairly address instances of bullying"" at 44.7% favorable with 39.5% Neutral. On the item ""Students experience bullying,"" 55.3% of students disagreed or strongly disagreed. When asked ""Do you feel successful in school?"", 50.0% of 9th graders, 62.5% of 10th graders, 77.8% of 11th graders, and 66.7% of 12th graders answered ""Yes."" When asked ""Do you feel safe while at school?"", 83.3% of 9th graders, 87.5% of 10th graders, 55.6% of 11th graders, and 93.3% of 12th graders responded ""Yes."" When asked whether they would feel comfortable talking to a school staff member about a mental health concern, 33.3% of 9th graders, 50.0% of 10th graders, 55.6% of 11th graders, and 73.3% of 12th graders responded ""Yes."" The most frequently selected support services were College and Career (29 students), Mental Health (12), Academic Support (12), and Food (11). Thirty-two students reported stable housing with family, while 6 students reported one or more indicators of housing instability. On system involvement, 12 students (31.6%) reported that they or someone in their life had been incarcerated."|"The Spring 2025-26 results indicate that NVGA students experience a generally positive school climate, with particular strengths in academic support, family engagement, adult-student trust, and school connectedness. The data reflects the impact of NVGA's Big Picture Learning model, advisory structure, and Community Schools approach in cultivating strong adult-student relationships and access to academic support. Several findings warrant focused attention. While the overall climate score is positive, student enjoyment of school is notably lower than other indicators, with 26.3% Neutral and 7.9% unfavorable. This suggests that while students recognize the school's supportive environment, a portion of the student body does not yet experience school as a place they actively enjoy attending. Findings related to bullying also warrant follow-up. While most students do not perceive widespread bullying, the high Neutral rate on whether adults address bullying fairly (39.5%) and the lower favorable rate (44.7%) suggest uncertainty about the consistency of adult response to peer conflict. This finding aligns with NVGA's continued investment in restorative justice practices. Grade-level disaggregation reveals patterns aligned with developmental and transitional needs. 9th grade students reported the lowest overall climate score (3.83), the lowest sense of feeling successful (50.0%), and the lowest comfort with discussing mental health concerns (33.3%). These findings suggest that students new to NVGA may benefit from additional onboarding, relationship-building, and trust-building during the transition to high school. 11th grade students reported the lowest sense of safety (55.6% ""Yes,"" with 33.3% ""Maybe"" and 11.1% ""No""), warranting targeted inquiry into the specific safety concerns of this cohort. The data also confirms the high incidence of housing instability and justice system involvement within NVGA's student community. With 6 students reporting indicators of housing instability and 12 students reporting incarceration impact, the survey reinforces the importance of NVGA's wraparound supports, mental health services, and Community Schools framework. The strong demand for College and Career support (selected by 29 of 38 respondents) confirms continued student investment in post-secondary planning and validates NVGA's College Readiness Internship and dual enrollment partnerships. The high demand for Mental Health and Academic Support (each selected by 12 students) reinforces the importance of NVGA's School Psychologist role, social work intern program, and tiered intervention systems."|Based on the analysis of these findings, NVGA has identified the following changes and continued actions for the 2026-27 school year. To address the lower 9th grade climate indicators, NVGA will strengthen onboarding and relationship-building practices for incoming students, with particular attention to building trust early in the school year through Advisory and Wellness Days so that 9th graders feel safe disclosing academic, social-emotional, and mental health needs. Advisory and mentoring structures will be reviewed for opportunities to extend dedicated relationship-building time during the first months of the school year. To address the 11th grade sense of safety concern, NVGA will conduct follow-up inquiry through Advisory and counseling check-ins to identify specific safety concerns and will review findings with the school's Restorative Justice team and School Psychologist to determine whether additional cohort-level supports are warranted. To address findings related to bullying response, NVGA will continue to deepen its implementation of restorative justice practices, including restorative circles, individualized student support plans, and collaborative problem-solving processes. Ongoing administrative coaching on restorative practices will incorporate review of the survey findings to refine systemic responses to peer conflict and communicate the school's response process more clearly to students. To address student-identified needs for College and Career, Mental Health, Academic Support, and Food support, NVGA will sustain current investments through the Academic Counselor role, Learning Through Internships program, School Psychologist services, social work intern program, and Case Manager and Community School Coordinator role. To address the high incidence of housing instability and justice system involvement, NVGA will continue to operate through its Community Schools framework and partnerships with the Liberty Hill Foundation, Beloved Village, Young Women's Freedom Center, Spirit Awakening, and A New Way of Life. NVGA recognizes that the survey did not collect demographic information sufficient to disaggregate climate data by student group. As a continuous improvement step, NVGA will consider revisions to the survey instrument for the 2026-27 administration to allow voluntary identification of demographic and student group membership, enabling more nuanced disaggregation while protecting student privacy. NVGA will also continue to triangulate survey findings with attendance, behavioral, and academic data.|Met||2026-06-24|2026
19647330111492|Alliance Patti And Peter Neuwirth Leadership Academy|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 53% Positive Responses School Safety: 75% Positive Responses Sense of Belonging: 47% Positive Responses Teacher-Student Relationships: 57% Positive Responses Attendance: 90% Positive Responses No Place for Hate: 65% Positive Responses Overall Feedback: 72% Positive Responses|Overall, the areas of relative strength at our school are: - School Safety - Attendance - Overall Feedback Overall, the areas for growth at our school are: - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330111500|Alliance Dr. Olga Mohan High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 47% Positive Responses School Safety: 67% Positive Responses Sense of Belonging: 44% Positive Responses Teacher-Student Relationships: 51% Positive Responses Attendance: 87% Positive Responses No Place for Hate: 67% Positive Responses Overall Feedback: 74% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance - Overall Feedback Overall, the areas for growth at our school are: - School Climate - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330111518|Alliance Jack H. Skirball Middle|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 43% Positive Responses School Safety: 50% Positive Responses Sense of Belonging: 42% Positive Responses Teacher-Student Relationships: 48% Positive Responses Attendance: 88% Positive Responses No Place for Hate: 49% Positive Responses Overall Feedback: 57% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships - No Place for Hate These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330111575|Animo Ralph Bunche Charter High|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330111583|Animo Jackie Robinson High|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330111625|Animo Watts College Preparatory Academy|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330111641|Alliance Ouchi-O'Donovan 6-12 Complex|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 37.5% Positive Responses School Safety: 52% Positive Responses Sense of Belonging: 40% Positive Responses Teacher-Student Relationships: 49% Positive Responses Attendance: 89.5% Positive Responses No Place for Hate: 46.5% Positive Responses Overall Feedback: 57% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships - No Place for Hate These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330111658|Alliance Marc & Eva Stern Math and Science|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 52% Positive Responses School Safety: 72% Positive Responses Sense of Belonging: 47% Positive Responses Teacher-Student Relationships: 50% Positive Responses Attendance: 89% Positive Responses No Place for Hate: 67% Positive Responses Overall Feedback: 73% Positive Responses|Overall, the areas of relative strength at our school are: - School Safety - Attendance - Overall Feedback Overall, the areas for growth at our school are: - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330112060|Hesby Oaks Leadership Academy|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Hesby Oaks Leadership Academy is included in these school climate policies and processes.|Met||2026-06-16|2026
19647330112201|PUC Excel Charter Academy|6||||Not Met|||2026
19647330112235|California Creative Learning Academy|6|From the survey, our 4th & 5th graders shared strengths and areas of need:  The highest five ratings include:  Teachers are caring and helpful. My teacher and I have a good relationship. My teacher sets high expectations for my learning. I keep trying to do my classwork even when it’s really hard for me. I feel confident I’ll be ready for the next school year.  The lowest five ratings include: I feel welcomed at the school. I look forward to going to school. I feel emotionally safe going to school. I feel comfortable talking to teachers and/or staff about problems or issues. Teachers and staff help students resolve conflicts with one another.|In reviewing the data, the School Site Council noted lowered scores for feeling welcomed and comfortable in school. We have seen increased anxiety among students and will lean in more on social emotional learning.|From the survey data, committee and teacher feedback, and reports to our Board of Directors, we are focusing on several improvement areas to help strengthen our school culture and climate. We are adding action items that include more social emotional supports for both students and staff; more training for staff and supervisors, and improving the physical infrastructure of our building with respect to sound and classroom spaces.|Met||2026-05-18|2026
19647330112508|Stella High Charter Academy|6|The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Panorama Survey:  School Safety: Year: Spring 2025-2026 Source: Panorama Student Success Platform All Students: 53%; Black/AA: 54%; Hispanic/Latino: 52%; EL: 49%; SWD: 58% (unweighted average of Special Educational Program Name); SED:  51% (unweighted average %FMP and %RPMP) Sense of Belonging: Year: Spring 2025-26 Source: Panorama Student Success Platform All Students: 38%; Black/AA: 41%; Hispanic/Latino: 37%; EL: 40%; SWD: 41% (unweighted average of Special Educational Program Name); SED:  38% (unweighted average of %FMP and %RPMP).  According to Panorama Education's national benchmarks, SHCA' School Safety average of 53% favorable landed them in the 70th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, SHCA' Sense of Belonging average of 38% favorable landed them in the 30th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength School Safety remained relatively stable overall (54% ? 53%). Black/African American students improved in both School Safety (+1) and Sense of Belonging (+8). Students with Disabilities (SWD) continued to report the highest School Safety (58%), exceeding the school average by 5 percentage points, and maintained Sense of Belonging above the school average.  Identified Needs Sense of Belonging remains the lowest-performing climate indicator at 38% favorable. Socioeconomically Disadvantaged (SED) students experienced the largest declines in Sense of Belonging (44% ? 38%) and School Safety (56% ? 51%). English Learners (ELs) reported the lowest School Safety (49%). Hispanic/Latino students declined in both School Safety (54% ? 52%) and Sense of Belonging (40% ? 37%).  Overall Key Learnings School Safety decreased slightly from 54% to 53%, while Sense of Belonging declined from 39% to 38%, indicating that overall perceptions of school climate have remained largely unchanged with continued opportunities to strengthen safety and connection. Black/African American students demonstrated the strongest improvement, with School Safety increasing from 53% to 54% and Sense of Belonging rising from 33% to 41%, the largest gain among all student groups. SWD continued to report stronger perceptions than the overall student population despite a decline in School Safety (63% ? 58%). Sense of Belonging remained stable at 41%. ELs experienced a slight decline in School Safety (51% ? 49%) while Sense of Belonging remained relatively stable (41% ? 40%), suggesting opportunities to strengthen perceptions of safety. SED students experienced the largest declines across both measures, highlighting the need to better understand and address their school experiences. Hispanic/Latino students experienced modest declines that mirror the overall schoolwide trend and warrant continued monitoring. Overall, improvements for Black/African American students alongside stagnant or declining results for other groups suggest that schoolwide climate efforts are benefiting some students more than others, reinforcing the importance of monitoring subgroup experiences through an equity lens.  Equity Considerations SWD continued to report stronger perceptions than the overall student population on both measures. The greatest equity concern is the decline among SED students, particularly in Sense of Belonging. Continued efforts should focus on strengthening student connectedness, identity affirmation, relationships, culturally responsive practices, and targeted supports for SED, EL, and Hispanic/Latino students while building on the positive gains observed among Black/African American students.|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330114884|Aspire Junior Collegiate Academy|6|Based on Panorama Education survey data (153 responses, Grades 3–5),  our students report favorably well above the district across all domains, with Teacher–Student Relationships exceeding the 90th percentile nationally. However, three of four domains show declining trends from the prior survey.  Teacher–Student Relationships (80%, above 90th percentile, -3) is the highest domain and well above the district (+7). Performance is strong across most groups, with female students (83%, -4) and chronically absent students (80%, +2) near or at the school overall. Students with IEPs (82%, -1) are also close to the school, while male students (77%, -1) are slightly below.  Sense of Belonging (61%, ~70th percentile, -5) is declining across most groups. Fifth grade (46%, -14) and students with IEPs (66%, -22) show the largest drops, falling well below and above the school respectively. MLL students (59%, no prior comparison) are near the school baseline.  School Climate (60%, ~80th percentile, -6) is trending down. Fifth grade (45%, -13) and students with IEPs (58%, -20) show the steepest declines. Third grade (70%, -1) and chronically absent students (65%, +1) are above the school overall.  School Safety (60%, ~50th percentile, 0) is flat overall. Third grade (57%, +8) and female students (64%, +5) trend upward, while male students (56%, -4) and students with IEPs (54%, -9) are below the school.  Overall, the school maintains strong performance relative to national and district benchmarks, but declining trends in Belonging, Climate, and Safety across fifth grade and students with IEPs indicate areas to monitor closely.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330114959|Monsenor Oscar Romero Charter Middle|6|The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support. The MORCS 2025-26 Youth Truth report synthesized feedback from 547 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 80%. Overall Youth Truth Survey Results for MORCS 2025-26 by theme area: Engagement: Students 33%, Families 75%, Staff 50% Relationships: Students 45% , Families 84%, Staff 45% Culture: Students 31%, Families 80% (no change), Staff 26% Belonging: Students 45% Communication & Feedback: Families 90% School Safety: Families 77% (decreased 1%), Staff 71% Resources: Families 84% Professional Development & Support: Staff 41%|Strengths Engagement: Families 75% Relationships: Families 84% Culture: Families 80% Communication & Feedback: Families 90% Resources: Families 84%  Identified Needs Engagement: Students 33%, Staff 50% Relationships: Students 45%, Staff 45% Culture: Students 31%, Staff 26% Belonging: Students 43% School Safety: Families 77%, Staff 71% Professional Development & Support: Staff 41%|•School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging •Instruction Team: Focus student academic engagement; high-quality professional development & teacher support •Operations Team: Focus on school safety|Met||2026-06-29|2026
19647330114967|Global Education Academy|6|We administered a local climate survey to all 3rd-8th grade students that focused on the following topics: learning recovery, school teacher-student relationships, school rigorous expectations, school belonging, school engagement, school mindset, school climate, and school safety. Overall, the students in grades 6-8 felt less favorably towards school compared to the 3rd-5th grade students. In grades 3-5, 79% of the students felt confident about learning what they needed to this school year whereas 60% of our 6th-8th grade students felt confident. For school teacher-student relationships, 76% of the students felt that they had a strong social connection with their teachers within and beyond the classroom whereas only 53% of our 6th-8th grade students felt this way. 69% of 3rd-5th graders felt that their teachers had high expectations of their performance in the classroom compared to 50% of our 6th-8th grade students. 59% of our 3rd-5th grade students felt that they were a valued member of our school’s community, but only 33% of our 6th-8th grade students felt this way. 54% felt that they were excited and invested in what they were learning compared to 20% of our 6th-8th grade students. In school safety, 58% of our 6th-8th students said they felt safe in school as opposed to 52% of 3rd-5th grade students.   Last year, we found a trend across the grade levels (3rd-8th) where our female students answered negatively in many topics in the survey. This year, we’re happy to report that there was more of a balance in positive and negative answers regardless of sex. In fact, in topics such as fairness of rules and interest in classes, we saw that our female students answered more positively than in the previous year|Based on the results from the survey data, we saw that our students, both male and female, feel equally about many of the survey topics, as mentioned above, but we see that, across topics, our middle schoolers feel less favorable about them. However, by 8th grade, we see that our students are either acclimating well to our school’s culture, and their teachers are doing a great job of engaging with our students to ensure that they feel like they are valued and safe in their classes and at their school. Overall, our area of need is to continue creating a welcoming school environment.|In order to address our areas of need, we will need to focus on creating a more positive school environment for our students. We need to continue to support our teachers in creating meaningful connections and relationships with their students. We have provided, and will continue to provide professional development for our teachers in order to support them in this. Creating a positive school environment where students feel like they belong and feel safe will allow for students to perform better academically as well. We will also continue to partner with Wellness Together, a counselling service, in order to provide mental health support for our students.|Met||2026-06-23|2026
19647330115048|Fenton Primary Center|6|The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students. STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 94% Curriculum: 100% Instruction: 98% Assessment: 91% School Culture: 96% Overall Satisfaction: 96% Participation Rate: 95% PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 100% Curriculum: 96% Instruction: 98% Assessment: 95% School Culture: 96% Overall Satisfaction: 97% Participation Rate: 28% STUDENTS The Charter School does not have any students in the upper grades. The students operates an Early Education Primary Center with students in grades TK-2.|OVERALL The school climate survey reveals an exceptionally high level of satisfaction across multiple critical aspects of the educational environment from our parents. Organization The Charter School received a high satisfaction rate, indicating that nearly all respondents find the school's administrative and operational structures to be efficient and supportive. This suggests that the school effectively manages its resources, maintains clear communication channels, and fosters an organized environment conducive to learning. Curriculum The Charter School achieved an impressive satisfaction rate, reflecting widespread approval of the school's academic programs. This high rating implies that the curriculum is well-rounded, engaging, and meets the diverse needs of students. It also suggests that the content is relevant, challenging, and aligned with educational standards, preparing students well for future academic and career endeavors. Instruction The Charter School garnered a high satisfaction rate, highlighting the effectiveness and quality of teaching within the school. This result suggests that the instructional methods employed by the teachers are highly effective, engaging, and conducive to student learning. It indicates that teachers are likely skilled, knowledgeable, and capable of delivering the curriculum in a manner that resonates with students. Assessment The Charter School received a significantly high satisfaction rate, indicating a strong approval of the methods used to evaluate student performance. This suggests that the school's assessment strategies are fair, comprehensive, and provide meaningful feedback to students. It implies that assessments are well-designed to accurately measure student learning and progress. School Culture The Charter School satisfaction a high satisfaction rate, which, while slightly lower than the other categories, still demonstrates a very high level of satisfaction. This rating reflects a positive and inclusive school atmosphere where students feel safe, respected, and valued. It suggests that the school promotes a supportive and nurturing environment that fosters positive relationships among students, staff, and the broader school community. Overall, these results from the School Climate survey illustrate a highly successful and well-regarded school environment, with near-universal satisfaction in key areas essential to the educational experience.|Survey results identified consistent strengths in Curriculum and Instruction among staff and parents, while School Culture and Organization emerged as areas for continued growth. These findings provide direction for ongoing improvement efforts focused on strengthening the school environment, communication, and organizational systems. Participation rates vary each year based on the number of respondents, highlighting the importance of consistent outreach and engagement to maximize stakeholder participation.  Staff Survey Results Staff reported high levels of satisfaction across all categories, reflecting strong confidence in the school’s programs and operations:  Organization: 94% Curriculum: 100% Instruction: 98% Assessment: 91% School Culture: 96% Overall Satisfaction: 96%  These results indicate that staff view the school as highly organized, supportive, and effective in delivering quality instruction and assessment practices. The strong ratings in School Culture and Overall Satisfaction reflect a collaborative and positive work environment.  Parent Survey Results Parents also reported exceptionally high levels of satisfaction:  Organization: 100% Curriculum: 96% Instruction: 98% Assessment: 95% School Culture: 96% Overall Satisfaction: 97%  Parents expressed strong confidence in the school’s academic program, instructional quality, communication, and supportive environment. Organization received a perfect score, demonstrating parent satisfaction with school operations and responsiveness.  Student Survey Results Student survey data were not available, as the school serves students in grades TK–2 and does not administer the student climate survey.  Overall Findings Both staff and parent survey results demonstrate a highly positive school climate and strong support for the Charter School’s educational program. Strengths include organization, curriculum, instruction, assessment, and school culture, with overall satisfaction remaining exceptionally high across stakeholder groups.  The Charter School will continue to build upon these strengths while focusing on opportunities to further enhance school culture, family engagement, and organizational practices. Ongoing stakeholder feedback and data analysis will guide continuous improvement efforts and help ensure a supportive, inclusive, and effective learning environment for all students and families.|Met||2026-06-11|2026
19647330115113|Ivy Bound Academy of Math, Science, and Technology Charter Middle|6||||Not Met For Two or More Years|||2026
19647330115139|Center for Advanced Learning|6|"Each year, students and parents at CAL are provided with the opportunity to provide feedback based on a focused range of topics including academics, student safety, social-emotional/psychological support, bullying, positive behavior, positive incentives, and student equity.  96% of stakeholders polled agree that CAL promotes academic success for all students.  96% agree that CAL treats all students with respect.  96% agree that CAL has clear expectations about school discipline.  89% agree CAL gives all students opportunities to ""make a difference"" by helping other people, the school, or the community.  86% agree CAL provides quality counseling or other ways to help students with social or emotional needs.  98% agree CAL is a supportive and inviting place for students to learn.  98% agree CAL communicated the importance of respecting all cultural beliefs and practices.  100% agree CAL enforces rules equally for all students.  86% agree CAL has quality programs for student talents, gifts, or special needs. 100% agree CAL is a safe place for students."|"Areas of Strength Positive School Climate and Safety 98% believe CAL is a supportive and inviting place for students to learn. 100% of parents agree CAL is a safe place for students. 96% agree there are clear expectations about school discipline. 100% say rules are enforced equally.  Respect and Inclusivity 96% agree CAL treats all students with respect. 98% agree CAL communicates the importance of respecting all cultural beliefs and practices.  Academic and Social-Emotional Support 96% agree that CAL promotes academic success for all students. 86% agree CAL provides quality counseling or social-emotional supports.  Student Engagement and Community Involvement 89% agree CAL offers opportunities for students to ""make a difference.""   Area of Need or Growth Opportunity Support for Diverse Learners (Talents, Gifts, Special Needs) 86% strongly agree CAL has quality programs for student talents, gifts, or special needs."|For the 26-27 school year, CAL will be focusing on teamwork and collaboration across campus to allow all CAL members to feel like they are part of the CAL team and valued for who they are. CAL will start off by teachers, staff and admin learning more about their personality traits so they can collaborate better, and teachers will be also do this with their students so students can begin developing collaborative skills.|Met||2026-06-13|2026
19647330115253|Discovery Charter Preparatory #2|6|71 out of 168 students (42%) responded to the Student Survey. Overall Agree/Strongly Agree responses for key questions: 56% - Teachers at Discovery Prep effectively communicate with parents about what students are expected to learn in class 80% - The school promotes academic success for all students 82% - Teachers and other adults encourage me to work hard in school so I can succeed in college or at my chosen job 65% - I feel cared for and supported by the adults at my school 69% - I feel safe at this school 42% - I feel connected to this school community 75% - We have access to all of the courses necessary to graduate The student survey results were disaggregated by the following groups: Hispanic, Caucasian, Biracial, English Learners and Special Education. Key survey results with a significant variance between student groups are captured below: This school promotes academic success for all students. 84%- Hispanic 100%- Caucasian 67%- Biracial 84%- EL 100% SPED This school cultivates a culture of collaboration with families. 85%- Hispanic 100%- Caucasian 100%- Biracial 100%- EL 45% SPED Teachers evaluate student learning using different types of assessments 94%- Hispanic 100%- Caucasian 100%- Biracial 92%- EL 92% SPED This school promotes academic success for all students. 95%- Hispanic 100%- Caucasian 100%- Biracial 92%- EL 89% SPED|Students indicated that they feel the community at Discovery Prep supports their success, have their best interests at heart and that it is not just the importance of getting good grades, but also the importance of their well being and as human beings. They feel that the community at Discovery Prep does not only want the student to be successful in their academic career, but also in the choice of the career they pursue.|We were surprised to learn that only 42% of all students reported that they felt connected to the school community. In follow up meetings with students, they expressed the need for supporting the interactions between students who are new to the school and the existing students. As a result, the school will be implementing more professional development for teachers and staff on PBIS and restorative practice to support better communication, mindfulness, and conflict-resolution skills. It is also launching a Student Ambassador program to help create a more welcoming and open environment for new students.|Met||2026-06-17|2026
19647330115287|ICEF Vista Middle Academy|6|ICEF Vista Middle Academy administered the Fall 2025 Panorama Student Survey:   Summary of results  63% School Belonging: How much students feel they are valued members of the school community. 40% School Climate: Perceptions of the overall social and learning climate of the school. 58% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 67% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Middle Academy administered the Fall 2025 Panorama Student Survey:   Summary of results  63% School Belonging: How much students feel they are valued members of the school community. 40% School Climate: Perceptions of the overall social and learning climate of the school. 58% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 67% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Middle Academy administered the Fall 2025 Panorama Student Survey:   Summary of results  63% School Belonging: How much students feel they are valued members of the school community. 40% School Climate: Perceptions of the overall social and learning climate of the school. 58% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 67% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2026-06-18|2026
19647330116509|Alliance Morgan McKinzie High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 51% Positive Responses School Safety: 67% Positive Responses Sense of Belonging: 49% Positive Responses Teacher-Student Relationships: 54% Positive Responses Attendance: 88% Positive Responses No Place for Hate: 63% Positive Responses Overall Feedback: 70% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance - Overall Feedback Overall, the areas for growth at our school are: - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330117036|Enadia Way Technology Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647330117598|Alliance Piera Barbaglia Shaheen Health Services Academy|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 32% Positive Responses School Safety: 45% Positive Responses Sense of Belonging: 33% Positive Responses Teacher-Student Relationships: 44% Positive Responses Attendance: 85% Positive Responses No Place for Hate: 44% Positive Responses Overall Feedback: 61% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - School Safety - Sense of Belonging - Teacher-Student Relationships - No Place for Hate These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330117606|Alliance Leichtman-Levine FF High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 52% Positive Responses School Safety: 62% Positive Responses Sense of Belonging: 48% Positive Responses Teacher-Student Relationships: 55% Positive Responses Attendance: 85% Positive Responses No Place for Hate: 65% Positive Responses Overall Feedback: 71% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance - Overall Feedback Overall, the areas for growth at our school are: - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330117614|New Los Angeles Charter|6|New Los Angeles Charter Middle School (NLACS) administers the Panorama Education Student Survey annually as the primary local climate measure. The Spring 2026 administration occurred in April 2026 and collected 279 student responses in grades 6 through 8. The Spring 2026 results report schoolwide favorable response rates across seven climate topics. School Rigorous Expectations is the highest-rated topic at 66%, followed by School Safety at 60%, School Climate at 54%, Valuing of School at 49%, School Teacher-Student Relationships at 48%, School Belonging at 42%, and School Engagement at 26%. Year-over-year comparison shows broad-based improvement. No topic declined, and six of seven topics increased their favorable response rates. The largest increases were School Climate (4%) and School Teacher-Student Relationships (4%), followed by School Belonging (3%), School Safety (2%), and School Engagement and School Rigorous Expectations (1% each). Valuing of School held steady. Item-level analysis highlights several areas of strength: 91% of students reported that their class or school discussed the shared definition of racism, 82% rated doing well in classes as important, 80% reported physical fights rarely occur, 78% agreed they are becoming better at thinking deeply about social justice issues, 75% felt comfortable expressing their culture, identity, and race, and 74% rated teachers as respectful. Growth areas include the transfer of classroom learning outside of school (10% favorable on discussing ideas from class outside of school), student excitement about attending class (14%), student perceptions that peers follow school rules (17%), and classroom participation (18%). Disaggregation by student groups, including English Learner classification, is available through the school's full Panorama data platform. Spring 2026 disaggregated School Rigorous Expectations data show 62% favorable for English Learners, 66% for English Only students, 69% for Initially Fluent English Proficient (IFEP) students, and 68% for Reclassified Fluent English Proficient (RFEP) students. The Panorama survey informs LCAP action design and progress monitoring across the Promoting Student Engagement and a Safe Learning Environment action, the Addressing SEL, Behavioral, and Mental Health Needs action, and the Supporting English Learners action. The Spring 2026 results validate the school's continued investment in school climate work and identify classroom engagement and the extension of learning into students' lives outside of school as continued focus areas for 2026-27.|Three principal learnings emerge from the Spring 2026 Panorama analysis: NLACS is making sustained year-over-year progress with no topic declining, the school's mission-pillar work on racial equity and social justice produces clear student-reported strength, and student engagement remains the most consequential growth area. The most clearly affirmed strength is the school's social justice and equity climate. 91% of students reported that their class or school discussed the shared definition of racism, 78% agreed they are becoming better at thinking deeply about social justice issues at NLACS, 75% felt comfortable expressing their culture, identity, and race at school, and 71% felt comfortable talking about issues of racism and social justice in class. These results validate the school's mission-aligned investment in social justice across advisory, project-based learning, and curricular integration. A second strength is the school's rigorous academic culture. School Rigorous Expectations is the highest-rated topic at 66%, with 70% reporting teachers encourage them to do their best, 68% reporting teachers ask them to explain their answers, 67% reporting teachers take time to ensure understanding, and 82% rating doing well in classes as important. A third strength is physical safety: 80% report fights rarely occur, 70% rarely worry about violence, and 69% rate the school as responsive when bullying occurs. The most pronounced need is classroom-level engagement. School Engagement at 26% favorable is the lowest topic, driven by low excitement about attending classes (14%), classroom participation (18%), and interest in class content (28%). Transfer of learning beyond the school day is also low: only 10% discuss class ideas outside school and 20% apply learning to daily life. A second need is peer behavior climate. Only 17% report that students follow school rules well, and 22% favorable on the disrespect item indicates peer disrespect is a frequent experience. A third need is depth of teacher-student relationships. While 74% rate teachers as respectful, only 34% feel teachers would be very concerned if a student arrived upset, and 37% feel teachers really want to know when asking how a student is doing. Surface-level relational acknowledgment is in place; deeper connection is the next layer to build. Disaggregated data show an English Learner gap in School Rigorous Expectations: 62% favorable for ELs, lower than the 66% schoolwide rate and the 69% for IFEP and 68% for RFEP students. This gap supports continued investment in EL-specific instructional supports and teacher communication strategies that make high expectations accessible to language learners.|The 2026-27 LCAP incorporates the following targeted changes in response to the four needs identified through the Spring 2026 Panorama analysis. To address the classroom-level engagement gap, NLACS is implementing several changes for 2026-27. Schoolwide professional development will introduce Humanities, Math, and Science department retreat days focused on differentiated planning and instructional practices. A new monthly Principal-supervised New Teacher PLC Cohort will work with teachers on instruction, planning, classroom management, and schoolwide priorities. Based on Student Advisory Committee (SAC) feedback, a bulletin board will display the advisory challenges competition status, and Grade Level Coordinators will develop strategies for cross-advisory community building. The school is also adding IXL ELA to the administrative budget wishlist in response to SAC feedback that IXL's learning path is more engaging than i-Ready. To address the peer behavior climate, NLACS is expanding PBIS investments. The PBIS Committee membership will be expanded for 2026-27; operations-specific PBIS professional development will continue, beginning with summer 2026 delivery; classroom management coaching for new teachers will continue; and the Operations Team's request for a structured reflective activity for students sent to the office will be incorporated into the office's behavior response protocols. The Comprehensive SPED Program action will also review behavior plans embedded in IEPs of students with multiple suspensions or referrals to support coordinated response. To address the depth of teacher-student relationships, the 2026-27 advisory calendar will include more advisor autonomy and more time for community building, as recommended by the SAC. The expanded Closegap implementation, with summer professional development supporting higher utilization from the start of the school year, will give teachers earlier and more consistent insight into how students are doing day to day. To address the English Learner gap in Rigorous Expectations, the 2026-27 LCAP includes the 7th grade designated ELD class split, the integration of math instruction into designated ELD time, an ELD curriculum study, earlier-sequenced integrated ELD professional development, continued UDL professional development delivered by the administrative team, and direct outreach by the designated ELD teacher to EL caregivers (responsive to EL PAC feedback). These actions are described in the Supporting English Learners and Supporting Long-Term English Learners actions. The Panorama survey will continue to be administered annually and monitored through the school's data review structures to support continuous improvement.|Met||2026-06-22|2026
19647330117622|Magnolia Science Academy 4|6|The local climate survey data indicates mixed perceptions of school conditions across students, families, and staff, with notable strengths in relationships and academic support, alongside areas of concern in safety and discipline. Overall average approval rates declined from Spring 2025 to Spring 2026, with students at 65%, families at 91%, and staff at 77%. While student results meet the minimum target, family and staff results fall below established goals.  Analysis of specific survey domains shows that Climate of Support for Academic Learning remains a relative strength across all groups (Students: 78%, Families: 93%, Staff: 85%). Sense of Belonging is also strong, particularly for students (70%, +11 increase), indicating progress in connectedness. However, Safety and Knowledge and Fairness of Discipline emerged as the lowest-rated areas, with significant declines—most notably among students (Safety: 55%, -14) and staff (Safety: 60%, -29; Discipline: 60%, -30). These results suggest ongoing concerns related to school climate, behavior systems, and perceptions of safety.  While detailed disaggregated data by specific student subgroups is not provided in the available reports, patterns within the data indicate variability in student experience. For example, the gap between higher ratings in belonging and lower ratings in safety suggests that some student groups may feel connected but not consistently safe or supported. Free-response data further supports this analysis, highlighting concerns related to facilities (e.g., restroom access), student behavior, and overall school environment, alongside positive feedback regarding staff support and relationships.  In summary, the survey data reflects a school environment with strong relational foundations and academic support, but with clear areas for improvement in safety, discipline, and consistency of student experience. Ongoing data collection and deeper disaggregation of student group responses will be critical to identifying and addressing specific gaps in experience across student populations.|Analysis of local climate survey data reveals several key strengths, particularly in relationships, academic support, and sense of belonging. Across all stakeholder groups, Climate of Support for Academic Learning remained high (Students: 78%, Families: 93%, Staff: 85%), and students reported increased Sense of Belonging (+11 percentage points), indicating progress in fostering a more connected and supportive school environment. Free-response data further reinforces these strengths, with students and families consistently highlighting caring staff, personalized support, and the benefits of a small school community.  At the same time, the data identifies critical areas of need, most notably in safety and discipline. These domains showed the lowest approval ratings and the largest declines, particularly among students (Safety: 55%) and staff (Safety: 60%, Discipline: 60%). These findings are supported by qualitative feedback referencing concerns about student behavior, consistency of discipline, and overall school climate. Additional needs emerged around facilities and student experience, including restroom access, food quality, and limited opportunities for engagement, all of which impact daily student conditions and perceptions of the school.  While disaggregated data by specific student subgroups is not available, patterns within the data suggest uneven experiences. The gap between relatively high belonging and lower safety ratings indicates that some student groups may feel connected but not consistently safe or supported. Moving forward, key learnings emphasize the need to strengthen safe and consistent school environments, improve systems and facilities, and maintain strong relationships and academic supports as foundational strengths.|Based on the analysis of local climate survey data and identified key learnings, the LEA has determined several necessary changes to strengthen school climate, safety, and overall student experience. A primary area of focus will be revising and strengthening discipline policies and procedures to ensure greater consistency, clarity, and equity in implementation. This includes refining behavior expectations, standardizing responses to student behavior, and providing additional staff training to improve consistency and effectiveness across classrooms and campus settings.  To address concerns related to safety, the LEA will implement enhanced supervision structures and update site procedures to ensure clear protocols for preventing and responding to incidents. This includes increasing adult presence during key times, improving communication systems for reporting and responding to safety concerns, and reinforcing proactive behavior supports. In addition, facility-related procedures will be revised to improve access to and maintenance of restrooms, ensuring that basic student needs are consistently met throughout the school day.  The LEA will also update practices related to student engagement and school experience, including expanding opportunities for extracurricular activities, reviewing scheduling structures (e.g., break time), and incorporating student voice into decision-making processes. To address identified communication gaps, the LEA will strengthen family communication protocols, ensuring more timely, transparent, and proactive outreach. These changes will be monitored through ongoing data review, stakeholder feedback, and continuous improvement cycles to ensure that implemented actions lead to measurable improvements in school climate and student outcomes..|Met||2026-06-17|2026
19647330117648|Magnolia Science Academy 6|6|MSA-6 collected feedback from students, families, and staff to better understand school climate, including academic support, fairness of discipline and school norms, safety, and sense of belonging.  Students and families completed the Kelvin Pulse survey, while staff completed the Great Place to Work Trust Index Survey. Student participation remained at 100%. Family participation was 77.1%, lower than last year’s 94.9%, but still above the school’s 75% target. Staff participation increased from 68.8% to 88.2%, showing improved staff engagement in the feedback process.  Overall satisfaction remained stable or strong for students and families, with student satisfaction at 82% and family satisfaction at 95%. Staff satisfaction decreased from 64% to 47%, indicating a need for focused attention on staff culture and support. Average approval rates were 73% for students, 96% for families, and 69% for staff.  Student results showed growth in academic support, which increased to 87%, and sense of belonging, which increased to 80%. Discipline and fairness was rated at 74%. Safety decreased to 63%, making it the lowest-rated student area and an important focus for improvement.  Family results remained very positive overall. Families rated academic support at 96%, discipline and fairness at 93%, safety at 97%, and sense of belonging at 97%, showing continued confidence in the school’s academic and climate supports.  Staff results were more mixed. Staff rated academic support at 86%, discipline and fairness at 74%, safety at 75%, and sense of belonging at 63%. These results suggest that while staff recognize strong academic systems, the school should prioritize staff culture, safety, belonging, and overall workplace satisfaction.  Overall, the survey data show that MSA-6 has strong family satisfaction, stable student satisfaction, and improved participation across stakeholder groups. Key areas for continued improvement include student perceptions of safety and staff satisfaction, culture, and belonging.|The survey results show several strengths, as well as areas where MSA-6 needs to improve.  Key strengths:  Family satisfaction continues to be very strong. Families reported 95% overall satisfaction. Families rated all major climate areas between 93% and 97%. Students are feeling more connected to school. Student sense of belonging increased to 80%. This was an increase of 11 percentage points from last year. Students feel supported academically. Academic support increased to 87%. This shows that students recognize the support they receive from teachers and staff. Relationships continue to be a strength. Students mentioned friendships, activities, and supportive teachers. Families mentioned communication, safety, and staff dedication. These responses show that MSA-6 continues to have a strong sense of community.  Identified needs:  Staff experience needs improvement. Staff satisfaction decreased to 47%. Staff sense of belonging was 63%. Staff feedback shows a need to improve morale, communication, support, and workplace culture. Student safety needs close attention. Student safety decreased to 63%. This was the lowest-rated student area. The school needs to review supervision, reporting systems, and how students experience safety on campus. Discipline and fairness need more consistency. Students and staff both rated this area at 74%. This shows a need for clearer expectations and more consistent consequences. There is a gap between family perceptions and student/staff perceptions. Families rated safety and belonging very highly. Students and staff reported more concerns in these areas. This means the school needs to better understand the day-to-day experiences of students and staff.  Overall meaning:  MSA-6 has strong family trust, positive student belonging growth, and strong academic support. The school’s main areas for improvement are: Student safety Staff morale and belonging Discipline consistency Clear communication|Based on the survey results and feedback, MSA-6 will focus on improving safety, staff culture, discipline consistency, student engagement, and family communication.  To support staff, MSA-6 will:  Hold staff listening sessions. Provide staff with more opportunities to share feedback. Better understand concerns related to: Morale Workload Safety Communication Sense of belonging Use staff feedback to identify practical next steps. Continue finding ways to help staff feel supported, valued, and connected.  To improve student safety, MSA-6 will:  Review campus supervision plans. Strengthen supervision during: Arrival Dismissal Lunch Passing periods Other high-traffic times Review safety procedures and student support systems. Make sure students know how to report concerns. Make sure students know which adults they can go to for help.  To improve discipline and fairness, MSA-6 will:  Review schoolwide behavior expectations. Review behavior tiers and consequences. Communicate expectations more clearly to: Students Families Staff Continue strengthening PBIS practices. Provide staff support and training around: Classroom expectations Schoolwide norms Discipline consistency  To increase student engagement and belonging, MSA-6 will:  Expand opportunities for clubs. Increase sports and enrichment activities. Continue after-school programs. Continue Saturday school opportunities. Provide academic support programs for students who need additional help. Use student and family feedback to identify activities that students are interested in.  To strengthen family communication and engagement, MSA-6 will:  Continue regular communication with families. Keep families informed about school programs and expectations. Continue connecting families with school and community resources. Build on the strong family satisfaction results. Provide more opportunities for families to be involved in the school community.  To monitor progress, MSA-6 will:  Continue reviewing survey results. Review free-response feedback. Use staff and student feedback throughout the year. Monitor progress in safety, belonging, discipline, and academic support. Make adjustments as needed to improve school climate and student success.|Met||2026-06-17|2026
19647330117655|Magnolia Science Academy 7|6|MSA-7 utilizes the Kelvin Pulse survey for students and families to measure perceptions related to school climate and conditions. The surveys assess four primary areas: Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Safety, and Sense of Belonging.  Survey participation rates remained strong during the 2025–26 school year, with 99.2% student participation and 79.4% family participation. Family participation increased significantly compared to the previous year, reflecting improved engagement efforts.  Student survey data showed overall improvement in school climate indicators, with an average approval rate increasing from 68% to 75%. Students reported strong gains in Climate of Support for Academic Learning (84%, +15) and Sense of Belonging (78%, +9). Student Safety (70%) and Knowledge and Fairness of Discipline (74%) remained areas identified for continued improvement.  Family survey data remained highly positive overall, with a 96% average approval rate. Families reported favorable ratings across all categories, including Climate of Support for Academic Learning (97%), Sense of Belonging (97%), Safety (94%), and Knowledge and Fairness of Discipline (94%). Family feedback reflected strong trust in the school community while also identifying opportunities to strengthen communication, supervision, and enrichment opportunities.  The survey results indicate that while student experience and family trust remain strong, MSA-7 will continue focusing on improving school climate systems related to safety, supervision, communication, and student engagement opportunities.|Analysis of the 2025–26 local climate survey data identified several key strengths and areas of need across students and families at MSA-7. One of the strongest findings was the continued positive growth in student experience and the consistently high level of family trust and connectedness within the school community. Student average approval rates increased from 68% to 75%, with notable gains in Climate of Support for Academic Learning (84%, +15) and Sense of Belonging (78%, +9), indicating that students feel increasingly supported academically and connected to the school environment.  Family survey data also reflected strong positive perceptions, with an overall average approval rate of 96%. Families reported high favorable ratings in Climate of Support for Academic Learning (97%) and Sense of Belonging (97%), demonstrating strong relationships between families and school staff as well as confidence in the school’s supportive and welcoming environment.  The analysis also identified several important areas for improvement. Student and family feedback highlighted concerns related to safety, supervision, fairness, and communication, particularly during unstructured times such as recess and lunch. Student Safety (70%) and Knowledge and Fairness of Discipline (74%) remained the lowest-rated student survey categories, while families also identified safety and communication as key priorities for improvement.  Overall, the data demonstrates that MSA-7 maintains strong student-family-school relationships and a positive school culture, while also identifying opportunities to strengthen supervision systems, communication practices, and enrichment opportunities to further improve school climate and educational partner experiences.|Based on the analysis of student and family survey data, MSA-7 identified areas for improvement related to safety, supervision, communication, enrichment opportunities, and overall student experience. Student and family feedback highlighted concerns regarding supervision during recess and lunch, timely communication, and access to additional student programs and activities.  In response, MSA-7 strengthened supervision procedures by increasing monitoring during unstructured times, reinforcing behavior expectations, and conducting regular walkthroughs to support campus safety. The school also plans to expand enrichment opportunities, including clubs, sports, field trips, STEAM activities, and culturally responsive programs aligned to student interests.  Additionally, MSA-7 will continue improving communication systems with families through clearer protocols, more consistent use of ParentSquare, and timely outreach regarding student needs and school events. The school will also prioritize facility improvements and student-centered supports to further strengthen school climate and student engagement.|Met||2026-06-17|2026
19647330117846|Para Los Niños Middle|6|PLN Charter Middle School administered the Spring 2026 Panorama School Climate Surveys to students in grades 6–12, teachers, and school staff as part of its ongoing efforts to monitor school climate and inform continuous improvement. A total of 190 students, 12 teachers, and 8 school staff members participated in the survey process.  Student survey results reflected favorable ratings of 58% for Teacher-Student Relationships, 56% for Student Engagement, 53% for School Climate, and 41% for School Safety. Students also reported a favorable rating of 76% on additional Mustang U questions. Teacher survey results were generally positive, with favorable ratings of 86% for Teacher-Student Relationships, 82% for Engagement, 70% for Teaching Efficacy, 61% for School Climate, and 45% for School Safety. School Leadership received a favorable rating of 15%. Among school staff, the highest-rated area was Staff-Family Relationships at 64% favorable, while School Safety, School Climate, and School Leadership received favorable ratings of 35%, 24%, and 13%, respectively.  Because survey administration was anonymous and did not collect demographic information, disaggregated results by student subgroup, such as race/ethnicity, English Learner status, or socioeconomic status, are not available. PLN Charter Middle School will use the overall survey findings to identify strengths, address areas for growth, and guide continuous improvement efforts that support all students, staff, and families.|Analysis of the Spring 2026 survey data reveals both meaningful strengths and opportunities for growth at PLN Charter Middle School. One of the school's strongest areas continues to be the relationships between students and adults. Teacher-Student Relationships received favorable ratings of 86% from teachers and 58% from students, while students also reported that adults hold high expectations for their success (79%) and treat them with respect (74%). Teacher survey results further reflect confidence in instructional practice and student support. In addition, the Mustang U enrichment program emerged as a notable strength, with 76% of students responding favorably, suggesting that the program is helping to foster student engagement and connection to the school community.  The survey results also identify several areas for continued improvement. School Safety received relatively low favorable ratings from students (41%), teachers (45%), and school staff (35%), indicating a need to strengthen students' and staff members' sense of safety and belonging. Responses related to bullying were also less favorable across survey groups, suggesting an opportunity to continue reinforcing positive school culture, peer relationships, and supportive learning environments. School Leadership was the lowest- rated domain among both teachers (15%) and school staff (13%), pointing to opportunities to strengthen communication, transparency, and staff engagement in school improvement efforts. Student perceptions of peer relationships also indicate room for growth, with 37% of students reporting that peers treat each other with respect and 35% indicating that students help one another. Together, these findings will help guide PLN Charter Middle School's ongoing efforts to strengthen school climate, safety, communication, and student connectedness.|In response to areas of need identified through analysis of the Spring 2026 School Climate Survey data and stakeholder input, PLN Charter Middle School will implement several targeted changes to strengthen school conditions and climate.  Addressing school safety and bullying will be a primary focus. CMS will review and strengthen its bullying prevention and intervention protocols, increase staff training on identifying and responding to peer conflict, and expand restorative practices schoolwide to support students in resolving conflicts peacefully. Student survey results — with only 27% agreeing that conflicts are resolved peacefully — make clear that these efforts must be sustained, visible, and consistently implemented across all grade levels.  To address the low School Leadership scores, CMS will prioritize improving internal communication practices, establishing clearer and more consistent channels for sharing goals and decisions with staff, and creating structured opportunities for staff to provide input that is visibly reflected in school planning. Strengthening staff trust in leadership is understood as a prerequisite for a healthy and cohesive school climate.  CMS will also continue to build on the strengths identified in teacher-student relationships and the Mustang U program by expanding relationship-building opportunities and ensuring that the positive connections students report with adults translate into stronger peer culture and a greater sense of belonging for all students.  These efforts are integrated into CMS's broader LCAP goals and will be monitored through Instructional Leadership Teams using SMARTIE goals, ensuring that climate- related insights remain directly tied to the decisions and practices that shape students' daily experience.|Met||2026-06-11|2026
19647330117895|Synergy Kinetic Academy|6|Synergy Kinetic Academy administers the California Healthy Kids Survey (CHKS) annually to students in grades 6–8 to assess school climate, safety, connectedness, and student well-being. The survey was most recently to students in grades 6-8 in the Spring of 2026. The highest-performing indicator was high expectations from adults, with 73% of 6th graders, 75% of 7th graders, and 72% of 8th graders reporting that adults set high expectations. School connectedness varied by grade level, with 55% of 6th graders, 55% of 7th graders, and 44% of 8th graders reporting a strong sense of belonging.|Analysis of the California Healthy Kids Survey (CHKS) data reveals several important strengths and areas of need related to school climate at Synergy Kinetic Academy. A key strength is the consistently high percentage of students reporting that adults at the school hold high expectations, with over 70% agreement across all grade levels. This reflects a strong instructional culture and alignment with the school’s focus on academic rigor and grade-level learning. Additionally, indicators of academic motivation and adult supports suggest that students generally experience positive relationships with staff and recognize the importance of their academic work.  At the same time, the data highlights school connectedness as an area of focus, particularly among older students. While approximately 55% of 6th and 7th grade students report a sense of belonging, this declines to 44% in 8th grade, indicating that students feel less connected as they progress through middle school.|In response to the CHKS data, Synergy Kinetic Academy will continue to refine and expand existing strategies to strengthen school climate, with a focus on increasing school connectedness and addressing disparities in student well-being across student groups. To address lower levels of school connectedness, particularly in upper grades, the school will continue to strengthen structures that promote positive student-to-student and student-to-adult relationships. This includes ongoing implementation of Advisory, where students participate in weekly Social Emotional Learning coursework to build relationships, engage in meaningful discussions, and develop a sense of belonging. The school will continue to refine these practices to ensure consistent, high-quality implementation across grade levels. SKA has also increased opportunities for teachers to meet with students individually to review relevant student growth data, including iReady diagnostic assessment results. Visuals posted across the school to help remind students about academic and social expectations, including student-friendly language that answers the questions, “what am I learning/doing . . .” SKA will continue to prioritize opportunities for student voice inside and outside of classrooms.|Met||2026-06-13|2026
19647330117903|KIPP Raices Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 93% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330117911|New Millennium Secondary|6||||Not Met|||2026
19647330117937|ICEF Vista Elementary Academy|6|ICEF Vista Elementary Academy administered the Fall 2025 Panorama Student Survey:   Summary of results  -89% School Belonging: How much students feel they are valued members of the school community. -50% School Climate: Perceptions of the overall social and learning climate of the school. -69% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 78% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Elementary Academy administered the Fall 2025 Panorama Student Survey:   Summary of results  -89% School Belonging: How much students feel they are valued members of the school community. -50% School Climate: Perceptions of the overall social and learning climate of the school. -69% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 78% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Vista Elementary Academy administered the Fall 2025 Panorama Student Survey:   Summary of results  -89% School Belonging: How much students feel they are valued members of the school community. -50% School Climate: Perceptions of the overall social and learning climate of the school. -69% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 78% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2026-06-18|2026
19647330117952|ICEF Innovation Los Angeles Charter|6|ICEF Innovation Los Angeles administered the Fall 2025 Panorama Student Survey:   Summary of results  87% School Belonging: How much students feel they are valued members of the school community. 41% School Climate: Perceptions of the overall social and learning climate of the school. 74% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 55% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Innovation Los Angeles administered the Fall 2025 Panorama Student Survey:   Summary of results  87% School Belonging: How much students feel they are valued members of the school community. 41% School Climate: Perceptions of the overall social and learning climate of the school. 74% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 55% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF Innovation Los Angeles administered the Fall 2025 Panorama Student Survey:   Summary of results  87% School Belonging: How much students feel they are valued members of the school community. 41% School Climate: Perceptions of the overall social and learning climate of the school. 74% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 55% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2026-06-18|2026
19647330117978|Goethe International Charter|6|Goethe International Charter School (GICS) administered the Panorama Education Student Survey in Spring 2026 as its annual local climate measure, with 138 elementary student responses (Grades 3-5) and 162 middle school student responses (Grades 6-8) for a total of 300 respondents. The survey covers five core topics (Grit, School Belonging, School Climate, School Safety, and Teacher-Student Relationships) with each topic reported as a favorable percentage and benchmarked against national percentiles. Elementary (Grades 3-5) results placed GICS in the 80th-99th percentile nationally on every topic. Favorable scores were Teacher-Student Relationships 79%, Background Questions (including sense of belonging and overall safety) 73%, School Belonging 71%, School Safety 70%, Grit 64%, and School Climate 64%. On individual high-impact items, 92% of elementary respondents reported feeling extremely, quite, or somewhat safe at school, 84% reported a tremendous or quite a bit of adult support, and 86% reported students almost never or once in a while get into physical fights. Year-over-year change was +3 for Grit, +2 for School Climate, +1 for School Belonging, -1 for Teacher-Student Relationships, and stable for School Safety. Middle school (Grades 6-8) results placed GICS in the 60th-79th percentile nationally for Grit and School Safety, the 40th-59th percentile for School Climate, and the 20th-39th percentile for School Belonging and Teacher-Student Relationships. Favorable scores were Background Questions 83%, School Safety 64%, Grit 61%, School Climate 54%, Teacher-Student Relationships 52%, and School Belonging 46%. On high-impact items, 91% of middle school respondents reported feeling extremely, quite, or somewhat safe at school, 86% reported students almost never or once in a while get into physical fights, and 75% reported a tremendous or quite a bit of sense of belonging on the background question. Year-over-year change was -2 for Teacher-Student Relationships, -4 for School Belonging, -6 for Grit, -7 for School Safety, and -9 for School Climate. The respondent profile for the middle school survey was 45% 6th grade, 26% 7th grade, and 28% 8th grade, with 54% female, 41% male, and 5% declining to state. The Panorama platform additionally serves as the ESSA-recognized universal SEL screener within the school's Multi-Tiered System of Support, with results reviewed by administrators, the counselor, the SEL consultant, and teacher teams to identify individual students for Tier 2 or Tier 3 support and to surface grade-level climate trends. Disaggregation by additional student group categories beyond grade level was not available for the Spring 2026 administration.|The Panorama Spring 2026 data identifies clear patterns of strength and need across elementary and middle school populations, with the most consistent pattern being the divergence between strong elementary results and lower middle school results across nearly every domain. Elementary Strengths: Grades 3-5 scored in the 80th-99th percentile nationally on all five topics, with Teacher-Student Relationships (79%) the strongest area. Eighty-nine percent of elementary respondents reported their teachers are extremely or quite respectful, 84% reported substantial adult support, 86% reported peers rarely engage in physical fights, and 92% reported feeling safe at school. Year-over-year movement was positive on Grit (+3), School Climate (+2), and School Belonging (+1), and stable on School Safety. These results indicate that the schoolwide PBIS framework, structured SEL curriculum, restorative practices, and the PYP relational pedagogy are producing strong climate outcomes in elementary grades. Middle School Strengths: Grades 6-8 maintained strong safety outcomes (91% favorable on overall safety, 86% reporting rare physical fights), placing School Safety in the 60th-79th national percentile. Grit also remained in the 60th-79th percentile (61%), reflecting the persistence skills the Middle Years Programme is designed to cultivate. Seventy-six percent of middle school respondents reported most or all of their teachers are respectful toward them. Middle School Identified Needs: School Belonging (46%, 20th-39th percentile) and Teacher-Student Relationships (52%, 20th-39th percentile) are the two most significant areas of need. Only 40% reported feeling quite or extremely connected to the adults at school, 47% reported that people at school understand them as a person, and 50% reported that their teachers care when teachers ask how they are doing. All five core topics showed year-over-year decline (Grit -6, School Climate -9, School Safety -7, Teacher-Student Relationships -2, School Belonging -4), signaling that the within-year climate experience for current middle school students has weakened relative to the prior survey. Cross-Cutting Pattern: Peer behavior is the single climate item rated least favorably across both spans. Only 39% of elementary respondents and 32% of middle school respondents reported that peer behavior helps their learning, and 34% of elementary respondents and 31% of middle school respondents reported that disrespect among students is infrequent. This pattern indicates that peer interactions during class are the climate item most in need of attention. Disaggregation Note: Disaggregation by additional student groups beyond grade level was not available for the Spring 2026 administration. Disaggregation by grade span, however, identifies middle school as the priority area for climate-related action under LCAP Goal 1, Action 3.|In response to the key learnings identified through the Spring 2026 Panorama data, GICS has incorporated the following revisions, decisions, and actions into the 2026-27 LCAP, with implementation and progress monitoring assigned within LCAP Goal 1, Action 3. Strengthen Middle School Belonging and Teacher-Student Relationships: Responsive to the 20th-39th percentile results and Student Advisory Committee recommendations, GICS will implement a more explicit schoolwide introduction of student support services so every student can identify and access the SEL consultant and school counselor, regularly scheduled lunch meetings with the SEL consultant, more frequent teacher check-ins at the beginning of lessons, and professional development emphasizing teacher attunement to students' social-emotional state. The middle school Advisory class structure will continue, with teachers who also work with students in core subjects or exploratory courses leading Advisory to strengthen relationships. Sixth Grade Transition Support: In response to Student Advisory Committee feedback on intentional community-building between students new to GICS in sixth grade and students returning from fifth grade, two sixth-grade transition events organized and facilitated by Where Everybody Belongs (WEB) leaders will be added to the 2026-27 calendar. The WEB program, now in its second year, will be expanded to include attendance mentoring components. Address Peer Behavior Concerns: Responsive to the lowest-rated climate item across both grade spans, GICS will strengthen schoolwide implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, and the annual behavioral expectations assembly that establishes consistent norms across all grade levels. Professional development on classroom management, active student behavior monitoring, conflict resolution and de-escalation, restorative practices, and trauma-informed instruction will be sustained. Expand School Connection: Middle school athletics (Track, Flag Football, Volleyball, Soccer, and Cross Country) and schoolwide enrichment and exploratory course offerings will be sustained as protective factors for student connection. Classroom attendance recognition and a student attendance ambassadors program will create peer-based positive recognition. Tier 2 and Tier 3 Use of Panorama Data: Panorama data will continue to be reviewed by administrators, the counselor, the SEL consultant, and teacher teams after each administration to identify individual students needing Tier 2 or Tier 3 support and to surface grade-level climate trends for targeted intervention. Continuous Improvement Monitoring: Climate outcomes will be monitored annually through Panorama, with year-over-year movement reviewed alongside Dashboard Suspension Rate, Chronic Absenteeism, and the School Climate local indicator.|Met||2026-06-22|2026
19647330118588|Alain Leroy Locke College Preparatory Academy|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330119982|Equitas Academy Charter|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2026. Grades 3-4: School Belonging (63%); School Engagement (43%); School Learning Strategies (58%); School Safety (62%); School Teacher-Student Relationships (57%); Valuing of School (70%). Grades TK-2: School Belonging (86%); School Climate (88%); School Engagement (79%); School Safety (90%).|Analysis of the Spring 2026 Panorama Education student survey identified several important areas of strength as well as opportunities for continued improvement. Overall, younger students (TK-2) reported highly positive perceptions of their school experience, while students in grades 3-4 reported more mixed experiences, suggesting a need for targeted supports as students progress through the elementary grades.  Among the school's greatest strengths, students in grades TK-2 reported exceptionally favorable perceptions of School Safety (90%), School Climate (88%), and School Belonging (86%). These results indicate that the school has successfully established a safe, welcoming, and supportive environment for its youngest learners. School Engagement (79%) also remained strong, reflecting that most primary students feel connected to learning and participate positively in school.  For students in grades 3-4, Valuing of School emerged as the strongest indicator, with 70% of students reporting favorable perceptions. School Belonging (63%) and School Safety (62%) also exceeded 60%, demonstrating that a majority of upper elementary students continue to feel accepted and physically and emotionally safe at school. Teacher-Student Relationships (57%) remained moderately positive and provide a foundation upon which to build stronger student connections.  The survey also identified several areas of need. School Engagement (43%) was the lowest-rated measure for grades 3-4, indicating that many students are not consistently invested in or excited about their learning experiences. School Learning Strategies (58%) suggests that a significant number of students may benefit from additional support in developing self-management, organization, perseverance, and effective learning habits. While School Belonging and School Safety remain positive overall, the noticeable differences between TK-2 and grades 3-4 indicate that students' sense of connection and engagement declines as they advance through the elementary grades.|These findings highlight the importance of continuing to strengthen student engagement, deepen meaningful relationships between students and staff, and intentionally support students' social-emotional development during the transition into the intermediate grades. The data also affirms that the school's efforts to create a safe and positive learning environment are having a strong impact, particularly in the primary grades, providing a solid foundation upon which to build additional strategies that foster belonging, engagement, and academic confidence for all students.|Met||2026-06-25|2026
19647330120014|KIPP Endeavor College Preparatory Charter|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  89% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330120022|Valor Academy Middle|6|The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Panorama Survey: School Safety: Year: Spring 2025-2026 Source: Panorama Student Success Platform; All Students: 57%; Black/AA: 46%; Hispanic/Latino: 57%; EL: 50%; SWD: 54% (unweighted average of Special Educational Program Name); SED:  58% (unweighted average %FMP and %RPMP). Sense of Belonging: Year: Spring 2025-26; Source: Panorama Student Success Platform; All Students: 48%; Black/AA: 43%; Hispanic/Latino: 48%; EL: 48%; SWD: 40% (unweighted average of Special Educational Program Name); SED:  49% (unweighted average of %FMP and %RPMP). According to Panorama Education's national benchmarks, VAMS' School Safety average of 57% favorable landed them in the 90th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).  According to Panorama Education's national benchmarks, VAMS' Sense of Belonging average of 48% favorable landed them in the 80th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Both climate measures improved schoolwide. School Safety increased from 55% to 57%, while Sense of Belonging increased from 43% to 48%. Sense of Belonging demonstrated the strongest growth, increasing by five percentage points overall and improving among most student groups. Black/African American students experienced substantial gains, improving from 41% to 46% in School Safety and from 33% to 43% in Sense of Belonging. The 10-point increase in belonging represents the largest improvement among the major student groups. SED students improved on both measures, increasing from 55% to 58% in School Safety and from 44% to 49% in Sense of Belonging. Hispanic/Latino students continued to report results at or above schoolwide averages, increasing to 57% in School Safety and 48% in Sense of Belonging. School Safety improved for Students with Disabilities, increasing from 51% to 54%. Areas of Need English Learners experienced a notable decline in School Safety, decreasing from 56% to 50%, despite improvements in Sense of Belonging. SWD reported the lowest Sense of Belonging results among the major student groups, declining from 42% to 40%. While belonging improved overall, less than half of students reported favorable perceptions of belonging (48%), indicating continued opportunities to strengthen student connectedness and engagement. School Safety remains below 60% favorable overall, suggesting that many students continue to experience challenges related to safety, trust, or comfort within the school environment.  Equity Considerations Black/African American students showed meaningful improvement, particularly in Sense of Belonging (+10 points). However, they continue to report lower levels of School Safety (46%) and Sense of Belonging (43%) than the overall student population. English Learners emerge as a priority subgroup for School Safety, reporting a six-point decline and a score seven points below the school average (50% vs. 57%). SWD present a mixed picture: School Safety improved from 51% to 54%. Sense of Belonging declined from 42% to 40%. These findings suggest that while students may feel safer, they may not be experiencing stronger connections to peers, adults, or the broader school community. SED students reported strong gains and now exceed schoolwide averages on both measures, indicating that schoolwide supports may be positively impacting this student group. Continued attention should be given to ensuring that improvements in school climate are experienced consistently across all student groups, particularly ELs and SWD.  Overall Key Learning The school's climate data show positive momentum, with improvements in both School Safety and Sense of Belonging overall. The most significant successes were the gains in belonging among Black/African American students and the improvements across both measures for SED students.|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on: * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include: * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include: * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:  Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data. These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330120030|Alliance College-Ready Middle Academy 4|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 37% Positive Responses School Safety: 57% Positive Responses Sense of Belonging: 37% Positive Responses Teacher-Student Relationships: 40% Positive Responses Attendance: 81% Positive Responses No Place for Hate: 47% Positive Responses Overall Feedback: 58% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships - No Place for Hate These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330120071|New Designs Charter School-Watts|6|New Designs Charter-Watts administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February and April of the 202-26 school year and received 55% response rate. Key findings from the survey show that 54% of the students felt they liked the school and 38% of the students felt the school was an inviting and supportive place for them to learn. However, despite the low rating on the question of the school as a supportive and inviting place to learn, 75% of the students felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life. The following data below shows how the different subgroups in the school felt on the question of safety in the school: •	64% of all students felt safe at school. •	93% of Students with Disabilities felt safe at school. •	72% of English learners felt safe at school. •	50% of African American students felt safe at school. •	82% of Hispanic students felt safe at school.  The following data below shows how the different subgroups in the school felt on the question of connectedness to others at the school: •	59% of all students felt they were connected to others in the school. •	50% of Students with Disabilities felt they were connected to others in the school. •	57% of English Learners felt they were connected to others in the school. •	50% of African American students felt they were connected to others in the school. •	68% of Hispanic students felt they were connected to others in the school.|The school survey showed a lower level of connectedness compared to previous years. However, the data also showed a high percentage of students (75%) felt the adults in the school cared about them and were willing to help them with their social emotional wellbeing. It was apparent from the data that the school needs to build a positive school culture and improve the students’ perceptions of the school. How the students felt about their safety on campus served to alert the school to the need for ensuring enhanced school safety measures and improved school security personnel and campus aides training programs.  Data from the survey indicated the students wanted to see greater beautification, improved general school cleanliness and an expansion of extracurricular and sport offerings for both boys and girls.  Seventy seven percent of the students felt that their parents were welcome and given several avenues to engage in the school, but they thought more could be done. Suggestions included giving more relevant workshops to parents.|Results indicated a need to understand and find solutions to declining school spirit students’ unease with safety in the school. Data has also shown that students are dealing with elevated social-emotional concerns. The school is continuing with more emphasis on counseling and attending to the social emotional needs of the students. Middle school has a permanent social emotional counselor. The school is also taking more stringent approach to ensuring school security staff are of the highest quality.|Met||2026-06-13|2026
19647330120097|Academia Moderna|6|Summary of the Voice of the School Report Card – Academia Moderna (Spring Semester 2025–2026) The Spring 2025–2026 Voice of the School Report Card indicates that Academia Moderna maintains a high level of stakeholder satisfaction among both parents and teachers. Twenty-nine parents and thirteen teachers participated in the survey, providing valuable feedback on multiple aspects of the school's performance. Overall, the school earned a **School Promoter Score of 4.5 out of 5**, with parents rating the school at **4.7** and teachers at **4.1**. Overall satisfaction was also strong, with a combined score of **4.2**, while overall dissatisfaction remained relatively low at **7.6%**. The school's strongest areas of performance include **School Environment (4.4)**, **School Culture (4.4)**, **Customer Service (4.4)**, **School Leadership (4.3)**, and **Participation and Engagement (4.3)**. Parents consistently rated nearly every category between **4.5 and 4.7**, demonstrating a high level of confidence in the school's leadership, communication, learning environment, and commitment to students. Parent dissatisfaction remained below 6% in most areas, with the exception of College and Career Readiness (3.2%). Parent dissatisfaction in College and Career Readiness was **3.2%**, reflecting strong parent confidence across nearly all domains.  Teacher responses reflected a more moderate level of satisfaction, with the highest ratings in **School Culture (4.3)**, **School Environment (4.2)**, **Customer Service (4.2)**, and **School Leadership (4.2)**. Teachers also rated Participation and Engagement positively (4.0). However, lower satisfaction scores were reported in **College and Career Readiness (3.1)**, **Student Wellbeing (3.6)**, **Community Impact (3.7)**, **High Quality Learning (3.8)**, and **Enrichment Opportunities (3.8)**.  The greatest opportunity for improvement identified by both stakeholder groups is **College and Career Readiness**, which received the lowest combined satisfaction score (**3.9**) and the highest dissatisfaction rate (**16.2%**). Teacher dissatisfaction in this area was particularly high (**29.1%**), suggesting a need to strengthen career exploration, postsecondary planning, workforce readiness, and college preparation opportunities for students.  Additional improvement areas include:  * **Student Wellbeing**, with a combined dissatisfaction rate of **9.4%**, including **16.8%** among teachers. * **School Leadership**, with a combined dissatisfaction rate of **10.3%**, driven primarily by teacher feedback (**15.4%**). * **Enrichment Opportunities** (**8.1%** dissatisfaction) and **Community Impact** (**7.0%** dissatisfaction), indicating opportunities to expand extracurricular experiences and strengthen community partnerships. Despite these growth areas, **School Culture** emerged as the school's greatest strength. It received one of the highest satisfaction ratings (**4.4**) and the lowest dissatisfacti|The Spring 2025–2026 Voice of the School Report Card indicates that Academia Moderna continues to receive strong overall satisfaction from both parents and teachers. The survey included responses from 29 parents and 13 teachers, resulting in a School Promoter Score of 4.5 out of 5, an Overall Satisfaction Score of 4.2, and a relatively low Overall Dissatisfaction Rate of 7.6%.  The school's highest-rated areas were School Environment (4.4), School Culture (4.4), Customer Service (4.4), School Leadership (4.3), and Participation and Engagement (4.3). These results reflect a positive school climate, effective communication, and strong relationships with families and staff.  The primary area for growth is College and Career Readiness, which received the lowest satisfaction score (3.9) and the highest dissatisfaction rate (16.2%). Additional opportunities for improvement include Student Wellbeing, School Leadership, Enrichment Opportunities, and Community Impact, where dissatisfaction levels were higher than in other categories.  Overall, the survey demonstrates that stakeholders value Academia Moderna's positive culture, supportive learning environment, and commitment to family engagement. Continued focus on expanding college and career preparation, student support services, and enrichment opportunities will further strengthen the school's ability to meet the needs of all students.|Based on the analysis of local data, stakeholder feedback, and the Voice of the School Report Card, Academia Moderna has identified several areas for continuous improvement. While survey results indicate high levels of overall satisfaction with the school's culture, learning environment, leadership, and family engagement, student well-being, enrichment opportunities, and meaningful participation from historically underrepresented families. In response, the school will implement the following revisions and actions. To address concerns related to student well-being, Academia Moderna will strengthen its multi-tiered system of supports (MTSS) by increasing access to social-emotional learning, counseling services, and behavioral interventions. Staff will continue implementing restorative practices, provide regular wellness check-ins, and identify students in need of additional academic or social-emotional support through early intervention systems. The school will also expand opportunities for students to develop leadership, resilience, and self-advocacy skills.  Recognizing the need for additional enrichment experiences, the school will increase access to extracurricular programs, academic clubs, leadership opportunities, service-learning projects, and enrichment activities that promote student engagement and personal growth. Partnerships with community organizations and local businesses will be expanded to provide students with authentic learning experiences that support academic achievement and career exploration. To ensure equitable family engagement, Academia Moderna will implement targeted strategies to increase participation among historically underrepresented families. These efforts include providing multilingual communication and interpretation services, offering flexible meeting times and virtual participation options, conducting proactive outreach to families who have traditionally been less engaged, and creating additional opportunities for parents to participate in school leadership and decision-making. Parent workshops will focus on academic support, graduation requirements, college and career planning, and available community resources. The school will continue improving two-way communication by increasing opportunities for families to provide feedback through surveys, listening sessions, and advisory committees. Teachers and administrators will continue proactive communication that highlights student successes in addition to addressing academic or behavioral concerns. Family input will be incorporated into school improvement planning to ensure that decisions reflect the needs of the school community. Use data to drive and commit to continuous improvement.|Met||2026-06-30|2026
19647330120477|Aspire Titan Academy|6|Based on Panorama Education survey data (135 responses, Grades 3–5), three of four domains — Teacher–Student Relationships, Sense of Belonging, and School Climate — are above the 90th percentile nationally and well above the district. School Safety sits around the 50th percentile and shows a slight decline, making it our primary area of focus.  Teacher–Student Relationships (83%, above 90th percentile, +5) is our strongest domain and continues to grow. Male students (85%, +9), 3rd graders (88%, +6), and students with IEPs (86%, +13) are all above the school overall. Chronically absent students (79%, +11) are trending upward but remain below the school.  Sense of Belonging (75%, above 90th percentile, 0) is stable but worth monitoring. Female students (76%, +3) and 3rd graders (84%, +7) are above the school, while students with IEPs (67%, -11) show the largest decline. Chronically absent students (71%, +7) are improving but still below the school overall.  School Climate (71%, above 90th percentile, -2) shows a slight dip. Third graders (82%, +8) are well above the school, while 5th grade (68%, -9) and MLL students (63%, -9) are declining. Chronically absent students (63%, 0) remain below the school overall.  School Safety (59%, ~50th percentile, -3) is our lowest domain. Students with IEPs (50%, -9) and chronically absent students (49%, 0) are both below the school, and these groups will remain a focus as we look at what is driving those results.  Overall, our standing nationally and above the district is positive, particularly among 3rd graders. Students with IEPs and chronically absent students report lower experiences across domains and will be a continued area of attention.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330120527|Watts Learning Center Charter Middle|6|"Watts Learning Center Charter Middle School administered the Panorama Spring 2026 Student Culture Survey to students in grades six through eight, receiving 361 student responses. The survey measured three local climate indicators: School Climate, School Safety, and Sense of Belonging. Schoolwide results, with national benchmark percentile ranges, were as follows: School Climate, 36% favorable (0th to 19th percentile nationally); School Safety, 62% favorable (60th to 79th percentile nationally); and Sense of Belonging, 39% favorable (0th to 19th percentile nationally). Disaggregated student group results are not provided in the Spring 2026 Panorama report; the school will work to access disaggregated results in subsequent administrations to inform targeted supports. Within the School Climate topic, the most favorable item was the energy of the school (48% favorable) and the least favorable was the fairness of school rules (21% favorable), with 34% of students rating rules as ""very unfair."" Students' perceptions of peer behavior's effect on learning were also low (28% favorable), and 40% of students reported their teachers seemed excited to be teaching almost always or frequently. Within the School Safety topic, results were comparatively strong. The most favorable items were how often students get into physical fights (79% favorable), how often students worry about violence at school (74% favorable), and how likely it is that someone from school will bully them online (68% favorable). The least favorable item was how often people are disrespectful to others (32% favorable), with 50% of students reporting disrespect occurs frequently or almost always. Within the Sense of Belonging topic, results were the lowest of the three indicators. The most favorable items were how well people understand them as a person (41%) and overall sense of belonging at school (41%), while the least favorable item was how much students feel they matter to others at the school (34% favorable). Connection to adults at school was 38% favorable, with 21% of students reporting they feel not at all connected to adults at school. Taken together, the data indicate that School Safety is a strength relative to national peers, while School Climate and Sense of Belonging require targeted improvement, with particular focus on the fairness of school rules, student-to-student respect, students' sense that they matter, and connection to adults. These findings will inform the school's continued investment in Positive Behavior Interventions and Supports, affinity groups, mentoring, and consistent, equitable behavior systems described elsewhere in this plan."|"Analysis of the Spring 2026 Panorama Student Culture Survey results yielded several key learnings that inform the school's planning. The data show a clear pattern: students perceive their physical safety at school favorably, but they experience the school's climate and their personal sense of belonging far less favorably. Because disaggregated student-group results are not provided in the report, the learnings below reflect schoolwide patterns, and the school will work to access disaggregated results in subsequent administrations to refine its analysis. The school's most pronounced strength is physical and psychological safety. The School Safety result of 62% favorable, in the 60th to 79th percentile nationally, indicates that students broadly do not fear physical fights, violence, or online bullying at school. This is a meaningful asset and confirms that the school's Positive Behavior Interventions and Supports framework, daily Falcon P.R.I.D.E. Pledge, Kickboard recognition system, and supervision practices are creating a physically safe environment. A second strength, within the School Climate topic, is the perceived energy of the school, which 48% of students rated favorably, suggesting that the school's culture and engagement efforts are reaching nearly half of students. The most pressing needs cluster in three areas. The first is the perceived fairness of school rules, the lowest item in the climate topic at 21% favorable, with 34% of students rating rules as ""very unfair."" This signals a need to revisit how rules are communicated, applied, and explained, and to ensure that discipline practices are perceived as consistent and equitable. The second is student-to-student respect: 50% of students report that people are disrespectful frequently or almost always, and only 28% report that peer behavior helps their learning. This points to a need for continued investment in restorative practices, social-emotional learning, and student-led culture initiatives. The third is connection and mattering, where Sense of Belonging registered at 39% favorable, with only 34% of students feeling they matter to others at the school and 21% feeling not at all connected to adults. This indicates a need to expand affinity groups, mentoring, advisory relationships, and other structures that ensure every student is known by a caring adult and has a meaningful place in the school community. Together, these findings affirm the school's planned investments in PBIS, affinity groups, mentoring, counseling, and consistent, equitable behavior systems described elsewhere in this plan, while signaling the priority areas for deeper focus in 2026-27."|"Based on the key learnings from the Spring 2026 Panorama Student Culture Survey, the school has identified the following changes to existing plans, policies, and procedures for continuous improvement in 2026-27. To address the perceived unfairness of school rules (21% favorable, with 34% of students rating rules as ""very unfair""), the school will review and revise how schoolwide expectations and discipline practices are communicated, applied, and explained to students. The school will use Kickboard behavior data to identify students for early, preventive support before incidents lead to consequences, ensuring that responses are consistent and equitable. For Students with Disabilities, the school will align behavior supports with each student's individualized plan so that disciplinary responses incorporate the supports those students are entitled to. The school will also work to evaluate options for restoring dedicated culture and discipline leadership capacity, following the elimination of the Dean of Culture and Dean of Students position, so that behavior supports and practices are consistently coordinated. To address student-to-student respect (50% of students reporting disrespect occurs frequently or almost always) and peer behavior's effect on learning (28% favorable), the school will deepen its Positive Behavior Interventions and Supports framework anchored in the Falcon P.R.I.D.E. values, expand culturally responsive affinity spaces and mentorship programs, and continue the schoolwide recognition structures that reinforce positive behavior and citizenship. To address connection and belonging (34% of students feeling they matter, 21% reporting no connection to adults), the school will continue and expand its Black Affinity Group and Newcomer Affinity Group; increase student access to sports, clubs, leadership, and extracurricular activities; sustain weekly Data Chats so every student has a regular, individualized conversation with a teacher or advisor; and continue counseling, mentoring, and student leadership platforms such as the Watts Up Morning Show. To strengthen analysis going forward, the school will work to access disaggregated Panorama results by student group in subsequent administrations so that supports can be more precisely targeted, particularly for the African American, English Learner, and Students with Disabilities student groups identified across other indicators. Progress will continue to be monitored through Kickboard data, attendance and chronic absenteeism data, suspension rate data, counseling participation, affinity group participation, and the Panorama survey itself."|Met||2026-06-24|2026
19647330121079|Ararat Charter|6|DATA In total one hundred 4th and 5th-grade students completed the survey. 78% feel teachers treat students with respect and courtesy. 16% did not express an opinion on the matter. 70.8% feel they can communicate problems, concerns, and dislikes to at least one adult. 15% did not express an opinion on the matter. 74.8% say that grades reflect what they have learned and are not a product of behavior. 19.7% did not express an opinion on the matter. 78.7% say there are opportunities to learn multiple subjects at this school. 18.1% did not express an opinion on the matter. 67.7% report they feel safe on school grounds. 21.3% did not express an opinion on the matter. 62.2% share devices are available for school use. 13.4% did not express an opinion on the matter.  Students are encouraged to provide their honest feedback. LEA is continuously working to build student and teacher relationships based on trust and respect. The organization encourages students to Choose, Lead, Inspire, Make, and Be. These action words spell CLIMB and are the foundation of the school's PBIS program.|"Key Learnings 1.	Students who are involved in the decision-making process feel more connected to the school community and are more apt to volunteer their opinions about various aspects of the school. 2.	Students who have the support of the other two elements of the tripod (parent/guardian, teacher/school, student) do better at school both academically and socially.  Identified Needs 1.	There is opportunity to ensure that each student feels connected to at least one adult at school. 2.	There is opportunity to ensure that every student feels safe on school grounds, and especially emotionally.  Areas of Strength 1.	Teachers and staff treat students with respect, courtesy, and kindness. 2.	The school has a ""students first"" mindset. 3.	Students are pleased that they get to learn multiple subjects at school including, art, music, computer lab, and 2 languages other than English."|Continuous improvement 1.	As the recipient of the California Community School Partnership Program (CCSPP), we are in a unique position to provide additional services and supports to students exhibiting Tier 2 and 3 behaviors, including elevating the need for each student to be able to identify with a trusted adult at school. This partnership as a community school, should address the identified needs and take this organization to the next level of improvement. 2.	These plans and expenditures have been identified in the school's Local Control Accountability Plan (LCAP). 3.	These plans have been shared with all stakeholder groups.|Met||2026-06-18|2026
19647330121137|Ingenium Charter|6|In the most recent school climate survey administered in the Spring of the 25-26 school year, responses from students in grades 3-5 provided us with information on how students feel at school and their perception of school. Parent responses provided further insights into perceptions of school climate. From the parent survey, parent respondents responded favorably to a positive school climate. Additionally, parents responded favorably to the school being a good fit for their child. This increased from last year. The current survey of students, which is done through Panorama (same as parents) also showed improvement in perception of school safety and teacher-student relationships.|The analysis reveals several key data points that will support our school improvement efforts.  The feeling of safety is strong, however there are also some differences across grade levels.  Respect from teachers is perceived positively from students and parents/guardians. As the school Principal analyzes their site data, we will look at the raw data to determine if disaggregating by student group is possible to determine if there are any student groups that are experiencing negative aspects of school climate more than others.|Overall, students feel a sense of belonging at school, however we need to improve and dig into the data to understand students who do not. Ingenium Charter will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health.|Met||2026-06-08|2026
19647330121285|Alliance Cindy and Bill Simon Technology Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 40% Positive Responses School Safety: 53% Positive Responses Sense of Belonging: 33% Positive Responses Teacher-Student Relationships: 44% Positive Responses Attendance: 86% Positive Responses No Place for Hate: 53% Positive Responses Overall Feedback: 63% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330121293|Alliance Tennenbaum Family Technology High|6||||Not Met|||2026
19647330121699|KIPP Empower Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  93%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330121707|KIPP Comienza Community Prep|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  88%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330121848|Crown Preparatory Academy|6|CPA uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are:  - I feel that my school is a safe space where I can freely share/express my ideas.  - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help).  - I feel welcomed and included in my classrooms. The overall score for connectedness was 71.9%.  To evaluate safety, CPA asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, yard, hallways, and in the lunch area. The overall score for safety was 71.4%.|Overall, our student climate survey results were below our target, as described above. Our English Learners on the school climate survey expressed an equivalent sense of safety (71%) and an even higher level of appreciation for their sense of connectedness (77.5%) at school than the schoolwide rate, emphasizing the benefit and importance of our school culture investments for this student population.|The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture.  Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 72%) and schoolwide attendance rates (90%) and chronic absenteeism rates (37.4%). Additionally, our most recent parent survey results (88%) showed a small but significant decline in parent connectedness/satisfaction.  We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need.|Met||2026-06-24|2026
19647330122242|TEACH Academy of Technologies|6|TEACH administered its annual local climate survey in Spring 2025 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  TEACH administered its annual local climate survey in Winter of 2026 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  Key survey findings include: 	•	High School: 	•	48% of students feel safe, 47% feel there is a positive school culture. This is down from 2025-2026 when 59% of students reported feeling safe. 	•	Only 50% of English Learners expressed feeling safe, indicating a safety perception gap. 	•	Middle School: 	•	Low participation overall, but among those who responded, 48% of kids felt safe, with 47 reporting a positive school climate. This is an increase over last year where only 42% reported feeling safe. 	•	Among English Learners, this dropped further to 36%. 	•	Elementary School: 	•	48% of students reported feeling safe, with no significant deviations by subgroup.63% felt positive student and teacher relationships.   In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.   In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.|Analysis of the 2025–2026 climate data revealed the following key takeaways:  Strengths: 	•	High School Progress: Student perceptions of safety at the high school level went down slightly over the prior year, and new student-led supports like Peace Circles have emerged as proactive, restorative approaches to managing bullying and social media-related conflicts. 	•	Elementary Stability: While overall safety perceptions were moderate, there was no significant disparity among student subgroups, suggesting a more equitable student experience in the elementary grades.  Identified Needs: 	•	Middle School Concerns: Middle school data shows improvement in the climate and culture at the school and the middle school had the largest number of survey respondants.  	•	English Learner Experiences: Across multiple grade levels, English Learners consistently reported lower perceptions of safety, indicating a need for more culturally and linguistically responsive safety supports. 	•	Behavioral Support Structures: Feedback from both students and staff highlighted a need for clearer behavior expectations and consistent implementation of positive behavior supports, particularly at the middle school level.|In response to these findings, TEACH has initiated and will continue to implement the following targeted improvements for the 2026–2027academic year:  1. High School: 	•	Continuation of Peace Circles, a student-driven restorative practice aimed at addressing bullying, conflict resolution, and online/social media issues. 	•	Integration of SEL (Social-Emotional Learning) tools to strengthen student-staff trust and safety perceptions.  2. Middle and Elementary Schools: 	•	Counselors are participating in professional development focused on implementing positive behavior support strategies that align with trauma-informed and equity-centered approaches. 	•	Assistant Principals are coaching teachers to ensure clear, consistent, and inclusive behavioral expectations and classroom routines.  3. Systemwide: 	•	Increased outreach to English Learner families through translated resources and participation in site-based decision-making committees (e.g., ELAC), ensuring their voices inform school safety and climate strategies. 	•	Monitoring of climate metrics disaggregated by subgroup, with biannual check-ins to track progress and adjust strategies based on student feedback. 	•	Continuation and expansion of community-based partnerships (e.g., AADAP) that provide behavioral supports and wellness resources, particularly at sites with identified needs.  These coordinated actions are designed not only to address disparities in perceptions of safety, but also to build a school climate rooted in belonging, structure, and restorative culture.|Met||2026-05-26|2026
19647330122481|Animo Jefferson Charter Middle|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330122556|Citizens of the World Charter School Hollywood|6|"CWC Hollywood administered a local survey (CWC organization wide) to all students in grades 3-5. Our survey does not disaggregate survey data by Unduplicated Pupils and Students with Disabilities (SWD), but students do self-report racial/ethnic data. The local climate survey administered to students assessed their feelings of safety and connectedness through asking questions answered on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC HW, the great majority of students feel a sense of safety, with 85.1% answering ""somewhat safe"" to ""extremely safe."" At CWC HW, the great majority of students also feel a sense of belongingness, with 92.6% answering ""belong somewhat"" to ""completely belong."" The following is a summary of the responses: SAFETY (Grades 3–5) All ethnic/racial groups combined: ? Extremely Safe = 31.2% ? Quite Safe = 34.8% ? Somewhat Safe = 19.1% ? Slightly Safe = 6.4% ? Not at All Safe = 8.5% BELONGING (Grades 3–5) All ethnic/racial groups combined: ? Completely Belong = 37.8% ? Belong Quite a Bit = 37.0% ? Belong Somewhat = 17.8% ? Belong a Little = 3.0% ? Do Not Belong At All = 4.4%"|Identified Needs: Adults spend a lot of time discussing and working toward physical and facility safety on campus for students and staff, but that doesn't necessarily translate to the structures and needs they have for feeling completely safe (whether they are referring to physical or emotional safety when they answered the survey). Adults need a clearer picture of what students need in place to feel safe to completely be themselves and take risks academically and socially while in their school community. This can be discovered through continuous collaboration with student leaders who can elevate their peers' voices.|As mentioned above, it will be important to ensure that all students continue to feel a sense of safety and belonging as the school continues to grow. Great thought is, and will continue to be, put into what systems, structures, rituals and traditions continue to make CWC Hollywood a close-knit and secure feeling environment for our students. We will also need to ensure that our social emotional learning continues into the upper elementary grade levels and that other programs and supports are put in place for older students. As part of that, we have discussed different leadership programs that can be implemented for upper elementary students to ensure there are ample leadership opportunities for them that can also contribute to the inner workings of a school where connection, joy, safety and belonging are at the center. Curriculum, in this and coming years, CWC Hollywood looks forward to expanding the usage of Pollyanna, a DEIB curriculum for elementary students that is currently embedded into our social-emotional learning curriculum map. Increasing the usage and training of staff using this program will contribute to ensuring our students (and staff) have the necessary anti-racist literacy skills that we hope also increases all students’ sense of belonging. Lastly, in the 24-25 school year, we piloted a new ELA curriculum Fishtank. uIt was fully implemented in the 25 - 26 school year and due to its success, will continue in 2026-27. This new curriculum also comes with a diverse set of culturally relevant texts that will increase opportunities for all students to be represented in the materials with which they interact on a daily basis in Language Arts. We believe these curricular adjustments will also help to increase all students’ sense of belonging in the years to come. As part of the 2026-27 LCAP development process, school leadership presented LCAP performance reflections at a PAC meeting to ensure families were informed of progress and had an opportunity to weigh in on priorities. While feedback was limited, the process helped build awareness among caregivers that the LCAP exists, what it tracks, and how it connects to school decisions — a foundation the school intends to build on in future cycles to generate more substantive family input.|Met||2026-06-17|2026
19647330122564|Camino Nuevo Elementary #3|6|Our latest data highlights strong, positive connections across our school community, with most students feeling safe, supported, and valued by their teachers and staff. We are thrilled to see significant growth among our 3rd to 5th graders, including a 9% increase in students who feel proud to attend Camino Nuevo Charter Academy. Additionally, the sense of belonging among this group rose by 11%. Relationships also improved across the board, showing measurable growth in connections between staff, teachers, and peers alike.|While we are proud that our continuous focus on belonging has led to steady growth among 3rd to 12th graders, the data highlights clear opportunities to further strengthen our 6th to 12th-grade community. Even as secondary students report a rise in school pride and a modest increase in connection, we must remain dedicated to deepening their sense of belonging. Moving forward, we will target these opportunities by focusing on classroom engagement and building stronger peer-to-peer relationships.|We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have continued this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Power of Zero No Bully Program: No Bully by The Power of Zero: The No Bully Program is built on evidence-based strategies that interrupt bullying dynamics by focusing on empathy, relationship-building, and restorative problem-solving rather than punishment.  Step Forward Culture: We have implemented a Step Forward Culture initiative where we are committed to building a school where every student feels safe, valued, and ready to learn. This starts with all adults stepping forward to interrupt microaggressions, model our values, and promote belonging. We're using the No Bully system, restorative justice, and trauma-informed practices to do this work together.  Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2026-06-16|2026
19647330122606|PUC Lakeview Charter High|6|PUC Lakeview Charter High School conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct/ Item/Question / % Favorable Rating   Captivate/ My teacher makes learning enjoyable / 80% Care  / My teacher in this class makes me feel that she really cares about me / 85% Care  / My teacher really tries to understand how students feel about things. /82% Confer / My teacher respects my ideas and suggestions/ 85% Confer / My teacher wants us to share our thoughts / 85% Consolidate / The comments that I get on my work in this class help me understand how to improve./ 84% Control / Student behavior in this class is under control. / 82% Safety / I feel physically safe in this classroom. / 86% Safety / I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 88%|PUC Lakeview Charter High School received an overall score of 4.38 out of 5 and an Average % Favorable of 84%. During the 2025-2026SY, PUC LCHS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students is also another focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCHS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in refinements to the Pyramid for Behavior Intervention.|Met||2026-06-10|2026
19647330122614|Aspire Gateway Academy Charter|6|Overall, the school is performing strong across all four domains, landing in the 80th–90th percentile range nationally. Teacher–Student Relationships (81%) and Sense of Belonging (68%) lead as clear strengths at the ~90th percentile, while School Safety (68%) and School Climate (63%) are solid at around the 80th percentile and showing strong growth (+7 to +16), especially in safety.  Teacher–Student Relationships (81%, ~90th percentile) stands out as a clear strength with consistently high results. Positive outliers include 3rd grade (83%) and chronically absent students (82%), both performing above the school overall.  Sense of Belonging (68%, ~90th percentile) is also a strength overall, but with clearer variation. 4th grade (81%) is a strong positive outlier, while 5th grade (58%) and chronically absent students (56%) fall well below the school average and represent key areas for growth.  School Safety (68%, ~80th percentile) shows the most growth across the campus. Positive outliers include IEP (75%), 4th grade (70%), and MLL students (71%), all performing above the school overall. At the same time, 5th grade (62%) and chronically absent students (63%) remain below the school average and continue to be areas to strengthen.  School Climate (63%, ~80th percentile) is improving but remains the most uneven. 4th grade (71%) and IEP students (67%) are performing above the school overall, while 5th grade (56%) and chronically absent students (50%) are significantly lower and stand out as the clearest areas of need.  Overall, the school is in a strong position with relationships and belonging leading and real momentum in safety and climate. The most consistent gaps show up with 5th grade and chronically absent students, who fall below the school across multiple domains, while 4th grade (and in some cases IEP/MLL students) are trending as positive outliers.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330122622|Aspire Firestone Academy Charter|6|Overall, based on Panorama Education survey data, the school shows a strong foundation in Teacher–Student Relationships (76%, ~90th percentile, -4), supported by 86% of students reporting respect from teachers (+4) and increased confidence in completing schoolwork (60%, +14). Sense of Belonging (60%, ~70th percentile, -5) remains moderate, with 71% of students reporting strong adult support, though belonging at school declined to 58% (-9). School Climate (50%, ~50th percentile, +6) and School Safety (51%, ~30th percentile, +2) remain the lowest areas, though both show some improvement.  Teacher–Student Relationships (76%, ~90th percentile, -4) remains the highest domain. 4th grade (80%) performs above the school overall, while students with IEPs and chronically absent students show declines, indicating less consistent experiences.  Sense of Belonging (60%, ~70th percentile, -5) shows variation across groups. 4th grade (71%) is above the school, while MLL (56%), IEP (55%), and chronically absent students (61%, -5) are lower or declining compared to the overall.  School Safety (51%, ~30th percentile, +2) remains the lowest domain. 4th grade (64%) is above the school, while IEP (40%), MLL (50%), and chronically absent students (52%) are at or below the school baseline.  School Climate (50%, ~50th percentile, +6) shows improvement but remains uneven. 4th grade (60%) performs above the school, while MLL (39%) and IEP (51%) are lower. Chronically absent students (57%) are above the school but still within a low overall range.  Overall, the data shows strong performance in relationships, with 4th grade consistently above the school across domains, while IEP, MLL, and chronically absent students report lower or declining experiences, particularly in belonging, safety, and climate.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330122655|ISANA Octavia Academy|6|"In Spring 2026, ISANA Octavia Academy administered a student survey to assess perceptions of school safety and connectedness across grades 3 through 8, with a participation target of at least 50% of the student body. The survey assessed student perceptions across two domains: classroom experience and school experience, through statements such as ""My school creates a welcoming environment,"" ""My school helps me when I feel stressed, worried or upset,"" ""My teacher shows respect towards me,"" and ""My teacher creates an environment where I feel comfortable asking and answering questions."" The overall schoolwide average favorable response rate was 63%, with the classroom section scoring 78% and the school section scoring 63%. Results by student group (classroom / school) were as follows: •	English Learners: 80% / 59% •	Latino students: 78% / 63% •	Students with Disabilities: 79% / 69%"|"A notable strength from the survey was students' perception of their classroom environment. Specifically, 89% of students responded favorably to ""My teacher shows respect towards me"" and 84% to ""My teacher creates a welcoming environment in the classroom,"" reflecting the impact of intentional schoolwide efforts to build inclusive classrooms through professional learning, ongoing coaching, and relationship building. English Learners stood out as the only student group to meet our 80% classroom target, which is an encouraging indicator of the impact of targeted ELD supports and culturally responsive instructional practices. The most significant area of need identified was students' sense of support during moments of emotional distress. The lowest rated item was ""My school helps me when I feel stressed, worried or upset,"" with only 44% of students responding favorably, well below our 80% target. This result was consistent across student groups and indicates that while students feel welcomed and respected in their classrooms, they do not yet feel sufficiently supported at the school-wide level in moments of emotional need. The gap between the classroom section score (78%) and the school section score (63%) further underscores that positive classroom experiences have not yet fully translated into a consistent sense of support and belonging across the broader school environment."|In response to these findings, Octavia has implemented and will continue to refine the following changes to address identified areas of need. This year, we expanded survey administration to both Fall and Spring to allow for more timely monitoring and response to student feedback throughout the year. Moving forward, the school will disaggregate survey data by grade level, number of years enrolled, and other relevant factors to better understand group-level trends. Focus groups will be conducted with students from each participating grade level to explore the reasons behind their responses and co-develop actionable next steps. Regular student focus groups will be established on an ongoing basis to ensure sustained, student-centered dialogue that informs school climate improvement efforts. Additionally, professional learning for staff will continue to focus on strengthening adult-student relational practices and ensuring that all students, particularly those from historically underserved groups, feel consistently supported throughout the school day.|Met||2026-06-12|2026
19647330122721|Aspire Pacific Academy|6|Based on Panorama Education survey data (431 responses, Grades 6–12), all four domains fall at or below the 30th percentile nationally, indicating a broad need for improvement across school culture and climate.  Teacher–Student Relationships (52%, ~30th percentile, 0) is the highest domain but remains flat. Performance is relatively consistent across student groups, with no major outliers.  Sense of Belonging (40%, ~10th percentile, -1) is a critical area of concern. Black students (30%, -8), middle school students (35%, -6), and female students (33%, 0) score notably below the school overall, while high school students (44%, +3) are a relative bright spot. Students with IEPs (43%, -2) score slightly above the school but show a declining trend, making this a watch area. MLL students (37%) also fall below the school overall, indicating belonging remains a persistent challenge for both groups.  School Safety (53%, ~30th percentile, +3) is the highest scoring domain and shows the most improvement. High school students (56%, +7) lead gains, while Black students show a sharp decline (-9) despite scoring above the school overall (63%).  School Climate (39%, ~30th percentile, +2) remains the lowest domain. Chronically absent students (33%, -6) and middle school students (34%, -2) show the steepest declines, while Black students (+9) and high school students (43%, +5) show notable improvement despite remaining low overall.  Overall, Sense of Belonging is the most urgent area of need. While Safety and Climate show some positive movement, scores remain low nationally and declines among chronically absent signal continued gaps requiring targeted support.|Aspire Pacific Academy's survey data from classrooms and the school as a whole shows a need to improve teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, Aspire Pacific Academy is implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330122739|Vista Charter Middle|6|The Vista Charter Middle School (VCMS) 2025-26 California Healthy Kids Survey (CHKS) was administered in Grade 7 with a target sample of 106 students and a final sample of 94, an 89% response rate. The sample was 81% Hispanic or Latino/a, 14% Asian or Asian American, 4% Black or African American, and 1% other categories; 51% female, 48% male, 1% nonbinary; 96% in-school instructional model and 4% remote. Overall school climate indicators on the Core Module showed School Connectedness at 50%, Academic Motivation at 62%, Caring Adult Relationships at 52%, High Expectations at 66%, Meaningful Participation at 28%, Facilities Upkeep at 55%, and Promotion of Parental Involvement at 64%. Students perceived the school as very safe or safe at 63%, while Current Absenteeism (three or more days in the past 30) was 18%. Behavioral indicators included Experienced any harassment or bullying at 49%, Cyberbullying at 47%, Been afraid of being beaten up at 30%, Mean rumors or lies spread at 50%, Been in a physical fight at 22%, and Seen a weapon on campus at 12%. Disaggregated data by English Learner status documents gaps for English Learners on three of the strongest schoolwide indicators: School Connectedness (Not EL 52%, EL 48%), Academic Motivation (Not EL 66%, EL 58%), and School perceived as safe (Not EL 66%, EL 58%). EL students reported higher scores than non-EL students on Caring Adult Relationships (EL 59%, Not EL 53%), Meaningful Participation (EL 33%, Not EL 28%), and Promotion of Parental Involvement in School (EL 72%, Not EL 66%). Current absenteeism was lower for EL students (8%) than non-EL students (10%). Disaggregated data by Race or Ethnicity was reportable only for Hispanic or Latino/a and Asian or Asian American respondents because other groups did not meet the 10-respondent threshold. Hispanic students reported School Connectedness at 55% (compared to 31% for Asian students), Academic Motivation at 62% (Asian 70%), and Current Absenteeism at 16% (Asian 33%). The CHKS sample size, while sufficient for schoolwide reporting and for two disaggregated student groups, limits the school's ability to disaggregate by Long-Term English Learner status, Special Education status, and Living Situation under the 10-respondent reporting threshold. CHKS results are reviewed annually by the MTSS team, the Counseling Interns, and the PBIS team to inform the social-emotional learning, mental health, and school climate interventions described in Goal 1.|The CHKS data documents both meaningful areas of strength and significant areas of need for VCMS. Areas of strength include High Expectations at 66% (the strongest schoolwide engagement indicator), Promotion of Parental Involvement in School at 64%, and Academic Motivation at 62%, which together document that the school is communicating clear academic expectations and welcoming family engagement at the levels the LCAP commits to. Disaggregated by English Learner status, EL students reported higher Caring Adult Relationships (59% versus 53% for non-EL students), Meaningful Participation (33% versus 28%), and Promotion of Parental Involvement in School (72% versus 66%). This pattern is an asset-based finding consistent with the California English Learner Roadmap Policy: EL families and EL students are accessing the school's relational and participatory structures at rates that meet or exceed non-EL peers, even as EL students report lower outcomes on connectedness and motivation. Current absenteeism on the CHKS (18%) triangulates closely with the 2025 Dashboard chronic absenteeism rate (22.6%) and supports the validity of the school's attendance trajectory. Areas of identified need include three indicators the LCAP work must address. First, School Connectedness at 50% is the lowest schoolwide engagement indicator and has plateaued at 50% for two consecutive years, signaling that the school's connectedness work is not yet producing measurable movement. Second, Meaningful Participation at 28% is the lowest engagement score in the report and indicates that the structures through which students experience voice and agency are reaching only roughly one in four students. Third, the harassment, bullying, and rumor indicators are concerningly high: 49% of students reported experiencing harassment or bullying, 50% reported mean rumors or lies spread about them, 47% reported cyberbullying, 30% reported being afraid of being beaten up, and 22% reported being in a physical fight. These rates are far higher than the school's Blue performance level on the Suspension Rate Indicator would suggest, indicating that suspension data alone is not a sufficient measure of behavioral climate. Disaggregated by EL status, EL students reported lower School Connectedness (48% versus 52%), Academic Motivation (58% versus 66%), and Sense of Safety (58% versus 66%) than non-EL students. Disaggregated by Race or Ethnicity, Asian students reported substantially lower School Connectedness (31%) and higher Current Absenteeism (33%) than Hispanic students (55% and 16% respectively), an important within-school gap given that Asian students represent 14% of the surveyed sample. These findings inform Goal 1, Action 3 (SEL and Mental Health), Goal 1, Action 6 (Accelerating EL Success), and Goal 3, Action 3 (School-Family Partnerships).|Based on the CHKS analysis described in Prompts 1 and 2, VCMS will implement several changes to existing plans, policies, and procedures for the 2026-27 school year and beyond. First, in response to the School Connectedness plateau at 50% for two consecutive years and the Meaningful Participation rate at 28%, VCMS will expand the structures through which students experience voice and agency. The Student Advisory Committee will be enlarged to include broader representation across grade levels and student groups, the meeting cadence will increase from quarterly to monthly, and student feedback will be more systematically incorporated into the design of family events, advisory programming, and the G.E.A.R. recognition framework. The Counseling Interns will lead a structured peer connectedness initiative anchored to the Way of Council practices the school has implemented. Second, in response to the harassment, bullying, and cyberbullying rates documented in the CHKS, VCMS will intensify implementation of Positive Behavioral Interventions and Supports (PBIS) and restorative practices through expanded BCBA training for all staff, the introduction of a structured digital citizenship and cyberbullying prevention curriculum delivered through the daily SEL block, and revised supervision protocols during transitions, lunch, and before- and after-school periods. The behavior referral and incident tracking process will be revised to surface bullying and harassment incidents that may not currently produce suspensions but that the CHKS documents are present. Third, in response to the gap between the school's Blue Suspension Rate Indicator and the CHKS behavioral climate findings, VCMS will use the CHKS as the primary measure of behavioral climate in the LCAP Annual Update and will adjust internal data review meetings to evaluate behavioral climate against CHKS data rather than suspension data alone. Fourth, in response to the within-school gap between Asian and Hispanic student responses on School Connectedness and Current Absenteeism, VCMS will conduct targeted outreach to Asian students and their families through Coffee with the Principal sessions, home visits coordinated by the Community Schools Coordinator and Culture and Community Coordinator, and student listening sessions led by the Counseling Interns and the Student Advisory Committee. Fifth, in response to the limited disaggregation possible at the current CHKS sample size, VCMS will expand CHKS administration to grades six and eight in addition to Grade 7 beginning in 2026-27, providing sufficient disaggregated data for Long-Term English Learner, Special Education, and Living Situation student groups in future Annual Updates.|Met||2026-06-15|2026
19647330122747|Magnolia Science Academy Bell|6|2026 SURVEY RESULTS AND COMPARISON WITH 2025 OUTCOMES  PARTICIPATION RATES:  2025-26: Students: 100% Families: 61.5% Staff: 93%  2024-25: Students: 96.3% Families: 41.8% Staff: 94.4%  AVERAGE APPROVAL RATES (Percent Favorable)  2025-26: Students: 67.0% Families: 91.0% Staff: 67.0%  2024-25: Students: 58% Families: 94% Staff: 61%  OVERALL SATISFACTION RATES  2025-26: Students: 73% Families: 87% Staff: 68%  2024-25: Students: 60% Families: 90% Staff: 58%|Analysis of Goal Implementation for 2025-26 During the 2025-26 school year, the implementation of our parent engagement and school climate goals demonstrated both progress and challenges when compared to the previous year and the intended targets for 2026–27. The overall implementation included various initiatives aimed at increasing stakeholder participation, improving student attendance, and enhancing school climate.  Summary of Challenges and Successes  Successes: We are proud to see that Climate of Support for Academic Learning was the highest topic in the student survey  with an 80% average approval rate. This rate has also improved 14% compared to last year's rate. Sense of Belonging was the highest topic in the family survey with 92% average approval rate even though we saw 4% decrease on this topic compared to last year. Climate of Support for Academic Learning was also the highest topic in the staff  survey  with 79% average approval rate. This rate has also improved 5% compared to last year's rate. Having the highest rate for Climate of Support for Academic Learning in both student and staff surveys shows us that the right climate for teaching and learning has been an increasing trend and noticeable topic  among students and staff.  We would like to maintain this positive  trend by continuing implementing our schoolwide initiatives with fidelity and make necessary adjustments for the upcoming school year.   Challenges: It’s great to see that our students’ sense of belonging has shown significant improvement this year, increasing by 27 points. We believe this positive change is a result of the expanded student activities we have introduced on campus, and we are committed to continuing these efforts.  However, the survey also highlighted areas where we need to grow. Both our families and staff reported a slight decrease in their sense of belonging, each dropping by 3 points. We recognize the importance of fostering a welcoming environment for everyone, not just our students.  In response, we began adding more activities for parents during the second semester, and we will continue to offer and expand these opportunities in the coming year. We also plan to organize more staff bonding activities throughout the year to strengthen our team and ensure everyone feels connected.|We are looking to expand and improve our extracurricular program offerings. We want to ensure these opportunities are both student-friendly and engaging, encouraging students to explore new interests and develop valuable skills outside the classroom. Additionally, we are working to foster a positive and supportive staff culture that aligns with our school’s mission. We believe that a strong, mission-driven staff community will directly benefit our students and enhance their overall school experience.|Met||2026-06-17|2026
19647330122754|Valley Charter Elementary|6|Valley Charter Elementary administered a student survey to 3rd-5th graders this year to understand their perceptions of school climate, school engagement, sense of belonging, and school safety. Overall, VCES consistently has strong favorable responses across categories.|Key learning from the data is that we need to reexamine culminating tasks and structures and strategies for daily classroom engagement to ensure maximum academic engagement for all student groups. Student survey data is anonymous and does not have assignations that allow us to dissagregate by student group, other than grade level. There were not significant differences in response from one grade level to the next. VCES uses the Panorama survey questions and platform, which allows us to meaningfully disaggregate data. The biggest area of focus that emerged for us in the data is boosting student engagement for all grade levels and all groups of students.|VCES will use this data as we examine curricula and PBLs for the next school year; we will examine these with the lens of student mastery of standards as well as relevant and engaging content and teaching methods.|Met||2026-06-26|2026
19647330122838|Valley Charter Middle|6|Valley Charter Middle administers a student survey to 6th, 7th and 8th graders to understand their perceptions of school belonging, school climate, school engagement, school rigorous expectations, school safety, and school teacher-student relationships. The data in SY 25/26 shows an increase in positive perceptions across the five categories we measure. The largest increases were in positive perception of school climate, school belonging, and rigorous expectations.|The biggest areas of focus that were revealed from the survey data this year is a need to continue to focus on school belonging and rigorous expectations, as those two categories are most impactful on student progress and achievement. Our on-going work related to rigorous and engaging curricula, advisory as a means to foster studentteacher and student-school connections, and our on-going work to make our daily instructional program and extracurricular program exciting and meaningful to students addresses this data.|As indicated in the “meaning” response, for us the data indicates a need to continue the trajectory of work we established related to ensuring a rigorous and engaging curricula across classrooms, using advisory intentionally to build student-school connections, and continuing to allocate resources to an engaging school day and extracurricular day. We continue to refine each of these strands of work.|Met||2026-06-25|2026
19647330122861|Camino Nuevo Charter Academy #2|6|Our latest data highlights strong, positive connections across our school community, with most students feeling safe, supported, and valued by their teachers and staff. We are thrilled to see significant growth among our 3rd to 5th graders, including a 9% increase in students who feel proud to attend Camino Nuevo Charter Academy. Additionally, the sense of belonging among this group rose by 11%. Relationships also improved across the board, showing measurable growth in connections between staff, teachers, and peers alike.|While we are proud that our continuous focus on belonging has led to steady growth among 3rd to 12th graders, the data highlights clear opportunities to further strengthen our 6th to 12th-grade community. Even as secondary students report a rise in school pride and a modest increase in connection, we must remain dedicated to deepening their sense of belonging. Moving forward, we will target these opportunities by focusing on classroom engagement and building stronger peer-to-peer relationships.|We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have continued this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Power of Zero No Bully Program: No Bully by The Power of Zero: The No Bully Program is built on evidence-based strategies that interrupt bullying dynamics by focusing on empathy, relationship-building, and restorative problem-solving rather than punishment.  Step Forward Culture: We have implemented a Step Forward Culture initiative where we are committed to building a school where every student feels safe, valued, and ready to learn. This starts with all adults stepping forward to interrupt microaggressions, model our values, and promote belonging. We're using the No Bully system, restorative justice, and trauma-informed practices to do this work together.  Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2026-06-16|2026
19647330123133|Alliance Susan and Eric Smidt Technology High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 53% Positive Responses School Safety: 75% Positive Responses Sense of Belonging: 51% Positive Responses Teacher-Student Relationships: 60% Positive Responses Attendance: 88% Positive Responses No Place for Hate: 70% Positive Responses Overall Feedback: 73% Positive Responses|Overall, the areas of relative strength at our school are: - School Safety - Attendance - No Place for Hate - Overall Feedback Overall, the areas for growth at our school are: - School Climate - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330123141|Alliance Ted K. Tajima High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 44% Positive Responses School Safety: 61% Positive Responses Sense of Belonging: 40% Positive Responses Teacher-Student Relationships: 49% Positive Responses Attendance: 90% Positive Responses No Place for Hate: 59% Positive Responses Overall Feedback: 68% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330123158|Arts In Action Community Charter|6|Local climate survey data shows some notable areas of strength, including the perception of students as far as the condition of school facilities, the quality of academic instruction (including in arts integration) and perceptions of safety and belonging, including the importance of attending school.  95% of students state they know what to do in an emergency 90% of students responded favorably (not Disagree/Strongly Disagree) for perceptions on whether they are missed when they are absent 91% of students responded favorably to the perception of how important it is to be at school every day|Overall, areas of need include: Increasing the percentage of students who feel that they are missed when absent Increasing the percentage of students who feel it is important for them to attend each school day.|Currently, there are no major changes for this area. There were many notable areas of success: Attendance rates improved compared to the prior year, chronic absenteeism decreased, suspension rates were very low.  However, one additional programmatic offering that will be provided for the upcoming year are structured lunch clubs for students, which is an exciting initiative that we hope will continue to foster students' social skills, well-being and social-emotional development.|Met||2026-06-13|2026
19647330123166|ISANA Palmati Academy|6|"In Spring 2026, ISANA Palmati Academy administered a student survey to assess perceptions of school safety and connectedness across grades 3 through 8, with a participation target of at least 50% of the student body. The survey assessed student perceptions across two domains: classroom experience and school experience, through statements such as ""My school creates a welcoming environment,"" ""My school helps me when I feel stressed, worried or upset,"" ""My teacher shows respect towards me,"" and ""My teacher creates an environment where I feel comfortable asking and answering questions."" The overall schoolwide average favorable response rate was 73%, with the classroom section scoring 78% and the school section scoring 68%. Results by student group (classroom / school) were as follows: •	English Learners: 77% / 69% •	Latino students: 70% / 68% •	Students with Disabilities: 71% / 69%"|"A notable strength from the survey was students' perception of their classroom environment. Specifically, 86% of students responded favorably to both ""My teacher creates a welcoming environment in the classroom"" and ""My teacher shows respect towards me,"" reflecting the impact of intentional schoolwide efforts to build inclusive classrooms through professional learning, ongoing coaching, and relationship building. The most significant area of need identified was students' comfort in seeking adult support. The lowest rated item was ""I feel comfortable talking to an adult at school if something is bothering me,"" with only 51% of students responding favorably, well below our 80% target. This result was consistent across all student groups and indicates that while students feel welcomed and respected in their classrooms, they do not yet feel sufficiently connected to trusted adults at the school-wide level. Notably, all three reported student groups fell below the 80% target on the classroom section, suggesting that strengthening adult-student relational practices is a priority across all student groups at Palmati. The relatively small gap between classroom and school section scores across student groups suggests that the experience of students inside and outside the classroom is fairly consistent, pointing to a school-wide rather than classroom-specific area of need."|In response to these findings, Palmati has implemented and will continue to refine the following changes to address identified areas of need. This year, we expanded survey administration to both Fall and Spring to allow for more timely monitoring and response to student feedback throughout the year. Moving forward, the school will disaggregate survey data by grade level, number of years enrolled, and other relevant factors to better understand group-level trends. Focus groups will be conducted with students from each participating grade level to explore the reasons behind their responses and co-develop actionable next steps. Regular student focus groups will be established on an ongoing basis to ensure sustained, student-centered dialogue that informs school climate improvement efforts. Additionally, professional learning for staff will continue to focus on strengthening adult-student relational practices and ensuring that all students, particularly those from historically underserved groups, feel consistently supported throughout the school day.|Met||2026-06-12|2026
19647330123984|ISANA Cardinal Academy|6|"In Spring 2026, ISANA Cardinal Academy administered a student survey to assess perceptions of school safety and connectedness across grades 3 through 5, with a participation target of at least 50% of the student body. The survey assessed student perceptions across two domains: classroom experience and school experience, through statements such as ""My school creates a welcoming environment,"" ""My school helps me when I feel stressed, worried or upset,"" ""My teacher shows respect towards me,"" and ""My teacher helps our class talk about feelings in a respectful way."" The overall schoolwide average favorable response rate was 74.5%, with the classroom section scoring 81% and the school section scoring 68%. Results by student group (classroom / school) were as follows: •	English Learners: 77% / 68% •	Latino students: 82% / 70% •	Students with Disabilities: 73% / 66%"|"A notable strength from the survey was students' perception of their classroom environment. Specifically, 89% of students responded favorably to ""My teacher shows respect towards me"" and 86% to ""My teacher helps our class talk about feelings in a respectful way,"" reflecting the impact of intentional schoolwide efforts to build inclusive, emotionally safe classrooms through professional learning, ongoing coaching, and relationship building. Cardinal is the only school in the network to meet the 80% target on the classroom section overall, and Latino students scored above the 80% target on both sections, which is an encouraging indicator of the effectiveness of culturally responsive instructional practices at this school. The most significant area of need identified was students' sense of support during moments of emotional distress. The lowest rated item was ""My school helps me when I feel stressed, worried or upset,"" with only 50% of students responding favorably, well below our 80% target. This result was consistent across all student groups and indicates that while students feel welcomed and respected in their classrooms, they do not yet feel sufficiently supported at the school-wide level in moments of emotional need. English Learners and Students with Disabilities both fell below the 80% target on the classroom section as well, suggesting a need for more targeted support for these student groups in both the classroom and broader school environment."|In response to these findings, Cardinal has implemented and will continue to refine the following changes to address identified areas of need. This year, we expanded survey administration to both Fall and Spring to allow for more timely monitoring and response to student feedback throughout the year. Moving forward, the school will disaggregate survey data by grade level, number of years enrolled, and other relevant factors to better understand group-level trends. Focus groups will be conducted with students from each participating grade level to explore the reasons behind their responses and co-develop actionable next steps. Regular student focus groups will be established on an ongoing basis to ensure sustained, student-centered dialogue that informs school climate improvement efforts. Additionally, professional learning for staff will continue to focus on strengthening adult-student relational practices and ensuring that all students, particularly those from historically underserved groups, feel consistently supported throughout the school day.|Met||2026-06-12|2026
19647330123992|Animo Ellen Ochoa Charter Middle|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330124008|Animo James B. Taylor Charter Middle|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330124016|Animo Legacy Charter Middle|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330124198|Extera Public|6|Extera Public School administered the Panorama student survey relating to Social Emotional Learning, School Climate, and Classroom Climate. Each survey has subcategories, and the percentages relate to the percentage of favorable student responses to the questions within that subcategory. The survey does not provide an overall student score. Due to response size, SWD data was unable to be disaggregated. The subcategories include school belonging, school climate, school safety, valuing of school, emotion regulation, and self-management. School Belonging: 51% percent of all students responded favorably. School Climate: 45% percent of all students responded favorably. School Safety: 55% percent of all students responded favorably.  Valuing of School: 59% percent of all students responded favorably. Emotion Regulation: 48% percent of all students responded favorably. Self Management: 64% percent of all students responded favorably.|This is a close-out local indicators report. Areas of strength include teacher relationships, academic self-efficacy, effort and engagement, school safety and belonging. Areas for growth include emotion regulation, peer relationships, academic confidence, school rules and fairness, and workload concerns.|N/A - this is a close-out report.|Met||2026-06-16|2026
19647330124222|Rise Kohyang Middle|6|The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Panorama Survey: School Safety: Year: Spring 2025-2026 Source: Panorama Student Success Platform All Students: 57%; Black/AA: 43%; Hispanic/Latino: 56%; EL: 50%; SWD: 45% (unweighted average of Special Educational Program Name); SED:  57% (unweighted average %FMP and %RPMP) Sense of Belonging: Year: Spring 2025-26 Source: Panorama Student Success Platform All Students: 42%; Black/AA: 29%; Hispanic/Latino: 42%; EL: 37%; SWD: 33% (unweighted average of Special Educational Program Name); SED:  42% (unweighted average of %FMP and %RPMP)  According to Panorama Education's national benchmarks, RKMS' School Safety average of 57% favorable landed them in the 90th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, RKMS' Sense of Belonging average of 42% favorable landed them in the 50th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Sense of Belonging improved slightly schoolwide, increasing from 41% to 42%. SED students demonstrated improvement on both measures, with School Safety remaining stable (58% ? 57%) and Sense of Belonging increasing from 37% to 42%. Hispanic/Latino students improved in Sense of Belonging, increasing from 39% to 42% and now aligning with the overall school average. Despite a slight decline, School Safety remains relatively strong for the overall student population at 57%. SED and Hispanic/Latino students report Sense of Belonging levels that meet or exceed the schoolwide average.  Areas of Need School Safety declined overall, decreasing from 60% to 57%. SWD experienced substantial declines, dropping from 54% to 45% in School Safety and from 49% to 33% in Sense of Belonging. Black/African American students experienced the largest declines of any subgroup, decreasing from 57% to 43% in School Safety and from 53% to 29% in Sense of Belonging. ELs reported declines on both measures, particularly School Safety (55% ? 50%). Sense of Belonging remains low overall, with fewer than half of students reporting favorable perceptions.  Equity Considerations Black/African American students emerge as the subgroup with the greatest equity concern. School Safety declined by 14 percentage points. Sense of Belonging declined by 24 percentage points. Their 2025–26 results (43% Safety, 29% Belonging) are substantially below schoolwide averages. SWD also represent a significant area of concern. School Safety declined by 9 points. Sense of Belonging declined by 16 points. Their belonging results are nearly 10 points below the overall school average. ELs continue to report lower perceptions of safety and belonging than the overall student population, indicating a need to strengthen supports and connection for multilingual learners. SED students showed improvement and now align with schoolwide averages, suggesting that schoolwide supports may be positively impacting this student group. The data indicate that improvements were not experienced equally across student groups, highlighting the importance of targeted efforts to strengthen belonging, relationships, and student support systems for Black/African American students, SWD, and ELs.  Overall Key Learning The school's climate results present a mixed picture. While Sense of Belonging improved slightly overall and several student groups showed gains, School Safety declined across most major student groups. The most significant concern is the experience of Black/African American students and SWD, both of whom experienced substantial declines across climate measures. Future improvement efforts should focus on creating stronger conditions for belonging, safety, and connection among historically underserved student groups while building on the gains observed among Hispanic/Latino and SED students.|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330124560|Synergy Quantum Academy|6|Synergy Quantum Academy uses multiple measures to monitor school climate, including the California Healthy Kids Survey (CHKS). Results from the 2025–26 CHKS indicate generally positive conditions for school safety and relationships. Across grade levels, 50%–61% of students report feeling connected to their school, and 62%–69% report strong academic motivation. Additionally, 61%–70% of students report caring relationships with adults, and 64%–79% report that adults hold high expectations for them. In terms of safety, 59%–74% of students report that they feel safe or very safe at school, while relatively low percentages of students report negative experiences such as bullying (3%–9%), cyberbullying (5%–10%), or physical fights (0%–3%). However, student engagement indicators show areas for growth, as 34%–40% of students report meaningful participation at school, and 40%–47% of students report difficulty focusing on schoolwork.|The CHKS data suggests that Synergy Quantum Academy maintains a generally safe and supportive school environment, with strong adult-student relationships and high expectations contributing positively to school climate. Students largely report feeling safe on campus and experience relatively low levels of bullying and violence. At the same time, the data indicates that student engagement remains an area of need. Lower levels of meaningful participation and school connectedness, combined with higher reports of boredom and difficulty focusing, suggest that while students feel supported by adults, they may not consistently feel engaged in their learning or connected to the broader school experience. These trends highlight the importance of continuing to strengthen student voice, engagement strategies, and instructional practices that promote relevance and active participation.|Synergy Quantum Academy uses CHKS data to inform schoolwide planning and continuous improvement efforts related to school climate. Based on current findings, the school will continue to prioritize strategies that strengthen student engagement and connectedness, including expanding opportunities for meaningful participation, student leadership, and culturally relevant instruction. The school will also maintain its focus on fostering positive relationships and ensuring a safe environment by reinforcing restorative practices, social-emotional supports, and clear behavioral expectations. CHKS results are reviewed to identify trends and guide action planning, and the school will continue to use this data alongside other local measures to monitor progress and refine strategies aimed at improving overall school climate.  To support incoming 9th grade students with their transition to high school, the school offers a Summer Bridge program to provide students the opportunity to build relationships with their peers and school staff. Once the school year starts, the mentorship club matches seniors with freshmen to support the transition to high school through regular meetings and events. All students are assigned an advisory class to support their academic, socio-emotional, and college and career readiness needs. Advisory lessons are taught by the faculty covering a wide range of topics focused on SEL and DEI supports available to all students. All advisory lessons consist of a community building activity each week. In addition, advisory faculty move up with their assigned cohort throughout the four years to assist in developing strong rapport with their advisory students. To provide additional social-emotional support and academic guidance, the school employs five academic counselors, one college and career counselor, and two DIS counselors to support the whole child. The school implements a PBIS model with a school-wide rewards plan where teachers and staff recognize students for positive behavior and students are able to earn rewards that encourage a positive schoolwide climate.|Met||2026-06-13|2026
19647330124784|Aspire Slauson Academy Charter|6|Basd on the recent climate survey, Aspire Slauson Academy saw important shifts in family, student, and teammate engagement. While 88% of families reported few barriers to engagement, only 29% responded favorably on family engagement overall. Still, 72% felt the school provides a safe environment, and 63% felt comfortable communicating with staff. Student survey results showed growth in sense of belonging (+4%) and teacher-student relationships (+9% for grades 3-5, +14% for grade 6), though perceptions of school safety were 42% for grades 3-5, 53% for grade 6. Staff surveys indicated a strong sense of belonging (74%) but mixed results in school climate (52%) and cultural awareness (46%). While progress is evident in relationships and belonging, these metrics help identify specific areas needing attention, such as strengthening family engagement and perceptions of safety.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330124792|Aspire Juanita Tate Academy Charter|6|In the Winter 2026 Panorama Educatuion survey, the responses shows a strong and improving school climate across both grade bands, with high outcomes and continued growth over time.  In grades 3–5, Teacher-Student Relationships (87%, +3), School Climate (76%, +5), Sense of Belonging (74%, +1), and School Safety (69%, +12) are all performing at high levels. All domains fall at or above the 80th–90th percentile nationally, with the largest growth in School Safety.  In grade 6, results are similarly strong across all domains. Teacher-Student Relationships (82%, +6), School Safety (75%, +9), Sense of Belonging (71%, +10), and School Climate (69%, +8) all show consistent gains and perform at or above the 90th percentile nationally.  Trend data shows steady improvement in Teacher-Student Relationships over time. School Climate and Sense of Belonging show some variation by grade level but are trending upward overall, while School Safety shows earlier dips followed by strong recent gains.  Overall, the data shows consistently strong performance across all domains, with clear growth over time and positive outcomes across student groups.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330124800|Aspire Inskeep Academy Charter|6|The most recent Panorama survey provides input on school culture and climate, showing variation across domains and student groups.  Teacher-Student Relationships are a strength overall at 71% (-2), around the 80th percentile. This is significantly higher in 6th grade (77%, +17), showing strong growth, and in 3rd grade (79%, +7). However, 5th grade (66%, -11) is a clear outlier, showing a notable decline and lower student experience.  Sense of Belonging is at 63% (+4), also around the 80th percentile. 3rd grade stands out positively (73%, +17), while 6th grade (53%, +7) and 5th grade (56%, -2) are lower, indicating less consistent student connection, particularly in upper grades.  School Climate is at 55% (+1), around the 70th percentile. Strong gains are seen in 3rd grade (65%, +13) and 6th grade (50%, +10), while 5th grade (42%, -10) is again a clear outlier with the lowest perception of overall school experience.  School Safety remains the lowest domain at 51% (+2), around the 30th percentile. While 4th grade (68%, +11) shows a strong positive outlier, safety declines in 5th grade (44%, -8) and 6th grade (61%, -6), indicating inconsistent student experiences.  For Multilingual Learners (MLL), results are generally aligned with overall school data in relationships (72%) and belonging (64%), but remain lower in school safety (50%), consistent with overall trends.  Overall, the data shows strong performance in relationships and areas of growth in belonging and climate, with clear positive outliers in 3rd and 6th grade. At the same time, 5th grade consistently reports lower experiences across domains, and school safety remains the least consistent area across student groups.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330124818|Los Angeles Leadership Primary Academy|6|85% of students responded positively to questions about school safety. 80% of students feel a sense of connectedness to the school.|The PBIS, Enrichment activities,student resources and nutrition actions have been highly successful as evidenced by a 0% suspension rate and 0% expulsion rate in 2025. Student survey data indicates that both parents and students feel the school is safe.|LALPA will continue the current practices that promote a positive and safe school climate. 2026|Met||2026-06-16|2026
19647330124826|Camino Nuevo Charter Academy #4|6|Our latest data highlights strong, positive connections across our school community, with most students feeling safe, supported, and valued by their teachers and staff. We are thrilled to see significant growth among our 3rd to 5th graders, including a 9% increase in students who feel proud to attend Camino Nuevo Charter Academy. Additionally, the sense of belonging among this group rose by 11%. Relationships also improved across the board, showing measurable growth in connections between staff, teachers, and peers alike.|While we are proud that our continuous focus on belonging has led to steady growth among 3rd to 12th graders, the data highlights clear opportunities to further strengthen our 6th to 12th-grade community. Even as secondary students report a rise in school pride and a modest increase in connection, we must remain dedicated to deepening their sense of belonging. Moving forward, we will target these opportunities by focusing on classroom engagement and building stronger peer-to-peer relationships.|We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have continued this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Power of Zero No Bully Program: No Bully by The Power of Zero: The No Bully Program is built on evidence-based strategies that interrupt bullying dynamics by focusing on empathy, relationship-building, and restorative problem-solving rather than punishment.  Step Forward Culture: We have implemented a Step Forward Culture initiative where we are committed to building a school where every student feels safe, valued, and ready to learn. This starts with all adults stepping forward to interrupt microaggressions, model our values, and promote belonging. We're using the No Bully system, restorative justice, and trauma-informed practices to do this work together.  Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2026-06-16|2026
19647330124891|Alliance Renee and Meyer Luskin Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 35% Positive Responses School Safety: 47% Positive Responses Sense of Belonging: 34% Positive Responses Teacher-Student Relationships: 39% Positive Responses Attendance: 88% Positive Responses No Place for Hate: 49% Positive Responses Overall Feedback: 64% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - School Safety - Sense of Belonging - Teacher-Student Relationships - No Place for Hate These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330124933|PUC Early College Academy for Leaders and Scholars (ECALS)|6||||Not Met|||2026
19647330124941|Alliance Margaret M. Bloomfield Technology Academy High|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 39% Positive Responses School Safety: 64% Positive Responses Sense of Belonging: 35% Positive Responses Teacher-Student Relationships: 46% Positive Responses Attendance: 83% Positive Responses No Place for Hate: 56% Positive Responses Overall Feedback: 64% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330125609|KIPP Philosophers Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 78.5% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330125625|KIPP Scholar Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 80% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330125641|KIPP Sol Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 80%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330125864|Ednovate - USC Hybrid High College Prep|6|USC Hybrid High priority focused on safety, belonging, and connectedness for both students and staff. In the 2025-26 school year, USC Hybrid High administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2026-06-04|2026
19647330126136|Math and Science College Preparatory|6|MSCP uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are:  - I feel that my school is a safe space where I can freely share/express my ideas.  - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help).  - I feel welcomed and included in my classrooms. The overall score for connectedness was 83%.  To evaluate safety, MSCP asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, gym/MPR, hallways, and in the lunch area/parking lot. The overall score for safety was 86.7%.|Overall, our student climate survey results were strong, as described above. Our English Learners on the school climate survey expressed a slightly lower sense of safety (82%) and an equivalent sense of connectedness at school (83%) compared to the schoolwide rate, emphasizing the importance of our school culture investments for this student population, as well as the student body as a whole.|The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture.  Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 74%) and schoolwide attendance rates (92%) and chronic absenteeism rates (27.4%).   We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need.|Met||2026-06-24|2026
19647330126169|Equitas Academy #2|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2026. Grade 5: School Belonging (48%); School Engagement (30%); School Rigorous Expectations (59%); School Learning Strategies (52%); School Safety (48%); School Teacher-Student Relationships (57%); Perseverance (45%). Grades 6-8: School Belonging (44%); School Rigorous Expectations (50%); School Engagement (20%); School Safety (54%); School Learning Strategies (45%); Perseverance (47%).|Analysis of the Spring 2026 Panorama Education student survey identified several important strengths as well as areas requiring focused attention. Overall, the results indicate that students in grades 5-8 experience lower levels of engagement and belonging than desired, while still recognizing positive relationships with teachers and appropriate academic expectations. These findings suggest that strengthening students' connection to school should remain a priority.  Among the areas of strength, students in Grade 5 reported favorable perceptions of Rigorous Expectations (59%) and Teacher-Student Relationships (57%), indicating that students believe their teachers hold high academic expectations while maintaining supportive relationships. School Learning Strategies (52%) also exceeded the halfway mark, suggesting that many students feel equipped with the skills needed to approach academic tasks successfully.  Similarly, students in grades 6-8 reported their highest favorable rating in School Safety (54%), followed by Rigorous Expectations (50%). These results demonstrate that a majority of middle school students feel physically and emotionally safe at school and recognize that teachers challenge them academically. Perseverance (47%) also approached the favorable threshold, indicating a foundation upon which to build greater academic resilience.  The survey identified several significant areas of need across both grade bands. School Engagement was the lowest-rated measure, with only 30% favorable in Grade 5 and 20% favorable in grades 6-8. These findings suggest that many students do not feel actively engaged or motivated in their daily learning experiences. School Belonging was also a concern, with favorable ratings of 48% in Grade 5 and 44% in grades 6-8, indicating that fewer than half of students consistently feel accepted, valued, and connected to their school community. School Learning Strategies (52% in Grade 5 and 45% in grades 6-8) and Perseverance (45% and 47%, respectively) further suggest opportunities to strengthen students' confidence, self-management, and persistence when faced with academic challenges.|Overall, the data points to a need for intentional efforts to improve student engagement, foster stronger peer and adult connections, and create learning experiences that increase students' sense of purpose and ownership. Expanding opportunities for student voice, strengthening advisory and relationship-building practices, and providing engaging, relevant instruction will be important strategies for increasing students' sense of belonging and commitment to learning. At the same time, the positive perceptions of teacher relationships, school safety, and rigorous expectations provide a strong foundation from which the school can continue to build a more connected and engaging learning environment for all students in grades 5-8.|Met||2026-06-25|2026
19647330126177|Citizens of the World Charter School Silver Lake|6|"CWC Silver Lake administered a local survey (CWC organization-wide) to students in grades 3–8. The local climate survey assessed students' feelings of safety and connectedness through questions answered on a Likert scale of 1–5, with answers 3–5 representing a neutral to positive response. At CWC SL, the majority of students feel a sense of safety, with 78% of students in grades 3–5 and 81% of students in grades 6–8 answering ""somewhat safe"" to ""extremely safe."" The great majority of students also feel a sense of belongingness, with 86% of students in grades 3–5 and 82% of students in grades 6–8 answering ""belong somewhat"" to ""completely belong."" The following is a summary of the responses: SAFETY (Grades 3–5) All ethnic/racial groups combined: ? Extremely Safe = 23.1% ? Quite Safe = 32.9% ? Somewhat Safe = 21.7% ? Slightly Safe = 4.2% ? Not at All Safe = 18.2% SAFETY (Grades 6–8) All ethnic/racial groups combined: ? Extremely Safe = 12.8% ? Quite Safe = 39.6% ? Somewhat Safe = 28.3% ? Slightly Safe = 12.3% ? Not at All Safe = 7.0% BELONGING (Grades 3–5) All ethnic/racial groups combined: ? Completely Belong = 28.1% ? Belong Quite a Bit = 28.8% ? Belong Somewhat = 29.5% ? Belong a Little = 5.8% ? Do Not Belong At All = 7.9% BELONGING (Grades 6–8) All ethnic/racial groups combined: ? Completely Belong = 14.2% ? Belong Quite a Bit = 31.4% ? Belong Somewhat = 36.1% ? Belong a Little = 13.0% ? Do Not Belong At All = 5.3%"|"At the grades 3–5 level, we are pleased that the majority of students feel safe at school and feel a sense of belonging. However, a notable pattern emerges across both measures — many students selected ""somewhat safe"" or ""belong somewhat"" rather than the strongest positive categories. It is worth noting that the 2025-26 school year was marked by significant community-wide stressors, including the Los Angeles wildfires and increased immigration enforcement activity, which affected the sense of safety and stability for many families and students across the region. These external factors likely contributed to more cautious survey responses and are important context for interpreting this year's results. This suggests an opportunity to continue deepening students' experiences of safety and belonging, moving more students toward feeling highly connected and secure, and we remain committed to building the individualized supports needed to get there. At the grades 6–8 level, we are pleased that the majority of students feel at least somewhat safe and feel a sense of belonging. This is in line with our mission and vision for the school. As a school that champions diversity, we intentionally make time to ensure that students have the tools to collaborate and hold space for each other across lines of difference. The data speaks to our efforts in this realm. As with our younger students, we recognize that the broader climate of 2025-26, including community trauma from the wildfires and heightened anxiety around immigration enforcement, may have shaped how students responded to questions about safety this year. We will continue to provide targeted support to ensure all students feel genuinely connected and secure in our school community."|"In response to survey feedback as well as feedback from teachers, CWC Silver Lake has continued to prioritize social-emotional learning and school climate at both the elementary and middle school levels in 2025–26. At the elementary level, staff have maintained consistent time in their schedules for explicit social-emotional learning instruction. In collaboration with our Diversity, Equity, Inclusion, and Belonging committee, the school has continued implementing a school-wide culture system that builds community, repairs harm, and responds to racialized behavior. This included: ? Sharing and refining the behavior ALL DOC — a comprehensive resource document with parent-facing, staff-facing, and student-facing versions — to make systems of expectations and consequences clear to all members of our community ? Continued communication and education of all stakeholders on restorative practices, bullying, and child development At the grades 6–8 level, the school continued to codify and strengthen restorative practices when addressing student conflict, including ongoing professional development for teachers on facilitating restorative circles and de-escalation strategies. The advisory period (Roots) remains scheduled at the end of the day, providing structured time for students and teachers to reflect and address conflict as needed. The Diversity, Equity, Inclusion, and Belonging committee continued its work with the following goals in 2025–26: ? Delivering a workshop series for school staff, caregivers, and parents to develop a shared understanding of oppression and liberation ? Reviewing the anti-bias/hate speech plan to ensure it remains reasonable and effective ? Updating the Roots curriculum to better meet the needs of students In 2026–27, the school will continue and deepen these efforts, with a particular focus on increasing the proportion of students who report the strongest levels of safety and belonging - moving beyond ""somewhat"" positive responses toward more students feeling highly connected and secure. Lastly, the Fishtank ELA curriculum, piloted in 2024–25 and fully implemented in 2025–26, will continue in 2026–27 given its success. This curriculum includes a diverse set of culturally relevant texts that increase opportunities for all students to see themselves represented in their daily Language Arts materials — an investment the school believes will continue to strengthen students' sense of belonging over time. As part of the 2025–26 LCAP development process, school leadership presented LCAP performance reflections at a PAC meeting to ensure families were informed of progress and had an opportunity to weigh in on priorities. While feedback was limited, the process helped build awareness among caregivers that the LCAP exists, what it tracks, and how it connects to school decisions — a foundation the school intends to build on in future cycles to generate more substantive family input."|Met||2026-06-17|2026
19647330126193|Citizens of the World Charter School Mar Vista|6|"CWC-MV administered a local survey (CWC organization wide) to all students in grades 3-8. Our survey does not disaggregate survey data by Unduplicated Pupils and Students with Disabilities (SWD), but students do self-report racial/ethnic data. The local climate survey administered to students assessed their feelings of safety and connectedness through asking questions answered on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response.  At CWC Mar Vista Elementary, the majority of students feel a sense of safety, with 84% of students in grades 3-5 answering ""somewhat safe"" to ""extremely safe."" They also feel a sense of belongingness, with 81% of students in grades 3-5 answering ""belong somewhat"" to ""completely belong.""   At CWC Mar Vista Middle, 79% of students in grades 6-8 reported feeling ""somewhat safe"" to ""extremely safe,"" and 79% reported feeling they ""belong somewhat"" to ""completely belong."" The following is a summary of the responses: SAFETY (Grades 3–5) All ethnic/racial groups combined: Extremely Safe = 27.1% Quite Safe = 37.5% Somewhat Safe = 27.1% Slightly Safe = 1.0% Not at All Safe = 7.3% SAFETY (Grades 6–8) All ethnic/racial groups combined: Extremely Safe = 9.9% Quite Safe = 35.1% Somewhat Safe = 33.8% Slightly Safe = 9.9% Not at All Safe = 11.3% BELONGING (Grades 3–5) All ethnic/racial groups combined: Completely Belong = 35.1% Belong Quite a Bit = 25.5% Belong Somewhat = 23.4% Belong a Little or Do Not Belong At All = 16.0%* *Please note, due to an internal data issue, responses for ""Belong a Little"" and ""Do Not Belong At All"" could not be reported separately at time of publication. Disaggregated figures will be available prior to the start of the 2026-27 school year. BELONGING (Grades 6–8) All ethnic/racial groups combined: Completely Belong = 11.6% Belong Quite a Bit = 35.6% Belong Somewhat = 31.5% Belong a Little = 10.3% Do Not Belong At All = 11.0%"|CWC's Senior Manager of DEIB, alongside the regional data team, reviews all student and family survey data, aggregating and disaggregating results by subgroup. Findings are shared with each school principal individually through a 1-on-1 meeting where the Senior Manager presents overall scores, trends over time, and areas of inquiry. Data is also brought to the regional support team at monthly meetings to identify patterns and priorities across schools. The key learning from this analysis is that the great majority of CWC-MV students report feeling safe and a sense of belonging at school, which reflects a meaningful area of strength. Disaggregated data allows us to examine whether all subgroups share in that experience equally. Where variation exists across groups, we treat that as an opportunity to listen more deeply, understand the specific experiences driving those differences, and respond with intention — so that every student, regardless of identity or background, feels genuinely safe and connected to their school community.|Based on analysis of local data and key learnings, CWC Mar Vista has identified several areas requiring changes to existing plans and procedures for continuous improvement. The school will revisit its elementary and middle school SEL scopes and sequences to identify gaps and integrate learning more intentionally across the school day, ensuring all students continue to feel a sense of safety and belonging as the school grows. Thoughtful attention will continue to be given to the systems, structures, rituals, and traditions that make CWC Mar Vista a close-knit and secure environment for students. To address chronic absenteeism, which while improved from 26.7% to 22.5% remains above target for most student subgroups, the school will deepen existing family outreach procedures and expand Tier 2 and Tier 3 attendance intervention protocols to better support students with persistent attendance barriers. As part of the 2026-27 LCAP development process, school leadership presented performance reflections at a PAC meeting to build family awareness of the LCAP, what it tracks, and how it connects to school decisions — a foundation the school intends to build on in future cycles to generate more substantive family input.|Met||2026-06-17|2026
19647330126797|Aspire Centennial College Preparatory Academy|6|The winter 2026 Panorama survey highlight school safety as a relative strength, with 58% of students reporting a positive experience (+3), placing the school around the 50th percentile nationally. Students are reporting real improvements, including an 8-point decrease in worrying about violence and a 7-point increase in access to adult support when bullying happens.  Teacher-student relationships increased slightly to 54% (+1). There is a clear strength in how students experience respect, with 83% reporting that teachers treat them respectfully (+3). At the same time, other responses show a gap in deeper connection with only 45% of students would want the same teachers again, 45% feel teachers really want to know how they are doing (-2), and 42% feel teachers would be concerned if they were upset (-1).  School climate and sense of belonging are both at 45%, with climate down 4% and belonging down 2%. Sense of belonging is especially low (20th percentile), signaling that students do not feel fully connected to the school. There are opportunitiy to leverage student voice and identities in school programming.  Overall, students are feeling safer and respected by teachers, but that is not yet translating into strong relationships or a consistent sense of belonging across the school.|Survey data from classrooms and the school as a whole shows strong teacher-student relationships and student belonging. However, the analysis also identifies key areas for improvement in school safety and classroom climate. We need better strategies to increase perceptions of fairness and positivity, address how behavior affects learning, and improve overall safety measures, which are currently below our satisfaction goals. These findings highlight the need for focused interventions to build a more cohesive and secure environment where students feel both connected and truly safe, physically and emotionally.|Based on the data, we are implementing several LCAP-aligned initiatives to improve identified areas. To enhance school safety, we are focusing on improving the classroom climate, expanding PBIS, and integrating SEL across all classrooms to provide consistent positive behavioral support, with a focus on implementing Tier 1 and Tier 2 PBIS strategies. To strengthen community ties, we continue to hold events in both Spanish and English, ensuring our diverse families are heard and involved in our school culture and decisions. We will monitor the effectiveness of these actions through follow-up surveys and feedback to ensure continuous improvement in school climate and student well-being.|Met||2026-06-18|2026
19647330127670|KIPP Iluminar Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 88%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330127886|City Language Immersion Charter|6|City Language Immersion Charter (CLIC) administered the Panorama Education Student Survey to students in grades 3 through 5 in Spring 2026, with 110 student respondents. The survey measured seven school climate and engagement constructs, reported as the percentage of students providing favorable responses, compared to the New Los Angeles Charter Schools (CMO) average and to the prior survey administration. CLIC's results were as follows: School Belonging 45% favorable (down 6 points; CMO 47%); School Climate 51% (down 2; CMO 52%); School Engagement 43% (down 5; CMO 41%); School Rigorous Expectations 75% (up 2; CMO 74%); School Safety 57% (down 3; CMO 61%); Teacher-Student Relationships 69% (up 1; CMO 65%); and Valuing of School 68% (down 5; CMO 64%). CLIC exceeded the CMO average on School Rigorous Expectations, Teacher-Student Relationships, Valuing of School, and School Engagement. The lowest-scoring constructs were School Engagement (43%) and School Belonging (45%). School Belonging, School Engagement, and Valuing of School each declined 5 to 6 points since the prior survey administration. Item-level analysis identifies specific strengths: 92% of students say doing well in school is important to them, 90% find their teachers respectful, and 84% say teachers ask them to keep trying when they feel like giving up. Areas of concern include only 23% reporting that students show a lot of respect to one another, only 25% saying the rules at school are fair, only 30% reporting they talk about school ideas outside of class, and only 19% saying disrespect among students is rare. On School Safety items, 31% of students worry about violence frequently or almost always, and 36% report fights occur frequently or almost always. The Spring 2026 Panorama survey was administered schoolwide. Disaggregated student group results were not generated at the school level for this administration. CLIC will continue to administer Panorama in fall and spring and will work toward producing disaggregated reports by English Learner, Socioeconomically Disadvantaged, Foster Youth, Hispanic, African American, and Students with Disabilities student groups in future administrations. Spring 2026 results will inform the Addressing SEL, Behavioral, and Mental Health Needs action and the Family and Community Engagement goal for 2026-27.|Areas of Strength The analysis identifies CLIC's strongest school climate outcomes in adult-student relationships and academic expectations. School Rigorous Expectations (75% favorable) and Teacher-Student Relationships (69%) both exceed the CMO average and improved between the prior survey and Spring 2026. Item-level data reinforce these strengths: 92% of students say doing well in school is important, 90% find their teachers respectful, 84% say teachers ask them to keep trying when they feel like giving up, and 80% say teachers encourage them to do their best. Students also value school's future relevance, with 82% saying school will be useful in the future. CLIC's DEIJ work shows measurable positive results: 87% have discussed the school's shared definition of racism, 73% report becoming better at thinking about social justice, 73% feel comfortable expressing their culture, identity, and race, and 74% say adults work to stop bullying.  Identified Needs The lowest-scoring constructs are School Engagement (43%) and School Belonging (45%), and the constructs that declined most since the prior survey are School Belonging (down 6 points), School Engagement (down 5 points), and Valuing of School (down 5 points). Item-level analysis reveals that the declines are concentrated in peer-to-peer dimensions of school climate rather than in adult-student dimensions. Only 23% of students report that other students show a lot of respect to one another, only 25% say the rules at school are fair, and only 30% talk about school ideas outside of class. School Safety perceptions are similarly driven by peer behavior: only 19% of students say disrespect is rare, only 30% say physical fights are rare, 31% worry about violence frequently or almost always, and 36% report that fights occur frequently or almost always. Adult-led safety responses are stronger, with 74% saying teachers stop bullying and 73% saying adults work with students to fix rule-breaking situations fairly.  Key Learning The Spring 2026 results identify a clear pattern: students experience strong support, respect, and high expectations from CLIC's adults but rate peer-to-peer relationships, peer respect, fairness, and physical safety lower and as declining. Investment in peer-focused interventions, including the new SchoolBeat curriculum, Little Justice Leaders curriculum, Kagan cooperative learning structures training, and continued PBIS and restorative practices, is directly responsive to this finding. The DEIJ programming's measurable positive results provide a foundation to build on. Disaggregation by student group is not available for this administration; CLIC will work toward producing disaggregated reports to ensure climate findings reflect the experiences of unduplicated student groups.|In direct response to the identified needs, CLIC has integrated the following changes into the 2026-27 LCAP and into the school's broader plans and procedures.  Tier 1 SEL and Behavior Curriculum Changes CLIC is discontinuing the Classroom Champions curriculum and adopting the SchoolBeat curriculum and the Little Justice Leaders curriculum as the school's Tier 1 SEL programs for 2026-27. These curricula are specifically designed to address the peer-to-peer dimensions of school climate identified as areas of need, including peer respect, peer relationships, and shared norms of fairness. Teachers will receive training on both curricula during the Summer 2026 professional learning week. CLIC will also implement Kagan cooperative learning structures training for all teachers to provide every student with frequent, structured opportunities to interact respectfully with peers using academic language, directly addressing the engagement and peer-respect findings.  Continued and Strengthened Tier 1 Practices CLIC will continue and strengthen schoolwide implementation of PBIS with LACOE coaching, restorative practices, and the DEIJ curriculum delivered through the Director of DEIJ. The continued investment in the Director of DEIJ position responds directly to the positive DEIJ results in the Spring 2026 survey and provides a foundation for continued growth in students' comfort expressing identity and culture.  Engagement and Family Outreach Changes To address the engagement and belonging declines, CLIC will introduce monthly attendance recovery opportunities for families, expand the bilingual Family Engagement Manager's outreach to families not currently engaged in school events, and host the new 5th grade overnight outdoor education trip designed to strengthen social-emotional connection and engagement with science learning.  Safety and Facility Changes The School Safety Plan will continue to be reviewed and revised annually with educational partner input. For 2026-27, CLIC will implement biennial CPR training for all staff to strengthen staff emergency preparedness. CLIC will also resurface the playground, repair the soft rubber play structure surface, and replace the malfunctioning playhouse structure to support student physical safety during outdoor and unstructured time. Continuous Improvement and Data Disaggregation CLIC will continue to administer Panorama in fall and spring and will work toward producing disaggregated reports by English Learner, Socioeconomically Disadvantaged, Foster Youth, Hispanic, African American, and Students with Disabilities student groups in future administrations. Disaggregated climate data will inform ongoing equity-focused continuous improvement.|Met||2026-06-22|2026
19647330127894|Valor Academy High|6|The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Panorama Survey: School Safety: Year: Spring 2025-2026. Source: Panorama Student Success Platform: All Students: 53%; Black/AA: 42%; Hispanic/Latino: 53%; EL: 54%; SWD: 48% (unweighted average of Special Educational Program Name); SED:  51% (unweighted average %FMP and %RPMP). Sense of Belonging: Year: Spring 2025-26; Source: Panorama Student Success Platform; All Students: 41%; Black/AA: 25% ; Hispanic/Latino: 39%; EL: 44%; SWD: 39% (unweighted average of Special Educational Program Name); SED:  40% (unweighted average of %FMP and %RPMP). According to Panorama Education's national benchmarks, VAHS' School Safety average of 53% favorable landed them in the 50th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).  According to Panorama Education's national benchmarks, VAHS' Sense of Belonging average of 41% favorable landed them in the 40th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength Sense of Belonging remained stable overall at 41%. EL demonstrated strong growth in Sense of Belonging (35% ? 44%, +9 points). SWD improved in School Safety (44% ? 48%, +4 points). Hispanic/Latino students remained aligned with the school average in School Safety. Identified Needs School Safety declined schoolwide (57% ? 53%). Black/African American students experienced substantial declines in School Safety (55% ? 42%) and continue to report the lowest Sense of Belonging (25%). SWD reported lower School Safety and Sense of Belonging than the overall student population. Socioeconomically Disadvantaged students declined on both measures. Equity Considerations The most significant equity concern is the experience of Black/African American students, who report results well below the school average on both School Safety (-11 points) and Sense of Belonging (-16 points). While overall belonging remained stable, subgroup data indicates that improvements were not experienced equally across student groups. Future efforts should focus on strengthening belonging, representation, and relationship-building for Black/African American students while maintaining gains among English Learners. Overall Key Learnings School climate results indicate a decline in School Safety and stagnant Sense of Belonging overall. School Safety decreased from 57% favorable in Spring 2025 to 53% in Spring 2026, while Sense of Belonging remained unchanged at 41%. These results suggest that students' perceptions of safety weakened over the past year and that efforts to improve student connectedness have not yet resulted in meaningful schoolwide gains. EL students experienced the most notable positive trend. While School Safety declined slightly from 56% to 54%, Sense of Belonging increased significantly from 35% to 44%, surpassing the schoolwide average. This improvement suggests that recent efforts to support multilingual learners may be strengthening students' sense of connection and belonging within the school community. SWD showed mixed results. School Safety improved from 44% to 48%, indicating progress in students' perceptions of safety. However, Sense of Belonging declined from 45% to 39%, suggesting that while students may feel safer, they may not be experiencing stronger relationships, inclusion, or connection to the school community. Black/African American students experienced the greatest declines and represent the most significant equity concern. School Safety decreased from 55% to 42%, and Sense of Belonging decreased from 29% to 25%. These results are substantially below schoolwide averages and indicate a need to better understand and address the experiences of Black/African American students. Hispanic/Latino students and SED students experienced modest declines across both measures. Moving forward, the school's greatest opportunity is to strengthen both safety and belonging for historically und underserved student groups.|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330127910|Camino Nuevo High #2|6|Our latest data highlights strong, positive connections across our school community, with most students feeling safe, supported, and valued by their teachers and staff. We are thrilled to see significant growth among our 3rd to 5th graders, including a 9% increase in students who feel proud to attend Camino Nuevo Charter Academy. Additionally, the sense of belonging among this group rose by 11%. Relationships also improved across the board, showing measurable growth in connections between staff, teachers, and peers alike.|While we are proud that our continuous focus on belonging has led to steady growth among 3rd to 12th graders, the data highlights clear opportunities to further strengthen our 6th to 12th-grade community. Even as secondary students report a rise in school pride and a modest increase in connection, we must remain dedicated to deepening their sense of belonging. Moving forward, we will target these opportunities by focusing on classroom engagement and building stronger peer-to-peer relationships.|We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have continued this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Power of Zero No Bully Program: No Bully by The Power of Zero: The No Bully Program is built on evidence-based strategies that interrupt bullying dynamics by focusing on empathy, relationship-building, and restorative problem-solving rather than punishment.  Step Forward Culture: We have implemented a Step Forward Culture initiative where we are committed to building a school where every student feels safe, valued, and ready to learn. This starts with all adults stepping forward to interrupt microaggressions, model our values, and promote belonging. We're using the No Bully system, restorative justice, and trauma-informed practices to do this work together.  Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2026-06-16|2026
19647330127936|PREPA TEC - Los Angeles|6|PREPA TEC - Los Angeles' strongest performance continues to be in the relationships between students and staff. Teachers were described by families and students as caring, supportive, and academically effective. The school’s athletics program remains a source of pride and student engagement, and classroom observations suggest that students are producing high-quality work. Project-based learning and college-awareness activities also contributed to a strong sense of purpose and relevance in instruction. These areas not only received high scores but were frequently highlighted positively in open-ended feedback.|Overall “Would You Recommend?” scores improved by over 9%. ? Classified Staff showed the biggest jump, up nearly 40%. The is a significant turnaround but still a low overall score. ? Student and Parent scores rose modestly. ? Teacher scores increased slightly.|Focus Areas ? Quality of Relationships, Teacher Quality, and Athletics lead, showing strengths in relationships, instruction, and extracurriculars. ? Quality of Work and ProjectBased Learning are also wellrated. ? Bullying and Student Engagement remain low, pointing to issues with safety and motivation.|Met||2026-06-30|2026
19647330127985|Ingenium Charter Middle|6|In the most recent school climate survey administered in the spring of the 25-26 school year, responses from students in grades 6-8 help us better understand how students are feeling and their perception about school. Parent responses provided further insights into perceptions of school climate. Parent responded favorably to a positive school climate. Furthermore, more parents responded favorably to ICMS being a school fit for their child. The current survey of students, which is done through Panorama (same as parents) showed a slight decrease students' perception of school safety.|The analysis reveals several key data points that support school improvement efforts.  Unfortunately, ICMS will close on June 30, 2026.|NA|Met||2026-06-08|2026
19647330128009|Alliance Virgil Roberts Leadership Academy|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 37% Positive Responses School Safety: 45% Positive Responses Sense of Belonging: 38% Positive Responses Teacher-Student Relationships: 36% Positive Responses Attendance: 86% Positive Responses No Place for Hate: 42% Positive Responses Overall Feedback: 53% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - School Safety - Sense of Belonging - Teacher-Student Relationships - No Place for Hate These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330128033|Alliance College-Ready Middle Academy 8|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 47% Positive Responses School Safety: 65% Positive Responses Sense of Belonging: 40% Positive Responses Teacher-Student Relationships: 43% Positive Responses Attendance: 81% Positive Responses No Place for Hate: 60% Positive Responses Overall Feedback: 63% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330128041|Alliance Kory Hunter Middle|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 48% Positive Responses School Safety: 64% Positive Responses Sense of Belonging: 51% Positive Responses Teacher-Student Relationships: 41% Positive Responses Attendance: 84% Positive Responses No Place for Hate: 55% Positive Responses Overall Feedback: 56% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Teacher-Student Relationships These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330128058|Alliance College-Ready Middle Academy 12|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 44% Positive Responses School Safety: 57% Positive Responses Sense of Belonging: 44% Positive Responses Teacher-Student Relationships: 46% Positive Responses Attendance: 87% Positive Responses No Place for Hate: 54% Positive Responses Overall Feedback: 59% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging - Teacher-Student Relationships These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330128132|Extera Public School No. 2|6|The surveys completed are the Panorama student surveys relating to Social Emotional Learning, School Climate, and Classroom Climate. Each survey has subcategories, and the percentages relate to the percentage of favorable student responses to the questions within that subcategory. The survey does not provide an overall student score. Due to response size, SWD data was unable to be disaggregated. The subcategories include school belonging, school climate, school safety, valuing of school, emotion regulation, and self management. School Belonging: 62% percent of all students responded favorably, 60% of ELs responded favorably, 56% female students responded favorably, and 67% of male students responded favorably. School Climate: 54% percent of all students responded favorably, 54% of ELs responded favorably, 44% female students responded favorably, and 62% of male students responded favorably. School Safety: 49% percent of all students responded favorably, 43% of ELs responded favorably, 49% female students responded favorably, and 50% of male students responded favorably. Valuing of School: 68% percent of all students responded favorably, 61% of ELs responded favorably, 63% female students responded favorably, and 72% of male students responded favorably. Emotion Regulation: 49% percent of all students responded favorably, 46% of ELs responded favorably, 52% female students responded favorably, and 47% of male students responded favorably. Self Management: 71% percent of all students responded favorably, 68% of ELs responded favorably, 70% female students responded favorably, and 71% of male students responded favorably.|Local survey data shows that students feel positively about valuing of school, classroom effort, and self management, with scores at or around 70% favorable.  Surveys demonstrated significant increases in school belonging and school climate.  Surveys demonstrate that students are less positive about school safety, with scores around 49% favorable. Notably, female students had lower scores than male students, especially in relation to school safety, climate, and belonging. When looking at subgroup data, due to group size, subgroup data for students with disabilities was unavailable due to con?dentiality. Data for ELs demonstrates that they had slightly lower scores overall.|At the beginning of the 2022-2023 school year, Extera PS #2 began implementing a robust PBIS plan focusing on clear expectations, positive incentives and recognition, and transparent consequences for undesirable behaviors. This plan includes re-teaching expectations at the beginning of the year and after all breaks during the school year. In addition, Extera PS #2 has adopted the SEL program: School Beat. Extera PS #2 has also added SEL to the master schedule four times per week and morning meetings daily to build school community. During the 2024-2025 school year, Extera PS #2 rolled out a community building and student investment program at the beginning of the school year that supported relationship building, goal setting, and the importance of school. Extera PS #2 PS 2 continued the SEL program School Beat for the second school year to continue to build student SEL skills. During the 2026-2027 school year, Extera PS #2 will continue with the community building and student investment program at the beginning of the school year with the PBIS launch and continue with the SEL program using School Beat.|Met||2026-06-16|2026
19647330128371|New Horizons Charter Academy|6|student survey indicate good school climate|students want more internet resources|action plan to provide supplemental programs for internet|Met||2026-06-24|2026
19647330128512|KIPP Academy of Innovation|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  79.1% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330129270|Animo Mae Jemison Charter Middle|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330129460|KIPP Vida Preparatory Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 93% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330129593|PUC Inspire Charter Academy|6|PUC Inspire conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct/ Item/Question / % Favorable Rating   Captivate\ My teacher makes learning enjoyable/ 79% Care/ My teacher in this class makes me feel that she really cares about me/ 83% Care/ My teacher really tries to understand how students feel about things/ 84% Confer/ My teacher respects my ideas and suggestions/ 86% Confer/ My teacher wants us to share our thoughts./ 87% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 85% Control/ Student behavior in this class is under control./ 71% Safety/ I feel physically safe in this classroom./ 84% Safety/ I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 86%|PUC Inspire Charter Academy received an overall score of 4.42 out of 5 and an Average % Favorable of 85%.During the 2025-2026SY, PUC Inspire continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Inspire will continue to ensure that strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2026-06-10|2026
19647330129619|PUC Community Charter Elementary|6|PUC CCES conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct/ Item/Question /% Favorable Rating   Captivate/ My teacher makes learning enjoyable/ 85% Care My teacher in this class makes me feel that she really cares about me/ 71% Care My teacher really tries to understand how students feel about things/ 72%  Confer/ My teacher respects my ideas and suggestions/ 46% Confer/ My teacher wants us to share our thoughts/ 50% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 57% Control/ Student behavior in this class is under control./ 81% Safety/ I feel physically safe in this classroom. / 74% Safety/ I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 73%|PUC Community Charter Elementary received an overall score of 3.50 out of 4 and an Average % Favorable of 66%. During the 2025-2026 SY, PUC CCES continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really cared about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Students with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students continued to be a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support that students will need. PUC CCES continues to ensure strong Rituals and Routines are common across all teachers and grade levels, as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2026-06-10|2026
19647330129627|TEACH Tech Charter High|6|TEACH administered its annual local climate survey in Spring 2025 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  TEACH administered its annual local climate survey in Winter of 2026 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  Key survey findings include: 	•	High School: 	•	48% of students feel safe, 47% feel there is a positive school culture. This is down from 2025-2026 when 59% of students reported feeling safe. 	•	Only 50% of English Learners expressed feeling safe, indicating a safety perception gap. 	•	Middle School: 	•	Low participation overall, but among those who responded, 48% of kids felt safe, with 47 reporting a positive school climate. This is an increase over last year where only 42% reported feeling safe. 	•	Among English Learners, this dropped further to 36%. 	•	Elementary School: 	•	48% of students reported feeling safe, with no significant deviations by subgroup.63% felt positive student and teacher relationships.   In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.   In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.|Analysis of the 2025–2026 climate data revealed the following key takeaways:  Strengths: 	•	High School Progress: Student perceptions of safety at the high school level went down slightly over the prior year, and new student-led supports like Peace Circles have emerged as proactive, restorative approaches to managing bullying and social media-related conflicts. 	•	Elementary Stability: While overall safety perceptions were moderate, there was no significant disparity among student subgroups, suggesting a more equitable student experience in the elementary grades.  Identified Needs: 	•	Middle School Concerns: Middle school data shows improvement in the climate and culture at the school and the middle school had the largest number of survey respondants.  	•	English Learner Experiences: Across multiple grade levels, English Learners consistently reported lower perceptions of safety, indicating a need for more culturally and linguistically responsive safety supports. 	•	Behavioral Support Structures: Feedback from both students and staff highlighted a need for clearer behavior expectations and consistent implementation of positive behavior supports, particularly at the middle school level.|In response to these findings, TEACH has initiated and will continue to implement the following targeted improvements for the 2025–2026 academic year:  1. High School: 	•	Continue practice of Peace Circles, a student-driven restorative practice aimed at addressing bullying, conflict resolution, and online/social media issues. 	•	Integration of SEL (Social-Emotional Learning) tools to strengthen student-staff trust and safety perceptions.  2. Middle and Elementary Schools: 	•	Counselors are participating in professional development focused on implementing positive behavior support strategies that align with trauma-informed and equity-centered approaches. 	•	Assistant Principals are coaching teachers to ensure clear, consistent, and inclusive behavioral expectations and classroom routines.  3. Systemwide: 	•	Increased outreach to English Learner families through translated resources and participation in site-based decision-making committees (e.g., ELAC), ensuring their voices inform school safety and climate strategies. 	•	Monitoring of climate metrics disaggregated by subgroup, with biannual check-ins to track progress and adjust strategies based on student feedback. 	•	Continuation and expansion of community-based partnerships (e.g., AADAP) that provide behavioral supports and wellness resources, particularly at sites with identified needs.  These coordinated actions are designed not only to address disparities in perceptions of safety, but also to build a school climate rooted in belonging, structure, and restorative culture.|Met||2026-05-26|2026
19647330129650|Equitas Academy #3 Charter|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2026. Grades 3-4: School Belonging (57%); School Engagement (35%); School Learning Strategies (58%); School Safety (55%); School Teacher-Student Relationships (58%); Valuing of School (65%). Grades TK-2: School Belonging (89%); School Climate (88%); School Engagement (84%); School Safety (92%).|strengths as well as opportunities for continued improvement across the elementary grades. Overall, the data indicates that students in grades TK-2 experience a highly positive school environment, while students in grades 3-4 report lower levels of engagement and connectedness, suggesting the need for additional supports as students progress through the upper elementary grades.  The strongest findings were among students in grades TK-2, who reported exceptionally favorable perceptions across all measured areas. School Safety received the highest favorable rating at 92%, followed by School Belonging (89%) and School Climate (88%). School Engagement was also strong at 84%, indicating that the vast majority of younger students feel safe, connected, and actively involved in their learning. These results reflect a positive and supportive learning environment that promotes both academic and social-emotional success during the primary years.  For students in grades 3-4, the highest favorable rating was Valuing of School (65%), suggesting that most students recognize the importance of education and view school as worthwhile. School Learning Strategies (58%) and Teacher-Student Relationships (58%) also emerged as relative strengths, indicating that many students feel supported by their teachers and possess the foundational skills needed to approach academic tasks successfully. School Belonging (57%) and School Safety (55%) remained above the halfway mark, demonstrating that a majority of students continue to feel accepted and safe at school.  The survey also identified important areas for growth. School Engagement was the lowest-rated measure for grades 3-4 at 35%, indicating that many students are not consistently motivated, interested, or actively involved in their learning experiences. While students generally value school, the lower engagement score suggests a disconnect between recognizing the importance of school and feeling fully engaged in daily classroom activities. Additionally, the notable differences between the TK-2 and grades 3-4 results across belonging, engagement, and safety indicate that students' perceptions become less favorable as they move into the upper elementary grades.|Overall, the data highlights a strong foundation built on safe, supportive learning environments and positive school experiences for younger students. Moving forward, the school has an opportunity to build on these strengths by implementing strategies that sustain student engagement and strengthen students' sense of belonging as they transition into grades 3-4. Expanding opportunities for student voice, fostering meaningful relationships, and providing engaging, relevant learning experiences will help ensure that students remain connected, motivated, and successful throughout their elementary school years.|Met||2026-06-25|2026
19647330129858|Everest Value|6|Everest Value School administered the Value Schools local school climate survey in Spring 2025–26 and reviewed student, family, and employee responses. The survey included measures of student safety, belonging, peer respect, bullying prevention, and trusted-adult relationships. Student participation was 88.29% (196 respondents). Adult participation was lower; therefore, family and employee results were used as directional input rather than as the sole basis for conclusions.  Current student results included 78% reporting that they felt part of and belonged to the school community, 68% reporting access to a trusted adult, 43% reporting that students try to stop bullying, 55% reporting that differences are respected by faculty and staff, 54% reporting that staff make clear bullying is not tolerated, 33% reporting that they feel safe at school, and 22% reporting that differences are respected by students.  Response context was available by grade level, gender, English Learner status, and IEP status. Because subgroup sample sizes and response patterns varied, subgroup information was reviewed cautiously and was not used to make broad conclusions about individual groups.|Results show meaningful progress in student belonging and trusted-adult connection. The school also saw improvement in students reporting that they try to intervene when bullying occurs. These findings suggest that relationship-building and belonging-focused practices are providing a foundation for continued improvement.  The data also identify student perceptions of safety and peer-to-peer respect as priority areas. The results do not indicate that any single program or student group caused these outcomes; rather, they point to the need for continued schoolwide attention to supervision, consistent behavioral expectations, bullying prevention and response, restorative practices, student voice, and respectful peer interactions.  Because family and employee participation was below local goals, adult results will be considered together with other local evidence.|Everest Value School will use the survey findings to inform LCAP Goal 2 and school culture planning. The school will strengthen student-led culture, peer ambassador, and inclusion activities; reinforce schoolwide bullying prevention, reporting, follow-up, and behavioral expectations; use classroom meetings, restorative circles, advisory or age-appropriate student forums, and listening sessions to strengthen belonging and peer respect; provide staff learning on culturally responsive engagement, supervision, de-escalation, and consistent responses to peer conflict; and review climate results with attendance, discipline, counseling, and family input to monitor progress.  The school will continue protecting and expanding trusted-adult relationships while refining survey administration and participation strategies to improve the reliability of future subgroup and trend analysis.|Met|Value Schools Local School Climate Survey, Spring 2025–26|2026-06-05|2026
19647330129866|Village Charter Academy|6|Student surveys were developed in conjunction with the classroom teachers to assess key features such as stakeholder communication regarding academics, school climate and school safety. Student group data is not analyzed at this time as the surveys are completed anonymously.|Based on student surveys evaluating school climate the school scored an overall average of 95%, meeting Local Indicator 6. The areas of greatest strength were having access to technology, knowing what to do during an emergency, communicating their progress to their parents and if the school principals expect students to follow the rules. All of these strengths indicate that students understand the school has clear expectations that is communicated to both them and their parents. The area to be addressed as an area for improvement was keeping the school clean and knowing who to talk to at school if something is bothering them. The results of the survey are very similar to last year's results.|The two identified areas of need dropped slightly from the previous year, but have a net gain from the 23-24 sy. This indicates that the programs in place continue to have had a positive impact. We will continue to use community circles to address student understanding of the supports in place for them. We will also continue our school beautification project that includes student understanding and accountability for school cleanliness.|Met||2026-06-17|2026
19647330131466|Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics|6|The Charter School conducted a School Climate Survey to gather feedback from staff, parents, and students regarding Organization, Curriculum, Instruction, Assessment, and School Culture. The survey was designed to identify strengths and areas for growth, ensure stakeholder voices are heard, and inform decisions that support a positive, inclusive, and effective learning environment.  Staff Survey Results Staff reported exceptionally high levels of satisfaction across all areas:  Organization: 95% Curriculum: 100% Instruction: 98% Assessment: 95% School Culture: 95% Overall Satisfaction: 97% Participation Rate: 95%  These results reflect strong confidence in the school’s leadership, instructional program, assessment practices, and overall work environment.  Parent Survey Results Parents also reported high levels of satisfaction:  Organization: 97% Curriculum: 98% Instruction: 98% Assessment: 91% School Culture: 93% Overall Satisfaction: 95% Participation Rate: 26%  Parent responses demonstrate strong support for the school’s academic program, communication, and commitment to student success.  Student Survey Results (Grades 3–5) Students reported positive perceptions across all survey areas:  Organization: 89% Curriculum: 96% Instruction: 89% Assessment: 90% School Culture: 75% Overall Satisfaction: 88% Participation Rate: 45%  Students rated curriculum particularly highly, indicating strong engagement with their learning experiences. School Culture received the lowest rating, identifying an area for continued improvement.  School Safety and Connectedness Student perceptions of school safety and connectedness were also examined by subgroup:  All Students: 88% English Learners (EL): 84% Latino Students: 86% Socioeconomically Disadvantaged (SED): 84% Students with Disabilities (SWD): 81%  Overall, survey results indicate a positive school climate and strong satisfaction among staff, parents, and students. While perceptions of safety and connectedness remain positive, subgroup data suggest opportunities to strengthen support for English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities. The Charter School will continue using survey data to guide improvement efforts and ensure all students feel safe, supported, and connected to their school community.|School Climate Survey Analysis  The School Climate Survey results reflect high levels of satisfaction among staff, parents, and students across the areas of Organization, Curriculum, Instruction, Assessment, and School Culture. Overall, the findings demonstrate a positive and supportive learning environment with strong stakeholder confidence in the school's educational program.  Staff Survey Results Staff reported exceptionally high satisfaction across all categories:  Organization: 95% Curriculum: 100% Instruction: 98% Assessment: 95% School Culture: 95% Overall Satisfaction: 97%  These results indicate strong confidence in the school’s leadership, instructional practices, assessment systems, and collaborative culture. Staff view the school as a supportive and effective workplace focused on student success.  Parent Survey Results Parents also reported high levels of satisfaction:  Organization: 97% Curriculum: 98% Instruction: 98% Assessment: 91% School Culture: 93% Overall Satisfaction: 95%  Parent responses reflect strong approval of the school’s academic program, communication, teaching quality, and commitment to maintaining a positive learning environment.  Student Survey Results (Grades 3–5) Students reported positive perceptions across all survey areas:  Organization: 89% Curriculum: 96% Instruction: 89% Assessment: 90% School Culture: 75% Overall Satisfaction: 88%  Students rated curriculum particularly highly, indicating strong engagement with learning. School Culture received the lowest rating, identifying an area for continued growth in promoting student belonging and connectedness.  Overall Findings Across all stakeholder groups, survey results demonstrate a highly regarded school environment with particular strengths in curriculum, instruction, and overall school climate. High satisfaction levels reflect broad support for the school’s efforts to provide a safe, effective, and supportive educational experience.  Student Safety and Connectedness Overall, 75% of students reported positive perceptions of school safety and connectedness. While this reflects a generally positive school climate, subgroup data indicate opportunities for targeted support.  English Learners (EL): Report lower levels of connectedness and higher concerns regarding bullying and safety. Latino Students: Responses are generally aligned with overall student results and reflect perceptions similar to the student population as a whole. Socioeconomically Disadvantaged (SED) Students: Report lower perceptions of safety and connectedness compared to their peers. Students with Disabilities (SWD): Report feeling less safe and less connected than students without disabilities.  The Charter School remains committed to strengthening school culture, improving student connectedness, and ensuring all students feel safe, supported, and valued. Survey results will continue to guide improvement efforts and targeted interventions for identified student groups.|Survey results identified consistent strengths in Curriculum and Instruction among staff, parents, and students, reflecting positive outcomes and continued growth over time. School Culture and Organization emerged as areas for improvement, providing direction for targeted efforts to strengthen the overall school environment and support systems. Participation rates varied across stakeholder groups, highlighting the importance of continued outreach and engagement to ensure broad representation in future surveys.  The STEM School Climate Survey results demonstrate high levels of satisfaction across all stakeholder groups. Staff participation was strong at 95%, while parent and student participation rates were 26% and 45%, respectively.  Curriculum and instructional practices received particularly positive ratings. Staff reported 100% satisfaction with curriculum and 98% with instruction, while parents rated curriculum and instruction at 98%. Students also expressed strong satisfaction, with 96% rating curriculum positively and 89% reporting satisfaction with instruction.  Organization and communication were viewed favorably across groups, with ratings of 95% from staff, 97% from parents, and 89% from students. Assessment practices also received positive feedback, with staff reporting 95%, parents 91%, and students 90% satisfaction.  School Culture emerged as the primary area for growth. While staff (95%) and parents (93%) reported highly positive perceptions, only 75% of students reported positive feelings regarding safety and connectedness. This indicates a need to strengthen student belonging, engagement, and overall school climate.  Overall satisfaction remains strong, with 97% of staff, 95% of parents, and 88% of students reporting positive experiences at the school.  To address identified needs, the Charter School will implement targeted strategies for student groups:  All Students Promote a positive and inclusive school culture. Expand Social-Emotional Learning (SEL) opportunities. Utilize restorative practices to strengthen relationships and resolve conflicts. Use school climate data to monitor progress and guide improvement efforts.  English Learners (EL) Strengthen language development and bilingual supports. Promote cultural inclusion throughout the curriculum. Increase family engagement through home-language communication and resources.  Latino Students Integrate culturally relevant curriculum and perspectives. Provide cultural competency and implicit bias training for staff. Create opportunities for belonging through student groups and leadership activities.  Socioeconomically Disadvantaged (SED) Students Ensure access to essential resources and supports. Expand tutoring, intervention, and enrichment opportunities. Strengthen partnerships with families through targeted outreach and support.  Students with Disabilities (SWD) Continue implementing inclusive educational practices and accommodations, provide specialized services and training|Met||2026-06-11|2026
19647330131722|Fenton Charter Leadership Academy|6|The Charter School conducted a School Climate Survey to gather feedback from staff, parents, and students regarding Organization, Curriculum, Instruction, Assessment, and School Culture. The purpose of the survey was to identify strengths, areas for growth, and opportunities to improve the educational experience for all stakeholders. Survey results help guide decision-making and support the development of strategies that promote a positive, inclusive, and effective learning environment.  Staff Survey Results  Organization: 95% Curriculum: 100% Instruction: 95% Assessment: 95% School Culture: 95% Overall Satisfaction: 95% Participation Rate: 95%  Staff responses indicate exceptionally high satisfaction across all areas, reflecting strong confidence in the school’s academic program, instructional practices, organizational systems, and overall culture.  Parent Survey Results  Organization: 95% Curriculum: 100% Instruction: 100% Assessment: 98% School Culture: 100% Overall Satisfaction: 99% Participation Rate: 26%  Parent responses demonstrate overwhelming satisfaction with the school’s educational program and learning environment. While participation was lower than desired, survey results indicate strong parent support and confidence in the school.  Student Survey Results (Grades 3–5)  Organization: 90% Curriculum: 96% Instruction: 89% Assessment: 91% School Culture: 80% Overall Satisfaction: 89% Participation Rate: 92%  Student responses reflect a highly positive perception of their educational experience, particularly in curriculum and assessment. School Culture received the lowest rating, identifying an area for continued focus and improvement.  School Safety and Connectedness by Student Subgroup Student perceptions of school safety and connectedness were also analyzed by subgroup:  All Students: 89% English Learners (EL): 82% Latino Students: 88.5% Socioeconomically Disadvantaged (SED): 83% Students with Disabilities (SWD): 81%  These results indicate that while overall perceptions of safety and connectedness are positive, English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities report lower levels of connection and belonging. The Charter School will continue implementing targeted supports and inclusive practices to strengthen school climate and ensure all students feel safe, supported, and connected to their school community.|School Climate Survey Analysis  The School Climate Survey results reflect exceptionally high levels of satisfaction among staff, parents, and students across key areas of Organization, Curriculum, Instruction, Assessment, and School Culture. Overall, the results demonstrate a highly effective and supportive learning environment that is well-regarded by the school community.  Staff Survey Results Staff reported strong satisfaction in all areas: Organization (95%), Curriculum (100%), Instruction (95%), Assessment (95%), and School Culture (90%). These results indicate confidence in the school’s leadership, curriculum, instructional practices, assessment systems, and collaborative culture. Staff perceptions highlight a positive work environment that supports student achievement and professional growth.  Parent Survey Results Parents expressed exceptionally high satisfaction with Organization (95%), Curriculum (100%), Instruction (100%), Assessment (98%), School Culture (100%), and Overall Satisfaction (99%). These results reflect strong parent confidence in the school’s academic program, communication, teaching quality, and commitment to creating a safe and supportive environment for students.  Student Survey Results (Grades 3–5) Students reported positive perceptions of Organization (90%), Curriculum (96%), Instruction (89%), Assessment (91%), School Culture (80%), and Overall Satisfaction (89%). Students view the curriculum as engaging and relevant, while instruction and assessment are seen as effective in supporting learning. School Culture, while positive, remains an area for continued growth to further strengthen student connectedness and belonging.  Overall Findings Across all stakeholder groups, survey results demonstrate a highly positive school climate with particular strengths in curriculum, instruction, assessment, and overall satisfaction. The high participation and satisfaction rates reflect broad support for the school’s efforts to provide an effective, inclusive, and nurturing educational environment.  Student Safety and Connectedness Overall, 89% of students reported positive perceptions of school safety and connectedness, indicating that most students feel supported and valued within the school community.  Subgroup data reveal opportunities for targeted support:  English Learners (EL): Report lower levels of connectedness and higher concerns regarding bullying and safety. Latino Students: Responses are generally aligned with overall student results and reflect positive perceptions of school climate. Socioeconomically Disadvantaged (SED) Students: Report lower perceptions of safety and connectedness than their peers. Students with Disabilities (SWD): Report feeling less safe and connected than students without disabilities.  The Charter School will continue implementing targeted strategies to strengthen safety, belonging, and connectedness for all students while addressing the unique needs of identified student groups.|Surveys revealed consistent strengths in Curriculum and Instruction for staff, parents, and students, showing improvements over time. School Culture and Organization emerged as areas for growth, indicating a need for focused efforts to enhance the overall school environment and administrative processes providing clear direction for targeted improvements to foster a more supportive and effective educational climate. Participation Rates: Participation rates fluctuate based on the number of individuals that took the survey. Consistency in providing the survey to all eligible members and engagement in the process is key to increasing participation rates. Improving school climate for each subgroup requires targeted interventions that address the unique needs and challenges faced by these students. The following are strategies the Charter School will employ: All Students * Positive School Culture: Foster a positive school culture where all students feel valued and respected. * Social-Emotional Learning (SEL): Implement SEL programs to help students develop emotional intelligence and coping skills. * Restorative Practices: Use restorative practices to build community and address conflicts constructively. * Data-Driven Decisions: Regularly collect and analyze data on school climate and student perceptions to identify areas for improvement and measure progress. English Learners: * Language Support: Implement robust English as a Second Language (ESL) programs and bilingual education. * Cultural Inclusion: Celebrate cultural diversity and include culturally relevant materials in the curriculum. * Parental Involvement: Engage with parents in their native language and provide resources to help them support their children's education. Latino: * Culturally Relevant Curriculum: Integrate culturally relevant materials and perspectives into the curriculum. * Bias Training: Conduct training on implicit bias and cultural competency for all staff. * Support Groups: Create support groups or clubs where students can share experiences and feel a sense of belonging. Socioeconomically Disadvantaged: * Provide Resources: Ensure access to basic necessities such as food, clothing, and school supplies. * Academic Support: Offer tutoring, after-school programs, and summer learning opportunities. * Parent Engagement: Foster strong communication and partnerships with parents, providing them with resources and support. Students with Disabilities * Inclusive Practices: Promote inclusive education practices and ensure accommodations are in place. * Specialized Support: Provide specialized services such as speech therapy, occupational therapy, and counseling. * Teacher Training: Train teachers and staff on how to effectively support students with disabilities.|Met||2026-06-11|2026
19647330131771|KIPP Ignite Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 93% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330131797|KIPP Promesa Prep|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below: 93% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”."|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330131821|Equitas Collegiate High|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2026. Grades 9-12: Perseverance (48%); School Belonging (41%); School Engagement (27%); School Learning Strategies (46%); School Rigorous Expectations (58%); School Safety (69%); School Teacher-Student Relationships (46%).|Analysis of the Spring 2026 Panorama Education student survey identified several strengths as well as key areas for improvement among students in grades 9-12. Overall, the results indicate that high school students perceive their school as a safe environment with meaningful academic expectations, while student engagement, belonging, and academic mindsets remain areas requiring focused attention.  The survey identified School Safety as the school's greatest strength, with 69% of students reporting favorable perceptions. This suggests that a strong majority of students feel physically and emotionally safe at school, providing an essential foundation for learning. Students also responded favorably to School Rigorous Expectations (58%), indicating that they believe teachers maintain appropriately high academic standards and challenge students to achieve. These findings reflect a learning environment that emphasizes both safety and academic rigor.  Additional strengths include Perseverance (48%), School Learning Strategies (46%), and Teacher-Student Relationships (46%), which, while below a majority favorable threshold, suggest that many students recognize positive supports and possess foundational skills for academic success. These measures provide opportunities to build on existing strengths by further developing students' confidence, resilience, and relationships with trusted adults.  The survey also identified several priority areas of need. School Engagement received the lowest favorable rating at 27%, indicating that many students do not feel actively interested, motivated, or invested in their daily learning experiences. School Belonging was also low at 41%, suggesting that fewer than half of students consistently feel accepted, valued, and connected to the school community. These results indicate that while students generally feel safe and recognize high academic expectations, many do not feel a strong emotional connection to school or a high level of engagement in their learning.|Overall, the data suggests that the school has established a safe environment with a culture of academic rigor, providing a strong foundation for improvement. Moving forward, efforts should focus on increasing student engagement and strengthening students' sense of belonging by expanding opportunities for student voice, fostering meaningful relationships between students and staff, and creating relevant, engaging learning experiences. Strengthening these areas has the potential to improve students' overall connection to school while supporting increased perseverance, stronger learning habits, and improved academic outcomes.|Met||2026-06-25|2026
19647330131904|Libertas College Preparatory Charter|6|The school started doing more regular student survey checks to see how students feel about their experience at school. Key things from the survey developed. The highest ranking scores were that they have friends at school (4.5/5), that their teachers care that students are following directions AND that they are learning the lesson (4.12/5), And that there is at least one adult at this school who cares about me (3.88/5). Students ranked lower that they know who to go to when they are sad at Libertas (3.48/5).|The survey findings show us that students have a high rate of feeling connected to each other, they believe their teachers care about whether they are learning, and many of them feel like they have at least one adult who cares about them. There is room for additional growth in whether students know who to go to when they are sad and how to increase the number of students who feel they have an adult who cares about them.|A shift that we are putting into place for next year is increasing the time of the assistant dean on campus and building in time with an assistant principal as the after-school dean. Both individuals have built powerful relationships with students and increasing the amount of time and opportunities for interactions with students could increase these scores.  We are also broadening the messaging about student mental health resources at Libertas. We did this through multiple approaches: 1) include our social worker in summer orientation sessions with new families 2) Back to School Night 3) Parent Square introductions and 4) in “walk in” hours during student lunch times to reduce the barriers for students and parents to access support.|Met||2026-06-13|2026
19647330132027|University Preparatory Value High|6|University Prep Value High School administered the Value Schools local school climate survey in Spring 2025–26 and reviewed responses from students, families, and employees. The survey included measures of student safety, school connectedness, peer respect, adult culture, and family perceptions of safety.  The school received 506 student responses, 49 employee responses, and 183 parent responses. Student participation exceeded the school's 95% participation goal, employee participation was approximately 92.5%, and parent participation exceeded the local target of 100 responses.  Student connectedness increased from 64% in Spring 2024–25 to 81% in Spring 2025–26. Student perceptions of safety increased from 63% to 70%, and the percentage of students reporting that peers respect differences increased from 62% to 64%. Parent perceptions of student safety were 84%, and employee perceptions of safety were 85%.  Respondent context was available by grade level, gender, English Learner status, and IEP status. The available reports did not provide complete item-level climate results disaggregated by each student group. Therefore, demographic information was used as respondent context and not as the basis for broad conclusions about individual groups.|The results indicate a strong school-climate foundation at University Prep Value High School. Student connectedness and perceptions of safety improved from the prior spring, and family and employee responses also indicate generally positive perceptions of the school environment. These findings suggest that existing relationship-building, student-support, and school-culture practices are contributing to students' sense of belonging and safety.  Student-to-student culture remains an area for continued improvement. Although perceptions that peers respect differences improved slightly, the results indicate an opportunity to strengthen peer accountability, inclusion, bullying prevention, student leadership, and respectful interactions.  Because complete item-level results were not available for each student group, the school will avoid drawing subgroup conclusions that are not supported by the survey reports and will continue improving disaggregated analysis in future survey cycles.|University Prep Value High School will use the survey findings to inform school-culture planning and actions connected to LCAP Goal 2. The school will sustain practices that support student connectedness, trusted relationships, and a positive adult culture while strengthening student-facing supports related to peer respect, inclusion, student voice, and bullying prevention.  Planned actions include continuing advisory or mentorship structures, expanding student leadership opportunities, reinforcing restorative and inclusive practices, providing bullying-prevention instruction and clear reporting procedures, conducting student listening sessions, and providing staff learning related to student belonging, culturally responsive engagement, supervision, and consistent responses to peer conflict.  The school will review climate results with attendance, discipline, counseling, and family input to monitor progress. Future survey administration and analysis will also be refined to support stronger subgroup reporting, trend analysis, and continuous improvement planning.|Met||2026-06-05|2026
19647330132084|Alliance Marine - Innovation and Technology 6-12 Complex|6|Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment School Climate: 45.5% Positive Responses School Safety: 64% Positive Responses Sense of Belonging: 43% Positive Responses Teacher-Student Relationships: 50% Positive Responses Attendance: 85.5% Positive Responses No Place for Hate: 58% Positive Responses Overall Feedback: 63.5% Positive Responses|Overall, the areas of relative strength at our school are: - Attendance Overall, the areas for growth at our school are: - School Climate - Sense of Belonging These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, especially in the front office, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function.|Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services.|Met||2026-06-10|2026
19647330132126|Bert Corona Charter High|6|The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support. The BCCHS Youth Truth report synthesized feedback from 366 respondents across all students, parents/guardians, support staff, teachers, and administrators. Overall Youth Truth Survey Results (percent positive) for BCCHS by theme area: Engagement: Students 39%, Families 76%, Staff 66% Relationships: Students 46%, Families 89%, Staff 66% Culture: Students 37%, Families 85%, Staff 45% Belonging: Students 47% Communication & Feedback: Families 92% School Safety: Families 80%, Staff 70% Resources: Families 87% Professional Development & Support: Staff 55%|Strengths Engagement: Families 76%, Relationships: Families 89% Culture Families: 85% Communication & Feedback: Families 92% School Safety: Families 80% Resources: Families 87% Identified Needs Engagement: Students 39%, Staff 66% Relationships: Students 46%, Staff 66% Culture: Students 37%, Staff 45% Belonging: Students 47% School Safety: Staff 70% Professional Development & Support: Staff 55%|School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement; high-quality professional development & support for teachers • Operations Team: Focus on school safety|Met||2026-06-29|2026
19647330132282|Ednovate - East College Prep|6|East’s priority focused on safety, belonging, and connectedness for both students and staff. In the 2025-26 school year, East administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2026-06-04|2026
19647330132928|Anahuacalmecac International University Preparatory of North America|6|Anahuacalmecac administers an annual local climate survey designed to reflect the cultural, social, and educational realities of its TK–12 student population. This survey is disaggregated by student groups including English learners, American Indian students, foster and homeless youth, socioeconomically disadvantaged students, students with disabilities, and GATE/high-achieving students, enabling the school to assess trends and needs across these populations. The school’s survey was developed in place of the California Healthy Kids Survey (CHKS), as CHKS does not address culturally specific topics essential to Anahuacalmecac’s community. Instead, Anahuacalmecac’s survey includes questions centered on American Indian identity, generational trauma, cultural affirmation, and safety, making it a more valid and contextually relevant tool. Survey results from the most recent administration show overwhelmingly positive perceptions of school climate. Among all students, 98.4% agreed, strongly agreed, or were neutral that teachers create a safe and welcoming learning environment. Similarly, 98.4% affirmed that American Indian students are respected and have meaningful opportunities to engage with their culture. In addition, 98.3% reported strong peer relationships and a sense of cohesion among students. All respondents (100%) confirmed that the school provides opportunities to build relationships with peers. Furthermore, 98.4% stated they have access to academic resources and college readiness tools. These results reflect the school’s cultural and academic integration model, which links student success to belonging, identity, and collective well-being. Additional insights were gained regarding student safety knowledge. For example, 93.4% of students stated they know how to report incidents of harassment or racial abuse to staff. This figure is a point of strength but also a driver for improvement. Anahuacalmecac is using this data to review and refine internal communication and safety training efforts. The survey also includes data on broader community factors impacting school climate. For example, 62.3% of students reported hearing gunshots at least once in their home community. While outside of school jurisdiction, these conditions inform the school's trauma-informed care model and affirm its commitment as a sanctuary school. In addition to the core climate survey, Anahuacalmecac collects supplemental data through Student-Led Conferences, classroom engagement tools, and restorative justice reflections. These data sources provide nuanced, real-time feedback that complements survey findings and supports continuous improvement. Through this approach, the school ensures that both qualitative and quantitative inputs guide responsive and inclusive decision-making around school climate and student well-being.|Our locally developed school climate survey, designed to reflect the unique cultural, academic, and emotional needs of our TK–12 student body provides detailed, disaggregated data across student groups including English learners, American Indian students, students with disabilities, foster and homeless youth, socioeconomically disadvantaged students, and GATE/high-achieving students. Through analysis of our school climate survey data, Anahuacalmecac identified both key strengths and specific areas for growth in maintaining a positive, inclusive, and supportive school climate. Key strengths include overwhelmingly positive student perceptions of school safety, cultural respect, and academic support. For example, over 98% of students reported feeling respected by peers and teachers, having access to academic resources, and being able to engage in culturally affirming educational experiences. These findings reinforce the success of our integrated academic and cultural programs and affirm that students experience a strong sense of belonging and safety. Additionally, our survey revealed that 93.4% of students know how to report incidents of harassment or racial abuse—highlighting a well-established foundation for student safety. However, the data also suggests that opportunities remain to improve communication and ensure 100% of students are confident and equipped to seek help when needed. Another critical finding emerged from data showing that 62.3% of students reported hearing gunshots in their neighborhoods. While this issue is beyond the school's control, it underscores the importance of our trauma-informed care practices, school policies, and need for continued socioemotional and mental health support services. The survey also supported findings from other tools, such as Student-Led Conferences and restorative justice reflections, that emphasize students’ desire for stronger peer relationships and teacher connections. These insights have prompted targeted efforts to strengthen advisory programs and small group learning models to build relational trust and improve emotional well-being. Overall, the data confirms that Anahuacalmecac’s school climate fosters a healthy sense of cultural identity, emotional safety, and academic access across all student grade levels and subgroups.|Based on the findings from our school climate survey and analysis of disaggregated student data, Anahuacalmecac has initiated several key actions to improve policies, programs, and procedures aimed at fostering a more inclusive, safe, and connected school environment. These actions respond directly to areas of strength and need identified in Prompts 1 and 2 and are part of our continuous improvement strategy. In response to student feedback around peer and teacher relationships, Anahuacalmecac is expanding its intervention and small-group support models. These models include regular, structured check-ins between students and trusted staff members (typically teachers, though other individuals may be assigned as appropriate, such as Educational aids or the Resource Specialist Teachers) and opportunities for peer-to-peer feedback activities within grade-level cohorts. Teachers are supported with additional planning tools and time to incorporate social-emotional learning components into academic instruction. Students are provided key periods within the instructional day schedule that can be used for intervention and academic support, or for supplementing current learning in the classroom. Given student reports of ICE raids, and violence in their home communities, we are increasing the availability of trauma-informed mental health services and support systems both offered directly by the school and through contracted partner organizations. This includes increased professional development for counseling staff, additional referrals to culturally competent outside providers, and the integration of culturally-relevant trauma-responsive practices into classroom and disciplinary strategies, such as those addressing the Los Angeles conflagrations in early January, 2025. Additionally, the school is enhancing overall professional development to better align adult practices with climate goals. This includes training on cultural humility and bias reduction through continued collaboration with organizations such as the Center for Cultural Humility. Family partnerships will also be strengthened through clearer communication of school safety and wellness policies during orientations and family workshops. Technology policies and internet safety practices are also being updated, especially in response to the rapidly changing environment regarding generative AI systems and chatbots. Training on safety regarding ICE raids has also been central to making our school a safe place.  Finally, we are refining survey administration procedures to improve the consistency of disaggregated data collection and provide more immediate, actionable feedback to both students and staff. By streamlining data analysis timelines, the school can better respond to climate trends as they emerge.|Met|Anahuacalmecac’s school climate is grounded in American Indian Resurgence Education, prioritizing holistic student development by integrating Indigenous language, culture, and community partnerships. This approach fosters a strong sense of identity, empathy, and belonging through cultural and socioemotional practices embedded in daily, weekly, monthly, and annual ceremonies. The school provides training for safety concerns and community priorities to address community and national changes on immigration, climate change, and legislation affecting the populations we serve. Leadership actively promotes the celebration of cultural traditions across classroom instruction, school-wide events, and dedicated programs. Key events such as Back to School Night, Indigenous Peoples Day, California Native Nations Day, Día de los Muertos, Winter Solstice Ceremony, Mexica New Year, Children’s Day, and Earth Day serve as cultural observances and as opportunities for family and community engagement. These gatherings build shared identity and belonging by honoring students' cultural heritages. The school uplifts the cultural backgrounds of all students, with particular emphasis on American Indian identities. This includes initiatives like a cultural exchange with Maori students from New Zealand, where students shared traditional dances and songs. These experiences create a global context for cultural affirmation and support a climate where every student feels seen, heard, and valued.|2026-06-24|2026
19647330133272|PUC Triumph Charter Academy and PUC Triumph Charter High|6|PUC TCA-TCHS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  PUC Triumph Charter Academy  Construct / Item/Question / % Favorable Rating  Captivate / My teacher makes learning enjoyable/ 78% Care/ My teacher in this class makes me feel that she really cares about me/ 82% Care/ My teacher really tries to understand how students feel about things/ 80% Confer/ My teacher respects my ideas and suggestions/ 85% Confer/ My teacher wants us to share our thoughts/ 88% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 84% Control/ Student behavior in this class is under control./ 74% Safety/ I feel physically safe in this classroom./ 85% Safety/ I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. / 89%  PUC Triumph Charter High School  Construct / Item/Question / % Favorable Rating  Captivate / My teacher makes learning enjoyable / 78% Care / My teacher in this class makes me feel that she really cares about me / 81% Care/ My teacher really tries to understand how students feel about things / 80% Confer/ My teacher respects my ideas and suggestions/ 82% Confer/ My teacher wants us to share our thoughts / 84% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 82% Control/ Student behavior in this class is under control. / 81% Safety/ I feel physically safe in this classroom./ 85% Safety/ I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. / 85%|PUC Triumph Charter Academy received an overall score of 4.38 out of 5 and an Average % Favorable of 84%. PUC Triumph Charter High School received an overall score of 4.33 out of 5 and an Average % Favorable of 82%. During the 2025--2026 SY, both PUC TCA and PUC TCHS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students continued to be a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need.  PUC TCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.  PUC TCHS will continue to expand on the workings of TCA by also focusing on differentiating to meet the needs of all learners while pushing students to take responsibility and initiative for creating a culture of scholarliness in and out of the classroom.|Met||2026-06-10|2026
19647330133280|PUC Nueva Esperanza Charter Academy|6|PUC NECA conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Construct/ Item/Question/ % Favorable Rating   Captivate/ My teacher makes learning enjoyable/ 65% Care/ My teacher in this class makes me feel that she really cares about me/ 66% Care/ My teacher really tries to understand how students feel about things/ 67% Confer / My teacher respects my ideas and suggestions. / 73% Confer/ My teacher wants us to share our thoughts/ 74% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 70% Control/ Student behavior in this class is under control./ 61% Safety/ I feel physically safe in this classroom./ 73% Safety/ I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 75%|PUC Nueva Esperanza Charter Academy received an overall score of 4.01 out of 5 and an Average % Favorable of 71%. During the 2025-2026 SY, PUC NECA continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students remained a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC NECA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention.|Met||2026-06-10|2026
19647330133298|PUC CALS Middle School and Early College High|6|PUC CALS MS-HS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  PUC CALS MS: Construct\ Item/Question/ % Favorable Rating   Captivate/ My teacher makes learning enjoyable/ 79% Care/ My teacher in this class makes me feel that she really cares about me/ 82% Care/ My teacher really tries to understand how students feel about things/ 80% Confer/ My teacher respects my ideas and suggestions/ 86% Confer/ My teacher wants us to share our thoughts/ 89% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 79% Control/ Student behavior in this class is under control./ 72% Safety/ I feel physically safe in this classroom./ 81% Safety/ I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 88%  PUC CALS ECHS: Captivate/ My teacher makes learning enjoyable/ 79% Care/ My teacher in this class makes me feel that she really cares about me/ 84% Care/ My teacher really tries to understand how students feel about things/ 82% Confer/ My teacher respects my ideas and suggestions/ 84% Confer/ My teacher wants us to share our thoughts/ 86% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 82% Control/ Student behavior in this class is under control./ 81% Safety/ I feel physically safe in this classroom./ 87% Safety/ I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 87%|PUC CALS Middle School received an overall score of 4.40 out of 5 and an Average % Favorable of 84%. PUC CALS Early College High School received an overall score of 4.34 out of 5 and an Average % Favorable of 84%. During the 25-26SY, both PUC CALS MS and PUC CALS HS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students continues to be a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CALS MS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC CALS HS will continue to focus on differentiating to meet the needs of all learners while pushing students to take responsibility and initiative for creating a culture of scholarliness in and out of the classroom.|Met||2026-06-10|2026
19647330133686|Equitas Academy 4|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2026. Grade 5: School Belonging (48%); School Engagement (29%); School Rigorous Expectations (50%); School Learning Strategies (45%); School Safety (46%); School Teacher-Student Relationships (52%); Perseverance (47%). Grades 6-8: School Belonging (40%); School Rigorous Expectations (55%); School Engagement (22%); School Safety (50%); School Learning Strategies (41%); Perseverance (40%).|Analysis of the Spring 2026 Panorama Education student survey highlights both areas of strength and opportunities for growth in the overall student experience for grades 5-8. While students generally perceive that teachers maintain appropriate academic expectations and develop positive relationships with students, the survey indicates that engagement, belonging, and academic confidence remain significant areas for improvement, particularly as students progress into middle school.  The strongest findings were related to Rigorous Expectations and Teacher-Student Relationships. Grade 5 students reported the highest favorable rating in Teacher-Student Relationships (52%), suggesting that most students feel supported and respected by their teachers. Students in grades 6-8 reported Rigorous Expectations as their highest-rated measure (55%), indicating that they recognize teachers hold them to meaningful academic standards. School Safety was also viewed favorably by approximately half of students in both grade bands (46% in Grade 5 and 50% in grades 6-8), providing a foundation for continued efforts to strengthen school culture.  The survey also identified several priority areas of need. School Engagement was the lowest-rated measure across both grade spans, with only 29% of Grade 5 students and 22% of students in grades 6-8 reporting favorable perceptions. These results suggest that many students are not consistently engaged, motivated, or invested in their learning experiences. School Belonging was similarly low, with favorable ratings of 48% in Grade 5 and 40% in grades 6-8, indicating that fewer than half of students feel a strong sense of connection to their school community. Academic mindset measures also present opportunities for growth. School Learning Strategies were favorable for only 45% of Grade 5 students and 41% of students in grades 6-8, while Perseverance was favorable for 47% and 40% of students, respectively. These findings suggest many students would benefit from additional support in developing effective learning habits, resilience, and confidence when faced with academic challenges.|Overall, the data demonstrates a pattern in which students continue to recognize the efforts of their teachers and the school's academic expectations, but many do not yet feel deeply connected to their school or fully engaged in their learning. The decline in favorable responses from Grade 5 to grades 6-8 further suggests that strengthening student connectedness during the transition into middle school should be a key priority. Continued implementation of relationship-building practices, opportunities for student voice and leadership, engaging instructional strategies, and targeted social-emotional supports will be essential to improving student belonging, engagement, and perseverance while building upon the school's existing strengths.|Met||2026-06-25|2026
19647330133694|Valor Academy Elementary|6|"assess students’ perceptions of school safety and belonging, the school continued it's partnership with 7 Mindsets (formally xSel Labs) to administer the Insights Climate Survey to grades K-4 during the Spring of 2026.The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Insights Climate Survey (formally xSEL Labs): School Safety: Results for School Safety: 78%; I feel safe at this school: 81%; Rules are fair at this school: 75%. Sense of Belonging: Results for Sense of Belonging: 73% ; Teachers care about me: 82% ; Kids care about me: 63% Valor Academy Elementary School administered a local climate survey to students during Spring 2026. Two climate indicators were analyzed: School Safety and Sense of Belonging.  School Safety was calculated as the average percentage of favorable responses to the following survey items: ""I feel safe at this school"" and ""Rules are fair at this school."" Overall Result for School Safety: 78% English Language Learners (EL): School Safety: 76% (+1 from 2024-25) Students with Disabilities (SWD): School Safety: 78% (+4 from 2024-25) Socioeconomically Disadvantaged (SED): School Safety: 78% (+2 from 2024-25) No student subgroup scored more than 10 percentage points above or below the overall average.  Sense of Belonging was calculated as the average percentage of favorable responses to the following survey items: ""Teachers care about me"" and ""Kids care about me."" Overall Result for Sense of Belonging: 73% English Language Learners (EL): Sense of Belonging: 71% (+1 from 2024-25) Students with Disabilities (SWD): Sense of Belonging: 72% (+7 from 2024-25) Socioeconomically Disadvantaged (SED): Sense of Belonging: 73% (+2 from 2024-25) No student subgroup scored more than 10 percentage points above or below the overall average.  Additional item-level analysis found that favorable responses to ""Teachers care about me"" ranged from approximately 79% to 82% across student groups, while favorable responses to ""Kids care about me"" ranged from approximately 63% to 64%. These results suggest that students report stronger connections with adults than with peers, indicating a continued opportunity to strengthen peer relationships and student connectedness."|"Areas of Strength Spring 2026 climate survey results indicate that Valor Academy Elementary School continues to provide a safe and supportive environment for students. Overall, students reported favorable perceptions of both School Safety (78%) and Sense of Belonging (73%), with improvements across all reported student groups when compared to the prior year.  A notable strength is the improvement in outcomes for SWD. School Safety for SWD increased from 74% to 78%, while Sense of Belonging increased from 65% to 72%. These gains suggest progress in creating more inclusive and supportive experiences for students receiving specialized services.  The survey data also indicate that students continue to report strong relationships with adults on campus. Favorable responses to the item ""Teachers care about me"" ranged from approximately 79% to 82% across student groups, suggesting that students feel supported and cared for by school staff. These results reflect the school's ongoing efforts to strengthen adult-student relationships and create a positive school culture.  Several initiatives likely contributed to these outcomes. During the 2025-26 school year, BSS continued implementation of the Blueprint for Behavior Response, providing staff with training on effective interventions, restorative practices, and logical consequences. School leaders also participated in monthly Communities of Practice focused on culture, climate, MTSS, attendance, and student support systems. Additionally, VAES continued strengthening Tier 1 behavior supports, schoolwide expectations, and student support systems while navigating a transition into a new school facility, helping establish consistent expectations and routines for students.  Areas for Growth While improvements were observed across student groups, opportunities for growth remain. Students reported substantially higher favorable responses to ""Teachers care about me"" than to ""Kids care about me."" Favorable responses to peer care remained in the low-to-mid 60% range across student groups, indicating that students experience stronger connections with adults than with their peers.  These findings suggest a continued need to strengthen peer relationships, student connectedness, and inclusive school experiences. Building students' sense of belonging through positive peer interactions will remain an important area of focus, particularly as the school continues to establish culture and community within its new campus environment.  The school will continue to leverage Community Schools resources, restorative practices, social-emotional learning, positive behavior supports, and opportunities for student voice and connection to strengthen belonging and ensure all students experience a welcoming and inclusive school community.  Overall, the data indicate that VAES is making positive progress in both safety and belonging while continuing to prioritize strategies that strengthen peer relationships and inclusive experiences."|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330133702|New Los Angeles Charter Elementary|6|NLACES administered the Panorama Social-Emotional Learning Student Survey to students in grades 3-5 in Spring 2026, with 72 student responses. The survey measures seven topic areas, with results reported as the % of favorable responses for each topic and compared to the New Los Angeles Charter Schools (CA) network average. Topic-level results (Spring 2026 favorable %, change from prior survey, network average): School Rigorous Expectations 72% (-1, network 74%); School Safety 66% (+1, network 61%); School Teacher-Student Relationships 59% (-4, network 65%); Valuing of School 59% (-5, network 64%); School Climate 52% (+7, network 52%); School Belonging 50% (+4, network 47%); School Engagement 39% (-8, network 41%).  Strengths School Safety, the school's highest-performing topic, exceeds the network average by 5% and reflects strong student perception that adults work to stop bullying when it occurs (77% favorable), that students know what to do when they see racism or bullying (74%), and that adults work with students to repair situations following rule violations (79%). School Climate improved 7%, School Belonging improved 4%, and School Safety improved 1%, indicating sustained progress on community and safety indicators. School Rigorous Expectations remains strong at 72%, with 80% of students reporting that their teachers encourage them to do their best.  Areas of Need School Engagement declined 8% to 39%, the school's lowest-performing topic. Item-level concerns include 29% favorable for excitement about going to classes, 35% for interest in classes, and 21% for talking about ideas outside school. Valuing of School declined 5% to 59%, with 35% favorable for using ideas from school in daily life. School Teacher-Student Relationships declined 4% to 59%, 6% below the network average.  Disaggregation by Student Group Spring 2026 Panorama results were reported at the school level only, with comparison to the network average. Student group disaggregation was not available in this administration. NLACES will request student group disaggregation for the 2026-27 administration to enable analysis of school climate perceptions for unduplicated pupils, students with disabilities, and other student groups.|Areas of Strength NLACES's sustained investment in PBIS, Restorative Practices, the Niroga Mindfulness Program, and the Olweus Bully Prevention Program is reflected in the school's strongest topic area, School Safety (66%, 5% above the network average). Students report strong adult intervention when bullying occurs (77% favorable), strong understanding of what to do when they see racism or bullying (74%), and strong adult support to repair situations following rule violations (79%). Community indicators are strengthening, with School Climate improving 7%, School Belonging improving 4%, and School Safety improving 1% since the prior survey. School Rigorous Expectations remains strong at 72%, with 80% favorable on teachers encouraging students to do their best, indicating that the school's instructional culture is intact.  Identified Needs School Engagement is the most significant area of need, declining 8% to 39%, the school's lowest-performing topic. Item-level concerns include 29% favorable for excitement about going to classes, 35% for interest in classes, and 21% for talking about ideas outside school, indicating students are not feeling engaged with classroom learning despite positive school climate and safety conditions. Valuing of School (59%, declined 5%) and Teacher-Student Relationships (59%, declined 4%, 6% below the network average) reflect related concerns, with only 35% favorable for using ideas from school in daily life, indicating students do not yet see strong connections between classroom learning and their lives outside school.  Action Implications These findings directly inform the 2026-27 LCAP priorities. The continued multi-year UDL partnership with Open Access and the expanded UDL-focused walkthroughs respond to the engagement decline by intensifying differentiated, learner-driven instruction. Continued investment in PBIS, restorative practices, and Second Step SEL sustains the safety and climate gains. Continued investment in Project Based Learning and the Coffee with the Principal family engagement structures supports both relevance and relationship-building.  Disaggregation by Student Group Student group disaggregation was not available in the Spring 2026 Panorama report. NLACES will request disaggregation for the 2026-27 administration to identify whether climate gaps exist for unduplicated pupils, students with disabilities, and other student groups, enabling targeted action where needed.|Sustaining Safety and Climate Gains NLACES will continue the multi-year investments that produced the school's strongest survey results. Continued PBIS leadership by the Assistant Principal, continued coaching from the LACOE PBIS Community of Practice, and continued work toward Gold PBIS recognition will extend the safety and climate momentum. Continued implementation of Restorative Justice practices, the Niroga Mindfulness Program, the Olweus Bully Prevention Program, and Second Step SEL will maintain the conditions that produced 77% favorable on adult intervention against bullying.  Instructional Response to Engagement Decline The declines in School Engagement, Valuing of School, and Teacher-Student Relationships are the primary drivers of changes to instructional practice in 2026-27. The multi-year Universal Design for Learning partnership with Open Access will accelerate, with the addition of UDL-focused walkthroughs and the collaborative development of grade-level UDL-designed lesson exemplars. These changes intensify differentiated, learner-driven instruction in response to the engagement decline. Continued investment in Project Based Learning, with dedicated unit planning meetings, responds to the 35% favorable rating for using ideas from school in daily life by connecting learning to real-world application.  Family and Community Engagement Changes To strengthen the school-family relationship that supports engagement and valuing of school, NLACES will continue monthly Coffee with the Principal sessions, expand the Parent Ambassador Program, and implement parent workshops on attendance, i-Ready interpretation, mental health resources, and state assessment preparation. The school will introduce a Parent Code of Conduct in 2026-27 to support respectful communication. Playground equipment additions and continued time allocated to teaching PBIS expectations in shared spaces respond to staff feedback about unstructured time.  Counseling Response NLACES is actively exploring grants and low-cost partnerships to identify a sustainable counseling solution for 2026-27, responding to the PAC recommendation.  Data Collection Improvements NLACES will request student group disaggregation from Panorama for the 2026-27 administration to identify whether climate gaps differ for unduplicated pupils, students with disabilities, and other student groups. Trimester student surveys and annual staff and family surveys will continue, with results reviewed during faculty and leadership team meetings.|Met||2026-06-22|2026
19647330133710|Girls Athletic Leadership School Los Angeles|6|GALS utilized the California Healthy Kids Survey (CHKS) to measure school climate, student engagement, and school safety. Survey results reflected generally positive perceptions of school climate and supportive relationships among students and staff. Overall, 61% of students reported a sense of connectedness to school and 76% reported that school was a safe place. Disaggregated results by grade level demonstrated variation in student experiences. School connectedness was highest among sixth-grade students (70%) and seventh-grade students (63%), while eighth-grade students reported lower levels of connectedness (44%). Similarly, perceptions of school safety were highest among sixth-grade students (79%) and seventh-grade students (81%), compared to 63% of eighth-grade students reporting that school was safe or very safe. Additional survey results reflected positive school climate conditions and supports. Students reported positive levels of parental involvement, caring adult relationships, and high expectations from school staff. Promotion of parental involvement was reported by 81% of sixth-grade students, 71% of seventh-grade students, and 61% of eighth-grade students. Caring adult relationships were reported by 76% of sixth-grade students, 69% of seventh-grade students, and 53% of eighth-grade students, while high expectations from adults were reported by 87%, 75%, and 73% of students in grades six through eight, respectively. These findings indicate that students generally experience strong adult support and positive relationships at school while also identifying opportunities to strengthen connectedness and belonging, particularly for students in the upper grades.|Analysis of the California Healthy Kids Survey results identified several strengths in GALS' school climate and student support systems. Students reported positive perceptions of school safety, supportive relationships with adults, high expectations from school staff, and parental involvement. These findings reflect the effectiveness of GALS' emphasis on relationship-building, student wellness, family engagement, and creating a safe and supportive learning environment. The data also identified opportunities for continued growth. While overall school connectedness and perceptions of safety were positive, results varied by grade level. Sixth- and seventh-grade students reported higher levels of school connectedness and school safety than eighth-grade students, indicating a need to strengthen engagement, belonging, and student voice opportunities as students progress through middle school. Similarly, measures related to caring adult relationships, meaningful participation, and parental involvement were lower among eighth-grade students than among students in lower grades. Based on these findings, GALS will continue to build upon its strengths in school climate, family engagement, and student support while refining strategies that promote student connectedness, leadership opportunities, and meaningful participation, particularly for students in the upper grades. The school will also continue implementing wellness supports, MTSS interventions, and engagement activities designed to strengthen students' sense of belonging and connection to the school community.|Analysis of the California Healthy Kids Survey results identified an opportunity to strengthen school connectedness, belonging, and supportive relationships for students as they progress through middle school. In response, GALS will continue refining and expanding existing student wellness, engagement, and leadership structures, including the GALS Series, Wellness Teams, MTSS supports, student leadership opportunities, and community-building activities. Particular attention will be given to increasing opportunities for student voice, leadership, and meaningful participation for upper-grade students. GALS will also continue implementing wellness-focused programming and relationship-building practices that foster strong connections between students, staff, and families and support a safe, inclusive, and engaging school climate.|Met||2026-06-11|2026
19647330133868|Rise Kohyang High|6|The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Panorama Survey: School Safety: Year: Spring 2025-2026 - Source: Panorama Student Success Platform All Students: 72% ; Black/AA: 64%; Hispanic/Latino: 71%; EL: 65%; SWD: 65% (unweighted average of Special Educational Program Name); SED:  72% (unweighted average %FMP and %RPMP) Sense of Belonging: Year: Spring 2025-2026 - Source: Panorama Student Success Platform All Students: 59%; Black/AA: 51%; Hispanic/Latino: 58%; EL: 50%; SWD: 52% (unweighted average of Special Educational Program Name); SED:  60% (unweighted average of %FMP and %RPMP)  According to Panorama Education's national benchmarks, RKHS' School Safety average of 72% favorable landed them in the 90th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).   According to Panorama Education's national benchmarks, RKHS' Sense of Belonging average of 59% favorable landed them in the 90th%  as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch).|Areas of Strength School Safety remains a significant strength, with 72% of students reporting favorable perceptions in Spring 2026. Although this represents a slight decline from 73% in Spring 2025, the vast majority of students continue to report feeling safe at school. Sense of Belonging increased by six percentage points, improving from 53% in Spring 2025 to 59% in Spring 2026. This suggests progress in fostering student connectedness, relationships, and a positive school culture. Black/African American students demonstrated the largest gains across both measures, increasing from 61% to 64% in School Safety and from 37% to 51% in Sense of Belonging. SWD improved in Sense of Belonging, increasing from 46% to 52%, suggesting that efforts to strengthen inclusion and student support may be positively impacting their experience. SED students reported strong results, with School Safety at 72% and Sense of Belonging increasing from 56% to 60%, exceeding the schoolwide average for belonging. Hispanic/Latino students continue to report positive perceptions overall, with 71% favorable in School Safety and 58% favorable in Sense of Belonging.  Areas of Need: School Safety declined among several student groups, particularly: ELs: 74% ? 65% (-9 points) SWD: 74% ? 65% (-9 points) Hispanic/Latino students: 76% ? 71% (-5 points) ELs experienced declines across both measures, with School Safety decreasing from 74% to 65% and Sense of Belonging decreasing from 53% to 50%. While belonging improved overall, Sense of Belonging remains substantially lower than School Safety (59% vs. 72%), indicating continued opportunities to strengthen student connection, voice, and engagement. Several student groups continue to report lower levels of belonging than the schoolwide average, suggesting that improvements have not been experienced equally by all students.  Equity Considerations Black/African American students showed meaningful improvement, particularly in Sense of Belonging (+14 points), narrowing—but not eliminating—the gap with the overall student population. ELs emerge as the subgroup most in need of attention, experiencing declines in both School Safety and Sense of Belonging while falling below schoolwide averages on both measures. SWD students present a mixed pattern: School Safety declined significantly (74% ? 65%). Sense of Belonging improved (46% ? 52%). These results suggest students may feel increasingly connected to school while still experiencing challenges that impact their perceptions of safety. SED students continue to report outcomes comparable to or stronger than schoolwide averages, indicating that schoolwide supports may be effectively reaching this student group. The data suggest that future improvement efforts should focus on ensuring that gains in belonging and school climate are experienced consistently across all student groups, particularly ELs and SWD.|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330134023|Animo Florence-Firestone Charter Middle|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19647330134205|Arts in Action Community Middle|6|Arts in Action measures student perceptions of school safety and connectedness. There were no disparities between student groups. 85% of students feel supported at school 0% of students reported feeling unsafe at school 87% of students report feeling that students are respectful towards them at school 18% of students report that it is difficult for students to get support for bullying at school 21% of students report that it is likely that they will be bullied in school  Chronic absenteeism rates, while still high, also showed significant improvement during the 2025-2026 school year (as measured by the CA dashboard).|Identified needs include increased bullying awareness, including what to do in the case of bullying, and continuing to foster a respectful learning environment for students.  Other points of data, such as referrals and suspension data show significant improvement, but we also want to make sure that students' perceptions line up with our behavioral data, and if not, what the disconnect is.  There were many areas of strength, including overall positive perceptions of school,  with one notable area of strength being that 0% of students report feeling unsafe at school.|Arts in Action is reviewing systems for fostering positive school culture, and plans for the upcoming year include reviewing the lunch clubs configuration, strengthening the after-school programming, and focussing on equity and opportunity for all during the upcoming school year.|Met|Arts in Action has made tremendous improvement in improving school climate through transforming the culture around accountability, academic rigor, belonging, school culture, and restorative justice and PBIS practices.|2026-06-13|2026
19647330135509|Gabriella Charter 2|6|In the spring season of 25-26, students in 4th and 7th grade took the California Healthy Kids Survey. This was the fifth year of implementation of the survey at Gabriella Charter School 2. Overall, the results were positive and aligned with other historical school experience data and indicate we are on a consistent growth trajectory.|We used the data to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body. Key results of this survey displayed below show the strong and positive culture created at GCS 2, highlighting that our students feel GCS 2 is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed.|We have continued to see that an area of need was better supporting our MS students, as there were some significant differences in the data when compared to our elementary students. As such, we have been working closely with our school counselor to develop a social-emotional learning scope and sequence for our middle school advisory block and are continuing to establish routines that grow a strong sense of community and belonging.|Met||2026-06-22|2026
19647330135517|KIPP Corazon Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  87%  of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19647330135616|Crete Academy|6||||Not Met For Two or More Years|||2026
19647330135632|WISH Academy High|6|"WISH Academy High School administers the OWL Proud HS Student Survey quarterly to students in grades 9-12, capturing student perceptions of school safety, connectedness, and overall climate. Across the 2025-26 school year, WISH Academy collected 457 total survey responses across four administrations (Q1-Q4), representing all four grade levels.  On the item measuring school safety (rated 1-5, where 5 indicates feeling very safe), students reported an overall mean score of 4.0, with 85.6% of students rating their safety at a 4 or 5. Results were relatively consistent across quarters, ranging from 3.83 to 4.0.  On peer support (1-5 scale), the overall mean was 3.82, with 73.7% of students rating support at a 4 or 5. On adult support (1-5 scale), the overall mean was 4.11, with 73% of students rating support at a 4 or 5.  On the item ""I have found one or more communities, clubs, or groups where I feel like I belong to at WAHS,"" 79.5% of students agreed or strongly agreed. On ""I feel I am treated with respect by my teachers and staff at WAHS,"" 74.6% agreed or strongly agreed. Additionally, 84% of students indicated they have at least one adult at WAHS they feel comfortable talking to if they need help, and 89% believe adults at WAHS care about them and want them to succeed.  Disaggregated by race and ethnicity, safety scores ranged from a mean of 3.74 among students who preferred not to answer to 4.44 among Asian/Asian-American students, with Black and African American students reporting a mean of 3.87 and Hispanic or Latino students reporting a mean of 3.91. By grade level, 10th grade students reported a mean safety score (3.71) compared to 9th (4.01), 11th (4.67), and 12th grade (4.04) students."|Analysis of the OWL Proud survey data reveals clear strengths alongside specific areas of need. WISH Academy's strongest area is adult relationships: 70% of students feel supported by adults, 84% have identified at least one trusted adult on campus, and 89% believe adults genuinely care about their success. This reflects the strong staff-student relationships WISH Academy has intentionally built.  Overall safety perceptions are solid, with nearly two-thirds of students rating their safety positively, and scores held steady across all four quarters of the year.  The clearest area of need is belonging: only 79.5% of students agree they have found a community, club, or group where they feel they belong, the lowest of the key climate indicators measured. This suggests some students need more support getting connected to the social fabric of the school.  Disaggregated data surfaced two patterns worth noting. First, 10th grade students reported meaningfully lower safety scores than students in other grades, suggesting a possible dip in connectedness or comfort during the sophomore year specifically. Second, while most racial and ethnic groups reported broadly similar safety perceptions, Black and African American students and students who preferred not to disclose their race reported somewhat lower safety scores than their Asian and White peers, a gap worth continued monitoring and targeted attention.|Based on these findings, WISH Academy will take the following actions for continuous improvement. First, WISH will strengthen belonging-focused programming, including expanding club and affinity group offerings and increasing promotion of existing communities so more students, particularly those not yet connected, can find a group where they feel they fit in.  Second, WISH will examine the Advisory program to identify whether additional targeted relationship-building or connectedness activities are needed.  Third, WISH will continue to monitor climate data disaggregated by race and ethnicity each quarter, with particular attention to ensuring students and students who prefer not to disclose demographic information feel equally safe and supported, incorporating staff professional learning on culturally responsive relationship-building where needed.  Finally, WISH Academy will continue its quarterly administration of the OWL Proud survey, alongside existing engagement structures such as PBIS, pep rallies, spirit weeks, and clubs, using this ongoing data to track progress and adjust practices throughout the year.|Met|WISH Academy's climate survey currently disaggregates data by race and ethnicity, consistent with California Education Code 52052 requirements where that data is available. WISH does not currently collect disaggregated climate survey data for English learners, foster youth, homeless youth, students with disabilities, or socioeconomically disadvantaged students, and will consider adding these categories to future survey administrations to strengthen the completeness of its climate data reporting.|2026-06-29|2026
19647330135715|Ednovate - Esperanza College Prep|6|Esperanza priority focused on safety, belonging, and connectedness for both students and staff. In the 2025-26  school year, Esperanza administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2026-06-04|2026
19647330135723|Ednovate - Brio College Prep|6|Brio priority focused on safety, belonging, and connectedness for both students and staff. In the 2025-26  school year, Brio administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2026-06-04|2026
19647330135921|WISH Community|6|"WISH Community TK-8 administers the OWL Proud Survey quarterly to capture student perceptions of school safety and connectedness across both grade spans it serves: TK-5 and 6-8.  In the TK-5 span, the survey rates safety on a 4-point scale (4 highest). Across all four quarters of 2025-26 (2,000 total responses), 87.8% of students rated their safety at a 3 or 4. By grade: TK 98.7%, Kindergarten 96.7%, 1st grade 81.4%, 2nd grade 84.4%, 3rd grade 86.7%, 4th grade 88.7%, and 5th grade 80.2%.  In the 6-8 span, the survey asks a direct ""Feel Safe"" yes/no/unsure item. Averaged across all four quarters: 6th grade 93.3%, 7th grade 87.0%, and 8th grade 84.9% of students responded ""yes.""  The survey also captures related climate indicators, including overall happiness, peer and staff respect, and whether students have a trusted adult on campus, at both grade spans."|WISH Community's youngest students, TK and Kindergarten, report the strongest sense of safety, with scores near or above 97%. A clear pattern emerges as students get older: safety perception dips notably in 1st grade (81.4%) and again in 5th grade (80.2%), the lowest scores in the TK-5 span, before students transition into middle school.  A similar downward pattern appears in the 6-8 span, where 6th graders report the highest safety scores (93.3%) and 8th graders report the lowest (84.9%), suggesting safety and connectedness may soften somewhat as students approach the transition to high school.  Overall, WISH Community's safety scores remain strong across all grades, consistently in the 80-99% range, reflecting a positive and stable school climate. The identified dips at key transition points, entering 1st grade, finishing elementary school in 5th grade, and progressing through middle school toward 8th grade are areas where WISH provides additional focus and support and will continue to implement new strategies to support students.|Based on these findings, WISH Community will take the following actions. First, WISH will examine the 1st grade and 5th grade experience specifically, given the slight change in scores at these grade levels, to further build targeted relationships during these transitions support and to infuse climate strategies for these grade levels.  Second, WISH will review 8th grade advisory and connectedness practices to better support students as they approach the transition to high school, an age where safety and belonging scores begin to soften.  Third, WISH will continue its quarterly administration of the OWL Proud survey at both the elementary and middle school levels, using this ongoing, grade-by-grade data to identify emerging needs and adjust practices in real time.|Met|WISH Community's OWL Proud survey currently captures safety data disaggregated by individual grade level across both the TK-5 and 6-8 spans it serves, exceeding the minimum requirement of one grade per span.|2026-06-29|2026
19647330135954|ISANA Himalia Academy|6|"In Spring 2026, ISANA Himalia Academy administered a student survey to assess perceptions of school safety and connectedness across grades 3 through 8, with a participation target of at least 50% of the student body. The survey assessed student perceptions across two domains: classroom experience and school experience, through statements such as ""My school creates a welcoming environment,"" ""My school helps me when I feel stressed, worried or upset,"" ""My teacher shows respect towards me,"" and ""My teacher creates an environment where I feel comfortable asking and answering questions."" The overall schoolwide average favorable response rate was 61.5%, with the classroom section scoring 69% and the school section scoring 54%. Results by student group (classroom / school) were as follows: •	English Learners: 69% / 58% •	Latino students: 69% / 54% •	Students with Disabilities: 72% / 61%"|"A notable strength from the survey was students' perception of their classroom environment. Specifically, 85% of students responded favorably to ""My teacher shows respect towards me"" and 81% to ""My teacher creates a welcoming environment in the classroom,"" reflecting the impact of intentional schoolwide efforts to build inclusive classrooms through professional learning, ongoing coaching, and relationship building. The most significant area of need identified was students' sense of support during moments of emotional distress. The lowest rated item was ""My school helps me when I feel stressed, worried or upset,"" with only 32% of students responding favorably, well below our 80% target and the lowest score on this item across the network. This result was consistent across all student groups and indicates that while students feel welcomed and respected in their classrooms, they do not yet feel sufficiently supported at the school-wide level in moments of emotional need. The significant gap between the classroom section score (69%) and the school section score (54%) further underscores that positive relational experiences in individual classrooms have not yet translated into a consistent sense of support and belonging across the broader school environment."|In response to these findings, Himalia has implemented and will continue to refine the following changes to address identified areas of need. This year, we expanded survey administration to both Fall and Spring to allow for more timely monitoring and response to student feedback throughout the year. Moving forward, the school will disaggregate survey data by grade level, number of years enrolled, and other relevant factors to better understand group-level trends. Focus groups will be conducted with students from each participating grade level to explore the reasons behind their responses and co-develop actionable next steps. Regular student focus groups will be established on an ongoing basis to ensure sustained, student-centered dialogue that informs school climate improvement efforts. Additionally, professional learning for staff will continue to focus on strengthening adult-student relational practices and ensuring that all students, particularly those from historically underserved groups, feel consistently supported throughout the school day|Met||2026-06-12|2026
19647330136986|STEM Preparatory Elementary|6|SPES uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are:  - I feel that my school is a safe space where I can freely share/express my ideas.  - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help).  - I feel welcomed and included in my classrooms. The overall score for connectedness was 87.8%.  To evaluate safety, SPES asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, playground, on-campus, and in the lunch area. The overall score for safety was 82%.|Overall, our student climate survey results were strong, as described above. Our English Learners on the school climate survey expressed an even higher level of appreciation for their sense of safety (89%) and connectedness (97%) at school than the school wide rate, emphasizing the benefit and importance of our school culture investments for this student population.|The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture.  Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 82%) and schoolwide attendance rates (89%) and chronic absenteeism rates (45%). Additionally, our most recent parent survey results (87%) showed a small but significant decline in parent connectedness/satisfaction.   We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need.|Met||2026-06-24|2026
19647330136994|Rise Kohyang Elementary|6|"To assess students’ perceptions of school safety and belonging, the school continued it's partnership with 7 Mindsets (formally xSel Labs) to administer the Insights Climate Survey to grades K-5 during the Spring of 2026.The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Insights Climate Survey (formally xSEL Labs): School Safety: Results for School Safety: 79%; I feel safe at this school: 83%; Rules are fair at this school: 75%.  Sense of Belonging: Results for Sense of Belonging: 76%; Teachers care about me: 86% ; Kids care about me: 65%   Rise Kohyang Elementary School administered a local climate survey to students during Spring 2026. Two climate indicators were analyzed: School Safety and Sense of Belonging.  School Safety was calculated as the average percentage of favorable responses to the following survey items: ""I feel safe at this school"" and ""Rules are fair at this school."" Overall Result for School Safety: 79% English Language Learners (EL): School Safety: 75% (+3 from 2024-25) Students with Disabilities (SWD): School Safety: 78% (+8 from 2024-25) Socioeconomically Disadvantaged (SED): School Safety: 79% (+6 from 2024-25) No student subgroup scored more than 10 percentage points above or below the overall average.  Sense of Belonging was calculated as the average percentage of favorable responses to the following survey items: ""Teachers care about me"" and ""Kids care about me."" Overall Result for Sense of Belonging: 76% English Language Learners (EL): Sense of Belonging: 74% (+10 from 2024-25) Students with Disabilities (SWD): Sense of Belonging: 71% (+8 from 2024-25) Socioeconomically Disadvantaged (SED): Sense of Belonging: 75% (+9 from 2024-25) No student subgroup scored more than 10 percentage points above or below the overall average.  Additional item-level analysis found that favorable responses to ""Teachers care about me"" ranged from approximately 73% to 86% across student groups, while favorable responses to ""Kids care about me"" ranged from approximately 62% to 69%. These results indicate that students generally perceive strong support from adults at school, while peer connectedness remains an area for continued growth. Compared to the prior year, all student groups demonstrated meaningful improvements in both School Safety and Sense of Belonging, with the largest gains observed in Sense of Belonging among English Learners (+10 percentage points) and School Safety among Students with Disabilities (+8 percentage points)."|"Areas of Strength  Spring 2026 climate survey results indicate that RKES made meaningful improvements in both School Safety and Sense of Belonging across student groups. Overall, students reported favorable perceptions of School Safety (79%) and Sense of Belonging (76%), with improvements observed for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students compared to the prior year.  A notable strength is the increase in students' sense of belonging. English Learners reported a Sense of Belonging score of 74%, Students with Disabilities reported 71%, and Socioeconomically Disadvantaged students reported 75%. These results represent substantial improvements from the previous year, with gains ranging from 8 to 10 percentage points across student groups. Students also reported strong perceptions that teachers care about them, with favorable responses exceeding 73% across all student groups and reaching as high as 86% for some populations. These findings suggest that students experience positive and supportive relationships with adults on campus.  School Safety also improved across all student groups. SWD demonstrated the largest increase, improving from 70% favorable in 2025 to 78% favorable in 2026. ELs improved from 72% to 75%, and SED students improved from 73% to 79%. These results suggest that students increasingly perceive the school as a safe environment with fair and consistent expectations.  During the 2025-26 school year, BSS continued implementation of the Blueprint for Behavior Response, providing staff training on effective interventions, restorative practices, and logical consequences. School leaders participated in monthly Communities of Practice focused on culture, climate, MTSS, attendance, and student support systems. RKES also implemented targeted attendance supports, including the Care Cubs mentoring program, strengthened schoolwide systems for student support, and engaged in ongoing efforts to improve supervision, student engagement, and positive behavior supports during recess and lunch.  Areas for Growth  Students consistently reported stronger perceptions that teachers care about them than that other students care about them. Favorable responses to the item ""Kids care about me"" remained lower than responses to ""Teachers care about me"" across all student groups, indicating that peer connectedness continues to be an area for improvement.  Although gaps between student groups were relatively small and no subgroup differed more than 10 percentage points from the overall average, SWD reported the lowest Sense of Belonging score (71%). Continued attention to inclusive practices, peer relationships, and opportunities for meaningful student connection will help ensure that all students experience a strong sense of belonging."|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes: 1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on: * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include: * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include: * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:  Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330137463|California Creative Learning Academy MS|6||||Not Met|||2026
19647330137471|High Tech LA Middle|6|Prompt 1 (DATA)  HTLA MS administered the 2025–26 CHKS, CSPS, and CSSS to assess school climate, safety, connectedness, engagement, and well-being.  Student Survey (CHKS)  Responses were received from 115 of 115 sixth graders (100%), 97 of 97 seventh graders (100%), and 86 of 89 eighth graders (97%).  Academic motivation was 66–71%. School boredom affected 45% of Grades 6 and 7 and 36% of Grade 8. Low value of school ranged from 13–21%, while the low-value/high-boredom profile ranged from 7–19%.  Chronic sadness or hopelessness increased from 25% in Grade 6 to 29% in Grade 7 and 31% in Grade 8. Serious consideration of suicide was reported by 9%, 5%, and 7%, respectively. Optimism ranged from 60–63%, life satisfaction from 73–77%, and social-emotional distress from 19–21%.  School connectedness was 53–56%, caring adult relationships 65–66%, and high adult expectations 76–78%. Meaningful participation declined from 35% in Grade 6 to 29% in Grade 7 and 24% in Grade 8. The learning environment also declined from 70% to 69% and 59%; fairness and respect from 56% to 45% and 39%; peer relationships from 57% to 51% and 43%; and antibullying climate from 52% to 49% and 41%.  Students rating school safe or very safe were 63% in Grade 6, 75% in Grade 7, and 61% in Grade 8. Harassment was reported by 29%, 43%, and 25%, respectively; violence victimization by 31%, 32%, and 24%; cyberbullying by 29%, 29%, and 25%; and physical fights on campus by 19%, 28%, and 20%.  Parent Survey (CSPS)  Fourteen of 264 parents responded (5.3%). Of respondents, 77% strongly agreed the school is safe and 62% that it is supportive and inviting. Parent involvement scored 60%, communication 54%, and feeling welcome to participate 57%. Ninety-three percent agreed teachers respond to students’ social-emotional needs, and 71% said the school provides related resources. Seven percent identified bullying or harassment as a problem, while 31% cited school disorder.  Staff Survey (CSSS)  Nine of 29 staff responded (31%). Positive ratings included high expectations (61%), learning environment (57%), caring adult relationships (56%), and meaningful participation (50%). Lower ratings included respect for diversity (48%), fairness and rule clarity (45%), antibullying climate (36%), and social-emotional learning support (31%). Student readiness to learn scored 19%, and peer relationships 22%. Seventy-five percent viewed bullying or harassment as a moderate or severe problem, and 50% said the same of physical fighting.|Key Learnings  Student, parent, and staff surveys identified shared strengths in adult-student relationships, high expectations, student optimism, life satisfaction, and school safety. However, student engagement, meaningful participation, peer relationships, bullying prevention, and mental health require continued attention. Reports of boredom, declining peer-relationship ratings, harassment, and bullying point to opportunities to strengthen student voice, belonging, and positive peer interactions.  Areas of Strength  • Students reported strong caring adult relationships (65–66%) and high expectations from adults (76–78%), indicating that most feel supported by adults who believe in their success.  • Parents and staff reinforced these findings. Parents rated teacher responsiveness to students’ social-emotional needs at 93%, while staff positively rated caring adult relationships (56%) and high expectations (61%).  • Safety was a strength across groups: 61–75% of students felt safe or very safe at school, 77% of parents strongly agreed the school is safe, and 89% of staff agreed or strongly agreed it is safe for students.  • Student optimism ranged from 60–63%, and life satisfaction from 73–77%, suggesting generally positive outlooks and future aspirations.  • Parents also reported positive perceptions of family engagement, communication, student support, respect for diversity, and overall school climate.  Areas of Need  • Engagement and meaningful participation were the clearest growth areas. Meaningful participation declined from 35% in Grade 6 to 24% in Grade 8, while learning engagement declined from 43% to 28%. High school boredom affected 36–45% of students.  • Peer relationships also weakened across grades, declining from 57% in Grade 6 to 43% in Grade 8. Staff similarly identified peer relationships as a concern, indicating a need to strengthen belonging and positive student interactions.  • Mental health indicators warrant continued attention. Chronic sadness or hopelessness was reported by 25–31% of students, and 5–9% seriously considered suicide. Despite relatively strong optimism and life satisfaction, continued investment in counseling, wellness, and social-emotional support is needed.  • Bullying, harassment, and conflict remain concerns. Harassment affected 25–43% of students, and violence victimization affected 24–32%. Seventy-five percent of staff viewed student harassment or bullying as a moderate or severe problem. Antibullying climate was also among the lower-rated indicators for students and staff.|Based on student, parent, and staff survey findings, HTLA MS will refine existing LCAP actions addressing student engagement, connectedness, well-being, bullying prevention, and family engagement.  Strengthen Engagement and Meaningful Participation  To address school boredom and low meaningful-participation ratings, HTLA MS will continue Project-Based Learning, presentations of learning, student leadership, job shadowing, extracurricular activities, and enrichment programs. Advisory will promote student voice, leadership, ownership of learning, and authentic participation.  Strengthen Connectedness and Peer Relationships  HTLA MS will continue Advisory, Community Circles, Safe School Ambassadors, and schoolwide community-building activities to improve peer relationships, increase belonging, and help students form positive connections with peers and adults.  Expand Social-Emotional and Mental Health Supports  Through its MTSS framework, HTLA MS will regularly review academic, attendance, behavioral, and social-emotional data to identify students needing additional support. Students will have access to individual and small-group counseling, school counseling, and community-based mental health resources. The school will also explore and implement universal screening tools to identify social-emotional or behavioral concerns early.  Strengthen Bullying Prevention and School Climate  To address bullying, harassment, and peer conflict, HTLA MS will continue Community Circles, Safe School Ambassadors, restorative-practices training, and supervision structures that encourage positive behavior and conflict resolution. Annual climate surveys will monitor safety, connectedness, bullying, and overall school climate and inform improvements.  Increase Parent Engagement  Although parents generally viewed school climate and communication positively, HTLA MS will expand opportunities for involvement and decision-making through the School Site Council, Parent Association, monthly Mornings with the Principal, workshops, and communication through PowerSchool, Google Classroom, email, and phone. Parent feedback will guide stronger home-school partnerships.  Monitor Progress  HTLA MS will review annual student, parent, and staff surveys and attendance, behavior, MTSS, and participation data to evaluate current actions and determine whether programs, services, or supports need revision. Findings will guide schoolwide improvements in climate, engagement, safety, and well-being.|Met||2026-06-16|2026
19647330137513|Learning by Design Charter|6|Learning by Design collects school climate data through annual surveys administered to students, families, and staff, as well as through ongoing educational partner feedback. Survey results indicate that students and families generally report feeling safe, welcomed, and supported at school, and that positive relationships with staff are a significant strength. Families also reported satisfaction with school communication and opportunities for involvement, while staff identified strong collaboration and a positive school culture.  When available, survey results are reviewed by student group to identify any differences in perceptions among English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and other identified student groups. The analysis is used to identify areas where additional support or outreach may be needed. Feedback from surveys and other engagement activities has highlighted opportunities to further strengthen communication, expand family engagement, and increase student voice in school decision-making. These findings are used to inform continuous improvement efforts and the development of school goals and actions that promote a safe, inclusive, and supportive learning environment for all students.|Through the analysis of local climate survey data and educational partner feedback, Learning by Design identified several areas of strength, including positive relationships between students and staff, a strong sense of belonging, and a supportive school environment. Families and students have shared that they value the welcoming culture of the school, consistent communication, and the availability of staff support.  The analysis also identified opportunities for continued growth, including strengthening engagement with all families, increasing student and family voice in decision-making, and ensuring that communication and resources are accessible to all members of the school community. Review of available data by student groups helps the school identify where additional outreach, supports, or targeted strategies may be needed to ensure equitable experiences and outcomes for all students, including historically underrepresented groups.  Key learnings from the data will continue to guide school improvement efforts focused on maintaining a positive school climate, expanding partnerships with families and communities, and providing targeted supports that promote student success, connection, and overall well-being.|Based on the analysis of local data and educational partner feedback, Learning by Design will continue to refine existing plans, policies, and procedures to strengthen communication, engagement, and support for students and families. The school will enhance outreach practices to ensure families have clear and consistent information about opportunities for involvement, student progress, and available resources.  Learning by Design will continue expanding family engagement structures through increased parent-led activities, workshops, and opportunities for families to provide input in school decision-making. The school will also strengthen collaboration between the Parent and Community Outreach Coordinator, school staff, and families to identify needs, reduce barriers to participation, and ensure that all families have equitable access to engagement opportunities.  These adjustments will support continuous improvement by using stakeholder feedback and local data to guide decisions, monitor progress, and ensure that school practices continue to meet the academic, social-emotional, and community needs of all students.|Met||2026-03-07|2026
19647330137521|Vox Collegiate of Los Angeles|6|Local climate survey data, supported by Sown to Grow student survey results, shows a generally positive school climate with strong indicators of student connectedness, relationship building, and social-emotional growth.  A major area of strength is school culture and relational trust. Students report strong agreement that school supports positive relationships and social awareness, with 81 percent reporting improved school culture and 81 percent reporting improved ability to get along with others. In addition, 86 percent of students report they better understand how their words and actions impact others, suggesting a strong culture of accountability, reflection, and respectful interaction.  Another strength is student identity development and engagement. Eighty percent of students report improved ability to recognize their strengths, and 82 percent report that they are developing a stronger gratitude habit. These indicators suggest that students are developing self-awareness, confidence, and reflective habits that support engagement and belonging.  A key indicator of belonging shows that 90 percent of students report a positive sense of belonging. While this reflects a strong overall climate, it is notably lower than peer relationship and culture indicators, suggesting that belonging is present but not yet as deeply experienced as other aspects of school culture.  Mental health-related perception is comparatively lower, with 69 percent of students reporting improvement in mental health. While still a majority positive result, this signals a need to further strengthen consistent emotional well-being supports and ensure all students feel fully supported.  The more intensive “agree and strongly agree” responses provide additional depth. Between 39 and 52 percent of students strongly affirm these experiences, with the highest strong agreement in understanding the impact of actions (52 percent) and getting along with others (51 percent). Strong agreement is lower for belonging (39 percent) and mental health (40 percent), reinforcing that while overall sentiment is positive, intensity of connection varies.  No disaggregated subgroup data was provided in the current dataset. A key learning is the need to strengthen subgroup analysis by English learners, students with disabilities, and racial and ethnic groups to better understand variation in belonging and safety experiences and to identify potential equity gaps.|Analysis of local climate survey data and Sown to Grow student survey results indicates that students experience a generally positive school climate with strong relational and cultural foundations, particularly in peer relationships, school culture, and student self-awareness. Students consistently describe positive interactions with peers and adults and demonstrate growth in understanding how their actions impact others and in recognizing their own strengths.  A key area of learning is that while relational and cultural indicators are strong, student mental health perception is comparatively lower. This is understood in the context of developmental factors specific to grades 6–8, where students are navigating increased academic demands, identity formation, and broader social pressures. This suggests that even within a positive school climate, early adolescent developmental needs may require more intentional and consistent emotional support structures.  Another learning is that student experiences of belonging, while generally positive, are less consistently strong than other indicators of school culture and peer relationships, indicating variability in the depth of connection students feel to the school community.  Across measures, the distribution of stronger agreement responses suggests that while most students report positive experiences, the intensity of that experience is not yet uniform across all domains.  No disaggregated student group data was provided in the dataset. As a result, the analysis reflects overall student responses only, without subgroup differentiation.|In response to these findings, Vox Collegiate will continue to strengthen and expand its social-emotional learning and student support systems, with a particular focus on deepening student well-being and belonging.  Vox is especially excited to continue and expand social-emotional health supports through student check-ins, individual and group therapy, and counseling services housed within the newly established Vox Peak wellness center. Vox Peak will serve as a central hub for student emotional support, providing structured access to caring adults, targeted interventions, and restorative practices.  In addition, advisory and Sown to Grow systems will continue to be strengthened to ensure consistent opportunities for student reflection, goal setting, and connection to adults who can monitor and respond to student well-being in real time.  Together, these enhancements are designed to build on a strong existing school culture while more intentionally supporting the developmental needs of middle school students, particularly in the areas of emotional well-being, belonging, and sustained connection to school.  In addition, a formalized process for regular review of climate data disaggregated by student subgroup. This will be incorporated into leadership cycles to ensure that patterns in belonging, mental health, and school connectedness are analyzed for English learners, students with disabilities, and racial and ethnic subgroups, allowing for more targeted and equitable interventions.  Overall, these actions are designed to build on a strong existing culture and relational trust while increasing the depth of student belonging, emotional safety, and consistency of support across all student groups.|Met||2026-06-17|2026
19647330137562|Matrix for Success Academy|6|Matrix for Success as a LEA knows that school climate strongly impacts the learning environment of all students. Having a safe and peaceful learning environment is key to educational success. Positive school climate is a shared responsibility among staff that must be continually discussed and measured to sustain the positive climate among staff and students. Yearly, we collect student climate surveys, to understand where our students stand and how they feel. The survey gives us a good indicator of our students perception of school climate and safety. From the last survey collected, our students report that 94% feel safe when they are at Matrix for Success Academy. 88% of our students are motivated to learn because Matrix promotes and encourages academic success for all students and 94% feel that the adults at Matrix encourage them to learn. Furthermore, 94% report that Matrix is a supportive and inviting place for them and adults treat them with respect. Upon further review, the survey reported that 83% of students agree that Matrix teachers make it clear to students that bullying is not tolerated and 88% report that adults at Matrix respect differences in students (gender, race, culture and sexual orientation).|These results are encouraging, as Matrix targets students who are overwhelmingly disengaged and have been non-participative in academics for some time. The results of our survey show that our priorities of student social-emotional health and building connections with students and families is making school feel like a supportive and safe place for the majority of the students we serve.|An area of opportunity we can continue to build on is making sure students understand bullying is not accepted, and that all students know they are respected as individuals by all adults at Matrix.|Met|As a Dashboard Alternative School, Matrix's student population comes with a unique set of issues, often linked to negative school experiences in the student's enrollment history. Our goal to create a safe, accepting and supportive environment for all students is being achieved, as reflected in our student survey results. While there is always room for improvement, Matrix is proud of the work we have done to welcome any student, any time, anywhere into our unique school.|2026-06-23|2026
19647330137604|Stella Elementary Charter Academy|6|"To assess students’ perceptions of school safety and belonging, the school continued it's partnership with 7 Mindsets (formally xSel Labs) to administer the Insights Climate Survey to grades K-4 during the Spring of 2026.The following report reveals the data, meaning and use at the school, to analyze and promote strong school culture. The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2026 administration of the Insights Climate Survey (formally xSEL Labs): Student Safety: Results for School Safety: 85%; I feel safe at this school: 88%; Rules are fair at this school: 81%. Sense of Belonging: Results for Sense of Belonging: 80%; Teachers care about me: 84%; Kids care about me: 75%. Stella Elementary Charter Academy administered a local climate survey to students during Spring 2026. Two climate indicators were analyzed: School Safety and Sense of Belonging.   School Safety was calculated as the average percentage of favorable responses to the following survey items: ""I feel safe at this school"" and ""Rules are fair at this school"". Overall Result for School Safety: 85% English Language Learner (EL): School Safety: 85% (+6 from 24-25) Students with Disabilities (SWD): School Safety: 90% (+28 from 24-25) Socio Economically Disadvanted (SED): School Safety: 85% (+6 from 24-25) No student subgroup scored more than 10 percentage points above or below the overall average.   Sense of Belonging was calculated as the average percentage of favorable responses to the following survey items: ""Teachers care about me"" and ""Kids care about me"". Overall Result for Sense of Belonging: 80% English Language Learner (EL): Sense of Belonging: 82% (+2 from 24-25) Students with Disabilities (SWD): Sense of Belonging: 77% (-4 from 24-25) Socio Economically Disadvanted (SED): Sense of Belonging: 79% (0 change from 24-25)  No student subgroup scored more than 10 percentage points above or below the overall average.              Additional item-level analysis found that favorable responses to ""Teachers care about me"" exceeded 80% for most student groups, while favorable responses to ""Kids care about me"" ranged from approximately 75% to 81%, indicating generally positive perceptions of both adult support and peer relationships."|"Areas of Strength Spring 2026 climate survey results indicate that Stella Elementary Charter Academy continues to provide a positive and supportive school environment for students. Overall, students reported strong perceptions of both School Safety (85%) and Sense of Belonging (80%), representing continued positive outcomes across the school community. Results were consistent across English Learners (EL), Students with Disabilities (SWD), and Socioeconomically Disadvantaged (SED) students, with no subgroup varying more than 10 percentage points from the overall average. School Safety emerged as a particular strength. Students with Disabilities reported the highest School Safety score (90%), while English Learners and Socioeconomically Disadvantaged students each reported School Safety scores of 85%. These results suggest that students generally experience the school as a safe environment with fair and predictable expectations. Sense of Belonging also remained strong across student groups. Students reported favorable perceptions that teachers care about them and that peers care about them, indicating positive adult-student relationships and a strong sense of connection within the school community. Notably, the favorable response rates for the item ""Kids care about me"" remained substantially higher than organizational elementary averages, suggesting that students experience strong peer relationships and a positive school culture. Several organizational initiatives likely contributed to these outcomes. During the 2025-26 school year, Bright Star Schools continued implementation of its Blueprint for Behavior Response, providing ongoing staff training on responding to student behavior through an inquiry-based approach that emphasizes effective interventions, restorative practices, and logical consequences. In addition, monthly Communities of Practice for principals, assistant principals, counselors, and deans of restorative practices focused on strengthening school culture systems, positive behavior supports, attendance, belonging, and MTSS implementation. The school also continued to leverage Community Schools resources to strengthen student supports and family partnerships, further contributing to students' positive perceptions of safety and belonging.  Areas for Growth While results were positive across all student groups, opportunities for continued improvement remain. Students with Disabilities reported a Sense of Belonging score of 77%, slightly below the overall school average of 80%. Although this difference is not statistically significant based on the established threshold, it highlights the importance of continuing to strengthen inclusive practices and ensuring that all students have meaningful opportunities to connect with peers and participate fully in the school community.  Additionally, while favorable responses related to teacher care were consistently strong, maintaining and further strengthening peer connectedness remains an imp"|2026-2027 Initiatives to Address Areas of Growth** To address areas of need identified in our school climate data—both whole-school and by subgroup—Bright Star Schools has launched a comprehensive, aligned strategy across our 9 campuses. Initiatives are organized across six key themes:  1. Data-Driven Practices All schools are refining School-Level MTSS Meetings beginning Summer 2026. These meetings will analyze student data across attendance, behavior, SEL, and academics to set SMART goals and determine targeted interventions. Leadership teams are trained at our Summer Leadership Retreat. Through our Summer Leadership Retreat, school leaders will analyze climate-related data and apply research-based intervention tools to address opportunity gaps. All planning aligns to Fall 26–27 Strong Start Plans.  2. Common Frameworks & Preventative Practices Strong Start Plans will be grounded in a network-wide PBIS framework focused on:  * Clear behavior expectations * Positive recognition systems * Supportive, consistent responses * Data-driven decision making   This foundation promotes prevention over punishment. All staff receive training in de-escalation and restorative practices at the start of the year and through ongoing PD.  3. Communities of Practice We host monthly Communities of Practice for counselors, deans of restorative practices, APs, and principals. Sessions include:  * School culture walkthroughs * Behavior data coaching * Restorative alternatives to suspension * SEL and climate survey action planning * MTSS fidelity monitoring  4. Network-Wide Culture Development We conduct three network-wide PDs across school sites to address trends identified through climate surveys, behavior data, and walkthroughs. Focus areas include:  * Student safety * Sense of belonging  5. Strategic Partnerships We will continue our partnership with:   Panorama Education to enhance intervention planning and data capacity National Equity Project, this summer our school leadership teams will complete Coaching for Equity to deepen capacity to lead for inclusion, justice, and equitable student outcomes  6. Network-Level Oversight A districtwide monitoring cadence tracks school progress across SEL, academics, and behavior. Cross-functional district team leaders from Instruction, Leadership, and Culture will meet regularly to provide tiered support and dynamic coaching based on climate data.  These initiatives reflect our commitment to creating inclusive, safe, and supportive learning environments grounded in equity and shared accountability.|Met||2026-06-23|2026
19647330137612|Valley International Preparatory High|6|In general, we’ve seen a consistent satisfaction for VIP in both our parent and student experience surveys over the years. More than 80% of families and students report overall satisfaction with the school program.|The student and parent experience survey demonstrates that VIPHS provides a supportive and academically rigorous environment that prepared students for college. A general weakness noted is the lack of organized sports and extracurricular activities.|Unfortunately, due to our small size addressing the issue of organized sports and extracurriculars is a difficult one. However, we continue work closely with our parent organization to provide opportunities for engaging activities outside of regular class time. In 2025-2026, we continued to implement and expand our dual enrollment program that allows students to take Pierce College classes while on campus and receive college credit. This program has been successful and we’re looking to expand it in future years.|Met||2026-06-03|2026
19647330138305|TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary|6|TEACH administered its annual local climate survey in Winter of 2026 to students across all grade spans (elementary, middle, and high school). The survey captured student perceptions of safety, connectedness, and support systems, with results disaggregated by student group, including English Learners (ELs).  Key survey findings include: 	•	High School: 	•	48% of students feel safe, 47% feel there is a positive school culture. This is down from 2025-2026 when 59% of students reported feeling safe. 	•	Only 50% of English Learners expressed feeling safe, indicating a safety perception gap. 	•	Middle School: 	•	Low participation overall, but among those who responded, 48% of kids felt safe, with 47 reporting a positive school climate. This is an increase over last year where only 42% reported feeling safe. 	•	Among English Learners, this dropped further to 36%. 	•	Elementary School: 	•	48% of students reported feeling safe, with no significant deviations by subgroup.63% felt positive student and teacher relationships.   In addition to survey data, qualitative insights were gathered through ELAC, SSC, and Leadership Committee meetings, as well as feedback from behavioral health partners such as AADAP and the Los Angeles County Department of Mental Health.  These data points provide critical context for understanding areas of student need and identifying trends in school climate across grade levels and student groups.|Analysis of the 2025–2026 climate data revealed the following key takeaways:  Strengths: 	•	High School Progress: Student perceptions of safety at the high school level went down slightly over the prior year, and new student-led supports like Peace Circles have emerged as proactive, restorative approaches to managing bullying and social media-related conflicts. 	•	Elementary Stability: While overall safety perceptions were moderate, there was no significant disparity among student subgroups, suggesting a more equitable student experience in the elementary grades.  Identified Needs: 	•	Middle School Concerns: Middle school data shows improvement in the climate and culture at the school and the middle school had the largest number of survey respondants.  	•	English Learner Experiences: Across multiple grade levels, English Learners consistently reported lower perceptions of safety, indicating a need for more culturally and linguistically responsive safety supports. 	•	Behavioral Support Structures: Feedback from both students and staff highlighted a need for clearer behavior expectations and consistent implementation of positive behavior supports, particularly at the middle school level.|In response to these findings, TEACH has initiated and will continue to implement the following targeted improvements for the 2026-2027academic year:  1. High School: 	•	Continuation of Peace Circles, a student-driven restorative practice aimed at addressing bullying, conflict resolution, and online/social media issues. 	•	Integration of SEL (Social-Emotional Learning) tools to strengthen student-staff trust and safety perceptions.  2. Middle and Elementary Schools: 	•	Counselors are participating in professional development focused on implementing positive behavior support strategies that align with trauma-informed and equity-centered approaches. 	•	Assistant Principals are coaching teachers to ensure clear, consistent, and inclusive behavioral expectations and classroom routines.  3. Systemwide: 	•	Increased outreach to English Learner families through translated resources and participation in site-based decision-making committees (e.g., ELAC), ensuring their voices inform school safety and climate strategies. 	•	Monitoring of climate metrics disaggregated by subgroup, with biannual check-ins to track progress and adjust strategies based on student feedback. 	•	Continuation and expansion of community-based partnerships (e.g., AADAP) that provide behavioral supports and wellness resources, particularly at sites with identified needs.  These coordinated actions are designed not only to address disparities in perceptions of safety, but also to build a school climate rooted in belonging, structure, and restorative culture.|Met||2026-05-26|2026
19647330138883|Equitas Academy 6|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2026. Grades 3-4: School Belonging (53%); School Engagement (34%); School Learning Strategies (59%); School Safety (55%); School Teacher-Student Relationships (43%); Valuing of School (66%). Grades TK-2: School Belonging (92%); School Climate (91%); School Engagement (71%); School Safety (93%).|Analysis of the Spring 2026 Panorama Education student survey identified significant strengths in the experiences of students in grades TK-2 while also highlighting important opportunities to improve engagement and connectedness for students in grades 3-4. Overall, the results suggest that the school has established a highly positive culture for its youngest learners, but that sustaining those positive perceptions as students progress through the elementary grades should remain a key focus.  The strongest findings were among students in grades TK-2, who reported exceptionally positive perceptions across all measured areas. School Safety received the highest favorable rating at 93%, followed closely by School Belonging (92%) and School Climate (91%). School Engagement was also favorable at 71%, indicating that most primary students feel actively involved in their learning. These results demonstrate that the school has created a safe, welcoming, and supportive environment where young students feel connected and valued.  Among students in grades 3-4, Valuing of School emerged as the strongest indicator, with 66% of students reporting favorable perceptions. This suggests that a majority of students recognize the importance of education and see value in attending school. School Learning Strategies (59%) also reflected a relative strength, indicating that many students believe they have the skills and habits necessary to approach academic tasks successfully. School Safety (55%) and School Belonging (53%) remained favorable for just over half of students, providing a foundation on which to continue strengthening the overall student experience.  The survey also identified several priority areas for growth. School Engagement was the lowest-rated measure in grades 3-4 at 34%, indicating that many students are not consistently motivated or actively engaged in their learning. School Teacher-Student Relationships also received a relatively low favorable rating of 43%, suggesting that many students would benefit from stronger connections with trusted adults at school. Additionally, the substantial differences between TK-2 and grades 3-4 in School Belonging, School Engagement, and School Safety indicate that students' perceptions become less positive as they move into the upper elementary grades.|Overall, the data reinforces that the school has built a strong, positive culture for younger students while identifying the need to intentionally sustain that culture as students grow older. Building stronger teacher-student relationships, increasing opportunities for meaningful student engagement, and providing additional opportunities for student voice and ownership of learning will be important strategies for improving students' sense of belonging and connection in grades 3-4 while continuing to build upon the school's existing strengths.|Met||2026-06-25|2026
19647330139089|Vista Horizon Global Academy|6|The 2025-26 California Healthy Kids Survey (CHKS) was administered to Vista Horizon Global Academy (VHGA) Grade 5 students, with all 27 eligible students completing the survey (100% response rate). The respondent sample reflects the school's demographic profile, with 89% Hispanic/Latino, 7% American Indian/Alaska Native, and 4% Native Hawaiian/Pacific Islander students, and 70% female and 30% male. Because Grade 5 is the only grade administered the CHKS at the elementary level and because the sample size limits disaggregation for student groups other than Hispanic/Latino and female students, results should be interpreted within those parameters. Overall school climate indicators reflect strong student perceptions across multiple domains. Students reported school connectedness at 89%, academic motivation at 90%, caring adults in school at 94%, high expectations from adults in school at 92%, meaningful participation at 72%, facilities upkeep at 96%, parent involvement in schooling at 87%, social and emotional learning supports at 92%, and antibullying climate at 85%. School safety indicators reflect that 92% of students feel safe at school and 92% feel safe on their way to and from school. Reported victimization included 20% been hit or pushed, 31% mean rumors spread, and 27% called bad names or target of mean jokes. Four percent saw a weapon at school in the past year, and 8% experienced cyberbullying in the past 30 days. The school disciplinary environment reflected 92% rule clarity, 81% students treated fairly when breaking rules, and 100% students treated with respect. Mental health indicators reflect a wellness rate of 92% and a frequent sadness rate of 8%. Disaggregated by race/ethnicity, Hispanic/Latino students (the only group with sufficient respondents) reported school connectedness at 89%, academic motivation at 93%, caring adults at 94%, high expectations at 93%, meaningful participation at 71%, SEL supports at 92%, antibullying climate at 85%, feel safe at school at 92%, and wellness at 92%. Disaggregated by gender, female students (the only group with sufficient respondents) reported school connectedness at 94%, academic motivation at 97%, caring adults at 96%, high expectations at 96%, meaningful participation at 81%, SEL supports at 94%, antibullying climate at 87%, and feel safe at school at 94%, suggesting that female students reported stronger climate perceptions than the overall sample average across multiple domains.|The 2025-26 CHKS data analysis surfaced clear areas of strength and identified needs for Vista Horizon Global Academy (VHGA), informing both the school's continued investment in its current systems and the identification of priorities for continued growth. Areas of Strength. The strongest indicator surfaced was that 100% of students reported being treated with respect by teachers and grown-ups at school, an outcome consistent with the school's investment in PBIS, restorative practices, and Way of Council programming. Facilities upkeep at 96% and high expectations from adults at home at 96% reflect strong physical and family-supported conditions for learning. Additional strong indicators include caring adults in school (94%), high expectations from adults at school (92%), feel safe at school (92%), feel safe on the way to and from school (92%), social and emotional learning supports (92%), rule clarity (92%), wellness (92%), academic motivation (90%), school connectedness (89%), parent involvement in schooling (87%), and antibullying climate (85%). These outcomes reflect the school's investment in MTSS, SEL, PBIS, family engagement, and safety practices described throughout the LCAP. Identified Needs. Peer-level victimization remains an area requiring continued attention: 31% of students reported mean rumors had been spread about them, 27% reported being called bad names or being the target of mean jokes, and 20% reported being hit or pushed. School boredom (35%), meaningful participation (72%), and students well behaved (72%) represent additional areas for continued growth. Health routines reflect additional needs, with 30% of students reporting a late bedtime of 10 pm or later and 38% reporting they did not eat breakfast on the morning of the survey. Disaggregated Insights. Hispanic/Latino students (89% of respondents) reported scale-level results closely aligned with the overall sample, reflecting the demographic concentration of the school. Female students (70% of respondents) reported stronger climate perceptions than the overall average across nearly every domain, including school connectedness (94%), academic motivation (97%), meaningful participation (81%), antibullying climate (87%), and feel safe at school (94%). Female students also reported lower victimization rates (17% been hit or pushed; 22% mean rumors; 22% called bad names) than the overall sample. However, female students reported a higher frequent sadness rate (11%) than the overall sample (8%), warranting continued attention to social-emotional well-being. The male student group and other race/ethnic subgroups did not have sufficient respondents for disaggregation under the survey's reporting threshold.|In response to the key learnings surfaced through the 2025-26 CHKS analysis, Vista Horizon Global Academy (VHGA) is implementing the following revisions and continued actions to address identified needs while sustaining the school's documented climate strengths. Strengthening Peer Relationships and Reducing Verbal and Physical Victimization. The CHKS data showed that 31% of students reported mean rumors spread about them, 27% reported being called bad names or targeted with mean jokes, and 20% reported being hit or pushed. In response, VHGA will deepen its Way of Council practice, expand SEL instruction during the first hour of each school day, and continue the BCBA's training of supervision aides, teachers, and classified staff in de-escalation and restorative practices. The Behavior Interventionist will continue push-in classroom observations and pull-out support to reinforce expected behaviors and address conflicts before they escalate. Addressing School Boredom and Strengthening Meaningful Participation. The 35% school boredom rate and the 72% meaningful participation rate, the lowest of the engagement scales, indicate the need for more engaging, student-driven instruction. VHGA will continue implementation of the year-long Global Project initiative in which students investigate real-world problems identified by the United Nations, expand opportunities for student voice in classroom and school decisions, and integrate project-based learning across grade levels through the school's STEAM focus. Supporting Student Mental Health, Particularly for Female Students. The 11% frequent sadness rate among female students, compared with 8% overall, warrants targeted attention. VHGA will continue contracted group counseling services through PUC, sustain the part-time School Psychologist position, and ensure that the PUC counselor's group counseling sessions are accessible to female students experiencing emotional needs. The Community Schools Coordinator will continue to connect families to community-based mental health resources. Promoting Healthy Habits. With 38% of students not eating breakfast and 30% reporting late bedtimes, VHGA will expand health education content within the Broad Course of Study, partner with the Community Schools Coordinator to share family resources on sleep and nutrition, and continue communication with the school's food service vendor to ensure that breakfast remains accessible to all students. Sustaining Documented Strengths. VHGA will sustain the systems that have produced strong outcomes on respect (100%), facilities upkeep (96%), caring adults (94%), and safety (92%), including continued investment in PBIS, supervision aides, the Greeting Team, the SARB process, and home visits, recognizing that these systems form the foundation for addressing the identified needs.|Met||2026-06-15|2026
19647330139097|Scholarship Prep - South Bay|6|Scholarship Prep administers an internally developed local climate survey to students in grades 3–8 to gather feedback on school safety, connectedness, relationships with adults, and overall school experience. The survey includes questions related to student belonging, access to support, school culture, academic experience, and engagement.  Survey results are reviewed across grade spans and student groups when available to identify strengths and areas for growth. Overall, student feedback reflected positive perceptions of relationships with teachers and school staff, with many students reporting that they feel supported, cared for, and comfortable asking teachers for help when needed. Students also reported generally positive perceptions of school safety and connectedness.  Survey results showed some differences by grade level. Older students were less likely than younger students to report that homework helps them learn, suggesting a need to better understand how homework is perceived and experienced in upper grades. Student feedback also identified school meals as an area where students would like to see improvement. These findings, along with other survey responses, are used alongside additional local data sources to better understand school climate and student experience.|A key strength identified through the local climate survey is the positive relationship students have with teachers and staff. Students consistently reported feeling supported by adults at school and comfortable seeking help when they need it. This reflects Scholarship Prep’s focus on building a safe, supportive, and relationship-centered school culture.  Survey results also showed that students generally feel connected to school and safe on campus. Student feedback indicated that relationships with teachers remain an important contributor to positive school climate and student engagement.  An identified area of need is student perception of homework in upper grades. Older students were less likely to feel that homework supports learning, suggesting an opportunity to review homework practices and ensure assignments are meaningful and connected to classroom instruction. Student feedback also highlighted a desire for improvements to school meals, which may impact overall student experience and school satisfaction.|Based on local climate survey findings, Scholarship Prep will continue strengthening the relationship-centered practices that contribute to positive student experiences and strong connections with teachers and staff. Schools will continue emphasizing safe, supportive classroom environments and encouraging students to seek help when needed.  To address identified areas of need, SP will review homework practices, particularly in upper grades, to ensure assignments are purposeful, appropriately aligned to learning goals, and supportive of student understanding. Scholarship Prep will also continue gathering student feedback related to school meals and work with nutrition providers to explore opportunities for improvement.  Survey findings will continue to be reviewed alongside other local data to support continuous improvement efforts and strengthen overall school climate and student experience.|Met||2026-06-18|2026
19647330139121|Equitas Academy 5|6|In November 2025, and May 2026, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2026. Grades 3-4: School Belonging (56%); School Engagement (42%); School Learning Strategies (60%); School Safety (61%); School Teacher-Student Relationships (44%); Valuing of School (71%). Grades TK-2: School Belonging (88%); School Climate (90%); School Engagement (78%); School Safety (84%).|Analysis of the Spring 2026 Panorama Education student survey identified several strengths alongside opportunities for continued growth across the elementary grades. Overall, the data indicates that students in grades TK-2 report highly positive perceptions of their school experience, while students in grades 3-4 demonstrate strong appreciation for the value of school but lower perceptions of relationships and engagement, highlighting important areas for targeted improvement.  The strongest results were reported by students in grades TK-2. School Climate received the highest favorable rating at 90%, followed by School Belonging (88%), School Safety (84%), and School Engagement (78%). These findings indicate that younger students experience a welcoming, supportive, and safe learning environment and are generally engaged in their educational experiences. The consistently high ratings across these measures suggest that the school's efforts to build a positive culture are having a meaningful impact during the primary grades.  For students in grades 3-4, Valuing of School emerged as the strongest area, with 71% of students reporting favorable perceptions. This suggests that a large majority of students recognize the importance of education and believe school is worthwhile. School Safety (61%) and School Learning Strategies (60%) also exceeded the halfway mark, indicating that most students feel safe at school and believe they have the skills necessary to approach academic tasks successfully. These results provide a solid foundation for continued academic and social-emotional growth.  The survey also identified several priority areas for improvement. School Teacher-Student Relationships received the lowest favorable rating among grades 3-4 at 44%, indicating that fewer than half of students consistently feel strong, positive connections with their teachers. School Engagement was also relatively low at 42%, suggesting that many students are not fully invested or actively engaged in their daily learning experiences. School Belonging (56%), while favorable for a majority of students, was substantially lower than the 88% reported by students in grades TK-2, pointing to a decline in students' sense of connection as they move into the upper elementary grades.|Overall, the data demonstrates that the school has established a strong and positive culture for younger learners while identifying opportunities to strengthen relationships and engagement for students in grades 3-4. Continued efforts to foster meaningful teacher-student connections, increase opportunities for student voice and collaboration, and provide engaging, relevant instructional experiences will help sustain students' sense of belonging and maintain the positive school culture as they advance through the elementary grades.|Met||2026-06-25|2026
19647330139832|Citizens of the World Charter School West Valley|6|"CWC West Valley administered a local survey (CWC organization-wide) to all students in grades 3–6 with over 90% participation rate. The local climate survey assessed students' feelings of safety and connectedness through questions 19  answered on a Likert scale of 1–5, with answers 3–5 representing a neutral to positive response. Results are reported separately by grade band below. At CWC West Valley, the great majority of ES students feel a sense of safety, with 83.3% answering ""somewhat safe"" to ""extremely safe,"" and 88.7% reporting a sense of belonging. Among 6th grade students, 83.3% reported feeling ""somewhat safe"" to ""quite safe,"" and 77.8% reported a sense of belonging. Please note that 6th grade results are based on a small sample, as this is the first year West Valley has served this grade level, and should be interpreted with that context in mind. SAFETY (Grades 3–5) All ethnic/racial groups combined: ? Extremely Safe = 27.1% ? Quite Safe = 36.5% ? Somewhat Safe = 19.8% ? Slightly Safe = 2.1% ? Not at All Safe = 14.6% SAFETY (Grade 6) All ethnic/racial groups combined: ? Extremely Safe = 0.0% ? Quite Safe = 44.4% ? Somewhat Safe = 38.9% ? Slightly Safe = 16.7% ? Not at All Safe = 0.0% BELONGING (Grades 3–5) All ethnic/racial groups combined: ? Completely Belong = 35.1% ? Belong Quite a Bit = 30.9% ? Belong Somewhat = 22.7% ? Belong a Little = 1.0% ? Do Not Belong At All = 10.3% BELONGING (Grade 6) All ethnic/racial groups combined: ? Completely Belong = 5.6% ? Belong Quite a Bit = 38.9% ? Belong Somewhat = 33.3% ? Belong a Little = 22.2%  20  ? Do Not Belong At All = 0.0%"|"High Sense of Safety: A significant strength at CWC West Valley is the high level of perceived safety among students. Among ES students, 83.3% reported feeling ""somewhat safe"" to ""extremely safe,"" and among 6th grade students, 83.3% reported the same. This indicates that the majority of students across both grade bands experience a secure environment, which is crucial for their overall well-being and academic performance. It is worth noting that the 2025-26 school year was marked by significant community-wide stressors, including the Los Angeles wildfires and increased immigration enforcement activity, which affected the sense of safety and stability for many families and students across the region. These external factors likely provide important context for interpreting this year's results, particularly among students who may have been more directly impacted. Strong Sense of Belonging: Another notable strength is the strong sense of belonging among ES students, with 88.7% reporting they ""belong somewhat"" to ""completely belong."" Among 6th grade students, 77.8% reported the same. These results suggest that most students feel connected to the school community, which is essential for fostering a supportive and inclusive educational environment. Areas of Improvement and Identified Needs: ? Neutral and Lower Responses: While the majority of students responded positively, it is important to note that a subset of students (particularly among 6th graders, where 22.2% selected ""belong a little"") reported lower levels of connection. Given that 6th grade is a new addition to West Valley this year, this is not unexpected, and the school is committed to deepening relationship-building and community integration supports for this cohort as the program grows. ? Continuous Monitoring and Support: Regularly administering climate surveys and continuously monitoring these metrics can help track progress and the effectiveness of implemented strategies. Providing ongoing support and resources to students, particularly those who may not feel as safe or connected, remains a priority. This could include counseling services, peer support programs, and creating more opportunities for student engagement and community-building activities with particular attention to the unique needs of the school's expanding middle school population."|"Based on the analysis of local data from the climate survey at CWC WV, several key learnings and areas of need have been identified regarding students' feelings of safety and belongingness. The data shows that the majority of students feel safe and have a sense of belonging, but there are disparities among different ethnic/racial groups that need to be addressed. To improve the overall climate and ensure equitable experiences for all students, the Local Education Agency (LEA) will implement the following changes to existing plans, policies, and procedures: Enhanced Communication Channels: To address the concerns of students who feel ""Slightly Safe"" or ""Not at All Safe,"" the CWC West Valley will continue to develop more robust communication channels between students and school leadership. This includes anonymous reporting tools and regular feedback sessions to ensure students can voice their concerns safely. Safety Audits and Interventions: Regular safety audits of school facilities will continue to be conducted to identify and mitigate potential risks. Interventions such as increased supervision in identified hotspots and the installation of additional security measures will be implemented where necessary. Inclusive Curriculum and Activities: CWC West Valley will continue to integrate more inclusive content into the curriculum that reflects the diverse backgrounds of all students. Additionally, school activities and events will be designed to celebrate and honor the cultural diversity within the school community. Professional Development for Staff: CWC West Valley will continue to provide ongoing professional development for teachers and staff will focus on cultural competency, implicit bias, and inclusive teaching practices. This will equip staff with the skills needed to create a more inclusive and supportive environment for all students."|Met||2026-06-17|2026
19647330140004|El Rio Community|6|The student school climate survey was made available to all students in grades 3-8 at the end of the 2025-26 school year, and received 108 responses. 89% of students said that they strongly or somewhat agreed that “I feel welcome at El Rio,” a key measure of school connectedness. 88% of students strongly or somewhat agreed that “I feel safe at El Rio.”|The student climate survey demonstrates that most students feel very positively towards the school, and suggests that the approximately 10% of students who don’t feel as connected or safe at school might benefit from more targeted interventions. The El Rio Board of Directors, School Site Council, and school leadership will be conducting a more robust analysis and conversation about the results of these surveys in the fall of 2026 in order to do further action planning. Due to the small size of the group and associated subgroups, disaggregated results by and large are not possible to share due to privacy concerns.|El Rio’s new Executive Director will be working to help refine and clarify El Rio’s approach to school culture and climate, in order to establish and reinforce clear expectations for all of our students and families. A review and reimagining of El Rio’s secondary education program will be a key element of that work. Additionally, the School Site Council is planning to help support efforts to develop additional student leadership opportunities|Met||2026-06-25|2026
19647330140111|Invictus Leadership Academy|6|ILA utilizes a local survey tool that measures percieved student learning outcomes relative to prior schooling, measures percieved connectedness, and openness with staff. Three seperate surveys are used with students, parents, and staff.|Student connectedness has shown remarkable growth: 65% positive in 2023-24, rising to 70% in 2024-25, and reaching 88% in 2025-26 — well above the 75% target. 93% of students self-assessed as having grown 'a lot' or 'some' academically, and 88% feel they receive at least a moderate amount of attention from their teachers.|Action for 2026-27: Implement strategies to sustain and build upon student connectedness through PBIS, Second Step Character Education, spirit days, clubs, martial arts, music, and expanded extracurricular programming.|Met||2026-06-18|2026
19647330140129|Ednovate - South LA College Prep|6|SLA priority focused on safety, belonging, and connectedness for both students and staff. In the 2025-26  school year, SLA administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2026-06-04|2026
19647330140749|Citizens of the World Charter School East Valley|6|"CWC East Valley administered a local survey (CWC organization-wide) to students in grades 3–5, reflecting the school's expansion to 5th grade in 2025-26. Our survey does not disaggregate data by Unduplicated Pupils or Students with Disabilities, but students do self-report racial/ethnic data. The local climate survey assessed students' feelings of safety and connectedness through questions answered on a five-point Likert scale, with responses 3–5 representing a neutral-to-positive experience. Results were reported by grade band. Among 3rd grade students, 91.0% reported feeling ""somewhat safe"" to ""extremely safe,"" and 84.9% reported feeling they ""belong somewhat"" to ""completely belong."" Among students in grades 4–5, 93.5% reported feeling ""somewhat safe"" to ""extremely safe,"" and 84.9% reported feeling they ""belong somewhat"" to ""completely belong."" The following is a summary of combined responses across grade levels: SAFETY All ethnic/racial groups combined: ? Extremely Safe = 40.3% (3rd grade) / 24.7% (grades 4–5) ? Quite Safe = 35.8% (3rd grade) / 38.7% (grades 4–5) ? Somewhat Safe = 14.9% (3rd grade) / 30.1% (grades 4–5) ? Slightly Safe = 3.0% (3rd grade) / 0.0% (grades 4–5) ? Not at All Safe = 6.0% (3rd grade) / 6.5% (grades 4–5)  BELONGING All ethnic/racial groups combined (consistent across grade bands): ? Completely Belong = 37.9% (3rd grade) / 26.5% (grades 4–5) ? Belong Quite a Bit = 37.9% (3rd grade) / 29.6% (grades 4–5) ? Belong Somewhat = 9.1% (3rd grade) / 27.6% (grades 4–5) ? Belong a Little = 10.6% (3rd grade) / 0.0% (grades 4–5) ? Do Not Belong At All = 4.5% (3rd grade) / 16.3% (grades 4–5)"|"Analysis of the 2025-26 student climate survey data reveals continued strengths in students' perceptions of safety and belonging at CWC-East Valley, alongside areas for continued focus and improvement. Strengths: Students across grade levels reported strong senses of safety and belonging. In both grade bands, more than 90% of students reported feeling ""somewhat safe"" to ""extremely safe,"" with 3rd grade showing particularly strong results at 94.0% and grades 4–5 at 92.5%. Belonging results were similarly positive, with 84.9% of 3rd grade students and 83.7% of grades 4–5 students reporting they ""belong somewhat"" to ""completely belong."" The consistency of these results across grade bands suggests that the school's investment in relationship-building, Responsive Classroom practices, SEL programming, and inclusive school culture events continues to have a meaningful impact on overall school climate. While the survey instrument does not automatically disaggregate results by student subgroup, CWC's Senior Manager of DEIB reviews all student climate data across multiple cuts, including grade level and racial/ethnic identity, to identify school-specific gaps and share findings directly with school leadership. Areas for Continued Improvement: While overall results are strong, a subset of students reported lower levels of belonging with approximately 15% of 3rd grade students and 16.3% of grades 4–5 students selecting ""belong a little"" or ""do not belong at all."" Understanding and responding to the experiences of these students remains a priority. Additionally, 6.0% of 3rd grade students and 6.5% of grades 4–5 students reported feeling ""not at all safe,"" warranting continued attention and targeted follow-up to ensure all students experience school as a secure environment. Identified Need: Continued investment in individualized relationship-building and student-centered supports, particularly for students who report lower levels of connection, will be essential to ensuring all students feel welcomed, valued, and included in the school community."|As mentioned above, it will be important to ensure that all students continue to feel a sense of safety and belonging as the school continues to grow. Great thought is, and will continue to be, put into what systems, structures, rituals and traditions continue to make CWC East Valley a close-knit and secure feeling environment for our students. We will also need to ensure that our social emotional learning continues into the upper elementary grade levels and that other programs and supports are put in place for older students. As part of that, we have discussed different leadership programs that can be implemented for upper elementary students to ensure there are ample leadership opportunities for them that can also contribute to the inner workings of a school where connection, joy, safety and belonging are at the center. Curriculum, in this and coming years, CWC EV looks forward to expanding the usage of Pollyanna, a DEIB curriculum for elementary students that is currently embedded into our social-emotional learning curriculum map. Increasing the usage and training of staff using this program will contribute to ensuring our students (and staff) have the necessary anti-racist literacy skills that we hope also increases all students’ sense of belonging. Lastly, in the 24-25 school year, we piloted a new ELA curriculum Fishtank. uIt was fully implemented in the 25 - 26 school year and due to its success, will continue in 2026-27. This new curriculum also comes with a diverse set of culturally relevant texts that will increase opportunities for all students to be represented in the materials with which they interact on a daily basis in Language Arts. We believe these curricular adjustments will also help to increase all students’ sense of belonging in the years to come. As part of the 2026-27 LCAP development process, school leadership presented LCAP performance reflections at a PAC meeting to ensure families were informed of progress and had an opportunity to weigh in on priorities. While feedback was limited, the process helped build awareness among caregivers that the LCAP exists, what it tracks, and how it connects to school decisions — a foundation the school intends to build on in future cycles to generate more substantive family input.|Met||2026-06-17|2026
19647330164780|Ednovate - Encore Arts and Media College Prep|6|Encore priority focused on safety, belonging, and connectedness for both students and staff. In the 2025-26  school year, Encore administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2026-06-04|2026
19647331931047|Birmingham Community Charter High|6|BCCHS students in all grades participated in The Strengths and Difficulties Questionnaire (SDQ).  The SDQ is a behavioral screening questionnaire that measures 25 attributes, both positive and negative.  Students in all grades also answered additional questions regarding safety, physical health and access to healthcare.  Data is provided by subgroup as follows: Total Difficulties Score: •	School-Wide: 86.7% of students scored in the average/slightly raised range •	African American: 84.8% of students scored in the average/slightly raised range •	Hispanic: 87.1% of students scored in the average/slightly raised range •	White: 80.5% of students scored in the average/slightly raised range •	EL: 82% of students scored in the average/slightly raised range •	SWD: 79.1% of students scored in the average/slightly raised range •	Homeless: 85.6% of students scored in the average/slightly raised range  Safety: How Safe Do Students Feel at School: •	School-Wide: 2.9% of students scored in the unsafe/very unsafe range •	African American: 5.2% of students scored in the unsafe/very unsafe range •	Hispanic: 2.8% of students scored in the unsafe/very unsafe range •	White: 4.5% of students scored in the unsafe/very unsafe range •	EL: 7.6% of students scored in the unsafe/very unsafe range •	SWD: 6% of students scored in the unsafe/very unsafe range •	Homeless: 2.4% of students scored in the unsafe/very unsafe range  Access to Healthcare Services/Have seen doctor or nurse in the past year: •	School-Wide: 87.4% of students answered “yes” •	African American: 84.4% of students answered “yes” •	Hispanic: 87.6% of students answered “yes” •	White: 91.1% of students answered “yes”  •	EL: 83.6% of students scored in the very easy/easy range •	SWD: 88.1% of students scored in the very easy/easy range •	Homeless: 86.7% of students scored in the very easy/easy range|Birmingham Community Charter High School's analysis of the Strengths and Difficulties Questionnaire (SDQ), school safety, and student wellness data indicates that the school provides a safe, supportive, and positive learning environment for the vast majority of students while identifying opportunities to strengthen targeted supports for specific student groups.  The SDQ results demonstrate that 86.7% of students schoolwide scored within the Average or Slightly Raised range on the Total Difficulties Score, indicating that most students exhibit age-appropriate social-emotional and behavioral functioning. This reflects the effectiveness of the school's comprehensive Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), restorative practices, counseling services, and mental health supports. Similarly, only 2.9% of students reported feeling unsafe or very unsafe at school, reinforcing that students generally perceive Birmingham as a safe and welcoming campus. Student wellness data also indicate that 87.4% of students reported seeing a doctor or nurse within the past year, suggesting that most students have access to healthcare services.  While these results represent significant strengths, the data also identify opportunities for continued improvement. English Learners (82.0%), Students with Disabilities (79.1%), and several other student groups demonstrated slightly lower percentages of students scoring within the Average or Slightly Raised range on the SDQ, indicating the need for continued monitoring and targeted social-emotional and behavioral supports. In addition, English Learners (7.6%) and Students with Disabilities (6.0%) reported feeling unsafe at higher rates than the overall student population, highlighting the importance of continuing to strengthen school connectedness, student voice, culturally responsive practices, and proactive behavioral supports for these student groups.  These findings will continue to inform the Charter School's implementation of MTSS by guiding targeted counseling services, Psychiatric Social Worker (PSW) interventions, Student Success Team (SST) meetings, PBIS initiatives, restorative practices, attendance interventions, and family engagement efforts. Birmingham will continue to use SDQ and school climate data to identify students in need of additional support, monitor the effectiveness of interventions, allocate resources, and promote positive academic, behavioral, social-emotional, and wellness outcomes for all students.|Birmingham Community Charter High School will continue to strengthen its Multi-Tiered System of Supports (MTSS) by refining existing practices based on findings from the Strengths and Difficulties Questionnaire (SDQ), school safety survey, and student wellness data. Although the data demonstrate that the majority of students experience positive social-emotional well-being and perceive the school as safe, the analysis identified opportunities to provide additional targeted supports for English Learners (EL), Students with Disabilities (SWD), and other student groups reporting higher levels of social-emotional or safety concerns.  To address these identified needs, the Charter School will continue to implement and enhance the following actions: •	Strengthen universal social-emotional screening by continuing annual administration of the SDQ and reviewing results through the MTSS framework to identify students requiring additional intervention. •	Expand targeted Tier II and Tier III supports through increased coordination among counselors, Psychiatric Social Workers (PSWs), administrators, teachers, and Student Success Teams (SSTs). •	Continue implementation of Positive Behavioral Interventions and Supports (PBIS) and restorative practices to promote positive behavior, strengthen school connectedness, and reduce behavioral concerns. •	Increase proactive outreach and check-ins for students identified through SDQ, attendance, discipline, or academic data as needing additional social-emotional or behavioral support. •	Continue monitoring subgroup data to identify disparities and ensure interventions are responsive to the needs of English Learners, Students with Disabilities, foster youth, students experiencing homelessness, and other student groups. •	Strengthen student voice by providing additional opportunities for students to share feedback regarding school climate, safety, belonging, and wellness through surveys, focus groups, and student leadership activities. •	Continue collaboration with community-based agencies and healthcare providers to connect students and families with counseling, mental health, medical, and social services when appropriate. •	Provide ongoing professional learning for staff in trauma-informed practices, restorative approaches, mental health awareness, and culturally responsive strategies to better support diverse student needs. •	Continue reviewing local data, including SDQ results, attendance, behavior, school climate, and academic performance, to evaluate the effectiveness of interventions and make data-informed adjustments throughout the school year.  These continuous improvement efforts reflect Birmingham Community Charter High School's commitment to using local data to strengthen systems of support, improve student well-being, promote equitable outcomes, and ensure that every student has access to a safe, supportive, and inclusive learning environment that fosters academic and personal success.|Met||2026-06-27|2026
19647331931708|Chatsworth Charter High|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647331931864|Grover Cleveland Charter High|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647331932623|El Camino Real Charter High|6|Rating Scale: 1 – Strongly Disagree; 2 – Disagree; 3 – Agree; 4 – Strongly Agree  Student Survey Response Rate: Annual Enrollment 2,896, 193 responses were received. Key Findings: Rated Agree or Strongly Agree when asked • Look forward to attending school – 42% • Comfortable to ask another student for help – 55% • Adults treat students with respect – 47% • School building well maintained – 50% • School has clear rules for behavior – 42% • School has high standards for achievement – 50% Rated Disagree or Strongly Disagree • Have concerns about physical safety – 64%  Family Survey Response Rate: Estimated from annual Enrollment 2,896, 306 responses were received.  Key Findings: Rated Agree or Strongly Agree when asked • Teachers have high standards for students – 56% • School has clear rules for behavior – 55% • Child feels safe at school – 60% • Staff communicate well with parents – 53% • I feel welcome at my child's school – 60% • Teachers treat all students with respect – 55% • Textbook and Instructional materials updated and in good condition – 66%  Staff Survey Response Rate: Approximately 135 teachers, 71 responses were received.  Key Findings: Rated Agree or Strongly Agree • I feel supported by other teachers – 93% • I get along well with Administrators – 83% • Feel like an important part of the school – 80% • Teachers at my school have high standards for achievement – 76% • School building is well maintained – 57% • When I report safety concerns, I believe it will be addressed – 59% • Instructional materials are updated and in good condition – 79%|The survey results highlight several strengths across the LEA. Families and staff generally perceive the schools as welcoming, supportive, and focused on high standards for student achievement. Staff report strong professional relationships and access to updated instructional materials, while families express confidence in school safety and communication.  However, the student survey results indicate areas for growth. Student perceptions of respect from adults, school connectedness, behavior expectations, and enthusiasm for attending school were notably lower than family and staff perceptions. This gap suggests that while adults view the school environment positively, some students may not feel equally connected, respected, or engaged. Additionally, only half of students agreed that the school has high academic standards and that facilities are well maintained, indicating opportunities to improve communication and student experiences related to school culture and learning environments.|In response to the survey findings, the LEA will continue to strengthen school climate and student engagement efforts. Actions will include increasing opportunities for student voice, expanding relationship-building activities between students and staff, reinforcing positive behavior expectations, and providing professional development focused on student-centered practices and respectful interactions. The LEA will also continue to review campus safety procedures and maintain open communication with families to build trust and partnership.  To address lower student perceptions of school connectedness and behavior expectations, schools will implement targeted social-emotional learning activities, student leadership opportunities, and regular feedback mechanisms to better understand student needs. The LEA will monitor future survey results, attendance data, behavior data, and other school climate indicators to evaluate the effectiveness of these actions and adjust as needed. These efforts are intended to increase student engagement, improve perceptions of respect and belonging, and create a more positive and supportive learning environment for all students.|Met||2026-06-25|2026
19647331933746|Granada Hills Charter|6|In Spring 2026, Granada Hills Charter administered local school climate surveys through Panorama Education to students, families, teachers, and staff. The surveys gathered feedback on academic needs, school safety, relationships, communication, professional learning, belonging, and overall school climate. GHC received 1,613 high school student responses, 614 TK–8 student responses, 392 family responses, 58 high school teacher responses, 37 TK–8 teacher responses, 12 high school staff responses, and 11 TK–8 staff responses. Reported student response rates were 63% for TK–8 and 34% for high school. Student-group-level results by race/ethnicity, English Learner status, disability status, foster youth, homeless youth, or socioeconomic status were not included in the reports reviewed.  Overall, results reflected positive perceptions of GHC’s academic program, student supports, and school environment. TK–8 students rated Academic Needs at 79% favorable, School Safety at 82%, and Student Relationships at 82%. High school students rated Academic Needs at 85%, School Safety at 72%, and Student Relationships at 79%. Families rated Academic Needs at 84%, Family Relationships and Communication at 83%, and School Safety at 86%. Families also reported that GHC prepares students academically for the next phase of schooling at 93%, has high expectations for all students at 92%, and provides an overall effective academic program at 89%.  Teacher and staff results also showed academic expectations as a strength. High school teachers rated Academic Needs at 86%, while TK–8 teachers also rated Academic Needs at 86%. High school staff rated Academic Needs at 95%, and TK–8 staff rated Academic Needs at 93%. Areas for continued improvement include professional learning, communication, opportunities for input, student engagement, peer respect, discipline fairness, grading transparency, and feedback loops. These findings will inform LCAP planning for academic achievement, student engagement, school climate, wellness, discipline practices, professional learning, and educational partner engagement.|Based on the Spring 2026 local climate survey data, Possip Pulse Checks, and educational partner input from students, families, teachers, and staff, Granada Hills Charter identified key strengths and needs related to school climate, academic support, family communication, professional learning, and student belonging. The available Panorama reports were disaggregated by respondent group and program, including TK–8 students, high school students, families, TK–8 teachers, high school teachers, TK–8 staff, and high school staff. Student-group-level results by race/ethnicity, English Learner status, students with disabilities, foster youth, homeless youth, or socioeconomic status were not included in the reports reviewed.  GHC’s academic program and supportive learning environment remain clear strengths. High school students rated Academic Needs at 85% favorable, while TK–8 students rated Academic Needs at 79%. Students reported strong perceptions of receiving a quality education, with high school students at 92% favorable and TK–8 students at 97%. Families also expressed confidence in the academic program, rating Academic Needs at 84%, academic preparation for the next phase of schooling at 93%, high expectations at 92%, and overall academic program effectiveness at 89%. Teachers and staff also identified academic expectations as a strength, with Academic Needs rated 86% by both high school and TK–8 teachers, 95% by high school staff, and 93% by TK–8 staff.  Safety and belonging were also strengths. Families rated School Safety at 86%, high school students reported feeling safe and comfortable at 88%, and TK–8 students reported feeling safe at 92%. Student belonging was rated 84% by high school students and 89% by TK–8 students. Family Relationships and Communication was rated 83%, and Possip data showed 94% of nearly 2,000 family responses were mostly happy.  Identified needs include increasing student engagement, strengthening peer respect, improving perceptions of discipline fairness, clarifying grading and academic communication, making family feedback loops more visible, and increasing teacher/staff voice in professional learning and decision-making. These findings will inform LCAP actions related to academic achievement, student engagement, school climate, wellness, discipline, communication, and educational partner engagement.|Based on local climate survey data, Possip Pulse Checks, SSC/LCAP Advisory input, PTSA feedback, standing committee discussions, newsletters, and educational partner feedback, GHC identified several refinements needed to support continuous improvement. Overall, educational partners continue to view GHC’s academic program, school safety, student support, family communication, enrichment opportunities, college and career supports, and wellness resources as strengths. At the same time, the data identified areas for improvement, including student engagement, peer respect, discipline fairness, grading transparency, timely academic progress communication, professional learning, staff voice, family feedback loops, and operational systems such as traffic, lunch, recess, and facilities.  To address these needs, GHC will continue strengthening communication and feedback loops by sharing survey results, Possip themes, committee feedback, and LCAP updates through newsletters, SSC/LCAP Advisory, PTSA, ELAC, Governing Board updates, and direct communication. GHC will also improve clarity around grading, progress monitoring, and learning platforms by refining the use of Canvas, Toddle, HAC, progress reports, and text/email notifications.  GHC will continue supporting student engagement through professional learning, UbD implementation, assessment data, and classroom walkthroughs focused on relevant and student-centered instruction. GHC will also refine discipline, safety, and behavior systems by strengthening communication around rules, supervision, restorative supports, and behavior expectations.  Additional refinements include expanding academic intervention and tutoring communication, strengthening college and career readiness guidance, improving professional learning and staff input processes, and reviewing operational systems that affect student and family experience. Through these actions, GHC will continue using local data and educational partner input to improve academic achievement, student engagement, school climate, wellness, safety, communication, and family partnership.|Met||2026-06-22|2026
19647331937226|Reseda Charter High|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Reseda Charter High School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647331938554|Sylmar Charter High|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647331938612|Taft Charter High|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remain strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continues to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647331938885|University High School Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts.  As an Affiliated Charter in Los Angeles Unified, University High School Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647331995836|Palisades Charter High|6|We do not have California Healthy Kids Survey.   We do use local survey and Student Focus Group. After being displaced in January 2025 due to the Palisades Fire, PCHS spent nearly a year on an alternative campus in the historic Sears building in Santa Monica before finally returning back to our home campus in January 2026. During this time PCHS was constantly responding to evolving student, family, and faculty needs. As needs were identified, PCHS moved swiftly to respond as best as possible. In April 2026, PCHS administered local surveys to students, families, and faculty to inform school-wide decisions moving forward.|Identifying Needs: Academic Support Engagement and Motivation Parent/Family Engagement & Communication  Areas of Strength: Positive School Climate High-Quality Instruction|PCHS continues to feel the impacts from the 2025 Palisades Fire even after returning to the main campus in the Palisades. As a result, LEA will Adjust Instructional Approaches to meet the gap that our students had.  PCHS continues to focus on trauma informed practices, connect students and families to resources, targeted support intervention and personalized learning. By implementing these strategies, schools can help students successfully bridge the learning gaps that may have emerged as a result of the 2025 fires.|Met||2026-06-09|2026
19647331996610|Los Angeles Leadership Academy|6||||Not Met|||2026
19647336015986|Beckford Charter for Enriched Studies|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Beckford Charter for Enriched Studies is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336016240|Calabash Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Calabash Charter Academy, is included in these school climate policies and processes.|Met||2026-06-17|2026
19647336016265|Calvert Charter for Enriched Studies|6||||Not Met|||2026
19647336016323|Canyon Charter Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336016356|Carpenter Community Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter, is included in these school climate policies and processes.|Met|Carpenter CC is committed to improving the school climate for ALL students. We have three active student identity groups (Black Student Union, Latiné Student Union & Rainbow Club) on campus that meet regularly for students to feel connected, heard, and proud of their identity. Student responses on the School Experience Survey demonstrate that the percentage of students who feel a cultural connection to our school has improved over the past few years.|2026-06-16|2026
19647336016562|Colfax Charter Elementary|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336016729|Dearborn Elementary Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts  As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter  is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336016778|Dixie Canyon Community Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remain strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.”  Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336016869|El Oro Way Charter for Enriched Studies|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336016935|Encino Charter Elementary|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Encino Charter Elementary School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336017016|Fenton Avenue Charter|6|The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students. STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 94% Curriculum: 93% Instruction: 98% Assessment: 90% School Culture: 93% Overall Satisfaction: 94% Participation Rate: 95% PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 92% Curriculum: 93% Instruction: 94% Assessment: 92% School Culture: 87% Overall Satisfaction: 92% Participation Rate: 22% STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 85% Curriculum: 97% Instruction: 80% Assessment: 90% School Culture: 77% Overall Satisfaction: 86% Participation Rate: 44% This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup.   STUDENT SUBGROUPS All: 86% EL: 75% Latino: 84% SED: 83% SWD: 80%|The School Climate Survey results reflect a highly positive school environment and strong satisfaction among staff, parents, and students.  Staff Survey Results Staff reported high levels of satisfaction across all areas: Organization (94%), Curriculum (93%), Instruction (98%), Assessment (90%), School Culture (93%), and Overall Satisfaction (94%). These results indicate confidence in the school’s leadership, curriculum, instructional practices, assessment systems, and collaborative culture.  Parent Survey Results Parents expressed strong satisfaction with Organization (92%), Curriculum (93%), Instruction (94%), Assessment (92%), School Culture (87%), and Overall Satisfaction (92%). These ratings demonstrate parent confidence in the school’s academic program, communication, student support, and overall learning environment.  Student Survey Results (Grades 3–5) Students reported positive perceptions of Organization (85%), Curriculum (97%), Instruction (80%), Assessment (90%), School Culture (77%), and Overall Satisfaction (86%). The exceptionally high curriculum rating indicates strong student engagement and interest in learning. While students generally view the school positively, school culture and instructional engagement remain areas for continued growth.  Overall Findings Across all stakeholder groups, survey results demonstrate a school climate that is highly regarded by the community, with particular strengths in curriculum, instruction, organization, and overall satisfaction. The results reflect a safe, supportive, and effective learning environment that promotes student success.  Additionally, 86% of students reported positive perceptions of school safety and connectedness, highlighting the school’s commitment to maintaining a welcoming and supportive environment.  Student Subgroup Analysis Survey data indicate differences among several student subgroups:  English Learners (EL): Report lower levels of connectedness and higher instances of bullying or feeling unsafe. Latino Students: Responses are generally aligned with overall student results. As the school’s largest subgroup, their perceptions closely mirror those of the student population as a whole. Socioeconomically Disadvantaged (SED) Students: Report lower perceptions of safety and connectedness compared to their peers. Students with Disabilities (SWD): Report feeling less safe and less connected than students without disabilities.  The school will continue prioritizing strategies that strengthen safety, belonging, and connectedness for all students, with targeted support for identified subgroups to ensure an inclusive and supportive learning environment.|Survey results revealed consistent strengths in Curriculum and Instruction across staff, parent, and student groups, demonstrating continued growth and positive perceptions over time. School Culture and Organization emerged as areas for improvement, highlighting opportunities to strengthen the overall school environment, communication systems, and administrative processes.  Participation rates varied depending on the number of respondents. Continued efforts to ensure all eligible stakeholders have access to the survey and are encouraged to participate will help increase response rates and provide a more comprehensive understanding of school climate.  To improve school climate and address the unique needs of student subgroups, the Charter School will implement the following strategies:  All Students  Foster a positive school culture where all students feel valued, respected, and connected. Implement Social-Emotional Learning (SEL) programs to strengthen emotional awareness, resilience, and interpersonal skills. Utilize restorative practices to build community and resolve conflicts constructively. Regularly collect and analyze school climate data to guide improvement efforts and monitor progress.  English Learners (EL)  Strengthen English language development and bilingual support programs. Promote cultural inclusion through diverse and culturally relevant curriculum materials. Increase parent engagement by providing communication and resources in families’ home languages.  Latino Students  Incorporate culturally relevant perspectives and experiences throughout the curriculum. Provide ongoing staff training on cultural competency and implicit bias. Create opportunities for students to connect through support groups, clubs, and leadership activities that promote belonging.  Socioeconomically Disadvantaged (SED) Students  Ensure access to essential resources, including school supplies, meals, and other support services. Expand academic interventions such as tutoring, after-school programs, and enrichment opportunities. Strengthen partnerships with families through regular communication and resource-sharing.  Students with Disabilities (SWD)  Continue promoting inclusive educational practices and ensuring appropriate accommodations are implemented. Provide specialized supports and services based on individual student needs. Foster meaningful participation in school activities and opportunities that strengthen school connectedness.  These targeted actions will support a safe, inclusive, and supportive learning environment while addressing the needs of identified student groups and strengthening overall school climate.|Met||2026-06-11|2026
19647336017438|Hamlin Charter Academy|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336017529|Haynes Charter for Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336017693|Justice Street Academy Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Justice St. Academy is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336017701|Kenter Canyon Elementary Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Kenter Canyon Elementary is included in these school climate policies and processes.|Met|Kenter Canyon Elementary demonstrated strong engagement from all stakeholder groups by achieving a 100% participation rate in the 2024–25 School Experience Survey among students, staff, and parents. This high level of participation reflects the school's commitment to fostering a positive school climate, valuing stakeholder voice, and using feedback to support continuous improvement in student learning, safety, and well-being.|2026-06-16|2026
19647336017743|Knollwood Preparatory Academy|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts.  As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336017891|Lockhurst Drive Charter Elementary|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336018063|Marquez Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Marquez Charter School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336018204|Montague Charter Academy|6|MCA administered local climate surveys to students in grades 2 through 5, teachers and staff, and parents/guardians to assess perceptions of safety, connectedness, collegiality, communication, and overall satisfaction with the instructional program. Student participation was strong, with 95% of students in grades 2 through 5 participating. Student results indicate that 94% of students reported feeling safe and 90% reported feeling connected to the Charter School. These results demonstrate that students generally experience MCA as a safe and supportive learning environment, while also identifying student connectedness as an area for continued attention.  Teacher and staff participation was 60%. Staff survey results were positive, with 93% reporting safety and 92% expressing satisfaction with the food program. While “supports collegiality” was not an exact survey item, the closest related measure indicated 90% positive feedback, showing that staff generally experience MCA as a collaborative and supportive work environment. Educational partner feedback also reflected pride in student redesignation rates, growth in iReady and DIBELS benchmark data, and satisfaction with communication, while also noting staff concerns related to possible layoffs and the reduction of COVID funds.  Parent participation was 20%, which is an area for improvement. Parent responses were highly positive among those who participated, with 90% satisfaction with safety, 94% satisfaction with the instructional program, and 95% satisfaction with involvement and welcoming. These results indicate that participating families feel safe, welcomed, and satisfied with MCA’s program and communication. MCA will continue efforts to increase parent participation so survey results reflect a broader range of family perspectives.  Additional local climate indicators support the survey findings. MCA maintained a very low suspension rate on the 2025 Dashboard, with an overall suspension rate of 0.1% and all significant student groups also performing at the Very Low level. However, chronic absenteeism remains an area of need, with an overall rate of 25.4% in 2025. MCA is continuing to work on attendance recovery through family outreach, attendance supports, and engagement strategies designed to strengthen student connectedness and daily attendance.|Key learnings from the local climate survey data show that MCA has strong overall school climate results, particularly in the areas of safety, welcoming environment, communication, and satisfaction with the instructional program. Student survey results indicate that students in grades 2 through 5 generally feel safe and connected, with 94% reporting that they feel safe and 90% reporting that they feel connected. This demonstrates that MCA has created a positive and supportive learning environment for students, supported by low suspension rates, social emotional supports, positive behavior systems, and strong staff relationships.  Parent survey results also show important areas of strength. Among participating parents, 90% reported satisfaction with safety, 94% reported satisfaction with the instructional program, and 95% reported satisfaction with involvement and welcoming. These results indicate that families who responded feel welcomed, informed, and generally satisfied with MCA’s academic program and school climate. Teacher and staff results were also positive, with 93% reporting safety, 90% providing positive feedback on collegiality related items, and 92% reporting satisfaction with the food program. Staff feedback also reflected pride in student redesignation rates, growth in iReady and DIBELS benchmark data, and overall communication.  Identified needs include increasing parent participation in the climate survey, as only 20% of parents participated. MCA will need to continue expanding outreach so survey results reflect a broader range of family voices, including families who may be less connected to existing engagement structures. Student connectedness, while positive at 90%, is also an area for continued growth. In addition, chronic absenteeism remains a key climate and engagement concern, and MCA will continue focusing on attendance recovery, family outreach, student engagement, and supports that help students attend consistently and feel connected to the Charter School. Staff concerns related to potential layoffs and reduced COVID funds also highlight the need for continued transparent communication, staff support, and careful planning as MCA sustains programs and services.|MCA will use the local climate survey results and educational partner feedback to continue refining plans, procedures, and communication systems that support safety, connectedness, attendance, and family engagement. While survey results show strong perceptions of safety, welcoming, and satisfaction with the instructional program, MCA will continue to strengthen student connectedness and address chronic absenteeism through attendance recovery efforts, family outreach, attendance incentives, transportation supports as needed, counseling services, and positive behavior supports.  MCA will also revise its survey outreach procedures to increase parent participation beyond the current 20% response rate. The Charter School will provide additional reminders through ParentSquare, newsletters, phone calls, and in person meetings, and will offer opportunities for families to complete surveys during SSC, ELAC, Coffee with the Principal, Community Schools meetings, workshops, and Charter School events. These steps are intended to ensure that survey data reflect a broader range of parent and guardian voices, including underrepresented families.  In response to teacher and staff feedback, including concerns regarding possible layoffs and the reduction of COVID funds, MCA will continue transparent communication with staff regarding budget planning, staffing priorities, and sustainability of programs and services. MCA will also continue to support staff collaboration, collegiality, and morale through regular meetings, professional development, and opportunities for staff input.  For continuous improvement, MCA will maintain existing strengths, including counseling and wellness supports, MooZoom, the Positive Behavior Program, family communication systems, and parent engagement opportunities, while continuing to monitor local climate survey results, attendance data, suspension data, parent participation, and student connectedness. These actions will help MCA sustain a safe, welcoming, and supportive Charter School climate while addressing identified areas of need.|Met||2026-05-28|2026
19647336018287|Nestle Avenue Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Nestle Charter Elementary is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336018634|Palisades Charter Elementary|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336018642|Pacoima Charter Elementary|6|Pacoima Charter School administers California Healthy Kids Survey to its  6th grade students. This year it will administer it to our 5th graders and 6th graders.|Pacoima Charter School utilized its own Student School Climate survey for 6th grade students. Results of the survey showed that students feel the following: Many students report feeling safe in classrooms and outside the classroom 1. Majority of student feel that have a positive connection to the school 2. Positive relationships with teachers are linked to better academic motivation 3. Majority of students feel they are respected 4. Students appreciate when they receive timely, personalized help|PCS will continue to use Restorative Justice practices to assist in building community and fostering a healthy school environment.|Met||2026-06-09|2026
19647336018725|Plainview Academic Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336018774|Pomelo Community Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Pomelo CC is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336018923|Riverside Drive Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results, as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase, and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019079|Santa Monica Boulevard Community Charter|6|School Climate Survey Analysis  The School Climate Survey results reflect high levels of satisfaction among staff, parents, and students across the areas of Organization, Curriculum, Instruction, Assessment, and School Culture. Overall, the findings demonstrate a positive and supportive learning environment with strong stakeholder confidence in the school’s educational program.  Staff Survey Results Staff reported strong satisfaction across all categories: Organization (96%), Curriculum (93%), Instruction (95%), Assessment (95%), School Culture (95%), and Overall Satisfaction (95%), with a participation rate of 97%. These results indicate confidence in the school’s leadership, instructional practices, assessment systems, and organizational effectiveness. Staff view the school as a supportive and productive workplace focused on student success.  Parent Survey Results Parents reported exceptionally high satisfaction: Organization (99%), Curriculum (100%), Instruction (99%), Assessment (100%), School Culture (97%), and Overall Satisfaction (99%), with a participation rate of 21%. These results demonstrate strong parent confidence in the school’s academic program, communication, assessment practices, and commitment to providing a safe and supportive learning environment.  Student Survey Results (Grades 3–5) Students reported positive perceptions across all survey categories: Organization (87%), Curriculum (97%), Instruction (87%), Assessment (90%), School Culture (83%), and Overall Satisfaction (89%), with a participation rate of 68%. Students rated curriculum particularly highly, indicating strong engagement with learning. Organization, instruction, and school culture remain positive but represent opportunities for continued growth.  School Safety and Connectedness Student perceptions of school safety and connectedness were analyzed by subgroup:  All Students: 89% English Learners (EL): 86% Latino Students: 88% Socioeconomically Disadvantaged (SED): 86% Students with Disabilities (SWD): 84%  While overall perceptions are positive, subgroup data indicate opportunities to strengthen support for English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities to ensure equitable experiences for all students.  Overall Findings Across all stakeholder groups, survey results demonstrate a highly positive school climate and strong support for the Charter School’s educational program. Particular strengths include curriculum, instruction, assessment, and organizational effectiveness. Parent satisfaction is exceptionally high, while staff and students also report strong positive perceptions of the school environment. The Charter School will continue using survey data to guide improvement efforts, strengthen school culture, increase student connectedness, and ensure all students feel safe, supported, and valued.|School Climate Survey Analysis  The School Climate Survey results demonstrate high levels of satisfaction among staff, parents, and students across Organization, Curriculum, Instruction, Assessment, and School Culture. Overall, stakeholders view the Charter School as a positive, supportive, and effective learning environment.  Staff Survey Results Staff reported strong satisfaction across all areas: Organization (96%), Curriculum (93%), Instruction (95%), Assessment (95%), School Culture (95%), and Overall Satisfaction (95%). These results reflect confidence in the school’s leadership, curriculum, instructional practices, assessment systems, and organizational effectiveness. Staff view the school as a supportive workplace that promotes collaboration and student success.  Parent Survey Results Parents reported exceptionally high satisfaction: Organization (99%), Curriculum (100%), Instruction (99%), Assessment (100%), School Culture (97%), and Overall Satisfaction (99%). These results demonstrate strong parent confidence in the school’s academic program, communication, assessment practices, and commitment to providing a safe and nurturing environment.  Student Survey Results (Grades 3–5) Students reported positive perceptions across all survey categories: Organization (87%), Curriculum (97%), Instruction (87%), Assessment (90%), School Culture (83%), and Overall Satisfaction (89%). Students rated curriculum particularly highly, indicating strong engagement with learning and satisfaction with academic opportunities. Organization, instruction, and school culture remain areas for continued growth.  School Safety and Connectedness Overall, 89% of students reported positive perceptions of school safety and connectedness, reflecting a generally supportive and welcoming environment.  Subgroup data indicate opportunities for targeted support:  English Learners (EL): Report lower levels of connectedness and greater concerns related to bullying and safety. Latino Students: Responses are generally aligned with overall student results. Socioeconomically Disadvantaged (SED) Students: Report lower perceptions of safety and connectedness than their peers. Students with Disabilities (SWD): Report feeling less safe and less connected than students without disabilities.  Overall Findings Across all stakeholder groups, survey results demonstrate a highly positive school climate with particular strengths in curriculum, instruction, assessment, and organizational effectiveness. Parent satisfaction is exceptionally high, while staff and students also report strong positive perceptions of the school environment. The Charter School will continue using survey data to strengthen school culture, increase student connectedness, and ensure all students feel safe, supported, and valued.|Survey results identified consistent strengths in Curriculum and Instruction among staff, parents, and students, reflecting positive outcomes and continued growth over time. School Culture and Organization emerged as areas for improvement, providing direction for targeted efforts to strengthen the overall school environment and support systems. Participation rates varied across stakeholder groups, highlighting the importance of continued outreach and engagement to ensure broad representation in future surveys.  The SMBCCS School Climate Survey results demonstrate high levels of satisfaction across all stakeholder groups. Staff participation was 97%, student participation was 68%, and parent participation was 21%. Despite lower parent participation, responses reflected exceptionally positive perceptions of the school.  Organization received strong ratings from staff (96%) and parents (99%), while students reported a positive rating of 87%. Instruction was also highly rated, with staff reporting 95%, parents 99%, and students 87% satisfaction. Curriculum received particularly favorable ratings, with parents at 100%, students at 97%, and staff at 93%, indicating strong confidence in the school's academic program and learning resources.  Assessment practices were viewed positively across all groups, with satisfaction rates of 95% from staff, 100% from parents, and 90% from students. These results reflect confidence in the school's use of assessments to monitor progress and support student learning.  School Culture emerged as the primary area for growth. While staff (95%) and parents (97%) reported highly positive perceptions, students rated this area at 83%, suggesting opportunities to strengthen student connectedness, belonging, and overall school experience.  Overall satisfaction remained high across all stakeholder groups, with 95% of staff, 99% of parents, and 89% of students reporting positive experiences.  To address identified needs, the Charter School will continue implementing targeted strategies to strengthen school climate. These include promoting a positive and inclusive culture, expanding Social-Emotional Learning (SEL), utilizing restorative practices, and using school climate data to guide improvement efforts.  Additional supports will focus on student subgroups. English Learners will receive enhanced language development services, culturally inclusive practices, and increased family engagement. Latino students will benefit from culturally relevant curriculum and opportunities that foster belonging. Socioeconomically Disadvantaged students will receive expanded access to academic and family support resources. Students with Disabilities will continue to receive inclusive educational opportunities, specialized services, and individualized supports.  These efforts will strengthen school culture, increase student engagement and connectedness, and ensure all students experience a safe, supportive, and inclusive learning environment.|Met||2026-06-11|2026
19647336019111|Serrania Avenue Charter for Enriched Studies|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Serrania Avenue Charter for Enriched Studies is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019186|Sherman Oaks Elementary Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019392|Superior Street Elementary|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019525|Topanga Elementary Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019533|Topeka Charter School for Advanced Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Topeka Charter for Advanced Studies is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019673|Van Gogh Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Van Gogh is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019715|Vaughn Next Century Learning Center|6|The survey reveals strong performance across most areas, with particularly high scores in Expectations & Behavior (92%) and High Quality Schooling (89%). Students demonstrate clear understanding of school rules and expectations, and feel academically supported by teachers. However, student-to-student relationships present a notable challenge, with Student Relationships scoring 74% and specific concerns around rumor-spreading (66%). The Safety topic shows mixed results, with strong emergency preparedness (93%) but lower perceptions of peer kindness (53%). Without national benchmark data, these scores provide a baseline for future comparison and targeted improvement efforts.|Strengths Expectations & Behavior achieves the highest score at 92%, with 97% of students understanding school rules and appropriate behavior, indicating highly effective communication of behavioral standards.  High Quality Schooling scores 89%, with 96% of students feeling expected to do their best, demonstrating strong academic expectations and teacher support for student achievement.  Emergency preparedness stands out with 93% of students knowing steps to follow in emergencies, showing effective safety training and communication protocols.  Opportunities Students spreading rumors, gossip, or lies scores only 66%, representing the lowest individual question score and indicating a need for targeted interventions around peer communication and respect. Perceptions of peer kindness score 53%, the lowest topic-level question, suggesting opportunities to strengthen positive peer interactions and create a more supportive student culture. Participation & Leadership scores 81% overall, but only 71% of students believe there are enough activities matching their interests, indicating a need to diversify extracurricular offerings.|Based on the analysis of local data and key learnings from the annual climate survey, the LEA has identified several areas requiring targeted improvement to strengthen student relationships, belonging, and school connectedness. While overall school climate results remain positive, the data indicate opportunities to improve peer interactions, expand student engagement, and foster a more inclusive school culture.  Survey results revealed that only 66% of students reported that peers refrain from spreading rumors, gossip, or lies, representing the lowest individual item on the survey. Additionally, perceptions of peer kindness received the lowest topic-level score at 53%, highlighting a need to intentionally strengthen respectful communication, empathy, and positive peer relationships across school sites. In response, the LEA will continue to enhance its social-emotional learning (SEL) efforts by strengthening explicit instruction in respectful communication, conflict resolution, empathy, and digital citizenship within advisory periods and classroom instruction. School leaders will also review and strengthen restorative practices, increase opportunities for students to engage in community-building activities.  Although students reported an overall positive perception of participation and leadership opportunities (81%), only 71% agreed that there are enough activities that match their interests. To address this gap, the LEA will expand opportunities for student voice by conducting additional interest surveys, engaging student leadership groups in planning school activities, and reviewing extracurricular offerings to better reflect the diverse interests of the student population. School leaders will collaborate with students, staff, and families to identify opportunities for new clubs, enrichment activities, and leadership experiences that increase student engagement and belonging.  These actions reflect the LEA's commitment to continuous improvement by using local data to refine existing practices, strengthen school culture, and ensure that all students experience a safe, welcoming, and engaging learning environment. Progress will be monitored through ongoing climate surveys, student feedback opportunities, discipline and behavioral data, and regular review of participation in extracurricular activities to evaluate the effectiveness of implemented strategies and inform future improvements.|Met||2026-06-24|2026
19647336019855|Welby Way Charter Elementary School And Gifted-High Ability Magnet|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Welby Way Charter and Gifted Magnet is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019939|Westwood Charter Elementary|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Westwood Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336019954|Wilbur Charter for Enriched Academics|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Wilbur Charter for Enriched Academics is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336020036|Woodlake Elementary Community Charter|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Woodlake ECC is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336020044|Woodland Hills Elementary Charter for Enriched Studies|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Woodland Hills Elementary Charter for Enriched Studies is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336057988|Emerson Community Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Emerson Community Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336058150|Louis Armstrong Middle|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Armstrong Middle School, is included in these school climate policies and processes.|Not Met|||2026
19647336058267|Paul Revere Charter Middle|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336061477|George Ellery Hale Charter Academy|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2025–26 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, George Ellery Hale Charter Academy is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336061543|Alfred B. Nobel Charter Middle|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336061584|Gaspar De Portola Charter Middle|6|n alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Portola Middle School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336071435|Castlebay Lane Charter|6|The District was asked to administer a school climate survey to measure its progress on perceived school safety and connectedness. The LAUSD School Experience Survey was administered in Spring 2025, with very strong participation rates among students (94%), parents (63%), staff (97%), and teachers (99%). The emphasis on community-based safety has demonstrated positive results as evidenced by students at all grade spans, elementary, middle, and high school, reporting an increased feeling of safety in school and their neighborhood.   Continuing to align safety efforts through the Every School Safe (ESS) Blueprint has led to positive outcomes on the 2024–25 School Experience Survey, with improvements noted in all areas related to safety both on campus and in the surrounding neighborhood. The emphasis on community-based safety has inspired a unified effort to ensure that students are protected both on campus and in the surrounding community.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2024-25 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2024–25 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336094726|Community Magnet Charter Elementary|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these school climate policies and processes.|Met||2026-06-16|2026
19647336097927|Open Charter Magnet|6|In alignment with LCFF priorities related to school climate and family engagement, the School Experience Survey results for the 2025-26 school year indicate that perceptions of safety and connectedness remains strong among adults and are improving for students. Parent responses remained stable districtwide, with 87% reporting their child feels safe on campus and 91% feeling welcome to participate. Gains are evident at the middle school level. Parent agreement increased from 87% to 88% on the statement, “I feel welcome to participate at this school.” Additionally, the percentage of parents who agreed that “My child is safe on school grounds” rose from 79% to 82%. Staff continue to report high levels of safety, holding steady at 95% on campus and increasing from 85% to 87% in neighborhood safety, with growth across all school types. Student perceptions show the most notable improvement, increasing from 64% to 68% for school safety and from 57% to 60% for neighborhood safety, with gains across elementary, middle, and high schools. While trending upwards, the data still signals a continued need for targeted support and strategies to enhance students’ sense of safety and well-being.|The Every School Safe (ESS) Blueprint underscores the importance of collaboration, clear communication, and proactive strategies to strengthen safety across school communities.  The key findings from the analysis of the 2025-26 School Year are below:  The highest gains on the School Experience Survey came from parents of high school students, with a 4% increase and parents of middle school students, with a 3% increase in those who reported feeling that their child is safe on school grounds.  Middle school students reported the highest increases in both feeling safe at school (2% growth) and feeling safe in their neighborhood (4% growth), according to the 2025–26 School Experience Survey.|Establishing additional partnerships with community-based organizations has proven beneficial. Continued alignment with those rooted in our local communities across the District will be essential to sustaining and advancing our school safety efforts As an Affiliated Charter in Los Angeles Unified, Open Charter Magnet School is included in these school climate policies and processes.|Met|LAUSD continues to make measurable progress in ensuring that all students have equitable access to and are enrolled in a broad course of study aligned to state and District expectations. The District leverages integrated data systems, including MiSiS and FOCUS, to monitor student enrollment, T	rack progress, and identify gaps in course access across student groups. Through routine data reviews and cross-divisional collaboration, LAUSD ensures that schools are providing equitable access to rigorous and comprehensive coursework.  At the secondary level, schools are responsible for scheduling students into courses that meet California Department of Education requirements, LAUSD graduation requirements, and A-G expectations. MiSiS graduation tools and FOCUS monitoring reports provide school staff with timely information to track student progress, support individualized planning, and promote equitable access to required coursework.  At the elementary level, schools continue to implement daily instructional schedules that reflect the full scope of the standards-based curriculum across core subject areas, including English Language Arts, Mathematics, Science, History/Social Science, the Arts, Physical Education, and Health. As an Affiliated Charter School in Los Angeles Unified, Open Charter Magnet School is included in these policies and processes as related to a broad course of study.|2026-06-16|2026
19647336112536|Accelerated|6|The Spring 2026 Panorama Educational Partner Survey provides TAS with school climate data across students, staff, and families at both the elementary and middle school levels. Student responses include 187 students in grades 3 through 5 and 316 students in grades 6 through 8, with results benchmarked against national data. At the elementary level, overall School Climate ranked at the 30th national percentile. Teacher Student Relationships ranked at the 50th percentile, with 75% of students reporting respectful interactions with teachers. School Safety ranked at the 10th percentile, and selected items include 59% reporting a positive school mood and 12% reporting that peers follow school rules. At the middle school level, overall School Climate also ranked at the 30th national percentile. School Safety ranked at the 60th percentile, while Student Engagement ranked below the 10th percentile, with 11% of students reporting excitement about going to class. Teacher Student Relationships ranked at the 10th percentile. Family survey results were more favorable, with School Climate ranking at the 70th national percentile for elementary families and the 60th percentile for middle school families.|Analysis of the Spring 2026 Panorama survey data highlights both strengths and areas for continued growth in TAS’s school climate. A key strength is the strong level of family trust in the school. Family climate scores ranked at or above the 60th national percentile across both campuses, indicating that families view TAS as a supportive and respectful environment. Student data identify important areas for focus. Engagement and teacher to student relationships are not yet consistent, particularly at the middle school level, where both areas ranked below the 10th national percentile. At the elementary level, school safety ranked at the 10th national percentile, indicating an opportunity to strengthen students’ sense of safety and belonging. Overall, the data suggest an opportunity to strengthen the daily student experience by deepening relationships, increasing engagement, and reinforcing consistent expectations across campuses.|In response to the Spring 2026 climate data, TAS will continue to refine practices across instruction, student support, and school culture to strengthen the student experience. At the middle school level, the school will continue to support instructional practices that build stronger relationships and increase student engagement, including ongoing professional development focused on student-centered learning and connection. To support a positive and consistent school environment, TAS will review and strengthen schoolwide behavior systems, with an emphasis on clear expectations and consistent communication with students and families. The school will also continue to assess staffing structures that support student behavior and culture. In addition, TAS will expand opportunities for student voice by incorporating more regular feedback into school planning. These efforts are intended to ensure that student perspectives inform ongoing improvements in school climate.|Met||2026-06-10|2026
19647336114912|Watts Learning Center|6|Watts Learning Center continues to prioritize strengthening engagement among underrepresented families, with a particular focus on increasing meaningful participation from African American families in school life and leadership structures. While the school provides multiple avenues for engagement, there is ongoing work to ensure that African American families are consistently represented in school events, advisory bodies, and decision-making roles. A key strategy in this effort is the continued development and utilization of the Black Family Advisory Council, which serves as a dedicated space for African American families to share feedback, build community, and collaborate with school leadership. The council will also function as a pipeline for increased participation in broader school leadership opportunities, helping to elevate family voice within existing structures such as parent committees and advisory groups. In addition, Watts Learning Center aims to increase African American family participation at school-wide events and expand recruitment into formal leadership positions. This includes intentional outreach, relationship-building, and the creation of culturally responsive engagement opportunities that reflect the interests and needs of African American families. Through these efforts, the school seeks to strengthen representation, deepen trust, and ensure that African American families are fully included as partners in shaping the direction of the school community.|Analysis of the spring 2025-26 Panorama results surfaces both clear areas of strength and specific areas of identified need for the school's MTSS and school climate work. Areas of Strength. The most consistent strength is the adult-student relationship. Within School Belonging, students rated the support adults give them at 71% favorable, and within School Climate they rated their teachers' excitement to teach at 65%, with the school's overall mood at 66%. These items, all in the school's two highest-scoring climate areas after Safety, indicate that students experience adults as supportive, engaging, and positive. School Engagement showed the largest gain from the prior administration, up 7 points, with focus in class at 64% favorable, and benchmarked in the 60th-79th national percentile. Three of four topics improved year over year, and online bullying was rated unlikely by 71% of students, suggesting that the school's digital climate is a relative strength. Identified Needs. Item-level data point to three priority needs. First, peer relationships and respect: only 44% of students rated peer respect favorably within Belonging, and only 22% reported that disrespect among students was rare within Safety, indicating that student-to-student interactions are the climate domain where students experience the most strain. Second, behavior and the environment within Climate: only 21% rated how well students follow the rules favorably, and only 38% rated the building cleanliness favorably, the two lowest items in the report. Third, engagement beyond the classroom: only 25% reported talking about class ideas outside of school and 42% reported being excited about going to class, the lowest Engagement items, indicating room to deepen relevance and motivation. Disaggregation. The spring 2025-26 instrument used by the school produces schoolwide percentages only and does not include student-group disaggregation. As a result, the analysis above describes schoolwide patterns, and the school cannot draw item-level conclusions for English learners, students with disabilities, foster youth, or specific racial and ethnic groups from this single source. The school will triangulate findings using qualitative input from the Black Family Advisory Council and the ELAC and ongoing Panorama administrations to surface group-specific patterns. Implications. These learnings reinforce the MTSS and family-and-community-partnership goals for 2026-27 and the Tier 1 SEL and PBIS supports, including schoolwide Seven Mindsets, CHAMPS, and restorative community circles, as the primary levers for strengthening peer respect, behavior, and engagement.|In response to the strengths and needs identified through the spring 2025-26 Panorama analysis, the school has determined that several existing plans, actions, and procedures should be adjusted or reinforced for 2026-27 to support continuous improvement on Priority 6. Schoolwide SEL Curriculum. Following a 2025-26 pilot of Seven Mindsets in third and fourth grade and an expansion to grades 1 and 2 in spring 2026, the school will move to full schoolwide implementation of Seven Mindsets in 2026-27. This change directly addresses the lowest-favorable items in the survey, peer respect (44%) and disrespect among students (only 22% favorable), by establishing a single, consistent SEL framework across all grade levels. PBIS and Behavior Procedures. To address the 21% favorable rating on how well students follow rules, the school will continue to deepen its CHAMPS PBIS implementation through weekly grade-level CHAMPS lessons and check-ins, trimester and classroom CHAMPS celebrations, schoolwide CHAMPS assemblies, and Kindness Week. School counselor and administrator facilitation of restorative community circles will continue, ensuring consistent adult support for relationship-building and conflict resolution. Student Engagement and Motivation. To address the lowest-rated Engagement items (25% talking about class ideas outside school and 42% excited about going to class), teachers will use the school's professional learning structures, including PLCs and vertical alignment teams, to strengthen instructional relevance and student voice. The school will also continue field trips, schoolwide assemblies, and the full slate of extracurricular and enrichment opportunities described in its Safe and Supportive Learning Environment and Broad Course of Study actions. Facility and Environment Procedures. In response to the 38% favorable rating on building cleanliness, classified staff will conduct monthly facility walk-throughs, a recommendation that came from the school's classified-staff educational partner engagement, to identify maintenance needs, safety concerns, and improvement opportunities proactively. Disaggregation and Continuous Improvement. The school will continue to administer Panorama at three points each year and will pair these results with qualitative input from the Black Family Advisory Council, the ELAC, Coffee with the Principal, and the Strong Start surveys to surface group-specific patterns the current instrument does not produce. Results will be reviewed by the leadership team and PLCs through the school's data review cycles to refine actions across the LCAP's three goals throughout the year.|Met||2026-06-24|2026
19647336116750|PUC Community Charter Middle and PUC Community Charter Early College High|6|PUC CCMS-CCECHS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows:  Community Charter Middle School Construct/ Item/Question/ % Favorable Rating General Education Captivate/My teacher makes learning enjoyable  81% Care/ My teacher in this class makes me feel that she really cares about me/ 85% Care/My teacher really tries to understand how students feel about things/ 83% Confer/My teacher respects my ideas and suggestions/ 89% Confer/My teacher wants us to share our thoughts/ 90% Consolidate/The comments that I get on my work in this class help me understand how to improve./88% Control/Student behavior in this class is under control./ 79% Safety/I feel physically safe in this classroom./89% Safety/I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./92%  PUC Community Charter Early College High School Captivate/My teacher makes learning enjoyable/ 79% Care/My teacher in this class makes me feel that she really cares about me/ 82% Care/ My teacher really tries to understand how students feel about things/ 82% Confer/My teacher respects my ideas and suggestions/ 86% Confer/ My teacher wants us to share our thoughts/ 86% Consolidate/ The comments that I get on my work in this class help me understand how to improve./ 82% Control/ Student behavior in this class is under control./82% Safety/I feel physically safe in this classroom./ 86% Safety/I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know./ 86%|PUC Community Charter Middle School received an overall score of 4.49 out of 5 and an Average % Favorable of 88%. PUC Community Charter Early College High School received an overall score of 4.37 out of 5 and an Average % Favorable of 84%. During the 2025-2026SY, PUC CCMS and PUC CCECHS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care.|The social-emotional well-being of all students is also another focus during the school year and moving into next school year.. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CCMS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC CCECHS will continue professional development for teachers to design rigorous and culturally responsive learning experiences as well as a focus on positive relationships among all stakeholders.|Met||2026-06-10|2026
19647336117048|ICEF View Park Preparatory Elementary|6|ICEF View Park Preparatory Elementary School administered the Fall 2025  Panorama Student Survey:   Summary of results  90% School Belonging: How much studentS feel they are valued members of the school community. 41% School Climate: Perceptions of the overall social and learning climate of the school. 75% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 49% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Elementary School administered the Fall 2025  Panorama Student Survey:   Summary of results  90% School Belonging: How much studentS feel they are valued members of the school community. 41% School Climate: Perceptions of the overall social and learning climate of the school. 75% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 49% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Elementary School administered the Fall 2025  Panorama Student Survey:   Summary of results  90% School Belonging: How much studentS feel they are valued members of the school community. 41% School Climate: Perceptions of the overall social and learning climate of the school. 75% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 49% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2026-06-18|2026
19647336117667|Camino Nuevo Charter Academy|6|Our latest data highlights strong, positive connections across our school community, with most students feeling safe, supported, and valued by their teachers and staff. We are thrilled to see significant growth among our 3rd to 5th graders, including a 9% increase in students who feel proud to attend Camino Nuevo Charter Academy. Additionally, the sense of belonging among this group rose by 11%. Relationships also improved across the board, showing measurable growth in connections between staff, teachers, and peers alike.|While we are proud that our continuous focus on belonging has led to steady growth among 3rd to 12th graders, the data highlights clear opportunities to further strengthen our 6th to 12th-grade community. Even as secondary students report a rise in school pride and a modest increase in connection, we must remain dedicated to deepening their sense of belonging. Moving forward, we will target these opportunities by focusing on classroom engagement and building stronger peer-to-peer relationships.|We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have continued this strategic work with the following:   Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated.   Power of Zero No Bully Program: No Bully by The Power of Zero: The No Bully Program is built on evidence-based strategies that interrupt bullying dynamics by focusing on empathy, relationship-building, and restorative problem-solving rather than punishment.   Step Forward Culture: We have implemented a Step Forward Culture initiative where we are committed to building a school where every student feels safe, valued, and ready to learn. This starts with all adults stepping forward to interrupt microaggressions, model our values, and promote belonging. We're using the No Bully system, restorative justice, and trauma-informed practices to do this work together.  Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life.   Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible.|Met||2026-06-16|2026
19647336119044|Multicultural Learning Center|6|"Student climate surveys in grades 4-8 indicate that students generally experience MLC as a positive, supportive, and safe learning environment. Elementary students (grades 4-5) reported particularly strong perceptions of school climate, with 95.7% indicating that the overall energy at school is somewhat positive or better, 88.2% reporting a moderate or stronger sense of belonging, and more than 90% reporting that teachers encourage them to do their best and persevere through challenges. Students frequently identified supportive teachers, field trips, PE, bilingual instruction, counseling services, and school activities as strengths of the school.  Middle school students (grades 6-8) also reported positive perceptions of school climate. Over 92% described the school's overall energy as somewhat positive or better, 85.3% reported at least a moderate sense of belonging, and 78.3% indicated that students who experience bullying can easily access support from an adult. Students identified caring teachers, wellness supports, school events, electives, athletics, and opportunities for student leadership as important strengths that should continue.  Survey results also identified several areas for improvement. Across both grade spans, school meal quality was the most frequently cited concern. Elementary students additionally identified playground and field conditions, restroom facilities, and peer behavior as areas needing attention. Middle school students expressed concerns regarding perceptions of fairness related to school rules and policies, teacher stability, opportunities for student voice, and stronger connections with adults on campus. While 65.5% of middle school students reported feeling at least moderately connected to adults at school, only 34.5% reported feeling connected ""a lot"" or ""a great deal,"" indicating an opportunity to strengthen student-adult relationships.  Analysis of survey responses demonstrates that students generally feel safe, supported, and connected at MLC. The survey also provides actionable feedback that will guide continuous improvement efforts related to student engagement, school climate, facilities, nutrition services, student voice, and social-emotional supports. These findings will inform future LCAP actions and school climate initiatives designed to maintain a positive learning environment while addressing identified areas of need."|"Survey results indicate that students generally feel safe at school and know where to seek support when needed. Most students reported positive school energy and a sense of belonging. Middle school students also demonstrated a strong commitment to academic success, with nearly 80% reporting that grades are important to them. In addition, more than three-quarters of middle school students reported that students experiencing bullying can access support from an adult.  The data also identified areas for growth. Across both grade spans, school meal quality was the most frequently cited concern. Given that our Advisory Councils focus this year was to help select a new food service management company for this coming school year and students were involved in the selection, was a great opportunity for them to participate in such a much desired area of improvement. Students also identified facilities-related needs, including playground and field conditions, restroom cleanliness, and access to equipment. Survey results further suggest opportunities to strengthen student-adult connectedness. While most students reported feeling at least moderately connected to adults at school, fewer students reported strong levels of connection or feeling fully understood by adults, particularly in middle school.  Differences between grade spans were also evident. Elementary students generally reported more favorable perceptions of school climate, belonging, and adult relationships. For example, 88.2% of elementary students reported at least a moderate sense of belonging, compared to 85.3% of middle school students. Elementary students also reported stronger connections with adults, with 47.3% indicating they felt connected to adults at school ""a lot"" or ""a great deal,"" compared to 34.5% of middle school students. Similarly, 47.3% of elementary students reported that people at school understand them as a person ""a lot"" or ""a great deal,"" compared to 33.6% of middle school students. Middle school students also expressed greater concern regarding school policies and procedures, with only 13.8% reporting that school rules are fair ""a lot"" or ""a great deal."" These findings suggest a need to increase opportunities for meaningful student input, strengthen student-adult connectedness, and improve communication regarding school expectations.  Based on these findings, MLC will continue to build upon its strengths in fostering supportive relationships, student wellness, and a positive school culture while prioritizing efforts to strengthen student voice, improve student-adult connectedness, enhance facilities and nutrition services, and ensure all students feel heard, supported, and engaged in their school community."|To strengthen student-adult connectedness, MLC will continue to invest in social-emotional learning, counseling services, wellness supports, and relationship-building practices that help students feel known, valued, and supported. Staff will continue to receive professional development focused on creating inclusive classroom environments, fostering positive relationships, and supporting student well-being.  In response to middle school feedback regarding school policies and procedures, MLC will review opportunities to improve communication regarding school expectations and ensure students understand the purpose and rationale behind schoolwide practices. School leaders will continue to seek student feedback when evaluating school climate initiatives and student support systems.  Additionally, MLC will continue efforts to improve facilities and maintain clean, safe, and welcoming learning environments. During the 2025-2026 school year, the school made significant investments in campus improvements, including restroom renovations and campus beautification projects at the elementary campus. In response to student feedback regarding meal quality, MLC has also entered into a partnership with a new Food Service Management Company and will work closely with the provider to enhance menu offerings, improve meal quality, and regularly review student feedback. The school will monitor progress through annual climate surveys, ongoing student feedback opportunities, and stakeholder engagement activities to evaluate the effectiveness of these improvements and identify additional areas for continuous improvement.  Through these actions, MLC will continue to build upon its strengths while addressing identified areas of need to ensure all students experience a safe, supportive, inclusive, and engaging school environment.|Met||2026-06-23|2026
19647336119531|CHIME Institute's Schwarzenegger Community|6|"CHIME administers the PASS survey to all students K-8. In our most recent administration, students reported a high  degree of ""self-worth"" across all grade levels as well as a high confidence in learning. Respondents expressed  positive feelings about school and attendance to school. One area for improvement revealed in the PASS survey  were feelings about individual work ethic and preparedness for learning.  Our SEL department provides active therapeutic services per IEP requirements and on an as needed basis to  individual students. The team this year consists of two full-time school counselors, one full time school counselor,  and one part-time school psychologist. All service providers use the “push-in” approach to deliver service minutes, as  well as work with teachers and paraprofessionals to meet the needs and goals of the students in the class. We  believe this model is not only effective, but vital to creating an inclusive environment that positively affects the social emotional well-being of all students."|Key learnings from this year's administration of the PASS survey indicated: 1. The vast majority of students/grades  have more students scoring within the “green” zones in all domains indicating satisfaction. 2. Work ethic and learner self-worth/confidence in learning are the lowest domains across grades. 3. Feelings about  school and attitude towards teachers are the highest scoring domains across grades.  4. Students in grades 1 and 2 are in the green zones more than students in grades 3 and up.  Based on the positive student survey results, CHIME will continue to implement school-wide events that facilitate  positive social interactions among all students. CHIME facilitates several school wide events and programs  mentioned above include; National Bullying Prevention Month, Spirit Weeks, pep rallies, peer mentors, lunch clubs,  parent workshops and themed assemblies for students and parents.|This past year CHIME continued with a multi-year federal mental health grant in partnership with several other local  independent charter schools. This grant provided additional mental health resources to our students and school  community including a full time school social worker and a school counseling intern. These resources were used to  promote their mental health and well-being of our students and their families and an overall positive school climate.|Met||2026-06-23|2026
19647336119903|Downtown Value|6|Downtown Value School administered the Value Schools Local School Climate Survey in Spring 2025–26 and reviewed responses from students, families, and employees. The survey included measures of student safety, school connectedness, peer respect, adult support, staff culture, and leadership accessibility.  The school received 180 student responses, representing approximately 85.7% participation; 45 employee responses; and 111 parent responses. Employee participation exceeded the local participation goal, and the parent participation target of at least 100 responses was met.  Current student safety results were approximately 40%. Student connectedness increased from approximately 45% in the prior spring to 52% in Spring 2026. Employee satisfaction changed from approximately 70% to 58%, and the staff-development measure changed from approximately 70% to 55%. Staff perceptions of administration support were approximately 53%, while student perceptions of administration support were approximately 37%. Student peer-respect indicators remained lower than adult-facing indicators.  Respondent context was available by grade level, gender, English Learner status, and IEP status. Complete item-level climate results were not available disaggregated by these student groups. Therefore, demographic information was used as respondent context and not as the basis for broad conclusions about individual groups.|The results identify student safety, student belonging, peer culture, and visible access to adult and leadership support as areas for continued improvement. Student connectedness improved from the prior spring, providing a foundation for additional work to strengthen belonging and trusted relationships.  The results also show that student and adult perceptions are not fully aligned in some areas. This does not indicate that supports are absent; rather, it suggests a need to improve their consistency, visibility, accessibility, and daily student experience.  Employee results related to satisfaction, professional learning, and administration support also warrant continued monitoring because adult culture and role clarity affect the implementation of student-facing systems. The school will review these results together with attendance, discipline, counseling, family input, and other local evidence rather than relying on one survey measure alone.|Downtown Value School will use the survey findings to inform continuous improvement actions connected to LCAP Goal 2 and school-climate priorities. The school will strengthen consistent supervision, visible adult presence, clear behavioral expectations, and student-facing information about how to seek help or report safety and bullying concerns.  The school will use student listening sessions, classroom meetings, restorative circles, advisory structures, and age-appropriate student forums to better understand student perceptions of safety, belonging, peer relationships, and adult support. Professional learning will continue in bullying prevention, restorative practices, culturally responsive engagement, de-escalation, supervision, and consistent responses to student concerns.  School leaders will review climate results together with attendance, discipline, counseling referrals, bullying reports, employee feedback, and family engagement information. The school will also strengthen feedback-to-action processes so students, families, and employees can understand how survey feedback informs school actions.  Future survey administration and analysis will be refined to improve participation, subgroup reporting, trend monitoring, and continuous improvement planning.|Met||2026-06-05|2026
19647336120158|New West Charter|6|Our New West student survey results from 2025-26 indicate that 90% of students feel safe at school and 91% of students feel included.|To address our students’ social emotional learning needs, we continue to refine our Social Emotional Learning curriculum this year. This has been implemented through middle and high school Advisory classes. Advisory class also features relational activities for students to connect with their peers, as well as team building activities and mental health check-ins. We have held school events and activities such as themed days, new student events, senior events, games, and spirit days/weeks. NWC+’s Culture Club hosts events on Fridays where a small group of students meet to discuss ways to bring the NWC+ community together through fun activities. The Culture Club regularly hosts “Fun Fridays” at lunch on Fridays. Students can expect a new game each week to play and win prizes. Sometimes led by teachers or students, Fun Fridays are a way for us to have fun with one another and build better connections with one another. The Culture Club has also started its own student-produced Instagram accounts that features daily polls, Senior Spotlights, school, local, and national news, and other engaging content meant to increase student connectedness.   The addition of the Dean of Students has strengthened the school community through campus events and equitable discipline practices. As a result, compliance with key schoolwide expectations, including uniform and cell phone policies, has increased substantially. Additionally, intentional student programming and events have strengthened student voice, buy-in, and overall campus climate.  We have added new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a lunch time program, The Nest, where counselors host groups three times each week. These group sessions have been extremely popular. We are also utilizing resources from the National Alliance on Mental Illness (NAMI), which provides educational and support resources. The NAMI presentations for families and students have been very well-received.   Diversity Equity and Inclusion: - Students have a permanent safe place to bring any occurrences of or concerns about any forms of racism or biases; Student-led DEI suggestion box so students can provide anonymous feedback.  - Surveys will be conducted to gain a further qualitative and quantitative understanding of how race is experienced on our campus and how experiences have shaped the school's current social climate and impacted student experiences;  - Hosts “Tap In” so that students have an opportunity to express their thoughts and ideas on race and other controversial topics in a safe environment.|No changes are planned to the program for next year.|Met||2026-06-23|2026
19647336120471|Puente Charter|6|"Puente Charter School administers a locally developed Student Climate Survey to all students in grades 3 through 5 each spring to gather student perspectives on school climate, safety, belonging, adult-student relationships, anti-bullying systems, attendance, and enrichment. The 2025-26 Student Climate Survey was administered in May 2026 and received 123 responses across nine four-point Likert climate items. Overall climate survey results indicate a positive school climate. The percentage of students responding positively (""Yes, most of the time"" or ""Yes, all of the time"") was 95.9% for adults wanting students to do their best, 93.5% for the school teaching students to care about each other, 89.4% for adults making clear that bullying is not allowed, 87.0% for feeling safe at school, 85.4% for adults listening when students speak, 85.4% for teachers acting on bullying reports, 83.7% for being happy at school, 82.1% for the school building being neat and clean, and 72.4% for adults checking on student feelings. Climate strengths include consistent student affirmation of high adult expectations, strong anti-bullying messaging, and student feelings of safety and respect. These results align with Puente's MTSS, PBIS, Second Step SEL curriculum, restorative justice community circles, and the work of the School Counselor and Behavior Interventionist. Areas for continued climate growth include the item asking whether adults check on student feelings, which received the lowest positive response at 72.4%, identifying an opportunity to strengthen Tier 1 social-emotional check-ins across classrooms. The school building cleanliness item (82.1% positive) and overall happiness item (83.7% positive, with only 39.8% ""all the time"") also indicate areas for continued attention. Student feedback from the Spring 2026 climate survey, in which students recommended stricter consequences for bullying, complements the anti-bullying survey data and reinforces the continued investment in restorative practices, the Bullying Prevention Plan, and Behavior Interventionist support. Student-reported attendance data from the climate survey indicate 14.6% of students reported missing three or more days in the past 30 days, consistent with the 18.3% chronic absenteeism rate reported on the 2025 Dashboard. The 2025-26 Student Climate Survey did not collect demographic identifiers and therefore cannot be disaggregated by English Learner status, Socioeconomically Disadvantaged status, Foster Youth status, or other student group. Puente recognizes this limitation and will explore adding optional anonymized demographic identifiers for the 2026-27 administration. Climate data is complemented by Panorama Education, CALPADS attendance and suspension data, and qualitative feedback from ELAC, DELAC, EL-PAC, PAC, and Coffee with the Principal sessions. Climate results will be reported through Local Indicators on the California School Dashboard."|The analysis of the 2025-26 Student Climate Survey, combined with related data from the California School Dashboard, Panorama Education, CALPADS, and educational partner feedback, yielded several key learnings about school climate at Puente Charter School. The most significant area of strength is the consistency with which students affirm Puente's adult-student relationships and values. Climate survey results show that 95.9% of grade 3 through 5 respondents agree that adults at school want them to do their best, and 93.5% agree that the school teaches students to care about each other. These results indicate that Puente's investment in MTSS, the Second Step SEL curriculum, restorative justice community circles, and PBIS is reaching students with clear and consistent messaging about expectations, belonging, and respect. The strength of these results provides a foundation for accelerating the academic and language acquisition gains identified as priorities elsewhere in this LCAP. A second area of strength is student perception of school safety and anti-bullying systems. 87.0% of students feel safe at school, 89.4% agree that adults make clear that bullying is not allowed, and 85.4% trust that teachers will act on bullying reports. These results align with the schoolwide work of the Behavior Interventionist, the School Counselor, and the Vice Principal in leading the Bullying Prevention Plan and anti-bullying assemblies. A key identified need is the strengthening of Tier 1 social-emotional check-ins. The lowest-rated climate item (72.4% positive) was whether adults at school check on how students are feeling, which indicates that some students do not consistently experience individualized emotional check-ins. This need will be addressed through expanded School Counselor classroom lessons, the new art therapy activities described in the MTSS Social-Emotional Learning, Behavioral, and Mental Health action, and additional teacher professional development on Tier 1 SEL practices. A second identified need is consistent follow-through on bullying incidents. Although 89.4% of students recognize the anti-bullying message and 85.4% trust teacher action, student feedback from the Spring 2026 climate survey explicitly recommended stricter consequences for bullying, indicating that some students want more visible follow-through. A third identified need is the continued reduction of chronic absenteeism. 14.6% of students self-reported missing three or more days in 30 days, consistent with the 18.3% chronic absenteeism rate on the 2025 Dashboard. While the three-year Dashboard trajectory shows substantial improvement (from Red in 2023 to Yellow in 2025), sustained MTSS attendance work remains a priority. Puente's local climate survey does not collect demographic identifiers and cannot be disaggregated by student group.|Based on the key learnings from the 2025-26 Student Climate Survey and related data, Puente Charter School is implementing the following changes to existing plans, policies, and procedures for the 2026-27 school year. To strengthen Tier 1 social-emotional check-ins, which received the lowest climate survey response at 72.4%, Puente will expand the School Counselor's monthly classroom SEL lessons to include explicit structured check-in routines that teachers can use daily. Puente will also incorporate art therapy activities, facilitated by the School Counselor in collaboration with the Resource Teacher during recess and designated class time, to provide additional opportunities for individualized social-emotional connection. Teacher professional development for 2026-27 will include dedicated sessions on Tier 1 SEL practices and relational check-in strategies, in response to this identified need. To strengthen the response to bullying, Puente will revise its Bullying Prevention Plan for 2026-27 to include clearer documentation of consequences and follow-through after bullying incidents, in response to student feedback recommending stricter consequences. The Vice Principal and Behavior Interventionist will increase the visibility of follow-through actions through restorative justice community circles and structured student communication, so that students can see that bullying reports lead to documented action. The schoolwide anti-bullying assemblies will also be reviewed and refined to reinforce these systems. To sustain chronic absenteeism progress reflected in the three-year Dashboard trajectory, Puente will continue and strengthen its MTSS attendance approach, including the Family Attendance Survey administered during orientation, individualized SART support, attendance incentives, and the work of the Community Schools Navigator in connecting families to resources. The Assistant Principal will continue to lead SEL, behavioral, and attendance initiatives, consistent with educational partner feedback affirming the effectiveness of this leadership structure. To address the absence of demographic identifiers in the Student Climate Survey, Puente will revise the survey instrument for the 2026-27 administration to include optional, anonymized demographic identifiers. This revision will allow Puente to disaggregate climate results by student group in future LCAP reporting cycles and to target climate, safety, and engagement supports more precisely. To respond to family feedback that complements the climate survey data, Puente will establish an after-school Homework Hub for 2026-27 supervised by the Community Schools Navigator, and will continue to expand parent engagement structures including the addition of parenting classes and the offering of Coffee with the Counselor sessions via Zoom. These changes will be monitored through Panorama Education, the California School Dashboard, and the 2026-27 administration of the Student Climate Survey.|Met||2026-06-10|2026
19647336120489|Para Los Niños Charter|6|PLN Charter Elementary School administered the Spring 2026 Panorama School Climate Surveys to students in grades 3 through 5 and to teachers as part of its ongoing efforts to monitor school climate and inform continuous improvement. A total of 126 students and 19 teachers participated in the survey process. Student survey results reflected favorable ratings of 76% for Student Engagement, 70% for both Teacher-Student Relationships and School Climate, and 59% for School Safety. Teacher survey results were also generally positive, with favorable ratings of 89% for Teacher-Student Relationships, 85% for Engagement, 81% for School Climate, 65% for Teaching Efficacy, 55% for both School Safety and Staff-Family Relationships, and 53% for School Leadership. Because survey administration was anonymous and demographic information was not collected, disaggregated results by student subgroup are not available. PLN Charter Elementary School will use the overall survey findings to identify strengths, address areas for growth, and guide continuous improvement efforts that support all students, staff, and families.|Analysis of the Spring 2026 survey results highlights several strengths and areas for continued growth. Teacher-Student Relationships emerged as a key strength, with teachers reporting an 89% favorable rating, exceeding the district average of 88%. Teachers also demonstrated a strong commitment to supporting students, with 100% reporting that they check in with students having a difficult day and encourage students to challenge themselves academically. Students reinforced these positive relationships, with 88% reporting that adults treat them with respect, 89% agreeing that adults hold high expectations for their success, and 85% indicating that their teachers treat them with respect. Student Engagement was another area of strength, with favorable ratings of 76% from students and 85% from teachers, reflecting meaningful participation in learning and positive classroom experiences. Survey results also identified opportunities for continued improvement. School Climate received favorable ratings of 81% from teachers and 70% from students; however, student responses indicate a need to strengthen peer relationships and perceptions of fairness. Only 51% of students agreed that other students treat them with respect, while 64% felt that adults treat all students fairly. These findings suggest the need to continue fostering a greater sense of belonging, inclusivity, and positive peer interactions across the school community. School Safety remains the greatest opportunity for growth. Students rated School Safety at 59% favorable and teachers at 55%, both below district averages. Responses related to bullying were among the least favorable, indicating a need to strengthen schoolwide systems that promote positive behavior, respectful interactions, bullying prevention, and a safe, supportive learning environment for all students. Continued implementation of restorative practices, social-emotional learning, and proactive relationship-building strategies will be essential to improving students' sense of safety and belonging.|In response to the needs identified through the Spring 2026 School Climate Survey and stakeholder feedback, PLN Charter Elementary School will implement targeted strategies to strengthen school climate, safety, and student belonging during the 2026–2027 school year. A primary focus will be strengthening school safety by expanding proactive, schoolwide systems that promote positive behavior, respectful interactions, bullying prevention, and restorative practices. The school will continue implementing social-emotional learning (SEL), restorative circles, conflict resolution, and positive behavior supports to help students develop strong interpersonal skills and create a safe, inclusive learning environment. Staff will receive ongoing professional learning to ensure consistent implementation of these practices across classrooms and common areas. To address survey findings related to peer relationships and perceptions of fairness, CES will intentionally strengthen opportunities for students to build positive connections with one another through classroom community-building activities, collaborative learning experiences, student leadership opportunities, and structured social-emotional learning. The school will also continue reviewing discipline practices, behavior expectations, and student support systems to ensure they are implemented consistently and equitably while promoting a strong sense of belonging for every student. Recognizing that teacher-student relationships and student engagement remain significant strengths, CES will continue investing in practices that help every student feel known, valued, challenged, and supported. Teachers will continue using regular student check-ins, relationship-building strategies, culturally responsive instructional practices, and high expectations to foster positive learning environments where students are engaged and connected to school. In addition, the school will strengthen partnerships with families through ongoing communication, family engagement opportunities, and collaboration with the Community Schools team to ensure students receive coordinated academic, behavioral, and wellness supports. Family feedback will continue to inform school improvement efforts and strengthen the connection between home and school. These actions will be integrated into the school's continuous improvement process and aligned with the Local Control and Accountability Plan (LCAP), Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), and Community Schools initiatives. Progress will be monitored regularly through school climate data, behavior and attendance trends, student voice opportunities, and stakeholder feedback to ensure that improvement efforts remain responsive to student needs and result in measurable gains in school safety, belonging, and overall school climate.|Met||2026-06-11|2026
19647336121081|ICEF View Park Preparatory Middle|6|ICEF View Park Preparatory Middle School administered the Fall 2025 Panorama Student Survey:   Summary of results  75% School Belonging: How much students feel they are valued members of the school community. 27% School Climate: Perceptions of the overall social and learning climate of the school. 63% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 54% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Middle School administered the Fall 2025 Panorama Student Survey:   Summary of results  75% School Belonging: How much students feel they are valued members of the school community. 27% School Climate: Perceptions of the overall social and learning climate of the school. 63% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 54% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|ICEF View Park Preparatory Middle School administered the Fall 2025 Panorama Student Survey:   Summary of results  75% School Belonging: How much students feel they are valued members of the school community. 27% School Climate: Perceptions of the overall social and learning climate of the school. 63% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 54% School Safety: Perceptions of student physical and psychological safety at school.  Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners.|Met||2026-06-18|2026
19647580000000|Los Nietos|6|LCAP Goal Three focuses on ensuring each school fosters a positive environment for parent, student, and community involvement to support and promote student success. Developed as a board goal, it captures key components of student engagement, including school climate, connectedness, and wellness. During the 2025-26 school year, the district continued to utilize multiple tools to assess and improve school climate. Student well-being and engagement were progress monitored with the mySAEBRS student screener, administered three times throughout the year in grades 3–8. The final administration in May 2026 collected 637 student responses, a 76% participation rate, providing timely insights into students' sense of belonging, emotional safety, and connectedness to school. In addition, the California Healthy Kids Survey (CHKS) was administered to 5th- and 7th-grade students, offering an additional, research-based metric drawn from the CalSCHLS Dashboard to help guide decisions around school culture and climate. 2025-26 CHKS results (percent responding favorably), reported against the 2023-24 baseline:  School Connectedness: 74% of 5th graders and 60% of 7th graders (baseline 71% / 54%) Caring Adult Relationships: 70% of 5th graders and 59% of 7th graders (baseline 69% / 52%) Meaningful Participation: 44% of 5th graders and 24% of 7th graders (baseline 47% / 19%) Perceived Safety at School: 82% of 5th graders and 65% of 7th graders (baseline 76% / 57%)  The district's LCAP Student Survey provides additional disaggregated climate data: 71% of students reported being satisfied with the school climate at their site, including 78% of low-income students who reported having the support they need from teachers and staff to do well in school.|Analysis of mySAEBRS and CHKS results indicates that students overwhelmingly report feeling safe and comfortable at school. Perceived safety is the district's clearest area of strength: 82% of 5th graders and 65% of 7th graders report feeling safe, up 6 and 8 points respectively from the 2023-24 baseline. Students also report high levels of connectedness with adults on campus, with school connectedness rising to 74% for 5th graders and 60% for 7th graders, and caring adult relationships improving for both grades — most notably a 7-point gain among 7th graders. On the mySAEBRS screener, Social Behavior emerged as the strongest domain, and students identified connectedness to friends and supportive teachers and staff as areas of strength. The data also surface clear needs. Meaningful Participation remains the lowest-scoring CHKS domain, with only 44% of 5th graders and 24% of 7th graders responding favorably; 5th-grade scores in this domain declined 3 points from baseline even as 7th grade improved. mySAEBRS identified Academic Behavior, enjoyment of classroom activities, and bullying — including how bullying issues are resolved — as the primary areas of growth. Disaggregated results also show room to grow in perceived support, with 78% of low-income students reporting they have the support they need, and overall climate satisfaction (71%) still below the district's 90% target. This continued positive feedback reinforces the district's commitment to building strong, supportive campuses, while signaling specific domains — student voice, bullying prevention, and support for low-income students — that warrant continued attention.|To reinforce positive student behavior and support consistent expectations across campuses, year one of site-wide Positive Behavioral Interventions and Supports (PBIS) implementation was completed. Each school received support from a dedicated PBIS Teacher on Special Assignment (TOSA), who helped staff build systems aligned to Tier One and Two practices. These efforts contributed to improved consistency, student accountability, and reinforcement of a safe and inclusive learning environment. All school sites have aligned their School Plan for Student Achievement (SPSA) with the district's LCAP goals, ensuring coherence across preschool through eighth grade in priorities, strategies, and resource allocation. In response to the needs identified through the data, the district will focus on prosocial student support and on decreasing reported incidents of disruptive behavior, directly addressing the bullying and meaningful-participation gaps surfaced by mySAEBRS and CHKS. The transition from the Kelvin Connectedness Survey to mySAEBRS allows the district to gather more comprehensive, year-round data on student wellbeing through three administrations in grades 3–8, strengthening its ability to triage and respond in real time. Looking ahead into the 2026-27 school year, the district will continue refining MTSS implementation, strengthening Tier One and Two supports, and using real-time data to ensure all students feel connected, supported, and safe at school. Targets for the coming year include 90% of students satisfied with school climate and 95% of students reporting they have the support they need from teachers and staff.|Met||2026-06-25|2026
19647740000000|Lynwood Unified|6|During the 2025–26 school year, results from the local climate survey highlighted strong positive perceptions among students regarding their school environment. Specifically, the district ranked in the 87th percentile for students reporting that they feel safe at school, alongside a strong showing in the 79th percentile for students feeling a meaningful sense of connectedness to their school community.|The Data was collected from our Youth Truth Survey and LCAP Educational Partners Survey. Students who feel safe at school: 87th Percentile Students who feel connected to their school community: 76th Percentile  Teacher who felt a sense of connectedness and safety: 86% of respondents As part of the LCAP process, LUSD administered an LCAP survey to students, parents, staff, and community members. What the Lynwood Unified School District learned was that our stakeholders are overall satisfied with the climate of our District. However,  in areas where they felt we are successful they also expressed a need for us to continue with best practices around community engagement and school connectedness. Academic support for students (e.g. tutoring, after school programs, Student Success Teams {SSC} Access to technology Instructional support for students with disabilities, low income, or foster youth  Culturally inclusive instruction that is relevant for our diverse student population Instruction, Intervention, and Monitoring for English Learners Student to home connections Parent and Family Engagement Social Emotional Health and Wellness Support|Driven by recent data analysis, the Lynwood Unified School District (LUSD) is implementing targeted actions to better support our school communities by increasing resources through the Community Schools Grant, completing a comprehensive Facilities Maintenance Plan to address campus concerns, and expanding professional development focused on cultivating healthy teacher-student relationships. These strategic decisions are already yielding tangible results, with resource allocations now more accurately tailored to the unique needs of each individual school. Furthermore, LUSD has expanded its staffing to provide vital one-on-one and small-group support for students' academic and social-emotional growth. To ensure sustained progress, these ongoing initiatives will be consistently monitored by a dedicated district stakeholder group collaboratively comprised of certificated and classified staff, administrators, parents, and students.|Met||2026-06-25|2026
19647900000000|Monrovia Unified|6|School Connectedness and Perceived Safety: School connectedness varied with some significance by grade level, with 75% of elementary students reporting a sense of belonging and 80% felt safe at school (CA Healthy Kids Survey). 60% of middle and high school students felt connected to their school and 55% felt safe at school (CHKS). This sense of connection appears to decline as students progress through the school system. This will be a continued area of monitoring and planning for improvement with input from educational partners. Educational partner input on campus safety found that 71% were “satisfied” or “very satisfied” with the safety and cleanliness of our campuses.|Areas of Strength: High overall levels of campus connectedness and safety, driven by exceptional engagement and motivation among elementary school students. Areas for Growth: Cultivating a universal sense of belonging, safety, and inclusion for historically marginalized student subgroups, while mitigating the diminishing trend in connectedness and safety across middle and high school cohorts.|The following areas will continue to be target areas of monitoring and improvement:  Intervention and Support: Site-based counselors, behavioral support specialists and additional intervention staff will deliver direct interventions and facilitate programs designed to optimize student safety and school connectedness.  Infrastructure Upgrades: Campus safety renovations continue, including the installation of high-definition security cameras, modernized perimeter fencing, vape detection sensors. Additional staff has been implemented including security and campus assistants including provided appropriate training, support and materials.   School Climate Frameworks: Based upon the framework of Multi-Tiered Systems of Support (MTSS), all elementary, middle, and high schools will continue expanding their capacity to implement and sustain academic, attendance, social, emotional and behavioral interventions (RTI), Positive Behavioral Interventions and Supports (PBIS) and school-wide incentive and recognition programs. Through the implementation of Coordination of Services Teams (COST) at each site ongoing data and progress monitoring will be in place, with supports for all Tier I, II and III students.|Met||2026-06-24|2026
19648080000000|Montebello Unified|6|"Montebello USD administers the Panorama SEL Competency and Well-Being Measures survey. The following data reports the ""percent favorable” responses from the Spring of 2026:   Grade 3-5   School Safety: 64% favorable, 60-79th percentile School Climate: 50% favorable, 40-59th percentile Supportive Relationships: 89% favorable, 60-79th percentile Positive Feelings: 65% favorable, 40-59th percentile Self Management: 65% favorable, 20-39th percentile Social Awareness: 56% favorable, 20-39th percentile Challenging Feelings: 52% favorable, 60-79th percentile Growth Mindset: 45% favorable, 40-59th percentile Emotion Regulation: 43% favorable, 20-39th percentile Self-Efficacy: 41% favorable, 20-39th percentile  Grade 6-12  School Safety: 55% favorable, 20-39th percentile School Climate: 35% favorable, 0-19th percentile Supportive Relationships: 82% favorable, 20-39th percentile Positive Feelings: 55% favorable, 20-39th percentile Self Management: 61% favorable, 0-19th percentile Social Awareness: 52% favorable, 20-39th percentile Challenging Feelings: 50% favorable, 40-59th percentile Growth Mindset: 40% favorable, 20-39th percentile Emotion Regulation: 45% favorable, 40-59th percentile Self-Efficacy: 34% favorable, 0-20th percentile"|Interventions put in place at the elementary level have been somewhat effective. There is a clear drop in favorable Panorama results when moving from elementary to secondary school. PBIS and social-emotional learning programs have been in place longer at elementary schools. Their implementation will continue to be expanded and improved at all levels, with a focus on secondary. Self-efficacy and self-management have been identified as two areas of particular need across the District, and the percentage of favorable responses is significantly lower for English learners.|Input from educational partners has been that school- and district-wide processes have been successfully implemented, but student- and classroom-level interventions may not be sufficient. For example, teachers report that the existing system for providing social-emotional lessons is difficult to navigate and implement. As a result, a new digital platform for creating lessons has been implemented. To address poor results in self-efficacy and self-management, especially for English learners, additional staff will work with students to provide counseling and related services.|Met||2026-06-24|2026
19648160000000|Mountain View Elementary|6|The LCAP Student survey was administered to 2,483 students in grades 3-8. Key indicators were measured to determine students' overall wellness and school climate. 84% of students indicated they feel safe at school and 78% of students indicated they felt they belonged at school. A total of 92% of students indicated that adults on campus treated them with care and respect. With regards to systems of support, students reported having a teacher/other adults at school who believe in their future success (92%). The 2025 CA School Dashboard- Suspension Rate of 2% for all students, the highest being Long Term English Learners at 5.4%. As indicated earlier, perception of School Safety by Students is 84%, Staff 86%, and Family/Community 93%. According to the results of the California Healthy Kids Survey, 28% of the 5th graders and 32% of the 7th graders reported feeling sad or hopeless.|These data results reflect the continued implementation of PBIS strategies across all of the schools. All schools implemented Social Emotional Learning programs through the work of our School counselors as all sites are staffed with a counselor. All schools are closed campuses and all have been outfitted with entrance cameras. All sites have campus monitors who are vigilant in addressing issues and preventing situations. Our community partners such as Foothill Family and the School Resource Officer are pro-actively involved with each of our schools through parent meetings, advisement community outreach programs, positive student interactions, and participation in school and district events. School site counselors also provide group and individual sessions on emotional control, peer-to- peer relationship building, communication, and other social-emotional competencies. Our middle school programs offer a variety of learning opportunities and ways for students to connect to school. These include Music Appreciation, Art, robotic classes, student clubs, ASB, AVID, Heart & Mind class, Speak up contest, after-school intervention classes, after-school sports like MVSD Run Club, extended learning opportunities through MAX Learning, and Saturday academies. Additionally, we continued our partnership with the Flippen Group to launch Capturing Kids Hearts at all sites and provided training to all staff. These actions are reflected in an increase in student perceptions and school climate. Due to these efforts, suspension rates have decreased.|Based on the data analysis from last year, addressing the need for student anonymity to give students the opportunity to report incidents such as bullying or harassment, we incorporated a student survey question to measure progress in this area. 93% of the student respondents knew who to go to for help at school if they needed help. To address bullying we have an Anti-Bullying campaign that includes signage and a self reporting system. We also partnered up with the Sandy Hook Foundation to continue the improvement of a safe environment in addition to partnering with We Tip. On our website, we launched a new section titled Safety and Wellness where students and families can get support for a variety of issues such as bullying, mental health, and suicide. We will continue to add Behavior Technicians to assist students who are having issues with their behavior. We will continue to incorporate questions related to student anonymity when reporting bullying or harassment. In addition, we will continue to build upon the success of the arts-embedded strategies to promote social-emotional awareness and self-management at all schools.|Met||2026-06-16|2026
19648320000000|Newhall|6|"The Newhall School District administers the California Healthy Kids Survey to fifth grade students as its local climate survey. In 2025-26, 591 of 875 eligible students completed the Core Module, a 68 percent response rate, interpreted with the understanding that this falls just below WestEd's 70 percent threshold for full representativeness. Fifth grade students reported generally positive perceptions of school climate. Eighty-seven percent reported academic motivation, 86 percent high expectations from adults, 86 percent feeling safe at school, and 90 percent feeling safe traveling to and from school. School connectedness was 78 percent, caring adults 72 percent, social and emotional learning supports 76 percent, and antibullying climate 72 percent. Lower indicators included meaningful participation at school (46 percent) and being treated fairly when breaking rules (55 percent), identifying student voice and perceived fairness as areas for growth. On victimization, 49 percent reported being called names or targeted by mean jokes and 20 percent reported cyberbullying in the past 30 days. Results disaggregated by race or ethnicity and gender show variation among student groups. Feeling safe at school ranged from 82 percent (White) and 84 percent (Hispanic or Latino) to 94 percent (Asian). School connectedness ranged from 74 to 75 percent (students reporting ""something else"" and White students) to 83 percent (Asian), with Hispanic or Latino students at 79 percent. Social and emotional learning supports showed the widest gap, from 69 and 70 percent to 81 percent (Hispanic or Latino). By gender, female students reported higher connectedness (80 versus 76 percent) and meaningful participation (48 versus 44 percent), while safety was identical at 86 percent. Groups with fewer than ten respondents were suppressed. The district reviews these results alongside the School Effectiveness Survey of parents to form a fuller picture of school conditions. The findings affirm strong perceptions of safety, motivation, and adult expectations, while identifying meaningful participation, fairness in discipline, peer victimization, and lower social and emotional learning supports among certain groups as priorities. Further disaggregation is available through the CalSCHLS dashboard and will direct social-emotional and behavioral supports to the groups and sites with greatest need."|"Analysis of the 2025-26 California Healthy Kids Survey, reviewed alongside parent results from the School Effectiveness Survey, surfaced clear areas of strength and several identified needs. Areas of strength: Fifth grade students reported a strong sense of safety, with 86 percent feeling safe at school and 90 percent feeling safe traveling to and from school, and feeling safe held steady at 86 percent across both genders. Students also reported high academic motivation (87 percent) and high expectations from adults at school (86 percent), reinforced by very high expectations from adults at home (98 percent). Perceptions of respect (83 percent treated with respect) and rule clarity (82 percent) were similarly strong. Risk behaviors were very low, with minimal reported substance use and almost no weapons on campus. These results affirm the district's investment in safe, supportive environments and strong adult relationships. Identified needs: The clearest need is meaningful participation, at 46 percent, indicating that students want more voice in school and class decisions. Perceived fairness in discipline (55 percent) and peer victimization also stand out, with 49 percent reporting being called names or targeted by mean jokes and 20 percent reporting cyberbullying. Social and emotional learning supports (76 percent) and school connectedness (78 percent) are solid but have room to grow. Disaggregated learnings: Reviewing results by race or ethnicity and gender revealed meaningful variation. White students reported lower perceptions of safety (82 percent), connectedness (75 percent), social and emotional learning supports (70 percent), and antibullying climate (68 percent) than several other groups, and students selecting ""something else"" reported similarly lower connectedness and supports. Asian students reported the highest connectedness (83 percent) and safety (94 percent). By gender, male students reported lower connectedness (76 versus 80 percent) and meaningful participation (44 versus 48 percent) than female students. Smaller groups, including Black or African American students, showed elevated rates on some victimization items, though these reflect fewer respondents and warrant cautious interpretation. Key takeaway: The district's strengths in safety, motivation, and adult expectations provide a strong foundation, while meaningful participation, peer victimization, and group-level gaps in connectedness and social-emotional supports represent the priority needs. Further disaggregation through the CalSCHLS dashboard will help target supports to the groups and sites with greatest need."|In response to the key learnings from the 2025-26 California Healthy Kids Survey, the district has identified the following changes and actions for continuous improvement, carried out primarily through LCAP Goal 2, which focuses on student engagement and school climate. Meaningful participation and student voice: Because meaningful participation was the lowest indicator at 46 percent, the district will strengthen structured opportunities for student voice, including expanding the role of students in shaping classroom and school activities and reviewing how site leadership teams gather and act on student input. This need will inform site-level planning and the relevant Goal 2 actions. Peer victimization and antibullying climate: Given the rates of name-calling, mean jokes, and cyberbullying, the district will reinforce its Positive Behavioral Interventions and Supports framework, with renewed attention to Tier 1 and Tier 2 fidelity, anti-bullying instruction, and digital citizenship. The district will also strengthen how students report bullying and how staff respond, building on the antibullying climate indicator. Social-emotional supports and connectedness: To address connectedness and social and emotional learning supports, the district will continue its investment in mental health staffing and social-emotional programming and monitor whether these supports are reaching students consistently across sites. Disaggregated needs: The disaggregated results, which showed lower perceptions of safety, connectedness, and social-emotional supports among certain student groups, will be used to target supports rather than applying uniform strategies. The district will subscribe to or use the CalSCHLS data dashboard to disaggregate results further by additional student groups and by school site, enabling site-specific action planning. Process and data improvements: To improve the quality and usefulness of future data, the district will work to raise the survey response rate above the 70 percent representativeness threshold, particularly at sites with lower participation, and will continue to review CHKS results alongside the School Effectiveness Survey and local discipline and attendance data. These results will be shared with educational partners, including site teams and advisory groups, to engage them in reviewing the findings and informing continuous improvement. Collectively, these revisions ensure that local climate data directly inform district and site plans, with student voice, peer relationships, and group-level equity as the focal points for the coming year.|Met||2026-06-23|2026
19648400000000|Norwalk-La Mirada Unified|6|District data was collected in 2025-26 using a set of school climate and culture surveys developed by the district. The survey was given to students in the Fall of the  2025-26 school year. The data is available in our district data dashboard. ELEMENTARY STUDENT SURVEY Climate of Support for Academic Learning 84% Knowledge and Fairness of Discipline, Rules and Norms 86% Safety 68% Sense of Belonging (School Connectedness) 81%  SECONDARY STUDENT SURVEY Climate of Support for Academic Learning 74% Knowledge and Fairness of Discipline, Rules and Norms 78% Safety 80% Sense of Belonging (School Connectedness) 62%  Student SEL Survey ELEMENTARY AND SECONDARY STUDENT SURVEYS Growth Mindset 75% (Elementary) 67%(Secondary) Self-Efficacy 67% (Elementary) 51%(Secondary) Self-Management 68% (Elementary) 75%(Secondary)  Social Awareness 72% (Elementary) 67%(Secondary)|The Elementary Student Climate Survey reflected high percentages of positive results in the areas of Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms and Sense of Belonging (School Connectedness).  Safety results showed slightly lower percentages of positive results but were still comparable to other districts.  Students responded favorably to questions about being aware of the rules and teachers treating students fairly.   The Secondary Student Survey reflected positive results in the areas of Knowledge and Fairness of Discipline, Rules and Norms. Climate of Support for Academic Learning and Safety showed favorable responses around questions focusing on students being provided opportunities to participate in class. Sense of Belonging (School Connectedness) was an area where more positive responses from students are needed. Elementary and Secondary SEL Student Surveys reflected positive results in the areas of Growth Mindset and Social Awareness for Elementary. Growth Mindset and Self-Management were positive in Secondary. For both Elementary and Secondary, Self-Efficacy displayed the most need.|NLMUSD will continue to provide support for students’ needs through access to caring adults on each campus though programs that currently exist such as our counseling and guidance programs and the ESSS (Elementary Student Support Specialists). Schools are encouraged and supported through training such as PBIS to create an overwhelmingly positive learning environment at each school. This priority is reflected in our School Board Policy (BP and RR 5411, Section 3).|Met||2026-06-22|2026
19648570000000|Palmdale Elementary|6|The CA Healthy Kids Survey captures student perceptions of school connectedness and school safety for 5th and 7th-grade students in PSD. Overall, 68% of 5th graders report feeling connected to their school, but this drops to 49% for 7th graders. Similarly, 75% of 5th graders report feeling safe, compared to only 49% of 7th graders. When looking at the data by racial and ethnic groups, Asian or Asian American and Caucasian or White students consistently report the highest percentages of both connectedness and safety across both grade levels. Conversely, Black or African American students and students of Two or More Races report the lowest percentages in these areas. For example, in 7th-grade school safety, Caucasian or White students report a 60% favorable rate, whereas students of Two or More Races report only 42%. The data also provides insights into specific student groups in the 7th grade, showing that 48% of English Learners and 50% of Students with Disabilities feel connected, while their safety ratings are 50% and 56% respectively. Additionally, 7th-grade Foster Youth reported a relatively high connectedness rate of 65%, though safety data was not available for this group.|An analysis of the CA Healthy Kids Survey data reveals several areas of strength, most notably that 5th-grade students report relatively high baseline perceptions of school safety at 75% and school connectedness at 68%. Another strength is that Asian or Asian American and Caucasian or White students experience higher-than-average feelings of safety and connectedness across both measured grade levels. Furthermore, the connectedness score of 65% for 7th-grade Foster Youth stands out as a positive outlier compared to the 7th-grade overall average of 49%. However, the data also highlights critical needs. The most significant area of need is the sharp decline in positive perceptions as students transition from elementary to middle school, with overall connectedness falling by 19% and overall safety dropping by 26% between the 5th and 7th grades. The data also underscores a pressing need to address equity gaps for Black or African American students and students of Two or More Races, who consistently report the lowest feelings of safety and connectedness. Finally, there is a clear need for targeted support for 7th-grade English Learners and Students with Disabilities, whose safety and connectedness scores range from only 48% to 56%.|To address needs identified through our data analysis, PSD will need to implement targeted changes to existing plans, policies, and procedures that directly impact student connectedness and safety. The precipitous drop in both safety and connectedness between the 5th and 7th grades indicates that changes must be made to middle school transition and culture programs. Middle schools may want to consider implementation of the advisory period, targeted anti-bullying initiatives, and/or enhanced transition counseling. Furthermore, the LEA must revise its procedures to launch targeted equity initiatives that better support Black or African American students and students of Two or More Races, who currently report the lowest metrics. Revisions might include comprehensive cultural responsiveness training for school staff, the creation of new mentorship programs (general and group/affinity-based), or the establishment of student affinity groups to close this perception gap. Finally, PSD will need to take specific actions to improve the overall school climate for 7th-grade English Learners and Students with Disabilities by exploring how to make the campus environment more actively inclusive and secure for them. District/side administrators should consider hosting forums with students from these impacted student groups to better understand their lived experience on their school campuses, to help pinpoint exactly what is leading to their lack of perceived connectedness and safety|Met|Capturing Kids Hearts (CKH) implementation promotes positive interactions between and among students, school staff, and families. This is a district-wide effort.  In 2026, PSD was named a CKH National Showcase District, with 17 schools recognized as National Showcase Schools.  PSD also has implemented PBIS at 24 sites, with collaborative support from LACOE for trainings.  The secondary level schools (6-8) also implement the use of Restorative Practices and have a full-time Restorative Justice (RJ) Teacher at each site, who works with peer advocates to differentiate the intervention students may require, supporting students when they are struggling (with themselves or others). We also have four sites utilizing the Ron Clark Academy (RCA) House model to help build student and group identity in the effort to combat poor absenteeism and promote a positive school environment.  These initiatives take time to build and require extensive professional learning of the adults supporting the efforts at school, along with support of students and their families to understand the significance of these initiatives and how they can contribute in positive ways towards the effort.|2026-06-23|2026
19648570112714|Antelope Valley Learning Academy|6|and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *96% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 98% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-04|2026
19648570125377|Palmdale Aerospace Academy|6|According to the Youth Truth survey results, a majority of our educational partners care about our school, understand expectations, and trust teachers and staff members. However, student connectedness and belonging is an area for growth. In grade 9-12 student surveys, 48% of the respondents agreed that they have a sense of belonging at school. 38% of 6-8th grade respondents agreed, and in grades 3-5, 36% of respondents agreed.|Having a sense of belonging is key to learning, and The Palmdale Aerospace Academy recognizes that this is an area for improvement. Listening to student voices, providing opportunities for students to be involved in the learning process and decision making at the Academy, and providing supports for staff to dig into the issues underlying student belonging issues will be important as we move forward.|The Palmdale Aerospace Academy will continue to elicit feedback from students through holding empathy interviews, holding student council meetings, providing surveys, and through the Superintendent’s student council. Additionally, administration will do strategic walk-throughs of classrooms collecting data on student engagement and staff will take part in professional development geared toward increasing student engagement and improving school culture.|Met||2026-06-16|2026
19648570140889|Palmdale Academy Charter|6||||Not Met|||2026
19648650000000|Palos Verdes Peninsula Unified|6|2026-27 Local Performance Indicator Self-Reflection for Palos Verdes Peninsula Unified School District Page 15 of 18 PVPUSD administered the California Healthy Kids Survey(CHKS) in grades 5, 7, 9, and 11 in the 2025-26 school year, and utilizes the data for school-wide decisions regarding vision and direction as well as programs The CHKS is the only survey that every school participates in across the district regarding school climate. The most recent CHKS District Main Reports indicate the following:  5th grade 2025-26 California Healthy Youth Act (CHKS) Response Rate: 49% feeling connected to school? 81% having a caring adult at school? 74% feeling safe at school ? 88% having been a victim of cyberbullying? 16% frequent sadness? 9%  7th grade 2026-27 California Healthy Youth Act (CHKS) Response Rate: 92% feeling connected to school? 71% having a caring adult at school? 63% feeling safe at school ? 75% having been a victim of cyberbullying? 27% experienced chronic sadness in the past 12 months? 16%  9th Grade 2026-27 California Healthy Youth Act (CHKS) Response Rate: 90% feeling connected to school? 73% having a caring adult at school? 65% feeling safe at school ? 85% having been a victim of cyberbullying? 20% experienced chronic sadness in the past 12 months? 23%  11th grade 2026-27 California Healthy Youth Act (CHKS) Response Rate: 87% feeling connected to school? 70% having a caring adult at school? 71% feeling safe at school ? 84% having been a victim of cyberbullying? 23% experienced chronic sadness in the past 12 months? 23%|The analysis of the 2025–26 California Healthy Kids Survey (CHKS) data, including disaggregated responses by grade level, revealed several key learnings, strengths, and areas of need:  Areas of Strength Sense of Safety: Across all grade levels, students reported higher levels of feeling safe at school compared to the previous year. A high percentage of students across all grade levels reported feeling safe at school, with the strongest responses from 5th, 9th, and 11th graders (88%, 85%, and 84% respectively). This indicates that school-wide safety measures and campus climate initiatives are largely effective.  School Connection (Elementary Level): 81% of 5th grade students reported feeling connected to their school, the highest of all grade levels. This suggests that elementary programs and classroom environments are fostering a strong sense of belonging.  Presence of Caring Adults (11th Grade): Among secondary grades, 11th grade students were most likely to report having a caring adult at school (71%), a promising sign of supportive relationships at the upper high school level.  Areas of Need Chronic Sadness (High School): A significant concern was the higher percentages (23% each) of 9th and 11th graders reporting chronic sadness within the last 12 months. This result shows a continued need for mental health supports for our high school students.  Lower Connection and Support in Middle School: Only 71% of 7th graders reported feeling connected to school, and just 63% felt they had a caring adult on campus; while an improvement from the previous year, it shows that we still need to work on strengthening student-staff relationships and build inclusive, supportive environments during the critical middle school transition.  Cyberbullying (7th/11th Grade): The highest percentage of students reporting being victims of cyberbullying was among 7th graders (27%). In addition, 11th graders reported a higher incidence of cyberbullying, one of the only measures that did not show improvement year over year. Targeted digital citizenship education and bullying prevention strategies are needed at these grade levels.|Based on the analysis of the 2025–26 California Healthy Kids Survey (CHKS) data, PVPUSD will continue to prioritize efforts that promote student connectedness, positive school climate, and student well-being. While survey results indicate that students generally feel safe at school and that several indicators improved from the previous year, the data identified opportunities to strengthen student-adult connections, address chronic sadness, and reduce incidents of cyberbullying, particularly at the secondary level.  To address these areas of need, the District will continue to implement and refine social-emotional learning, wellness, and mental health supports across all grade levels. Schools will continue to utilize counselors, staff, and site-based support to identify and respond to student needs, with particular attention to students reporting feelings of isolation, chronic sadness, or disconnection from school.  In response to lower levels of school connectedness and access to caring adults among middle school students, schools will continue to implement strategies designed to strengthen student-staff relationships, increase opportunities for student voice and belonging, and support students during key school transitions. Site teams will review CHKS data annually and incorporate findings into school improvement planning.  To address concerns related to cyberbullying, schools will provide digital citizenship instruction, reinforce expectations for responsible technology use, and educate students on reporting and responding to online harassment. Prevention and intervention efforts will be reviewed regularly to ensure they are responsive to emerging student needs.  The District will continue to monitor CHKS data and other local indicators annually to evaluate the effectiveness of these efforts and make adjustments as needed to support continuous improvement in student well-being, connectedness, and school climate.|Met||2026-06-24|2026
19648730000000|Paramount Unified|6|Paramount Unified School District utilizes California Healthy Kids Survey data to assess school climate, specifically measuring students’ sense of safety and school connectedness across grade spans.   The percentage of respondents in agreement with School Connectedness was   66% of 5th-grade students   60% of 7th-grade students   55% of 9th-grade students     The percentage of respondents in agreement with Perceived School Safety was   69% of 5th grade students   62% of 7th-grade students   61% of 9th-grade students    Respondents in 7th and 9th grade self-report their identification with ethnic and program groups. These are reported for student groups with more than 10 respondents.     The percentage of respondents in agreement for School Connectedness was  -Black or African American 65% in 7th grade, 56% in 9th grade   -Hispanic or Latinx 59% in 7th grade, 55% in 9th grade   -English Learner 57% in 7th grade, 56% in 9th grade   -Students with an IEP 57% in 7th grade, 54% in 9th grade     The percentage of respondents in agreement for Perceived School Safety was    -Black or African American 69% in 7th grade, 60% in 9th grade   -Hispanic or Latinx 61% in 7th grade, 60% in 9th grade   -English Learner 66% in 7th grade, 65% in 9th grade   -Students with an IEP 70% in 7th grade, 57% in 9th grade|Strengths Identified   Strong elementary climate: 5th grade students consistently report higher levels of safety and connectedness, indicating effective relationship-building and supportive environments in elementary schools.   Positive student group trends over time: Some student groups, particularly Hispanic students, show gradual improvement across years, suggesting that current supports are having an impact.    Growth in high school connectedness: 9th grade connectedness data reflects incremental gains over time, indicating improving transition supports to secondary school.    Identified Needs   Decline in middle school climate: The most significant need is at the 7th grade level, where both safety and connectedness are consistently lower than other grade spans.    Equity gaps across student groups:    Students with disabilities and English learners report lower or less consistent perceptions of safety and belonging.  African American students show greater variability and lower outcomes in some years, indicating a need for targeted support.   Sense of safety concerns: Safety scores—particularly in middle school—are notably lower than connectedness scores, signaling a need for stronger social-emotional and behavioral supports.    Key Insights  There is a clear transition challenge from elementary to middle school, where student perceptions decline. Student group disparities persist, emphasizing the need for targeted interventions rather than universal approaches alone. Student experience is not yet consistent across grade levels or student groups, especially in safety indicators.|Instructional and Programmatic Changes  Expand social-emotional learning (SEL) supports, particularly in middle schools, to address lower safety and connectedness and Strengthen transition supports (elementary to middle school and middle to high school), including orientation programs, mentoring, and advisory structures.   Equity-Focused Actions  Implement targeted interventions for underperforming student groups (e.g., English learners, students with disabilities, African American students), including culturally responsive practices and inclusive supports.  Increase monitoring of subgroup data to ensure timely identification and response to disparities.    School Climate and Safety Enhancements  Enhance schoolwide behavior systems and restorative practices to improve students’ sense of safety.  Increase access to counseling, mental health services, and wellness supports, particularly at the secondary level.   Continuous Improvement and Engagement  Use survey results annually to guide site-level improvement plans and LCAP actions.  Provide professional learning for staff focused on relationship-building, culturally responsive practices, and student engagement.  Incorporate student voice more intentionally in decision-making to ensure that actions reflect students’ lived experiences.|Met||2026-06-24|2026
19648810000000|Pasadena Unified|6|This year, the California Healthy Kids Survey was replaced with the Panorama Platform. Climate surveys were administered in the Fall and in the Spring of the school year 2024-25. Panorama was the tool used to measure and monitor school climate by gathering feedback directly from students, staff, and families on key areas such as safety, sense of belonging, school connectedness, and overall well-being. By analyzing the data, schools were able to gain insight into the experiences and perceptions within the school community, helping to identify strengths and areas in need of improvement. Through regular administration (twice a year) of the Panorama surveys, schools were better equipped to track progress over time and ensure every voice could be captured.|The analysis of Panorama and school climate data revealed several important insights. A major area of growth was the increased student participation in SEL surveys—from just 24.3% in Spring 2024 to 50% in Spring 2025—indicating growing engagement and awareness of student voice. Similarly, family participation in the school climate survey rose significantly, with 1,333 responses in Spring 2025 compared to 924 the previous year, demonstrating strengthened family-school connections. Areas of strength include measurable improvements in perceptions of school safety and belonging. Staff reported a 15% increase in positive responses regarding campus safety and an 8% gain in a sense of belonging. Teachers also reported a 10% increase in safety and a 6% improvement in belonging. Families showed a 7% increase in positive perceptions of overall school climate, reflecting stronger relationships and improved communication efforts. Identified needs include the noticeable drop in staff participation in the school climate survey—from 571 responses in Spring 2024 to 308 in Spring 2025—which highlights a need to re-engage staff voices in feedback processes. Additionally, while student participation increased, it still reflects only half of the population, pointing to the need for broader inclusion and outreach strategies to capture a more representative understanding of student experience. These findings underscore the importance of consistent outreach, meaningful engagement, and continuous monitoring to guide ongoing school climate improvement efforts.|Based on the key learnings from Panorama and school climate data analysis, our department recognizes the need for several strategic revisions and actions to strengthen engagement and ensure continuous improvement. Our department is committed to increasing staff participation in feedback processes. In response to the recent decline in participation, we will collaborate with school sites to ensure dedicated time is provided during staff meetings for survey completion. We will also enhance communication efforts to emphasize the purpose and impact of staff feedback, while reinforcing the confidentiality of all responses to build trust in the process. Additionally, site leaders will receive targeted training on how to interpret and utilize feedback reports effectively, enabling them to share survey outcomes with their teams and engage staff in identifying meaningful next steps for improvement. Our department will work with school leaders to include Panorama and climate data in school site plans for student achievement. We will work with each school to identify at least one area of focus (e.g., belonging, safety, connectedness) and implement evidence-based strategies tied to that focus. Progress will be monitored through quarterly check-ins and annual data reviews with the COST Teams.  To support improvements in belonging and safety perceptions, our department will work to align our restorative practices implementation plan with the identified needs of the district. Additional training in restorative practices, creating student-led peer mediation teams, and using data to monitor the effectiveness of restorative interventions in improving climate indicators will be offered These revisions reflect a commitment to data-driven decision-making and a continuous improvement cycle that prioritizes inclusive engagement, responsive action, and sustained impact.|Met||2026-06-25|2026
19648810113464|Aveson Global Leadership Academy|6|AGLA administered an anonymous local climate survey to students in grades 6-12 during the 2025-2026 school year to gather feedback regarding school safety, connectedness, belonging, student voice, and overall school climate. Because the survey was anonymous and did not collect demographic identifiers, survey results are not disaggregated by student groups. The anonymous format was intentionally designed to encourage honest and authentic student feedback. Survey results indicate that students generally experience AGLA as a supportive and relationship-centered school community. Students reported positive relationships with teachers and staff and identified having trusted adults on campus as a significant strength. Many students described feeling connected to the school community and appreciated the personalized support they receive through advisory, classroom relationships, and extracurricular opportunities. The survey also identified areas for continued growth. Students expressed a desire for increased academic challenge and rigor, additional opportunities for leadership and extracurricular involvement, and continued efforts to strengthen peer respect and positive student-to-student relationships. Students emphasized the importance of maintaining an inclusive environment where all voices are valued and where they feel empowered to share their perspectives. Overall, the climate survey suggests that AGLA's strongest assets are the quality of relationships between students and adults, the school's supportive culture, and students' sense of connection to the community. The survey results will continue to inform schoolwide efforts to strengthen belonging, student voice, academic engagement, and inclusive school culture.|Analysis of the local climate survey indicates that AGLA's greatest strength continues to be the quality of relationships between students and adults. Students consistently identified caring teachers, trusted adults, and a personalized learning environment as important aspects of their school experience. The survey suggests that students value the close-knit nature of the school community and appreciate opportunities to build meaningful relationships through advisory, extracurricular activities, and classroom experiences. The survey also identified several important areas for continued growth. Students expressed a desire for increased academic rigor and challenge, additional leadership and extracurricular opportunities, and continued efforts to strengthen peer respect and positive student-to-student relationships. Students emphasized the importance of being heard and participating meaningfully in shaping the school culture and learning environment. Because the survey was anonymous and did not collect demographic identifiers, data are not disaggregated by student group. However, the findings reinforce the importance of maintaining inclusive practices that promote belonging and ensure all students have access to supportive relationships, engaging learning experiences, and opportunities for voice and leadership. Overall, the survey findings affirm that AGLA has established a strong foundation of trust and belonging while highlighting opportunities to deepen student engagement, expand leadership opportunities, and continue cultivating an inclusive and academically challenging school environment.|In response to the local climate survey findings, AGLA will continue strengthening the systems and programs that foster belonging, student voice, and meaningful engagement. The school will continue to implement advisory, restorative practices, and Positive Behavioral Interventions and Supports (PBIS) aligned with the S.E.E. values of Safe, Engaged, and Empathetic to strengthen relationships and promote a positive school climate. To address students' desire for greater voice and representation, AGLA will relaunch Action Teams during the 2026- 2027 school year, creating additional opportunities for students, families, and staff to collaborate on school improvement initiatives. The school will also establish Affinity Groups to provide students and families with spaces to build community around shared identities, experiences, and interests. These groups will promote belonging, amplify underrepresented voices, and provide an additional avenue for feedback and participation in school culture. AGLA will continue expanding opportunities for leadership, extracurricular participation, and culturally relevant learning experiences through community partnerships and enrichment opportunities. The school will also continue intentional family engagement efforts through Coffee with the Principal, collaboration with the Aveson Community Organization (ACO), multilingual communication, and community events designed to strengthen relationships and ensure that all students and families feel welcomed, represented, and connected to the school community. These actions reflect AGLA's ongoing commitment to continuous improvement and to creating a safe, inclusive, and academically engaging environment where every student can thrive.|Met||2026-06-25|2026
19648810113472|Aveson School of Leaders|6|The results of the student LCAP survey indicate that students feel that: (1) teachers care about me - 95.1% agree (2) the school has clear rules for behavior - 95.1% agree (3) the school wants me to do well - 93.4% agree (4) they feel accepted at school - 91.2% agree Students also reported strong feelings of: (1) Belonging - 86.9% agree (2) Adult support - 88.6% agree (3) Safety - 77.1% agree (4) Academic encouragement - 74% agree (5) This school teaches me about healthy habits - 73.8% agree|The results of the student LCAP survey indicate that students feel that (1) teachers care about me, (2) the school has clear rules for behavior, (3) the school wants me to do well, and (4) they feel accepted at school. Students also reported strong feelings of: (1) Belonging (2) Adult support (3) Safety (4) Academic encouragement (5) This school teaches me about healthy habits Opportunities for growth were identified in the area of peer respect and student relationships.|To address our climate and culture findings, ASL will sharpen and reestablish the practices that were paused during recovery and introduce targeted ways for every voice to be heard. For our advisors and support staff, we’ll add regular team meetings and peer-coaching sessions, so that those who hesitate to speak up have structured “voice spaces,” and everyone benefits from shared ideas and timely feedback. We’ll also restore our full three-cycle evaluation rhythm, after completing two this year, and cultivate mentoring relationships, ensuring growth conversations happen naturally throughout the year. Finally, we’ll refine our data-use procedures to disaggregate survey results by grade level, language, and support status, ensuring every improvement—and every success—is grounded in equity and shared ownership.|Met||2026-06-25|2026
19648810113894|Pasadena Rosebud Academy|6|At PRACS, we encourage students to take a survey that gives the school administration team and teachers  a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. Students in grades 3-8 were asked to complete the survey. Based on the survey results, here are some findings: 74.3% of students agreed that PRACS helps them succeed in school 21.2% didn’t have an opinion.. 72.7% of students feel that PRACS is a safe and healthy environment. 10.6% didn’t have an opinion. More than 74.3% of students agreed that PRACS Curriculum promotes understanding of Common Core standards and helps them prepare for high school. 21.2% of students didn’t have an opinion about it. About 66.7% of our students agree that the school facilities are in good repair. 9.1% of students didn’t have an opinion. More than 77.3%  of students agree that school provides them with age-appropriate opportunities to participate in enrichment classes, sports, and other curricular activities to encourage a well-rounded educational experience. 13.6% of students didn’t have an opinion.|Analysis of the student survey data indicates several notable strengths as well as areas for continued growth at PRACS. Overall, students report positive perceptions of the school’s academic program, learning environment, and enrichment opportunities.  A key strength is the school’s impact on student success. More than 74% of students agreed that PRACS helps them succeed in school, demonstrating that students generally feel supported academically. Similarly, over 74% of students agreed that the PRACS curriculum promotes understanding of Common Core State Standards and helps prepare them for high school, suggesting that the instructional program is effectively meeting its academic goals.  The survey also highlights a positive school climate. Nearly 73% of students reported that PRACS provides a safe and healthy environment, indicating that most students feel secure and supported while at school. Additionally, more than 77% of students agreed that the school offers age-appropriate opportunities for enrichment, sports, and other curricular activities. This represents the highest-rated area in the survey and reflects the school’s success in providing a well-rounded educational experience that supports student engagement and development beyond core academics.  An area identified for continued improvement relates to school facilities. While approximately 67% of students agreed that school facilities are in good repair, this was the lowest-rated survey item. This finding suggests an opportunity to further assess facility conditions and prioritize improvements that enhance the student learning environment.  The survey results also show that between 9% and 21% of students selected “no opinion” on various survey items. This may indicate a need for increased student awareness of school programs, curriculum goals, and facility improvement efforts so that students can provide more informed feedback in future surveys.  Overall, the data demonstrate that PRACS is successfully supporting students academically, providing a safe and positive learning environment, and offering meaningful enrichment opportunities. Continued attention to facility improvements and student engagement in school decision-making processes will help strengthen the educational experience for all students.|Based on the analysis of student survey data, PRACS will continue to build upon its strengths while implementing targeted actions to address identified areas of need. The survey results demonstrate strong student satisfaction with academic support, curriculum alignment to Common Core State Standards, school safety, and enrichment opportunities. As a result, the school will maintain its current instructional programs, student support systems, and enrichment offerings that contribute to positive student outcomes.  One area identified for improvement relates to school facilities. It is important to note that PRACS was significantly impacted by the Eaton Fire, which destroyed the school's facility and displaced the school community. As a result, PRACS is currently operating through a co-location arrangement with another school while long-term facility solutions are being pursued. This temporary relocation has created challenges related to facility conditions, cleanliness, shared spaces, storage, scheduling, and access to resources that would typically be available in a dedicated school environment. These circumstances likely influenced student perceptions regarding the condition and maintenance of school facilities.  In response, school leadership will continue working closely with facility partners and stakeholders to address concerns related to the shared campus environment and ensure that students have access to safe, clean, and functional learning spaces. The school will also continue to evaluate the impact of the temporary facility arrangement on educational programs, enrichment opportunities, and overall student experience while advocating for resources and support necessary to meet student needs during this transition period.  Additionally, because a notable percentage of students indicated they had “no opinion” on several survey items, PRACS will strengthen communication efforts to increase student awareness of school programs, academic initiatives, and ongoing recovery and rebuilding efforts. Staff will provide opportunities for students to learn about curriculum goals, enrichment programs, facility updates, and school improvement initiatives through classroom discussions, student meetings, and school-wide communications.  As part of its continuous improvement process, PRACS will continue to administer annual stakeholder surveys and regularly review student feedback alongside academic and operational data. The school will use this information to evaluate the effectiveness of existing programs, identify emerging needs, and make data-informed decisions regarding resource allocation, program development, and recovery planning.  These actions support PRACS's commitment to providing a safe, supportive, and high-quality educational environment while navigating the challenges of recovery and temporary relocation following the Eaton Fire.|Met||2026-06-29|2026
19648810118075|Learning Works|6|Learning Works uses the California Healthy Kids Survey, with results from 2024, 2025, and 2026 to measure school climate for the Dashboard. In 2026, school connectedness was reported as follows by grade level: 9th- 76%, 10th- 70%, 11th- 57%, and 12th- 82%, which was slightly lower for 11th graders but similar or higher for 9th, 10th and 12th graders. These percentages improved year over year for 12th grade students, particularly among males (85%). Among middle school students (grades 6-8) in 2026, school connectedness was reported at 76% — matching the rate reported by 9th graders and a substantial increase from the 51% reported by middle school students in 2025. In 2025, a slightly lower percentage of students in grade 11 (60%) felt connected to the school compared to 70% of students in grades 10, 11, and 12 in 2024. However, a higher percentage (76%) of students in grade 12 in 2025 reported feeling connected to school compared to 2024. In 2025, 51% of middle schools felt connected to school. Among grade 12 students in 2026, 85% of males and 77% of females felt a sense of connectedness to the school compared to the 77% of males and 77% of females in 2025, and 74% of males and 78% of females in grades 11 and 12 feeling a sense of connectedness to school in 2024. In 2026, 74% of males and 80% of females in 12th grade indicated feeling academically motivated which is an increase from 2025 (71% of males and of females in grade 12), and in 2024 with 72% of 11th and 12th grade males and 78% of females. Middle school students in 2025 indicated a low level of academic motivation (44%); this improved substantially in 2026, with 71% of middle school students reporting academic motivation, on par with grade 12. One highlight of the survey is a continued increase in the percentage of students indicated caring adult relationships. For example, in 2026 (72% for 11th grade, and 82% for 12th grade) compared to the results in 2025 (ranging from 70% for middle school, 71% for grade 11 and 79% for grade 12 in 2025) and in 2024 (62% for grade 10, 69% for grade 9, 83% for grade 11, and 80% for grade 12). Middle school students in 2026 reported caring adult relationships at 83%, continuing this upward trend. Students also indicated that there were high expectations for them in school in 2024 (74% to 94%), 2025 (76% middle school, 79% grade 11 and 86% grade 12) and 2026 (92% middle school, 80% grade 11 and 86% grade 12). A high but slightly lower percentage of students (70% of 11th and 12th grade males and 83% 12th grade females) reported positive relationships in 2025. This is compared to 74% of grade 12 males and 90% of females in grades 11 and 12 reporting positive relationships in 2024. In 2026, 50% of 9th graders, 60% of 10th graders, 81% of 11th graders, and 55% of 12th graders reported they had not eaten breakfast today. That is a higher percent than in 2025 and in 2024 with similar improvements for middle schoolers.|The analysis of the California Healthy Kids Survey indicated several key findings about school climate and student well-being. Overall, a substantial proportion of students feel connected to their school and motivated academically, which has remained steady from between 2024, 2025 and into 2026. There is strong evidence of supportive relationships with caring adults and high expectations set by school staff, contributing to a positive learning environment, with small increases year over year. Middle school students in particular showed strong outcomes across nearly every domain in 2026 — connectedness, caring relationships, safety, and freedom from substance use — reflecting the strength of our earlier developmental supports; sustaining this trajectory as these students transition into high school will be a priority.  The areas that continue to require attention include increasing academic motivation, promoting healthier routines and general feelings of well being, including eating breakfast and getting enough sleep. Substance use prevention remains a priority, with about one in five students reporting use of alcohol and marijuana recently, and about one in five reporting heavy usage. Mental health support services continue to be important. While rates of students reporting emotional distress has stayed relatively consistent, there is a substantial percentage of students who continue to feel distress. Increasing meaningful participation in school activities and improving overall life satisfaction continue to be areas that students have identified to us as important to incorporate into their academic lives; this is notable at the middle school level as well, where meaningful participation (40%) lagged behind other developmental supports despite otherwise strong results, and bullying and cyberbullying rates were higher than at any other grade level.|To continue to address student needs identified by the Healthy Kids survey, from students directly and by staff, we continue to focus on implementing activities, policies and procedures that enhance the sense of connectedness for our learners and sustain academic motivation, including providing activities and opportunities for engagement on campus. Leaning on the strong sense of school safety and caring adult relationships continues to be an opportunity for our school. Relationship-based education with the additional support services of mental health providers and organizational partnerships have been refined over the past two years and will continue into 2026-27. Wellness programming that encourages healthy routines such as sleep, nutrition, physical activity and peer communication are in place to address these needs and provide priorities for the Community Schools initiative to continue. Given the elevated bullying and cyberbullying rates identified among middle school students in 2026, we will prioritize support and continued meaningful student participation at the middle school level to build on the strong foundation of connectedness and safety already in place. Planned activities in the areas of college and career, health and wellness and creative expression are aimed at improving climate and continuing to be a safe haven for our students.|Met||2026-07-23|2026
19648810136945|OCS - South|6|Odyssey Charter School South utilized feedback from students, families, and staff to evaluate school climate and identify areas of strength and growth. Survey results indicate that educational partners continue to view the school as a safe, supportive, and welcoming environment while also identifying opportunities to strengthen student connectedness and belonging.  Key findings from the survey data include: • 98% of families reported that the school is a safe place for their child. • 97% of staff reported that the school is a safe place to work, and 91% reported that the school is a supportive and inviting place to work. • Staff climate improved to 96%, representing a five-percentage-point increase from the prior year. • 89% of students in grades 3–5 reported positive supportive relationships, reflecting strong connections with adults and peers. • Students in grades 6–12 demonstrated strong social-emotional outcomes, with Emotion Regulation ranking near the 80th percentile nationally and Challenging Feelings ranking near the 90th percentile nationally. • Student perceptions of safety averaged 72%, with results varying by grade level from 60% in grade 3 to 82% in grade 4. • Student connectedness averaged 68%, ranging from 80% in grade 4 to 56% in grade 5. • Social Awareness among students in grades 3–5 ranked near the 20th percentile nationally, and Self-Efficacy ranked near the 30th percentile nationally across both grade spans.  Overall, the survey results demonstrate strong perceptions of safety, supportive relationships, and emotional well-being while also identifying student connectedness, self-efficacy, and social awareness as important areas for continued focus.|Analysis of survey results from students, families, and staff reveals that Odyssey Charter School South maintains a strong foundation of safety, support, and positive relationships. Family and staff survey results demonstrate consistently high levels of confidence in the school environment, with 98% of families reporting that the school is a safe place for their child and 97% of staff reporting that the school is a safe place to work. These findings suggest that educational partners continue to view the school as a welcoming and supportive learning community.  Student survey results also identified important strengths. Students reported strong supportive relationships with peers and trusted adults, and students in grades 6–12 demonstrated particularly strong social-emotional outcomes in the areas of emotion regulation and management of challenging feelings. These findings suggest that students benefit from positive relationships and support systems that contribute to their overall well-being.  At the same time, the data identified student connectedness, self-efficacy, and social awareness as important areas for continued growth. While students reported strong relationships, lower ratings in connectedness and belonging suggest that some students do not yet feel fully connected to the broader school community. Differences across grade levels indicate that student experiences vary, with some students reporting stronger feelings of connection and safety than others. The results also suggest opportunities to strengthen students’ confidence in their academic abilities and their capacity to understand and respond to the perspectives and experiences of others.  Overall, the data demonstrates that Odyssey South’s greatest strengths continue to be its culture of safety, supportive relationships, and emotional support for students. The survey results also highlight the importance of continuing efforts to strengthen belonging, connectedness, social- emotional competencies, and student confidence as the school community continues to recover and reconnect following a period of significant disruption and transition.|In response to survey results and other local data, Odyssey Charter School South will continue to prioritize actions that strengthen student connectedness, belonging, social-emotional development, and overall well-being. While survey results demonstrate strong perceptions of safety, supportive relationships, and emotional supports, the data also identified opportunities to strengthen students’ sense of connection to the school community, increase self-efficacy, and support the development of social awareness skills.  Actions implemented during the current year included restorative practices, social-emotional learning supports, Multi-Tiered Systems of Support (MTSS), student check-ins, community- building activities, and opportunities for students to strengthen relationships with peers and trusted adults. The school also continued to prioritize family engagement and communication efforts, recognizing the important connection between family partnerships and a positive school climate.  These actions were implemented to support students through the challenges associated with the Eaton Fire and the temporary relocation of students and staff across multiple campuses. Survey results suggest that these efforts contributed to maintaining strong perceptions of safety, supportive relationships, and emotional well-being among students, families, and staff. At the same time, the data indicates that additional work is needed to strengthen student connectedness, belonging, and confidence.  Moving forward, the school will continue to refine and expand these efforts through intentional community-building activities, social-emotional learning, restorative practices, and opportunities for students to develop stronger peer connections and leadership skills. Particular attention will be given to creating inclusive learning environments where all students feel welcomed, valued, and connected to the school community. These actions will support continuous improvement efforts and help ensure a positive and supportive school climate for all students.|Met||2026-06-23|2026
19649070000000|Pomona Unified|6|"""School Connectedness  Students: California Healthy Kids Survey (CHKS) - Percentage of students that feel """"School Connectedness"""" based on five school connectedness scale indicators (5th grade: average reporting """"Most of the time"""" & """"All of the time"""" - A6.8; Secondary: average reporting """"Agree or """"Strongly agree"""" - A6.8)    Staff: California School Staff Survey (CSSS) - Average reporting """"Strongly agree"""" on four Staff Working Environment Scale Questions (A6.4)  Parents: California School Parent Survey (CSPS) - Percentage of parents who  """"Strongly agree"""" and """"Agree"""" that parents feel welcome to participate at their child's school (A6.1)"|Students, Parents, and Teachers alike generally feel connected, safe, and welcome to participate in school.|No changes will be made to existing plans, policies, or procedures.  We will continue working towards maintaining/improving the school experience for all educational partners.|Met||2026-06-24|2026
19649070115170|School of Extended Educational Options|6|Pomona USD’s 2024-25 School Climate Report Card analyzed school connectedness using the responses from the following five CA Healthy Kids Survey questions: 1) Do you feel close to people at/from this school?; 2) Are you happy to be at/with this school?; 3) Do you feel like you are part of this school?; 4) Do teachers treat students fairly?; and 5) Do you feel safe at school? Sixty-three percent of fifth graders feel connected to their school - a 2% increase from 2023-24. Approximately half of middle school students and high school students feel connected to their school (51% and 49.5% respectively). The percentage increased by 2% for middle school and 6% for high school in comparison to the 2023-24 data. The district’s non-traditional high school school connectedness score grew by 5% from 2022-23’s/2023-24 average of 48%. There was steady growth in school connectedness at the traditional elementary, middle and high schools, despite many changes in school leadership with four new principals and additional changes in other admin roles, ongoing bargaining negotiations between the district and teachers’ union, school closures, and high teacher turnover with vacancies still unfilled.|According to the disaggregated data from the CA Healthy Kids Survey, PUSD faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other race/ethnicities. At the secondary school level, heterosexual students across 7th, 9th, and 11th grades feel more connected to their school than students whose sexual orientation is Gay, Lesbian or Bisexual. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadness.|As the percentage of students experiencing chronic sadness has increased since the pandemic, the district created Wellness Centers at the high schools in the middle of this school year. As the district continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The district will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the district will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, each school site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. The district will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. The district will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data.|Met||2026-06-11|2026
19649071996693|School of Arts and Enterprise|6|Local climate survey results indicate that students, families, and staff generally view The SAE positively across key measures of school climate. Highest ratings were received for opportunities for students to showcase their arts and creativity, campus safety, campus cleanliness, high-quality arts teachers, and support for students with disabilities. Most respondents also agreed that the school communicates effectively, prepares students for college, and provides opportunities for stakeholder voice. Survey responses were reviewed across stakeholder groups to identify trends and areas for continuous improvement.|Survey data indicate that The SAE's greatest strengths are its arts-centered culture, safe and welcoming environment, and strong relationships with students and families. Areas for continued improvement include strengthening communication, increasing stakeholder participation in decision-making, enhancing academic and social-emotional supports, and improving responsiveness to student behavior concerns. These findings will inform ongoing school improvement efforts.|The SAE will use survey findings to refine LCAP actions and school improvement efforts by strengthening communication, expanding opportunities for stakeholder input, continuing to improve student supports, and reviewing school climate and behavior systems. Progress will be monitored through future stakeholder surveys and ongoing review of local data.|Met||2026-05-05|2026
19649076021984|La Verne Science and Technology Charter|6|For La Verne Charter, as the percentage of students experiencing chronic sadness has increased since the pandemic, La Verne and the district continue to strengthen the support structure established and offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The La Verne Charter will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, La Verne will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, the Principal will engage in empathy interviews with African American students, have Affinity Groups such as the Black Student Union, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. La Verne Charter will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. La Verne will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data.|According to the disaggregated data from the CA Healthy Kids Survey, La Verne faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other races/ethnicities. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadness.|As the percentage of students experiencing chronic sadness has increased since the pandemic, La Verne continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the school will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, the site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. La Verne will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. La Verne will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data.|Met||2026-06-17|2026
19649310000000|Rosemead Elementary|6|"Every year, the District administers the California School Climate, Health, and Learning Survey (CalSCHLS/Healthy Kids) to 5th - 8th grade students in order to measure a variety of topics related to school connectedness and school safety.  Spring, 2026 CalSCHLS/Healthy Kids Data: Positive response to items about caring relationships at school.  Students: Agree that an adult cares about me, listens to me, and notices me.  -Students Elementary: 72%  -Students Middle: 55%  Parents: Strongly agree that ""this school has adults who really care about students.""  -Parents: 74%  Spring, 2026 CalSCHLS/Healthy Kids Data: Response to the questions with statements about school safety (Students: “At school, I feel safe at school”; Parents: “This school is a safe place for my child”)  Students Elementary: 75% 		Students Middle: 62%  Parents: Elementary: 96% 		Parents: Middle: 94%  Spring, 2026 CalSCHLS Data: Positive response to the questions with statements about meaningful participation (Students: At school, I do meaningful things, help decide activities, have a say; Parents: This school gives all students opportunities to “make a difference.”) -Students Elementary: 43% -Students Middle: 31% -Parents: Elementary: 49% -Parents: Middle: 39%  2026: 100 % of Rosemead Schools hold Leader in Me (LIM) Lighthouse Status  One school also holds Leader in Me Legacy Status  2025 LIM Measurable Results Assessment (MRA) Average Scores reported by students, teachers/staff, and parents: Leadership: 76% 	Culture: 80% 		Academics: 75%"|Analysis of data from the Spring 2026 California Healthy Kids Survey (CalSCHKS) and other school climate tools shows that Rosemead School District has several strengths in creating a safe and supportive school environment. The data also help us identify specific areas where additional attention and improvement are needed—particularly in middle school and in student experiences related to emotional well-being and meaningful participation. Students overall report that they feel noticed and cared for by adults at school. 72% of elementary students and 55% of middle school students responded positively to feeling that adults care about, listen to, and notice them. 74% of parents agreed that adults at school care about students. Parents strongly believe their children are safe at school, and most students feel the same. 96% of elementary parents and 94% of middle school parents say their child’s school is a safe place. 75% of elementary students and 62% of middle school students agree that they feel safe at school. All schools in the district have achieved Lighthouse status, and one holds the prestigious Legacy status. LIM survey results showed high levels of positive school culture: Culture: 80%, Leadership: 76%, and Academics: 75% (combined averages across students, staff, and parents). Students, especially in middle school, feel they have fewer opportunities to make decisions or feel involved in shaping school life. Although the overall culture is positive, about 30% of students reported experiences with bullying, harassment, or chronic sadness. This indicates an ongoing need to strengthen emotional safety, mental health supports, and school-wide systems for addressing student well-being. Our goals will be to focus on Increase middle school students’ sense of safety and connection; Expand opportunities for student voice and leadership, particularly at the middle school level; and Continue targeted efforts to address mental health, bullying, and emotional safety.|In response to the CalSCHLS data, the Rosemead School District has made changes in LCAP Actions/Services to address school safety. The district also has hired a full time counselor to be assigned to the middle school and added one full time psychologist to every school, instead of shared psychologists. We also added a campus student connectedness and safety staff at the middle school. To continue the positive work with regards to our students feeling they are treated with respect, the district fully supports, encourages, lives and breathes Leader In Me and PBIS. We have also added social-emotional student listening circles to hear the voices of students and provided professional development through WestEd to build safe and nurturing school environments. We will be increasing our focus on SEL and school climate by incorporating SEL strategies into classroom lessons as well as having more positive assemblies.  Over the course of several years of implementation of Leader in Me/7 Habits and PBIS, the Rosemead School District has experienced an overall decrease in suspensions and discipline issues. In addition, administrators, teachers, and all staff have increased knowledge of best practices in teaching positive behaviors and building strong, supportive, positive behaviors.|Met||2026-06-25|2026
19649640000000|San Marino Unified|6|In the spring of 2026, the San Marino Unified School District (SMUSD) administered the CalSCHLS California Healthy Kids Survey (CHKS) to all students in grades 5, 7, 9, and 11. Student survey data showed that 83% of participating students reported feeling safe at school.  Participating students by grade level and student groups are as follows: Gr 5 - 90%,   (Asian: 86%, Two or more races: 80%, Other: 80%) Gr. 7 - 74%,  (Asian: 79%, Two or more races: 70%, Hispanic: 78%, White: 75%) Gr 9 - 84%    (Asian: 84%, Two or more races: 85%, Hispanic: 90%, White: 85%) Gr 11 - 82%  (Asian: 77%, Two or more races: 76%, Hispanic: 85%, White: 100%)  Student survey data also showed the following perceptions of school connectedness: overall, 68%. Participating students by grade level and student groups are as follows: Gr. 5 - 71%    (Asian: 72%, Two or more races: 73%, Other: 63%) Gr. 7 - 66%    (Asian: 64%, Two or more races: 71%, Hispanic: 74%, White: 68%) Gr. 9 - 72%    (Asian: 73%, Two or more races: 73%, Hispanic: 69%, White: 78%) Gr. 11 - 64%   (Asian: 62%, Two or more races: 67%, Hispanic: 56%, White: 86%)  Additional CHKS data showed that 62% of participating students indicated that schools promote caring adult relationships. Participating students by grade level and student groups are as follows: Gr. 5: 66%     (Asian: 63%, Two or more races: 60%, Other: 63%) Gr. 7: 61%     (Asian: 59%, Two or more races: 69%, Hispanic: 65%, White: 73%) Gr. 9: 62%     (Asian: 63%, Two or more races: 62%, Hispanic: 68%, White: 67%) Gr. 11: 57%    (Asian: 56%, Two or more races: 71%, Hispanic: 64%, White: 54%)  Student survey data also demonstrated that 70% indicated positive academic motivation, with participating students by grade level and student groups as follows: Gr. 5: 85%     (Asian: 84%, Two or more races: 91%, Other:80%) Gr. 7: 64%     (Asian: 63%, Two or more races: 60%, Hispanic: 71%, White: 59%) Gr. 9: 67%     (Asian: 68%, Two or more races: 64%, Hispanic: 68%, White: 70%) Gr. 11: 65%   (Asian: 67%, Two or more races: 62%, Hispanic: 60%, White: 68%)  Lastly, student survey data also showed that 32% indicated meaningful participation with participating students by grade level and student groups are as follows: Gr. 5: 39%   (Asian: 39%, Two or more races: 33%, Other: 34%) Gr. 7: 25%   (Asian: 23%, Two or more races: 33%, Hispanic: 28%, White: 23%) Gr. 9: 33%   (Asian: 37%, Two or more races: 23%, Hispanic: 25%, White: 37%) Gr. 11: 31%  (Asian: 31%, Two or more races: 34%, Hispanic: 27%, White: 34%)  The status of this indicator is marked as being “Met”.|Disaggregated student group data for the 2026 school year provides additional vital information to assist SMUSD in identifying areas of strength and areas needing attention, so that appropriate and intentional individualized support, services, activities, and programs to promote positive student perceptions across all CHKS metrics.   Based on the 2026 CHKS results, SMUSD continues to place high priority on student perceptions with a particular focus on improvement in the areas of perceptions of school safety, academic motivation, school connectedness, and meaningful participation to ensure personal success and meaningful participation and engagement in school. Disaggregated student group data showed no significant disparity between student groups and overall / grade level data. Regardless, school sites will engage in data analysis with their faculties as a whole and develop actionable next steps for each of these metrics based on their respective CHKS data to collectively develop a plan that best supports all students, including identified student groups and individual site needs.|SMUSD will continue to engage in data inquiry cycles that focus on California Healthy Kids Survey survey data to develop and implement supports and scaffolds to address identified areas of need and strengthen areas of strength. School sites will include survey data in annual school score cards and increase the involvement of student leadership groups (student council, WEBB, ASB, etc) to help survey their peers and provide relevant and authentic input and feedback on current and potential programs and supports to foster inclusive learning environments where students feel safe, seen, heard, and that they belong.|Met|SMUSD recognizes that the CHKS is an important tool for assessing school climate and student well-being, typically administered to students in grades 5, 7, 9, and 11; however, the District also recognizes that there are key considerations for understanding progress on school climate based on CHKS data. Since the survey, administered only to students in specific grades (5, 7, 9, and 11), is not mandatory and parents can opt their children out, it may be challenging to gather longitudinal data and establish accurate trends over time. Nonetheless, SMUSD values the CHKS data and anticipates the use of student group data in subsequent years to better understand cultural and contextual factors that may play a role in student perceptions.|2026-06-23|2026
19649800000000|Santa Monica-Malibu Unified|6|Overall Strengths: High Expectations: A consistently high percentage of students across all grade levels perceive that their school has high expectations for them. This is a significant strength that can contribute to academic motivation and achievement. Feeling Safe: A majority of students in all grades report feeling safe at school. This is foundational for a positive learning environment. Caring Adults: A substantial percentage of students in all grades feel they have caring adults in the school. These supportive relationships are crucial for student well-being and academic success. *School Connectedness and Academic Motivation (Generally Positive): While there's a dip in the higher grades, the initial levels of school connectedness and academic motivation are strong starting points. Identified Needs and Areas of Concern:  Peer-to-Peer Issues (Bullying and Harassment): This is a significant area of concern, with various forms of peer-on-peer negative behavior reported across all grades. Physical Aggression: While highest in the elementary years, it remains a concern in higher grades. Rumors and Bad Names/Mean Jokes: These are prevalent, particularly in the younger grades, but still present in the older grades. Cyberbullying: This is a consistent issue across all grade levels, highlighting the need for digital citizenship education and intervention strategies. Social Emotional Distress: There's a noticeable increase in reported social-emotional distress as students move into higher grades. This suggests a growing need for mental health supports as students progress. Meaningful Participation: The percentage of students feeling they have meaningful participation in school decision-making is consistently low across all grades. This indicates a potential area for improvement in student voice and engagement. Facilities Upkeep: Student perception of facilities upkeep is relatively low across all grades, suggesting potential issues with the physical environment of the school. Student Behavior: A low percentage of students report that students are well-behaved. This could impact the learning environment and overall school climate. Promotion of Parental Involvement: The percentage of students reporting the promotion of parental involvement decreases in higher grades, suggesting a need to maintain or adapt parental engagement strategies as students age. Social Emotional Supports: The percentage of students reporting the availability of social-emotional supports is notably lower in certain secondary grades compared to others. Antibullying Climate: Similar to social-emotional supports, the perception of a strong antibullying climate shows a decrease as students transition through the middle school years. Substance Use: Reported alcohol or drug use increases significantly in the higher grades, indicating a growing need for prevention and intervention programs. Key Learnings and Grade-Level Differences:|"Based on the analysis of the 2025-2026 data, here are the key learnings, identified needs, and areas of strength, including insights from disaggregated student groups:  Overall Strengths:  • Universal High Expectations: A defining strength of the district is the consistent perception across all demographics that schools maintain high academic standards. This is shared by nearly 80% of both Hispanic and non-Hispanic students, as well as over 85% of school staff.  • Support for Specialized Programs: Students in Special Education and English Learner programs report high levels of academic support and agreement that their schools set high expectations for their success, indicating that these programs are effectively communicating goals to their students.  • Foundation of Safety and Care: A majority of students across all grade levels report feeling safe and having at least one caring adult at school. This sense of security is foundational, particularly in the elementary and early middle school years.  Identified Needs and Areas of Concern:  • Peer-to-Peer Conflict and Safety: Bullying remains a critical concern, with physical aggression peaking in 5th grade and cyberbullying persisting through high school. This is a primary driver of negative school climate perceptions.  • Reporting Comfort Gaps: There is a notable disparity in how comfortable students feel reporting racism or discrimination. Non-Hispanic students report higher levels of comfort compared to Hispanic or Latino students. Furthermore, a significant portion of students across all races report they ""don't know"" how or if they should report these incidents, suggesting a need for clearer protocols.  • Mental Health and Substance Use: There is a clear trend of increasing social-emotional distress as students move into higher grades. This correlates with a sharp rise in reported substance use (alcohol and drugs) between 7th and 11th grade.  • Student Voice and Engagement: Across all grade levels and groups, students feel they have very little ""meaningful participation"" in school decision-making. Improving student agency is a major area for growth.  • Facility Conditions: Satisfaction with the physical upkeep of school buildings is consistently low among students, parents, and staff, impacting the overall sense of campus pride and environment.  Key Learnings and Disaggregated Trends:  • The Middle School Transition: Data identifies the 7th-grade year as a ""vulnerable period."" Students in this grade report lower levels of school connectedness, lower perceptions of student behavior, and a decrease in the perceived availability of social-emotional supports compared to 5th grade.  • Parental Communication Disparities: While parents of English Learners report high satisfaction with school communication, parents of students not enrolled in specialized programs (Special Education, EL, or FRPL) report lower satisfaction with how the school promotes parental involvement."|Having SEL and PBIS TOSAs, implementation of SEL curriculum Second Step, continued value of empowerment and inclusion through variety of school activities, transformational instructional practices, ongoing implementation of MTSS structures beyond academics to include social, emotional, and behavior with school specific strategies and planning based on local data. Continued focus on facility maintenance and improvements|Met||2026-06-23|2026
19649980000000|Saugus Union|6|"In April of 2026, SUSD administered the District’s Connectedness Survey to students in grades 3-6, parents, and staff. The survey focused on key areas including: safety, belonging, and inclusivity.  The results indicated that students would like ""seeing their family culture"" to be more represented and inclusive within the school and curriculum (55% students agree) while parents and staff felt this was a strength (76% parents and 85% staff).  The data from this survey also indicated that parents and students feel they are safe at their school (92% parents agree, 79% students agree).  Students, parents and staff indicated that our schools are places where they feel a sense of belonging (94% parents agree, 89% staff agree, and 73% students agree)."|When looking at our student demographic data within the key areas of the survey, we found that there were slight discrepancies between student groups and their perceptions of safety, belonging, and inclusivity. For safety, all federally reported groups such as students with special needs (76% agree), socioeconomically disadvantaged students (78% agree), English learners (81% agree) indicated they feel safe at school as compared to ALL students (79% agree).   When looking at perceptions of belonging to their schools, there were slight discrepancies between student groups and the ALL students (73% agree).  For example, African American (66% agree) and Socioeconomically disadvantaged (72% agree) were below the ALL student group percentages, while other student groups around at or above the 73% agree. For example, Hispanic students (74% agree) and Asian (74% agree) were higher than the ALL students group (73%) in their response to feeling a sense of belonging.   When looking at perceptions of inclusivity, there were some discrepancies between student groups.  All students (55% agree) responded that they see their family’s culture represented in their learning and school, while Two or More Races students (46% agree) and Asian students (51% agree) were below.  Socioeconomically Disadvantaged Students (57%), Students with Special Needs (58% agree), Hispanic students (61%), and English Learner students (69% agree) showed higher perceptions of inclusivity as compared to ALL students.|After analysis of the survey data, it is evident that our students and families feel safe in our schools, and although a majority of students reflect that they feel a sense of belonging and see their family’s culture represented within our schools, we would like to increase this percentage. In areas that saw room for growth, we maintained actions within our LCAP to ensure our district is placing an emphasis to improve in the following areas: (1)  Addressing students' social emotional needs as a means to increase their academic achievement. (2) Ensuring that various student groups, family groups, and other educational partners are seen within the school district and its curriculum. It is further critical that each of those groups' contributions to the organization be seen and valued by each member of the organization.  Emphasizing diversity as an LCAP goal (Goal #5) ensures that this concept is continually brought to the forefront in all aspects of the organization.|Met||2026-06-30|2026
19650290000000|South Pasadena Unified|6|The California Healthy Kids Survey (CHKS) was administered in the Spring of 2026 to students in grades 5, 7, 9, and 11. The LCAP survey was also administered in the Spring of 2026 to middle school and high school students. Results from these surveys are analyzed in an effort to develop actionable next steps to help promote school safety and connectedness. These actionable steps are part of district-wide and school-wide plans, specifically the Local Control and Accountability Plan (LCAP) and the School Plans for Student Achievement (SPSA).  Grade 5 CHKS data indicates that 92% of 5th graders feel safe at school, while student groups report the following: Asian 91%, Hispanic 91%, White 92%, and Two or More Races 88%. 84% of 5th graders experience school connectedness, while student groups report the following: Asian 82%, Hispanic 84%, White 86%, and Two or More Races 85%.  Grade 7 CHKS data indicates that 79% of 7th graders feel safe at school, while student groups report the following: Asian 83%, Hispanic 79%, White 73%, and Two or More Races 79%. 75% of 7th graders experience school connectedness, while student groups report the following: Asian 76%, Hispanic 76%, White 76%, and Two or More Races 75%.  Grade 9 CHKS data indicates that 88% of 9th graders feel safe at school, while student groups report the following: Asian 89%, Hispanic 83%, White 88%, and Two or More Races 90%. 73% of 9th graders experience school connectedness, while student groups report the following: Asian 73%, Hispanic 67%, White 81%, and Two or More Races 75%.  Grade 11 CHKS data indicates that 81% of 11th graders feel safe at school, while student groups report the following: Asian 77%, Hispanic 80%, White 89%, and Two or More Races 81%. 72% of 11th graders experience school connectedness, while student groups report the following: Asian 69%, Hispanic 73%, White 75%, and Two or More Races 77%.  LCAP survey data indicates that 91% of middle school students and 89% of high school students feel safe and secure at school. It also indicates that 85% of middle school students and 82% of high school students feel cared for at school.|Elementary data indicates that feelings of school safety remain high, while school connectedness continues to rise. There has been an increase in feelings of school safety at the secondary level, particularly in grade 9. School connectedness has also increased for grade 9, and remains stable at the secondary level. Student groups have seen marked improvements in feeling safe and connected. Any variances between the student group data and the all-student group data will be reviewed by school site councils at the beginning of the school year, but may be found to be statistically insignificant.|SPUSD's focus is to ensure students feel safe and connected at school. School sites continue to revisit and revise existing programs and practices to make site-specific improvements, including a focus on Positive Behavior Intervention and Support (PBIS), crisis intervention services, alternatives to suspension, restorative practices, character education, and attendance monitoring.|Met||2026-06-16|2026
19650370000000|South Whittier Elementary|6|The South Whittier School District (SWSD) administers the California Healthy Kids Survey (CHKS) annually to measure school climate, focusing on student perceptions of safety and connectedness. The survey is administered to 5th, 6th, and 7th graders across all schools within the district. It provides an overall score for all students, allowing for the tracking of general trends in school climate over time. Additionally, SWSD disaggregates the survey data by student groups identified in California Education Code Section 52052—including race/ethnicity, socioeconomic status (Socioeconomically Disadvantaged), English learner status, and disability status—when such data is available. This disaggregated data provides deeper insights into the distinct campus experiences of different student populations within the district. SWSD also administers parallel climate surveys to parents and staff members to gather comprehensive perspectives on school conditions. The inclusion of multiple educational partners ensures a well-rounded understanding of the district's overall learning environment. SWSD's analysis of the current local climate survey data reveals several key findings across targeted focus areas:  Across all grade levels surveyed, there was an increase in percentages regarding the positive perception of having caring adults in school. Specifically, 67% of 5th graders, 53% of 6th graders, and 45% of 7th graders reported having a caring adult at school. This cross-sectional trend highlights a potential area for increased, intentional efforts to foster supportive relationships between students and adults within the school community, particularly as students transition into the higher grade levels.  The data reveals a distinct trend regarding opportunities for meaningful participation at school, with 43% of 5th graders, 33% of 6th graders, and 21% of 7th graders reporting that they felt they had meaningful opportunities to participate in school activities. This indicates a localized gap in student engagement and involvement in decision-making processes, highlighting the operational importance of enhancing student voice and agency within the campus environment. While a majority of elementary and intermediate students report a strong climate of antibullying on campus—evidenced by 66% of 5th graders and 60% of 6th graders—there is a slight shift in the reported antibullying climate among intermediate students, with 28% of 7th graders indicating a positive climate of low victimization. This represents a positive aspect of the survey results for the 7th-grade cohort, indicating a lower incidence of perceived victimization compared to their peers. The current survey results clearly underscore the specific areas where SWSD can focus its continuous improvement efforts to enhance school climate. Strategic priorities will center on strengthening relationships between students and adults, increasing structural opportunities for student participation and leadership, an|The South Whittier School District (SWSD) continues to prioritize building a positive, inclusive school climate through a comprehensive Multi-Tiered System of Supports (MTSS), robust wellness services, and the districtwide implementation of Positive Behavioral Interventions and Supports (PBIS). A thorough analysis of the local climate data, including data disaggregated by student groups, provides the district with clear insights into current areas of strength as well as specific focus areas for ongoing development. The district has successfully established a strong baseline of caring adult relationships in the elementary grades, with 67% of 5th graders and 53% of 6th graders reporting the presence of a caring adult at school. This indicates that school environments are welcoming and that staff members are highly effective in building positive rapport with younger cohorts. Cohesive PBIS implementation across all school sites has embedded clear behavioral expectations, robust reinforcement systems, and proactive student supports. This is validated by external metrics, such as Tiered Fidelity Inventory data showing Tier 1 fidelity sustained above 88%. SWSD has strategically expanded its wellness infrastructure by adding four Licensed Clinical Social Workers (LCSWs) and three Master of Social Work (MSW) interns. This increased staffing has significantly advanced the district’s capacity to deliver immediate clinical counseling, targeted crisis response, and direct family support services. These systemic supports directly correlate with low suspension rates across critical student groups, including a stable 2% rate for Socioeconomically Disadvantaged (SED) students, 2.6% for English Learners, and a reduction to a stable 0% for Foster Youth. The local data reveals a clear need to increase opportunities for meaningful student participation, which demonstrates a marked decline as students mature (43% in 5th grade, 33% in 6th grade, and 21% in 7th grade). This key learning underscores a clear operational requirement to design stronger student voice, agency, and collaborative leadership opportunities, particularly within upper-grade and middle school settings. While the anti-bullying climate remains a relative strength at the elementary level (66% in 5th grade and 60% in 6th grade), the 28% positive anti-bullying perception rate among 7th graders highlights a critical area of focus. Addressing this requires targeted intermediate interventions, specialized staff training in restorative practices, and a review of middle school supervision models. Long-term English Learners (LTELs) and Students with Disabilities (SWD) continue to show a need for more consistent Tier 2 and Tier 3 behavioral and emotional interventions, pointing to a requirement for specialized educator training to mitigate suspension disparities. SWSD will focus its LCAP implementation on deepening Tier 2 and Tier 3 behavioral and mental health supports for students, enhancing rigorous PBIS fid|The South Whittier School District (SWSD) will systematically align its operational plans, campus protocols, and professional learning systems to directly address the specific growth areas identified in the local climate data. To cultivate an environment where all students feel safe, valued, and connected, the district is implementing the following structural modifications and strategic actions for continuous improvement. While Tier 1 framework consistency remains high, local data variances necessitate a strategic shift toward strengthening Tier 2 and Tier 3 targeted interventions. Operational updates include institutionalizing rigorous fidelity monitoring via the PBIS Tiered Fidelity Inventory (TFI). Concurrently, the district will mandate site-wide staff training cycles focusing on tier-specific behavioral supports, trauma-informed practices, and equity-centered classroom management approaches to reduce exclusionary disciplinary outcomes. To counteract the multi-year decline in student perceptions of meaningful participation in the upper grades, SWSD is explicitly re-engineering its intermediate engagement procedures. This structural change includes the creation of formal student leadership frameworks at the middle school level, including cross-age peer mentoring networks, student-led extracurricular committees, and formalized youth advisory councils that insert student voice directly into site-level decision-making processes. To address the 7th-grade victimization rate highlighted in the climate data, the district will execute a coordinated anti-bullying initiative. This action involves the deep, systemic integration of Social-Emotional Learning (SEL) curriculum, specifically Second Step and Zones of Regulation, paired with the strategic deployment of the district's clinical counseling teams (LCSWs and MSWs) to provide immediate, site-based small group intervention and restorative safety circles. Recognizing that school climate is heavily influenced by home-school alignment, the district’s Family Resource Center will expand its targeted parent education workshops. Future offerings will be explicitly designed around the requests of the community, focusing on providing families with actionable toolkits to support student mental health, manage behavioral transitions, and strengthen positive home-to-school connections. SWSD will refine its central monitoring procedures to track local climate data in real time. The district will establish quarterly cross-functional data-review meetings to evaluate mid-year California Healthy Kids Survey (CHKS) metrics, local suspension tracking, and chronic absenteeism data by disaggregated student groups. This structural oversight ensures that resource allocations and interventions remain highly responsive, adaptive, and continuously optimized for student success.|Met||2026-06-23|2026
19650450000000|Sulphur Springs Union|6|The Local Control and Accountability Plan (LCAP) survey is provided each year to all staff, parents, and TK-6th grade students for climate and safety reporting.   The data from the 2026 LCAP survey showed the following information for TK, K, and 1st Grade:   •	My school provides me a good education 97.4%  •	I like coming to school each day 81.8%  •	I feel safe at school 83.3%  •	My teacher encourages me to do my best in school 86.4%  •	I feel my school is clean 65.8%  •	There are adults at school that I trust to help and support me when I have trouble learning 87.9%  •	There are adults at school that I trust to help and support me when I have personal problems 87.9%   The data from the 2026 LCAP survey showed the following information for 2nd – 6th Grade:   •	My school provides me a good education 88.2%   •	I look forward to learning each day 65.4%   •	I feel safe at school 82.8%   •	My teacher encourages me to do my best in school 83.5%   •	I feel my school is clean 34.8%   •	There are adults at school that I trust to help and support me when I have trouble learning 84.9%  •	There are adults at school that I trust to help and support me when I have personal problems 65.7%   The 2026 LCAP survey results indicate that students generally have positive perceptions of their school experience, particularly in the areas of feeling supported by adults and receiving a quality education. TK, Kindergarten, and 1st-grade students reported especially high levels of satisfaction, with 97.4% indicating that their school provides a good education and nearly 88% reporting that they have trusted adults at school who support them with both learning and personal challenges.  Students in grades 2–6 also reported positive perceptions regarding school safety (82.8%), teacher encouragement (83.5%), and access to trusted adults for academic support (84.9%). However, the data also identifies opportunities for growth. Student perceptions of school cleanliness were notably lower across both grade spans, particularly among grades 2–6 (34.8%). Additionally, only 65.4% of students in grades 2–6 reported looking forward to learning each day, suggesting a need to continue strengthening student engagement and excitement for learning.  Overall, the survey results demonstrate strong relationships between students and staff and a positive school climate. Moving forward, the District can build on these strengths while focusing on increasing student engagement, enhancing school environments, and ensuring that all students feel connected, supported, and excited about their learning experiences.|The analysis of the 2026 LCAP student survey data identified several areas of strength related to school climate, student support, and overall satisfaction with the educational experience. Students across both grade spans reported high levels of trust in adults at school, with the majority indicating that they have adults they can turn to for support with both academic and personal challenges. Students also reported feeling safe at school and recognized that their teachers encourage them to do their best, reflecting strong relationships between students and staff. Additionally, younger students in TK through 1st grade reported very positive perceptions of their educational experience, with nearly all students indicating that their school provides a good education.  The data also identified areas for continued growth. Student responses regarding school cleanliness were significantly lower than other survey measures, particularly among students in grades 2–6, suggesting a need to better understand student perceptions and identify opportunities to improve school environments. In addition, while a majority of students reported looking forward to learning each day, the results indicate that there is an opportunity to further increase student engagement, motivation, and excitement for learning, especially among students in grades 2–6.  Overall, the data demonstrates that the District has established a positive and supportive learning environment where students feel safe, connected, and supported by caring adults. Moving forward, the District will build upon these strengths while focusing on increasing student engagement, enhancing school environments, and ensuring that all students remain connected to their learning and school community.|Analysis of student wellness, attendance, and support services data identified several key strengths and areas for continued focus. Student survey results indicated that students generally feel physically safe at school and have positive relationships with adults on campus. These findings reflect the effectiveness of the District's positive school climate initiatives, including relationship-based programs such as Capturing Kids' Hearts and the ongoing efforts of teachers, administrators, counselors, and Social Workers to create supportive learning environments.  The data also identified a need to strengthen supports related to students' social-emotional wellness. As a result, the District will continue to prioritize the implementation of Social Emotional Learning (SEL) across all nine schools through the Second Step curriculum. Principals will support teachers in implementing the curriculum with fidelity, while Social Workers will utilize SEL strategies and resources to support students through individual and small-group interventions. Staff will continue to monitor student wellness referrals and related data to ensure that supports are meeting student needs and contributing to positive outcomes.  Attendance data highlighted another area of progress. Through the collaborative efforts of Social Workers, administrators, teachers, and families, the District reduced its chronic absenteeism rate from 15.2% (2024 CA Dashboard) to 12.7% (2025 CA Dashboard) . Analysis of the data showed that schools with improved attendance rates also experienced increases in student engagement, connectedness, and academic achievement. This demonstrates the importance of targeted attendance interventions and strong family partnerships. Moving forward, staff will continue focusing on students with chronic absenteeism through individualized outreach, home visits, and attendance improvement plans developed in partnership with families.  The data also reinforced the importance of providing comprehensive supports for students and families facing significant challenges. Social Workers will continue to provide targeted support to at-risk students and connect families with resources available through the District's Family Resource Center, including food, clothing, school supplies, and other basic necessities that help remove barriers to learning.  Additionally, increased requests for counseling and mental health support highlighted the need for expanded access to services. To address this need, the District will continue its partnership with Hazel Health to provide free tele-health therapy services for students and families. This resource expands access to mental health support and helps ensure that students receive timely interventions that support their academic success and overall well-being.|Met|The analysis of the data demonstrates that the District has established strong systems to support the whole child through positive school climates, strong relationships with caring adults, improved attendance, and expanded access to social-emotional and mental health services. Moving forward, the District will continue to build upon these strengths while focusing on areas of growth, including enhancing social-emotional wellness supports, increasing student engagement and connectedness, and providing targeted interventions for students and families in need. Through ongoing collaboration among staff, families, and community partners, the District remains committed to ensuring that every student receives the academic, social-emotional, and behavioral supports necessary to thrive.|2026-06-24|2026
19650520000000|Temple City Unified|6|The California Healthy Kids Survey is scheduled to be administered for the 2026-27 school year to students and families. Based on the results of the 2025-2026 California Healthy Kids Survey, the following data points are relevant for us to monitor annually related to the percentage of students that feel safe at school: 5th grade - 79% (all or most of the time) 7th grade - 70% (agree or strongly agree) 9th grade - 68% (agree or strongly agree) 11th grade - 67% (agree or strongly agree) Parents reported that school is a safe place for their child: 96% (agree or strongly agree) Staff reported that school is a safe place for students: 96% (agree or strongly agree)|"Based on this data, a key learning is that most students, parents/guardians, and staff feel that the schools in TCUSD feel safe. We also wanted to look at similar data by student group, the following question was asked on the Local Climate Survey: ""I have one staff member that I can go to if I need to talk about something or get help"" (Often or Always). We found that 90% of all students felt like they could go to a staff member and an even higher percentage of our EL students (95%) and a lower percentage for our low-income students (90%) felt connected to a staff member. Based on the information from this data, the district has continued to implement Positive Behavioral Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS). This is an area of strength across the District, as many schools were recognized for their successful implementation of socio-emotional, behavioral, and mental health supports to students during the 2025-26 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers highly benefit from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships."|To ensure continuous improvement for students across the District, each school site will develop a PBIS SMART goal that will be measured through Tiered Fidelity Inventories (TFIs) or the California Healthy Kids Survey data. In addition, the District expanded its MTSS Behavior Program by hiring counselors for each elementary site and two Board Certified Behavior Analysts (BCBAs) to increase socio-emotional, behavioral, academic and mental health supports to students across the District. Finally, the District has increased awareness and accessibility to resources and supports for students and families by utilizing a Public Information Officer. These actions will allow the District to continue and improve its commitment to the safety and well-being of all students.|Met|Temple City Unified has school climates and academic programs that are award-winning as recognized by the following recognitions held by our schools:  LA ROSA: California Distinguished School, Niche A School, PBIS Gold Award, SGV’s Best - Favorite Elementary School CLOVERLY: California Distinguished School, Niche A School, Science Olympiad First Place, SGV’s Best - Favorite Elementary School EMPEROR: California Distinguished School, Civic Learning Award, Niche A School, PBIS Gold Award LONGDEN: California Distinguished School, Niche A School, PBIS Silver Award OAK: California Distinguished School, Gold Ribbon School, Named a National Schools to Watch, Niche A School, PBIS Platinum Award, U.S. News Best Middle School, 2025 National Science Bowl Competitors #22 in the nation  TCHS: California Distinguished School, Gold Ribbon School, Niche A+ School, Science Olympiad Award Winners, SkillsUSA Champions, U.S. News Best High School, 2023 CIF Champions - Softball, 2023 and 2026 Edison Scholar Pupil Award, 2024 CIF Champions - Volleyball, 2024 and 2025 Solar Car Challenge First Place Winner, 2025 ROTC Full Ride Scholarship Recipient (three students), 2026 Amazon Future Engineer Scholarship (two students), 2026 Choreo Dance Team - NRG Nationals First Place in Showmanship and Jazz, 2026 CIF Champions - Girls Tennis, 2026 Regeneron STS Scholar (one student), 2026 SkillsUSA State Title Winners, 2026 Winter Guard - 1st Place WGASC TCELA: Yelp - Favorite Preschool|2026-06-24|2026
19650600000000|Torrance Unified|6|"TUSD achieved or maintained post-COVID record highs across all Climate Survey grade levels.    For the 2025-26 school year, the district-wide Total Positive Response Rate increased slightly by 1% compared to the previous year. Specifically, the Elementary school rate (5th grade) maintained the positive response rate at 76%, the Middle school rate (7th Grade) increased by 2%, and the High school rate (10th Grade) increased by 2%. Overall, there has been a 3% increase in the Total Positive Response Rate from 2018-19 to 2025-26.  Notably, three metrics that we have deliberately focused on since the reopening of schools after COVID are ""I feel safe at school"", ""I fell welcome at school"" and ""I am included at school"" all scored at record highs across all grade levels tested, with districtwide positive responses setting all-time highs at 89%, 84% and 87%, respectively."|District administrators analyzed these results. Schools were provided with their site data to facilitate detailed analysis, including disaggregation by question, gender, and significant subgroups, if applicable. Based on this analysis, site administrators and teams will plan further strategies to enhance school safety, engagement/connectedness, and diversity/equity/inclusion.|Areas of interest and need have included social-emotional growth, stress management, healthy habits, threats to school/students, and suicidal/self-injurious behavior.  Resulting actions at schools have included increasing awareness among students and staff, information campaigns, notices to parents, PBIS activities, positive reward systems for behavior, expanding clubs, fostering community support, trauma-informed counseling, and increased counseling and mental health staff.  Specific district-wide programs following district-level and school site analysis, include: Second Step: Social-emotional lessons for all elementary students.  Start with Hello: School climate program for secondary and upper elementary students.  See Something Say Something: Reporting threatening behavior for secondary students.  Anonymous Reporting System: Addressing suicidal/self-injurious behavior for secondary students. Additional Mental Health-Focused programs, training TISE (trauma informed) Counseling training Additional Counseling and Mental Health Staffing|Met||2026-06-16|2026
19650780000000|Valle Lindo Elementary|6|Valle Lindo Elementary School District annually administers a local school climate survey to measure student perceptions of school safety and connectedness. The survey is administered to students within the grade spans served by the district (TK-5 and 6-8), capturing valid measures of how students perceive their school environment, including feelings of safety, belonging, and connectedness to their school community.  The survey collects data on key dimensions of school climate, including school safety, school connectedness, relationships with caring adults, and student engagement. Results are reviewed at both the district and school-site levels to identify strengths and areas for improvement.  To the extent available, survey data is disaggregated by student groups identified in California Education Code 52052, including English learners, socioeconomically disadvantaged students, students with disabilities, foster youth, homeless youth, and racial/ethnic subgroups. This disaggregation allows the district to examine differences in perceptions of safety and connectedness across student populations and to identify any gaps that may require targeted support.  Overall, survey results indicate that the majority of students report feeling safe at school and connected to their school community, reflecting a positive school climate. Students generally report the presence of caring adults on campus and a sense of belonging. Areas identified for continued focus include strengthening student connectedness at certain grade levels and enhancing supports for identified student groups.  The district uses this local climate survey data, alongside additional data such as attendance, suspension, and discipline records, to inform continuous improvement efforts, guide social-emotional and behavioral supports, and implement changes that address local needs. Valle Lindo Elementary School District remains committed to using school climate data to foster safe, welcoming, and supportive learning environments for all students.|Through the analysis of local school climate survey data, including available data disaggregated by student group, Valle Lindo Elementary School District has gained valuable insights into student perceptions of school safety and connectedness. These key learnings help the district understand its strengths and identify needs to guide continuous improvement.  A key area of strength revealed through the data is that the majority of students across grade spans report feeling safe at school. Students generally express a strong sense of connectedness to their school community and indicate the presence of caring adults on campus who support them. This reflects the district's ongoing efforts to build positive relationships and create welcoming, supportive learning environments. The prevalence of trusting student-adult relationships is a particular strength that contributes to a positive overall school climate.  The analysis also highlighted several needs. Data indicates that student connectedness and sense of belonging may decline slightly at upper grade levels, suggesting a need to strengthen engagement and connection as students transition into the middle grades. Additionally, disaggregated data revealed that certain student groups—such as English learners, students with disabilities, and socioeconomically disadvantaged students—may experience differences in their perceptions of safety and connectedness compared to their peers. These differences point to the need for targeted supports to ensure all student groups experience an equally positive and inclusive school climate.  The district also learned that continued attention to social-emotional supports, positive behavioral interventions, and opportunities for meaningful student engagement can further enhance students' sense of belonging and connectedness.  These key learnings, drawn from both overall and disaggregated data, inform the district's efforts to address identified needs while building on existing strengths. Valle Lindo Elementary School District remains committed to using these insights to implement targeted strategies, strengthen supports for all student groups, and sustain a safe, connected, and positive school climate for every student.|Based on the analysis of local school climate data and the key learnings identified, Valle Lindo Elementary School District has determined several changes and actions to existing plans, policies, and procedures to address identified areas of need and support continuous improvement.  To address the identified need to strengthen student connectedness and sense of belonging, particularly at the upper grade levels, the district will enhance its social-emotional learning (SEL) programs and student engagement opportunities. This includes expanding activities, clubs, and initiatives that foster positive peer relationships and a stronger sense of belonging as students transition into the middle grades. These efforts will be reflected in the district's Local Control and Accountability Plan (LCAP) through actions focused on school climate and student engagement.  To respond to differences in perceptions of safety and connectedness among certain student groups—such as English learners, students with disabilities, and socioeconomically disadvantaged students—the district will implement more targeted supports. This includes strengthening tiered systems of support through Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS), ensuring that interventions are responsive to the needs of all student groups. Staff will receive professional development on culturally responsive practices and inclusive, trauma-informed approaches to further support these students.  The district will also continue to invest in staff who support student well-being, such as counselors and support personnel, to enhance social-emotional and behavioral supports available to students. Additionally, the district will review and refine its practices related to positive school climate, safety, and student connectedness to ensure alignment with identified needs.  To support continuous improvement, the district will continue to administer the local school climate survey annually, analyze both overall and disaggregated results, and use these findings to monitor progress and adjust strategies as needed. Educational partner input, along with additional data such as attendance and discipline records, will further inform ongoing decision-making.  Valle Lindo Elementary School District remains committed to using local data and key learnings to guide meaningful changes that foster a safe, connected, and positive school climate for all students, and will monitor the effectiveness of these actions through its continuous improvement process.|Met|Valle Lindo Elementary School District remains deeply committed to fostering a safe, positive, and connected school climate that supports the academic, social, and emotional well-being of all students. In addition to the annual local climate survey, the district uses a range of complementary data sources—including attendance, chronic absenteeism, suspension, and discipline data—to develop a comprehensive understanding of school climate and to inform continuous improvement efforts.  The district has implemented and continues to strengthen systems that promote a positive climate, including Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered Systems of Support (MTSS). These frameworks provide a proactive, tiered approach to supporting student behavior, well-being, and engagement. Through these efforts, the district emphasizes prevention, positive reinforcement, and early intervention rather than exclusionary discipline practices.  Social-emotional learning (SEL) is integrated into the district's efforts to build students' skills in self-awareness, relationship-building, and responsible decision-making. Counseling and support services are available to address the social-emotional needs of students, and the district continues to prioritize the presence of caring, trusted adults on each campus.|2026-06-17|2026
19650940000000|West Covina Unified|6|The West Covina Unified School District administered its annual Local Climate Survey during the spring of 2026 to students, parents/guardians, classified staff, and certificated staff. Students in grades 2–12, parents, classified staff, and certificated staff were surveyed on a range of items designed to assess perceptions of school climate, including safety, connectedness, belonging, relationships, and overall school experience. Survey responses were collected anonymously using a four-point agreement scale ranging from Strongly Agree to Strongly Disagree.  Survey results reflected a positive school climate across all educational partner groups. Among students in grades 2–12, 83% reported feeling safe at school, while 92% reported feeling connected to their school community. Parents and guardians, including families representing unduplicated pupil groups and targeted student populations, also reported positive perceptions of school climate, with 94% indicating that district schools are safe and 96% reporting that they feel welcomed at their child's school.  Staff responses were similarly positive. Among certificated staff, 95% reported feeling safe at school and 96% indicated they felt connected to their school community. Classified staff reported 93% feeling safe at school and 96% feeling connected to their work site.  These results indicate that students, families, and staff continue to experience positive school environments characterized by strong relationships, welcoming school communities, and a shared commitment to safety and belonging.|Analysis of the Local Climate Survey results demonstrates that the West Covina Unified School District continues to maintain a strong and positive school climate. High levels of perceived safety and connectedness among parents, certificated staff, and classified staff reflect the district's ongoing commitment to fostering welcoming, inclusive, and supportive learning environments.  Student responses also demonstrate positive progress, with perceptions of school safety increasing compared to the previous year while maintaining consistently high levels of school connectedness. Although these results reflect meaningful growth, the district recognizes that increasing students' sense of safety remains an area for continuous improvement.  The survey findings reinforce the importance of continuing to invest in comprehensive school safety practices and social-emotional supports that strengthen positive relationships between students and staff. Districtwide implementation of Capturing Kids' Hearts (CKH) at the elementary and middle school levels has continued to foster positive school culture, strengthen relationships, and support students' social-emotional well-being. Likewise, implementation of the district's Comprehensive Mental Health Plan has expanded access to counseling services, increased the number of counseling interns, and ensured that all schools continue to provide Social-Emotional Learning (SEL) instruction to support student wellness.  Together, these initiatives have contributed to positive perceptions of school climate while highlighting the importance of sustaining efforts that promote student safety, connectedness, and overall well-being.|Based on analysis of the Local Climate Survey and other local data, the West Covina Unified School District will continue implementing and refining practices that strengthen school safety, student connectedness, and overall well-being. While survey results demonstrate continued improvement in students' perceptions of safety and consistently high levels of connectedness, the district remains committed to further strengthening these outcomes through ongoing continuous improvement efforts.  The district will continue implementing its Comprehensive Mental Health Plan, expanding access to counseling services, social-emotional supports, and evidence-based Social-Emotional Learning (SEL) instruction to ensure students have access to appropriate supports across all tiers of intervention.  West Covina Unified will also continue to strengthen school safety through annual ALICE training for staff and age-appropriate safety instruction for students, supplemented by regular drills, simulations, and refresher training as students progress through grade levels. In addition, the district will continue enhancing campus security through ongoing investments in security cameras and other proactive safety measures.  The district will continue implementing Capturing Kids' Hearts (CKH) at elementary and middle schools to strengthen positive school culture, foster meaningful relationships between students and staff, and increase students' sense of belonging. Survey results and other local data will continue to be reviewed annually to evaluate the effectiveness of these efforts and inform future planning to ensure every student learns in a safe, supportive, and welcoming environment.|Met||2026-06-11|2026
19650940112706|California Virtual Academy @ Los Angeles|6|Criteria Met STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.5 Domain School Safety Domain average score on a 4 point scale 3.5 Domain School Connectedness Domain average score on a 4 point scale 3.4 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.7 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.6 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.2 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Perceived Safety Domain average score on a 5 point scale 4.6 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.1 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.2 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Substance Use Domain average score on a 5 point scale 4.1 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: Above-average ratings for respectful teacher interactions and student safety. Challenges: Opportunities for peer connection could be expanded. Grades 7, 9 & 11 – Key Learnings Strengths: Strong performance in school climate, responsiveness to bullying, and staff-student relationships. Challenges: Desire for more voice in class activities and collaborative learning experiences. Parent Responses - Key Learnings Strengths: Very high ratings on all safety-related areas and encouraging attendance; strong staff-student relationships. Challenges: Interest in increasing opportunities for leadership, peer bonding, and stress management support.|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-09|2026
19650946023527|San Jose Charter Academy|6|San Jose Charter Academy (SJCA) administers the Measurable Results Assessment (MRA) annually to gather student, staff, and family perceptions related to school climate, connectedness, belonging, leadership, and school conditions. The MRA provides local climate data across the grade spans served by SJCA, including elementary students in TK–5 and middle school students in grades 6–8. The overall Culture category score, which serves as SJCA’s primary local measure of school climate, remained in the “Effective” range, increasing from 80 in 2025 to 81 in 2026. Within this category, the Supportive Staff Environment score increased from 81 in 2025 to 84 in 2026, showing progress in staff perceptions of the school environment. The Supportive Student Environment score was 80 in 2025 and 79 in 2026, identifying an area for continued attention. The MRA also provides grade-span data related to student connectedness and belonging. In 2026, 40% of middle school students reported that they “definitely” felt they belonged at school, and 51% reported that adults “definitely” cared about how they were doing. However, only 34% of middle school students reported that they could “definitely” be themselves at school. At the elementary level, 41% of students reported that they could “definitely” be themselves at school, while 36% reported that they “definitely” felt cared for by adults. Student voice and empowerment data show both strengths and opportunities for growth. In 2026, middle school students reported stronger levels of choice, with 46% indicating they had a “huge amount of choice” in helping improve the school and 30% reporting a “huge amount of choice” in choosing schoolwide goals. Elementary student perceptions of influence were lower, with 17% reporting that they “definitely” felt they had the power to change how things are done at school. The MRA also highlights trusted relationships as an area for continued improvement. The Trusted Relationships score decreased from 78 in 2025 to 76 in 2026. In 2026, 10% of middle school students reported that all adults at school were easy to talk to, compared to 28% in 2025. Although the MRA does not provide one single safety score, SJCA monitors perceptions of safety through items connected to respect, relationships, and the schoolwide SHARK values, including “Be Safe.” In 2026, 32% of middle school students reported that they “definitely” felt treated with respect by other students, while 44% reported they were “mostly” treated with respect.|Review of the 2025 and 2026 Measurable Results Assessment (MRA) data shows that San Jose Charter Academy (SJCA) continues to demonstrate an overall positive and effective school climate. The 2026 Culture score of 81 reflects a strong foundation in school connectedness, staff collaboration, family trust, and student belief in their own ability to grow. One important strength is the adult culture on campus. Staff data shows a supportive work environment, strong collaboration, and a shared commitment to addressing schoolwide needs. Staff also reported confidence in the effectiveness of action teams, which demonstrates that SJCA has structures in place for adults to work together around school improvement. Family feedback also reflects a positive school climate. Families continue to report feeling welcomed, valued, and trusted by the school. This sense of partnership supports student connectedness and creates a strong foundation for collaboration between home and school. Student data highlights another strength: many students believe they can grow as learners when they put forth effort. This growth mindset across both elementary and middle school students is an important condition for academic success, resilience, and leadership development. The data also identifies areas for continued attention. One key learning is the need to strengthen trusted relationships between students and adults, especially at the middle school level. While students report a sense of connection to the school, fewer students indicated that adults are consistently easy to talk to. This suggests a need for more intentional relationship-building, check-ins, and opportunities for students to connect with trusted adults. Another area for growth is student agency. Although SJCA provides leadership opportunities, students do not always feel they have a clear role in shaping school improvement. Strengthening systems for student input, feedback, and follow-through will help students see that their voices can influence positive change. The MRA also points to the need for continued support with executive function and emotional regulation, particularly for younger students. Students would benefit from explicit tools and routines that help them manage emotions, organize tasks, prioritize responsibilities, and respond productively when they feel overwhelmed. Available MRA data is reviewed by grade span, including Elementary 3–5 and Middle School 6–8, and by respondent group, including students, staff, and families. Overall, SJCA’s key learnings show a strong climate foundation, with continued improvement efforts focused on trusted relationships, student voice, and self-management skills.|San Jose Charter Academy (SJCA) identified several revisions and actions to strengthen school climate, student connectedness, and continuous improvement based on local data and key learnings. One action is the expanded use of home-school communication tools, including the Binder Reminder, a student agenda, as a schoolwide leadership and executive function support. Rather than serving only as a planner, the Binder Reminder will help students track goals, identify daily priorities, reflect on well-being, and build independence. It will also provide a consistent tool for communicating student priorities, progress, and wellness needs with families, strengthening the connection between home and school. SJCA will also formalize parent engagement opportunities during the 2026–2027 school year. MRA data shows that families feel welcomed and connected, while also identifying a need to strengthen active partnership and cultural responsiveness. Parent engagements will provide shared language around the 7 Habits, leadership development, executive function strategies, and home-school alignment. These opportunities will also create a more consistent structure for family input, feedback, and partnership. Instructional planning and professional learning will be refined through a stronger focus on data calibration, analysis, and action. SJCA will continue building staff capacity in evidence-based teaching, differentiated instruction, and meaningful feedback so teachers can use local data more consistently to identify student needs, adjust instruction, and support academic and social-emotional growth. To strengthen trusted relationships, particularly for older students, SJCA will incorporate more intentional relationship-building and wellness practices into schoolwide routines. Staff will continue using social-emotional learning, executive function strategies, coping tools such as box breathing, teacher modeling, social stories, and class council structures. These practices will help students build self-awareness, responsible decision-making, prioritization skills, and stronger connections with trusted adults. SJCA will also revise student leadership structures to increase student agency. The Student Leadership Block will be further aligned to provide students with more meaningful roles in schoolwide goal setting, campus improvement, and school events. This shift is intended to move student voice beyond listening opportunities and toward visible influence and action. Overall, SJCA will use these revisions to improve school climate, strengthen trusted relationships, support executive function, deepen family partnership, and ensure that student, staff, and family input leads to coordinated action and continuous improvement.|Met||2026-06-16|2026
19651020000000|Westside Union Elementary|6|"School Climate Data Collection and Participation The District uses a suite of tools to measure school climate and engagement, including the California Healthy Kids Survey (CHKS), the California School Parent Survey (CSPS), and the California School Staff Survey (CSSS). In the 2025-2026 survey cycle, participation included 791 students in grades 5-6, 1,696 students in grades 7-8, 679 parents, and 536 staff members. Compared to the prior year, elementary student responses decreased by 109 (from 900), while middle school responses decreased slightly by 24 (from 1,720). Parent participation decreased from 1,007 to 679, and staff participation decreased slightly from 542 to 536. Despite the decreases in total respondents, the District maintains a representative sampling across all groups, and the data continues to inform site and district-level improvement efforts. California Healthy Kids Survey: Elementary School Climate and Engagement (2025-2026) Among 5th and 6th grade students, the CHKS results indicated: 70% reported feeling connected to their school (""Yes, most of the time"" or ""Yes, all of the time""), up from 65% the prior year 65% reported that there are caring adults at school, up from 62% 75% reported feeling safe at school, up from 70% 68% reported having access to social-emotional learning (SEL) supports, up from 64% 20% reported frequent sadness, holding steady from the prior year and down from 24% in 2023-2024 California Healthy Kids Survey: Middle School Climate and Engagement (2025-2026) Among 7th and 8th grade students, the survey revealed: 49% reported feeling connected to school (""Agree"" or ""Strongly Agree""), up from 46% 54% reported that there is at least one caring adult at school, up from 52% 23% reported experiencing meaningful participation in school activities, up from 21% 48% reported feeling safe at school, up from 45% California Healthy Kids Survey: Staff Perspectives on School Climate (2025-2026) Staff responses highlighted the following perceptions: 98% reported that students have caring adult relationships at school, up from 95% 96% agreed that the school promotes parent involvement, up from 95% 93% agreed that the school encourages meaningful student participation, up from 91% 92% agreed that the school is a safe place for students, up from 91% California Healthy Kids Survey: Student Mental Health (2025-2026) Mental health findings for middle school students included: 30% reported experiencing chronic sadness or hopelessness within the past 12 months, down from 34% the prior year 14% reported seriously considering suicide during the same time period, down from 15%"|Analysis of the 2025-2026 CHKS data, alongside additional district data, reveals continued progress across most climate indicators, with all tracked LCAP metrics trending upward for the third consecutive year. At the elementary level, school connectedness rose to 70%, up from 65% the prior year and 63% in 2023-2024. Feeling safe at school climbed to 75%, a 10-percentage-point gain over two years (up from 70% last year and 65% in 2023-2024). SEL supports also rose to 68%, up from 64%, reflecting the sustained investment in social-emotional programming. Caring adult relationships climbed to 65%, up from 62%. At the middle school level, connectedness rose to 49%, perceived safety increased to 48%, and caring adult relationships climbed to 54%. Meaningful participation in school activities also ticked up to 23%, from 21%. While these gains are encouraging, middle school indicators remain lower than elementary, reinforcing the need for continued targeted investment at the 7-8 grade span. The mental health data showed improvement. Chronic sadness among middle school students decreased from 34% to 30%, and suicidal ideation dropped from 15% to 14%. At the elementary level, frequent sadness held steady at 20%, down from 24% in 2023-2024. These decreases align with the District's expanded counseling capacity and continued SEL programming. Staff survey results remain strong across all indicators, with caring adult relationships at 98% (up from 95%), safety perceptions at 92% (up from 91%), promotion of parent involvement at 96% (up from 95%), and meaningful student participation at 93% (up from 91%). The staff data confirms that adults in the system perceive a positive and supportive climate. Parent survey data showed 91% of parents believe the school is a safe place, holding steady from the prior year, and 93% report the school promotes academic success for all students, up from 92%. Parent participation declined from 1,007 to 679, a trend worth monitoring to ensure representative input from all family groups.|Social-Emotional Learning and School Climate Initiatives The Leadership Development Through Physical Education (LDTPE) program continues as the District's core social-emotional learning (SEL) curriculum for students in grades 4 through 6. Delivered during physical education, LDTPE addresses identified climate needs by fostering foundational relationships with both peers and adults. Mastery of the curriculum is expected to develop over time through consistent practice. The District has successfully completed program calibration with site vice principals and implemented common pacing plans at each site. These coordinated efforts positively impacted student motivation and school connectedness. The District also continued the implementation of #ICANHELP in partnership with Digital4Good to help support online safety and digital citizenship. This on-campus experience for 3rd and 7th graders has meaningful impact in reducing online conflicts that carry over onto school campuses. The parent component, accomplished during on-site parent engagement opportunities as well as online, helps to bring the conversation home and increase continuity in awareness, engagement, and messaging. To enhance social-emotional support during unstructured time, the District continues to implement PlayWorks. This program complements current SEL efforts by promoting inclusive, active, and safe play. The integration of PlayWorks with existing initiatives, such as LDTPE and Boys Town, contributed to improved outcomes in student behavior, engagement, and well-being. These improvements were monitored through CHKS, CSSS, and CSPS survey data, as well as suspension metrics. The District currently employs a full counseling team of 15 counselors. Both comprehensive middle schools and two large elementary schools are served by two counselors each, while the remaining elementary schools and the TK-8 campus are each assigned at least one counselor. The District's counseling program is grounded in the American School Counselor Association (ASCA) framework, which addresses college and career readiness, attendance, academics, and behavior. This framework supports a multi-tiered system of support (MTSS) and uses data-driven strategies to promote equity and improve outcomes for underperforming student groups.|Met||2026-06-16|2026
19651100000000|Whittier City|6|Upon reflecting on the data, 85% of our students indicated they feel safe at school. However, as long as there are students who do not feel safe, our goal will be to continue implementing systems and supports so that more students feel safe at school. An example of the support will be providing students with access to school counselors in middle school and social workers at our elementary schools. We strongly believe that our commitment to PBIS has provided students with positive behavioral reinforcement, which can be attributed to their feeling safe at school.  In addition, we will continue to provide training in PBIS and Restorative Practices for teachers, support staff, and office staff on strategies to engage and connect with students and families.   The District strives to increase the percentage of students who feel connected to their school. Therefore, we will explore additional avenues to connect with every student. This is especially true in middle school, when students are more likely to stray if they do not feel a sense of belonging. All schools will continue to focus on PBIS and on implementing practices that maximize academic and social-behavioral outcomes for all students.|The survey analysis demonstrates that students are satisfied with the educational experience at each school site. The student data is disaggregated by school site and by the District as a whole, providing principals and leadership teams with the information they need to synthesize, allocate funding and resources, and develop action plans based on their students’ needs. Overall, the data reveal that students want more opportunities for extracurricular activities and access to small-group instruction or tutoring. The data also reveals needs in the overall climate, 63% of students report feeling respected by students at their school site, and 88% of students feel they are liked and respected by adults at their school site.   Another notable strength is that 83% of students feel valued members of the school. An area of growth identified was 66% of students looked forward to coming to school. Recent Dashboard data reports that about 20.7% of our students are identified as Chronic Absenteeism. Increasing and improving student attendance remains a focus. Schools will continue to offer rewards and programs to engage students and families, thereby increasing the percentage of students who look forward to coming to school. Schools will utilize data to identify students who need immediate support. Creating systems, such as a Student Attendance Review Team (SART), will help our students and parents identify barriers to attendance and provide guidance in supporting their children.|The District took a proactive approach by offering a training reboot for all school sites on the tenets of developing a Positive Behavior Intervention & Support approach to improve overall school climate. Each school has an established Tier I PBIS Team that meets monthly to discuss areas of strength and need in implementing PBIS. This practice has demonstrated success in sustaining PBIS implementation across school sites and in improving its quality. In addition, the district will send staff to Restorative Practices training to build expertise and support professional development in this area.   The District has provided all teachers with The Second Step curriculum and Sown to Grown for the elementary and middle schools to develop social-emotional competence and support teaching strategies to improve the well-being of all students. The Second Step curriculum has been shown to reduce problem behaviors and is designed to promote school success, self-regulation, and a sense of safety and support. The District will also provide students with opportunities to make up attendance and continue to offer extracurricular activities and themed academies to increase student attendance and enrollment.|Met||2026-06-16|2026
19651280000000|Whittier Union High|6|Whittier Union administers surveys to students, staff, and parents that are used to assess school climate. Overall, 92% of WUHSD students report feeling safe on campus with 80% of students feeling accepted and respected at their school sites. 94% of staff members report feeling safe at their work locations with 92% reporting feeling accepted and respected. 88% of parents report that they feel that their students are safe at school and 91% report that their students are accepted and respected at their school sites. Additionally, WUHSD administers the Panorama survey yearly to provide a measure of student social-emotional well-being. In 2025-2026, 88% of WUHSD students reported having supportive relationships with at least one adult and 81% reported that that adult was a school staff member. These perception data points are very important to us will continue to drive efforts to improve school findings.|The 92% safety rating as identified by students represents a 1% increase from the prior year and the Panorama survey shows overall growth in the areas of Supportive Relationships, Positive Feelings, and Emotion Regulation. Student Well-Being has been a significant initiative in Whittier Union since prior to the pandemic with COVID only intensifying the need for more wrap-around student services. We believe that increase in these metrics is a credit to the strong emphasis our district has placed on Student Well-Being. 80% of students feeling accepted and respected at their school sites is a strong result but it does represent a slight decrease and is therefore an area of growth for Whittier Union.|Whittier Union will continue its expansion of mental health support and wellness activities/programs to ensure that our students get the support they need to be successful both inside and outside of the classroom. We will continue to work with outside mental health support providers, as well as our staff members to ensure we meet the needs of our students. School sites will continue to work with student leaders to provide activities programs that are engaging and supportive for all students to build stronger senses of community on all campuses.|Met||2026-06-23|2026
19651360000000|William S. Hart Union High|6|The School Climate Survey administered by the Hart District is a 34 question, multiple choice, anonymous online survey. It is administered to all 8th and 10th grade students in their social studies classes during the week prior to spring break. The survey is voluntary and this year 73% of the 8th grade class and 69% of the 10th grade class submitted completed surveys. Survey responses are broken out by school sites and shared with principals.  Principals use the information learned from the survey of their students to assist in writing their school plans.|District wide the majority of respondents (87% & 87%) stated that there is a teacher or other adult, on their campus, who they believe cares about their well-being and success. The vast majority of respondents (90% & 91%) also stated that if a student tells an adult on campus that someone is bullying them, the adult will do something to help.  These responses indicate that students have good relationships with the adults on their campus.  However, the percentage of respondents who stated that if they did not feel physically or emotionally safe at their campus they would tell a teacher, a counselor, or other adult on campus, was surprisingly low (68% & 68%). These results were consistent across grade levels, genders, and ethnicities. The gap that exists between the percentage of students who believe adults on campus care about them and the percentage of students who would go to one if they felt unsafe, identifies an area of need.|Survey results were shared and discussed with principals and all were requested to share it with their staffs and pursue solutions for their school sites to close the gap in the percentage of students who know an adult on campus cares about them and the percentage of students who would tell and adult if they felt unsafe on campus.|Met||2026-06-24|2026
19651360114439|Mission View Public|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *98% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-03|2026
19651360117234|Santa Clarita Valley International|6|SCVi administered the Spring 2026 Learner Educational Partner Survey to learners in grades 3–12 across both the classroom-based and exploration programs to measure perceptions of school safety, connectedness, academic engagement, and career connected learning. A total of 269 learner responses were collected. Respondents represented multiple student groups, including English learners (4.46%), learners with disabilities (26%), socioeconomically disadvantaged learners (38.66%), Black/African American learners, and learners identifying as Hispanic/Latino through embedded demographic filters.  Overall survey results reflected positive perceptions of school climate and learner support systems. School Safety received an overall score of 3.4 out of 4 with 85.3% favorable responses. Fifty-nine percent of learners reported they “almost always” feel safe at school, and 81% responded favorably regarding knowing who to talk to or what to do if they feel unsafe.  School Connectedness received an overall score of 3.2 with 77.0% favorable responses. Learners reported positive relationships with adults and opportunities to express themselves authentically. Academic Engagement received an overall score of 3.1 with 72.6% favorable responses, particularly in the areas of receiving useful feedback and being encouraged to think critically and solve problems. Career Connected Learning received an overall score of 3.0 with 69.8% favorable responses. Learners reported opportunities to participate in project-based learning, clubs, sports, arts programs, science workshops, field trips, and college and career readiness experiences aligned to learner interests.  Disaggregated survey results reflected similar positive trends across student groups. Black/African American learners reported particularly strong perceptions of school safety (95.0% favorable), connectedness (87.5% favorable), academic engagement (87.8% favorable), and career connected learning (88.9% favorable). English learners also reported strong connectedness and safety outcomes, with both domains receiving 87.5% favorable responses. Socioeconomically disadvantaged learners reported positive perceptions of school safety (87.5% favorable), connectedness (78.6% favorable), and academic engagement (76.6% favorable). Hispanic/Latino learners reported generally positive perceptions across all domains, including school safety (82.0% favorable) and connectedness (72.3% favorable).  Open-ended learner feedback consistently highlighted supportive teachers, project-based learning experiences, sports, arts programs, science workshops, field trips, flexibility, learner voice, and opportunities for creativity and hands-on learning as strengths of the program. Learners frequently referenced caring adults, meaningful projects, individualized support, community, and opportunities to explore interests and talents in authentic ways.|Analysis of the Spring 2026 survey data identified several strengths within SCVi’s school climate and educational program. Learners consistently reported feeling safe, supported, and connected to teachers and staff across both classroom-based and exploration programs. Open-ended responses reflected the positive impact of learner-centered instructional practices, project-based learning experiences, athletics, arts programs, science workshops, and opportunities for authentic collaboration and creativity. Many learners specifically referenced supportive teachers, engaging projects, meaningful relationships, and opportunities to explore personal interests as valuable aspects of their educational experience.  The survey data also highlighted strengths related to inclusive and relationship-centered practices. Black/African American learners reported especially strong outcomes across all four domains, including school safety, connectedness, academic engagement, and career connected learning. English learners and socioeconomically disadvantaged learners also reported positive perceptions of school climate and support systems, suggesting that differentiated supports, learner voice opportunities, and inclusive practices are positively impacting multiple student groups.  The data also identified important areas for continued growth. While overall connectedness and engagement scores remained positive, learners with disabilities reported lower connectedness (67.9% favorable), academic engagement (65.7% favorable), and career connected learning (62.5% favorable) results compared to several other groups. Hispanic/Latino learners also demonstrated moderate engagement and career connected learning outcomes, reinforcing the importance of continuing targeted supports and opportunities for meaningful participation and postsecondary exploration. Some learner comments also reflected a desire for stronger academic rigor, additional electives, and expanded opportunities for engagement and peer interaction.  Survey findings reinforced the importance of continuing to strengthen inclusive practices, learner voice, relationship-centered learning environments, and authentic college and career readiness opportunities to ensure all learners feel connected, engaged, challenged, and supported both academically and socially.|Based on analysis of the Spring 2026 school climate survey data, SCVi will continue strengthening systems and practices that support learner safety, connectedness, engagement, and college and career readiness. While survey results demonstrated positive perceptions of supportive adult relationships, project-based learning experiences, and school safety, the school identified opportunities to further strengthen academic engagement, subgroup connectedness, and career exploration opportunities for several learner groups.  To address these areas, SCVi will continue implementing and refining Multi-Tiered System of Supports (MTSS) practices to provide academic, behavioral, attendance, and social-emotional interventions tailored to learner needs. Staff will continue utilizing learner data, regular check-ins, counseling supports, SST processes, and collaborative intervention systems to identify learners who may benefit from additional academic or social-emotional support. The school will also continue strengthening restorative practices, inclusive classroom environments, and relationship-centered approaches that foster belonging and learner voice.  SCVi will continue expanding opportunities for project-based learning, presentations of learning, clubs, arts integration, athletics, science workshops, enrichment programs, and authentic hands-on learning experiences that strengthen learner engagement and peer connectedness. Additional focus will be placed on supporting learners with disabilities, Hispanic/Latino learners, and socioeconomically disadvantaged learners through differentiated supports, targeted interventions, and expanded opportunities for participation in college and career readiness experiences.  Additionally, the school will continue strengthening college and career readiness opportunities through career exploration experiences, internships, counseling supports, individualized learning plans, leadership opportunities, and postsecondary planning activities aligned to learner interests and goals. Professional learning for staff will continue focusing on trauma-informed practices, culturally responsive teaching, differentiated instruction, and strategies for fostering inclusive and engaging learner-centered environments.  SCVi will continue using educational partner feedback, climate survey data, academic performance data, attendance trends, and learner outcome data as part of its continuous improvement process to monitor progress and refine supports for all student groups.				|Met||2026-06-24|2026
19651361996263|Opportunities for Learning - William S. Hart|6|In the Fall of 2025 OFL-WSH conducted its annual School Climate Survey of students, parents and staff.  The survey results showed strong perceptions in Student & Family Engagement, School Rules & Environment, Social Emotional & Physical Safety, Inclusion, and Student Connections with Teachers.  Students identified areas for growth in Connection & Belonging, Student Connection with Students, and Peer Pressure.  Areas of Strength included the following student ratings: Student & Family Engagement: 4.0 School Rules & Environment: 4.10 Social Emotional & Physical Safety: 4.13 Inclusion: 4.03 Student Connections with Teachers: 4.12  Areas of Growth included the following student ratings: Connection & Belonging: 3.85 Student Connection with Students: 3.79 Peer Pressure: 3.88|Key strengths across all partner groups included Student-teacher relationships, Fairness and clarity of school rules and environment, and Professionalism among school staff.  Parents have the highest rate of positive responses in most categories, followed by staff and then students.  Peer Pressure continues to be the greatest challenge for the charter.  This category explores the influence of peer pressure including how social media impacts student behavior and well being.    OFL-WSH remains committed to providing a safe, inclusive, and supportive learning environment for all students. Student Council groups at each site play an active role in promoting student voice, engagement, and inclusion, with a focus on recognizing and celebrating the diverse backgrounds and experiences of the school community. Efforts to expand awareness of and participation in athletics and school-based activities have further strengthened school connectedness, increased student involvement, and fostered a stronger sense of belonging. Together, these initiatives support a positive school climate and reinforce a culture where all students feel valued and included.|The charter continues to utilize data analysis to guide decision making and determining future actions in conjunction with LCAP planning.  The school will continue offering an annual social media workshop each school year in order to educate students, families and staff about safer uses of social media platforms (Goal 3, Action 4 - Social Media Workshop/Event).  Pathways trips, Service Learning experiences, and Sports have proven to be effective in improving Social-Emotional Safety and Inclusion and will continue to be offered to all students, with an emphasis on recruiting students from our special populations (Goal 3, Action 1 - Social Emotional Learning).|Met||2026-06-29|2026
19651510000000|Wilsona Elementary|6|"Youth Truth Survey Indicates  Engagement 37% of Middle School Students feel they ""enjoy school most of the time"". The ethnicity breakdown of this data point is as follows: 37% Hispanic, 29% African American, 14% White, 40% Native American, 38% English Language Learners, and 50% other. 67% of Elementary School Students feel their teacher ""asks you to keep trying when the work gets hard"". The ethnicity breakdown of this data point is as follows: 62% Hispanic, 70% African American, 79% White, 71% Native American, and 66% other.  Academic Challenge 39% of Middle School Students feel their teachers ""give me assignments that really help me learn"". The ethnicity breakdown of this data point is as follows: 38% Hispanic, 41% African American, 21% White, 80% Native American, 45% English Language Learners, and 38% other. 64% of Elementary School Students feel they ""learn interesting things in school"". The ethnicity breakdown of this data point is as follows: 56% Hispanic, 75% African American, 67% White, 57% Native American, and 53% other.  Culture 47% of Middle School Students feel staff ""treats students with respect"". The ethnicity breakdown of this data point is as follows: 49% Hispanic, 33% African American, 36% White, 40% Native American, 45% English Language Learners, and 47% other. 13% of Elementary School Students feel the other students ""behave in class"". The ethnicity breakdown of this data point is as follows: 7% Hispanic, 48% African American, 5% White, 29% Native American, and 14% other.  Belonging 34% of Middle School Students feel they ""are a part of the school's community"". The ethnicity breakdown of this data point is as follows: 33% Hispanic, 35% African American, 29% White, 20% Native American, 33% English Language Learners, and 41% other. 67% of Elementary School Students feel they ""are safe in school"". The ethnicity breakdown of this data point is as follows: 61% Hispanic, 80% African American, 63% White, 57% Native American, and 61% other.  Relationships 39% of Middle School Students feel their teachers ""really care if you're learning"". The ethnicity breakdown of this data point is as follows: 43% Hispanic, 32% African American, 17% White, 20% Native American, 48% English Language Learners, and 41% other. 81% of Elementary School Students feel their teacher ""cares about you"". The ethnicity breakdown of this data point is as follows: 81% Hispanic, 85% African American, 89% White, 83% Native American, and 67% other."|The relative strength for  the middle school are in the area of academic challenge (46% positive) and the areas of most need is culture (21%). The elementary strengths' were engagement (85%) and the area of most need is culture (22%).|The district employment of a counselor at each school site a district social worker and social emotional learning specialist will provide more opportunities for students have an adult available for them to talk to and build relationships when they are stressed and have a problem. The Social Emotional Learning Center at the middle school will help students feel safe and provide them with social skills and supports to  assist them when they feel stressed and encounter difficult interpersonal situations.  Implementation of PBIS schoolwide expectations and Capturing Kids hearts will create school environments that support mutual respect.|Met||2026-06-18|2026
19734370000000|Compton Unified|6|The district analyzed multiple measures of school climate during the 2025-26 school year, including the California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS), and District School Climate Report Card (SCRC). The SCRC provides districtwide climate indicators across multiple validated measures rather than a single overall climate score.   Elementary climate results reflected strengths in Caring Relationships (78%), Social-Emotional Learning Support (87%), Rule Clarity (78%), Parent Involvement in Schooling (73%), Anti-Bullying Climate (69%), Positive Behavior (67%), and School Connectedness (57%). Areas for continued improvement included Meaningful Participation (38%) and Fairness (51%), indicating a need to strengthen student voice, engagement, and perceptions of belonging.  Secondary results demonstrated positive trends across key indicators. School Connectedness increased to 54% in middle school and 51% in high school, while Caring Adult Relationships remained a strength (83% middle school and 84% high school). Academic Motivation was reported at 73% in middle school and 65% in high school. Perceived School Safety was 50% in middle school and 47% in high school, and Facilities Upkeep increased to 68% and 85%, respectively. Additional student reported data showed that 80% of elementary students completed all assignments, 66% felt connected to their school, 69% reported adults cared about them, and 79% indicated parents regularly ask about school. Staff survey results showed that 94% viewed schools as supportive places for learning, 94% reported that schools were safe, 88% reported that schools welcomed parent involvement, and 72% reported that facilities were clean and well-maintained.  The District analyzed CHKS results by student groups to identify equity gaps and differences in student experiences. Secondary data were disaggregated by race/ethnicity, gender, English Learner (EL) status, Long-Term English Learner (LTEL) status, students with disabilities, parent education level, foster youth, and students experiencing homelessness. Elementary data were disaggregated by race/ethnicity and gender. Analysis showed variation among student groups. For example, Grade 9 English Learners reported higher school connectedness than non-English Learners (56% vs. 49%) and higher academic motivation (70% vs. 61%). However, Grade 11 English Learners reported lower school connectedness (35% compared to 45%), highlighting the need to examine the experiences of older English Learners. The District also reviewed subgroup differences related to school safety, bullying, social-emotional well-being, and connectedness among LTELs, students with disabilities, foster youth, and students experiencing homelessness. The District uses school climate data, along with attendance, chronic absenteeism, suspension, and academic achievement data, to identify root causes, monitor disparities, and guide continuous improvement efforts.|Analysis of the 25–26 California Healthy Kids Survey, California School Staff Survey, and District School Climate Report Card identified several strengths and opportunities to strengthen equitable learning environments across Compton Unified. Elementary and secondary students consistently reported positive relationships with caring adults, high expectations, strong social-emotional learning supports, and meaningful parent involvement. Staff survey results reinforced these findings, with 94% reporting schools are supportive places for learning, 94% indicating schools are safe, and 88% reporting schools welcome parent involvement. These findings indicate that district investments in Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning, and family engagement are contributing positively to school climate.  The analysis also identified priority areas for improvement. School connectedness, meaningful participation, fairness, and perceptions of school safety remain areas of need. Although school connectedness improved across grade spans, only about half of secondary students reported feeling connected to school, indicating a continued need to strengthen belonging and engagement. Meaningful participation remained one of the lowest-rated indicators, suggesting students need additional opportunities for leadership, student voice, and authentic participation in school and classroom decision-making.  Disaggregated data revealed important differences in student experiences. English Learners reported higher academic motivation than non-English Learners in Grades 7 and 9 and higher school connectedness in Grade 9 (56% compared to 49%). However, Grade 11 English Learners reported substantially lower connectedness (35% compared to 45%), indicating a need for additional academic, social-emotional, and transition supports. Long-Term English Learners also reported lower connectedness in Grade 11, reinforcing the need for targeted engagement throughout secondary school.  Differences were also identified among race/ethnicity, gender, students with disabilities, foster youth, students experiencing homelessness, and students from varying parent education levels in measures including connectedness, school safety, bullying, wellness, and life satisfaction. Female secondary students reported higher rates of chronic sadness and lower wellness than male students, while students whose parents had lower educational attainment reported lower life satisfaction and wellness. These findings demonstrate the importance of using disaggregated data to identify opportunity gaps and provide differentiated supports.  Overall, the District concluded that while students generally experience caring relationships and supportive learning environments, not all student groups experience the same sense of belonging, safety, or engagement. These findings will continue to guide continuous improvement via the LCAP, MTSS, and school improvement.|Based on the analysis of the 2025–26 California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS), and District School Climate Report Card, Compton Unified will integrate school climate data into the District's continuous improvement process and use it to inform the Local Control and Accountability Plan (LCAP), school site plans, and Multi-Tiered System of Supports (MTSS) while continuing to strengthen districtwide systems that promote safe, inclusive, and engaging learning environments.  To address identified needs, the District will strengthen strategies that increase school connectedness, meaningful participation, and equitable access to supportive learning environments. Schools will expand student leadership and voice, increase authentic participation in school decision-making, and continue implementing Positive Behavioral Interventions and Supports (PBIS), restorative practices, and social-emotional learning to strengthen belonging, improve behavior, and promote positive school climates. Family engagement efforts will continue through expanded communication, parent education, and opportunities for families to participate in school improvement and decision-making.  To address identified equity gaps, schools will use disaggregated data on climate, attendance, behavior, and academic outcomes to identify student groups requiring additional support and to monitor the effectiveness of interventions. Particular attention will be given to English Learners, Long-Term English Learners, students with disabilities, foster youth, students experiencing homelessness, and other student groups demonstrating lower levels of connectedness, engagement, safety, or well-being. Schools will implement targeted supports and monitor progress through regular data review cycles.  The District will continue to provide professional learning for administrators, teachers, counselors, and classified staff focused on culturally responsive practices, relationship-centered classrooms, restorative approaches, trauma-informed practices, and strategies to strengthen student engagement, belonging, and voice. School leadership teams will continue to use the District's continuous improvement process to analyze multiple data measures, identify root causes, develop targeted action plans, and monitor implementation throughout the year.  These actions reinforce the District's commitment to continuous improvement by using local climate data to strengthen learning environments, improve student well-being, reduce opportunity gaps, and ensure equitable outcomes for all students. Progress will be monitored annually through CHKS, CSSS, the School Climate Report Card, and attendance, discipline, and academic achievement data, with findings used to refine district and school actions and to inform future LCAP goals and priorities.|Met||2026-06-23|2026
19734370115725|Lifeline Education Charter|6|Lifeline administers our local climate survey for all stakeholders annually.  The Lifeline Survey is fully aligned to the healthy kids survey and is administered to parents, students K-5, students 6-8, students 9-12, and teachers. Summarized results from the most recent surveys for which we have results: - In the survey over 82.5% of student felt Lifeline was a safe and supportive place to learn.  82.2% of students felt that adults at the school felt every student could learn.  76.6% of students felt that if they were having trouble with schoolwork they would receive support. Of the parents surveyed 88.3% felt Lifeline provides a safe and friendly environment.  93% felt that Lifeline provide activities where parents can participate in school activities.  Related to academic standards and support, 83.7% of parents felt the school focused on high academic standards and helping every student reach their highest potential. Over 93% of teachers strongly agreed/agreed, that students are safe at Lifeline.  90% of teachers agreed that Lifeline provides a clean positive environment for students. When it comes to high expectations for all students, 86.7% of the teachers believed the school community support high student expectations and provides each student with the support to reach those expectations. One of Lifeline's highest priorities as outlined in our Charter and annual LCAP is to provide students with a safe family environment.  Students and parents have stated clearly through survey results the importance of a safe, academic environment.  The results of Lifeline's climate surveys consistently document that parents and students feel strongly that Lifeline provides a safe family like environment with a high level of security staff at each school site and staff trained to provide students with an individualized academic experience. These priorities are outlined in both our Charter and annual LCAP.|Some of the key learnings from the analysis of our data is that Lifeline continues to provide a safe academic environment for each and every student with the support to achieve academic success.  In addition, another identified strength is our emphasis on providing a safe supportive environment which includes security officers at each school, counseling support for students, and strong links to community agencies that provide family support.  The school provides good access to technology, and the teachers know their subject areas and expose students to opportunities through our college and career and other activities such as guest speakers, mentors, field trips and other activities. The needs of English Learners are supported through our ELD program and translation services present at all of our activities.  In summary, Lifeline provides activities where parents can participate in a meaningful way.|Lifeline’s goal of creating a safe family style environment for our students is our highest priority.  Student absenteeism, behavioral issues, and low self-esteem have all been post-COVID challenges affecting at-risk students across all schools in our state.  Lifeline is actively addressing these issues with a focus on continuing to provide the safe family environment and extensive support services where students can focus on reaching their academic and personal potential.|Met||2026-06-30|2026
19734370118760|Barack Obama Charter|6|In the most recent school climate survey administered in the Spring 25-26 school year, responses from students in grades 3-5provided us with information on how students feel at school and their perception of school. Parent responses provided further insights into perceptions of school climate. From the parent survey, respondents responded favorably to BOCS being a good school fit for their child.  This is higher than the previous year's, showing a continued high level of parental satisfaction and engagement. Additionally,  parent responded favorably to how much safer the school is. Overall, families responded favorably to a positive school climate.|The analysis reveals several key data points that will support our school improvement efforts.  The feeling of safety is strong, however there are also some differences across grade levels.  Respect from teachers is perceived positively from students and parents/guardians. As the school Principal analyzes their site data, we will look at the raw data to determine if disaggregating by student group is possible to determine if there are any student groups that are experiencing negative aspects of school climate more than others.|Barack Obama Charter will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health.|Met||2026-06-08|2026
19734370132845|Today's Fresh Start-Compton|6|For the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) administered local school climate surveys to students, families, and staff to assess perceptions of safety, belonging, and overall school environment. The results provide valuable insight into current school conditions and inform ongoing continuous improvement efforts. Survey findings indicate a strong sense of student connectedness and belonging. A total of 87.9% of students agreed or strongly agreed with the statement, “I feel safe while at school,” while 94.3% agreed or strongly agreed that “I feel close to my peers, friends, and classmates at TFSCS.” These results reflect a positive school climate in which the majority of students feel supported, included, and connected to the school community. Staff responses aligned generally with student perceptions, though they also highlight opportunities for growth. Approximately 92% of teachers agreed or strongly agreed that TFSCS is a safe place to work and teach. When asked more broadly whether TFSCS is a safe school, 88% of students and 92% of teachers responded positively. While these findings are encouraging, they also indicate a need to continue strengthening systems that ensure a consistently safe and supportive environment for both students and staff. In response, TFSCS will maintain a focused effort on enhancing school safety and climate through a combination of physical safety measures, expanded social-emotional supports, and ongoing professional development for staff. These actions are intended to build on current strengths while addressing areas identified for improvement. At the time of reporting, fully disaggregated data by student subgroup, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students, was not available. TFSCS is committed to conducting deeper analysis in the upcoming year to ensure that all student groups experience a safe, inclusive, and supportive environment. Future survey administration will be refined to include more detailed subgroup reporting and to capture more nuanced feedback across the school community. Overall, the 2025–2026 school climate data indicates that the majority of students feel safe and connected at TFSCS. These positive trends reflect the school’s continued commitment to fostering a welcoming and inclusive environment. Ongoing monitoring, analysis, and targeted action will support continued growth and ensure equitable experiences for all students and staff.|Analysis of the 2025–2026 school climate survey data at Today’s Fresh Start Charter School (TFSCS) highlights both key strengths and areas for continued growth that will inform future planning and support strategies. A significant majority of students (94%) reported a strong sense of belonging, reflecting a positive and inclusive school culture that promotes connectedness. Additionally, 88% of students and 92% of teachers, agreed or strongly agreed that they feel safe while at school. These results indicate that current safety measures, including campus supervision, established protocols, and an increased emphasis on social-emotional supports, are contributing to a secure learning environment. The alignment between student and staff perceptions, with 79% of teachers also indicating that the school is safe, further reinforces a shared commitment to maintaining a safe and supportive campus. While these findings are encouraging, staff responses suggest an opportunity to strengthen workplace climate and safety supports. To address this, TFSCS will focus on enhancing professional development related to school safety and emergency procedures, improving internal communication systems, and expanding staff wellness initiatives to ensure a consistently supportive environment for all employees. The analysis also identified a need to improve the collection and use of disaggregated data by student subgroup, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. Strengthening data systems will allow the school to more effectively monitor equity in student experiences and ensure that all students feel equally safe, supported, and included. In addition, while overall connectedness remains high, TFSCS will continue to deepen family engagement efforts, particularly among underrepresented communities, to ensure that all families have meaningful opportunities to contribute to school decision-making and planning processes. Overall, the data confirms that students feel safe and connected, critical foundations for both academic achievement and social-emotional development. Moving forward, TFSCS will build on these strengths by enhancing staff supports and implementing more robust systems for tracking, analyzing, and responding to the needs of diverse student groups. These insights will guide both schoolwide initiatives and targeted interventions in the coming year.|In response to identified needs from local data analysis, educational partner feedback, and key learnings during the 2025–2026 school year, Today’s Fresh Start Charter School (TFSCS) has implemented targeted actions to strengthen school safety, enhance student well-being, and improve the overall school climate. Feedback from students, families, staff, and community stakeholders highlighted the importance of maintaining a safe, supportive, and inclusive learning environment that promotes student engagement, academic success, and positive social-emotional development. To improve physical security and daily oversight, TFSCS established a Campus Security Administrator position to work alongside the existing security team. This role is responsible for overseeing and coordinating all aspects of campus safety on a daily basis, including ensuring the consistent implementation of safety protocols, monitoring campus activity, supervising security personnel, supporting emergency preparedness efforts, conducting regular safety inspections, and responding promptly to any safety concerns or incidents. The addition of this position reflects the school’s commitment to proactive safety management, improved communication, and increased accountability across all areas of campus operations. In addition to strengthening physical security measures, TFSCS continued to implement strategies designed to promote a positive school culture and supportive learning environment. The school maintained a focus on relationship-building, restorative practices, social-emotional learning, and positive behavior supports to encourage respectful interactions among students and staff. School leadership regularly reviewed attendance, behavior, and climate data to identify trends and develop responsive interventions aimed at improving student engagement and connectedness to school. TFSCS also continued to collaborate with families, staff, community partners, and support agencies to address student needs and remove barriers to learning. The School Social Worker, attendance team, and student support staff worked closely with families to connect students with academic, behavioral, mental health, and community-based resources. These coordinated efforts helped strengthen communication between home and school while promoting student safety, wellness, and success. The addition of the Campus Security Administrator provides focused leadership in maintaining a secure and supportive environment for students, staff, and visitors. It also supports stronger alignment between safety practices and staff expectations by improving consistency in the implementation of procedures, increasing visibility of safety personnel, and enhancing communication regarding emergency preparedness and response protocols. TFSCS will continue to refine its policies, procedures, and safety systems through ongoing data collection, climate surveys, stakeholder feedback, and regular review of school safety practices.|Met||2026-06-25|2026
19734370134338|ISANA Achernar Academy|6|"In Spring 2026, ISANA Achernar Academy administered a student survey to assess perceptions of school safety and connectedness across grades 3 through 8, with a participation target of at least 50% of the student body. The survey assessed student perceptions across two domains: classroom experience and school experience, through statements such as ""My school creates a welcoming environment,"" ""My school helps me when I feel stressed, worried or upset,"" ""My teacher shows respect towards me,"" and ""My teacher creates an environment where I feel comfortable asking and answering questions.""  The overall schoolwide average favorable response rate was 64%, with the classroom section scoring 70% and the school section scoring 58%. Results by student group (classroom / school) were as follows: •	English Learners: 69% / 61% •	Latino students: 73% / 60% •	Students with Disabilities: 73% / 57% •	Black/African American students: 61% / 51%"|"A notable strength from the survey was students' perception of their classroom environment. Specifically, 83% of students responded favorably to ""My teacher shows respect towards me"" and 79% to ""My teacher creates a welcoming environment in the classroom,"" reflecting the impact of intentional schoolwide efforts to build inclusive classrooms through professional learning, ongoing coaching, and relationship building. The most significant area of need identified was students' sense of support during moments of emotional distress. The lowest rated item was ""My school helps me when I feel stressed, worried or upset,"" with only 43% of students responding favorably, well below our 80% target. This result was consistent across all student groups and indicates that while students feel welcomed and respected in their classrooms, they do not yet feel sufficiently supported at the school-wide level in moments of emotional need. Black/African American students showed the lowest scores across both sections at 61% and 51% respectively, suggesting a particular need to strengthen culturally responsive support and adult-student relational practices for this population. The significant gap between classroom and school section scores across all student groups further underscores that positive classroom experiences have not yet translated into a consistent sense of support and belonging across the broader school environment."|In response to these findings, Achernar has implemented and will continue to refine the following changes to address identified areas of need. This year, we expanded survey administration to both Fall and Spring to allow for more timely monitoring and response to student feedback throughout the year. Moving forward, the school will disaggregate survey data by grade level, number of years enrolled, and other relevant factors to better understand group-level trends. Focus groups will be conducted with students from each participating grade level to explore the reasons behind their responses and co-develop actionable next steps. Regular student focus groups will be established on an ongoing basis to ensure sustained, student-centered dialogue that informs school climate improvement efforts. Additionally, professional learning for staff will continue to focus on strengthening adult-student relational practices and ensuring that all students, particularly those from historically underserved groups, feel consistently supported throughout the school day. Given the particularly low scores among Black/African American students, targeted efforts through the GENIUS Initiative will continue to focus on creating more culturally affirming and supportive conditions for this population.|Met||2026-06-12|2026
19734370137893|KIPP Compton Community|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  93% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
19734370137984|Animo Compton Charter|6|"The school is committed to ensuring it has robust and meaningful parent engagement. Parents are active participants in the school’s local decision-making processes and participate in various parent workshops and trainings. Parents are included in the school's decision making processes through the School Advisory Council (""SAC"") and the District English Learner Advisory Council (""DELAC""), both of which are strengths of the school. The school reviews the LCAP with the School Advisory Council (“SAC”). The SAC is comprised of administrators, teachers, counselors, classified staff members, parents, and students. The School’s efforts begin in the fall when the school principal reviews the purpose and the previous year’s LCAP with the SAC. In subsequent meetings, the principal references the LCAP and its goals. The SAC provides feedback on the budget and suggestions on additional actions and activities to improve school outcomes. The SAC monitors the LCAP implementation throughout the year, provides numerous opportunities for students and parents to contribute to the school’s operations and growth, and reviews the school budget to assure spending is in accordance with the goals. The SAC may recommend modifications to the strategic plan to reflect changing needs and/or priorities. SAC may also provide input on: curricula and instructional strategies, staff development, school budget, parent involvement, staff stipends, and the school calendar.						"|The school’s DELAC is a committee comprised of parents (at least 51%), staff and community members specifically designated to advise school officials on English learner program services. The DELAC meets four times per year and members take on various roles and responsibilities. DELAC advises school’s governing board on all of following tasks: development of a master plan for educational programs and services for ELs, conduct a school-wide needs assessment, establishment of program, goals, and objectives for programs & services for ELs, development of a plan to ensure compliance with any applicable teacher & instructional aide requirements, review & comment on reclassification procedures, review & comment on written notifications required to be sent to parents and guardians, review school site data and advise School Advisory Council on budget items related to ELs.						|The LCAP Parent Survey was a tool created to obtain parent feedback on areas of improvement and success at the school. The survey was sent via ParentSquare, and during meetings such as SAC, DELAC, and Coffee with the Principal, parents were given a QR code to access the survey. Parents identified what they thought should be the biggest priorities for the school for the upcoming school year. Parents were also given the opportunity to provide open feedback for anything they wanted to highlight that could not be captured in the survey. The school will continue to improve outreach strategies in soliciting parental involvement in these advisory groups and the survey. In addition to the LCAP survey, parents and students engage in an annual survey to provide feedback on the school. Data is analyzed by school leaders to inform future policies and decisions at the school.						|Met||2026-06-26|2026
19734450000000|Hacienda la Puente Unified|6|The 2025–26 California Healthy Kids Survey results show continued improvement in students’ perceptions of school safety and school connectedness across multiple grade levels. Overall, students reported stronger feelings of being safe at school compared to the prior year, with increases in Grades 5, 7, and 9. Grade 11 showed a slight decline, indicating the need for targeted supports at the upper-grade levels.|In Grade 5, 79% of students reported feeling safe most or all of the time, an increase of 6 percentage points from the previous year. Middle school students also demonstrated improved perceptions of safety, with Grade 7 increasing by 7 percentage points and Grade 9 increasing by 6 percentage points. Grade 11 students reported a 3-point decrease, suggesting the need for strengthened Tier 1 supports and clearer communication of safety expectations at the high school level.  School connectedness also improved across most grade levels. Grade 5 students reported 71% connectedness, increasing by 1 percentage point. Grade 7 increased by 6 percentage points, and Grade 9 increased by 4 percentage points. Grade 11 remained consistent with no change from the prior year. These results indicate that elementary and middle school students are experiencing stronger relationships and engagement, while high school connectedness remains an area for continued focus.  Across all grade levels, students’ responses to connectedness items—feeling close to people at school, happiness to be at school, feeling part of the school community, and perceptions of fairness—highlight the importance of consistent MTSS Tier 1 practices, positive adult-student relationships, and expanded opportunities for belonging.|2025–26 Recommended District Actions  Strengthen MTSS Tier 1 implementation — Increase consistency across schools through targeted PD, coaching, and monitoring systems. Reinforce PBIS and Tier 1 expectations. Clarify and communicate school safety plans — Ensure students understand safety procedures to improve perceptions of safety, especially in Grades 9–11. Implement districtwide tiered counseling supports — Expand structured SEL, behavioral, and academic supports for unduplicated student groups. Increase mental health services — Strengthen access to counseling and mental health supports for students and families. Continue TK–12 Universal Screening — Maintain Fall/Spring SEL and behavioral screening cycles and use data to guide interventions. Develop a districtwide SEL needs assessment — Implement student surveys to better understand SEL needs and inform programming. Enhance Teen Workshops for grades 6–12 — Expand SEL and adolescent development supports.|Met||2026-06-25|2026
19734520000000|Rowland Unified|6|"The RUSD Student Voice survey is administered annually to students in grades 4-12 at all 20 schools. This year, 2,952 students participated. The demographics of the survey respondents reflect the diversity of students in the total population, and included students from across all schools. Key outcomes on the survey addressing school climate are as follows:   Overall (n=2952)  English learner (n=716)  Students with disabilities (n=344)  Foster youth (n=12)  Hispanic /Latino (n=1856)  Asian (n=788) Filipino (n=168)  White (n=46)  Black/African American (n=55)   “I feel safe at school.” 84.8  80.4 (EL) 85.5 (SWD) 66.6 (FY) 83.6 (HI) 87.7 (AS) 88.0 (FI) 87.5 (WH) 80.8 (AA)  “I have a good relationship with at least one teacher."" 89.3  85.5 (EL) 87.8 (SWD) 83.3 (FY) 89.8 (HI) 86.9 (AS) 90.7 (FI) 97.5 (WH) 94.2 (AA)   “Teachers at my school make me feel they really care about me"" 84.1  82.5 (EL) 86.0 (SWD) 66.7 (FY) 83.4 (HI) 85.5( AS) 87.2 (FI) 85.0 (WH) 82.7 (AA)  “I am comfortable letting teachers know when something is bothering me"" 66.8  72.5 (EL) 74.5 (SWD) 66.7 (FY) 67.0 (HI) 66.8( AS) 66.4 (FI) 55.0 (WH) 70.6  (AA)  “I feel respected by teachers.” 88.0  88.8 (EL) 87.7 (SWD) 81.8 (FY) 86.3 (HI) 91.5 (AS) 90.6 (FI) 92.5 (WH) 86.2  (AA)  “I feel respected by other adults” 87.3  86.7 (EL) 86.3 (SWD) 75.0 (FY) 86.6 (HI) 87.5 (AS) 91.9 (FI) 95.0 (WH) 90.3  (AA)  “I feel respected by students.” 74.9  71.6 (EL) 77.1 (SWD) 75.0 (FY) 73.6 (HI) 78.6 (AS) 76.5 (FI) 80.0 (WH) 69.2 (AA)   “Students are accepting of students from different backgrounds and cultures.” 81.2  84.5 (EL) 82.9 (SWD) 58.4 (FY) 81.7 (HI) 82.2 (AS) 78.4 (FI) 72.5 (WH) 67.3  (AA)  “I feel safe being myself at school” 79.8  77.5 (EL) 82.0 (SWD) 58.3 (FY) 78.2 (HI) 84.1 (AS) 78.5 (FI) 72.5 (WH) 82.7 (AA)   “I can easily access the support I need for social emotional and mental health at school.” 81.7  82.0 (EL) 84.7 (SWD) 100 (FY) 81.8 (HI) 82.4 (AS) 81.1 (FI) 80.0 (WH) 66.7 (AA)   “I can see a counselor when I need help.” (Secondary Only) (n=1139) 90.7  89.5 (EL) 85.1 (SWD) 100 (FY) 90.1 (HI) 91.8 (AS) 96.6  (FI) 76.2 (WH) 83.3 (AA)"|The data reinforces the importance of the district’s current action around addressing diversity, equity and inclusion, with particular attention to the gaps between student groups in their experiences at school among their peers.|RUSD LCAP Goal 2 describes the actions we are taking to train students and staff and examine our current systems through the lens of equity and inclusion.|Met||2026-06-25|2026
19734520120600|iQ Academy California-Los Angeles|6|The school administered its local school climate survey modeled after the California Healthy Kids Survey (CHKS) metrics to evaluate student perceptions of safety, connection, equity, and academic support within our virtual learning environment. Survey Participation and Data Context The school recorded a student participation rate of 50%. While this represents a minor decrease from the previous year's rate of 57%, the dataset remains a statistically viable and informative sample size to guide leadership in evaluating our overall campus culture. Key Strengths and Current Findings An analysis of the current data demonstrates that the school has successfully sustained an exceptionally strong, positive, and inclusive learning environment, with core metrics remaining remarkably stable year-over-year: •	Culture of Caring and Support: Our highest marks this year center on staff dedication, with 94.7% of students reporting that their teachers care about student success at school (an increase from 89.8% last year). •	High Expectations for All: 92.8% of students indicate that the adults at this school believe every student can be successful. •	Sustained Feeling of Security: Students continue to feel secure in our programs, with 90.7% of students reporting that they feel safe at school. •	Academic Support and Promotion: 90.1% of students indicated that the school actively promotes academic success, which is closely reinforced by the 89.7% of students who agree that the school provides all students equal opportunities to participate in classroom discussions or activities. •	Commitment to Diversity: Reflecting a strong, inclusive culture, 90.3% of students feel that the school actively fosters an appreciation of differences and diversity. Analysis of Trends A comparison with prior data shows only minor fluctuations across most categories, indicating a stable school climate. The consistency of scores clustering around the 90th percentile or above validates that our virtual model successfully provides a welcoming, equitable, and high-achieving environment. Leadership will continue to leverage these strong climate indicators while focusing on strategic outreach methods to expand total survey participation in upcoming windows.|The most significant learning from the data is the YOY stability of our school climate metrics. Maintaining scores that consistently cluster at or above the 90th percentile across multiple indicators proves that the school has successfully established a resilient, positive, and supportive culture. •	Relational Care: A major highlight from this cycle is that 94.7% of students feel their teachers care about their success, which is a notable increase from the previous year. •	Asset-Based Culture: With 92.8% of students reporting that school adults believe they can succeed, it is clear that our instructional teams are effectively communicating high expectations and building strong, supportive student connections in the virtual environment. •	Inclusivity & Safety: Our independent study model continues to foster a safe (90.7%) and culturally inclusive (90.3%) environment where students feel secure and valued. Identified Areas of Need Despite strong climate ratings, the analysis revealed areas of need centered around engagement and data representation: •	Survey Participation Rates: The primary area for improvement is our overall survey participation, which experienced a slight decline from 57% last year to 50% this year. •	Subgroup Data Disaggregation: Historically, specific student groups have demonstrated lower response volumes than the general student body. To ensure our data remains truly representative and that we are capturing the diverse lived experiences of all student demographics, the school needs to implement targeted outreach strategies that motivate higher response rates during survey windows.|Formalizing Alternative Feedback Channels To mitigate the lower response volumes traditionally seen in formal surveys from highly mobile or vulnerable student groups, the school is shifting its data-collection procedures. Rather than relying solely on annual digital surveys, we have established protocols to formalize the rich feedback received during routine, informal communications and support sessions. For our McKinney-Vento (MKV), foster, and special education populations, dedicated staff members systematically document qualitative data during check-ins. This ensures their lived experiences and needs are accurately represented in our continuous improvement data, even if they are unable to complete standard survey forms. Operational Adjustments Based on Partner Input In direct response to feedback gathered during our parent advisory committee meetings and local climate reviews, the school has enacted the following procedural and programmatic changes: •	Proactive Special Services Transparency: We have adjusted our family communication procedures to proactively distribute clear, accessible information regarding the exact processes for requesting specialized student services, including Special Education evaluations and Section 504 accommodation plans. •	Expanded Academic Infrastructure: The school is continuously expanding its academic departments to deliver targeted intervention. This includes scaling specialized instructional support to meet the distinct academic needs of our multilingual learners, students with 504 plans, and any students demonstrating significant performance gaps in mathematics and language arts. By transitioning from passive data collection to active, flexible outreach, the school ensures that its continuous improvement efforts are informed by a complete and equitable cross-section of our community.|Met||2026-06-16|2026
19734600000000|Walnut Valley Unified|6|WVUSD administered a local LCAP survey to 5th-12th grade students in Spring 2026. The survey indicates that 97.9% of the student respondents agree or strongly agree that the school highly encourages student feedback and participation. 97.6% of the student respondents agreed or strongly agreed that the school provides many opportunities for students to actively participate in learning. 95.9% of the student respondents agree or strongly agree that the school provides many opportunities for students to participate in activities and school events. 95.7% of students indicated feeling connected or very connected to their peers at school.  83.9% of students felt connected enough to an adult to go to a trusted adult for help if needed.   In the same survey, 99.2% of students agree or strongly agree that schools are safe. 94.6% of students agree or strongly agree that schools promote safe, respectful, equitable, and inclusive learning for all students. 94.1% of students agree or strongly agree that students can report unsafe concerns. 94.2% of students agree or strongly agree that schools support students' social and emotional well-being. 91.4% of students agree or strongly agree that students receive support and help from counselors. 89.6% of students find a balance between academics and their social and emotional wellness.  97.9% of teachers and staff indicate it is very important for students to develop social and emotional skills in order to be considered successful in school and life and 96.8% of teachers and staff agree or strongly agree that schools are safe.   98.1% of parents agree or strongly agree that schools are safe. In addition, 96.6% of parents agree or strongly agree that schools support the social-emotional well-being of all students. 95.8% of parents feel that Walnut Valley schools value and use parent feedback to provide safe, respectful, equitable, and inclusive learning environments for all students.|The overwhelming majority of students at WVUSD continue to feel connected to their peers, a trusted adult, and have a sense of belonging at their schools and this is reflected in the locally administered student survey data results, which have increased from the baseline year of Spring 2024 to Spring 2026. Another area of strength is that students, teachers/staff, and parents agree that their schools are safe. An area of focus for several years has been improving family engagement and these efforts are demonstrated in the fact that 95.8% of parents feel that Walnut Valley schools value and use parent feedback to provide safe, respectful, equitable, and inclusive learning environments for all students.  WVUSD continues to identify areas of growth, although the local survey results are very positive overall. A continued area of need is the 5.8% of students who do not agree that schools support the social and emotional well-being of students and the 60.6% of teachers and staff who are concerned about students' social-emotional well-being. WVUSD can continue to focus on improving students' social and emotional support systems. This may include expanding counseling services, offering more mental health resources, and training staff to recognize and address students' emotional needs. To address the 12.7% of students who indicate they are not finding a balance between academics and their social and emotional wellness, WVUSD can implement programs or interventions that teach time management, stress reduction, and coping skills. To address the 10.4% of students who indicate they are not finding a balance between academics and their social and emotional wellness, WVUSD can implement programs or interventions that teach time management, stress reduction, and coping skills. This was an area of need in 2025 and to further address this need, the District held a student focus group at Let's Talk in April 2026 for middle and high school students in order to gather more input on students' experiences and thoughts.|WVUSD continued its partnership with Hazel Health to provide K-12 students with access to telehealth services at school and at home. The District also implemented formalized risk and threat assessment protocols and procedures to strengthen student safety. The behavior team, consisting of two Board Certified Behavior Analysts (BCBAs) and five Behavior Interventionists, continued supporting elementary students with significant behavioral and social-emotional needs. In 2025/2026, the Alternative to Suspension program expanded from four to five days per week, providing additional opportunities for restorative practices and student-centered interventions. The Board of Trustees also proclaimed May 2026 as Mental Health Awareness Month.  Student leadership opportunities expanded with the Student Athlete Leadership Academy now serving both comprehensive high schools. More than 100 student-athletes from Diamond Bar and Walnut High Schools participated in the inaugural Student Athlete Leadership Summit, developing leadership skills through mentorship, teamwork, integrity, and service while promoting positive school culture.  The District also strengthened staff capacity through targeted professional learning. Counselors and assistant principals participated in training with Dr. Mike Ilic on restorative practices and student discipline, while additional training from Dr. Mike Ilic and Sherman Garnett focused on bullying response, documentation, and follow-up supports, creating greater consistency in districtwide protocols.  To better support multilingual students and families, WVUSD hired a bilingual school psychologist on special assignment to conduct initial Mandarin assessments and provide mental health services for Mandarin-speaking English learners and newcomer students. The District also expanded tiered social-emotional supports by hiring an MTSS Teacher on Special Assignment to strengthen the integration of academic, behavioral, and social-emotional interventions across schools.  WVUSD continues to use local climate data, educational partner feedback, and other local indicators to identify strengths, monitor areas for growth, and guide continuous improvement. Survey results continue to reflect positive perceptions of school safety, belonging, and inclusivity. The District will continue monitoring outcomes across student groups to identify disparities, inform resource allocation, and implement targeted strategies that promote safe, supportive, and inclusive learning environments for all students.|Met||2026-06-17|2026
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19752910000000|San Gabriel Unified|6|SGUSD administered California Healthy Kids Survey (CHKS) at the high school, middle school, and elementary levels. Results measure progress in State Priority #6: School Climate.   242 ninth grade students took the survey. Key findings were: 66% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 54% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 69% percent of respondents reporting 'Very Much True' or 'Pretty Much True'’ to questions in the High Expectations Scale of the School Engagement and Supports domain. In the School Safety and Cyberbullying category, 24% of ninth graders reported that they had experienced harassment or bullying in the past 12 months.  360 seventh grade students responded to the survey. Key findings were: 68% of respondents reported 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 57% of respondents reported 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 71% percent of respondents reported 'Very Much True' or 'Pretty Much True'' to questions in the High Expectations Scale of the School Engagement and Supports domain. In the School Safety and Cyberbullying category, 37% of seventh graders reported that they had experienced harassment or bullying in the past 12 months.  227 5th grade students responded and key findings were: 83% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 67% of respondents reported 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adults in School category of the School Engagement and Supports domain. 70% of student respondents reported “Yes, most of the time,” or “Yes, all of the time” to “Are you happy to be at/with this school?” on the CHKS questions in the School Connectedness section. 74% of respondents indicated that there is an “Anti-Bullying Climate” on their school campus.|The data from the California Healthy Kids Survey demographic data is dependent upon student self-disclosure and therefore is limited in the ability to disaggregate by student group. The CHKS demonstrates successes over time in the following areas: secondary students are academically motivated and report that there are high expectations from adults and that there is low emotional distress. Additionally, 7th and 9th grade students feel safe at school. Elementary students feel safe and school and also perceive that the adults have high expectations for them. Elementary students feel that they are treated with respect, that they follow the rules and that teachers make it clear that bullying is not ok. The areas of focus highlighted in this report include that 20% of 9th graders go to bed later than 12:00 am and 73% of 7th and 9th grade students say they do not help decide class activities or rules. 12% of 9th graders report using drugs or alcohol in the past 20 days. 53% of 5th grade students say they are not asked what they want to learn about and 55% say they are bored at school.|SGUSD is increasing the amount and quality of universal social emotional learning at the elementary schools in order to respond to the areas of focus identified in the CHKS. Additionally, the results of the CHKS inform each school’s Comprehensive School Safety Plan as well as the development of the District’s Local Control and Accountability Plans and schools’ Single Plans for Student Achievement. The results are presented to the Governing Board annually.|Met||2026-06-23|2026
19752911996016|Options for Youth San Gabriel|6|OFY San Gabriel administered the Altitude School Climate Survey during the 2025-26 school year to students, parents, and staff to assess perceptions of school safety, connectedness, engagement, inclusion, relationships, and overall school climate. Participation included 176 students (73%), 31 parents (12.9%), and 20 staff members (83.3%).  Student survey results indicated positive perceptions across most climate domains, including Social Emotional and Physical Safety (4.30), Student and Family Engagement (4.14), School Rules and Environment (4.24), Inclusion (4.13), and Student Connections with Teachers (4.21). Areas scoring below 4.0 included Connection and Belonging (3.92), Student Connections with Students (3.79), and Peer Pressure (3.92).  Parent responses reflected very positive perceptions across all dimensions, including Student Connections with Teachers (4.72), School Rules and Environment (4.67), Student and Family Engagement (4.65), Inclusion (4.63), and Social Emotional and Physical Safety (4.59). Peer Pressure received the lowest parent score at 4.14.  Staff responses also reflected strong perceptions of school climate, with scores ranging from 4.28 to 4.58 across most dimensions. The highest-rated areas included Social Emotional and Physical Safety (4.58), Student and Family Engagement (4.57), and Student Connections with Teachers (4.53). Peer Pressure received the lowest staff rating at 3.52. 26% of respondents self-identified as belonging to at least one subgroup, including students eligible for free or reduced-price meals, English learners, and students with disabilities. Survey findings were reviewed alongside these demographic characteristics to better understand student experiences and needs.|Analysis of survey results identified several areas of strength across all Educational Partner groups. Students, parents, and staff consistently reported positive perceptions of safety, engagement, inclusion, and relationships with teachers. Parent and staff responses indicated particularly strong confidence in the school's ability to provide a safe, welcoming, and supportive learning environment. Teacher-student relationships emerged as a significant strength, with parents reporting the highest overall rating in this area (4.72).  Survey results also identified opportunities for improvement. Students reported lower levels of Connection and Belonging (3.92) and Student Connections with Students (3.79), suggesting that while students feel supported by adults, peer relationships and overall connectedness to the school community could be strengthened.   Students also reported lower ratings related to future readiness, with 54.3% indicating confidence about their future after high school and 55.2% reporting that they know the steps necessary to achieve their college or career goals.  Additionally, peer pressure and social media influences emerged as a common area of concern. This dimension received the lowest ratings from both students (3.92) and staff (3.52), indicating a need for continued support related to digital citizenship, healthy decision-making, and social-emotional development.  Overall, findings suggest that OFY San Gabriel has established a positive school climate characterized by strong adult relationships and supportive learning environments while continuing to develop opportunities for peer connectedness, belonging, and postsecondary readiness.|Survey results will be used to inform continuous improvement efforts and the implementation of actions within the LCAP. The school will continue maintaining practices that support strong student-teacher relationships, family engagement, inclusion, and school safety, which were identified as areas of strength by students, parents, and staff.  To address identified needs, OFY San Gabriel will expand opportunities for peer interaction and relationship-building through student engagement activities, collaborative learning opportunities, school events, and community-building initiatives. Additional efforts will focus on strengthening students' sense of belonging and connection to the school community.  The school will also continue to enhance college and career readiness support by increasing access to postsecondary planning resources, individualized guidance, career exploration opportunities, and goal-setting activities. In response to concerns related to peer pressure and social media influence, the school will continue providing social-emotional support, digital citizenship instruction, and counseling resources that help students navigate social challenges and make positive decisions.  These actions will be monitored through future climate survey administration, student engagement data, and ongoing Educational Partner feedback to evaluate effectiveness and guide future improvements.|Met||2026-06-25|2026
19753090000000|Acton-Agua Dulce Unified|6|AADUSD’s local climate data, including results from the California Healthy Kids Survey (CHKS), indicates that a majority of students report positive perceptions of school safety and overall school climate, with important differences when disaggregated by student group. Overall, 63% of students reported that they feel safe at school, reflecting a need for continued focus on improving school climate and perceived safety across sites.  When disaggregated by student group, 70% of Hispanic/Latino students reported feeling safe at school, indicating a slightly higher sense of safety compared to the overall student population in this category. Additional disaggregation by other student groups (where available) continues to show variation in student experiences, particularly for student groups that are historically underserved, who may report lower levels of connectedness, belonging, and perceived safety compared to peers.  Supplemental local survey and climate data further suggest that while many students report positive relationships with staff and awareness of support systems, there remains a need to strengthen consistent feelings of safety, belonging, and engagement for all student groups. These findings align with broader attendance and engagement trends, reinforcing the importance of continued work in Multi-Tiered System of Supports (MTSS), social-emotional learning, and school climate initiatives.  Overall, the CHKS and local climate data indicate a generally stable school environment with a key area for improvement focused on increasing the percentage of students who report feeling safe and ensuring equitable experiences of safety and connectedness across all student groups.|Key learnings from the analysis of local climate data, including California Healthy Kids Survey (CHKS) results, indicate both areas of strength and areas of need related to student perceptions of safety and school climate across AADUSD.  A key strength is that a majority of students report positive perceptions of school climate and relationships within their school environment. The CHKS data shows that 63% of all students report feeling safe at school, and survey results overall suggest that many students feel supported by staff and are aware of at least some available academic and social-emotional supports. Family and staff survey data further reinforce this strength, with generally positive perceptions of communication, school responsiveness, and collaborative school environments.  However, disaggregated data highlights important equity gaps in student experiences. While 70% of Hispanic/Latino students report feeling safe at school, the overall rate of 63% indicates that safety perceptions are not consistent across all student groups, and other student groups (including English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, and Foster Youth/Homeless youth, where data is available) tend to report lower levels of connectedness, belonging, and perceived safety. These differences suggest that some student groups experience school climate less positively and may require additional supports to feel fully safe and engaged at school.  Additional analysis of local survey items and related indicators points to needs in strengthening students’ sense of belonging, improving consistency of support systems (such as MTSS, counseling, and academic interventions), and ensuring that all student groups are equally aware of and able to access available resources. Attendance and engagement patterns further align with survey findings, suggesting that students with lower reported feelings of safety and belonging may also be more likely to experience chronic absenteeism or reduced school engagement.  Overall, the key learning from the data is that while AADUSD has a generally positive and supportive school climate, there are clear opportunities to strengthen equitable experiences of safety, belonging, and engagement for all student groups, particularly historically underserved populations.|Based on the analysis of local climate data, including California Healthy Kids Survey (CHKS) results and disaggregated student group data, AADUSD has identified the need to strengthen student perceptions of safety, belonging, and connectedness, particularly among historically underserved student groups. In response, the LEA will make targeted updates to existing plans, practices, and procedures to support continuous improvement in school climate and student engagement.  One key area of refinement includes strengthening Multi-Tiered System of Supports (MTSS) practices to ensure more consistent identification, monitoring, and support for students who report lower levels of safety, connectedness, or engagement. This includes improving coordination between academic, behavioral, and social-emotional supports so that interventions are timely, data-driven, and accessible across all school sites.  The district will also enhance school climate and student engagement initiatives by expanding social-emotional learning (SEL) practices, increasing proactive relationship-building strategies, and reinforcing positive behavior supports. Site-level teams will review climate data more regularly to identify trends by student group and adjust school-wide practices accordingly.  In addition, AADUSD will strengthen family and student engagement procedures by expanding opportunities for student voice and ensuring that survey results are shared and used more explicitly in school-level decision-making. Communication practices will be refined to increase awareness of available supports, including counseling services, academic interventions, and attendance supports.  Finally, the district will continue to refine its attendance and engagement procedures by strengthening early intervention processes for students showing signs of disengagement or chronic absenteeism, with an emphasis on coordinated support through Student Success Teams (SSTs), counseling, and family outreach.  These adjustments represent a continued commitment to continuous improvement by aligning existing plans and practices more closely with climate data findings and ensuring that all student groups experience safe, supportive, and connected school environments.|Met||2026-06-11|2026
19753090127100|Assurance Learning Academy|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *98% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-04|2026
19753090131383|SIATech Academy South|6|Data: The 2025-2026 Panorama Survey data shows that 10th -12th graders indicated that 55% (Sense of Belonging) and 43% (Engagement) agreed when it came to school connectedness, caring adult relationships, and rigorous expectations. Students also perceived school as safe, 62% at the time of the survey. As for Teacher-Student relationships, the numbers were in the 91% range when it came to teachers demonstrating respect toward students. Some students indicated they experienced unfair treatment by teachers, although the number was still low in the 3% range.|Strength: Students reported that teachers have rigorous expectations of their students and push them when they feel like giving up. 74% of students expressed that their teachers encourage them to do their best. Furthermore, students indicated that they believed that they could count on a teacher or adult from school to help them. Growth: While students reported that teachers have rigorous expectations of their students and want students to do their best, 14% of students expressed that they are not all eager to participate in classes, and 22% indicated they often do not talk about ideas from classes outside of school.|In response to local data analysis and critical learning, SIATech Academy South is making significant changes to support student well-being. Wellness centers are located at all school sites throughout the organization, and Wellness Together and other service providers provide increased counseling support. SEL curriculum integration and community engagement efforts are also prioritized, fostering a supportive environment. Data monitoring mechanisms have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services.|Met||2026-06-16|2026
19753090131987|iLEAD Hybrid|6|iLEAD Hybrid administered the Spring 2026 Learner Educational Partner Survey to learners in grades 3–12 across its three programs: AV Exploration, AV Learning Studio, and Exploration, to measure perceptions of school safety, connectedness, academic engagement, and career connected learning. A total of 624 learner responses were collected across the LEA. Respondents represented multiple student groups, including English learners (2.88%), learners with disabilities (19%), socioeconomically disadvantaged learners (47.44%), Black/African American learners, and learners identifying as Hispanic/Latino through embedded demographic filters.  Overall survey results reflected positive perceptions of school climate, learner support systems, and individualized learning opportunities across all three programs. School Safety received an overall score of 3.7 out of 4 with 92.6% favorable responses. School Connectedness received an overall score of 3.3 with 84.1% favorable responses. Academic Engagement received an overall score of 3.4 with 87.1% favorable responses, while Career Connected Learning received an overall score of 3.3 with 81.6% favorable responses.  Disaggregated survey results reflected similarly positive trends across student groups. Hispanic/Latino learners reported particularly strong outcomes in school safety (93.6% favorable), connectedness (84.8% favorable), and academic engagement (87.5% favorable). Black/African American learners reported strong academic engagement (84.2% favorable) and career connected learning (79.1% favorable). Learners with disabilities reported positive perceptions of school safety (87.6% favorable), connectedness (82.0% favorable), and academic engagement (82.4% favorable). Socioeconomically disadvantaged learners also reported strong outcomes across all four domains, including 89.4% favorable responses for school safety and 85.5% favorable responses for academic engagement. English learners reported positive perceptions of safety (80.6% favorable) and connectedness (79.2% favorable).  Open-ended learner feedback consistently highlighted flexibility, supportive teachers and educational facilitators, individualized pacing, project-based learning, caring staff relationships, creativity, course choice, dual enrollment opportunities, and the ability to learn in both virtual and home-based environments as strengths of the program. Learners frequently referenced feeling supported, understood, and encouraged while having opportunities to learn at their own pace and pursue personal interests and goals.|Analysis of the Spring 2026 survey data identified several significant strengths within iLEAD Hybrid’s school climate and educational programs. Across AV Exploration, AV Learning Studio, and Exploration, learners consistently reported positive perceptions of school safety, supportive adult relationships, flexibility, and personalized learning opportunities. Open-ended responses reflected the positive impact of learner-centered instructional models that allow learners to progress at their own pace, access individualized support, and engage in learning experiences aligned to personal interests, strengths, and future goals.  Learners frequently referenced supportive educational facilitators, caring teachers, flexible scheduling, virtual learning options, project-based learning experiences, dual enrollment opportunities, creativity, and individualized learning pathways as meaningful strengths of the program. Hispanic/Latino learners, socioeconomically disadvantaged learners, and learners with disabilities all reported strong perceptions of safety, connectedness, and academic engagement, suggesting that relationship-centered supports and differentiated learning opportunities are positively impacting multiple student groups.  The data also identified areas for continued growth. While overall connectedness and engagement results remained positive, peer connection indicators were lower than adult relationship indicators across several student groups. Some learners expressed interest in additional extracurricular opportunities, expanded electives, and increased opportunities for peer interaction and collaboration. English learners reported lower academic engagement and career connected learning outcomes compared to several other groups, reinforcing the need for continued targeted supports and inclusive instructional practices. Additionally, some learner comments reflected a desire for additional rigor, consistency, and expanded opportunities for enrichment and college and career exploration.  Survey findings reinforced the importance of continuing to strengthen learner voice, social-emotional supports, authentic engagement opportunities, and inclusive learning environments across all three Hybrid programs to ensure every learner feels safe, connected, supported, and empowered for future success.				|Based on analysis of the Spring 2026 school climate survey data, iLEAD Hybrid will continue strengthening systems and practices that support learner safety, connectedness, engagement, and personalized learning across AV Exploration, AV Learning Studio, and Exploration. While survey results demonstrated strong perceptions of supportive adult relationships, flexibility, and academic engagement, the LEA identified opportunities to further strengthen peer connectedness, learner collaboration, enrichment opportunities, and college and career readiness supports for several student groups.  To address these areas, iLEAD Hybrid will continue implementing and refining Multi-Tiered System of Supports (MTSS) practices to provide academic, behavioral, attendance, and social-emotional interventions tailored to learner needs across all three programs. Staff will continue utilizing learner data, regular check-ins, counseling supports, individualized learning plans, SST processes, and collaborative intervention systems to identify learners who may benefit from additional academic or social-emotional support. The LEA will also continue strengthening restorative practices, relationship-centered approaches, and inclusive learning environments that foster belonging and learner voice.  iLEAD Hybrid will continue expanding opportunities for project-based learning, enrichment programs, field studies, dual enrollment, clubs, presentations of learning, career exploration experiences, and collaborative learning opportunities that promote engagement, creativity, and authentic real-world learning. Additional focus will be placed on supporting English learners, learners with disabilities, and socioeconomically disadvantaged learners through differentiated supports, targeted interventions, and expanded access to meaningful college and career readiness opportunities.  Professional learning for staff will continue focusing on trauma-informed practices, culturally responsive teaching, differentiated instruction, relationship-centered learning, and strategies for fostering engagement and connectedness within both virtual and independent learning environments. iLEAD Hybrid will continue using educational partner feedback, climate survey results, attendance data, and learner outcome data as part of its continuous improvement process to monitor progress and refine supports for all learner groups.				|Met||2026-06-23|2026
19753090132654|California Pacific Charter- Los Angeles|6|All students in grades TK-12 were invited to participate in the annual school climate survey. Student perceptions were collected in the areas of grade-level instruction, teacher availability and support, goal setting, school safety, sense of belonging, and overall satisfaction with the school program. A total of 390 students participated in the survey, including 131 students in grades TK-5, 95 students in grades 6-8, and 164 students in grades 9-12.  Overall survey results reflected positive perceptions of school climate and safety. In response to the statement, “I feel safe at school,” 98.1% of students agreed or strongly agreed. Disaggregated results for this question were as follows: Hispanic students 99%, African American students 100%, White students 97%, Asian students 100%, English Learners 100%, Students with Disabilities 96%, Socioeconomically Disadvantaged students 98%, and Homeless Youth (<11 students in group) also reported positive perceptions of safety.  Additionally, 84.6% of students reported feeling a sense of belonging and connectedness at school. Disaggregated results for this question were as follows: Hispanic students 83%, African American students 83%, White students 88%, Asian students 100%, English Learners 89%, Students with Disabilities 86%, Socioeconomically Disadvantaged students 84%, and Homeless Youth (<11 students in group) also reported positive perceptions of connectedness.  In response to the statement, “If I have a problem or am feeling anxious, sad, or discouraged, I know I have someone at school that I can talk to for support,” 84.3% of students agreed or strongly agreed.  Overall, survey findings indicate that students across demographic groups report strong perceptions of safety, support, and connectedness within the school community.|Based on the analysis of this year’s school climate survey data, several key learnings and strengths emerged that reflect the school’s continued focus on fostering a safe, inclusive, and supportive learning environment. A significant majority of students (98.1%) across grades TK-12 reported feeling safe at school. Positive perceptions of safety were consistent across all reported student groups, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. This consistency across student populations suggests that the school has established a strong culture of safety, equity, and inclusion.  Survey results also highlighted strong staff-student relationships and access to student support systems. In response to the statement, “If I have a problem or am feeling anxious, sad, or discouraged, I know I have someone at school that I can talk to for support,” 84.3% of students agreed or strongly agreed. Additionally, 84.6% of students reported feeling a sense of belonging and connectedness at school.  While overall results were positive, the data also identified an area of continued focus related to strengthening school connectedness and belonging for all students. Although results across student groups remained favorable overall, some student groups reported lower levels of connectedness than others, indicating an opportunity to continue expanding strategies that promote engagement, relationship-building, and inclusive school experiences. The school will continue to monitor climate survey data and use student feedback to inform future supports and school climate initiatives to ensure all students feel safe, supported, and connected.|In response to the areas of need identified through the analysis of local data, the LEA will continue refining practices to ensure all students experience a strong sense of connection, inclusion, and support within the school community. While student perceptions of safety and support remained overwhelmingly positive across all student groups, survey results indicated an opportunity to further strengthen students’ sense of belonging and connectedness. Specifically, African American students (83%) and Hispanic students (83%) reported slightly lower levels of connectedness when compared to some other student groups.  To address this area of need, the school will continue implementing strategies designed to strengthen student engagement, relationship-building, and inclusive school culture practices. Planned actions include expanding student engagement opportunities, increasing advisory and check-in supports, and incorporating culturally responsive community-building activities that promote belonging and meaningful student connections.  Additionally, survey participation rates were highest among high school students, indicating a need to strengthen participation and student voice opportunities for students in grades TK-8. The LEA will continue refining outreach efforts and survey administration practices for younger students, including the use of developmentally appropriate survey tools and structured opportunities for student feedback. These actions will support continuous improvement efforts and help ensure the LEA gathers representative input across grade spans to inform future school climate initiatives.|Met||2026-06-16|2026
19753090134619|Empower Generations|6|Empower Generations administered the Spring 2026 Learner Educational Partner Survey to learners in grades 9–12 to measure perceptions of school safety, connectedness, academic engagement, and career connected learning. A total of 64 learner responses were collected. Respondents included learners identifying as Black/African American (44%), White (44%), Two or More Races, and Hispanic. Additionally, 34% of respondents identified as learners with disabilities, 76.56% identified as socioeconomically disadvantaged, and 4.69% identified as English learners.  Overall results reflected positive perceptions in several areas of school climate. School Safety received an overall score of 3.5 out of 4, with 88.3% favorable responses. 67% of learners reported they “almost always” feel safe at school, and 80% of learners responded favorably regarding knowing who to talk to or what to do if they feel unsafe.  School Connectedness received an overall score of 2.9 with 68.0% favorable responses. Learners reported positive relationships with adults and opportunities to express themselves authentically. Academic Engagement received an overall score of 3.0 with 71.9% favorable responses, particularly in the areas of useful feedback and encouragement to think critically and solve problems. Career Connected Learning received one of the strongest outcomes, with an overall score of 3.1 and 77.1% favorable responses. Learners reported access to college and career readiness opportunities, including CTE pathways, internships, and flexible learning opportunities aligned to their interests.  Disaggregated survey results demonstrated similar patterns across student groups. Black/African American learners reported particularly strong perceptions of school safety, with 91.1% favorable responses. Learners with disabilities reported strong outcomes in connectedness (77.3% favorable), academic engagement (74.2% favorable), and career connected learning (77.3% favorable). Socioeconomically disadvantaged learners also reported positive perceptions of school safety (89.8% favorable) and career connected learning (76.2% favorable).  Open-ended feedback consistently highlighted supportive staff relationships, flexible scheduling, individualized support, career-focused opportunities, and welcoming learning environments as key strengths of the program. Learners frequently referenced approachable teachers, strong community connections, and opportunities to learn at their own pace.					|Analysis of the Spring 2026 survey data identified several areas of strength within Empower Generations’ school climate. Learners consistently reported feeling physically and emotionally safe within the program, with particularly strong results among Black/African American learners and learners with disabilities. The data also reflects the importance of positive learner-adult relationships, with many learners describing staff as approachable, supportive, welcoming, and responsive to individual needs. Open-ended responses reinforced the value learners place on flexible scheduling, personalized learning pathways, and career-connected opportunities such as CTE programs, internships, and creative learning experiences.  Career Connected Learning emerged as a significant area of strength across all groups. Learners reported that they have opportunities to explore careers aligned to their interests and access resources that support college and career readiness. This aligns closely with Empower Generations’ focus on individualized learning, real-world application, and learner agency.  The data also identified areas for continued growth. While overall connectedness scores were positive, peer connection indicators were lower than adult connection indicators across multiple student groups. Some learners reported only occasionally feeling connected to peers or eager to participate academically. Additionally, a smaller percentage of learners indicated uncertainty about who to talk to when feeling unsafe, suggesting a need to further strengthen awareness of available supports and intervention systems.  Survey findings also reinforced the importance of continuing to expand social-emotional and mental health supports for learners, particularly for students experiencing barriers related to attendance, engagement, or outside stressors. Empower Generations recognizes the need to continue strengthening inclusive practices, student voice opportunities, and collaborative community-building experiences to ensure all learners feel connected, supported, and empowered within the school environment.				|Based on analysis of the Spring 2026 school climate data, Empower Generations will continue refining systems and supports designed to strengthen learner connectedness, engagement, and overall well-being. While survey results demonstrated strong perceptions of safety and supportive adult relationships, the school identified opportunities to increase peer connectedness, learner participation, and awareness of available social-emotional and safety supports.  To address these needs, Empower Generations will continue implementing and strengthening Multi-Tiered System of Supports (MTSS) practices to provide targeted academic, behavioral, attendance, and social-emotional interventions. Staff will continue utilizing data-informed check-ins and individualized support systems to identify learners who may need additional connection, engagement, or mental health support. The school will also continue partnering with community organizations and counseling providers to expand access to wellness resources and responsive services for learners and families.  Empower Generations will further strengthen opportunities for learner voice, collaboration, and relationship-building through advisory structures, community-building activities, restorative practices, and career-connected learning experiences. Staff will continue participating in professional learning focused on trauma-informed practices, relationship-centered approaches, culturally responsive teaching, and inclusive learning environments to ensure all learners feel valued and supported.  Additionally, the school will continue expanding college and career readiness opportunities aligned to learner interests, including internships, dual enrollment opportunities, career exploration, and CTE-related experiences. Feedback from learners emphasized the value of flexible and personalized learning pathways; therefore, Empower Generations will continue prioritizing individualized learning structures that promote learner agency, authentic engagement, and real-world relevance.  Empower Generations will use ongoing educational partner feedback, climate survey results, attendance data, and learner outcome data as part of its continuous improvement process to monitor progress and refine supports for all student groups.|Met||2026-06-24|2026
19753090135145|Compass Charter Schools of Los Angeles|6|"This year, the school used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate again was less than 20%-- with a decrease in participation from 401 scholars to 227 scholars participating. Feedback from educational partners indicated that the timing of the survey was difficult and the window was too short. The school will consider adjusting the survey window next year to increase participation. Results of the mental health and school climate questions: Some data points of measuring student perceptions of student safety and connectedness are: There is a teacher or some other adult from my school... ""who really cares about me"": Gr. 3–5: 66.7%, up from 24–25’s: 64.7%; Gr. 6–8: 83.9%, up from 24–25’s: 66.1%; Gr. 9–12: 65.9%, up from 24–25’s: 65.3%; ""who notices when I’m not there"": Gr. 3–5: 46.7%, down from 24–25’s: 55.9%; Gr. 6–8: 58.1%, down from 24–25’s: 62.5%; Gr. 9–12: 54.5%, down from 24–25’s: 58.7%; ""who listens to me when I have something to say"": Gr. 3–5: 86.7%, up from 24–25’s: 85.3%; Gr. 6–8: 83.9%, up from 24–25’s: 71.4%; Gr. 9–12: 75.0%, down from 24–25’s: 86.7%; I feel… “close to people at this school” (Strongly Agree/Agree): Gr. 3–5: 75.0%, up from 24–25’s: 63.6%; Gr. 6–8: 78.1%, up from 24–25’s: 65.6%; Gr. 9–12: 75.6%, up from 24–25’s: 56.5%; “like I am part of this school” (Strongly Agree/Agree): Gr. 3–5: 100.0%, up from 24–25’s: 78.8%; Gr. 6–8: 96.9%, up from 24–25’s: 86.9%; Gr. 9–12: 93.2%, down from 24–25’s: 94.1%; “safe in my school” (Strongly Agree/Agree): Gr. 3–5: 100.0%, same as 24–25’s: 100.0%; Gr. 6–8: 100.0%, same as 24–25’s: 100.0%; Gr. 9–12: 95.6%, down from 24–25’s: 98.8%; The data on student perceptions of safety and connectedness across different grade levels reveal key insights into the school environment over a year. The data included compared the same three student cohorts from one grade to the next. While this is not exact due to turnover and different scholars taking the survey, the inconsistent trends from one grade to the next highlights the need for better attendance monitoring and responsiveness as students advance through school. Compass has begun weekly student focused meetings bringing together various staff (WIT- Whatever It Takes meetings), and additional mental health supports. These efforts, along with our culture building, we hope will help all scholars feel more included, heard and safe. 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools Los Angeles Page 18 of 22 While there are no drastic changes in data between the years, indications are that Compass has successfully created a secure environment for its students, which is fundamental for their well-being and academic success, but there is room for improvement."|An area of strength for Compass is the connectivity and sense of belonging scholars experience at Compass. Overall, 95% of scholars indicated that they are happy to be at this school.|Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. This school year, Compass administered my SAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards getting more participation to surveys to support school climate.. With consistent and present data, Compass will better leverage its engagement opportunities and support services. The data reveals that while students generally feel supported by adults, there is room for improvement in ensuring that absences are noticed and addressed, particularly in higher grades. Additionally, there is a concerning trend of declining connectedness as students progress through the grades, necessitating efforts to foster peer relationships and a stronger sense of community, especially in middle school. The consistently high perception of safety across all grades is a significant strength of the school environment. To address these findings, it is recommended to continue attendance monitoring systems and expanding the number of WIT meetings, to ensure students feel noticed and cared for, create programs and activities aimed at building peer relationships, particularly in middle school, and continue prioritizing and maintaining high standards of safety. By addressing these areas, the school can work towards creating a more inclusive, supportive, and connected environment for all students. Lastly, it is important to notice that the sample size is relatively small. While Compass did increase its number of student participation, there is room for improvement here as well.|Met||2026-06-13|2026
19753090136531|iLEAD Online Charter|6|iLEAD Online administered the Spring 2026 Learner Educational Partner Survey to learners in grades 3–12 to measure perceptions of school safety, connectedness, academic engagement, and career connected learning. A total of 216 learner responses were collected. Respondents represented multiple student groups, including learners with disabilities (14%), socioeconomically disadvantaged learners (43.06%), Black/African American learners (16%), and learners identifying as Hispanic/Latino through embedded demographic filters.  Overall survey results reflected highly positive perceptions of school climate and learner support systems. School Safety received an overall score of 3.8 out of 4 with 96.3% favorable responses. Eighty-nine percent of learners reported they “almost always” feel safe, and 94% responded favorably regarding knowing who to talk to or what to do if they feel unsafe.  School Connectedness received an overall score of 3.2 with 75.5% favorable responses. Learners reported strong relationships with adults, opportunities to express themselves authentically, and positive experiences with individualized learning structures. Academic Engagement received an overall score of 3.3 with 84.9% favorable responses, particularly in the areas of receiving useful feedback and being encouraged to think critically and solve problems. Career Connected Learning received an overall score of 3.2 with 78.5% favorable responses. Learners reported access to college and career readiness resources, flexible pathways, dual enrollment opportunities, clubs, internships, and individualized learning experiences aligned to personal interests and goals.  Disaggregated survey results reflected similarly positive trends across student groups. Black/African American learners reported particularly strong perceptions of school safety (95.6% favorable) and academic engagement (82.4% favorable). Hispanic/Latino learners reported strong outcomes in academic engagement (85.0% favorable) and career connected learning (77.1% favorable). Learners with disabilities reported exceptionally positive perceptions of school safety (98.3% favorable) and academic engagement (81.1% favorable). Socioeconomically disadvantaged learners also reported positive perceptions across all four domains, including 95.7% favorable responses for school safety and 81.4% favorable responses for academic engagement.  Open-ended learner feedback consistently highlighted flexible scheduling, supportive teachers, personalized pacing, individualized support, responsive communication, project-based learning opportunities, and the ability to learn in a low-stress environment as strengths of the program. Learners frequently referenced caring facilitators, open communication, helpful feedback, flexibility for personal schedules, and opportunities to learn at their own pace while pursuing personal interests and goals.|Analysis of the Spring 2026 survey data identified several significant strengths within iLEAD Online’s school climate and educational program. Learners consistently reported feeling safe, supported, and connected to teachers and facilitators within the online learning environment. Open-ended responses repeatedly emphasized the positive impact of flexible scheduling, responsive communication, individualized pacing, and strong learner-adult relationships. Many learners specifically described feeling understood, supported, and encouraged by facilitators who provide timely feedback, personalized assistance, and opportunities for meaningful academic growth.  The data also highlighted strengths related to learner agency and personalized learning. Learners frequently referenced appreciation for flexible deadlines, self-paced structures, one-on-one support, and the ability to balance academics with personal responsibilities, extracurricular activities, employment, or other life circumstances. Black/African American learners, Hispanic/Latino learners, learners with disabilities, and socioeconomically disadvantaged learners all reported strong perceptions of school safety and academic engagement, suggesting that individualized supports and relationship-centered practices are positively impacting multiple student groups.  The data also identified areas for continued growth. While connectedness scores remained positive overall, peer connection indicators were lower than adult relationship indicators across multiple student groups, reflecting the unique challenges of fostering peer relationships within an online environment. Some learners also expressed interest in additional opportunities for collaboration, engagement activities, and career exploration experiences. These findings reinforce the importance of continuing to strengthen opportunities for community-building, learner voice, social interaction, and authentic engagement within both virtual and in-person settings.  Survey findings reinforced the value of maintaining flexible, personalized instructional models while continuing to expand opportunities for meaningful learner connection, college and career readiness, and social-emotional support systems that promote belonging, engagement, and learner success.					|Based on analysis of the Spring 2026 school climate survey data, iLEAD Online will continue strengthening systems and practices that support learner safety, connectedness, engagement, and personalized learning. While survey results demonstrated exceptionally strong perceptions of school safety, supportive adult relationships, and academic engagement, the school identified opportunities to further strengthen peer connectedness, learner collaboration, and participation in college and career readiness experiences.  To address these areas, iLEAD Online will continue implementing and refining Multi-Tiered System of Supports (MTSS) practices to provide academic, behavioral, attendance, and social-emotional interventions tailored to learner needs. Staff will continue utilizing learner data, regular check-ins, office hours, tutoring, and collaborative support systems to identify learners who may benefit from additional academic or social-emotional support. Facilitators and academic coaches will continue building strong relationships with learners and families through ongoing communication, individualized feedback, and personalized support structures.  The school will continue expanding opportunities for learner interaction and engagement through virtual and in-person activities, clubs, advisory opportunities, project-based learning experiences, showcases, and collaborative learning opportunities designed to strengthen peer relationships and learner voice. Learner feedback emphasized the importance of flexibility, communication, and individualized support; therefore, iLEAD Online will continue prioritizing personalized learning structures that promote learner agency, self-direction, and authentic engagement.  Additionally, iLEAD Online will continue strengthening college and career readiness opportunities through dual enrollment, career exploration activities, counseling supports, internships, project-based learning opportunities, and individualized postsecondary planning aligned to learner interests and future goals. Professional learning for staff will continue focusing on trauma-informed practices, relationship-centered instruction, differentiated supports, and strategies for fostering engagement and belonging within virtual learning environments.  The school will continue using educational partner feedback, climate survey data, attendance trends, and learner outcome data as part of its continuous improvement process to monitor progress and refine supports for all student groups.|Met||2026-06-23|2026
19753090136648|Options for Youth-Acton|6|The Altitude School Climate Survey was administered to students, families, and staff during the 2025–26 school year to measure perceptions of school safety, connectedness, engagement, inclusion, and school environment. Participation included 1,376 student responses (61.8%), 270 parent responses (12.1%), and 185 staff responses (71.7%).  Survey results indicate generally positive perceptions of school climate across all educational partner groups. Students reported average scores of 4.21 in Social Emotional and Physical Safety, 3.87 in Connection and Belonging, 3.98 in Student and Family Engagement, 4.20 in School Rules and Environment, 4.08 in Inclusion, and 4.12 in Student Connections with Teachers. Student Connections with Students (3.75) and Online Safety (3.95) were the lowest-rated student dimensions. Parents reported strong ratings across all dimensions, including Social Emotional and Physical Safety (4.46), Inclusion (4.44), Student Connections with Teachers (4.45), and School Rules and Environment (4.41). Staff also reported positive perceptions, with scores ranging from 4.05 to 4.46 across climate dimensions and ratings of 4.20 for Professionalism and 4.06 for Leadership.|Survey results demonstrate that OFY Acton maintains a positive school climate characterized by strong perceptions of safety, supportive relationships, inclusion, and engagement. Families and staff reported particularly high levels of confidence in the school’s ability to provide a safe and welcoming environment, while students also reported favorable perceptions in these areas.  Key strengths include Social Emotional and Physical Safety, Inclusion, Student Connections with Teachers, and School Rules and Environment. Parent feedback highlighted that students feel respected, accepted, and supported by school staff. Areas for continued growth emerged in student-reported Connection and Belonging, Student Connections with Students, and Online Safety. While these areas remained generally positive, they scored lower than other climate dimensions and suggest opportunities to strengthen peer relationships, increase student connectedness, and continue supporting students in navigating social media influences.|As outlined in LCAP Goal 3, OFY-Acton will continue implementing actions designed to foster a safe, inclusive, and supportive school environment. A key component of this work includes the regular administration of school climate surveys to gather feedback from students, families, and staff regarding school safety, connectedness, engagement, inclusion, and overall school culture. Survey results are reviewed alongside other local data sources to identify strengths, monitor areas of need, and inform continuous improvement efforts.  The 2025–26 survey results affirmed strong perceptions of safety, inclusion, and teacher-student relationships while also identifying opportunities to strengthen student connectedness, peer relationships, and support related to online safety. In response, the school will continue providing opportunities for student engagement, relationship-building activities, and targeted supports that promote a sense of belonging and positive peer interactions.  To measure progress in maintaining a positive school climate, OFY-Acton will continue monitoring educational partner survey results and student retention indicators identified within the 2024–2027 LCAP. These measures, along with ongoing analysis of local data, will help the school evaluate the effectiveness of its climate initiatives and ensure that all students have access to a safe, welcoming, and supportive learning environment.|Met||2026-06-29|2026
19753090137703|Method Schools, LA|6|Method Schools uses Fall and Spring parent surveys to understand school climate, family engagement, and overall satisfaction. Survey responses included about 26–28 families across multiple grade levels and programs. Overall, most families report positive experiences. In the Spring survey, about 83% of families said they were “somewhat” or “very satisfied,” with over half reporting they were “very satisfied.” Fall results were also mostly positive, though they showed some higher levels of dissatisfaction, indicating varied experiences across programs. Families also report strong relationships with teachers, with most describing them as supportive. At the same time, many families expressed a desire to be more involved in their child’s education. Survey data highlights key areas for improvement, especially around communication. Many families want clearer guidance on curriculum and more direct communication with teachers. Overall, the data shows a positive school climate with strong relationships, while also identifying communication and consistency as areas to improve.|Analysis of local climate survey data highlights several key strengths and areas of need for Method Schools. A major strength is overall family satisfaction and positive relationships with staff. Most families report being satisfied with their experience, and survey data reflects strong perceptions of teacher support and responsiveness. Families also express a high desire to be involved in their child’s education, indicating a strong foundation for partnership. At the same time, the data identifies communication as a key area for improvement. Across both survey periods, families consistently reported a need for clearer guidance on curriculum and assignments, as well as more direct and consistent communication with teachers. Qualitative feedback further highlights concerns related to organization, academic workload, and consistency across programs, suggesting that experiences may vary by student group or program setting. Additionally, while disaggregated data is limited, responses from families in different programs (including sports-based and special education settings) indicate varying levels of satisfaction and unique needs, particularly around scheduling, academic balance, and communication. Overall, the key learning is that Method Schools has a strong, positive school climate and engaged families, but must continue to improve communication, consistency, and targeted supports to better meet the diverse needs of all student groups.|Based on the analysis of local climate survey data and identified key learnings, Method Schools will implement several improvements to strengthen communication, consistency, and family engagement. To address the need for clearer communication, the LEA will refine systems for sharing information about curriculum, assignments, and student progress. This includes providing more consistent guidance through teacher communication, progress monitoring tools, and parent-facing resources. Method will also enhance structures for family engagement by expanding opportunities for involvement, such as Connection Sessions, parent workshops, and more intentional outreach to ensure families feel informed and included in decision-making. To improve consistency across programs, the LEA will work to align expectations around academic workload, scheduling, and instructional practices, particularly in specialized programs such as sports-based settings. Additionally, Method will continue to strengthen its MTSS framework and parent-teacher conference structures to ensure families are active partners in supporting student success. Ongoing use of survey data and feedback cycles will guide continuous improvement efforts and help the LEA monitor the effectiveness of these changes over time.|Met||2026-06-03|2026
19753090137786|Mission Academy|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *100% of the students reported that they felt safe  *97% of students reported that they felt connected to an adult at the school|This feedback mattered a great deal to the school, as both staff and leadership place a strong emphasis on creating an environment where students feel safe, respected, and genuinely welcomed. Building a positive school culture is not just a goal—it’s central to who we are and what we aim to provide for our students. We also understand that many of our students need additional outreach and support in order to feel connected, especially given the disruptions and challenges they have experienced in recent years, including the impact of the pandemic and prior school settings. In response, we continue to strengthen our use of trauma-informed practices across the school. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-05|2026
19753090138297|iLead Agua Dulce|6|iLEAD Agua Dulce administered the Spring 2026 Learner Educational Partner Survey to learners in grades 3–12 across the classroom-based, independent study, and exploration/home study programs to measure perceptions of school safety, connectedness, academic engagement, and career connected learning. A total of 190 learner responses were collected. Respondents represented multiple student groups, including English learners (7.37%), learners with disabilities (22%), socioeconomically disadvantaged learners (50%), and learners identifying as Hispanic/Latino through embedded demographic filters.  Overall survey results reflected positive perceptions of school climate across all programs. School Safety received an overall score of 3.4 out of 4 with 83.9% favorable responses. Sixty-nine percent of learners reported they “almost always” feel safe at school, and 76% responded favorably regarding knowing who to talk to or what to do if they feel unsafe.  School Connectedness received an overall score of 3.2 with 76.8% favorable responses. Learners reported strong relationships with adults and positive opportunities to express themselves authentically. Academic Engagement also received an overall score of 3.2 with 77.9% favorable responses, particularly in the areas of receiving useful feedback and being encouraged to think critically and solve problems. Career Connected Learning received an overall score of 3.0 with 72.4% favorable responses, reflecting learner access to college and career readiness opportunities, project-based learning experiences, and individualized pathways aligned to learner interests.  Disaggregated data reflected similar positive trends across student groups. Learners with disabilities reported strong outcomes in career connected learning (75.9% favorable) and academic engagement (74.8% favorable). Socioeconomically disadvantaged learners reported positive perceptions of school safety (81.6% favorable) and connectedness (75.5% favorable). Hispanic/Latino learners reported particularly strong outcomes in school connectedness (77.7% favorable), academic engagement (74.9% favorable), and career connected learning (78.3% favorable).  Open-ended learner feedback consistently highlighted individualized learning, flexible pacing, supportive staff relationships, project-based learning experiences, homeschool flexibility, and opportunities for authentic learning experiences as strengths of the program. Learners and families frequently referenced caring teachers, meaningful relationships, hands-on learning opportunities, and the ability to personalize curriculum and learning experiences to meet individual needs.				|Analysis of the Spring 2026 survey data identified several significant strengths within iLEAD Agua Dulce’s school climate and educational program. Learners consistently reported feeling safe, connected, and supported by staff across all programs. Survey data and open-ended responses reflected the positive impact of strong learner-adult relationships, individualized learning pathways, and flexible instructional models that allow learners to engage in learning at their own pace while exploring personal interests and strengths.  Learners and families particularly valued opportunities for project-based learning, authentic presentations of learning, hands-on experiences, homeschool flexibility, and enrichment opportunities connected to learner interests. Many responses highlighted caring teachers, meaningful educational facilitator relationships, and the ability to personalize curriculum and learning experiences. Hispanic/Latino learners and learners with disabilities reported especially strong perceptions of connectedness, engagement, and career connected learning opportunities, suggesting that personalized supports and relationship-centered practices are positively impacting multiple student groups.  The data also identified areas for continued growth. While overall connectedness scores remained positive, peer connection indicators were lower than adult relationship indicators across several groups. Some learners also reported lower participation and engagement levels in academic activities and career exploration opportunities. Additionally, a portion of learners indicated uncertainty about who to talk to if they feel unsafe, reinforcing the need to continue strengthening awareness of available supports and intervention systems.  The survey findings reinforced the importance of continuing to expand opportunities for collaboration, learner voice, peer interaction, and authentic engagement experiences across all programs. iLEAD Agua Dulce recognizes the need to continue strengthening inclusive practices, social-emotional supports, and college and career readiness opportunities to ensure every learner feels connected, supported, challenged, and empowered within the school community.				|Based on analysis of the Spring 2026 school climate survey data, iLEAD Agua Dulce will continue strengthening systems and practices that support learner connectedness, engagement, safety, and personalized learning. While survey results demonstrated strong perceptions of supportive adult relationships, individualized learning opportunities, and school safety, the school identified opportunities to further strengthen peer connectedness, learner participation, and awareness of available supports and resources.  To address these areas, iLEAD Agua Dulce will continue implementing and refining Multi-Tiered System of Supports (MTSS) practices to provide academic, behavioral, attendance, and social-emotional interventions tailored to learner needs. Staff will continue utilizing learner data, regular check-ins, and collaborative support systems to identify learners who may benefit from additional academic or social-emotional support. The school will also continue strengthening restorative practices, relationship-centered approaches, and inclusive classroom environments that promote belonging and learner voice.  The school will further expand opportunities for collaboration, project-based learning, presentations of learning, and authentic peer engagement experiences across programs. Learner feedback highlighted the value of hands-on projects, group work, homeschool flexibility, and personalized learning pathways; therefore, the school will continue prioritizing instructional models that promote learner agency, creativity, and real-world application of learning.  Additionally, iLEAD Agua Dulce will continue expanding college and career readiness opportunities through enrichment programs, career exploration experiences, individualized learning plans, and community partnerships that support learner interests and postsecondary goals. Professional learning for staff will continue to focus on trauma-informed practices, culturally responsive teaching, differentiated instruction, and strategies for supporting diverse learners, including English learners and learners with disabilities.  The school will continue using educational partner feedback, climate survey data, attendance trends, and learner outcome data as part of its continuous improvement process to monitor progress and refine supports for all student groups.					|Met||2026-06-23|2026
19753330000000|Manhattan Beach Unified|6|MBUSD reviewed recent survey results from the 2026 California Healthy Kids Survey (CHKS) and the 2026 LCAP Survey to evaluate school climate, safety, connectedness, and student well-being.  Results from the CHKS indicate that a majority of students feel connected to their school. On the School Connectedness Scale, 84% of Grade 5 students, 63% of Grade 7 students, 74% of Grade 9 students, and 73% of Grade 11 students reported feeling connected to school all or most of the time. Except for Grade 9, students reported higher levels of school connectedness than in the 2025 survey administration, with increases ranging from 2 to 3 percentage points across grade levels. Students with Individualized Education Programs (IEPs) also reported positive levels of connectedness, with 60% of middle school students and 66% of high school students indicating they felt connected to school all or most of the time.  Students also reported positive relationships with caring adults on campus. 75% of Grade 5 students, 72% of Grade 7 students, 66% of Grade 9 students, and 74% of Grade 11 students reported having a caring adult at school. Across these grade levels, reports of having a caring adult at school increased by 1 to 11 percentage points compared to the 2025 survey administration.  Survey results related to school safety were generally positive, particularly at the elementary and high school levels. On the CHKS Perceived School Safety Scale, 90% of Grade 5 students, 59% of Grade 7 students, 79% of Grade 9 students, and 87% of Grade 11 students reported feeling safe at school all or most of the time. Except for Grade 9, perceptions of school safety improved compared to the 2025 survey administration, with increases ranging from 2 to 17 percentage points across grade levels. Students with IEPs reported similar perceptions, with 60% of middle school students and 76% of high school students indicating they felt safe at school all or most of the time.  These findings are consistent with feedback from parents and staff. On the 2026 MBUSD LCAP Survey, 92% of staff and 84% of parents/guardians strongly agreed or agreed that “my child(ren) feel(s) connected to at least one adult on campus,” indicating that students continue to experience meaningful relationships and support from trusted adults at school.  These results align with MBUSD’s ongoing investment in student wellness and mental health supports. Through continued collaboration with Beach Cities Health District (BCHD) and support from the Manhattan Beach Education Foundation (MBEF), the District has expanded access to school-based counselors, wellness resources, and other supports that promote early intervention, student well-being, and a climate of care, connection, and belonging for all students.|School Connectedness and Relationships with Caring Adults CHKS and LCAP Survey results indicate that most students feel connected to school and have access to supportive relationships with caring adults. Continued efforts to strengthen school connectedness and maintain a climate of care will remain a priority, particularly for middle school students and students with IEPs.  School Safety Perceptions of school safety improved across most grade levels, with particularly strong results at the elementary and high school levels. Additional efforts will focus on increasing students' sense of safety, belonging, and connectedness at the middle school level.  Maintaining a Positive School Climate Overall survey results reflect positive trends in connectedness, caring adult relationships, and school safety. MBUSD will continue to invest in programs and practices that foster supportive learning environments and promote a sense of belonging for all students.|The District plans to continue to review and analyze local data to drive actions and outcomes related to school climate, safety, and student connectedness.  The following actions will be prioritized in the 2026–27 school year:  1. Strengthen PBIS implementation with an emphasis on bullying prevention, behavioral expectations, and data-informed decision-making. 2. Promote a neurodiverse and inclusive school culture that fosters belonging, connectedness, and engagement for all students. 3. Use CHKS, Tri-District Survey, and local data to inform school climate initiatives, student supports, and continuous improvement efforts.|Met||2026-06-18|2026
19753410000000|Redondo Beach Unified|6|"RBUSD recognizes the critical role that positive school conditions and climate play in advancing student performance and equity.  Annually, RBUSD administers the California Healthy Kids Survey (CHKS). For the 2025-2026 school year all students in grades 5-7, and 11 were administered the CHKS and a local social-emotional (SEL) survey was administered to students in grades 3-12 to gauge safety/connectedness, social emotional health, student engagement, and caring relationships. The CHKS was administered in March, 2026. This survey is a norm-referenced survey administered to students across the state that offers information about key indicators related to school climate and student well-being, and which provides a valid measure of students' perceptions of school safety and connectedness. The local SEL survey focuses on helping schools understand how students are feeling in relation to their sense of belonging at their school. Students were asked to identify the various ways in which they are connected to their school such as participating in clubs, teams, and other non-academic events. The survey was administered in the fall. As measured by the 2026 CHKS survey, students reporting a sense of connectedness are as follows: 82% of 5th graders, 69% of 7th graders, and 69% of 11th graders, feel connected to their school. According to RBUSD’s local SEL survey 2025 indicates that 77% of grades 3-12 students responded favorably to the prompt, ""Overall, I feel like I belong at my school. These results were slight improvements from the previous school year.  Additionally, student safety is a priority for RBUSD. As measured by the 2025 CHKS survey, students reporting a sense of safety are as follows: 98% of 5th graders, 77% of 7th graders, and 80% of 11th graders, feel safe at school."|RBUSD has examined student survey results and has determined that overall student perceptions have positively increased in the areas of connectedness, sense of belonging, and school safety. These positive trends demonstrate areas of strength for the district.  For example, as reported in the previous prompt, students reporting feeling connected to school increased from 2025 to 2026 by +5% for 5th grade, +5% for 7th grade, and +5% for 11th grade. We can look to other data points that support the high percentage of student’s connectedness to their schools as demonstrated by the district’s high school dropout rate, which decreased from 2024 to 2025 by 0.36%, from .55% to 0.19%. In addition, CHKS survey results from 2025 to 2026 demonstrates that there were increases to student’s perception of school safety. These increases were 12% for 7th grade and 9% for 11th grade. 5th grade experienced a slight decrease by -1%, yet remained high at 98% (99% in 2024 to 98% in 2025).|Student connectedness, sense of belonging, and safety  will continue to be an area of focus for the district and its schools in the 2026-2027 school year. Based on the data and educational partner feedback, counseling services at all levels have increased and a comprehensive TK-12th grade counseling plan was developed and has been implemented. RBUSD has strong community partnerships with local organizations and utilizes community resources to enhance social and emotional support for students. Partnerships with Beach Cities Health District, South Bay Families Connected, and South Bay Children’s Health Center, have contributed positively to students and families as they provide a wealth of services and resources available to support social-emotional needs. Lastly, student-led groups such as ASB, RBUSD Young Leaders, Where Everybody Belongs (WEB) and Link Crew will provide opportunities for students to connect with peers and engage in school-based activities in an effort to increase a sense of belonging and connectedness to school. In addition, RBUSD monitors its Chronic Absenteeism and Graduation rates as an indicator of student’s connectedness to school and district school’s efforts to remain in constant contact with families regarding the importance of daily school attendance.   According to the 2025 CA Dashboard, RBUSD experienced a decrease in chronic absenteeism for all students by -0.5%, from 6.6% to 7.7% and an increase in graduation rate by +0.7%, from 97% to 97.7%.|Met||2026-06-16|2026
19756636120158|New West Charter|6|Our New West student survey results from 2025-26 indicate that 90% of students feel safe at school and 91% of students feel included.|To address our students’ social emotional learning needs, we continue to refine our Social Emotional Learning curriculum this year. This has been implemented through middle and high school Advisory classes. Advisory class also features relational activities for students to connect with their peers, as well as team building activities and mental health check-ins. We have held school events and activities such as themed days, new student events, senior events, games, and spirit days/weeks. NWC+’s Culture Club hosts events on Fridays where a small group of students meet to discuss ways to bring the NWC+ community together through fun activities. The Culture Club regularly hosts “Fun Fridays” at lunch on Fridays. Students can expect a new game each week to play and win prizes. Sometimes led by teachers or students, Fun Fridays are a way for us to have fun with one another and build better connections with one another. The Culture Club has also started its own student-produced Instagram accounts that features daily polls, Senior Spotlights, school, local, and national news, and other engaging content meant to increase student connectedness.   The addition of the Dean of Students has strengthened the school community through campus events and equitable discipline practices. As a result, compliance with key schoolwide expectations, including uniform and cell phone policies, has increased substantially. Additionally, intentional student programming and events have strengthened student voice, buy-in, and overall campus climate.  We have added new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a lunch time program, The Nest, where counselors host groups three times each week. These group sessions have been extremely popular. We are also utilizing resources from the National Alliance on Mental Illness (NAMI), which provides educational and support resources. The NAMI presentations for families and students have been very well-received.   Diversity Equity and Inclusion: - Students have a permanent safe place to bring any occurrences of or concerns about any forms of racism or biases; Student-led DEI suggestion box so students can provide anonymous feedback.  - Surveys will be conducted to gain a further qualitative and quantitative understanding of how race is experienced on our campus and how experiences have shaped the school's current social climate and impacted student experiences;  - Hosts “Tap In” so that students have an opportunity to express their thoughts and ideas on race and other controversial topics in a safe environment.|No changes are planned to the program for next year.|Met||2026-06-23|2026
19757130000000|Alhambra Unified|6|The California Healthy Kids Survey was administered in February/March 2026. The data is used to develop the LCAP. Schools also review the data to develop site plans, PBIS matrices, and WASC preparations. CHKS data will be presented to the Board of Education in the fall.  Student survey findings include (Grades: 5, 6, 7, 9, 11): strong sense of academic motivation (64-84%) school connectedness (56-60%) reports of cyberbullying (10-22%) Perception of safety at school (65-79%). This indicator shows big increases for each of the last three years across all grade levels. students who said they used a vaping device in the last month (1-2%). The 11th-grade percentage is the lowest it’s been in five years. students who said they used alcohol or drugs in the past month (2-5%). The 11th-grade percentage is the lowest it’s been in five years, down from a high of 8% in 2022. 21% of 6th graders reported experiencing social-emotional distress, no change from 20% last year. 22% of 11th graders reported experiencing social-emotional distress. This percentage for 7th and 11th grades continues to decline.   Staff survey findings include: concerns about bullying, fairness/rule clarity, student safety, depression, and vape use.  22% of staff were concerned about bullying and harassment. This percentage is the lowest it has been in three years. 35% were concerned about student depression. This percentage is the lowest it has been in three years. Feelings of safety for staff and students held steady 42%.  40% of staff believe that counseling support for students is adequate. This percentage is the highest it has been in three years, but not quite back to the 44% in 2021.  Parent survey findings include: Concerns about a perceived increase in substance abuse remain, but have not increased.  High ratings for schools encourage them to be active partners.  58% of parents feel as though they are involved in their child’s school, a marked bounce from during the pandemic when the percentage was only 31%.   83% of parents responded positively when asked about the teachers’ responsiveness to their child's social and emotional needs.|Strengths:  Students are motivated to do well academically.  Students increasingly feel safe at school. Parents feel like schools encourage them to be actively involved.  We have low numbers of vaping and other substance use, but this remains an area that parents and teachers are concerned about. Needs: A continued intentional focus on student mental health and well-being across all grade levels. The area of school connectedness and belonging needs attention at all grade levels.  Teacher experiences and perceptions of school safety. The numbers have not rebounded to pandemic-era responses.|To address social-emotional needs identified by staff, students, and parents, the district had previously increased its school-based mental health staff, added designated time in our elementary school schedules for social-emotional learning for grades TK-8 using a multi-tiered SEL curriculum, increased its partnerships with outside agencies, and developed state-recognized PBIS programs across the district. A restorative-practice approach to discipline and behavior remains a priority. Sites often use restorative conferences to address and repair harm created by negative student behaviors. We have begun the process to develop a framework to address Alternatives to Suspension across the district. Additional curriculum for addressing bias was created by a multidisciplinary committee and infused into AUSD’s SEL curriculum for grades 3-8. Many parent/caregiver connection points have been established: principal/parent meetings at each school site, a series of tobacco/substance use and prevention presentations, an assembly series at all three high schools and parent/caregiver webinar on digital citizenship and safety, a STEAM Night to encourage parental involvement in learning, and a Community Schools Fair/Showcase to exhibit community partnerships and their impact on student achievement, school climate and community engagement. The theme “Fostering Connectedness and Belonging” drives the work designed to give parents/caregivers knowledge and skills to help them feel empowered in their relationships with themselves and their child.|Met||2026-06-23|2026
19768690000000|Wiseburn Unified|6|The annual student survey indicators provide data related to school climate. In 2025-26, the CHKS results indicate  91% of students in 5th grade marked feeling safe at school all or most of the time. In addition, 2025-26 CHKS results  indicate that 76% of elementary students and 67% of students in middle school reported that adults on campus had  high expectations of them. Finally, 2025-26 CHKS results indicate that 80% of elementary students and 67% of  students in middle school marked high or moderate in the area of school connectedness. These indicators reflect a  need to focus on enhancing school connectedness, fostering higher expectations from adults on campus, and  addressing any declines in perceived safety among students, particularly in middle school. A review of suspension  data taken from the California Dashboard reflects a suspension rate of 1.1 for 2024-25  (a .8% decrease).|Based on data outcomes, the WUSD will have a continued focus on positive behavior intervention support programs,  parent involvement, and a comprehensive counseling support program at all sites to promote a safe and positive  school climate for students and staff.|The WUSD will launch a new social-emotional learning program in the fall of 2024. Through experiential training,  expert coaching, a character-based curriculum for students, and personalized support, this program will support  WUSD teachers, staff and administrators in growing our focus on social-emotional wellbeing, building a relationship driven campus culture, and increasing student connectedness. Initiation of this program district-wide will|Met||2026-06-25|2026
19768690119016|Da Vinci Science|6|Da Vinci Science administered the Da Vinci Schools Student Survey in both Fall 2025 and Spring 2026 to measure student perceptions of school safety, inclusion, and academic experience. The overall favorable response rate was 80% positive responses in the Fall and 76% positive responses in the Spring.  In Fall 2025, the 5 question Diversity and Inclusion survey section was the highest-rated section at 93%, with 94% of students agreeing it is common to have close friends from different backgrounds and 93% reporting that students and adults treat people from diverse backgrounds fairly. The ten question School Culture and Safety section received 83% positive responses overall, with 91% of students reporting they feel safe at school and 94% feeling safe on school grounds. Among student groups with ten or more respondents, Diversity and Inclusion favorability was high across Asian (91%), Hispanic (93%), and Two or more races (98%) students. In School Culture and Safety, Asian students scored 89%, Hispanic students 84%, Two or more races 84%, and White students 80%.  In Spring 2026, the three question School Overall survey section scored 86% and 88% of students reported feeling safe at school. Teacher Encouragement scored 81%, with 89% of students reporting teachers hold high expectations and 87% feeling regularly encouraged to do their best. Among groups with ten or more respondents, School Overall favorability was strong for Hispanic (85%), Male (89%), Female (84%), and Two or more races (89%) students.|Analysis of the 2025-26 survey data confirms that Da Vinci Science's foundational work in culture and inclusion remains a primary strength. Diversity and Inclusion reached 93% favorability in the Fall, with students broadly reporting that people from different backgrounds get along well and are treated fairly by both peers and adults. Safety was consistent across both administrations, with 91% of students feeling safe in the Fall and 88% in the Spring. Teacher Encouragement is also a clear asset, with 89% of students reporting that teachers hold high expectations and 87% feeling regularly encouraged to do their best.  Among student groups with ten or more respondents, disaggregated data shows broadly high favorability in Diversity and Inclusion, with Asian (91%), Hispanic (93%), and Two or more races (98%) students all reporting strong scores in the Fall. In Spring, most groups remained highly favorable in the School Overall dimension, including Male (89%), Two or more races (89%), and Female (84%) students. One area of note is that students in the lunch program reported lower favorability in the School Overall section at 71%, compared to the school average of 86%, indicating that this group may warrant additional attention and outreach.  Two survey sections point to broader schoolwide growth opportunities. Classroom Experience scored 65% in the Spring, with only 59% of students reporting they get so focused they lose track of time. Learning Strategies scored 67% in the Fall, with only 63% of students saying they would try a different approach when stuck. These findings suggest an opportunity to build deeper academic engagement and self-regulated learning skills across the student body, leveraging the strong relational foundation already in place.|In response to the 2025-26 local climate survey data and key findings, Da Vinci Science will implement targeted strategies to further support school connectedness, academic engagement, and equitable experiences across all student groups. While overall student perceptions of safety, inclusion, and community remain strong, with 88-91% of students reporting feeling safe at school and 93% favorability in Diversity and Inclusion, disaggregated data reveals areas for continued improvement, particularly for students in the lunch program who reported lower favorability in the School Overall survey section as compared to their peers.  To address these disparities, Da Vinci Science will increase intentional opportunities for student voice and explore strategies to strengthen belonging and connection for students who reported below-average experiences. Staff will also examine ways to deepen academic engagement, as Classroom Experience and Learning Strategies were identified as growth areas across the student body. Staff professional learning efforts will continue to focus on culturally responsive teaching and inclusive practices to ensure the learning environment remains affirming for all students.  Through these continuous improvement actions, Da Vinci Science aims to build on its strong foundation of safety and inclusion while ensuring that every student, regardless of background or circumstance, feels valued, connected, and engaged within the school community.|Met||2026-06-26|2026
19768690119636|Da Vinci Design|6|Da Vinci Design administered the Da Vinci Schools Student Survey in both Fall 2025 and Spring 2026 to measure student perceptions of school safety, connectedness, and academic experience. The overall favorable response rate held steady at 78% across both administrations, reflecting a stable and positive school climate and an 8-point increase from the prior year.  In Fall 2025, School Culture and Safety reached 78% favorable, with 84% of students reporting they feel safe at school, a 7-point increase from Fall 2024. Diversity and Inclusion scored 87%, with 88% of students reporting that adults treat people from different backgrounds fairly. Cultural Awareness and Action showed the most significant growth, rising 13 points to 80% favorable, with 82% of students feeling the school helps them speak out against racism.  In Spring 2026, strong student-teacher relationships and academic engagement were highlighted. Learning Experiences scored 83%, with 88% of students valuing discussion of open-ended topics and 86% finding it important to solve problems using their own ideas. Teacher Encouragement improved 10 points to 83%, with 86% of students reporting teachers encourage them to do their best. In the Teaching and Learning dimension, 88% of students reported their teachers are respectful. School safety perceptions remained consistent at 83%.  Disaggregated data from the Fall 2025 survey shows the following overall favorability by student group: All Students (78%), Hispanic students (79%), White students (79%), Male students (77%), Female students (78%), Students with Disabilities (81%), English Learners (77%), Military-Connected students (86%), Black students (72%), and students experiencing homelessness (57%). In the School Culture and Safety dimension specifically, Hispanic students scored 80%, Black students 71%, and Special Education students 79%. While climate is broadly positive across most groups, the notably lower overall favorability among students experiencing homelessness (57%) is an area identified for focused attention and support in the coming year.  Spring 2026 disaggregated data shows the following overall favorability by student group: All Students (78%), Two or More Races (86%), Military-Connected students (89%), English Learners (92%), Female students (82%), Students with Disabilities (81%), Hispanic students (76%), Male students (74%), and Black students (69%). The lower favorability among Black students and male students are areas identified for continued attention in the coming year.|Analysis of the 2025-26 survey data reveals a school culture defined by strong adult-student relationships, a safe and inclusive environment, and meaningful academic engagement. Da Vinci Design maintained a consistent 78% overall favorable rating across both survey administrations, reflecting a stable and healthy school climate. The school's commitment to inclusion and fairness is clearly felt by students, with Diversity and Inclusion reaching 87% favorability in the Fall and 88% of students reporting that adults treat people from all backgrounds fairly. Perceptions of safety remained a cornerstone of the student experience, with 84% of students reporting they feel safe at school. Academic engagement also emerged as a strength, with Learning Experiences and Teacher Encouragement both reaching 83% favorability in the Spring. Students particularly valued opportunities to explore open-ended problems and reported feeling genuinely encouraged by their teachers, with 88% describing their teachers as respectful.  At the same time, disaggregated data surfaces several areas that require focused attention. Black and African American students reported overall favorability of 72% in the Fall and 69% in the Spring, consistently below the school-wide average, pointing to a persistent need to deepen culturally responsive practices. A notable gender shift also emerged: Female students reported 82% favorability in the Spring compared to 74% for Male students, a reversal from prior year patterns that warrants further exploration. Most urgently, Nonbinary students reported an overall favorability of just 24% in the Spring, a sharp decline that, while based on a small sample, signals a critical need for focused support around their sense of safety and belonging. Students experiencing homelessness reported 57% overall favorability in the Fall, remaining a priority population for additional wraparound support.  Beyond subgroup disparities, Learning Strategies was the lowest-scoring dimension schoolwide at 64%, with only 63% of students feeling confident trying new approaches when they get stuck. This finding points to a broader opportunity to build academic self-efficacy and self-regulated learning skills across the student body, complementing the strong relational and cultural foundation the school has already established.|Based on the 2025-26 survey results, Da Vinci Design has identified several priorities that will shape revisions to plans, practices, and support structures in the coming year. While the school's overall 78% favorable rating reflects a healthy and stable climate, disaggregated data makes clear that this positive experience is not yet felt equally by all students.  The most urgent priority is support for Nonbinary students, whose overall favorability dropped to 24% in the Spring, and for Black students, whose favorability declined from 72% in the Fall to 69% in the Spring. In response, the school will explore targeted safety and belonging interventions, which may include listening sessions in advisory or small group settings, and partnership with counselors and student leadership to identify and address root causes. Deepening existing professional development in culturally responsive pedagogy is also a priority, with the goal of ensuring that the school's strong scores in Diversity and Inclusion translate into a consistently positive daily experience for all students, particularly students of color and LGBTQ+ youth.  The data also points to two broader areas for instructional and relational growth. Learning Strategies is the lowest-scoring dimension schoolwide at 64%, with only 63% of students feeling confident trying a new approach when they get stuck. Da Vinci Design will explore ways to integrate explicit instruction in metacognitive and self-regulated learning strategies into the core curriculum. Additionally, while Teacher Respect is high at 88%, only 70% of students feel personally connected to their teachers. Structured advisory check-ins and mentorship opportunities will be examined as ways to deepen those relationships. The school will also review engagement practices to better understand and address the lower favorability reported by Male students (74%) and students experiencing homelessness (57%), ensuring that targeted outreach and support reach those who need it most.|Met||2026-06-26|2026
19768690128728|Da Vinci Connect|6|Da Vinci Connect administers a local climate survey twice annually, in Fall/Winter and Spring, to measure student perceptions across multiple dimensions of school environment and learning. For 2025-26, the survey reported an overall favorable score of 81% in the Fall and 84% in the Spring, reflecting a positive trend across the year.  In the Spring 2026 administration, the highest-rated dimensions were Teacher Encouragement (89%), School Overall (88%), Learning Experiences (87%), Cognitive Skills (87%), Teaching and Learning (86%), and Classroom Experience (77%). In the Fall 2025 administration, Diversity and Inclusion was rated at 92% and School Culture and Safety at 83%.  The survey is disaggregated by student group to identify variations in experience. In Fall 2025, overall favorability by race and ethnicity ranged from 89% for Asian and American Indian students to 84% for Hispanic and Black students and 78% for White students. By program status, English Learners reported 85% favorability, followed by students in the lunch program (83%), Special Education students (82%), and students experiencing homelessness (82%). By gender, nonbinary students reported 84%, female students 82%, and male students 81%. In Spring 2026, Asian students reported the highest favorability at 93%, followed by students of two or more races (88%) and White students (84%). English Learners and Musical Theater students each reported 89%, homeless students 85%, and students with a lunch program 84%. By gender, nonbinary students reported 89%, female students 85%, and male students 83%.  Analysis of individual survey items provides additional insight. In Spring 2026, 90% of students reported feeling safe at school and 89% agreed the school creates a compassionate learning community. In Fall 2025, 94% of students felt adults treat people from different backgrounds fairly, and 91% felt students are treated the same regardless of family income. Teacher relationship scores were also strong, with 91% of students reporting teachers are respectful and 87% feeling personally connected to their teachers. Two areas warrant further attention: only 56% of students in Fall 2025 felt that students frequently have important conversations about race when it is uncomfortable, and 75% reported that students are respectful toward others, both lower than other climate markers and identified as priorities for growth.|Analysis of the 2025-26 Da Vinci Connect climate survey data identifies a school culture defined by strong teacher-student relationships, a safe and inclusive environment, and meaningful learning experiences, alongside specific areas where deeper growth is needed.  The most prominent strengths are safety and inclusivity. Between 90% and 93% of students reported feeling safe at school and in online sessions across both survey administrations. 94% of students believe adults treat people from different backgrounds fairly, and 92% report that students from different cultures spend time together. Teacher-student relationships are also a clear strength, with 93% of students reporting that teachers encourage them to do their best, 91% believing their teachers hold high expectations for them, and 91% finding their teachers to be respectful. Students also report strong connection to the school's educational model, with 91% stating it is important to work on projects with real-world applications and 92% valuing opportunities to develop their own solutions to problems. Overall, 89% of students agreed in the Spring that the school creates a compassionate learning community.  At the same time, the data points to several dimensions where targeted attention is warranted. Cultural Awareness and Action was rated at 75%, a significant gap below the Diversity and Inclusion dimension at 92%. Most notably, only 56% of students report having important conversations about race when those conversations may be uncomfortable, indicating that while students experience a diverse environment, structured opportunities for deeper critical dialogue are limited. Peer respect is also a relative area of need, with 75% of students agreeing that students are respectful toward others and 78% feeling connected to their peers, both lower than scores reflecting teacher relationships. Dimensions related to student engagement and intrinsic motivation show similar patterns, with 70% of students talking about school ideas outside of class and 74% reporting they lose track of time due to deep focus in class.  Disaggregated data reveals meaningful variation across student groups. Asian students reported the highest overall favorability at 93% in the Spring, and nonbinary students showed an encouraging increase from 84% in the Fall to 89% in the Spring. Hispanic students and English Learners maintained favorability at or above the school average in both administrations. White students (78%) and Special Education students (82%) reported below-average favorability in the Fall, indicating groups that warrant continued monitoring and targeted outreach.|Based on the 2025-26 climate survey data, Da Vinci Connect has identified several areas that will inform revisions to plans, procedures, and instructional practices in the coming year. While Diversity and Inclusion scores are strong at 92%, only 56% of students report having important conversations about race when uncomfortable, and only 78% feel instructional materials reflect their cultural background and identity. In response, Connect looks forward to exploring professional development, instructional strategies, and curriculum review processes designed to move from passive inclusivity toward more active cultural engagement and representation in the classroom.  The data also points to opportunities to strengthen peer-to-peer culture and overall student sentiment. With 75% of students reporting that peers are respectful toward others, and 78% feeling connected to their classmates, Connect will continue to deepen our restorative and community-building approaches to foster greater peer connection and respect, while also exploring expanded opportunities for student voice and leadership in school-wide decisions. The goal is to ensure that the strong relational culture students already experience with adults is increasingly reflected in how students feel about and connect with one another and the school as a whole.  Progress across these areas will continue to be monitored through the school's biannual survey administrations, allowing leadership to assess whether implemented strategies are meaningfully improving student experience over time.|Met||2026-06-26|2026
19768690131128|Da Vinci Communications|6|"During the 2025-26 school year, Da Vinci Communications administered Fall and Spring student climate surveys to measure perceptions of safety, inclusion, and academic experience. Overall favorability increased from 77% in the Fall to 79% in the Spring, reflecting a positive trend across the year.  In the Fall, the highest-rated survey sections were Diversity and Inclusion (86%) and School Overall/Connectedness (84%), with School Culture and Safety (77%) and Cultural Awareness and Action (76%) also scoring strong. In the Spring, Teacher Encouragement (86%) and School Overall (84%) led the survey sections with the most positive response rates, followed by Learning Experiences (83%) and Teaching and Learning (80%). Classroom Experience and Learning Strategies were the lowest-rated sections at 69%.  Disaggregated data for groups with ten or more respondents showed the following overall favorability in the Fall: students of two or more races (89%), Female (80%), Hispanic (78%), Male (75%), Lunch Program students (74%), Wiseburn Residents (74%), and White students (59%). In the Spring: Female (85%), Hispanic (81%), Lunch Program students (81%), Wiseburn Residents (75%), and Male (73%).  On specific climate items, 89% of students reported feeling safe on school grounds, and the item ""I feel safe at school"" rose from 83% in the Fall to 86% in the Spring. While 88% of students agreed the school creates a compassionate learning community, peer connectedness was lower at 68% and peer respect at 74%. On cultural awareness, 82% of students felt teachers encourage learning about different cultures, while only 65% felt that important conversations about race occur regularly among students."|Analysis of the 2025-26 climate data identifies that Da Vinci Communications fosters a school environment with strong institutional trust and safety, alongside a clear opportunity to deepen student-to-student connection and academic engagement.  The most prominent strengths are safety and inclusion. Diversity and Inclusion scored 86% and School Overall scored 84% across both administrations, with 89% of students reporting they feel safe on school grounds. Students report a strong sense that adults treat them with integrity and respect, and by Spring, Teacher Encouragement emerged as the top-rated dimension at 86%, with 89% of students reporting that teachers hold high expectations and 87% finding their teachers respectful.  At the same time, the data points to several areas for focused growth. Classroom Experience and Learning Strategies were the lowest-scoring dimensions, both at 69%. Only 65% of students reported eagerness to participate in class, and just 64% felt confident pivoting to a new strategy when facing academic challenges. Peer-to-peer dynamics also represent a growth area, with only 68% of students feeling strongly connected to their peers and 74% reporting that students are respectful to one another. Online safety was also lower, with 63% favorable ratings around the likelihood of online bullying. On cultural awareness, while 82% of students feel teachers encourage learning about different cultures, only 65% feel that uncomfortable but important conversations about race happen regularly among students.  Disaggregated data highlights a persistent experience gap. Female students (80-85%) and Hispanic students (78-81%) reported higher overall favorability than Male students (73-75%) across both administrations. White students reported notably lower favorability at 59% in the Fall, representing the most significant subgroup gap for outreach and support in the coming year.|Based on the 2025-26 survey findings, Da Vinci Communications has identified several priorities that will inform revisions to instructional practices, curriculum, and support structures in the coming year.  To address low scores in Learning Strategies and Classroom Experience, both at 69%, DVC will explore revisions to instructional protocols to include more explicit metacognitive instruction within the project-based learning cycle, giving students concrete tools for navigating academic challenges. Professional learning opportunities focused on Universal Design for Learning will also be examined as a lever for increasing classroom engagement and expanding the ways students can demonstrate their knowledge, an area that 85% of students identified as important to their learning experience.  To strengthen peer-to-peer culture, DVC will explore ways to leverage Advisory curriculum opportunities focused on digital citizenship, peer empathy, and reporting protocols, with the goal of improving the 74% peer respect score and addressing concerns around online bullying. School staff will also examine ways to create more structured opportunities for student-led dialogue on race and identity, building on the 82% of students who feel teachers encourage cultural learning and moving toward the deeper peer discourse that only 65% of students currently report experiencing.  Finally, the school will explore opportunities for listening sessions and focus groups to better understand the experience gaps identified in disaggregated data, particularly for students whose favorability scores trailed other groups. These findings will inform site-based counseling and support services to ensure all student groups experience the strong sense of connection and safety that the school's overall climate data reflects.|Met||2026-06-26|2026
19769680109926|Academia Avance Charter|6||||Not Met For Two or More Years|||2026
19770160000000|California Advancing Pathways for Students in Los Angeles County ROC/P|6||||Not Met|||2026
20102070000000|Madera County Superintendent of Schools|6|Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Learners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 236 (54 being English Learners) and the overall student feeling of campus safety was 95% of students felt safe on campus (Both surveys), 91% felt part of their school, 88% felt their teachers cared about them, and 97.3% of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 95.5% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 45.7% and 20.4% (ELs) of students identified that their parents participate in school events.|Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for staff during the coming school year. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program.|Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, Endeavor/Voyager staff will continue to focus efforts on parent involvement, participation and advocacy of the child's education.|Met||2026-06-16|2026
20102070117184|Madera County Independent Academy|6|Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Learners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 236 (54 being English Learners) and the overall student feeling of campus safety was 95% of students felt safe on campus (Both surveys), 91% felt part of their school, 88% felt their teachers cared about them, and 97.3% of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 95.5% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 45.7% and 20.4% (ELs) of students identified that their parents participate in school events.|Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for LEA staff during the coming school year, just as it was this school year with the infusion of the PIQE program for parent education. LEA Staff will continue the use of PIQE for school year 2026-27 as a means of increasing parent participation and education. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program.|Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, the LEA will continue to focus efforts on parent involvement, participation and advocacy of the child's education.|Met||2026-06-16|2026
20102072030229|Pioneer Technical Center|6|Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Learners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 236 (54 being English Learners) and the overall student feeling of campus safety was 95% of students felt safe on campus (Both surveys), 91% felt part of their school, 88% felt their teachers cared about them, and 97.3% of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 95.5% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 45.7% and 20.4% (ELs) of students identified that their parents participate in school events.|Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for LEA staff during the coming school year, just as it was this school year with the infusion of the PIQE program for parent education. LEA Staff will continue the use of PIQE for school year 2026-27 as a means of increasing parent participation and education. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program.|Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, the LEA will continue to focus efforts on parent involvement, participation and advocacy of the child's education.|Met||2026-06-16|2026
20651770000000|Alview-Dairyland Union Elementary|6|The district administered a school climate survey for students in April of 2026. The survey information was used to glean data on students’ perceptions of how the school is meeting their academic needs, connectedness, safety, cleanliness, caring staff, and motivation to learn. The survey solicited responses from students in grades four through eight. Reading, Language Arts, and Spelling had a 92.4% favorable rating. Math had a 90.5% favorable rating. Science, STEM, and Social Studies had an 90.9% favorable rating. 67.4% of students responded favorably to caring staff relationships and 87.4% indicated their teachers motivate them to learn. 92.4% of students indicated they are well-informed of academic progress, school rules and policies. 86.5% of students feel welcome and 83.4% feel safe at school. 71.4% of students provided a positive response to questions about school cleanliness and maintenance.|The results indicate that overall, students feel their academic needs are being met in all subject areas. The areas of need are in caring staff relationships and school cleanliness and maintenance. Data shows that the percentage of students who feel cared for by staff dropped from 69% to 67.4%. The percentage of students who felt the school was clean and well-maintained improved from 61% to 71.4%.|In order to improve students' relationships with staff, the district has scheduled additional professional development in the coming school year for all staff that focuses on positive student-staff relationships. The district will continue to monitor the morale of students and staff, stressing to staff to be aware of the impressions and influences they make on students. The district anticipates this will improve caring relationships.  Although there was an increase in the percentage of students who felt the school was clean and well-maintained, the district would like to see continued improvement. The district will continue with the additional restroom checks throughout the day to maintain cleanliness and continue with restroom supervision during recess time. The district will also use staff support to ensure students adhere to the schedule and use the restrooms during their designated recess time (7th & 8th grade students during their lunch recess and 4th-6th grade students during their lunch recess, with no crossover). The district anticipates this will continue to improve the cleanliness of the restrooms and students' approval of the cleanliness and maintenance of the school.|Met||2026-06-23|2026
20651850000000|Bass Lake Joint Union Elementary|6|School Connectedness  69% of students feel connected to school  School Safety 77% perceive school as very safe or safe.  Social Emotional Health 79% of students indicate they are satisfied with their life 40% of students have experienced chronic sadness/hopelessness|"Areas of Strength:  With 77% of students perceiving the school as safe or very safe, the District has successfully established a foundational environment of physical and environmental security.  Nearly four in five students (79%) report being satisfied with their life. This indicates that for the broad student body, external factors, school-level supports, or general resilience are trending positively.  A solid majority (69%) feel a sense of belonging and connection to the school community, providing a strong foundation upon which to build deeper student engagement strategies.  Identified Needs:  While 79% report general life satisfaction, 40% of students report experiencing chronic sadness or hopelessness. This striking gap suggests that many students are ""functioning"" or reporting satisfaction in certain areas while simultaneously struggling with severe, ongoing mental health challenges. This is the highest-priority need.  While 69% connectedness is a majority, it leaves nearly 1 in 3 students (31%) feeling disconnected or neutral about their school community. Bridging this gap is an essential preventative measure for student mental health."|Following a deep analysis of current local data—most notably the critical 40% rate of student chronic sadness/hopelessness and the 31% of students lacking strong school connectedness—the LEA has determined that existing plans must shift from a long-term academic focus to immediate, targeted mental health and systemic culture interventions.  he LEA recognizes that academic success is impossible without emotional health. By implementing a standardized SEL curriculum, embedding conflict resolution as a policy alternative to suspension, and shifting toward restorative practices, we are reshaping our entire district structure to ensure every student feels safe, seen, and connected.|Met||2026-06-24|2026
20651850129015|Yosemite-Wawona Elementary Charter|6|"A locally developed climate survey is administered at the school to all students. The questions focus on students' feelings of belonging at the school, their relationships with the staff, their feelings about safety and bullying, and their perceptions of fairness and equality. This data is overwhelmingly positive. Students like coming to school, enjoy the activities that they engage in at school, feel safe and free from bullying, and they enjoy their relationships with a staff that they perceive as fair-minded. The responses to these areas of the survey were 100% ""strongly agree""."|It is clear that students enjoy their experiences at the Charter. Attendance rates consistently hover around 99%, chronic absenteeism is not an issue and suspensions are beyond rare. Students want to come to school! The staff's overwhelming desire to maintain a family-like atmosphere is effective in creating an environment that fosters academic and personal growth for students.|The school will stay the course in this area. This is an area of strength for the Charter.|Met||2026-06-23|2026
20651930000000|Chowchilla Elementary|6|CESD's local climate data shows many positive student experiences and also identifies clear areas for continued improvement. The Healthy Kids Survey Summary indicates that children commonly describe positive school experiences, including caring teachers, enjoyment of learning and recess, and friendly staff interactions. Families also reported that many students feel emotionally and physically supported, and they often praised teachers and staff for being attentive, understanding student needs, giving positive feedback, and communicating when concerns arise. The District Parent Feedback Survey also reflected that schools are generally welcoming, with families praising friendly staff, caring teachers, students feeling valued, and appreciated family events. The same feedback also identified needs that must be addressed with consistency. Families raised concerns about bullying, peer conflict, physical altercations, perceived inconsistent staff follow-up, emotional support, incident communication, staff responsiveness, transportation concerns, and the need for more timely communication about events and student progress. Parent feedback also identified the need for more consistent student behavior management, smoother drop-off procedures, expanded reading intervention, and continued attention to student safety, adult empathy, and cultural sensitivity. CESD is using this information along with PBIS, Tier 2, counseling, behavior, attendance, and site-level data to strengthen school climate. This year, all CESD schools applied for California PBIS Silver recognition. The district also piloted LiveSchool successfully as the beginning of a districtwide journey toward a daily 5-to-1 positive-to-correction ratio for all students. Active supervision during arrival, dismissal, recess, lunch, and transitions has been emphasized to help staff build positive relationships, teach expectations, and prevent concerns before they escalate.|The key learning from the local climate data is that CESD has a strong foundation of caring adults, welcoming schools, and family connection, but the district must make the best practices more consistent across all schools and staff roles. Families and students notice when adults are kind, visible, responsive, and supportive. ParentSquare communication, family events, student incentives, reading encouragement, teacher communication, and positive staff relationships are current strengths that should continue. CESD's PBIS work is also a strength. All schools applying for California PBIS Silver recognition shows that sites are building stronger systems for expectations, acknowledgement, prevention, and support. The LiveSchool pilot was an important step because it gave staff a tool to recognize positive behavior and begin moving toward the district goal of a 5-to-1 positive-to-correction ratio. Active supervision is another important adult practice because it helps staff connect with students in common areas, notice problems early, and reinforce expected behavior. The area for growth is consistency. The feedback shows that families want stronger follow-through when bullying, peer conflict, emotional needs, or safety concerns are reported. They also want clearer incident communication, timely event notices, more information about student progress, and consistent adult responses to behavior. CESD must continue strengthening counseling supports, Tier 2 interventions, anti-bullying response, staff communication, and support for students who may need more connection, including English learners, LTEL students, socioeconomically disadvantaged students, students with disabilities, foster/homeless youth, and students needing attendance, behavior, mental health, or social-emotional support.|CESD will use the Priority 6 findings to strengthen school climate through clearer systems, professional learning, and regular progress monitoring. The district will continue implementing PBIS with a focus on active supervision, teaching expectations, acknowledging positive behavior, responding consistently to behavior concerns, and using data during site and district PBIS meetings. The district will also continue the LiveSchool rollout so schools can better track positive interactions and support the journey toward a daily 5-to-1 positive-to-correction ratio for all students. CESD will strengthen staff training and coaching in active supervision, de-escalation, conflict resolution, anti-bullying response, culturally responsive communication, parent communication, incident follow-up, and trauma-informed social-emotional support. Counselors, administrators, teachers, and support staff will continue using Tier 2 supports, counseling services, Hazel Health, student support meetings, and progress monitoring to identify students who need additional adult connection and support. The district will also improve communication systems for families. This includes clearer expectations for ParentSquare use, more timely event notices, improved incident communication, more frequent progress updates, and clearer next steps after concerns are reported. CESD will continue family night workshops and parent learning opportunities focused on SEL, mental health, communication with children at home, academic support, behavior, vaping prevention, anti-human trafficking, and student wellness. Climate survey results, parent feedback, behavior data, suspension data, attendance, and PBIS data will be reviewed through district leadership, site teams, SSC, ELAC, DELAC, PAC, and LCAP engagement so families can see how feedback leads to action.|Met||2026-06-22|2026
20652010000000|Chowchilla Union High|6|Based on the local climate survey data and related metrics, students express the highest positive sentiment regarding their relationships with school staff, with 57.7% agreeing that a teacher or staff member tells them when they do a good job and 54% feeling that a staff member truly cares about them. However, broader institutional connectedness is lower, as only 37.2% of students report being happy to be at school and 47.4% explicitly state they feel safe, while a significant portion of the student body remains neutral across all categories. Perceptions of the physical environment are also mixed, with 42.9% agreeing that the school is tidy and clean. This mixed climate data aligns with a period of improving student engagement and retention, as shown by attendance rates rising to 94.1%, chronic absenteeism dropping to 21.9%, and dropout rates nearly halving to 5.2%. These shifts in school culture and student support parallel mixed academic outcomes for the 2025-2026 school year, where advanced or proficient rates improved to 15% in Mathematics and 17% in Science, but declined to 44% in English.|"Areas of Strength The district’s primary strength lies in strong teacher-student relationships and positive individual support, with a clear majority of students reporting that staff members tell them when they do a good job (57.7%) and genuinely care about them (54%). This strong foundation of staff care likely directly contributed to significant improvements in institutional engagement metrics, notably an increase in overall attendance to 94.1%, a 4-percentage-point reduction in chronic absenteeism down to 21.9%, and a substantial drop in student dropout rates from 9.3% to 5.2%. Furthermore, student participation in the Physical Fitness Test remains exceptionally high at 98.5%, and the district successfully boosted its Career Technical Education (CTE) completion rate to 52.1% and CTE certification rate to 25.8%. Academically, the district also demonstrated positive growth trends in its CAASPP Mathematics (rising to 15% advanced/proficient) and CAST Science assessments (rising to 17% advanced/proficient) for the 2025-2026 school year.  Identified Needs Conversely, a critical area of need is overall school culture and institutional belonging. While students feel supported by individual teachers, less than 40% (37.2%) explicitly state they are happy to be at school, and fewer than half (47.4%) explicitly feel safe, with massive blocks of ""Neutral"" responses dominating every single climate category. Academic gaps also emerge when disaggregating student groups, particularly regarding English Language Learners (ELL). ELPAC data indicates a year-over-year decline in English proficiency; the percentage of English learners achieving the highest designation (Level 4) dropped from 28.4% to 16.5%, while the lowest designation (Level 1) increased from 18.1% to 22%. This English language development deficit is mirrored in the broader student population, where CAASPP English proficiency dropped 5 percentage points to 44%. Finally, the district faces stagnation in university readiness, as A-G completion rates have plateaued at a low 28.6%, and Advanced Placement (AP) exam passage rates have suffered a decline from 61.3% to 54.3%."|The district is adjusting its plans and procedures to address several key academic and environmental trends. The district is actively updating its instructional practices and curriculum alignment to better support language learners and address recent performance dips in certain core subjects. Additionally, efforts are underway to restructure student counseling, academic pathways, and advanced exam support structures in order to boost postsecondary readiness and ensure higher completion rates across various programs. Finally, to bridge the gap between strong individual teacher-student relationships and broader campus culture, the district plans to implement campus-wide engagement initiatives and update facility maintenance procedures to improve the overall student experience and school environment.|Met||2026-06-08|2026
20652430000000|Madera Unified|6|The Panorama Student Survey is a nationally recognized, research-based instrument that measures students’ perceptions of their school and classroom experiences. The survey provides valuable feedback on areas that influence student success, including school climate, engagement, relationships, and sense of belonging. Madera Unified School District has utilized the Panorama Student Survey since 2015 as part of its ongoing commitment to creating safe, supportive, and inclusive learning environments for all students.  In Spring 2026, 12,911 students in grades 3 through 12 participated in the survey. Results reflect the percentage of students reporting favorable perceptions in key areas of their school experience.  Grades 3–5, favorable ratings were strong across all domains, with 74% reporting a sense of belonging, 71% reporting a positive school climate, 61% reporting high levels of school engagement, and 72% reporting positive physical and psychological school safety.   Grades 6–12 reported 65% favorable perceptions of school belonging, 49% favorable perceptions of school climate, 29% favorable perceptions of school engagement, and 65% favorable perceptions of physical and psychological school safety.  The 2026 results highlight significant strengths in elementary schools, with students reporting highly favorable perceptions of belonging, engagement, and physical and emotional safety. Madera Unified's elementary schools ranked between the 80th and 99th percentile nationally in these areas, demonstrating the positive impact of efforts to create supportive, relationship-centered learning environments.|Survey results continue to show notable differences between elementary and secondary students' perceptions of their school experience, particularly in the areas of safety and engagement. While 72% of elementary students report feeling safe at school, only 65% of secondary students share that perception. Differences in engagement are even more pronounced, with 61% of elementary students reporting favorable levels of engagement compared to 29% of secondary students.  Elementary students also report a more positive overall school experience. Eighty percent indicate that their teachers are excited to be teaching their classes, contributing to a positive school climate and strong sense of connection. In contrast, secondary students report lower levels of enthusiasm and engagement, with only 28% indicating they are excited about going to class and 39% reporting that they are interested in what they are learning.  Disaggregated Data Highlights: Among students in grades 3–5, English Learners report slightly higher levels of classroom interest, with 70% expressing favorable perceptions compared to 68% of the overall elementary student population. Among students in grades 6–12, 47% of African American students report favorable perceptions of school climate, compared to 49% of the overall secondary student population. These findings indicate continued strengths in the elementary school experience while highlighting opportunities to strengthen engagement, relevance, and connectedness at the secondary level. The results also underscore the importance of monitoring student group data to ensure that school climate improvement efforts address the diverse experiences and needs of all students.|Disaggregated results reveal important differences in student experiences that can inform targeted improvement efforts. Among students in grades 6–12, English Learners report slightly more favorable perceptions of school climate (51%) than the overall secondary student average (49%), suggesting that supports and relationships available to these students may be contributing positively to their sense of belonging and connection. At the elementary level, African American students report higher levels of school engagement (66%) than the overall elementary average (61%), indicating strengths that can be leveraged and sustained. While these findings reflect positive outcomes for both student groups, they also underscore the importance of continuing differentiated supports that maintain and build upon these strengths. For English Learners, effective strategies may include continued access to culturally and linguistically responsive instruction, strong adult-student relationships, and opportunities for meaningful participation in school activities. For African American students, sustaining high levels of engagement may require continued emphasis on inclusive classroom practices, representation, student voice, and opportunities for leadership and belonging. These results reinforce the need to examine successful practices within these student groups and consider how they might be expanded to improve engagement, connectedness, and school climate for all students. By leveraging identified strengths while remaining attentive to the unique needs of different student populations, the district can continue advancing equitable outcomes across grade levels.|Met||2026-06-23|2026
20652430100016|Sherman Thomas Charter|6|2025-26 student survey: Physically Safe: 81% Emotionally Safe: 75%|This data helps us understand that the instructional and relational methods we have adopted are meeting the needs of most of our students. We will continue to hold students accountable for their actions and provide them with rules and expectations. The presence of a school site counselor has proven highly benefi cial, allowing for dedicated time to address students' emotional needs. This has positively impacted students' sense of safety and well-being and is supporting increased school attendance. The school has also solicited feedback from the student council on the next steps to improve school culture. Students reported that increasing pep rallies, field trips, celebrating achievements, Muffins with Mom, Donuts with Dad, Pancakes with the Principal, and more fairs, spirit days. Students would also like more collaborative group work in classrooms and updated uniform design.|To further strengthen our school climate and culture in the 2026-27 school year, we will maintain and continue to grow our positive school culture at STCS through a leadership elective course and Student Council so that they become the driving force in shaping a school culture with activities centered around student interests. The Student Council will take on the planning of the school events they have proposed, like Muffins with Mom, Donuts with Dad, and the school fair. The student journalism elective will write a school newsletter to keep parents informed about school events.|Met||2026-06-23|2026
20652430107938|Liberty Charter|6|Students are surveyed each Spring to determine the effectiveness of our current actions to ensure students feel safe and have a sense of connectedness to the school community. 71.43% of students gave positive responses regarding school safety. 94.2% of students indicated they have a sense of connectedness to the school community.|Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include providing Social-Emotional Learning opportunities and mental health support to support the well-being of our students and remove additional barriers to learning and engagement. The Mental Health Counselors are implementing a variety of different types of programs to meet the diverse needs of students. We have continued with our strong implementation of Positive Behavior Intervention Supports (PBIS). Students report being motivated by the incentives provided by the Positive Behavioral Intervention and Support action, and teachers and administrators are pleased with the high number of students earning Student of the Month each month due to good behavior. We also provide student activities such as sports and enrichment opportunities that foster belonging, develop the whole child, and promote attendance and investment. We provide specific supports for our Foster Youth and Homeless students through our Liaison and our SST process.|The school will continue to look for opportunities to build on our existing program and provide additional fun sports, music, dance, and other enrichment opportunities to our students.|Met||2026-06-18|2026
20652430118950|Sherman Thomas Charter High|6|Based on the 2025–2026 local student climate survey data, Sherman Thomas Charter High School students generally reported positive perceptions regarding school connectedness, relationships with staff, and overall school safety. Survey responses indicated that many students feel supported by school staff, believe there is at least one adult on campus who cares about them and encourages them to succeed, and view the school as a supportive and welcoming environment. Students also reported that staff members generally treat students fairly and respectfully and promote academic success.  Student responses reflected positive perceptions of emotional and physical safety at school, with many students reporting that they feel safe while on campus and comfortable seeking support from staff when needed. Survey data also showed that students feel the school encourages responsibility, respectful behavior, and understanding of others. Many students specifically identified positive relationships with teachers and staff members as one of the strengths of the school and highlighted appreciation for the school’s smaller environment, individualized support, and flexible schedule.  The local climate survey also included student feedback regarding classroom experiences, communication with staff, opportunities for participation in school activities, perceptions of school expectations, and access to college and career readiness opportunities. Students provided input regarding extracurricular activities, field trips, volunteer opportunities, and overall school engagement. The LEA utilizes this local climate survey data, along with ongoing educational partner feedback, to monitor school climate and inform continuous improvement efforts related to student safety, connectedness, engagement, and overall school culture. Currently, the LEA’s local climate survey data is not disaggregated by student group.|Based on the analysis of the 2025–2026 local climate survey data, Sherman Thomas Charter High School identified several key strengths related to school connectedness and relationships between students and staff. Survey results showed that many students feel there is a staff member on campus who cares about them and encourages them to succeed. Students also reported positive perceptions regarding the school’s supportive environment, fairness of staff, and overall sense of emotional and physical safety at school. Many students specifically identified the smaller school environment, individualized support, and positive relationships with teachers and staff as important aspects of the school climate.  Another key learning from the survey data was that students value the flexibility and opportunities provided through the school’s hybrid independent study model. Students shared positive feedback regarding opportunities related to service learning, internships, college courses, and career exploration activities. Survey responses also reflected that many students feel supported in preparing for college, careers, and future goals.  The survey data also identified several areas of need related to student engagement and consistency across programs. Students expressed interest in additional extracurricular activities, clubs, field trips, volunteer opportunities, and college tours to increase school connectedness and engagement. Some students also indicated concerns related to consistency in grading practices, classroom expectations, communication, and instructional delivery in certain classes.  The LEA will use these findings to continue strengthening student engagement opportunities, improve consistency in communication and instructional practices, and maintain the positive and supportive school culture identified through the survey process.|Based on the analysis of the 2025–2026 local climate survey data, Sherman Thomas Charter High School identified several areas where revisions and continued improvements are necessary to strengthen school climate, student connectedness, and student engagement. In response to student feedback regarding the desire for additional extracurricular activities, clubs, field trips, volunteer opportunities, and college tours, the LEA plans to continue expanding opportunities for student involvement and school connection. The school will continue exploring additional student interest-based clubs, increase opportunities for college and career exploration activities, and provide more opportunities for service learning and student engagement throughout the school year.  The LEA also identified a need to improve consistency in communication, grading practices, classroom expectations, and instructional delivery across programs and classrooms. In response, the school will continue providing professional development and collaboration opportunities for staff focused on instructional consistency, student engagement strategies, communication practices, and classroom supports. STCHS also plans to continue strengthening systems related to academic progress monitoring, intervention meetings, and communication with students and families regarding expectations and student performance.  Additionally, survey feedback highlighted the importance of maintaining strong relationships between students and staff and preserving the supportive and individualized environment valued by students. As part of continuous improvement efforts, the LEA will continue prioritizing relationship-building, student support systems, and individualized interventions to ensure students feel connected, supported, and safe at school.  The LEA will continue utilizing annual student climate surveys, educational partner feedback, and ongoing review of local data to monitor school climate trends and guide future revisions to programs, policies, procedures, and student supports.|Met||2026-06-23|2026
20652430134510|Sherman Thomas STEM Academy|6|"We conducted an anonymous survey in March 2026 which was completed by 92% of our students (68/74). In that we found that 100% were satisfied or very satisfied with the school, 97% felt physically safe at school, 91% felt emotionally safe, 91% felt like their teacher cared about them, 97% felt like their principal cared about them, and 82% felt that their teacher treated them fairly. When asked about what Fridays were their favorite (our hands on challenges/activities), we noticed that all Fridays had least some votes. The most popular challenges were our Junkyard challenge (where they take appliances apart), The Raven Olympics (a series of team events), The Who Done It Challenge (Detective guest speaker and then investigating a ""crime""), and Trades Day (learning about various trades and doing activities related to them). The overall thread of these Fridays was that they were hands on and many had real world application."|We believe that these results, particularly when you consider that we are a middle school, demonstrate that we have created a positive school culture where students feel safe and supported. We had experienced a decrease in overall satisfaction since the pandemic, but this year the responses were very favorable, with 100% of our students agreeing with either being satisfied or very satisfied with the school. However, we did see a dip in the percentage of students who felt their teacher was fair, which went from 96% to 82%.|"We are entering into year 3 of our 3 year LCAP cycle and implemented some changes last year, that we will be continuing next year. The biggest thing, as a result of survey feedback two years ago, is we wanted to see an increase in how students felt emotionally. We hired a counselor for 10% of the week, brought back our mental health day, and also did further teachings on how to be respectful of coworkers (fellow students) and were more intentional about talking to students about their ""jokes"" that might be hurting people We have already seen great results, with 91% reporting feel safe emotionally in March 2026 (as opposed to 61% in 2024). We do our activities in 3 year cycles, but we are trying to think of a way of incorporating elements of our Mental Health conference in this coming year, again (we've done it two years in a row now - but are seeing great improvements in how students report their mental health, so we want to continue that)."|Met||2026-06-23|2026
20652760000000|Raymond-Knowles Union Elementary|6|Raymond-Knowles Union Elementary School District annually administers a local LCAP student survey to students in grades 3-8 to measure perceptions of school climate and connectedness. During the 2026 survey cycle, 37 students participated. Survey results indicated that 81% of responding students agreed that they feel safe at school, while 78% agreed that they feel like they are a part of their school community. Due to the District's small student population and limited survey responses, data are reviewed in aggregate to protect student confidentiality while identifying overall trends in school climate.|Survey results indicate that students generally feel safe and connected at Raymond-Knowles School, reflecting the District's positive school culture and supportive relationships between students and staff. The results suggest that the District has established a safe learning environment while also identifying an opportunity to further strengthen students' sense of belonging and school connectedness. The District recognizes that increasing student engagement and fostering positive relationships continue to be important components of maintaining a positive school climate.|The District will continue implementing practices that promote a safe, inclusive, and supportive school environment. Existing efforts include positive behavior supports, social-emotional learning opportunities, student recognition activities, and regular communication between staff, students, and families. The District will continue monitoring school climate through annual student surveys and educational partner feedback to identify areas for continuous improvement. Survey results will be reviewed to inform future LCAP goals, student support strategies, and activities that strengthen students' sense of belonging and engagement in school.|Met|Raymond-Knowles Union Elementary School District remains committed to fostering a safe, welcoming, and inclusive learning environment for every student. Building upon the positive school climate reflected in student survey results, the District has implemented several initiatives designed to further strengthen student connectedness and engagement. These include the addition of a Learning Director to provide instructional and behavioral support, implementation of a consistent schoolwide behavior management system, expanded student recognition programs focused on attendance, citizenship, and academic achievement, and increased opportunities for family involvement through school events and activities. As a small rural district, Raymond-Knowles values the strong relationships that exist among students, families, and staff and will continue using educational partner feedback, survey results, and ongoing communication to guide continuous improvement efforts and ensure all students feel safe, supported, and connected to their school community.|2026-06-26|2026
20755800000000|Golden Valley Unified|6|Annually, the Golden Valley Unified School District administers the local GVUSD Student Survey to all pupils in grades 4 through 12. Originally developed as a sustainable local metric following the sunset of California Healthy Kids Survey (CHKS) funding, this instrument provides critical longitudinal feedback on school climate. Prominent strengths identified in the 2025–26 data cycle include high levels of student self-efficacy, strong perceptions of campus safety, and the presence of positive peer relationships. Conversely, the data highlights specific opportunities for growth centered on school-wide culture, specifically regarding mutual respect among peers and the dynamics of student-to-teacher respectful interactions.|Areas of strength within the student survey include 80% of students agreed or strongly agreed they can do well in school, 70% strongly agree/agree/ maintain that they are safe at school, and 72 % strongly agree/agree/ mainitain that they get along with others|To directly address identified areas of growth regarding mutual respect among peers and staff, GVUSD has prioritized the implementation of site-wide Positive Behavioral Interventions and Supports (PBIS) for the 2026–27 school year. Educators and administrators will utilize structured Professional Learning Communities (PLCs) to routinely analyze this behavioral and climate data. This collaborative approach allows staff to investigate the root causes of student perceptions and implement collective, targeted interventions that foster a culture of respect across all campus environments. These efforts and their corresponding climate metrics are explicitly monitored under Goal 3 of the district's LCAP.|Met||2026-06-25|2026
20756060000000|Chawanakee Unified|6|Local climate survey data from students in grades 4–12 indicates that many students feel safe, supported, and connected at school, with strong relationships with teachers, staff, and peers identified as a major strength across the district. Students also expressed appreciation for the district’s small-school environment, hands-on learning opportunities, electives, sports, arts, and supportive staff, while identifying areas for growth, including bullying prevention and extracurricular opportunities. Because the student climate survey was anonymous, subgroup-specific data could not be analyzed.|Survey responses demonstrated that students continue to desire additional enrichment opportunities, extracurricular activities, electives, clubs, and career-connected learning experiences, particularly at the middle school level. As a small, rural district composed primarily of TK–8 schools without a traditional middle school model, the district recognizes the importance of continuing to expand enrichment opportunities through electives and career pathway experiences at the elementary, middle school, and high school levels. Students also identified interest in more hands-on, project-based, and real-world learning opportunities that support college and career readiness.|Based on analysis of local climate survey data and educational partner input, Chawanakee Unified School District will continue implementing actions through the 2026–27 LCAP to strengthen student engagement, wellness, and school connectedness. The district plans to include behaviorist support at each school site to strengthen social-emotional growth, student wellness, and positive school climate practices. The district will also continue allocating district funds to support Agriculture and Media programs at the elementary school sites as part of the district’s career pathway development and hands-on learning opportunities. In response to student interest in extracurricular opportunities and school connectedness, the district will continue expanding competitive athletics through the Chawanakee Chargers program for students in grades 6–8 across the district. These actions are intended to strengthen student engagement, increase enrichment opportunities, and support positive academic, behavioral, and social-emotional outcomes for students.|Met||2026-06-17|2026
20756060125021|Minarets Charter High|6|Minarets Charter High School utilizes annual student, parent, and staff surveys, along with local attendance data, chronic absenteeism rates, graduation rates, behavior data, climate, connectedness, and student engagement. Survey results are reviewed by school and district leadership teams and used to inform continuous improvement efforts.  Results from the 2025–26 Annual Student Survey indicate that students generally report positive perceptions of school climate and engagement. Specifically, 86.4% of students reported that they want to do well in school, 83.3% reported that they are motivated to learn, 77.3% reported that they come to class prepared, and 77.3% reported that they like coming to school. These measures suggest that most students feel connected to their educational experience and value their opportunities for learning.|Analysis of local climate survey data and related student outcome measures identified several areas of strength as well as opportunities for continued growth. Survey results indicate that most students are engaged in their learning, with 86.4% reporting that they want to do well in school and 83.3% reporting that they are motivated to learn. These results suggest that students value their educational experience and are invested in their academic success. The charter’s project-based learning model, career-focused pathways, small school environment, and strong student-adult relationships continue to be important strengths that support student engagement and school connectedness.  Additional strengths include high levels of student participation in Career Technical Education pathways, Visual and Performing Arts courses, dual enrollment opportunities, internships, and other college and career readiness experiences. These opportunities contribute to a positive school climate by increasing student relevance, engagement, and connection to school.  The data also identified areas for continued improvement. While a majority of students reported positive perceptions, only 77.3% reported that they like coming to school and 77.3% reported that they come to class prepared. These results indicate an opportunity to strengthen student connectedness, belonging, and engagement for some students. Review of student group data and academic outcomes also suggests a need to continue monitoring and supporting socioeconomically disadvantaged students to ensure equitable access to opportunities and positive school experiences.|In response to local climate survey results and related student outcome data, Minarets Charter High School will continue to strengthen efforts that promote student connectedness, engagement, and preparedness for learning. While survey results indicate generally positive perceptions of school climate, the school has identified opportunities to increase the percentage of students who report liking school and coming to class prepared.  The charter will continue implementing project-based learning, Career Technical Education pathways, internships, dual enrollment opportunities, and student leadership experiences that increase relevance and engagement. Staff will continue to monitor student survey data, attendance, academic progress, and participation in school activities to identify students who may benefit from additional support.  To address the needs of student groups experiencing lower academic outcomes, the charter will continue providing targeted academic interventions, counseling supports, and college and career readiness opportunities. Ongoing professional development will support staff in building positive relationships, fostering student engagement, and implementing instructional practices that promote belonging and academic success.|Met||2026-06-17|2026
20756060132936|Chawanakee Academy Charter|6|Local climate survey data from students in grades 4–12 indicates that many students feel safe, supported, and connected at school, with strong relationships with teachers, staff, and peers identified as a major strength across the district. Students also expressed appreciation for the school’s small-school environment, hands-on learning opportunities, electives, sports, arts, and supportive staff, while identifying areas for growth, including bullying prevention and extracurricular opportunities. Because the student climate survey was anonymous, subgroup-specific data could not be analyzed.|Survey responses demonstrated that students continue to desire additional enrichment opportunities, extracurricular activities, electives, clubs, and career-connected learning experiences, particularly at the middle school level. As a small, rural independent study model, Chawanakee Academy recognizes the importance of continuing to expand enrichment opportunities through electives and career pathway experiences at the elementary, middle school, and high school levels. Students also identified interest in more hands-on, project-based, and real-world learning opportunities that support college and career readiness.|Based on analysis of local climate survey data and educational partner input, Chawanakee Academy will continue implementing actions through the 2026–27 LCAP to strengthen student engagement, wellness, and school connectedness. Chawanakee Academy plans to include behaviorist support available on site to strengthen social-emotional growth, student wellness, and positive school climate practices. The charter will also continue allocating funds to support enrichment and intervention programs to support pathway development and hands-on learning opportunities. In response to student interest in extracurricular opportunities and school connectedness. Additional actions support the visual and performing arts. These actions are intended to strengthen student engagement, increase enrichment opportunities, and support positive academic, behavioral, and social-emotional outcomes for students.|Met||2026-06-17|2026
20764140000000|Yosemite Unified|6|"The survey assessed various aspects of school climate, including student safety, teacher-student relationships, student-student relationships, and experiences with both positive and negative behaviors on school property. Key District-Wide Findings Strengths Strong Academic Foundation: Across all schools, students perceive that their teachers believe in their ability to learn (district average: 4.03) and provide intellectually engaging work (district average: 3.72). This academic confidence is a significant district-wide strength. Social Connections: Students across the district report having friends at school (district average: 4.12), indicating strong social connections among peers. Positive Experiences: A majority of students across the district report witnessing acts of kindness from both peers (75.6%) and teachers (71.8%) and experiencing teachers going out of their way to help them (63.2%). Challenges Peer Respect: The lowest climate score district-wide was for ""Students treat me with respect"" (3.16), indicating challenges with peer relationships beyond immediate friendship groups. Bullying and Harassment: Significant percentages of students report being made fun of (45.0%), having rumors spread about them (44.8%), and being physically bullied (41.7%) at least once in the past year. Perceptions of Fairness: Students rated ""Students treated fairly by teachers"" relatively low (3.22), suggesting concerns about equitable treatment across the district."|Academic Strengths and Engagement •	Strong belief that teachers support student learning and academic success  •	High levels of intellectual engagement in classroom instruction  •	Students generally feel academically challenged in positive ways across all schools    Peer Relationships and Student Belonging (Primary District Need) •	Students report strong friendships, but weaker overall peer respect  •	Significant concerns with bullying, rumors, and social aggression districtwide  •	Sense of belonging varies widely by site and is a consistent area for improvement   School Safety and Climate Concerns •	Physical and verbal bullying is a major concern, especially at Coarsegold Elementary  •	Perceptions of safety differ significantly across sites  •	Coarsegold shows the highest physical bullying rates and lowest sense of respect  •	Yosemite High shows elevated substance exposure compared to elementary sites  Strength-Based Themes Across District •	Students report strong friendships and peer connections overall  •	High levels of perceived academic support from teachers  •	Frequent observations of kindness from peers and staff across sites|Strengthen School Climate and Safety Systems •	Expand and consistently implement schoolwide expectations and behavior systems  •	Strengthen supervision and proactive monitoring in common areas  •	Increase prevention efforts targeting bullying, harassment, and social aggression  •	Improve consistency in discipline practices across sites   Improve Student Belonging and Peer Relationships •	Implement structured SEL and community-building routines at all grade levels  •	Strengthen restorative practices to address conflict and rebuild relationships  •	Provide explicit instruction on respect, empathy, and positive peer interactions  •	Target support at Coarsegold where belonging and peer respect are lowest  Expand Social-Emotional and Mental Health Supports •	Increase access to counseling and small group interventions  •	Strengthen MTSS systems for behavior and emotional support  •	Expand Check-In/Check-Out and tiered intervention supports  •	Continue and strengthen SEL curriculum and daily integration Improve Equity and Student Voice •	Expand structured opportunities for student input and leadership  •	Ensure consistent communication and follow-up on student concerns  •	Strengthen equitable practices in discipline and instructional access   Strengthen Family and Community Engagement •	Increase communication about climate initiatives and progress  •	Expand partnerships with families and community agencies (including CCSPP supports)  •	Provide ongoing education and tools for families to support SEL and behavior expectation|Met||2026-06-25|2026
20764142030237|Glacier High School Charter|6|Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Student Survey taken in February of this 2025-26 school year.  The feedback from this survey contributed to our 2026-27 LCAP goals and actions.  45 students responded to our local school survey on a variety of topics.  The results were as follows:  I receive encouragement from teachers and other school staff.   100% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school.   99% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 100% Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents.  99% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 96%  rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 33% rated Often, 16% rated Almost all the time, 44% rated sometimes, 7% rated Never   How well did the school support your education-related technology needs? 98% rated Excellent, Above Average, or Satisfactory.  Although we do have data on our student subgroups, subgroups are too small to report results.   Our students feel safe and well supported.|Our students feel safe and well supported. In all areas, our students rate us high.   Although we do have data on our student subgroups, subgroups are too small to report results.|Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data.|Met||2026-06-16|2026
20764146110076|Mountain Home Charter (Alternative)|6|Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable.  The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making.  We make every effort to seek parent involvement and input in school decision-making.  Data is collected in a number of ways.  1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey.  The following information contains the results of our Student Survey taken in February of this 2025-26 school year.  The feedback from this survey contributed to our 2026-27 LCAP goals and actions.  51 students responded to our local school survey on a variety of topics.  The results were as follows:  I receive encouragement from teachers and other school staff.   99% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school.   99% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 99% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 100% Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents.  100% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 99%  rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 84% rated Excellent, Above Average, or Satisfactory. How well did the school support your education-related technology needs? 99% rated Excellent, Above Average, or Satisfactory.  Although we do have data on our student subgroups, subgroups are too small to report results.   Our students feel safe and well supported.|Our students feel safe and well supported. In all areas, our students rate us high.   Although we do have data on our student subgroups, subgroups are too small to report results.|Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data.|Met||2026-06-16|2026
21102150000000|Marin County Office of Education|6|Due to the small size of our program, we do not disaggregate survey data by student group, other than grade span / longevity of enrollment. We administered a site-created belonging survey in February 2026 to 36 students grades 7-12. The survey had 18 statements that students answered with Likert scales. 58% of surveyed students responded that they “agree” that their relationships with others at school are as satisfying as they want them to be; 64% of students “agreed” that they are comfortable expressing their opinions at my school; 19% “disagreed” that they treated as “less than” other students at school; and 39% said they feel that the school climate is either “very positive” or “extremely positive,” while 47% said the climate is either “slightly” or “somewhat” positive.|13/19 of the students who reported that the climate at MCS was “not at all positive” to only “somewhat positive” had been enrolled at MCs for 1 semester or less at the time of the survey. The trend of our newer students reporting less favorable experiences than our students who have been enrolled longer than 1 semester was consistent across survey items. These results  illustrate that we need to strengthen our systems for welcoming new students.|For the coming year, we have hired a credentialed administrator with a PPS and social work background so that we can better align all of our work and see increases in positive school climate. Our work with teachers continues to be a focus on tier I,  culturally responsive pedagogical moves along with a culturally relevant curriculum, and unique learning experiences that will help re-connect our students with school, in addition to building consistent processes for PBIS and SEL development.|Met|Our dashboard data does not yield insight due to our subgroups being mostly too small to report. The exception is our suspension rates for English Learners, Hispanic students, and socioeconomically disadvantaged students. These subgroups were red in 2022-2023, orange in 2023-2024, and yellow in 2023-2024, reflecting our increased mental health services and focus on restorative practices in lieu of suspensions. However, the number of students in our schools who had suspensions has increased this year, with 25 students suspended (22%). Notably, we saw an uptick in student conflict and tension in semester two, and took the opportunity to further reflect upon our admissions and onboarding process, carefully considering how we invite new students to be part of a positive campus culture. Our mental health and wellness team (formed in 25-26) will continue to focus on exploring alternatives to suspension and building out robust positive behavior intervention systems and (PBIS) and tier I and II level wellness supports. This proposed plan shows an increase in mental health services, and a commitment to continue to build our relational and restorative practices, as well as our onboarding of students new to our campus.|2026-06-23|2026
21102150135350|Ross Valley Charter|6|Ross Valley Charter School administers an annual student climate survey to monitor school conditions and climate. The 2025–26 survey was completed by 121 students and reflected strong perceptions of school connectedness, relationships, and safety. Results indicated that 87.6% of students mostly agreed or agreed completely that they learn about topics and subjects that are important to them, 86.8% reported having strong, safe, and healthy relationships with other students, and 93.4% reported having strong, safe, and healthy relationships with their teachers. Additionally, 91.7% of students reported that they completely or somewhat belong at school, and 92.6% reported that they feel completely or somewhat safe at school. The student climate survey is administered schoolwide and collects anonymous responses. As a result, survey data are not available for disaggregation by student group. Ross Valley Charter School uses the overall survey results, along with other local and state indicators, to monitor school climate and inform continuous improvement efforts.|Analysis of the 2025-26 student climate survey identified clear areas of strength alongside specific needs. The most pronounced strength is the quality of studentteacher relationships. Students rated their relationship with their teacher most highly of all climate measures, with three-quarters agreeing completely that the relationship is strong, safe, and healthy. This is reinforced by related items: the large majority of students reported that their teachers always or frequently encourage them to do their best and take time to make sure they understand what they are learning. Students' overall sense of belonging and safety were also areas of strength, each reported by more than nine in ten students, and most students continued to affirm that they learn about topics meaningful to them reflecting the strength of the school's relationshipcentered, inquiry-based model. The data also surfaced several needs. Peer relationships were the lowest-rated of the three core climate items, and along with meaningful curriculum and teacher relationships declined modestly compared to the prior year. Open-ended student responses point to peer conflict and its resolution as a key learning: some students expressed a desire for adults to notice peer conflict and possible bullying more quickly and for additional strategies to address conflicts beyond existing approaches. A second identified need concerns the perceived fairness and consistency of school rules. While most students viewed the rules as mostly or always fair, roughly three in ten felt the rules were only sometimes or rarely fair, and several students raised concerns about consistency across ages and equitable treatment of different students. Finally, although belonging and safety were strong overall, a small subset of students reported not feeling fully safe or that they belong. Because the survey is anonymous, results are not disaggregated by student group.|In response to the needs identified through analysis of the 2025-26 climate data, Ross Valley Charter School (RVC) will review and strengthen several existing plans, policies, and procedures for continuous improvement. To address peer relationships and conflict resolution, the lowest-rated core climate item and a recurring theme in student feedback, the school will review and strengthen its approach to peer conflict. This includes evaluating and expanding conflict-resolution strategies beyond current practices, reinforcing the school's mindfulness-based socialemotional learning curriculum, and continuing the expanded counseling support added in response to growing student need. Because both student and family feedback indicated that conflict on the playground is not always noticed promptly, the school will also examine recess and yard supervision to ensure adequate adult presence and timely response to peer concerns. To address the perceived fairness and consistency of school rules, RVC will review its behavioral expectations and the consistency with which they are applied across classrooms and age groups. This may include clarifying schoolwide expectations, considering developmentally appropriate adjustments for different grade bands, and supporting staff in applying rules equitably, reinforcing the school's restorative and positive behavior support frameworks. To support the small subset of students who reported not fully feeling safe or that they belong, the school will continue to prioritize belonging and inclusion, including through more consistent meetings of its Diversity and Inclusion Committee, so that inclusion efforts are sustained and visible throughout the year. Finally, recognizing that all three core climate measures declined modestly from the prior year, RVC will continue to administer its annual student climate survey and monitor these indicators closely, using the results to identify trends, target supports, and inform ongoing refinements to its social-emotional, behavioral, and community-building practices for continuous improvement.|Met||2026-06-24|2026
21102152130102|Phoenix Academy|6||||Not Met For Two or More Years|||2026
21653000000000|Bolinas-Stinson Union|6|The school bi-anually administers the CalHope Student Survey. In Spring 2026, 80% of students gave an overall favorable response to the school's climate. Spring/Fall 2024-5 and 2025-6 favorable ratings are as follows: 75%, 71%; 77%, 80%. CalHope does not disaggregate data by student group (EL, Socioeconimically Disadvantaged, etc.)|Students report uniformly positive experiences across all six dimensions of the survey: Resources for Coping (89%), Experiences with Culturally/Linguistically Responsive Environments (86%), Emotional Experiences (80%), Safety and Connection (77%), and Opportunities for Student Voice and Leadership (67%). The weakest response has consistently been in Opportunities for Student Voice and Leadership, which has remained steady between 65-67%. The school has a Student Wellness Ambassadors Program, which meets regularly and discusses student sponsored activities and spaces such as Spirit Week, a West Marin student dance, the Student Wellness Room, and presentations on stopping and coping with bullying.|The school will continue the faculty and Principal advised SWAP program for 7th-8th grade student leaders.|Met||2026-06-23|2026
21653180000000|Miller Creek Elementary|6|The school district administered the YouthTruth climate survey to gather valuable feedback from students about their school experiences. This survey provided insights into key aspects of school climate, including relationships, safety, and student engagement. To monitor trends and inform ongoing improvement efforts, the LEA chose to focus on a targeted subset of survey questions that are particularly relevant to student well-being and sense of belonging. These questions include: When you are upset, is there an adult from school you can talk to? Do you feel like an important part of your school? Do you feel safe at school? In addition, each school site selected one site-specific question tailored to its unique needs and priorities. By tracking responses to these focused questions over time, the district aims to better understand student perceptions and guide responsive actions that foster a positive, supportive school environment.|Analysis of survey feedback indicates that elementary student engagement is a significant area of strength for the district. Current data shows an elementary engagement rate of 92%, reflecting steady progress since early 2024 and exceeding both state (86%) and national (87%) averages. This high level of elementary student engagement is accompanied by growth in overall metrics for Belonging (48%) and Relationships (85%) increasing by 9 and 8 percentage points respectively, placing the district ahead of California benchmarks, but still an area for growth.  Middle school student engagement declined 3 percentage points.  The district’s commitment to fostering a supportive environment is evidenced by improved student perceptions of safety and mentorship. Elementary schools saw a 13% increase in positive safety ratings, while middle school increased by a more modest amount. Furthermore, 72% of elementary students now report having a trusted adult at school, representing a 34% increase from the previous year. These strengths are further reflected in family engagement data, which remains above the state average across all four sites, driven by enhanced outreach and connection with our multilingual families. Opportunities for Growth and Next Steps: To continue this positive momentum, the district is focusing on areas for improvement identified in the data. While classroom culture remains slightly above state levels, academic relevance is a primary focus area, as only 48% of students find their coursework sufficiently challenging and relevant. Additionally, over half of our elementary students indicated a desire for instruction that more clearly connects daily learning to real-world applications. The self-reflection process also highlighted differences in staff culture across grade spans. Middle school staff culture has consistently surpassed the state average for three years, while elementary staff culture remains below state benchmarks. In response, the district will facilitate targeted listening sessions, focus groups, and collaborative planning to strengthen elementary staff culture.|To maintain the positive trend around adult-student trust, school safety perceptions, and sustaining a sense of belonging—the district will continue to implement a multi-tiered plan focused on student voice, staff capacity-building, and site-specific support. In addition, the LEA will create a Wellness Campaign focused on Academic Challenge and Mindset at all four schools.  Differentiated Wellness Campaigns: Each school site will launch a tailored wellness campaign designed to meet its specific climate needs. VAL, MES, and LVE will continue to focus on strengthening adult-student relationships and promoting a culture of care, while MCMS will emphasize a continued focus on rebuilding student perceptions of safety and connectedness.  Site counselors will lead this work in partnership with the Wellness Coordinator and site teams. Student Focus Groups: Regular student focus groups will be conducted at all schools to better understand students’ experiences and perceptions. These forums will help identify specific barriers to trust and safety and provide actionable feedback for staff and leadership. Behavior Support Staffing: The district will hire two certified Wellness Coaches to work in partnership with the Behavior and Mental Health Coordinator to support student students and explicitly teacher behavior management strategies to staff. Professional Development: All staff will participate in ongoing professional development focused on building strong student relationships and creating a “school family” culture. Trainings will include trauma-informed practices, relationship-building strategies, and inclusive classroom management approaches. Together, these strategies aim to create a more connected, supportive, and safe school environment across all sites, with a focused investment in the campuses demonstrating the greatest need.|Met||2026-06-09|2026
21653340000000|Kentfield Elementary|6|KSD implemented the Youth Truth Survey in March- April 2026 Student Participation 99%   Family Participation 37%   Staff Participation 89% BACICH Staff Results: Strength - Professional Development and Support & School Safety Area of Improvement - Engagement & Culture Student Results: Strength - Belonging   Engagement Area of Improvement - Instructional Methods   Academic Challenge Parent/Guardian Results: Strength - Engagement   Relationships Area of Improvement - Communication & Feedback   Resources KENT Staff Results: Strength - Engagement   Culture Area of Improvement - Safety   Professional Development Student Results: Strength - Belonging & Peer Collaboration   Culture Area of Improvement - Academic Challenge   Engagement   Relationships Parent/Guardian Results: Strength - Relationships   Culture Area of Improvement - Communication & Feedback   Engagement|When looking at student groups we found that our children feel they have strong relationships with their teachers although at times our underrepresented students struggle with connecting with adults on campus. To better understand where our children are coming from we intend to do more qualitative surveying of students so we can see how we can continue to strengthen this area for our students.|Engagement and challenge are key area we want to improve upon. Learning from one another and hearing what students have to say will help us determine how to increase engagement and further challenge our students.|Met||2026-06-09|2026
21653420000000|Laguna Joint Elementary|6|Due to the relative size of the program it is not possible to reflect outcome data for this measure.|Social emotional well-being is a t the hear to our program.  Our adult to student ration of such that we maintain a close attention to our students.|We do not anticipate any changes at this time.|Met||2026-06-02|2026
21653590000000|Lagunitas Elementary|6|Lagunitas School uses the California Healthy Kids Survey and local surveys to measure school climate, including connectedness and school safety. The majority of students felt safe and connected at school and during off-campus events including that their concerns were heard and there were adults on campus who care about them.|Counseling services and SEL classes are important to students. They appreciate class meetings, field trips and the robust enrichment and elective offerings. These help keep the students connected and engaged.|The school will continue to implement a coordinated and articulated intervention program to help with student achievement and social-emotional positive awareness.|Met|The district will have a full-time Psychologist Intern employed for the 2026-27 school year to help with climate, behaviors, and supporting the needs of our students.|2026-06-17|2026
21653670000000|Larkspur-Corte Madera|6|LCMSD annually administers an LCAP Survey to staff, parents, and students in grades 3-8. The 2026 administration of that survey reveals the following data: 94% of elementary and 76-82% of middle school students (by department) report their teachers know them well Students report positive relationships with peers: Cove: 89%, NC: 84%, Hall: 86%  72% of elementary and 76% of middle school students report that teachers/grown-ups tell them when they do a good job 90% of elementary and 92% of middle school students report that teachers/adults at their school believe they can do a good job  LCMSD also administers the California Healthy Kids Survey to 5th and 7th graders every other year. The results of this survey are shared with the Board. The 2025-2026 CHKS data has not yet been reported.  2023-2024 CHKS Elementary: 88% report feeling connected to their school 83% report support for social emotional learning 96% report positive behaviors for self 92% feeling safe at school  2023-2024 Middle School: 72% report feeling connected to their school 77% feeling safe at school  0% report lifetime illicit alcohol or other drug use to get high 0% report having used vape products|District LCAP Survey data indicate that 63% of middle school parents are satisfied with their child's academic growth this year. Effectively communicating student progress is a key focus area for Hall Middle School.|The District has provided Depth and Complexity professional development to Hall teachers, and teachers are sharing regular updates on class lessons and activities.|Met||2026-06-10|2026
21653910000000|Mill Valley Elementary|6|The Mill Valley School District administered the YouthTruth Climate Survey in December 2025 to gather student perceptions around core elements of school climate. The survey included responses from students in grades 3-8 and assessed key areas such as engagement, academic rigor, relationships, belonging, and school culture.  Overall Scores (Grades 3-5): Engagement: 87th percentile nationally Academic Challenge: 42nd percentile Relationships: 74th percentile Culture: 88th percentile Belonging: 96th percentile Overall Scores (Grades 6-8): Engagement: 66th percentile Academic Challenge: 70th percentile Relationships: 88th percentile Culture: 86th percentile Belonging: 96th percentile|The highest-rated core survey themes for elementary students were Culture and Belonging. The lowest-rated core survey themes for elementary students were Instructional Methods and Academic Challenge. These are the same highest- and lowest-rated core survey themes as in the 2024 survey, indicating the need to explore the data further as well as how to gather more specific data to better understand students’ perspectives.  The highest-rated core survey themes for middle school students were Belonging & Peer Collaboration and Relationships. The lowest-rated core survey themes for middle school students were Academic Challenge and Engagement. These are the same highest- and lowest-rated core survey themes as in the 2024 survey, indicating the need to explore the data further as well as how to gather more specific data to better understand students’ perspectives.  The highest-rated core survey themes for elementary parents and guardians were Relationships and School Safety. The lowest-rated core survey themes for elementary parents and guardians were Resources and Communication & Feedback. School Safety replaced Culture as a highest-rated core survey theme, indicating that parents have more positive feelings about school safety than they previously did.  The highest-rated core survey themes for middle school parents and guardians were Culture and School Safety. The lowest-rated core survey themes for middle school parents and guardians were Engagement and Communication & Feedback. Culture replaced Relationships as a highest-rated core survey theme, indicating that parents have more positive feelings about school culture than they previously did.|In response to the YouthTruth data findings, Mill Valley School District is undertaking the following steps to improve school climate and address identified gaps: Planned or Implemented Actions: Middle School Focus: Implementing student-led initiatives to increase voice and leadership opportunities. Equity and Inclusion: Developing more inclusive classroom practices and anti-bias professional development for staff. Behavior & Culture: Introducing a positive behavior intervention system (PBIS) districtwide. Belonging and Engagement: Expanding opportunities for student feedback loops via surveys, focus groups, and forums. Ongoing Monitoring and Reflection: The district will continue to administer the YouthTruth survey annually and disaggregate results by subgroup to monitor progress. Findings will be shared transparently with the community through board presentations and district newsletters.|Met||2026-06-18|2026
21654090000000|Nicasio|6|"Each spring a student survey is administered in grades 5-8 to provide a measure of perceptions of school safety and connectedness. Results from the annual school survey (February 2026) indicate that students in grades 5-8 have a positive perception of both classroom and school climate. The school climate is rated positively by students. When asked ""I feel happy to be at this school"", 54% of students responded ""most/all of the time"". The school was rated as safe by students. When asked ""I feel safe in my school"", 100% of students responded ""most/all of the time"". When asked, ""At my school, there is a teacher or some other adult who really cares about me"", 85% of students responded ""very true"". Due to our small size, local climate survey data is not able to be disaggregated by student groups."|"Two identified areas of strength determined through analysis of above data is an increase in positive response to school climate and safety. When asked When asked ""I feel safe in my school"", 100% of students responded ""most/all of the time"". Also there is an increase in positive response to the prompt, ""At my school, there is a teacher or some other adult who really cares about me. (85%)”, which is an increase from 2025 (73%).   One key learning determined through analysis of above data is the decrease in positive response to the prompt, ""I feel happy to be at this school"". 54% of students responded ""most/all of the time”, which is a decrease from 2025 (64% responded “most/all of the time”)."|Nicasio School will continue to implement specific actions in response to these results for continuous improvement purposes, including providing students with activities that encourage connectedness among each other and school staff, seek student input when designing school activities, and providing social-emotional curriculum that builds agency and resiliency among students.|Met||2026-06-18|2026
21654170000000|Novato Unified|6|The Novato Unified School District annually administers a local climate survey to students, staff, and families to better understand perceptions of school safety, belonging, engagement, adult support, and overall school climate. During the 2025–26 school year, NUSD utilized the ThoughtExchange platform to gather feedback from educational partners. Survey results were analyzed and shared with students, staff, families, school leadership teams, advisory committees, and the Board of Trustees to inform continuous improvement efforts and district planning. Participation in the 2025–26 survey increased significantly, with more than 6,500 students, staff, and family members providing feedback. Survey responses were collected across elementary, middle, and high school grade spans and focused on school safety, student connectedness, adult support, belonging, and family engagement.  Key student survey findings included: School Safety 91% of elementary students reported feeling safe at school. (1248 students) 53% of middle school students agreed or strongly agreed that they feel safe from harm while at school in general. (694 students) 65% of high school students agreed or strongly agreed that they feel safe from harm while at school in general. (830 students) Adult Support 85% of elementary students reported that their teacher cares about them. (1079 students) 42% of middle school students reported that there is an adult at school they can talk to when they are feeling upset, stressed, or having problems. (515 students) 44% of high school students reported that there is an adult at school they can talk to when they are feeling upset, stressed, or having problems. (568 students) School Connectedness and Belonging 48% of elementary students reported YES, they enjoy coming to class, (606 students); 43% of elementary students reported that they enjoyed coming to class SOMETIMES, (544 students); and 10% of elementary students reported NO, they do not like coming to class, (123 students) 35% of middle school students agreed or strongly agreed that they enjoy coming to school most of the time. (1285 students) 39% of high school students agreed or strongly agreed that they enjoy coming to school most of the time. (1279 students) Key family survey findings included:  Family Engagement 86% of elementary families reported feeling engaged with their school. 62% of middle school families reported feeling engaged with their school. 64% of high school families reported feeling engaged with their school. Representation and Inclusion 89% of elementary families reported feeling represented by family engagement groups at their school. 76% of middle school families reported feeling represented by family engagement groups at their school. 62% of high school families reported feeling represented by family engagement groups at their school. These data provide important insight into the strengths and opportunities for growth.|Analysis of the 2025–26 ThoughtExchange survey results identified several strengths across the Novato Unified School District. Students, families, and staff continue to report positive perceptions regarding school safety, adult support, and family engagement. More than 6,500 educational partners participated in the survey, providing valuable feedback regarding school climate and student experiences. Elementary students reported particularly positive results related to school safety and adult relationships. 91% of elementary students reported feeling safe at school, and 85% reported that their teacher cares about them. These findings suggest that district investments in counseling services, wellness supports, restorative practices, Community Liaisons, and family engagement efforts continue to positively impact student well-being and school climate. The district has expanded access to social-emotional supports through elementary counselors at the majority of elementary schools, providing students with increased access to trusted adults and early intervention services. Family engagement remains a significant district strength. Eighty-six percent of elementary families, 62% of middle school families, and 64% of high school families reported feeling engaged with their school. Families also reported strong levels of representation through school-connected organizations and family engagement groups. These results reflect the district's continued commitment to multilingual communication, translation services, Community Liaisons, and outreach efforts. The survey results also demonstrate positive growth at the secondary level. Student perceptions of safety, trusted adult relationships, family engagement, and family representation improved compared to prior years. These gains may be attributed to continued investment in Wellness Hubs, expanded counseling services, additional counselors at San Jose and Sinaloa Middle Schools, and partnerships with North Marin Community Services and Bay Area Community Resources. While many indicators demonstrate positive outcomes, student connectedness and belonging remain areas of focus. 35% of middle school students and 39% of high school students reported enjoying coming to school most of the time, while fewer than half reported having a trusted adult they can turn to when facing challenges. These findings reinforce the importance of continuing efforts to strengthen student-adult relationships, increase student voice, expand mental health supports, and foster inclusive school cultures where all students feel connected, valued, and supported. Overall, survey findings indicate that NUSD schools provide safe, welcoming, and supportive learning environments while highlighting opportunities to further strengthen student connectedness, belonging, and engagement.|Novato Unified School District will continue implementing and refining actions aligned to its Local Control and Accountability Plan to strengthen school climate, student connectedness, and family engagement. Survey results indicate that district investments in counseling services, wellness supports, restorative practices, Community Liaisons, and family outreach are contributing positively to school climate and student well-being. As a result, many existing strategies will continue while targeted refinements are implemented to address identified areas of need. To strengthen student belonging and school connectedness, particularly at the secondary level, the district will continue investing in counselors, Wellness Specialists, Wellness Coaches, school-based mental health supports, and Wellness Hubs. The district will continue partnerships with community-based organizations to provide counseling, wellness, and social emotional supports that help students remain connected to school and access services when needed. To improve student engagement and attendance, the district will implement the AERIES Attendance Plus platform to support proactive attendance monitoring, strengthen communication with families, and facilitate earlier intervention when attendance concerns arise. Site attendance teams will continue reviewing attendance data and coordinating supports for students experiencing barriers to regular attendance. The district will continue expanding restorative and proactive behavioral supports through the addition of a Behavioral Health Coordinator and increased support from North Bay Security Group. These efforts will focus on deescalation strategies, conflict resolution, student engagement, and reducing barriers that may interfere with learning and school connectedness. To increase students' sense of belonging and connection to trusted adults, school sites will continue implementing inclusive practices, student leadership opportunities, restorative approaches, and activities that promote student voice and engagement. The district will continue prioritizing culturally responsive practices and efforts that support inclusion, belonging, and positive school culture for all students. Family engagement will remain a priority through continued investment in Community Liaisons, multilingual communication, translation and interpretation services, family workshops, and advisory groups such as DELAC, SEAC, and the Equity Imperative Committee. These efforts help ensure families have meaningful opportunities to participate in their child's education and contribute to district decision-making processes. NUSD will continue monitoring school climate through annual surveys, attendance data, educational partner feedback, and other local indicators to guide continuous improvement efforts and ensure that all students experience safe, welcoming, inclusive, and supportive learning environments.|Met||2026-06-23|2026
21654176113229|Novato Charter|6|Novato Charter School administers the California Healthy Kids Survey annually to grades 5-8.  In 2025, 72% of our elementary school students (grades 5-6) responded positively to questions related to school connectedness. 85% of our elementary school students responded positively to questions related to perceived school safety. 84% of our elementary school students responded positively to questions related to academic motivation.  67% of our middle school students (grades 7-8) responded positively to questions related to school connectedness. 75% of our middle school students responded positively to questions related to perceived school safety. 69% of our middle school students responded positively to questions related to academic motivation.  We cannot report on results from student groups, as none of our groups are large enough to be statistically significant due to the small size of our school.|Our elementary and middle school survey results are at or above the state average in most areas.|Novato Charter School is committed to continuing the implementation and evaluation of anti-bias education practices, maintaining school counseling services, and strengthening social and emotional learning (SEL) both within the school and through partnerships with community organizations. The school will also continue implementing schoolwide Positive Behavioral Interventions and Supports (PBIS) and SEL strategies to support student well-being and success. In addition, we are exploring ways to increase meaningful student engagement and strengthen academic motivation in the middle school grades.|Met||2026-06-03|2026
21654250000000|Reed Union Elementary|6|The Reed Union School District monitors school climate using the annual National Youth Truth Survey, last administered in January 2026, alongside district-developed surveys from Fall 2025 and Spring 2026. These tools gather perception data from students, families, and staff. January 2026 elementary results showed culture at the 92nd percentile, belonging at the 81st, relationships at the 75th, engagement at the 69th, and academic challenge at the 18th percentile. Middle school students ranked belonging at the 93rd percentile, relationships at the 84th, culture at the 79th, academic challenge at the 51st, and engagement at the 44th percentile. Families placed middle school safety at the 92nd percentile and elementary safety at the 87th. Staff ranked middle school safety at the 88th percentile and elementary safety at the 80th. Disaggregated data showed student group results were consistent with overall student scores. To ensure broad representation, administrators conducted personalized outreach to high-needs groups, securing demographic survey responses from 58 families of color, 62 families of students with disabilities, and 23 families of English learners.|Data analysis revealed significant district strengths, particularly high levels of student inclusion and belonging, highlighted by a 92nd percentile ranking for elementary culture and a 93rd percentile ranking for middle school belonging. Campus safety and relationships represent additional core strengths, receiving high percentile marks from both families and staff across school sites. Targeted outreach successfully increased overall family survey participation rates. Conversely, the district identified critical needs regarding declining scores in student engagement and academic challenge. This is most acute at the elementary level, where academic challenge sits at the 18th percentile, and in middle school, where engagement dropped to the 44th percentile. Additionally, while district-wide attendance has shown minor improvements, chronic absenteeism remains a persistent challenge for socioeconomically disadvantaged students, English learners, and students with disabilities.|"Reflecting on this data, the district will maintain its current LCAP goals, metrics, and actions for the 2026-27 school year but will refine its implementation strategies for continuous improvement. A key structural action is the launch of new campus counseling positions in Fall 2026 to enhance social-emotional support and maintain a priority caseload for socioeconomically disadvantaged students. In social-emotional programming, Bel Aire Elementary will fully implement its newly adopted ""Character Strong"" curriculum. To improve student engagement and empower diverse voices, site leaders are expanding student leadership opportunities, which includes doubling the middle school leadership course to two sections and continuing student-led recess programs. For academic support, the district is restructuring its underutilized after-school tutoring by utilizing real-time progress monitoring and conducting strategic recruitment of priority student groups. Finally, to close achievement gaps, the district will tightly align specialized interventions for students with disabilities with rigorous Tier 1 core classroom instruction."|Met||2026-06-08|2026
21654330000000|Ross Elementary|6|"Ross School uses the Youth Truth Survey each November to gather student feedback. Last year’s results revealed that students did not always find their learning relevant to their everyday lives. They also reported feeling cared for by their teachers but disconnected from their peers. Two key areas for growth emerged: engagement and discipline. Upper-grade students expressed a preference for problem- and project-based learning methods.  In response, Ross School partnered with PSEADS to deliver lessons in grades 4–8. These lessons are problem and project based in their style. Additionally, to reduce distractions, the school implemented a no-cell-phone policy for students during school hours.  Ross School is also examining its policies, systems, and structures under the theme ""Lean In""—an initiative that challenges all stakeholders to reflect and make intentional improvements that lead to better outcomes for students."|Despite some concerns, Youth Truth data showed that belonging and school culture were among students' highest-rated areas — reinforced by CAASPP results placing Ross School among the state's top performers, with 90% of students meeting or exceeding standards in Math and 86% in English Language Arts. Moving forward, the school is working to strengthen relationships, reduce distractions, and build a culture of shared responsibility.|"The theme for the upcoming school year is ""Lean In"", which will guide professional development, school improvement strategies, and community partnerships. Priorities include:  Offering an extension teacher for students ready for increased academic challenge in grades K-8  Providing AI training for faculty and staff to enhance instruction and innovation in the classroom. As well as maek agreements on how upper grade student will use AI."|Met|Starting this school year the superintendent visited classrooms to review the data that the students provided. This was done to so that students could see their responses and also so that the superintendent could better understand the responses and how to help improve the data.|2026-06-03|2026
21654580000000|San Rafael City Elementary|6|Please note: The California Healthy Kids Survey was not administered in the 2025-26 school year due to its every other year administration timeline. The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students at grades five, seven, nine, and eleven.  Based upon the results from the SRCS Youth Truth Survey “Student Survey” administered December 2025, SRCS uses the survey theme percentages to capture student ownership and sense of belonging at their school sites. In Elementary 1,369 students responded to the survey questions (a response rate of 99%). The results are the following for all elementary students: Engagement = 86% (45th percentile); Relationships = 80% (62nd percentile); Culture = 24% (65th percentile). Our focal student groups, which we have determined through a demographic and needs analysis at the district level (Hispanic/Latino, English Learners, and students with disabilities) are self-reported by students as they complete the survey. Elementary students are only asked to self-report ethnicity, so Hispanic/Latino is the only student group reported here. Hispanic/Latino students: Engagement: 87%, Relationships: 84%, Culture: 25%.   In middle school 1,222 students responded to the survey questions (a response rate of 96%).  The results are the following for all middle school students: Engagement = 37% (18th percentile); Relationships = 37% (30th percentile); Culture = 29% (50th percentile). Middle school students self-report their ethnicity/race, language fluency, and disability status. Their results are listed here. Hispanic/Latino students: Engagement: 38%, Relationships: 35%, Culture: 33%. English learners: Engagement: 40%, Relationships: 39%, Culture: 32%. Students with disabilities: Engagement: 37%, Relationships: 37%, Culture: 33%|The goal was to increase positive YouthTruth ratings in key themes by 5 percentage points. Results show growth in several areas, with the strongest gains in relationships and continued opportunities to strengthen engagement and culture across student groups.  Elementary: Engagement: Increased +3 pts overall and for Hispanic/Latino students +3 pts, showing progress but below the +5 target. Culture: Increased only +1 pt overall and decreased -1 pt for Hispanic/Latino students, indicating a need to strengthen belonging and school climate. Relationships: Increased +3 pts overall; Hispanic/Latino students met the goal with +5 pts growth. Middle School: Engagement: Declined -2 pts overall, with a significant decrease for Students with Disabilities (-9 pts), highlighting a need for targeted engagement supports. Culture: Improved +4 pts overall, with Hispanic/Latino students meeting the target (+5 pts), but declines among EL (-4 pts) and SWD (-6 pts). Relationships: Exceeded the goal with +7 pts overall; Hispanic/Latino and EL students showed strong gains, while SWD students declined (-5 pts). Progress was strongest in student relationships, especially at the middle school level. Continued focus is needed on engagement, school culture, and improving experiences for English learners and Students with Disabilities to ensure growth is equitable across all groups.|San Rafael City Elementary is enhancing student engagement and connectedness through a strong commitment to academic, behavioral, social-emotional, and restorative practices. MTSS Instructional Coaches help teachers implement effective Tier I and Tier II strategies, while increased PLC time allows educators to focus on students needing additional help. Wellness Coordinators and consultants are establishing systems for Tier I behavioral supports, and site-based Coordination of Services Teams use the ION system to streamline delivery of student services, including social-emotional and academic supports. Mental health support is expanding through dedicated staff, including school counselors, a wellness coordinator, and a mental health clinician, with a shift in counseling focus from intensive interventions to preventative, universal support using the Second Step SEL curriculum and CASEL framework. The Mental Health Clinician at Davidson Middle School will support coordinating services. Teams will consist of site administrators, school counselors, wellness staff, community liaisons, and other support staff. A trauma consultant and Board Certified Behavior Analyst provide additional guidance and training for staff, and CareSolace remains available as a resource for accessing mental health care. We continue to partner with Changing Perspectives to strengthen inclusive school environments and expand meaningful opportunities for students with disabilities. Coleman will enter its fourth year of implementation, Glenwood will begin its third year, and Bahia Vista will join the partnership in its first year. Additionally, we are expanding our collaboration with Changing Perspectives to support all TK teachers across the district, including both general education and special education educators. This expansion will help build inclusive practices and foster equitable learning experiences for all students.  Multidisciplinary teams will participate and engage in inclusive practices work in collaboration with the Marin County Office of Education and SELPA.   San Rafael City Elementary will continue its partnership with Youth Transforming Justice to expand restorative practices, including middle school Peer Court and suspension diversion efforts, while maintaining robust student leadership opportunities. For targeted support, select DMS and Venetia Valley students will participate in a substance harm reduction program featuring family sessions, case management, and safety education. Additionally, counselors and administrators will refer Tier 2 students to school-day, gender-specific, trauma-informed resiliency groups. Concurrently, the SRCS Digital Literacy Working Committee will collaborate on TK-12 vision and goals centered on student skill empowerment, parent and student digital wellness, and teacher best practices for classroom technology. This committee is tasked with building a comprehensive digital literacy scope and sequence during the 2026-27 school year.|Met||2026-06-16|2026
21654660000000|San Rafael City High|6|Please note: The California Healthy Kids Survey was not administered in the 2025-26 school year due to its every other year administration timeline. The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students at grades five, seven, nine, and eleven.  The results from the SRCS Youth Truth Survey “Student Survey” administered December 2025 demonstrated the perceptions of 2,118 high school students (a response rate of 84%), which is an increased response rate from the 2023-24 school year.  SRCS uses the survey theme percentages to capture student ownership and sense of belonging to build leadership and advocacy skills, and identify priorities for action. The results for all students are the following in high school: Engagement: 56% (57th percentile); Relationships: 35% (30th percentile); Culture: 35% (53rd percentile). Our focal student groups, which we have determined through a demographic and needs analysis at the district level (Hispanic/Latino, English Learners, and students with disabilities) are self-reported by students as they complete the survey. Their results are listed here. Hispanic/Latino students: Engagement: 55%, Relationships: 33%, Culture: 36%. English learners: Engagement: 63%, Relationships: 34%, Culture: 42%. Students with disabilities: Engagement: 53%, Relationships: 35%, Culture: 36%.|The goal was to increase positive YouthTruth ratings in key themes by 5 percentage points. Results show growth in several areas, with the strongest gains in engagement and relationships and continued opportunities to strengthen culture across student groups. High School: Engagement: Increased +6 pts overall, exceeding the goal. Hispanic/Latino students also increased +6 pts, while English learners showed no change and Students with Disabilities increased +2 pts. Culture: Increased +4 pts overall, showing progress toward the goal. Hispanic/Latino students increased +4 pts, while English learners decreased -4 pts and Students with Disabilities decreased -1 pt. Relationships: Increased +5 pts overall, meeting the goal. Hispanic/Latino students increased +5 pts, while English learners decreased -4 pts and Students with Disabilities showed no change. Overall, YouthTruth results show progress in high school student experiences, with Engagement exceeding the target and Relationships meeting the goal. Continued efforts will focus on strengthening school culture and ensuring consistent positive experiences across all student groups.|San Rafael City High will continue to develop and empower high school students to learn effective skills and strategies to effectively advocate on their behalf through retreats, workshops and training, promoting student voice groups and partners such as, Youth Leadership Institute and other community based organizations. Coordination of Services Teams at all school sites track student referrals in the data management system ION to create a more aligned delivery of student services, including social-emotional and academic supports. Teams will consist of site administrators, school counselors, wellness staff, community liaisons, and other support staff. In addition, SRCS will maintain CareSolace as an online care navigation system to provide mental health care access.  SRCS has fully staffed Wellness Centers at both Terra Linda and San Rafael High Schools. San Rafael City High has Restorative Practices aimed at enhancing school climate, suspension reduction/aversion, disproportionately in suspensions,  community building, and trauma informed practices with the support of High School Deans. We are engaging students in this work through student wellness and peer mentor student groups. SRCS will continue to provide Deans Crisis Prevention Institute Training to prepare site staff to prevent and de-escalate high-risk student behavior, and  SRCS has a trauma consultant working with the counseling team to provide guidance on supporting schools through a trauma informed and restorative lens. High school counselors will use data to inform tiered interventions for students.  SRCS will continue a Digital Literacy Working Committee to collaborate on vision and goals related to digital literacy education and needs. This includes ways to empower students with key skills to help their educational growth, digital wellness education for students and parents and education on best practices when engaging with technology in the classroom for TK-12 teachers. This committee will build a digital literacy scope and sequence in the 2026-27 school year.|Met||2026-06-16|2026
21654740000000|Sausalito Marin City|6|The district utilizes the California Healthy Kids Survey (CHKS) as its primary local climate survey to assess school conditions, student well-being, engagement, and school connectedness. Survey results, in combination with local attendance and engagement data, are reviewed to identify trends and monitor progress across student groups and inform continuous improvement efforts.  Recent CHKS and local data demonstrate meaningful improvements in overall school climate. Family sense of belonging increased significantly from 40% to 82%, reflecting stronger family engagement and improved relationships between schools and the communities they serve. Student perceptions of school facilities also improved, with a 7% increase in positive ratings of campus conditions, indicating progress in creating safe, welcoming, and supportive learning environments.  In addition to survey findings, the district observed a substantial improvement in student engagement through attendance outcomes. Chronic absenteeism decreased by 11 percentage points, from 26% to 15%, suggesting that enhanced school climate, stronger family partnerships, and targeted student supports have contributed to increased student connection and regular school attendance.|While the district has experienced significant improvements in overall school climate indicators, the data also highlight important areas for continued growth. Analysis of the California Healthy Kids Survey and local discipline data indicates that middle school students remain a priority population for targeted support. Although family engagement, attendance, and overall school climate have improved, middle school students reported a slight decline in their sense of belonging, decreasing from 56% to 55%. This suggests that additional strategies are needed to strengthen student connectedness, relationships with trusted adults, and opportunities for meaningful participation during the middle school years.  The district also recognizes the need to strengthen its approach to student behavior and restorative practices at the middle school level. Total middle school suspensions increased from 19 in the previous year to 34 in the current year, indicating a need for more intentional prevention and intervention strategies. Moving forward, the district will prioritize targeted social-emotional supports, restorative practices, positive behavior interventions, student voice initiatives, and relationship-centered engagement strategies to improve school connectedness, reduce exclusionary discipline, and foster a more supportive and inclusive learning environment for all middle school students.|In response to these findings, the district will expand its wraparound services by strengthening partnerships that provide mental health, mentoring, family, and integrated student supports. The district will also refine its middle school Coordination of Services Team (COST) system to improve early identification of student needs, coordination of services, and timely interventions. Additionally, the district will increase meaningful opportunities for middle school student participation through leadership, student voice, and shared decision-making initiatives. These strategies are intended to strengthen students' sense of belonging, reduce exclusionary discipline, and create a more supportive and inclusive middle school environment.|Met||2026-06-25|2026
21654820000000|Tamalpais Union High|6|The 2025 Youth Truth Survey demonstrated that 59% of students feel like part of their school's community.  While this represents a 4% increase from the previous school year, we strive to have 100% of our students feel part of their school's community. The % of students who feel like part of their school's community by demographic group:   2025 Data: 52% Students with Disabilities, 62% EL Students, 64% White, 52% Latino/a, 60% Asian, 53% Multiracial, 44% African-American.    2024 Data: 48% Asian,  35% Black/African American, 45% Latino/a,  59% White, 42% Multiracial, Low SES: 50%, ELL: 45%, Special Education: 49%|There is progress and growth around the % of students who perceive that they are part of their school's community.  We have seen significant growth in students' perception of feeling part of their school community.  This is the result of the effective learning partnerships that our educators build in classrooms, the structured peer to peer collaborative learning opportunities, the intentional recognition of different cultures and heritages, and the comprehensive social-emotional wellbeing services that are available on each campus.|The District needs to continue to implement opportunities for youth to share their voice and participate in decision making for the school.  The District needs to invite underrepresented students to participate in the various leadership opportunities that exist on each campus and solicit more input for these student groups.|Met|The District facilitated the Youth Truth Survey and the CA Healthy Kids survey during the 2025-2026 school year and analyzed the data to inform our LCAP and school site plans for the next school year.|2026-06-23|2026
21733610000000|Shoreline Unified|6|"The Local Climate Survey was administered in January 2026. Due to the school's small enrollment, student group analyses are not available because the number of respondents is too low to ensure reliable reporting. Consistent with the California Healthy Kids Survey administration cycle, students in grades 5, 7, 9, and 11 participated during the 2025–26 school year, resulting in 57 survey responses. As a small rural school, we are exploring alternative survey options that include all students to provide a more comprehensive understanding of school climate and to better inform continuous improvement efforts.   School Safety • 89% of students surveyed responded with ""Strongly Agree"" or ""Agree"" to the following statement: ""I feel safe in my school."" (Compared to national data for the same question of 60%)   School Connectedness • 76% of students surveyed responded with ""Strongly Agree"" or ""Agree"" to the following statement: ""I am happy to be at this school"" • 72% of students surveyed responded with ""Strongly Agree"" or ""Agree"" to the following statement: ""I feel like I am part of this school"" • 70% of students surveyed responded with ""Very much true"" or ""Pretty much true"" to the following statement: ""At school / When I participate in school...I do interesting activities."""|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued importance.   Identified Needs • Additional focus on Social Emotional Support and on school climate and culture   Areas of Strength • School safety survey question is higher than national average, however, ideally this is above 90%   We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|We will continue to implement LCAP Goal 3: Climate and Culture: Foster a culture of excellence and accountability among educational partners that focuses on meeting student’s academic and social emotional.   LCAP Action 3.3 Student Wellness • Continue the development and implementation of the District Wellness Program and support systems which may include: Restorative Practices, Trauma Informed Practices, Peer to Peer Social Emotional Learning, Adopting a Social Emotional Learning Curriculum|Met||2026-06-18|2026
21746580000000|Marin County ROP|6||||Not Met|||2026
21750020000000|Ross Valley Elementary|6|2025-26 Grade Student Survey - Overall Favorable Percentages  Grades 3–5 Relationships 90% Belonging 87% Equity 79% Attendance 80%  Grades 6–8 Connection 93% Recobnition 83% Agency 75% Inclusion 72%|Analysis of the 2025–26 Kelvin Student Survey data indicates several strengths across the district, including strong student relationships, belonging, and connection to school. Students in grades 3–5 reported high levels of positive relationships (90%) and belonging (87%), while students in grades 6–8 reported exceptionally strong connection to school (93%) and positive recognition from adults (83%). These results suggest that most students experience supportive school environments and positive relationships with peers and staff.  The data also identified important areas for growth when disaggregated by student group. Hispanic students in grades 3–5 reported significantly lower ratings in relationships, belonging, and equity (67% in each area) and lower attendance-related engagement (58%) compared to overall student responses. Female students in grades 3–5 also reported lower perceptions of equity (67%).  At the middle school level, Black students reported substantially lower levels of connection (63%), recognition (40%), agency (53%), and inclusion (65%) compared to overall results. Socioeconomically disadvantaged (SED) students reported lower agency (52%) and inclusion (65%), while Hispanic students reported lower agency (68%). These findings suggest that some student groups do not experience the same sense of voice, recognition, belonging, and inclusion as their peers.  Based on these results, the district has identified a need to strengthen culturally responsive practices, increase opportunities for student voice and leadership, and ensure that all students—particularly Hispanic, Black, female, and socioeconomically disadvantaged students—feel recognized, included, and empowered in their school communities. Continuing to build strong relationships and positive school connections while addressing disparities among student groups will be a key focus for ongoing improvement efforts.|Based on the analysis of local data and identified areas of need, the district will continue to refine and strengthen its Multi-Tiered System of Support (MTSS) to ensure all students receive timely and effective academic, behavioral, and social-emotional support. While overall student survey results demonstrate strong relationships and connections to school, disaggregated data revealed disparities in students’ sense of belonging, recognition, agency, and inclusion, particularly among Hispanic, Black, and socioeconomically disadvantaged students. These findings will inform ongoing improvements to both instructional and student support systems.  At the elementary level, the district will build on its strong ELA intervention systems and deepen implementation of our newly adopted English Language Arts program to strengthen outcomes for all learners. At the middle school level, the district will continue implementation of our newly adopted mathematics program and will continue supporting teachers in the effective use of learning targets and student-centered instructional practices to increase engagement and agency.  To address identified social-emotional and school climate needs, the district will align SEL supports across all sites to ensure consistent implementation and equitable access. CARE teams will continue meeting weekly to review academic, behavioral, attendance, and climate data, coordinate interventions, and monitor student progress. These actions reflect the district’s commitment to continuous improvement, equitable outcomes, and ensuring every student experiences a strong sense of belonging, inclusion, and support.|Met||2026-06-17|2026
22102230000000|Mariposa County Office of Education|6|MCUSD administers the California Healthy Kids Survey (CHKS) every two years. In the Spring of the 2024-25 school year data was collected. Results measure the district’s progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Two overall areas are key metrics in monitoring student engagement in alignment with our LCAP Goal 2: School Connectedness and School Safety.|Strengths: Increased school connectedness from baseline data for students in Grades 7, 9, and 11. Notably, a 10% increase in grade 7. Additionally all grades reported an increase in school safety, averaging a 5% increase across grades 5, 7, 9, and 11. Challenges: Declined in school connectedness from baseline data for students in Grade 5 (from 69%  to 67%). Barriers: It is difficult to compare grade 5 baseline data with confidence because the baseline data has 10% greater participation rate.|We prioritize ensuring students feel connected to their school community and safe on campus. We continue to provide meaningful opportunities for students and families to participate in shaping the academic and social-emotional environment we envision for our schools. Collaboration with local law enforcement and community agencies will remain a key part of our efforts to strengthen campus safety. School safety will continue to be addressed as a separate LCAP action under Goal 3. During the 2024–25 school year, the district completed revisions of Comprehensive School Safety Plans at all sites, maintained regular meetings of the District Safety Committee that includes the Mariposa County Sheriff’s Office, CalOES, Probation, and other community partners, and began facility upgrades to enhance campus security, including improvements to alarms, intercom systems, and the implementation of keyless entry systems. Survey data indicates positive growth across nearly all areas. With an increased focus through our Safety Committee meetings, we are committed to building on this progress and ensuring that all students feel both connected to and safe at school. During the 2025–26 school year, the district made significant investments of time, effort, and resources to strengthen school safety, prevention, and preparedness across all sites. A major focus was placed on comprehensive training for staff throughout the district, including Active Intruder response training from Knowledge Saves Lives. This training was provided to all staff at the beginning of the 2025-2026 school year. Additionally administrators and counseling staff completed Threat Assessment training using the Columbia Suicide Severity Rating Scale (C-SSRS), also known as the Columbia Protocol. District counselors are engaged in ongoing professional development on the Salem-Keizer (SK) Cascade Model, a nationally recognized, evidence-based behavioral threat assessment system designed to prevent violence through early identification and intervention. Beyond training, the district took important steps to enhance systems and infrastructure.The district piloted Raptor Technologies, an integrated school safety platform that supports emergency response coordination and drill management. Full implementation will occur in the 2026-2027 school year. Facility upgrades were also initiated to further improve campus security, including enhancements to alarm systems, intercoms, and the implementation of keyless entry systems. Survey data indicates positive growth across nearly all areas. The focus on ongoing Safety Committee efforts, the district remains committed to building on this progress and ensuring that all students feel both safe and connected at school. Finally the district continues to invest in Stay Safe, Speak Up! a 24/7, anonymous reporting system for students to deport school safety concerns like bullying, weapons, or suicidal thoughts. It allows students to send tips through an app.|Met||2026-06-28|2026
22655320000000|Mariposa County Unified|6|MCUSD administers the California Healthy Kids Survey (CHKS) every two years. In the Spring of the 2024-25 school year data was collected. Results measure the district’s progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Two overall areas are key metrics in monitoring student engagement in alignment with our LCAP Goal 2: School Connectedness and School Safety. Below are results from each of these key areas. Percentage of students reporting school connectedness *Data Year: 2024-25 MCUSD Grade 5: 67% Decreased from 23-24 by 2% Participation Rate 76% Decreased from 23-24 by 10% Grade 7: 68% Increased from 23-24 by 10% Participation Rate: 96% Decrease from 23-24 by 1% Grade 9: 59% Increased from 23-24 by 1% Participation Rate: 95% Increased from 23-24 by 11% Grade 11: 61% Increased from 23-24 by 6% Participation Rate: 72% Decreased from 23-24 by 1% Percentage of students reporting perceived school safety *Data Year: 2024-25 MCUSD Grade 5: 68% Increased from 23-24 by 11% Participation Rate: 76% Decreased from 23-24 by 10% Grade 7: 73% Increased from 23-24 by 4% Participation Rate: 96% Decrease from 23-24 by 1% Grade 9: 60% Increased from 23-24 by 2% Participation Rate: 95% Increased from 23-24 by 11% Grade 11: 76% Increased from 23-24 by 4% Participation Rate: 72% Decreased from 23-24 by 1%|Strengths: Increased school connectedness from baseline data for students in Grades 7, 9, and 11. Notably, a 10% increase in grade 7. Additionally all grades reported an increase in school safety, averaging a 5% increase across grades 5, 7, 9, and 11. Challenges: Declined in school connectedness from baseline data for students in Grade 5 (from 69%  to 67%). Barriers: It is difficult to compare grade 5 baseline data with confidence because the baseline data has 10% greater participation rate.|We prioritize ensuring students feel connected to their school community and safe on campus. We continue to provide meaningful opportunities for students and families to participate in shaping the academic and social-emotional environment we envision for our schools. Collaboration with local law enforcement and community agencies will remain a key part of our efforts to strengthen campus safety. School safety will continue to be addressed as a separate LCAP action under Goal 3. During the 2024–25 school year, the district completed revisions of Comprehensive School Safety Plans at all sites, maintained regular meetings of the District Safety Committee that includes the Mariposa County Sheriff’s Office, CalOES, Probation, and other community partners, and began facility upgrades to enhance campus security, including improvements to alarms, intercom systems, and the implementation of keyless entry systems. Survey data indicates positive growth across nearly all areas. With an increased focus through our Safety Committee meetings, we are committed to building on this progress and ensuring that all students feel both connected to and safe at school. During the 2025–26 school year, the district made significant investments of time, effort, and resources to strengthen school safety, prevention, and preparedness across all sites. A major focus was placed on comprehensive training for staff throughout the district, including Active Intruder response training from Knowledge Saves Lives. This training was provided to all staff at the beginning of the 2025-2026 school year. Additionally administrators and counseling staff completed Threat Assessment training using the Columbia Suicide Severity Rating Scale (C-SSRS), also known as the Columbia Protocol. District counselors are engaged in ongoing professional development on the Salem-Keizer (SK) Cascade Model, a nationally recognized, evidence-based behavioral threat assessment system designed to prevent violence through early identification and intervention. Beyond training, the district took important steps to enhance systems and infrastructure.The district piloted Raptor Technologies, an integrated school safety platform that supports emergency response coordination and drill management. Full implementation will occur in the 2026-2027 school year. Facility upgrades were also initiated to further improve campus security, including enhancements to alarm systems, intercoms, and the implementation of keyless entry systems. Survey data indicates positive growth across nearly all areas. The focus on ongoing Safety Committee efforts, the district remains committed to building on this progress and ensuring that all students feel both safe and connected at school. Finally the district continues to invest in Stay Safe, Speak Up! a 24/7, anonymous reporting system for students to deport school safety concerns like bullying, weapons, or suicidal thoughts. It allows students to send tips through an app.|Met||2026-06-18|2026
22655320125823|Sierra Foothill Charter|6|A student survey in conducted annually of all grade 3-8 students. The following represent key responses on spring 2026 survey. Survey results of grade 3-8 students: I enjoy learning: 67% I feel safe: 84% I have friends: 84% The students at our school are friendly and respectful: 88% The staff treats students fairly and with respect: 71% Students treat adults with respect: 70% I am making good progress at my school: 75% My teacher helps me when I struggle with learning: 84% The work at school challenges me: 87% I know what I am supposed to be learning in class: 86% My school expects high level work: 77% I feel my principal wants to help me be my best: 95% School rules are clear and I understand them - 66% I behave and try my best at school - 89% In the 2025-2026 school year, there were 2 suspensions and no expulsions. One day per week, a counselor served students at school based on staff and/or parent/guardian recommendation. Chronic absenteeism rates decreased to 14.5% in 2024-2025. Dashboard chronic absenteeism rates are not yet available for the 25-26 school year.|Rates of student connectedness, success, and enjoyment of learning remain stable. In addition, rates of absenteeism and disciplinary incidents decreased.|Updated social-emotional learning curriculum was recently purchased, and support with regular use of the curriculum in all classrooms is planned. In addition, all staff will be provided with greater understanding and use of positive behavior support and intervention strategies through development of a structured plan and professional development. Use of counseling services for students on campus will continue to support social-emotional development and behavior modification. Vigilant supervision of attendance to maintain decreased rates and to continue to reduce truancy and chronic absenteeism is planned. Families in need will be provided with support services and strategies to address attendance concerns to ensure regular school participation.|Met||2026-06-22|2026
23102310000000|Mendocino County Office of Education|6|Information is shared with our families, as well as gathering feedback/input from them, as requested through their communication mode of choice (text, meeting, telephone call, email) which is shared regularly at the sites.|Continue to implement outreach to families offering academic and mental health support Provide opportunities to encourage parental involvement in academic success|MCCS has identified chronic absenteeism, inconsistent engagement, and behavior challenges as primary contributors to academic gaps. The LCAP prioritizes supports that build relationships, increase belonging, and reduce barriers to attendance. As an equity multiplier school, MCOE school programs intentionally direct services toward historically underserved students—including foster youth, English learners, and socioeconomically disadvantaged students. LCAP descriptions emphasize: Data-driven identification of student needs  Supports are provided LEA-wide but principally directed to high-need populations. These efforts ensure students not only increased access to instructional programs, but also to receive counseling, wellness resources, college and career advising, and family support needed to remain engaged and successful.|Met||2026-06-10|2026
23655400000000|Anderson Valley Unified|6|"For the 2025-2026 school year our district participated in a Mendocino County Office of Education (MCOE) pilot climate survey program through ""Custom Insights"".  The survey was administered to grades 3-12. 2025-2026 will be the first year of administering this survey.  AVES:92 respondents AVJSHS: 149 respondents  School Connectedness Survey question"""" I want to go to school every day"" AVES:31% (9% better than the Mendocino County average of 22%) AVJSHS: 23% (1% better than the Mendocino County average of 22%)  Belonging and Community Overall Category AVES:45% (13% better than the Mendocino County average of 32%) AVJSHS:28% (4% lower than the Mendocino County average of 32%)  School Safety Bullying and Safety Overall Category AVES: 68% (17% better than the Mendocino County average of 51%) AVJSHS: 45% (6% lower than the Mendocino County average of 51%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  As a note, with a small sample size there can be large swings in our data.  Identified Needs - School Connectedness (Belonging and Community Overall Category for AVJSHS) - School Safety (Bullying and Safety Overall Category for AVJSHS)  Areas of Strength - Small School  - School Connectedness and School Safety better than the county average at AVES  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.  According to Custom Insights:  Bright Spots for the District - Staff-Student Relationships: There are teachers at my school who care about me and my future. - Discipline: I have a clear understanding of the school rules and the consequences for breaking those rules. - Bullying and Safety: If I told a teacher I was being bullied or harassed, the teacher would do something about it. - Staff-Student Relationships: There are teachers at my school who I can talk to if I am having a problem. - Learning Environment: My teachers give me helpful feedback that shows me how to improve. - Bullying and Safety: Jokes or negative comments about someone’s race, religion, gender, or background are not allowed at my school. - Learning Environment: When I get a grade, I understand why I got that grade. - Bullying and Safety: If I was worried about bullying, I know who to tell and what to do. - Bullying and Safety: If I was being bullied or harassed, I would tell a teacher, staff member, or the principal. - Learning Environment: The amount of work I am asked to do is reasonable.  Growth Opportunities for the District - Belonging and Community: Students at my school are respectful to teachers, staff, and administrators. - Belonging and Community: I want to go to school every day. - Bullying and Safety: If a student at my school is being bullied or harassed, other students try to stop it. - Student Wellbeing: My school helps me understand my feelings and emotions better. - Student Wellbeing: My school is proactive in addressing students' social, emotional, and mental health needs."|This area is addressed under LCAP Goal 1: School Culture, and within Goal 3: System of Support.   Goal 1: School Culture Supportive environmental conditions that foster strong relationships and community 1.1 Community School 1.2 Family Engagement 1.3 Student Safety 1.4 Physical Environment 1.5 Student Engagement  Goal 3: System of Support System of supports that enable healthy development, respond to student needs, and address learning barrier 3.1 Multi-Tier Systems of Support (MTSS) 3.2 Academic Support 3.3 Social/Emotional and Mental Health 3.4 Student Health 3.5 English Learner Support 3.6 Students with Disabilities 3.7 Attendance / Chronic Absenteeism 3.8 Technology 3.9 Expanded Learning Time and Opportunities|Met||2026-06-25|2026
23655570000000|Arena Union Elementary|6|The California Healthy Kids Survey took place in Feb. of 2026.  The results showed improvement to the positive school culture. The results are as follows:  5th grade - School connectedness - 65% Academic Motivation - 67% Caring relationships - 68% Meaningful participation - 33% Perceived school safety - 86% Low violence victimization - 68% Fairness - 67% Rule clarity - 91% SEL supports - 65% Antibullying climate - 68% Facilities upkeep - 68%  Middle School- School connectedness - 68% Academic motivation - 68% Caring relationships - 67% High expectations - 89% Low violence victimization - 51% No Substance Use at School - 95% Antibullying- 68% Facilities upkeep - 29%|"Key learnings at Arena include the importance of ""Elevating Student Voices"" being embedded into our academic program so that students understand the ""What"" and the ""Why"" of their educational experience.  Ideally, UDL and Building Thinking Classrooms will be the instructional strategies we continue to build upon to support all student groups. Student interviews will be conducted at least twice per year going forward.  We want to continue to monitor growth of our students' and their understanding of purpose and goals. Finally, PBIS practices are in place to create proactive supports and to prevent unwanted behaviors schoolwide.  Student data is reviewed each school year.  Most importantly, restorative practice strategies have been implemented to replace a rigid discipline philosophy that had historically been in place.  Now, discipline revolves around fostering positive behavior choices. Students are now learning strategies to self regulate and focus on repairing and building relationships through the RULER SEL program."|Increase in social emotional support services and staff.|Met||2026-06-24|2026
23655576116669|Pacific Community Charter|6|School Climate Surveys were conducted as part of a countywide collaboration with Mendocino County Office of Education. Surveys were developed by an outside consultant and customized to fit the collective needs of Mendocino County LEAs. Data was sorted by LEA and also aggregated across the county to establish baseline information. PCCS ranked higher than the Mendocino County average. The student and staff surveys were conducted through countywide collaboration; family surveys did not receive a response during the countywide window and were conducted a separate time through PCCS (questions were the same as those in the county survey but aggregated data was reported differently). Student Staff-Student Relationships: 78% Belonging & Community: 58% Learning Environment: 68% Student Wellbeing: 56% Bullying & Safety: 72% Discipline: 62% Staff Culture of Engagement: 89% Strategic Alignment: 84% Motivating & Relating: 89% Managing Execution: 76% Staff Engagement: 76% Family Surveys (38% families reported) Staff-Student Relationships: 82% Belonging & Community: 74% Learning Environment: 75% Bullying & Safety: 73% Discipline: 52%|Surveys demonstrated that the majority of students and staff feel safe and supported at school. There is a need for communicating clear and consistent rules/discipline policies.|Review of current discipline policies and staff education/adoption of policies. Increase Professional Development opportunities for all staff to ensure adequate training.|Met||2026-06-22|2026
23655650000000|Fort Bragg Unified|6|Fort Bragg Unified School District reviewed feedback from staff, students, and parents. The climate survey had relatively few responses districtwide, so these results should be viewed as one factor in our feedback. The results show a district with dedicated employees, strong relationships, and a deep commitment to students and the community, while also identifying significant challenges related to culture, accountability, resources, and student behavior.  Staff identified several strengths, including a strong sense of community, caring colleagues, supportive site administrators, and professional autonomy. Many employees feel trusted to do their work and value the opportunity to serve students and families in Fort Bragg. At the same time, the survey data point to serious areas of concern. The district’s overall organizational score was in the 34th percentile, with lower results in Culture of Engagement, Strategic Alignment, and Managing Execution. The lowest-rated areas were accountability and values, including whether people are held accountable for meeting expectations and whether high ethical standards are consistently maintained. Employee engagement results also show a divided workforce, with some staff highly engaged and others frustrated, disengaged, or considering leaving. The most common staff concerns were inconsistent accountability for student behavior and staff performance, low compensation, limited resources, high workload, and concerns about safety. Staff reported that behavior issues and inconsistent consequences reduce instructional time and affect morale. Some also described concerns about gossip, favoritism, lack of teamwork, and reactive leadership. Resource concerns included limited supplies, infrastructure needs, transportation barriers, and staff using personal funds for classroom materials. Student and parent feedback reinforced the importance of school culture. While most students reported feeling safe and encouraged by adults, fewer than half said students treat one another well. Parents emphasized the need for safe schools, clear and concise communication, translation services, stronger teacher-family connections, academic challenge, and preparation for college and careers. The feedback aligns closely with the district’s LCAP goals. Goal 1, increasing college and career readiness, is supported by staff commitment and instructional freedom, but challenged by resource and transportation limitations. Goal 2, increasing academic achievement, is reinforced by concerns about student academic needs, inconsistent instructional systems, workload, and behavior disruptions. Goal 3, improving school culture, is the most urgent area identified in the feedback and is central to improving student learning, staff morale, safety, and trust. Planned actions such as strengthening behavior and attendance supports, improving communication, expanding equity-focused education, and increasing parent engagement directly respond to the themes rai|Overall, the feedback shows that FBUSD has a committed staff and strong community foundation, but must prioritize consistent accountability, safer and more respectful school environments, clearer communication, stronger support for staff, and improved alignment between district goals, resources, and daily practice.|2026-27 Local Performance Indicator Self-Reflection for FORT BRAGG UNIFIED SCHOOL DISTRICT Page 14 of 15 FBUSD will continue to provide expansive social and emotional instruction for students. We will also work to engage families through our initiatives. All of this work is in support of our staff providing amazing support and instruction for our students.|Met||2026-06-18|2026
23655650123737|Three Rivers Charter|6|"On our Spring Student Survey on a scale of 1 through 4 (with 4 being the best) student reported the following data. Percentages includes a positive rating of 3 or 4.  - 85% of students report feeling safe at school  - 65% of students report they ""like school""  - 67% feel the school is clean  - 71% feel their teacher is easy to talk to - 74% say they have a good relationship with their teacher - 88% say the classroom aide is helpful to them  - 60% know they can meet with our counselor for support - 78% say they have an adult at school they can get help from when needed"|"We see that one of our strengths as identified by students is the feeling of safety at TRCS.  The percentage of students reporting the ""like school"" and feeling that the school is clean have the lowest scores.  Data shows that most students feel they can talk to their teachers and classroom aides and there are adults on campus that can help.  An area of strength shows that our classroom aides make a huge impact with the students."|Based on decreased number of student reported they like school, we will continue at our effort for providing engaging activities for students. We added elements to actions in the LCAP this year to this end and also added new actions. Under Goal 1: Student and Family Engagement in the LCAP, we will continue to grow and offer our Friday Electives Program (action 1.3) and our TIDES After school program (action 1.4) that are both very popular with students. We will continue to develop non-academic student engagement activities based on student requests and interests. For example, this year we offered a competitive Osprey Basketball team for middle school students and a whole school year end Basketball Tournament. We also added two actions under Goal 1 which are to increase outdoor education opportunities for students and increase performing arts offerings. In the coming year we are developing a Music Program for our younger students and this year we added Storytelling for all classes each week.|Met||2026-06-16|2026
23655730000000|Manchester Union Elementary|6|A comprehensive YouthTruth survey was administered during the 2025–2026 school year, marking the District's third consecutive year partnering with YouthTruth. The survey was completed by students, families, and staff and provides benchmark data compared to similar schools, state averages, and national results. It also helps identify trends and potential equity gaps across student groups. For students in grades 3–8, YouthTruth measured research-based indicators of school success, including Engagement, Academic Challenge, Culture, Belonging and Peer Collaboration, Relationships, Obstacles to Learning, Civic Readiness, Emotional and Mental Health, and Student Voice and Leadership. As part of its review of school climate, the District analyzed results related to Culture, Belonging and Peer Collaboration, and Relationships. Culture: The District ranked in the 80th percentile nationally for fostering a culture of respect and fairness, reflecting continued improvement from the previous year. Results were positive across student groups, with Hispanic/Latino students reporting even more favorable perceptions than the overall student population. As part of this measure, students were asked whether they feel safe at school. The District ranked in the 92nd percentile nationally, a substantial improvement over the previous two years. Results were consistent across student groups, with Hispanic/Latino students ranking even higher at the 95th percentile. Overall, 88% of students agreed or strongly agreed that they feel safe at school, representing a 6-point increase from last year and a 21-point increase over two years. Belonging and Peer Collaboration: The District ranked in the 84th percentile nationally, demonstrating a strong and improving sense of belonging. Results were consistent across grade levels, race/ethnicity, and language groups, indicating that students generally feel welcomed and supported by their peers. Relationships: The District ranked in the 57th percentile nationally for students' perceptions of support and personal attention from teachers. English Learners and students who spoke a language other than English at home reported more positive perceptions than the overall student population, while Hispanic/Latino students reported slightly lower ratings, identifying an area for continued growth. The survey also found that 29% of students reported experiencing bullying or harassment during the past year, most commonly verbal bullying such as teasing, name-calling, or threats. These findings will help inform ongoing efforts to strengthen school climate, student belonging, and social-emotional supports.|Overall trend data for social-emotional health suggested that students needed more support provided outside of the school day, which has in part led to the school goals and actions to be focused on enhancing/increasing additional partnerships and becoming a community school where these resources can be accessed by students, family, and community. The need to continue to provide ELOP programming is evident, and when disaggregating data, there are specific populations of students that are showing to have varied experiences that need to be better understood so that strategies can be implemented for all students to feel a sense of belonging and connectedness. Another key learning and identified area of need is that the student perceptions of bullying are an area of continued needed attention. In addition to the survey results, there have been instances of observed verbal aggression or name-calling between students. In analysing the data, there is also a continued need for students to feel that they are receiving personal attention from their teachers. One of the core practices of the school is to provide personalized learning for students, so it is important that this data point is continued to be monitored in making progress and continuing to improve.|In response to these results as part of a continuous improvement process, MUESD is strengthening the restorative culture framework this past school year and will move into deeper implementation for the 2026-2027 school year with the goal of addressing all bullying behaviors in a way that lends to repairing harm and restoring relationships. A tiered system of support as part of building community and repairing harm will be developed and systematized. There will be a focus on implementing a restorative culture framework, PBIS systems of support, partnering with local organizations to provide additional mental health services across tiers, and integrating social-emotional learning and activities throughout the school day to build emotional intelligence, empathy, and community. The school has dedicated funds to hiring a full-time school psychologist to help build and sustain these systems as well as to meet the mental health needs of the students.|Met||2026-06-16|2026
23655810000000|Mendocino Unified|6|2025-2026 School Climate Survey Results   School Safety 1. Do you feel safe at school?  (most of the time or all of the time OR agree or strongly agree) 5th Grade: 80% (compared to 90% in 2024-2025) 7th Grade: 96% (compared to 79% in 2024-2025) 9th Grade: 94% (compared to 91% in 2024-2025) 11th Grade: 83% (compared to 81% in 2024-2025)  School Connectedness 2. Do you feel like you are a part of the school? 5th Grade: 100% (compared to 63% in 2024-2025) 7th Grade: 97% (compared to 64% in 2024-2025) 9th Grade: 72% (compared to 73% in 2024-2025) 11th Grade: 67% (compared to 80% in 2024-2025)|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance.    Identified Needs - 5th Grade School Safety - 9th,11th School Connectedness  Areas of Strength - 5th,7th School Connectedness - 7th-11th Grade School Safety"|We will implement LCAP Goal 1: Culture, Climate and Community: Provide safe, secure and welcoming school environments.  LCAP Action 1.1 Safety, Connectedness, and Engagement will focus on the areas of safety and connectedness:  Develop, refine, and implement strategies that actively engage students in their school community, fostering a stronger sense of connection, belonging, and safety: - Enrichment Opportunities: Provide school-based enrichment opportunities such as Art, Music, Electives field trips, Athletics, Events/Assemblies, Student Council/Leadership, and (HS only:) Clubs and Personal Success Period (PSP) - Alternative Education Week: (HS Only) Provide weeklong enrichment opportunities for students to engage in learning experiences beyond the classroom, such as college tours, theater events, and outdoor activities. - Supervision: Provide yard duty and campus supervision. Utilize security systems and computer monitoring software to ensure students are physically and digitally safe.  - School Safety Plan: Continue to provide safety training and drills (lock down, earthquake, fire, implement Suicide Prevention Plan).  - Conflict Resolution: Utilize systems and processes to help decrease and resolve conflicts or inappropriate behaviors. - Chronic Absenteeism: Explore and implement evidence-based practices to improve the Chronic Absenteeism rate.|Met||2026-06-09|2026
23655990000000|Point Arena Joint Union High|6|"In order to eliminate educational barriers and expand access to educational programs focused on engagement and rigor for every student, e.g., the Makerspace Model, the New Tech Network (NTN) project-based learning management system, flexible scheduling, concurrent enrollment, dual enrollment, sports (inter-schoolastic, intramural, and recreational) and our enriched visual performing arts/media production facility and ensure that our facilities support us in maintaining a safe learning environment, the School Climate Report Card is being monitored and targeted for improvement. In order to determine which restorative process and intervention mechanism (alternatives to suspension) facilitates a more effective outcome towards increasing student attendance and increasing student learning opportunities, the percent of 9 - 12 students assigned to the Student Attendance Review Board (SARB) intervention mechanism and process has been targeted for improvement. In order to eliminate educational barriers and expand access to educational programs focused on engagement and rigor for every student, e.g., the Makerspace Model, flexible scheduling, concurrent enrollment, dual enrollment, sports (inter-schoolastic, intramural, and recreational) and our enriched visual performing arts/media production facility and ensure that our facilities support us in maintaining a safe learning environment by increasing enrollment in our local wellness programs that enhance physical/social emotional well-being for students and staff. 7.6% of All Students are assigned to the SARB intervention mechanism and process. 46% of All Students are enrolled in a wellness program mechanism and process. 17% of Staff are enrolled in a wellness program mechanism and process. 58% of Grade 9 students ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 64% of Grade 11 students ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 86% of staff ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep."|"Maintain Positive Behavior Interventions and Support, and Restorative Practices, including staff time, professional development, and coordinator stipends. Furthermore, the administrative team has supplement all prior strategies with ""push-in"" actions, wherein, a teacher experiencing a student with disruptive behavior contacts the office, and the principal arrives to offer the disruptive student the opportunity to remain in the learning environment. If the student chooses to cease the behavior, then learning continues. If the student cannot maintain the norms of the learning environment, then the student and the administrator ""push-out."" A push-out results in a progressive consequence based on that particular student's behavior record and a loss of merits. Students exhibiting a pattern of pervasive behavior counter to the Point Arena code of conduct will be placed on a ""30-day Behavior Contract,"" wherein, they are monitored for behavior each day by checking in with the principal before school and after school. All privileges remain intact. The contract is signed off by each teacher based on behavior performance per class period. A student must achieve in the 85th percentile to pass their daily contract. This achievement is tied to a daily award system. If a given student continue to exhibit a pattern of pervasive behavior despite the 30-day Behavior Contract, then that student is placed within the ""Cocoon"" system, wherein, all privileges are revoked and that student spends their free time with the principal. It is a 5-day process, wherein, each class is monitored by the principal, and the principal escorts that student to-and-from each classroom. This proximity is effective in reducing patterned-disruptive behavior. If after the 5-day period, each day is a positive success, then the Cocoon is removed, and the student returns to a 30-day Contract. The Cocoon Contract is signed off by each teacher based on behavior performance per class period, as well.  We have a campus supervisor and one MFT that work with our students on behavior. By year 3 (27.28), 60% of Grade 9 students will ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 66% of Grade 11 students will ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 88% of staff will ""Agree"" and ""Strongly Agree"" facilities are safe with a high-level of upkeep. 20% of All Students will be assigned to the SARB intervention mechanism and process. 50% of All Students will be enrolled in a wellness program mechanism and process. 22% of Staff will be enrolled in a wellness program mechanism and process."|"PAHS uses a culturally responsive model to leverage English Learners, students qualifying as Mckinney-Vento, students qualifying as socioeconomically disadvantaged, foster youth, and students with disabilities, which has been showing results. Culturally responsive positive behavior strategies are built into the Ruler SEL standards and strategies. Universal Design for Learning plays a key part galvanizing all offerings. We are in the third year of a 6 year plan to implement UDL to a high fidelity.  A merit system has been reinstated and tracked through the Aeries System. All positive event, e.g., sport event participation and spectating, school and class field trips, dances, quarterly celebrations, monthly celebrations, and weekly celebrations, require students to have 95 - 100 merits in order to participate. If a student has 94 merits or less, then that particular student cannot participate in the positive event. A student can restore merits through various restorative mechanisms and processes. For example, a student can attend ""conflict resolution"" with the teacher or student with whom the student's conflict resulted in a progressive consequence. Community Service is another mechanism and process, wherein, student can restore merit loss after a progressive consequence."|Met|In order to eliminate educational barriers and promote a non-hostile working and learning environment, the clear codes of conduct based on California Education Code and the District Organizational Chart (the governance structure), which is designed to support student and staff safety, teamwork, parental engagement, and respect at all times, will be measured through the percentage of 9 - 12 students suspended per year (classroom- and home-suspension). In order to eliminate educational barriers and promote a non-hostile working and learning environment, the clear codes of conduct based on California Education Code and the District Organizational Chart (the governance structure), which is designed to support student and staff safety, teamwork, parental engagement, and respect at all times, will be measured through the percentage of 9 - 12 students expelled per year. In order to determine which restorative process and intervention mechanism (alternatives to suspension) facilitates a more effective outcome towards increasing student attendance and increasing student learning opportunities, the percent of 9 - 12 students enrolled in the Multitiered System of Support (MTSS) will be targeted for improvement.|2026-06-24|2026
23656070000000|Round Valley Unified|6|The most recent Custom Insights Survey showed that overall district-wide, perceptions of school climate in Round Valley are similar to perceptions at other schools throughout Mendocino County. School climate perceptions at Round Valley Elementary are significantly better than in the county and in the district as a whole. Round Valley High School survey results for school climate lagged behind the district and the county in every category. Student voice was also gathered for the community needs and assets study commissioned by Yuki Trails in recent years.|"Growth opportunities are pointed out in the Custom Insights data, for example at the high school ""Student Wellbeing: My school helps me understand my feelings and emotions better"" scores at 15% at Round Valley High, while the county average is 25% and the District as whole is 28%. This gap is important to address, and the school is making efforts to do that with increased social-emotional and mental health supports.  A calming corner is planned for the high school, consistent with the facilities available at the elementary/middle school.  We will continue increased supports at all tiers with a behavioral analyst, counselors, and therapists to work with our students on these needs. Safe school environment is crucial to positive student outcomes. Another gap is in communicating praise and recognition to our high school students when they do a good job, with only 26% of our students agreeing that they receive appropriate praise and recognition compared to 47% in the district as a whole, and 52% in the county. Effective communication is crucial to school/parent relationship which in turn turns to more student success."|The district joined with other county LEAs to use the Custom Insight survey. This will give the district and community more thorough data to use when making decisions. We will continue to do Fall and Spring surveys at school sites as it gives each site immediate feedback. The district has been selected to join the newest cohort in Community Engagement Initiative (CEI) and a team will be formed to identify a problem of practice and initiate Plan Do Study Act (PDSA) cycles for continuous improvement on the issues the team identifies.|Met||2026-06-29|2026
23656072330272|Eel River Charter|6|ERCS offers a 15 question student survey in English or Spanish to all the students in the combination 4th-6th grade class each Spring. The questions are loosely patterned on the questions of the California Healthy Kids Survey. ERCS is a small, multi-grade classroom school that frequently has fewer than 10 students per grade, therefore ERCS created a survey that was administered to 23 4-6th grade students. The class was made up of 26% 4th graders, 30% 5th graders, and 44%  6th grade students. 61% are male and 39% are female. 17% are English Learner students.  13% are SPED students.96% of the students answered yes to feeling safe at the Eel River Charter School (ERCS). 96% of students reported teachers treated them with respect, 87% said the teachers would do something if a student told them about being bullied, and 91% said the school staff told students when they were doing a good job, and 96% reported when the schoolwork was hard the school staff would help them. 96% were happy to be at ERCS.  96% said ERCS teachers encouraged them to think about the community outside of school. The 4-6th grade class has done a community fundraiser for Bones Pet Rescue that brought in several hundred lbs of pet food during the holidays and in 25-26 the students voted to donate 1/2 of their Bike A Thon earnings to Bones Pet Rescue.83% of the students reported knowing and following the school rules most or all of the time and 17% said some of the time. 91% of the students reported that they tried hard to learn at school most or all of the time and 9% said some of the time.78% reported the school helped students resolve conflicts with each other most or all of the time and 22% said some of the time. 91% said a parent at home told them to do their best at school most or all of the time and 9% said some of the time. 83% of students reported that other students treated them nicely at school most or all of the time. ERCS was troubled to learn that 17% of students felt they were treated nicely some of the time.  The flip side of this is that 91% of the students said they treated others nicely most or all of the time and 9% said some of the time. Perhaps that explains why students don’t think they are being treated nicely.74% of the students reported doing interesting activities at school most or all of the time and 26% of the students reported interesting activities only some of the time. This has improved from the 24-25 student survey. ERCS has brought in artists for art, music, and cultural teachings/projects, held a Bike A Thon and Bake sale as fundraisers for out of town field trips for all classes, including to the Poppy Bank Epicenter and Fort Bragg to see the tide pools, beach and eat a pizza lunch,  and a whole school field trip to Safari West, a wild animal park and aviary, among other activities. The 4-6th grade class presented a play based on the Wizard of Oz story. These surveys direct meaningful discussion and brainstorming at the staff and Board level.|ERCS values the importance of parent involvement and implements some teaching moments when the parents are at the school. Topics such as attendance and reading daily with students at home are repeated throughout the school year and at the 2 in-person parent conferences. ERCS staff does its best to meet with all parents during the parent/teacher conferences at 1st and 3rd quarters and teaching staff meet with parents by request or as needed throughout the year. The older students are taught about community, and according to the survey results, the teacher and aide are doing a great job of this as 100% of the students reported that they were encouraged to think about the community outside of school. In order to keep our enrollment up, ERCS may have to do a better job of making sure the students are doing things that interest them, in order to keep them coming back. ERCS does bring in outside speakers, artists, musicians, mindfulness training with Jiu Jitsu, and out of town field trips for each class and a whole school field trip to a wild animal park in a neighboring county.  Due to the small sample size, the data is not disaggregated by student group, but 100% of students surveyed qualify as unduplicated count students due to FRPM eligibility.|ERCS  monthly family events are well attended, and the art, music, and mindfulness training with jiu-jitsu have been well-received in 25-26. The field trips are always successful and ERCS plans to offer more of these positive, extra-curriculars in the 26-27 school year.   ERCS would like to have the students feeling safe, respected by adults at the school, happy, and doing interesting things 100% of the time, or at least most of the time. However, there is always a student or two that will have a negative answer for everything, or have had a bad day, or a pre-teen incident, and the negative answers will appear  on the survey. These types of surveys direct thoughtful, meaningful discussion and brainstorming at the staff and Board level, and that is what ERCS is committed to doing on an annual basis.|Met||2026-06-24|2026
23656150000000|Ukiah Unified|6|Healthy Kids Survey Results and District Student Survey      Ukiah USD administers the California Healthy Kids Survey every year and conducts its own internal student survey for students in grades 6–12. The survey results referenced are from 2021–2022, 2022–2023, and 2024–2025.      Below are results from the Ukiah USD student survey in grades 5–12, covering the years 2022–2023 through 2025–2026. Four questions are highlighted that most closely align with the California Healthy Kids Survey. The results show a 6% increase in the percentage of students who report having at least one teacher, counselor, or staff member who knows them as a person, a 1% increase from the prior year. The data also indicate a gradual increase in the percentage of students who feel safe at school over the past three years.      A new question was added this year: “On most days, I look forward to coming to school.” This metric was introduced under Priority 5, which emphasizes creating a sense of belonging at school. Results are currently low, at 30%, and have remained relatively flat over the last three years.       Ukiah USD continues to invest heavily in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, MTSS, and increased safety funding. Additionally, increased Peer-to-Peer funding was allocated to support Priority 5. Ukiah USD Student Survey Results (Percent Agree or Strongly Agree)  On most days I look forward to coming to school. 6-12 2025-2026                                         33% 2024-2025					30% 2023-2024					28% 2022-2023					31% I have at least one teacher, counselor or staff member who knows me as a person? 6-12 2025-2026                                         69% 2024-2025					64% 2023-2024					63% 2022-2023					58% I feel physically safe at school? 6-12 2025-2026                                         68% 2024-2025					58% 2023-2024					53% 2022-2023					55% I feel emotionally safe at school? 6-12 2025-2026                                         59% 2024-2025					55% 2023-2024					48% 2022-2023					51%  Ukiah USD Healthy Kids Survey Results (Percent Agree or Strongly Agree) I am happy with/to be at school.		5th		7th		9th		11th 2025-2026                                                78%          60%         48%          41% 2024-2025					       70%		61%	        50%		39% 2022-2023					       75%		46%        38%		43% 2021-2022					       77%		40%        47%		42% School Connectedness   		       5th		7th		9th		11th 2025-2026                                               79%            62%        53%          46% 2024-2025					       75%		62%		54%	45%  2022-2023					       74%		51%		46%	49% 2021-2022					       78%		47%		51%		48% Feels Safe at School				5th		7th		9th		11th 2025-2026                                                86%          65%        61%           41% 2024-2025					        85%		63%        52%		43% 2022-2023					        77%		50%        49%		56% 2021-2022					       86%		45%	60%	59%|Student survey results have improved over the last three years, although students looking forward to coming to school remains low.  5th grade results have improved on all three questions on the Healthy Kids Survey.  Based on the data, students are beginning to feel safer at school in most grade levels; however, 11th grade safety perceptions have declined slightly, indicating a need for continued focus.   Additionally, school connectedness measures have increased in 5th grade but remain flat in other grades. This signals a continued need to improve students’ sense of belonging.|Based on the above analysis and student interviews, a new priority was created for the Strategic Plan/LCAP: “Foster Positive Staff–Student Connections to Ensure a Sense of Belonging at School.” Ukiah USD staff  met with students and developed actions and strategies to support this priority. Additional actions added to the Strategic Plan/LCAP include: Peer-to-peer projects, classroom culture-building activities, classroom surveys for student input and programs ensuring every student has an adult connection on campus. These actions will be fully implemented next school year.  Ukiah USD continues to invest in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, MTSS, and enhanced safety measures, including expanding campus fencing. Counseling support remains a priority for students, staff, and families.|Met||2026-06-11|2026
23656150115055|River Oak Charter|6|"ROCS administered both an LCAP survey and California Healthy Kids Survey to the 5th and 7th grades.  CURRENT DATA: 2025-2026 California Kids' Surveys - 7th 66.6% of 7th grade students stated it is ""Pretty Much True"" or ""Very Much True"" that there is a teacher or some other adult from my school who listens to me when I have something to say 66.6%% of 7th grade students stated it is ""Pretty Much True"" or ""Very Much True"" that they have a teacher of some other adult from my school who thinks I will be a success 66.6% of students feel safe or very safe at school 77.7% of 7th grade students stated it is ""Pretty Much True"" or ""Very Much True"" that they usually expect to have a good day 94.4% of 7th grade students stated it is ""Pretty Much True"" or ""Very Much True""  that they overall expect to have more good things to happen than bad  CURRENT DATA: 2025-2026 California Kids' Surveys - 5th 76.9% of 5th graders are happy to be at school all or most of the time 0% of students stated they were never a part of the school 92.4% of 5th graders stated that teachers and other grown ups at school care about them all or most of the time 84.6% of 5th graders stated that teachers and other grown ups at school give them a chance to solve school problems some or most of the time 76.9% of 5th graders stated that most or allof the time they do interesting activities at school 76.9% of 5th graders stated that they are given a chance to help decide class activities or rules some or most of the time 100% of 5th graders stated that teachers and other grown ups want them to do their best all or most of the time"|The biggest identified need at River Oak was a need for a Family/Student Handbook with clear rules and expectations, and we were able to roll that out this year.  This helps all stakeholders have more clarity in the policies and procedures of the school.  We have also determined through the data that students need more input in school decisions.  An area of need is also in Student Leadership, to develop a more robust program.  A new area this year came in the form of Lunch Clubs, where students can create a club and find an adult sponsor.  This has been a successful way for students to be able to make key decisions and have more autonomy.|"This was our third use of the California Healthy Kids Survey for all stakeholders.  One of the challenges was the survey was very explicit and needed parent permission.  Because our families tend to follow the ""less is more"" rule for technology, we didn't receive a large number of parent permissions for students.  We plan on communicating with families the value of the results of the survey, and that we use the results to make changes to the school.  Our goal is to increase the number of students able to take the survey.  The number of 7th graders able to take the surveys increased from the first administration to the second."|Met||2026-05-11|2026
23656150140814|Shanél Valley Academy|6|Shanel Valley Academy (SVA) continues to foster a positive and supportive school climate that promotes student well-being, engagement, and a strong sense of belonging. Survey results from students, families, and staff reflect a school community where students feel connected to their school, experience caring relationships with adults, and are encouraged to achieve their full potential. These results demonstrate SVA’s commitment to creating a safe, inclusive, and supportive environment that supports both academic and social-emotional growth. Student Survey Highlights • 82% of students report a strong sense of school connectedness. • 82% report that adults at school hold high expectations for them. • 72% report positive relationships with caring adults at school. • 72% report being academically motivated. Family Survey Highlights • 96% agree the school treats students with respect. • 85% agree the school provides students opportunities to make a difference through helping others, the school, or the community. • 95% agree teachers are responsive to their child’s social-emotional needs. • 92% agree the school encourages families to be active partners in their child’s education. Staff Survey Highlights • 77% strongly agree that caring adult relationships are evident throughout the school. • 76% strongly agree that adults hold high expectations for all students. • 67% strongly agree that the school is welcoming to and facilitates parent involvement. • 100% believe all students are capable of success. Together, these findings indicate that SVA has established a positive school climate characterized by strong relationships, high expectations, family partnership, and a shared commitment to supporting student success.|Analysis of the Local Climate Survey data indicates that SVA’s greatest strengths are its positive relationships, supportive learning environment, and strong sense of school connectedness among students. Student survey results demonstrate that students feel cared for by adults, experience high expectations for success, and feel connected to their school community. Family and staff survey results similarly reflect positive perceptions of school climate, respectful relationships, and a shared commitment to student well-being and achievement. Disaggregated student data also reveal generally positive perceptions across student groups, particularly in the areas of school connectedness, caring adult relationships, and high expectations. These findings suggest that SVA has established a welcoming and inclusive environment where students feel supported both academically and socially-emotionally. At the same time, survey results identified opportunities to further strengthen meaningful student participation and leadership. While students report strong relationships and a sense of belonging, opportunities for students to contribute to decision-making, share ideas, and take active leadership roles emerged as an area for continued growth. SVA recognizes that increasing opportunities for student voice and engagement can further strengthen school connectedness and enhance students’ sense of ownership within the school community. Overall, the data reflect a positive and supportive school climate while highlighting opportunities to expand meaningful participation and leadership opportunities for all students.|SVA will use the findings from the Local Climate Survey to sustain the positive school climate reflected in the survey results while continuing to strengthen opportunities for student engagement and participation. The school will maintain its focus on fostering caring relationships, high expectations, and a welcoming environment where students feel safe, connected, and supported. To address the identified opportunity for growth in meaningful student participation, SVA will continue to expand opportunities for students to share their perspectives, contribute ideas, and take active roles in school activities and projects. Through Project-Based Learning, student portfolio presentations, classroom leadership opportunities, and schoolwide events, students will be encouraged to engage as active participants in their learning and school community. SVA will also continue to review climate data with staff, families, and advisory groups to ensure that improvement efforts remain responsive to the needs of students and educational partners. Feedback gathered through surveys, meetings, and ongoing communication will help guide future decisions and support continuous improvement. By using survey data to inform planning and strengthen student voice, SVA will continue to build upon its positive school climate and ensure that all students feel connected, valued, and empowered to succeed.|Met||2026-06-25|2026
23656152330413|Redwood Collegiate Academy|6|According to the 2025-2026 student survey, 82% of students feel that they were successful this year, 95% of students feel that the school staff supports and values them, 91% feel that kindness and honesty are encouraged at this school, 80% feel that they can talk to staff about their needs, and 97% feel safe while at school.|Students are generally very positive about their experiences at Redwood Academy.|Based on student and parent feedback, the school intends to increase activities to build school community, increase field trips, and continue to develop multi-tiered systems of support to provide appropriate interventions as necessary.|Met||2026-06-09|2026
23656152330454|Sequoia Career Academy|6|According to the 2025–2026 student survey, 87% of students reported feeling successful this year, 92% stated that help was available when needed, 80% said they are happy at school, 84% reported feeling comfortable talking to staff about their needs, and 96% reported feeling safe on campus. Student responses continue to reflect positive relationships between students and staff, with many students highlighting the supportive environment, smaller class sizes, individualized attention, and strong staff-student connections as strengths of Sequoia Career Academy.   When asked what they tell others about the school, students described Sequoia Career Academy as “a good school,” “a great school for education and a really fun school,” “a good school and can help you achieve more things,” “a good school that you can get the help you need and they will never judge you for anything,” and “a great place because you get the attention you need to be successful.” Survey responses indicate that students generally feel supported, connected, and safe within the school environment.|Analysis of student, parent, and educational partner feedback indicates that Sequoia Career Academy’s strong relationships between staff, families, and community organizations continue to be a significant strength that supports positive school climate and student well-being. Survey data show that students generally feel safe, supported, and comfortable seeking help from staff. Feedback also highlights appreciation for the school’s supportive environment, individualized attention, and strong staff-student relationships.  At the same time, survey responses and local data indicate a continued need to strengthen academic supports and maintain a focus on students’ social-emotional and mental health needs across student groups. Educational partner feedback emphasized the importance of continuing counseling, conflict resolution, and other student support services to help students remain engaged, connected, and successful in school.|In response to educational partner feedback and local data, Sequoia Career Academy will continue strengthening communication with families regarding school events, student supports, and opportunities for involvement through the increased use of ParentSquare and multilingual communication practices. The school will also continue providing counseling services, conflict resolution support, community-building activities, field trips, and targeted academic interventions in reading and math to support student engagement and success.  To address identified social-emotional and mental health needs, the school has partnered with a local agency to provide additional counseling, social-emotional support, and conflict resolution services for students. The school will also continue refining systems of support and intervention practices to help ensure students receive timely academic, behavioral, and social-emotional assistance as part of ongoing continuous improvement efforts.|Met||2026-06-09|2026
23656156117386|Tree of Life Charter|6|This data is the school's overall scores from TK-2nd grade and 3rd-8th grade students. There were 49 total  respondents from 3rd-8th grade. There were 35 responses from TK-2nd grade. Many of our student groups are less  than 11, so data cannot be published for those groups for privacy purposes. Scores for older students were on a  scale of strongly agree, agree, neutral, disagree, strongly disagree. The survey was published from Custom Insights.  The youngest students (TK-2) had help filling out paper surveys. The TK-2nd grade students were asked questions  using a scale with smiley, neutral, and frownie faces emogees.  School Climate Data:  A student survey was filled out by students in Spring of 2026.    TK-2nd grade students:  1. 76.4% of students reported positively that the academic work at school is challenging.  2. 82.9% of students reported positively that the staff treat them respectfully.  3. 65.7% of students reported positively that they feel emotionally safe at school.  4. 60% of students reported positively that students treat them respectfully.  5. 71.5% of students reported positively that they feel physically safe at school.  6. 82.9% of students reported positively that they feel like they belong.    3rd-8th grade students:  Staff-Student Relationships: 84% positive  Belonging and Community: 53% positive  Learning Environment: 61% positive  Student Wellbeing: 71% positive  Bullying and Safety: 75% positive  Discipline: 64% positive|According to the student data, there is room for growth in all areas, especially in Belonging and Community. The data  hasn't been disaggregated for privacy reasons as the student groups are small.|There will be more staff training in the Restorative Justice process, including two full days/all staff training days plus  weekly practices during staff Wednesday meetings. The goal is to create a sustainable plan to continue the program  after the Restorative Justice grant has concluded at the end of 2026-27. The Community Engagement Initiative (CEI)  team has begun a plan for a problem of practice that involves decreasing chronic absenteeism.  The school's LCAP  includes these additional actions: additional afterschool tutoring support from certificated teachers, two full days of all  staff restorative justice training, an additional .5 highly qualified instructional assistant to give academic support to  unduplicated students, and free board game giveaways at Parent Council meetings.|Met||2026-06-24|2026
23656230000000|Willits Unified|6|Summary of Survey Results Parent Responses (59 responses) * Brookside Overall = 67% * Sherwood Overall = 96% * Blosser Lane Overall = 68% * Sanhedrin Overall = 73% * Willits High Overall = 55% **Overall School Climate:** Average **72% positive** across all five schools, indicating families generally report positive experiences with school climate, engagement, and support. **Staff-Student Relationships:** Average approximately **82% positive**, reflecting strong family confidence that students are supported by caring adults and trusted staff members. **Learning Environment:** Average approximately **74% positive**, demonstrating that families believe schools are preparing students for future success and providing meaningful learning experiences. **Student Wellbeing:** Average approximately **69% positive**, indicating generally favorable perceptions of social-emotional supports and student wellness programs. **Bullying & Safety:** Average approximately **73% positive**, with families reporting that schools are generally safe and that bullying concerns are addressed. **Discipline:** Average approximately **74% positive**, reflecting family understanding of school rules and expectations, while highlighting opportunities to strengthen perceptions of fairness and consistency. **Areas for Continued Growth:** Increase student sense of belonging and connectedness, expand social-emotional supports, strengthen family engagement opportunities, and continue improving consistency in discipline and bullying response practices. *Note: Sherwood reported exceptionally high positive responses (96% overall), while Willits High reported lower levels of satisfaction (55% overall), highlighting areas for targeted improvement across the district.* Student Responses Willits Unified School District administered a student climate survey during the 2025-26 school year to gather feedback regarding school climate, student relationships, safety, belonging, and learning experiences. A total of **363 students** participated in the survey, providing valuable insight into student perceptions across the district. Positive Relationships with Adults Survey results indicate that many students experience supportive relationships with school staff. * **67%** of students reported that there are teachers at their school who care about them and their future. * **55%** reported that there are teachers they can talk to if they are experiencing a problem. * **48%** reported that teachers follow through on what they say they will do. These findings suggest that students recognize and value the positive relationships they have with trusted adults on campus. Learning Environment Students reported positive experiences related to instruction and academic support. * **59%** reported understanding why they received a particular grade. * **48%** indicated that teachers provide helpful feedback to improve their learning. * **46%** reported that the amount of work assigned is reasonable.|Addressing Survey Findings and Strengthening School Climate The survey results provide a valuable insight into the school climate at WUSD from the perspectives of parents, staff, and students. Despite the overall positive feedback from parents and staff, the low student response rate and their concerns about peer interactions highlight areas needing attention. Key Survey Insights Parents: Generally positive about their child's preparation, access to technology, care from staff, safety, and involvement in education. Areas for improvement include addressing concerns more effectively and enhancing feelings of safety at school. Students: Mixed feelings about school, with significant concerns about how peers treat each other. Positive feedback on safety, encouragement from adults, understanding school rules, and access to help and materials. Notably low engagement and interest in providing feedback. Staff: Generally positive about students' access to materials, the counseling program, professional development, and feeling safe at work. Identified areas for improvement include decision-making involvement and student attendance and engagement. Priorities for Improvement Enhancing Student Engagement and Peer Relationships: Peer Support Programs: Implement peer mentoring and buddy systems to foster positive interactions. Introduce anti-bullying initiatives and school-wide campaigns promoting kindness and respect. Social and Emotional Learning (SEL): Expand SEL programs to provide more frequent and diverse activities. Train staff in delivering effective SEL instruction and supporting students' social-emotional needs. Increasing Student Participation: Student Voice: Establish student councils, focus groups, and regular feedback sessions. Make surveys and feedback tools more visible and accessible. Engaging Curriculum: Use interactive and student-centered teaching methods. Offer extracurricular activities and clubs aligned with student interests. Strengthening Parent and Community Involvement: Communication Tools: Use various tools (e.g., Thrill share, Dojo, website, social media) for clear and consistent communication. Ensure accessibility for all parents, including those who are Spanish-speaking. Parent Involvement: Enhance participation in School Site Council, ELAC, DELAC, community meetings, and LCAP meetings. Provide resources and support for parents to be confidently involved in school activities and decision-making. Supporting Staff through Professional Development: Offer continuous professional development in literacy, SEL, and classroom management. Tailor training to staff needs and feedback, ensuring opportunities for growth. Collaboration and Support: Foster a collaborative culture among staff for sharing best practices and mutual support. Provide resources and support for implementing new strategies and improving teaching practices. Overall, the survey results reflect a healthy school climate with significant opportunities for improvement.|Prioritizing social and emotional instruction, engaging families, and supporting staff are all key components in creating an environment where students can truly thrive. By focusing on skills like empathy, self-awareness, and emotional regulation, WUSD is helping students develop crucial life skills that will serve them well beyond the classroom. Additionally, recognizing the importance of the home-school connection and actively engaging families demonstrates a deep understanding of the collaborative effort required to support student success. Providing resources and training to educators ensures that they are equipped to meet the diverse needs of students and deliver high-quality instruction. With, hopefully, our holistic approach, every student at WUSD will have the opportunity to grow academically and personally in a supportive and inclusive environment. Keep up the great work in creating a positive school climate where all students can reach their full potential! If you ever need support or assistance along the way, don't hesitate to reach out.|Met||2026-06-16|2026
23656230112300|La Vida Charter|6|All students surveyed in grades 1-12 and all parents surveyed agreed, that there was no where on campus where students feel unsafe and many also added that they felt safe at school.  On the parent survey the social emotional climate at school was rated 9.5 out of 10.  The school was able to report another year of zero suspensions and expulsions.|On the parent survey, the overall rating of the school for the 2025-26 year was 9.6 out of 10 which remains generally consistent.  The highest rating was that parents feel comfortable about speaking with staff about their child for 9.8 our 10.  Parents and students are generally happy at the school.  The increased nervousness and anxiety among students is an area of concern for the staff who want to maintain harmony and balance for all.|Maintaining the high ratings is a focus at La Vida.  Responding and incorporating as many suggestions and requests as possible such as field trips and specialty classes.  This year there were several requests for parent training in teaching math which will be offered next year.|Met||2026-06-24|2026
23656230125658|Willits Elementary Charter|6|We use a shortened version of California Healthy Kids Survey, which we shortened using student input because they felt some questions were unclear or repetitive. The results show that in general, students are happy at school.  Of third, fourth, and fifth graders: 90% feel that they are part of the school some, most, or all of the time 89% say that students are motivated to learn some, most, or all of the time 88% are happy in class some, most, or all of the time  60% say that adults care about them some/most/all of the time; 30% do not know if adults at school care about them 86% say they are given the chance to solve school problems some/most/all of the time 49% say they are asked what they want to learn never 51% they are asked what they want to learn some or most of the time 95% say grownups listen when they have something to say (some/most/all of the time) 89% say students are treated with respect (some/most/all of the time) 79% say students are treated fairly  83% say that the school rules are fair some/most/all of the time 86% say that students are treated fairly if they break school rules We do not have enough students of any one group to break out percentages for a particular group|We can see that most students are happy to come to school, feel treated well, and that they are motivated to learn.  We have to work on demonstrating that adults care for them and having more student agency in their learning.|To address students' feelings of fairness about school rules, we will review school rules and how to solve problems at the beginning of the year, posting how to do things so that students have visual reminders about what they should be doing. We will endeavor to have more student voice in what they are learning by having staff development about student choice in learning. We will have students make films about how to solve problems between each other and will develop more peer mediator skills with grades 3-4-5 at the beginning of the year. We will continue to train Peer Mediators in grades 3-4-5 to help solve student issues. We will build on our Student Jobs program to promote more student responsibility at school.|Met||2026-06-23|2026
23656232330363|Willits Charter|6|School climate data is gathered through student surveys, parent surveys, and student focus groups.  Students report that they have good friends at WCS, teachers and staff care about students, teachers and staff treat students fairly, and that there are people on staff that students can turn to when they need to talk to someone.  Parents report that WCS staff are attentive to student needs and supportive of student success, that the school provides a safe and healthy learning environment, and that their child feels comfortable at WCS.|Key learnings from student and family survey data are that WCS students overwhelmingly like going to WCS.  Furthermore, students feel safe and connected.   Student survey data also indicates that students are looking for ways to be more involved in their community.|Based on student  and family input, we intend to organize formal opportunities to engage in community service, both on and off-campus.  In 2024-2025, staff collaboratively evaluated and updated some of our current systems to increase opportunities for social and emotional learning.  We continued this process in 2025-2026 and will do so again in 2026-2027.  Through a staff-wide focus on T-SEL, we hope to foster an even greater sense of connectedness and school community.  In 2025-2026, we revamped our Learner-Led Conference process to promote greater participation.  We will continue this work into 2026-2027.|Met||2026-06-23|2026
23738660000000|Potter Valley Community Unified|6|As an administrative committee we met to review and analyze some of the specific data collected in the 2026 Custum Insight Survey administered in the Elementary and Junior and Senior High School. Our committee focused on the student self reporting related to specific questions in the social emotional (SEL) and school safety areas. We looked at the data from the previous year survey and will compare this information to the future administrations of the survey, especially in 2026. These questions generally focused on student optimism, life satisfaction and perceptions of safety at school.|The committee reviewing the data determined that our areas of strength are: Elementary: Strong school structure and student clarity: Potter Valley Elementary students report a strong understanding of school rules and consequences (83%), showing that clear expectations and consistent systems are in place. Positive learning environment with future focus: Students feel the school is preparing them for future goals (80%), understand why they earn their grades (78%), and receive helpful feedback for improvement (74%), highlighting meaningful instruction and academic support. Supportive relationships and school safety: Many students report having trusted adults at school (75%), feeling cared about by teachers (67%), and believing staff will respond to bullying concerns (64%), reflecting a caring school culture with growing trust and safety.  Junior High: Students report a strong understanding of school rules, discipline expectations, and bullying-reporting procedures. Many students feel the school promotes a safe environment where discriminatory comments are not tolerated and staff respond to bullying concerns. Students recognize supportive relationships with teachers, including caring adults they can talk to, recognition for positive work, and preparation for future goals. High School: Students report positive relationships with teachers and identify caring adults they can talk to when they need support. Many students understand school rules, discipline expectations, and procedures for reporting bullying or safety concerns. Students recognize efforts to provide fair discipline practices, meaningful feedback, and a safe, respectful school environment.  The committee reviewing the data determined that our areas of growth, challenges, and barriers are:  Elementary: School Culture & Peer Relationships Need Immediate Attention. Social-Emotional Learning & Student Support Systems Present Opportunities for Growth suggest a need to strengthen SEL instruction, empathy-building, and student accountability systems. Trust, Consistency, and Recognition Matter: survey results suggest opportunities to improve consistency, relationship-building, and positive reinforcement practices schoolwide.  Junior High School: Improve student motivation, connection, and excitement about coming to school each day. Strengthen respectful interactions and positive peer relationships across campus.  High School: Increase opportunities for students to feel excited and motivated to attend school each day. Continue strengthening respectful interactions and positive relationships among students across campus. Expand support for student wellbeing, including emotional awareness and peer conflict-resolution skills.|The committee determined that the revisions, decisions, or actions has, or will, the LEA implement are: * develop restorative practice professional development for staff * listening circles with students * tolerance education / sensitivity education * increase of presentations / counseling services through Mendocino Youth Project and Project Sanctuary The committee determined that the revisions, decisions, or actions has, or will, the LEA implement are: * develop restorative practice professional development for staff * listening circles with students * tolerance education / sensitivity education * increase of presentations / counseling services through Mendocino Youth Project and Project Sanctuary|Met||2026-06-24|2026
23739160000000|Laytonville Unified|6|Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. California Healthy Kids Survey (CHKS)  School Safety -CHKS Perceived School Safety Indicator: 40%   Connectedness -CHKS School Connectedness: 34%|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - Small school culture  Identified Needs -Chronic Absenteeism and Truancy (based on CA Dashboard data) -Increase sense of safety and connectedness"|We will continue our Goal 2: Student Engagement.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.2 Safety and Connectedness Increase students sense of safety and school connectedness by providing a wide variety of mental health supports Social-emotional learning (SEL): - PBIS, Restorative practice, staff development activities for SEL  Activities - Enriched Aikido programs,  - Noon Activities,  - Enrichment/engaging activities.   - Reward programs (Kindness Coins, Warrior Bucks) - Student Store - Middle School Electives Supervision - Campus supervisor - Provide yard supervision Mental Health Support - Counseling  - Increase mental health (LCSW) time as funds allow - Implement and refine referral system - Behavior management support (training, programming, early intervention) - Maintain community partnerships to support mental health efforts, such as Tapestry and Long Valley Health.|Met||2026-06-25|2026
23744680000000|Mendocino County ROC/ROP|6||||Not Met|||2026
23752180000000|Leggett Valley Unified|6|Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. Students participated a local climate survey. School Safety Elementary • 100% ”Do you feel safe at school?” (Yes, all the time or Yes, most of the time) (Compared to 82% in 2024 and 88% in 2025) Secondary • 95% ”I feel safe during school” (Agree or Strongly Agree) (Compared to 82% in 2024) Connectedness Elementary • 91% ”Are you happy to be at/with this school?” (Yes, all the time or Yes, most of the time) (Compared to 73% in 2025) Secondary -65% ”I am happy with/to be at this school” (Agree or Strongly Agree) (Compared to 55% in 2024)|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Areas of Strength • The culture of our school is welcoming, safe, and supportive • Small learning community Identified Needs • Chronic Absenteeism (based on CA Dashboard data) • Continued need for safety and connectedness efforts"|We will continue our Goal 3: Culture, Climate, and Community. We have enhanced and added additional items related school safety and school climate based on this data and educational partner engagement: 3.3 Safety and Connectedness Ensure students feel safe and connected to the school community Belonging • Ensure all students feel a sense of belonging to their school campus. • Recognize and value diverse backgrounds, perspectives, and identities. • Actively promoting equity, empathy, and respect among students and educators Safety • Plan: Implement, revise and evaluate school safety plans and Emergency Operations Plan • Security: Continue to utilize cameras to ensure the safety of all students Health and Wellness • Nursing: Provide health and wellness support to students|Met||2026-06-29|2026
24102490000000|Merced County Office of Education|6|The LEA administered the annual school climate survey during the 2025–2026 school year using Panorama Education to measure key indicators including school safety, sense of belonging, and student engagement.  Overall, school safety remains a significant strength. Student survey results indicate that 96% of students report feeling safe at school, and incidents of bullying and physical conflict are reported as rare. This aligns with staff data, where 97% of staff report feeling that school environments are safe. These results demonstrate that the LEA continues to maintain a strong and stable foundation in providing safe learning environments.  Sense of belonging remains an area of relative strength but also an area for continued growth. Overall, 76% of students report a positive sense of belonging, with the majority indicating that they feel supported by adults on campus. However, disaggregated responses indicate variability across student groups and experiences, suggesting that not all students feel equally connected to their school community.  Student engagement continues to be the most significant area for growth. Engagement scores are at 58%, with lower results in areas such as sustained interest, participation, and connection to learning beyond the classroom. While many students report interest in their classes, fewer indicate consistent engagement or enthusiasm for participation.  Overall, the data reflects a clear pattern: strong systems for safety and support are in place, while deeper levels of student connection and engagement—particularly for some student groups—remain areas for continued focus and improvement.|Based on the analysis of current school climate data, several key strengths and needs have been identified. School safety continues to be a clear and consistent strength. With 96% of students reporting that they feel safe, this reflects sustained and effective schoolwide systems that provide stable and secure learning environments. This consistency over time indicates that safety practices are well established and maintained across programs.  Another area of strength is the level of support students feel from staff. A majority of students report that adults on campus provide support, contributing to a positive overall sense of belonging (76%). This suggests that efforts to build trusting relationships between students and staff are having a positive impact. However, disaggregated data indicates that this experience is not consistent across all student groups, highlighting a need to ensure equitable experiences for all students, particularly English Learners and students with disabilities.  Sense of belonging, while improved from prior years, remains an area for continued growth. Although most students report feeling supported, a notable percentage do not feel a strong connection to their school community. This indicates a need for more intentional community-building strategies and inclusive practices that ensure all students feel connected, valued, and represented.  Student engagement remains the most significant area of need. With an overall engagement rate of 58%, data shows that while students may be interested in their classes, fewer report consistent participation, focus, or connection to learning beyond the classroom. This suggests a need to strengthen instructional practices by increasing relevance, incorporating student voice, and expanding opportunities for active and meaningful learning experiences.  Overall, the data reflects a strong foundation in safety and student support, with a clear need to deepen student connection and engagement, particularly for underrepresented student groups, in order to improve overall student outcomes.|In response to the identified needs in student engagement and sense of belonging, the LEA will implement several targeted actions to strengthen student connection and participation in school. While safety and support systems remain strong, the data indicates a need to deepen student engagement and ensure all students feel connected to their school community.  The LEA will continue to utilize Youth Engagement Specialists, along with Youth Services Specialists and Youth Services Assistants, to provide targeted outreach, mentoring, and case management to students who are disengaged or at risk. These roles will focus on building strong relationships, increasing attendance, and connecting students to academic and social-emotional supports.  The LEA will also strengthen and expand its Multi-Tiered System of Support (MTSS) to ensure earlier identification of student needs and more consistent implementation of interventions across sites. This includes more structured monitoring of student engagement, attendance, and behavior data, as well as increased coordination between instructional staff, counselors, and support personnel.  Additionally, the LEA will continue to expand Positive Behavioral Interventions and Supports (PBIS) practices to promote positive school culture, reinforce expected behaviors, and reduce exclusionary discipline. PBIS efforts will include clearer expectations, consistent reinforcement systems, and increased opportunities for student recognition and voice.  To address low engagement, the LEA will support instructional staff in increasing student-centered practices, including incorporating student voice, culturally responsive teaching, and more interactive and relevant learning experiences. Professional learning will focus on strategies to improve engagement and build stronger classroom connections.  The LEA will also continue to strengthen site leadership and coordination through regular leadership meetings between LEA and site administrators to ensure alignment, consistency, and ongoing support. Additional administrative support, including focused leadership at specialized programs such as Juvenile Court School, will ensure that student needs are addressed with greater consistency and responsiveness.  Through these actions, the LEA aims to move from strong foundational systems toward deeper student engagement, stronger connections, and improved outcomes for all student groups.|Met||2026-06-15|2026
24102490106518|Merced Scholars Charter|6|MSCS annually administers local climate surveys to measure student perceptions of school safety, connectedness, and engagement. The most recent data from the 2025–2026 student climate survey indicates overall positive school conditions, particularly in areas of safety and support, with identified areas for growth in student engagement.  Student survey results show that School Safety is rated at 92% favorable, indicating that students feel physically and emotionally safe at school, with the majority reporting that incidents such as bullying and violence occur rarely . Additionally, staff survey data supports this finding, with 100% of staff reporting that they feel students are safe in the school environment .  Student perceptions of support and connectedness are also strong. Survey data shows 86% of students report a positive sense of belonging, and a majority of students indicate that they feel respected and supported by adults on campus . Staff survey data further reinforces this, with 100% favorable responses related to teacher-student relationships, demonstrating strong connections between staff and students .  However, student engagement remains an area of focus. The student engagement survey indicates a 58% favorable rating, suggesting that while many students are interested and excited about their learning, a significant portion report lower levels of engagement and focus in their classes . For example, while some students report being highly interested and excited about their classes, others indicate lower levels of focus and participation, highlighting variability in student experience.  Overall, the data indicates that MSCS has established a strong, safe, and supportive school environment that fosters positive relationships and a sense of belonging for students. At the same time, the LEA has identified student engagement as a key area for continued improvement and will focus on strategies to increase student motivation, participation, and connection to learning across all programs.|Analysis of the 2025–2026 student and staff climate survey data indicates that MSCS continues to demonstrate strong school conditions in the areas of safety, relationships, and student support, while identifying student engagement as a primary area of need. Student survey results show that School Safety is rated at 92% favorable, indicating that students feel safe in the school environment and report low levels of conflict and bullying . This is reinforced by staff survey data, with 100% of staff reporting a positive perception of school safety . These findings highlight safety as a sustained strength across programs.  Student connectedness is also an area of strength. Survey results show that 86% of students report a positive sense of belonging, with most students indicating that they feel respected and supported by adults on campus . Staff data further supports this, with 100% favorable responses related to teacher-student relationships, demonstrating strong, consistent relationships between staff and students . These results reflect the LEA’s emphasis on relationshipbuilding as a core component of its program.  Despite these strengths, student engagement remains a key area for improvement. The student engagement survey indicates a 58% favorable rating, suggesting that a significant portion of students are not consistently engaged in their learning . Survey responses show variability in student interest, participation, and focus in class activities, indicating that while some students are highly engaged, others experience lower levels of motivation and connection to instruction.  Disaggregated data is limited due to sample size; however, the variability in engagement responses suggests that certain groups of students may experience lower levels of connection and participation. This highlights the need to continue strengthening instructional strategies and supports that increase relevance, engagement, and connection to learning for all students.  Overall, key learnings indicate that MSCS has successfully established a safe and supportive learning environment with strong relationships, but must continue to focus on increasing student engagement and ensuring consistent instructional experiences that promote active participation and connection to learning across all student groups.|Based on analysis of the 2025–2026 climate survey data, MSCS has identified student engagement as a primary area for improvement, while maintaining strengths in safety and relationships. Student data shows 92% favorable ratings in school safety and 86% favorable in sense of belonging, indicating a strong foundation of support and connectedness . However, student engagement data reflects a lower 58% favorable rating, highlighting the need to strengthen instructional practices and opportunities that increase student motivation, participation, and connection to learning .  To address these needs, MSCS will refine and expand its multi-tiered system of support (MTSS) with a stronger focus on engagement and student voice. The LEA will implement targeted professional development for staff focused on student engagement strategies, culturally responsive teaching, and trauma-informed practices to better meet the needs of all learners. These efforts are intended to build on the strong relational foundation already in place, as evidenced by 100% favorable staff responses related to teacher-student relationships .  MSCS will also expand structured opportunities for student engagement, including clubs, school-wide activities, and student-led initiatives that promote connection and belonging. Counseling staff and Youth Engagement Specialists will lead efforts to increase student voice through climate and culture committees, providing students with meaningful opportunities to contribute to school improvement and decision-making.  In addition, the LEA will strengthen systems to monitor student engagement more consistently, including regular review of survey data, attendance, and participation indicators. Family engagement efforts will also be aligned to support student engagement, with Youth Service Specialist - Student Engagement and Youth Service Assistant offering workshops and resources to help families support student motivation and social-emotional development at home.  These coordinated actions are designed to address the identified gap between strong school climate conditions and lower levels of student engagement. By focusing on instructional improvement, student voice, and targeted supports, MSCS aims to increase student engagement and ensure all students feel connected, motivated, and supported in their learning environment.|Met||2026-06-15|2026
24102490138032|Come Back Charter|6|CBCS annually administers a local school climate survey to measure student perceptions of safety, connectedness, and engagement. The most recent survey was conducted in Spring 2026 and included measures of sense of belonging, student respect, and adult support.  Overall, student responses indicate generally positive perceptions of school climate, with some variability across measures. The Sense of Belonging score was 79% favorable, which is 15 percentage points above the Student Programs average and in the 90th percentile nationally, indicating strong performance relative to comparison groups . In addition, 86% of students reported experiencing a high level of respect from peers, suggesting positive peer interactions and a safe school environment .  Student perceptions of adult relationships were more mixed. While a majority of students reported positive experiences, only 71% indicated they receive a high level of support from adults at school, and responses related to whether students feel understood showed more variability, with students distributed across levels of understanding . These results indicate an area for continued growth in strengthening adult-student connections.  Due to the small sample size in certain grade spans, disaggregated data by student group is limited to protect confidentiality. However, available data and prior trends indicate that underrepresented student groups, including students with disabilities, English learners, and homeless youth, continue to report lower levels of connectedness and support compared to the overall student population. This pattern aligns with previous survey results and local data.  Staff climate data provides additional context for school conditions. Staff reported 100% favorable responses in communication with families, indicating strong systems for keeping families informed . However, staff rated family engagement and capacity-building efforts at 78% favorable, suggesting a need to strengthen deeper engagement and partnership with families .  Overall, CBCS demonstrates strengths in school safety, belonging, and communication, while identifying continued needs in student engagement, adult-student relationships, and equitable experiences for targeted student groups.|Analysis of the 2025–2026 school climate data highlights several key strengths and areas of need for CBCS. Overall, students report a positive school climate, particularly in the area of belonging and peer interactions. The Sense of Belonging score of 79%, which is above the Student Programs average and in the 90th percentile nationally, indicates that many students feel connected to the school environment. Additionally, high levels of reported respect among students (86%) reflect a safe and supportive peer culture. These strengths reinforce that CBCS’s emphasis on relationship-building between staff and students continues to be effective and remains a foundational component of the program.  At the same time, the data makes it clear that connection to adults is not as strong or consistent as peer relationships. While most students report positive experiences, only 71% indicate receiving strong support from adults, and responses regarding whether students feel understood show variability . This gap highlights a critical need to strengthen adult-student relationships and ensure that all students experience consistent, meaningful support.  An important learning from both current and prior data is that not all student groups are experiencing school climate equally. Although disaggregated data is limited due to small sample sizes, trends indicate that students with disabilities, English learners, and homeless youth report lower levels of belonging and support. This reinforces the need for more targeted and intentional supports to ensure equitable access to positive school experiences.  Staff data further supports these findings. While communication with families is a clear strength (100% favorable) , family engagement systems are less developed (78% favorable) . This suggests that while information is effectively shared, deeper partnerships with families and student support systems need to be strengthened.  Moving forward, CBCS will focus on maintaining strong peer culture and overall belonging while prioritizing improvements in adult-student relationships, targeted supports for identified student groups, and deeper family engagement. The goal remains to increase consistency across all measures and move toward or maintain ratings of 90% or higher, ensuring all students feel safe, supported, and connected to their school.|Based on the analysis of the 2025–2026 school climate data and educational partner input, CBCS has identified the need to strengthen adult-student relationships, increase student engagement, and provide more targeted supports for underrepresented student groups. While overall school climate remains positive, variability in student perceptions of adult support and engagement indicates a need for more consistent and intentional systems.  To address these needs, CBCS will refine and expand its student support structures to ensure more consistent monitoring and follow-up. This includes strengthening the use of individualized learning plans and progress monitoring systems to better connect student needs with specific academic, social-emotional, and postsecondary supports. Additional counseling support will continue to be prioritized to assist students with goal setting, graduation planning, and transition to college or career pathways.  The LEA will also increase opportunities for student engagement and connection, including structured opportunities for peer interaction, collaborative learning, and participation in on- and off-campus activities. These efforts are intended to improve students’ sense of belonging and engagement, particularly for those who may feel less connected to the school environment.  To improve adult-student relationships, CBCS will provide targeted professional learning for staff focused on strategies to support adult learners, build stronger connections, and address diverse student needs. This includes an emphasis on engagement strategies, culturally responsive practices, and approaches to support students facing barriers such as housing instability, work obligations, and family responsibilities.  CBCS will also strengthen coordination with community partners and internal programs to expand access to wraparound services, including academic support, basic needs assistance, employment resources, and mental health services. These partnerships will help address barriers that impact student engagement and success.  Finally, the LEA will continue to refine its communication and outreach systems to ensure consistent engagement with students and their families, using multiple platforms and documented follow-up practices. These actions are aligned to LCAP goals and are intended to create a more coordinated, responsive system that supports continuous improvement in school climate and student outcomes.|Met||2026-06-15|2026
24656310000000|Atwater Elementary|6|In the spring of 2026 the Atwater Elementary School District administered a Culture and Climate Survey in conjunction with a comprehensive needs assessment for the district’s Local Control Accountability Plan (LCAP). This survey was administered to grades 5-8 at all school sites, all AESD parents, and all AESD staff. The survey was designed to elicit responses related to feelings of school engagement and support, school safety, disciplinary environment, school connectedness, and feelings regarding LCAP actions and strategies. The following was found through this survey:  Students: 65.7% of students feel proud of their school and connected to teachers and other students. 66.1% of students feel that their school is a safe and secure learning environment. 68.8% of students feel they have the ability to participate in school activities and teachers ask them about their ideas to help solve school problems. 66.5% of students feel that teachers and other school staff are caring and supportive. 23.9% of students feel that students at the school are well behaved. 39% of students feel they are treated fairly when they break the rules. 70.7% of students feel that teachers and other grown-ups make it clear that bullying is not allowed. 75.7% of students feel that the school provides ways for them to ask for help if they are sad or if they need to talk to someone.  Parents: 75.1% of parents feel that AESD provides a safe and secure learning environment. 80.5% of parents feel that AESD encourages parent involvement and participation at the site and district level. 74% of parents feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 74.6% of parents feel that AESD provides opportunities for parents and the community to provide meaningful input in decisions affecting the school community. 72.2% of parents feel that AESD emphasizes helping students with social, emotional, and behavioral problems.  Staff: 84.2% of staff feel that AESD provides a safe and secure learning environment. 81.2% of staff feel that AESD develops students who are prepared for junior high and high school. 77.7% of staff feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 74.6% of staff feel they have opportunities to provide meaningful input in decisions affecting the school community. 78.5% of staff feel that AESD emphasizes helping students with social, emotional, and behavioral problems.|Our parent survey responses show continued strong parent involvement and participation rates. All sites continue to increase the ways in which parents are involved in events both on and off campus. Parent responses also found increases in how AESD supports students in achieving in school, provides appropriate interventions and enrichments, effectively implements the Common Core academic standards, effectively meets the needs of English Learners, socioeconomically disadvantaged, culturally diverse students, and students with disabilities, as well as how the District responds to and addresses concerns both at the site and district levels and how AESD emphasizes helping students with social, emotional, and behavioral problems.  Staff responses found mutliple positive increases this school year and had signficantly higher survey participation numbers.  Staff reported increases related to students achieving in school and being better prepared for junior high and high school, in effective implementation of the Common Core standards, in feeling increasingly connected to their school site and to the District,  and in their ability to provide meaningful input in decisions affecting the school community. In the area of safety, 84% of staff reported feeling AESD is a safe place to work. Finally, staff continue to report that AESD prioritizes well-maintained facilities, with greater than 80% of staff respondents reporting agreement in this area.   Student responses found increased positive responses in all climate and culture survey areas. Significant increases were noted in AESD's provision of appropriate interventions and enrichments, in AESD's ability to effectively meet the needs of English Learners, socioeconomically disadvantaged, culturally diverse students, and students with disabilities, in feeling safe at school and that they are served by caring and supportive staff, and that their parents are encouraged to be activitly involved in their school experience.  Additionally, AESD continues to have an anonymous bullying reporting system on all school websites. While results show that a majority of students feel that bullying is not condoned or tolerated and that the message is clear, the majority of students also feel that other students sometimes have a lack of appropriate behavior. In response to this and the desire to bolster social-emotional supports for students, AESD has implemented regular electronic check-ins for students to voice concerns for themselves or others which are monitored by a school psychologist and counselor per site. Also, in the area of school safety, AESD consistently performs fire and safety drills to keep staff and students in practice with emergency procedures. The other area of note in the survey was the student perception of fairness in the breaking of school rules. AESD continues to utilize restorative practices to increase perception in a positive manner through strategies such as community circles and mediation.|In the coming year, we will perform more parent outreach to inform parents of our resources for student mental health, behavior support, and academic performance and will continue to communicate with parents additional ways that they can be a part of their child's school community. Further, the District also looks to increase available student activities that will continue to increase feelings of participation and connectedness.|Met||2026-06-25|2026
24656490000000|Ballico-Cressey Elementary|6|Each year, the Ballico-Cressey School District seeks input from educational partners, including parents, students, staff, and community members, to gather feedback on school climate, district priorities, and current Local Control and Accountability Plan (LCAP) goals. Educational partners participate through online surveys and LCAP engagement meetings, where they are encouraged to share concerns, identify student needs, and provide recommendations for programs and services. Participants are also asked to identify initiatives they believe should continue, be improved, or be discontinued. Feedback from educational partners has remained consistent with previous years and reflects strong support for the district’s current efforts. Families and community members recognized the district’s strengths in the following areas: Communication: Effective home-to-school communication through ParentSquare, Aeries, and the district website. Student Recognition and Enrichment: Academic and behavior incentives, along with grade-level field trips, provide students with meaningful experiences and opportunities that some families may not otherwise be able to access. Engaging Learning Opportunities: Project-Based Learning (PBL) and Agricultural STEM (AG STEM) programs provide students with opportunities to solve real-world problems, demonstrate creativity, and apply their learning in meaningful ways. Nutrition Services: Continued improvements to the breakfast and lunch program, including increased scratch-made menu options and greater variety, have been positively received by students and families. Family and Student Resources: Digital resources and monthly Parent Information Nights provide valuable information and support for families, with participants appreciating the relevant topics, meals, and childcare provided. Extracurricular Opportunities: Families value expanded opportunities for students, including athletics for both boys and girls and the Taiko music program. Educational partners also identified areas where continued growth is needed, including: Academic Support and Rigor: Increasing academic interventions, providing families with additional resources to support learning at home, and ensuring all grade levels provide sufficient rigor to prepare students for future success. Campus Safety and Facilities: Improving campus security through additional fencing and expanded camera coverage, as well as increasing shaded areas and seating for students. Expanded Student Activities: Providing additional after-school enrichment opportunities for younger students, as current sports offerings primarily serve students in grades 6–8, with limited opportunities for younger students. Student Behavior Supports: Providing ongoing staff training in positive discipline practices and increasing structured, engaging recess activities to promote positive student behavior.|Student safety, along with education and resources related to health and wellness, emerged as consistent themes across educational partner feedback. In response, the district has refined actions within the Culture and Climate Goal to better address evolving student, staff, and community needs. BCSD will continue collaborating with community partners, including the California Highway Patrol, local law enforcement, and fire department personnel, to identify strategies that enhance campus safety and emergency preparedness. These efforts include ongoing staff training, reviewing and strengthening safety procedures, implementing policies that promote a safe environment for all, and providing digital resources that support student health, safety, and well-being.|Updates for continuous improvement as a result of educational partner feedback collected by BCSD: -District Website updates in the interest of transparency -Update to our Code of Conduct to include new legislation (ie: body shaming) -Update to Comprehensive School Safety Plan to include new legislation (ie: procedures for emergency school closure) -Mandatory Attendance Meetings -Independent Study Options|Met||2026-06-25|2026
24656496025381|Ballico-Cressey Community Charter|6|Each year, the Ballico-Cressey School District seeks input from educational partners, including parents, students, staff, and community members, to gather feedback on school climate, district priorities, and current Local Control and Accountability Plan (LCAP) goals. Educational partners participate through online surveys and LCAP engagement meetings, where they are encouraged to share concerns, identify student needs, and provide recommendations for programs and services. Participants are also asked to identify initiatives they believe should continue, be improved, or be discontinued.  Feedback from educational partners has remained consistent with previous years and reflects strong support for the district’s current efforts. Families and community members recognized the district’s strengths in the following areas:  * **Communication:** Effective home-to-school communication through ParentSquare, Aeries, and the district website. * **Student Recognition and Enrichment:** Academic and behavior incentives, along with grade-level field trips, provide students with meaningful experiences and opportunities that some families may not otherwise be able to access. * **Engaging Learning Opportunities:** Project-Based Learning (PBL) and Agricultural STEM (AG STEM) programs provide students with opportunities to solve real-world problems, demonstrate creativity, and apply their learning in meaningful ways. * **Nutrition Services:** Continued improvements to the breakfast and lunch program, including increased scratch-made menu options and greater variety, have been positively received by students and families. * **Family and Student Resources:** Digital resources and monthly Parent Information Nights provide valuable information and support for families, with participants appreciating the relevant topics, meals, and childcare provided. * **Extracurricular Opportunities:** Families value expanded opportunities for students, including athletics for both boys and girls and the Taiko music program.  Educational partners also identified areas where continued growth is needed, including:  * **Academic Support and Rigor:** Increasing academic interventions, providing families with additional resources to support learning at home, and ensuring all grade levels provide sufficient rigor to prepare students for future success. * **Campus Safety and Facilities:** Improving campus security through additional fencing and expanded camera coverage, as well as increasing shaded areas and seating for students. * **Expanded Student Activities:** Providing additional after-school enrichment opportunities for younger students, as current sports offerings primarily serve students in grades 6–8, with limited opportunities for younger students. * **Student Behavior Supports:** Providing ongoing staff training in positive discipline practices and increasing structured, engaging recess activities to promote positive student behavior.|Student safety, along with education and resources related to health and wellness, emerged as consistent themes across educational partner feedback. In response, the district has refined actions within the Culture and Climate Goal to better address evolving student, staff, and community needs. BCSD will continue collaborating with community partners, including the California Highway Patrol, local law enforcement, and fire department personnel, to identify strategies that enhance campus safety and emergency preparedness. These efforts include ongoing staff training, reviewing and strengthening safety procedures, implementing policies that promote a safe environment for all, and providing digital resources that support student health, safety, and well-being.|Updates for continuous improvement as a result of educational partner feedback collected by BCSD: -District Website updates in the interest of transparency -Update to our Code of Conduct to include new legislation (ie: body shaming) -Update to Comprehensive School Safety Plan to include new legislation (ie: procedures for emergency school closure) -Mandatory Attendance Meetings -Independent Study Options|Met||2026-06-25|2026
24656800000000|El Nido Elementary|6|El Nido Elementary School District annually administers a student survey to students in grades 3-8 to ascertain evidence of student perceptions of school safety and connectedness. Results are shared with stakeholders including the local governing board, parent committees (SSC & DELAC), staff, and student groups such as the student council. Overall, student connectedness is maintained over 95% positive.|"The data shows a continued strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The following results denote the area of school safety and connectedness: I feel safe; I feel comfortable asking questions in class - 98% No Weapons and less than 2% incidence of bulling or fights. My school respects me and my culture - 98% Students know behavior expectations - 99% There were notable responses to questions about feeling successful over previous years which had overwhelming responses of Neutral/Disagree. In addition, 33% of students shared that they 'sometimes feel sad or depressed for days just because or for no apparent reason"". This is a continued reduction from the previous years at 42% and 38%; and still signifies that social-emotional supports and services are necessary. Students who identified as Gender Neutral had consistently Neutral or responses to the negative on a majority of questions relating to self-esteem, bullying, respect, acknowledgement."|In light of the overall high rate of positive culture and climate, El Nido plans to maintain SEL instruction and MTSS-PBIS interventions at the Tier 1-Tier 3 levels. A continued focus on proficiency rather than traditional progress reporting along with student voice and an expansion of leadership development through the Leader In Me program will guide decisions and actions going forward for staff, students and parents/guardians.|Met||2026-06-23|2026
24656980000000|Hilmar Unified|6|"The local climate survey that HUSD used was the California Healthy Kids Survey, administered in November of 2025. The survey was taken by students in grades 5, 7, 9 and 11 and all students at Irwin High School (""NT"", Nontraditional). Below is the data related to school safety and connectedness disaggregated by the available student groups (note that due to the varying number of students who took the survey in each grade-span-- and the fact that if less than ten students make up a student group, no data is reported-- the disaggregated student group data that is available may not be exactly the same for each grade-level. In the instances where no data was available ""NA"", for ""not available"" was used to note that): School CONNECTEDNESS (the scale was based on five survey questions, for students responding ""Yes, most of the time"" and ""Yes, all of the time""): Grade 5 (84 students in the sample size, which = 48% of 5th grade): All students = 88%, English Learners (EL) = NA, Long-Term English Learners (L-TEL) = NA, Non-English Learner = NA, Hispanic/Latino = 74%, White = 82%, Mixed (2 or more races) = NA, Something Else = 68%, Male = 72%, Female = 81% Grade 7 (151 students in the sample size): All = 64%, EL = 55%, L-TEL = NA, Non-EL= 67%, Hispanic/Latino = 59%, White = 71%, Multiracial = 59%, Something Else = 73%, Male = 62%, Female = 67% Grade 9 (136 students in the sample size): All = 55%, EL = 39%, L-TEL = NA, Non-EL= 59%, Hispanic/Latino = 46%, White = 69%, Multiracial = 60%, Something Else = N/A, Male = 56%, Female = 55% Grade 11 (111 students in the sample size): All = 49%, EL = 48%, L-TEL = NA, Non-EL = 49%, Hispanic/Latino = 48%, White = 56%, Multiracial = NA, Something Else = NA, Male = 58%, Female = 46% Nontraditional (11 students in the sample size): All = 62%, EL = NA, L-TEL = NA, Non-EL = NA, Hispanic/Latino = NA, White = NA, Multiracial = NA, Something Else = NA, Male = NA, Female = NA School SAFETY- School perceived as ""Safe"" or ""Very Safe"":  Grade 5 (84 students in the sample size): All = 83%, EL = NA, L-TEL = NA, Non-EL = NA, Hispanic/Latino = 90%, White = 89%, Mixed (2 or more races) = NA, Something Else = 50%, Male = 81%, Female = 84% Grade 7 (151 students in the sample size): All = 64%, EL = 52%, L-TEL = NA, Non-EL = 68%, Hispanic/Latino = 57%, White = 76%, Multiracial = 50%, Something Else = 77%, Male = 59%, Female = 70% Grade 9 (136 students in the sample size): All = 55%, EL = 53%, L-TEL = NA, Non-EL = 59%, Hispanic/Latino = 47%, White = 74%, Multiracial = 55%, Something Else = N/A, Male = 59%, Female = 54% Grade 11 (111 students in the sample size): All = 65%, EL = 42%, L-TEL = NA, Non-EL = 68%, Hispanic/Latino = 62%, White = 71%, Multiracial = NA, Something Else = NA, Male = 73%, Female = 62% Nontraditional (11 students in the sample size): All = 80%, EL = NA, L-TEL = NA, Non-EL = NA, Non-EL = NA, Hispanic/Latino = NA, White = NA, Multiracial = NA, Something Else = NA, Male = NA, Female = NA"|"Overall, the percentages for school safety and connectedness aren't high, but the disaggregated-by-student-group data that's available doesn't include students who responded, ""a little true"", ""neither safe nor unsafe"", or ""Yes, some of the time"". The students who chose these responses don't necessarily feel unsafe or unconnected to school, they just don't feel as high a degree of connectedness and safety. Granted, HUSD would prefer all students report high degrees of feeling safe and connected, but as we work toward that, we're first looking at reducing the numbers of students who do feel unsafe and disconnected. The disaggregated data didn't have a lot of variation in reporting between the ""all students"" and the various student groups with available data within each grade-span. Some notable trends were as follows: The percentage of students (especially in 5th grade) who take the survey continues to decline year-over-year as more and more parents opt their children out of taking the surveys. 5th-grade students reported the highest rate of connectedness, while Hispanic students reported an 8% lower rate of connectedness than White students, and females reported a 9% higher rate than males. 5th-grade students reported the highest overall rate of school safety (83%). 5th-grade Hispanic/Latino students (90%) reported essentially the same rate as White students (89%), while 5th-grade females reported a 3% higher rate of school safety than 5th-grade males In 7th grade, White students reported a 12% higher rate of connectedness than Hispanic/Latino students and Multiracial students. There was a 12% difference in reported connectedness between 7th-grade EL students and non-EL students, with non-ELs reporting a higher rate. There was a 5% difference in connectedness between 7th-grade males and females, with females reporting a higher rate. 7th-grade White students reported a 19% higher rate of safety than Hispanic/Latino students, while 7th-grade females reported an 11% higher rate of safety than 7th-grade males. Non-EL students in 7th grade reported a 16% higher rate of safety than their EL counterparts. 9th-grade White students reported a 23% higher rate of connectedness than 9th-grade Hispanic/Latino students and a 9% higher rate than Multiracial students. There was a 20% difference in reported connectedness between 9th-grade EL students and non-EL students, with non-ELs reporting a higher rate. 9th-grade females and males reported essentially the same rate of connectedness, with males at 56% and females at 55%. 9th-grade students reported the lowest overall sense of safety (55%). 9th-grade EL students reported a 6% lower rate of safety than Non-EL students. 9th-grade White students reported a 27% higher rate of safety than Hispanic/Latino students and a 19% higher rate than Multiracial students. 9th-grade males reported a 5% higher rate of safety than females. 11th grade reported the lowest overall rate of connectedness (49%)."|The district is currently working on implementing Restorative Practices as part of its Multi-Tiered Systems of Support (MTSS) at HMS, HHS, and Irwin as a way to address suspension and expulsion rates, but also to help with the sense of school connectedness and safety. Ideally, if students have productive/restorative opportunities to resolve issues, this should have an impact on students feeling better connected and safe.|Met||2026-06-22|2026
24657220000000|Le Grand Union Elementary|6|The ESE Student Climate Survey was administered to grades 6-8 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 52.4% - % of students in an EL program that say they feel connected with their school. - 25% - % of female students that say they feel connected with their school. - 34.8% - % of male students that say they feel connected with their school. - 66.7%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 69.4% - % of students in an EL program that say they feel safe at school. - 87.5% - % of female students that say they feel safe at school. - 54.5% - % of male students that say they feel safe at school. - 81.5%|An analysis of data shows that 52.4% of students felt connected to school and that 69.4% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was english learners.  The student group that was significantly lower than the whole in feeling safe at school was females.|The LEA will ensure implementation of the following actions in the LCAP to address the student groups targeted in prompt 2 above:|Met||2026-06-09|2026
24657300000000|Le Grand Union High|6|The ESE Student Climate Survey was administered to grades 9-12 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 59% - % of students in an EL program that say they feel connected with their school. - 48.4% - % of female students that say they feel connected with their school. - 57.6% - % of male students that say they feel connected with their school. - 61.8%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 69.9% - % of students in an EL program that say they feel safe at school. - 64.5% - % of female students that say they feel safe at school. - 73.4% - % of male students that say they feel safe at school. - 67.6%|An analysis of data shows that 59% of students felt connected to school and that 69.9% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was english learners.  The student group that was significantly lower than the whole in feeling safe at school was none.|The LEA will ensure implementation of the following actions in the LCAP to address the students groups targeted in prompt 2 above: 02.04: Staff 3.0 counselors: 1 to provide general counseling services, CTE / CCR pathways and academy offerings, 2 to ensure that every 10th grader participates in a student / parent / counselor meeting to create an A-G plan, and 3 to promote EL applications to 4-year colleges through UC Talent Search (paid for by UC Merced). 02.08: Continue the After School Program by offering activities that support students’ personal goals and parent requests that can be delivered in a social distancing environment.  Staffing the program: will consist of one program coordinator, after schools assistants, teacher stipends, etc.|Met||2026-06-17|2026
24657480000000|Livingston Union|6|The district utilizes a local student survey to gather feedback on safety, connectedness, and other student-centered indicators.|"Student survey data indicates that students appreciate and enjoy sports/extra curricular activities, assemblies, trips and opportunities to interact with their peers. Data also indicates that students recognize the benefits of an environment where students are kind and respectful and would like to increase those behaviors and decrease negative behaviors. The majority of students report a positive energy at their site. Results show 70% of elementary students feel they ""completely belong"" or ""belong quite a bit"". The percentage is slightly higher for English Learners at 71%. Thirty percent of middle school students feel “extremely” or “quite” connected to adults at their school, an increase from the previous year. The English Learner subgroup results indicate 37% feel connected to adults, also an increase from the previous year."|Survey data is being analyzed at both the district and site levels. Site data is being used to identify specific areas of improvement and subsequent development of improvement plans to address site specific needs.|Met||2026-06-16|2026
24657550000000|Los Banos Unified|6|The local climate survey data provides a comprehensive overview of student perceptions across several key indicators, covering school engagement, safety, bullying, substance use, routines, remote schooling, and mental health. This data is disaggregated by different grades and reflects students' experiences and sentiments regarding their school environment.  Parent Feedback – California School Parent Survey (CSPS) Strengths:  92% of parents agreed that teachers set high expectations for students.  86% reported feeling welcome to participate at their child’s school. A 2% increase from prior year.  88% felt school staff encourage parents to be an active partner with the school in educating their child.  86% feel that the schools have clean and well-maintained facilities and properties.  Areas for Growth:  Only 59% felt well-informed about school goals and improvement plans.  58% strongly agreed that communication the school communicated well with parents.  Over 20% of middle and high school parents believed that bullying or harassment is a large problem.  Staff Feedback – California School Staff Survey (CSSS) Strengths:  91% of staff report that staff really care about every student.  89% believe the schools provide adequate counseling and support for students.  Most staff report a positive working relationship with their colleagues.  Areas for Growth:  Only 79% of staff feel that the schools promote personnel participating in decision-making that affects school practices and policies.  20% of staff believe disciplinary practices are too strict.  59% of staff feel that there should be more professional development on supporting students exposed to trauma or stressful life events.  Student Feedback – California Healthy Kids Survey (CHKS) Elementary Students Strengths:  97% feel safe at school.  76% agree adults care about them and help when needed.  97% enjoy school and feel connected to peers.  Areas for Growth:  37% report experiencing verbal or social harassment.  36% feel left out or excluded often.  Secondary Students Strengths:  91% report feeling safe at school.  86% feel teachers care about them.  94% say they have at least one adult at school who wants them to do their best.  Areas for Growth:  22% have experienced chronic sadness or hopelessness in the past 12 months.  Only 59% believe students are treated fairly at school.  Only 46% feel a high level of school connectedness.|Key Takeaways: Shared Strengths:  All groups highlight positive relationships and strong adult dedication. There is a consistent sense of safety reported across students and staff.  Shared Growth Areas:  Communication gaps exist across all groups (e.g., parents on policies, staff on expectations, students on fairness). Stakeholder engagement in decision-making is a recurring concern, especially for parents and secondary students. Consistent implementation of behavior expectations remains a need.  When patterns across groups are considered, several themes emerge. Strengths lie in the commitment of staff, a general sense of safety, and the quality of relationships within schools. Yet, there are shared concerns around communication clarity, equitable enforcement of expectations, and authentic engagement in decision-making processes. To address these challenges, the district should consider forming a cross-stakeholder school climate task force, expanding multilingual and culturally responsive communications, and embedding regular feedback mechanisms that visibly inform practice.|Recommendations:  Parents Improve school-home communication: Provide consistent updates via multilingual platforms about goals, behavior policies, and progress. Enhance parent leadership opportunities: Expand participation in site councils, ELACs, and targeted workshops. Establish feedback loops: Use surveys and forums to capture parent input and communicate how it's used in decision-making.  Staff Focus on staff wellness: Integrate dedicated time for self-care, peer support groups, and access to mental health resources. Strengthen consistency in discipline: Offer training in restorative practices and clarify policy implementation expectations. Refine PD offerings: Ensure professional learning is tailored to staff roles and offers voice-and-choice opportunities.  Elementary Students Implement SEL programs: Focus on emotional literacy, empathy, and peer conflict resolution. Increase adult-student connections: Expand mentoring and small group check-ins. Address peer mistreatment: Strengthen anti-bullying campaigns and student leadership in positive behavior promotion.  Secondary Students Promote youth voice: Involve students in decision-making through councils and feedback sessions. Build inclusive culture: Train staff on equity and cultural responsiveness in policy enforcement. Reinforce engagement practices: Offer activities tied to students' interests and identities.|Met||2026-06-17|2026
24657630000000|McSwain Union Elementary|6|The McSwain Union Elementary School District administered a locally designed Student School Climate Survey during the 2025–2026 school year and continues to monitor student wellness regularly through the “Campus Social Emotional Rating” collected through the Sown to Grow platform. Over the past several years, the district has expanded the implementation of this system across both campuses and now collects social-emotional data from students in grades 1–8, representing a significant expansion from prior years. During the 2025–2026 school year, the district’s overall average emotional rating for the past 30 days was 4.3, which is considered within the “good” range. Across the course of the school year, the district’s emotional rating remained relatively stable, ranging between 4.34 and 4.40. On the West Campus specifically, the emotional rating ranged from 4.18 to 4.38, with the current 30-day average also at 4.3. The locally administered Student Climate Survey was completed by students on both the East and West Campuses and reflected an overall positive school climate districtwide. Survey responses indicated that students generally feel safe, welcomed, connected to staff members, and supported within their school communities. At the East Campus (Grades 4–8), 443 students participated in the survey. Results demonstrated particularly strong indicators related to school safety, belonging, and student-adult relationships. Specifically, 92.6% of students reported feeling welcome on campus, 93.7% reported feeling safe at school, and 90.5% shared that they have a trusted adult on campus. Approximately 72% of students indicated they feel like part of the school community most or all of the time, while nearly 69% reported being happy to be at school most or all of the time. The East Campus data highlighted strong relationships between students and staff members. Students generally reported that teachers treat them fairly and respectfully, and many students identified supportive staff members as a major contributor to their positive school experience. Students also expressed positive perceptions of the campus environment, including appreciation for schoolwide events, activities, campus improvements, and opportunities available to students. Additionally, students viewed the campus as neat and clean and recognized that many of their peers are motivated to learn. While the overall climate data was highly positive, the survey also identified areas for continued growth. Peer-to-peer behavior and bullying remain concerns for some students. Although most students reported not experiencing bullying, approximately one-third of students indicated they had experienced bullying at least once during the school year. Students also identified concerns regarding disrespectful peer behavior, consistency of rules, and online bullying. These findings reinforce the importance of continuing restorative practices, counseling services, behavior interventions, and anonymous report|Analysis of the 2025–2026 Student Climate Survey and Social-Emotional data identified several key strengths and areas of need across McSwain Union Elementary School District. Overall, the data demonstrates that students across both campuses generally feel safe, welcomed, connected to adults, and supported within their school environments. The district’s ongoing use of the Sown to Grow social-emotional platform also showed stable emotional wellness ratings throughout the year, with the district maintaining an average emotional rating of 4.3, which falls within the “good” range. These findings suggest that students overall feel emotionally supported and connected at school. One of the greatest strengths identified through the data was the strong sense of safety and belonging reported by students. At the East Campus, which serves grades 4–8, 92.6% of students reported feeling welcome on campus, 93.7% reported feeling safe at school, and 90.5% reported having a trusted adult on campus. Similarly, West Campus students reported positive perceptions of school climate, with 89.7% of students indicating they feel welcome on campus and 85.0% reporting they feel safe at school. Additionally, 96.2% of West Campus students reported having friends at school, reflecting strong peer relationships and connectedness among younger students. The analysis also identified positive relationships between students and staff as a districtwide strength. Students across both campuses consistently noted appreciation for caring teachers, supportive adults, school activities, and opportunities to participate in campus events. East Campus students specifically reported that teachers treat students fairly and respectfully, while West Campus students expressed enjoyment of classroom activities and spending time with peers. These findings demonstrate that staff relationships and school culture continue to positively impact student engagement and student connectedness. The data further highlighted that students value opportunities for engagement and student voice. East Campus students expressed interest in additional clubs, leadership opportunities, activities, and expanded library resources. This feedback reinforces the district’s ongoing focus on increasing student involvement, expanding student leadership opportunities, and strengthening student voice initiatives as part of broader community engagement efforts. At the same time, the analysis identified several ongoing needs and areas for growth. One key area identified across student groups was peer-to-peer behavior and bullying prevention. While most students reported positive experiences, approximately one-third of East Campus students indicated they had experienced bullying at least once during the school year. Students also identified concerns related to disrespectful peer behavior, online bullying, and consistency in behavior expectations. These findings suggest a continued need for restorative practices, counseling support|The district will continue participating in the Sown to Grow program to monitor our campus emotional rating through all grade levels. In addition, the school counselors are planning to increase their student contact and instruction surrounding bullying and how to stop it, alongside working with the district administration to oversee additional anti bullying measures.|Met||2026-06-23|2026
24657710000000|Merced City Elementary|6|The District offered its annual Equity Survey in the Spring of 2025 and in the Spring of 2026 (results of the 2026 Spring survey will be available in the Fall of 2026). Respondents included 6th-8th grade Merced City School District students, parents/guardians of an MCSD student, staff members, and/or community members affiliated with MCSD. Sites offered time for students to take this anonymous, voluntary survey during the school day, and employees were offered time during their workday to participate, as well. Parents were notified via ParentSquare messaging with embedded links, and stakeholders were offered time to take part, as well. The most recent results available indicate that there has been a 20-percentage point increase since 2022–23 in respondent perceptions of equitable resource distribution across schools, now at 43%; Staff perceptions of respectful treatment by the district are improving, with a 27-percentage point increase from 2022–23 and an 11 percent increase from 2023-24. Although students are regularly exposed to diverse perspectives in class, fewer feel encouraged to take on academic challenges or believe they have equal access to enrichment opportunities. The percentage of students who feel encouraged by their teachers to take challenging classes dropped by 9 percentage points from the 2023–24 school year. Students and parents also agree less frequently that [they/their child] has access to extra-curricular activities (78% and 70%), co-curricular activities (70% and 58%), all classes (59% and 62%), and effective college and career support to meet their goals (65% and 55%).  Most respondents agree that adults at district schools care about (72%) and respect (74%) students of all backgrounds. Also, 70% agree that adults at district schools treat students from all backgrounds fairly. Over two-thirds of students, families, and staff agree that teachers at MCSD schools can help all studentssucceed (69%, 72%, and 90%) respectively.|Results indicate that students and staff express differing opinions on the extent to which teachers are engaging students in such conversations. MCSD will continue to support staff in their efforts to educate through an equity lens. The District will focus on reducing instances of bullying and harassment and promoting school safety. MCSD may leverage this perspective and understanding to help students demonstrate more respectful behavior toward each other and their school environments. MCSD may also consider implementing additional bullying prevention measures and focusing on messaging that helps promote safety.|The District will also support students’ and families’ feelings of inclusion, especially at the middle school level. MCSD will aim to help teachers and staff strengthen the links between students’ home and school lives; demonstrating relevance and fostering connections between school and students’ personal lives strengthens both academic and social-emotional outcomes. MCSD will continue to work to foster connections among students and demonstrate the value of having meaningful conversations about diversity. MCSD will be leveraging a continued partnership with a local vendor to promote elements of restorative justice across all 18 school sites.|Met||2026-06-23|2026
24657890000000|Merced Union High|6|"Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  Creating safe and supportive school environments remains a top priority for MUHSD. Each school site fosters a climate that values relationships, inclusivity, diversity, and cultural appreciation. Emphasis is placed on both emotional and physical safety, building a strong sense of belonging that encourages student participation in academic and extracurricular activities. Beyond delivering a quality education, MUHSD is committed to expanding student engagement opportunities and offering programs where all students can connect, thrive, and excel.  To monitor and improve school climate, MUHSD administers the California Healthy Kids Survey (CHKS) annually to all 9th, 11th, and alternative education students. Additional student input is gathered through district and site surveys, LCAP and WASC focus groups, and Superintendent-hosted student lunches. According to recent CHKS results, According to recent CHKS results, 61.5% of students reported feeling ""safe or very safe"" at school, 51% said there is an adult on campus who really cares about them, and 53.5% reported feeling connected to their school with over 30% neither disagreeing or agreeing on each question."|Analysis of climate and engagement data, including the California Healthy Kids Survey, student focus groups, and educational partner input, has reinforced MUHSD’s ongoing priority to ensure emotionally and physically safe school environments. Each site fosters strong relationships, cultural appreciation, and inclusive practices that promote student engagement and a sense of belonging. Data shows that students who feel connected to school are more likely to participate in academic and extracurricular activities, which supports both achievement and well-being.  While MUHSD is seeing progress, data disaggregated by student groups highlights ongoing needs, particularly among underrepresented students, who may feel less connected or supported. This has informed efforts to increase personalized outreach, engagement opportunities, and culturally responsive supports. Continued focus will be placed on building supportive environments where all students feel seen, heard, and valued.|To support the identified needs related to student safety, mental health, and connectedness, MUHSD has implemented several key changes and will continue to refine its strategies for continuous improvement. Each school site now has a full-time Student Support Manager and a licensed mental health counselor from Sierra Vista, a community-based provider, to offer on-site therapeutic services. Both SSMs and academic counselors have been trained in crisis screening and are available to support students in need.  To further ensure campus safety, the district employs full-time School Resource Officers in partnership with local law enforcement, along with part-time and full-time campus liaisons across all sites. These roles are integral to maintaining a safe and welcoming environment.  In alignment with district goals, MUHSD is continuing to shift toward student-centered schools that prioritize relationship-building and social-emotional well-being. Moving forward, the district will enhance its efforts to gather student input with a targeted focus on school safety, emotional wellness, and students’ sense of connection to their school community. This feedback will directly inform policy adjustments and resource allocation to better support student needs.|Met||2026-06-10|2026
24658130000000|Plainsburg Union Elementary|6|PUESD surveys students in grade TK-8th on how safe they felt at school and also how connected they felt at/to school. Our results were that 94% of the students surveyed felt safe while at school, and 90% of the students felt connected to their school and school activities. We also surveyed families, and 100% of families stated that they felt their students were safe at school, and 100% of families felt connected to school.|This local survey shows that PUESD was successful in keeping our students safe and connected throughout the school year.|PUESD will continue to provide new opportunities for students to feel connected and more involved in school activities in the year to come.|Met||2026-06-18|2026
24658210000000|Planada Elementary|6|The ESE Student Climate Survey was administered to grades 5-8 by the LEA during the spring of 2025.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 63.7% - % of students in an EL program that say they feel connected with their school. - 70.6% - % of female students that say they feel connected with their school. - 61.9% - % of male students that say they feel connected with their school. - 68.1%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 69.9% - % of students in an EL program that say they feel safe at school. - 82.4% - % of female students that say they feel safe at school. - 71.7% - % of male students that say they feel safe at school. - 70.4%|An analysis of data shows that 63.7% of students felt connected to school and that 69.9% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was female students.  The student group that was significantly lower than the whole in feeling safe at school was none.|The LEA will ensure implementation of the following actions in the LCAP to address the student groups targeted in prompt 2 above: 02.07: Continue the support of clubs, intramural activities, and provide continued support for the athletics program. 02.10: Staff a full time counselor position with job duties to include discipline, academic support, social emotional support, MASTERS coordination, SSTs, and other duties.  (LPLP, TAP)|Met||2026-06-18|2026
24658390000000|Snelling-Merced Falls Union Elementary|6|Student surveys are conducted several times a year in all age groups.  Student safety is our main focus on the school climate survey.  100% of students stated they feel safe at school.  Student input guides extra curricular activities and field trips.  Students also plan and organize through leadership Red Ribbon Week, annual dances, citizenship awards and reading incentive rewards.|The parent survey from May 2026 indicated that there was enough interest in their child/ren attending summer school for grades TK-5th and just a few students were interested in attending Jack L. Boyd summer camp in grades 6-8th due to a conflict of dates with Merced County Fair.  Parent input from the survey held in May indicated a strong need for the ASSETS after school program with roughly 40% of parents signing their student up for 2026-2027 school year.  Parents also indicated that field trips continue to be deemed important, but would like to add attending the Speech Festival, offering on-campus drama club, arts with the Multicultural Art Center, and all sports offering. The teachers union stated in May 2026 they would like the performing arts program to continue, continued classroom money allowance, field trips, p.e. equipment. classroom printer accessibility, and the continued importance of STEM learning. Classified staff mentioned in May 2026 of computer lab and STEM budget remains available and a priority to keeping students engaged in learning. Students input in grades k-5 stated they wanted dance-offs, movie day, and water day, bbq more lunches and have a reading incentive program return to Snelling School.  Students in 6-8th stated they would like to go the Old Town Columbia and Rollerland for their field trips, increase engagement activites at the ASSETS program, and have more input in student lunches  All students indicated that they would like more field trips.  Surveys were taken in October and December of 2025, March of 2026 and May of 2026.|The parent survey from May 2026 indicated that there was enough interest in their child/ren attending summer school for grades TK-5th and just a few students were interested in attending Jack L. Boyd summer camp in grades 6-8th due to a conflict of dates with Merced County Fair.  Parent input from the survey held in May indicated a strong need for the ASSETS after school program with roughly 40% of parents signing their student up for 2026-2027 school year.  Parents also indicated that field trips continue to be deemed important, but would like to add attending the Speech Festival, offering on-campus drama club, arts with the Multicultural Art Center, and all sports offering. The teachers union stated in May 2026 they would like the performing arts program to continue, continued classroom money allowance, field trips, p.e. equipment. classroom printer accessibility, and the continued importance of STEM learning. Classified staff mentioned in May 2026 of computer lab and STEM budget remains available and a priority to keeping students engaged in learning. Students input in grades k-5 stated they wanted dance-offs, movie day, and water day, bbq more lunches and have a reading incentive program return to Snelling School.  Students in 6-8th stated they would like to go the Old Town Columbia and Rollerland for their field trips, increase engagement activites at the ASSETS program, and have more input in student lunches  All students indicated that they would like more field trips.  Surveys were taken in October and December of 2025, March of 2026 and May of 2026.|Met||2026-06-15|2026
24658620000000|Weaver Union|6|The district participates annually in the California Healthy Kids Survey (CHKS) with fifth- and seventh-grade students and staff and also administers an annual parent and family survey. The most recent results reflect a generally positive school climate, while identifying areas for continued improvement. Among fifth-grade students, 66% reported feeling connected to school and 77% reported feeling safe. Among seventh-grade students, 44% reported feeling connected to school and 85% reported feeling safe. Staff results were also positive, with 88% reporting that schools are safe places for students and 97% reporting that schools are supportive and inviting.  The annual parent survey found that 96% of parents were satisfied with the academic program, 92% felt welcomed at their child’s school, and 92% reported that their child feels safe at school. School-to-home communication received a 71% positive rating, identifying communication effectiveness, consistency, and meaningful two-way engagement as an area for continued focus.|Perceived safety remained one of the strongest indicators at both levels. Among elementary students, 77% reported feeling safe at school. At the middle school level, 85% provided an affirmative safety response when “very safe” (8%), “safe” (36%), and “neither safe nor unsafe” (41%) are combined. Only 14% selected “unsafe” or “very unsafe.” School connectedness remained lower, at 66% for elementary students and 44% for middle school students.    At the elementary level, differences among the reportable racial and ethnic groups were generally moderate, although some variation was evident. School connectedness ranged from 61% among Asian students to 70% among students identifying as mixed race. Feeling safe at school ranged from 64% among Asian students to 80% among mixed-race students. The largest variation was in students reporting that they were treated with respect, ranging from 77% among Asian students to 96% among White students.     Elementary male and female responses were generally similar. Female and male students reported school connectedness at 65% and 67%, respectively; feeling safe at school at 74% and 75%; and being treated with respect at 82% and 88%. Some differences were found in mean rumors being spread, reported by 45% of female students compared with 34% of male students.    At the middle school level, students identifying as “something else” reported the highest school connectedness at 47%, followed by Hispanic students at 46%. Multiracial students reported the lowest connectedness at 26%. White students reported the highest level of caring adult relationships at 69%, while multiracial students reported the lowest at 36%.    Middle school female students continued to report substantially less positive outcomes than male students on several indicators. Female-to-male results included school connectedness, 38% to 53%; experiencing harassment or bullying, 62% to 38%; having mean rumors or lies spread about them, 54% to 32%; cyberbullying, 43% to 17%; social-emotional distress, 42% to 19%; chronic sadness or hopelessness, 58% to 30%; and considering suicide, 32% to 11%. These differences identify middle school female students as an important area for continued analysis and targeted social-emotional and mental health support.      The race and gender breakdown tables only provide percentages for **“very safe or safe”** and do not show neutral responses by subgroup. Therefore, the report does not support identifying the safest or least-safe racial or gender group using the district’s neutral-inclusive definition. Those subgroup safety comparisons should be omitted unless the underlying cross-tabulated data are available.|Even though our Elementary (5th gr) students, staff and parents give us high ratings for school connectedness, safety, and a good relationship, there appears to be a difference in Middle School where feeling connected and respected. To improve in these areas our goal is to continue funding the staff that we have added in the last few years: 3 VPs at the middle school, 2 VPs at each elementary school, 3 counselors at the middle school, 2 counselors at each elementary school, and a community liaison at each site. Also, a campus safety monitor at each site. These positions help to foster safety, a sense of connectedness, and positive relationships with our students and community. Additionally, we will need to start the conversation about additional social/emotional supports for our Middle School female students.|Met||2026-06-18|2026
24658700000000|Winton|6|The California Healthy Kids Survey (CHKS) was administered in the Winton School District (WSD) to 5th graders and 7th grade students in the Spring of 2026. The Elementary Core Module was administered to the 5th grade students with a target sample size of 167 students and there was a response rate of 52%. The Secondary Core Module was administered to the 7th grade students with a target sample size of 168 students and there was a response rate of 98%.|"The CHKS indicated an overall result for the School Connectedness Questions. 72% of the 5th graders who took the survey reported ""Yes, or most of the time"" or ""Yes, all of the time"" on the School Connectedness Questions. This data is gathered from the ""Yes, most of the time"" and ""Yes, all of the time responses to ""Do you feel close to people at/from this school?""(63%), ""Are you happy to be at/with this school?""(66%), ""Do you feel like you are part of this school?""(74%), ""Do teachers treat students fairly?""(83%), and ""Do you feel Safe at this school?""(76%). 72% of the respondents were Hispanic. Other student groups were not identified as there were less than 10. English Learner information was not included in the elementary survey. 51% of the 7th graders who took the survey ""Agree"" or "" Strongly Agree"" on the School Connectedness Questions. This data is gathered from the ""Agree"" and ""Strongly Agree"" responses to ""I feel close to people at/from this school""(62%), ""I am happy to be at/with this school""(42%), ""I feel like I am part of this school""(49%), ""Teachers at this school treat students fairly"" (48%), and ""I feel Safe at this school"" (53%). Hispanic students reflected 51% and other groups were not included as there were less than 10. Data indicates that 62% of the English Learners agree or strongly agree on the School Connectedness Questions. Students also responded to questions regarding safety. When asked, ""Do you feel safe at school?"" 76% of the 5th grade students responded with ""Yes, most of the time"" or ""Yes, all of the time"". When asked if they feel safe to and from school, 91% reported most or all of the time. 33% reported Yes for violence. 8% reported being hit or pushed on the playground, 11% reported rumors or lies spread about them, and 10% reported being called bad names/mean jokes. Hispanic students represent 76% and other ethnicities were not identified as there were less than 10. No English learner information was reported. 48% of the 7th graders reported feeling safe or very safe. Responses for Agree/Strongly agree: 26% experienced harassment or bullying, 28% rumors/lies, 11% afraid of being beaten up, 8% afraid of being in a fight, 5% saw a weapon on campus, 22% experienced cyberbullying. 82% of the responses were from Hispanic students and 62% of the responses for Safe/Very Safe were from English Learners. The strength of WSD for 7th graders and school connectivity is feelings of high expectations from adults at 66%. Another strong area is academic motivation. These areas are also the highest key indicators of School Climate for School Engagement and Support for 5th graders with 84% Academic Motivation and 91% for high expectations from adults."|The Winton School District will make continued efforts to improve the school climate at the middle school and elementary schools in the district. Student participant responses from 5th and 7th graders indicate the growth can be made in both school connectedness and safety as perceived by students. Students feel strongly about academic and high expectation ties to school engagement. The WSD will continue to improve its work ensuring that students feel safe and connected to the school.|Met||2026-06-15|2026
24736190000000|Gustine Unified|6|2025-26 School Safety and Connectedness Survey  School Safety 66% of all students feel safe in school  4th grade 70% 5th grade 58% 6th grade 76% 7th grade 60% 8th grade 57% 9th grade 65% 10th grade 65% 11th grade 75% 12th grade 67% Hispanic 68% White 65% English Learners 72% Low Income 71%  School Connectedness 65% of all students report connectedness  4th grade 71% 5th grade 59% 6th grade 78% 7th grade 66% 8th grade 62% 9th grade 66% 10th grade 57% 11th grade 68% 12th grade 58% Hispanic 68% White 65% English Learners 75% Low Income 69%|School Safety and Connectedness Analysis  School Safety  Districtwide, 66% of students reported feeling safe at school, indicating that most students experience a positive sense of safety. Results show that perceptions of safety vary more by grade level than by student group. English Learners (72%), Low-Income students (71%), and Hispanic students (68%) reported safety levels at or above the district average, suggesting that current supports are effectively meeting the needs of these populations.  Identified Needs: Lower safety perceptions were reported by 5th-grade (58%), 7th-grade (60%), and 8th-grade students (57%), indicating a need for additional support during upper elementary and middle school years. While differences among student groups were minimal, approximately one-third of students do not consistently feel safe at school. Continued efforts to strengthen school climate, student connectedness, supervision, and proactive behavior supports are needed.  Areas of Strength: English Learners, Low-Income students, and Hispanic students all exceeded the district average. Among grade levels, 6th-grade students (76%), 11th-grade students (75%), and 4th-grade students (70%) reported the highest perceptions of safety.  School Connectedness  Districtwide, 65% of students reported feeling connected to their school, indicating that most students experience a sense of belonging. Similar to safety results, connectedness varied more by grade level than by student group. English Learners (75%), Low-Income students (69%), and Hispanic students (68%) reported connectedness levels above the district average.  Identified Needs: Lower levels of connectedness were reported by 10th-grade (57%), 12th-grade (58%), 5th-grade (59%), and 8th-grade students (62%). These results suggest a need to strengthen engagement, student voice, peer relationships, and opportunities for meaningful participation, particularly during transition years and as students approach graduation. With 35% of students not reporting a strong sense of connectedness, continued focus on relationship-building and belonging remains important.  Areas of Strength: English Learners reported the highest level of connectedness (75%), followed by Low-Income students (69%) and Hispanic students (68%). At the grade level, 6th-grade students (78%), 4th-grade students (71%), and 11th-grade students (68%) reported the strongest sense of connection to school.  Continued implementation of social-emotional learning, restorative practices, positive behavior supports, student leadership opportunities, and extracurricular engagement will help improve both school safety and connectedness across the district.|Drawing from local data and the key findings related to school safety and school connectedness, the district has determined that continued and enhanced efforts are needed to strengthen student well-being, belonging, and engagement across all grade levels. While survey results indicate that a majority of students feel safe and connected at school, the data also identified specific grade levels where perceptions were lower, particularly among students in grades 5, 7, 8, 10, and 12. These findings underscore the need for ongoing attention to school climate, student relationships, and social-emotional supports.  To address these identified needs, the district will continue to implement and refine a comprehensive system of student supports. School counselors and mental health clinicians will remain integral in providing preventative and responsive services that address students’ social-emotional and mental health needs. The district will also maintain its investment in two Board Certified Behavior Analysts (BCBAs) who support staff in implementing effective behavior interventions, building positive classroom environments, and reducing barriers to student success.  As part of its continuous improvement efforts, the district will strengthen the implementation of Positive Behavior Interventions and Supports (PBIS) and restorative practices across all school sites. Additional focus will be placed on relationship-building, student voice opportunities, and strategies that increase students’ sense of belonging, particularly during key transition years. Schools will continue to provide activities and programs that promote student engagement, leadership, and connectedness to their school community.  The district’s Multi-Tiered System of Support (MTSS) teams will continue to review attendance, behavior, academic, and climate data throughout the year to identify trends, monitor the effectiveness of interventions, and make timely adjustments to supports. Through regular data reviews and collaboration among school teams, the district will refine practices and allocate resources to address emerging needs. These actions are intended to improve perceptions of school safety and connectedness, strengthen student engagement, and ensure all students have access to a safe, supportive, and inclusive learning environment.|Met||2026-06-24|2026
24737260000000|Merced River Union Elementary|6|The LEA's Local Climate survey is administered annually to all students in grades from fourth through eighth. The data is used to reflect areas of success and areas of need. The focal targeted areas from the survey are connectivity and safety; we want all students to feel connected and safe. In the area of feeling connected to the school and staff, over 77% of students replied that they felt connected to the school and staff. In the area of feeling safe at school, 78% of students indicated that they felt safe at school. Data from our various student subgroups reflected similar percentages to those of all students.|The overall data reflect that the majority of students feel that they are connected with the school and the staff, and that they feel safe at school. The data is intended to be used to improve these areas so that 100% of students feel connected and safe at school.|The LEA's leadership team will continue to look at its current practices and make necessary changes so that all students feel safe and connected. The LEA will also work alongside the Merced County Office of Education, other professional educational partners, and maximize its CCSPP Plan for additional support and guidance to improve these areas.|Met||2026-06-15|2026
24744760000000|Merced County ROP|6||||Not Met|||2026
24753170000000|Dos Palos Oro Loma Joint Unified|6|The district administers an annual local climate survey, developed as a customized Google Form, to students in  grades 5, 6–8, and 9–12 as part of the Local Control and Accountability Plan (LCAP) development process. The  survey serves as an important tool for capturing student voice and understanding perceptions of school climate  across the district.    School sites are provided with their specific results and have the flexibility to use this data to inform the development  and refinement of their Single Plan for Student Achievement (SPSA) and Comprehensive School Safety Plans. This  ensures that student feedback directly supports school-level planning, safety efforts, and continuous improvement  initiatives.    The survey gathers student input on key areas such as school safety, sense of belonging and connectedness,  relationships with caring adults, understanding of school rules, participation in school activities, and experiences with  negative influences such as bullying or substance use. These insights help staff identify strengths and areas for  growth in the school environment.    Overall, the climate survey plays a key role in promoting student voice and guiding data-informed decision-making to  improve school climate, safety, and engagement across the district.    A majority of respondents, 75.2%, identified as Hispanic or Latino, reflecting the largest ethnic group represented in  the data. Additionally, 43.2% of students identified as multiracial, 22% identified as White, and 12.2% of respondents  chose not to disclose their ethnicity.In terms of gender representation, the survey responses were relatively  balanced, with 48.3% of respondents identifying as female and 49% identifying as male. Student participation across  grade levels also shows a wide range of representation. The largest proportion of responses came from students in  grades 9–12 at 42.1%, followed by 6–8 grade students at 37.4%, and 5th grade students at 20.5%.|The survey data highlights several important insights about student experiences, attitudes, and areas of need across  the district. Overall, students demonstrate a strong commitment to their learning and academic growth. A significant  93.8% of students report that they are actively trying to do better in school, reflecting a positive level of motivation  and effort. In addition, 93.5% of students in grades 5–12 indicate that they are making efforts to understand new  material in their classes, showing persistence in engaging with academic content. Furthermore, 87.1% of students  report that when they experience difficulty with schoolwork, they are able to seek help from their teachers, indicating  that many students feel supported in accessing instructional assistance when needed.    At the same time, the data identifies several important areas for growth related to school climate and student support  systems. Notably, 13% of students report that they do not feel safe at school, which underscores the need for  continued focus on improving campus safety and fostering a more secure learning environment for all students. In  addition, 22% of students indicate that they do not feel comfortable reporting bullying or unsafe behavior to school  staff, highlighting a concern around trust, communication, and reporting systems. Participation in extracurricular  activities is also an area for improvement, with 55.5% of students in grades 5–12 reporting involvement, suggesting  that nearly half of students may not be engaged in school-based enrichment opportunities.    Overall, the data reflects a student population that is motivated and willing to work toward academic success, while  also pointing to clear opportunities for improvement in areas such as school safety, bullying reporting systems, and  student engagement in extracurricular activities. These findings emphasize the importance of strengthening  supportive environments where all students feel safe, connected, and empowered to fully participate in their school  experience.|The district remains committed to expanding students’ access to a wide range of courses by strategically using  resources outlined in the Local Control and Accountability Plan (LCAP). A key priority is strengthening elective  offerings to increase student engagement and support college and career readiness. To achieve this, the district  continues to recruit and retain qualified teachers in areas such as music, visual and performing arts, and Career  Technical Education (CTE), ensuring students have opportunities for hands-on, interest-based learning.    The LCAP also prioritizes enhancing school safety across all sites. Ongoing efforts focus on improving campus  supervision, updating safety procedures, and ensuring schools have the resources needed to maintain secure and  supportive environments for students and staff.    Additionally, school sites will continue to use student feedback from annual climate surveys to inform decision making, including the development of school policies and procedures. This data also plays a key role in refining  Comprehensive School Safety Plans, ensuring they reflect student experiences and support safe, welcoming, and  positive learning environments across the district.|Met||2026-06-18|2026
24753660000000|Delhi Unified|6|"In 2025-26, DUSD conducted a Climate and Culture Survey for students in 5th, 7th, and 9-12 grades which included gathering input on School Climate and Engagement, Student Support and Learning, and Family, Community and School Climate. There were a total of 577 students who responded to the survey (136-5th graders; 78- 7th graders; 379- 9-12 grades)  School Climate and Engagement: -91% of students AGREE to ""I am motivated to do well in school."" -93% of students AGREE to ""I come to class prepared."" -91% of students AGREE to ""I trust the teachers at my school."" -94% of students AGREE to ""I feel safe at my school."" -94% of students AGREE to ""my school helps students feel connected with staff, parents and the community.""   -75% of students DON'T AGREE to "" Bullying is a problem at my school."" -73% of students DON'T AGREE to ""Using drugs, alcohol, or tobacco is a problem at my school.   Student Support and Learning: -93% of students AGREE to ""Students who need extra help get the support and resources they need."" -92% of students AGREE to ""I understand what types of support (academic or non-academic) are available at my school.""  Family, Community and School Climate: -93% of students AGREE to ""My parents/guardians are encouraged to be involved at my school."" -80% of students AGREE to ""I have a say in decisions at my school."" -90% of students AGREE to ""My school provides a well-rounded education (arts, sports, electives, etc. along with academics) -96% of students AGREE to ""My teachers and staff have high expectations for me."""|Some key learnings that are areas of strength for DUSD are: -The student survey results indicate that over 90% of DUSD students feel that student support and learning is available to them.  Over 90% of students in Delhi believe that parents and community engagement is important and DUSD is creating that opportunity.   -5 out of 7 statements on school climate and engagement are over 90%. -3 out of 4 statements on the family, community and school climate are over 90% -2 out of 2 statements on student support and learning are over 90%  Key learnings for the areas of need for DUSD are that students rated lower in three of the following areas: -over 25% of students feel that bullying, use of drugs, alcohol is a problem at their school. -20% of students don't feel that they have a say in decision making at their school.|"The goal for the 2026-27 is for site administrators to reevaluate their SPSA plans to include an action and metric around the three lower scored student responses:  ""Bullying is a problem at my school""; ""Using drugs, alcohol, or tobacco is a problem at my school""; ""I have a say in decision at my school.""  The Educational Services Department will collaborate closely with site principals to expand student and family education related to bullying prevention, substance use, and their impact on school safety, student well-being, and social-emotional development. The district will leverage the expertise of Family Support Counselors, Student Support Counselors, Academic Counselors, and the Mental Health Clinician to provide targeted education, prevention strategies, and supports for students and families through classroom lessons, workshops, assemblies, and outreach efforts.  Additionally, the district will continue to strengthen school climate and culture through Goal 2 of the LCAP by implementing evidence-based practices and establishing accountability measures that demonstrate how schools are promoting safe, inclusive, physically secure, emotionally supportive, and connected learning environments. Our educational partner feedback and local data continue to emphasize the importance of creating school environments where students feel safe, respected, and supported. Furthermore, the district recognizes the importance of building student leadership capacity. LCAP Action 3.3 is intentionally designed to develop leadership skills across all DUSD employees, including students. The district will continue to expand student leadership opportunities through assemblies, clubs, student voice initiatives, college and career activities, information nights, service opportunities, and leadership development experiences that empower students to become active contributors to their school community."|Met||2026-06-09|2026
25102560000000|Modoc County Office of Education|6|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|MCOE does not operate a school making this priority Non-applicable.|Met|MCOE does not operate a school making this priority Non-applicable.|2026-06-08|2026
25658960000000|Surprise Valley Joint Unified|6|In the survey that we completed among students 94.7% of our students feel safe at our school. They feel that rulesand consequences are clearly communicated (89.6%). 84.2% of SVJUSD students in our school feel  connected to their community in and out of school. 94.8% of students in the district have at least one adult who they know cares about them. 89.5 % of students that adults at school treat them with respect.|Strengths are that students feel safe and know there are adults at the school that care for them. 94.7% of students know the high school graduation requirements. Students felt they needed more academic guidance at the upper levels, along with having more social-emotional supports. The largest concern with students is not having enough substitutes.|A concern among staff is cell phones and how it affects our students in the older grades. Having consistency with this policy is very important for all staff and it needs to be followed by all students and staff.|Met||2026-06-25|2026
25735850000000|Modoc Joint Unified|6|The Alturas Elementary School report outlines the developmental assets as perceived by the students, covering both internal strengths and external supports needed for their overall development.  Top Two Concerns:  1. Positive Identity and Student Self-Confidence  The greatest area of concern is Positive Identity, which received the lowest average score (18.8). Only 12% of students scored in the Thriving range, while 65% fell into the Challenged or Vulnerable categories. This indicates that many students may struggle with self-confidence, a sense of personal purpose, or believing they have control over their future and ability to succeed. Strengthening student voice, goal-setting, and opportunities for success may help improve this area.  2. Constructive Use of Time  The second major concern is Constructive Use of Time, which scored 19.6, the lowest of the external asset categories. Sixty percent of students were in the Challenged or Vulnerable ranges, indicating that many students may lack consistent opportunities outside of school to engage in enriching activities, clubs, hobbies, or structured interactions with peers and adults. This finding highlights an opportunity to expand extracurricular, after-school, and community-based activities that foster belonging and skill development.  Top Two Positives:  1. Strong Student Support Systems  Students reported high levels of feeling cared for and supported by the adults and people around them. The Support asset category earned the highest average score (24.2) and more than half of students (52%) were in the Thriving range. This suggests that relationships with families, staff, and other caring adults are a significant strength that can be leveraged to support future improvement efforts.  2. Clear Boundaries and Positive Expectations  Students perceive that the adults in their lives provide consistent rules, expectations, and encouragement. The Boundaries & Expectations category scored 24.0, with 55% of students in the Thriving range, making it one of the strongest indicators in the survey. This reflects a positive school climate where students understand behavioral expectations and believe adults encourage them to succeed.   The report from Modoc Middle School, based on the Search Institute survey, provides a comprehensive analysis of the developmental assets experienced by the students. These assets are categorized into external and internal types, with external assets including support from family, school, and community, and internal assets encompassing personal values, commitments, and social competencies.  Top Two Concerns:  1. Low Sense of Connection, Belonging, and Student Voice The survey reveals that many students do not feel strongly connected to caring adults or believe that their community values them. This is reflected across several related indicators:  Community values youth: 32% Youth as resources: 38% Caring neighborhood: 39% Caring school climate: 40% Adult role models: 40% Positive|"Overall, the AES Survey results paint a positive picture of a school where students feel supported by caring adults and experience clear expectations for success. At the same time, the data suggest a need to intentionally strengthen students' sense of self-worth, confidence, and personal agency, while also increasing access to meaningful enrichment opportunities beyond the classroom. Building upon the school's existing relational strengths provides a strong foundation for addressing these identified areas of growth.  Overall, the MMS survey paints a hopeful picture of a student body with strong values, positive peer relationships, and a commitment to learning. At the same time, the data suggest that Modoc Middle School's greatest opportunity for growth lies in strengthening students' sense of connection and belonging while intentionally developing their confidence, decision-making skills, and belief that they have a meaningful role in shaping their future. These findings align well with district priorities around relationship-building, student voice, and social-emotional development.  Overall, the MHS Survey is a testament to the foundational moral character being instilled by families in our community. Our students know right from wrong, care about honesty, and take ownership of their actions. This internal strength provides a rock-solid foundation upon which we can build better external support systems. We recognize that adolescence is a period defined by peer orientation. The fact that nearly three-quarters of our student body look to friends who model positive choices is an invaluable protective asset. Our youth are not isolated; they are actively investing in and looking out for one another.  The Mental Health and Substance Vulnerabilities are deeply troubling. Coping mechanisms like vaping are frequently tied to underlying emotional distress and depression. With student perception of peer disapproval of alcohol at 67% and marijuana at 73%, the social boundaries exist, but our youth lack the necessary ""Resistance Skills"" (only 36% possess this asset) to navigate internal stress and external temptations. We also need to recognize and create an action plan because the data shows that  56% of our kids are volunteering but only 19% feel valued by adults, which reflects a severe recognition and relationship deficit. Our youth are experiencing ""adult silence,"" so we must fundamentally restructure how we engage, mentor, and praise our teenagers both within the school walls and across the Alturas community."|The LEA will be focusing on increasing rigor which will give schoolwork value. We will be adding staff to help students become more accustomed to working with adults.|Met||2026-06-17|2026
25735930000000|Tulelake Basin Joint Unified|6|Based on the analysis of local climate survey data, empathy interviews, and student feedback, the district identified several areas of strength as well as opportunities for continued improvement. Students consistently reported that relationships with staff, friends, coaches, and advisors are critical factors in their sense of belonging and engagement at school. Many students identified athletics, FFA, ASB, AVID, Agriculture programs, and other extracurricular activities as places where they feel connected, supported, and valued. Students also expressed appreciation for teachers who provide encouragement, build positive relationships, and create welcoming classroom environments. Survey results showed that 84% of students reported having a staff member, friend, or counselor they can rely on for support during challenging times, while 92% reported being successful in their classes with support or awareness of available academic supports.  A significant strength identified through both surveys and empathy interviews is the value students place on hands-on, visual, and experiential learning opportunities. Students frequently referenced Agriculture, AVID, FFA, SAE projects, field trips, athletics, and classroom activities that allowed them to actively participate in learning. Many students indicated they learn best through visual instruction, examples, demonstrations, practice, and real-world applications rather than lecture-based instruction alone.  The analysis also revealed several areas for growth. Students expressed a desire for stronger connections between classroom learning and future career opportunities, additional hands-on learning experiences, and more consistent instructional practices across classrooms. Many students indicated they need more time, repetition, examples, and individualized support to master new concepts. Students also emphasized the importance of feeling heard, respected, and supported by staff and noted that positive relationships with teachers significantly impact their engagement and success.  Student feedback further highlighted opportunities to improve school climate and engagement. While many students described feeling connected through extracurricular programs and supportive relationships, a smaller group reported feeling disconnected from school, lacking a sense of belonging, or struggling with motivation. Several students identified concerns related to school safety, anxiety, academic confidence, and inconsistent classroom experiences. Students also expressed a desire for additional opportunities to provide input, participate in decision-making, and have their voices heard regarding school programs and activities.|Local climate survey data and student empathy interviews indicate that most students feel connected to school and have access to meaningful support systems. Survey results showed that 84% of students reported having a staff member, friend, or counselor they can rely on during challenging times, while 92% reported being successful in their classes with support or awareness of available academic supports.  Student feedback identified strong connections to athletics, FFA, Agriculture, AVID, ASB, and other extracurricular activities as important contributors to school belonging and engagement. Students also reported that positive relationships with teachers and staff, hands-on learning opportunities, and participation in school activities positively impact their school experience.  Empathy interview data further revealed that students learn best through visual, hands-on, and interactive instructional approaches and value feeling heard, supported, and included. While the majority of students reported positive experiences, a smaller group expressed concerns related to school engagement, academic confidence, anxiety, school safety, and feeling disconnected from school. At this time, disaggregated local climate survey data by student group is limited; however, the district continues to gather feedback from all student groups, including English Learners and Spanish-speaking students, through surveys, empathy interviews, and other engagement activities to better understand and address their needs.|Based on the analysis of local climate survey data, empathy interviews, and educational partner feedback, the district has identified the need to increase opportunities for student voice and stakeholder participation in school improvement efforts. To address these needs, the district will expand the use of student empathy interviews to gather more frequent and meaningful feedback regarding school climate, instructional practices, student engagement, and support services. The district will also administer additional surveys to students, staff, and families to better monitor school climate and identify areas for continuous improvement.  Additionally, school leadership will establish more regular meetings with students to provide opportunities for students to share ideas, discuss concerns, and offer input on school programs, activities, and campus culture. Information gathered through empathy interviews, surveys, and student leadership meetings will be reviewed and used to inform decision-making, strengthen relationships, improve student engagement, and ensure district initiatives reflect the needs and perspectives of students and educational partners. These actions are intended to create a more responsive school environment and support continuous improvement efforts across the district.|Met||2026-06-17|2026
25744500000000|Modoc County ROP|6||||Not Met|||2026
26102640000000|Mono County Office of Education|6|"Kelvin School Climate/Culture 12 Question Survey was given in the spring semester and had an overall 91% favorable rating: The teachers at this school work hard to make sure all students are learning - 100%, I feel safe on my school campus - 100%, My teachers care about me - 100%, The school campus is clean - 100%, My teachers try to build relationships with me - 100%, I believe that I am treated fairly by my teachers - 88%, My school is a place where I feel that I ""belong"" and ""included"" in activities - 75%,  There is at least one adult at my school that I can reach out to for help - 86%, I feel the administration is approachable (Principal, Assistant Principal(s), etc.) - 100%, I believe that I am treated fairly by all non-teaching staff (Administration, Office Staff, Counselors, Custodians, Proctors, etc.). - 100%, I enjoy attending school - 50%, Students at my school respect their teachers - 100%  Because of our low student numbers and student privacy, we are unable to provide disaggregated data by student groups."|The new Kelvin School Climate/Culture survey seems to be more accurate for this current group of students. Keep in mind that every year there is sometimes a new group of students so it is not always accurate to compare results from prior years. Also with such a small number of students, one student can really skew the results. Additionally, because we have so few students taking the survey, we cannot share data disaggregated by student groups, so we are unable to share this data as requested by the State. The data from this survey is very positive. I think providing a shorter survey for school climate helps students to read each question and think about their answers.|Our continued approach to improving school climate is to focus on individual relationships as well as needs. Our Individual Learning Plans (ILP’s), completed annually and updated quarterly focus on academic as well as socio/emotional and career needs/goals. We work continually to educate and support all of our staff, including administrative and support staff to develop meaningful, supportive relationships with our students and time and situations allow and as appropriate.   Jan Work Community School will no longer be administering the California Healthy Kids Survey (CHKS) biannually. It is no longer a requirement for us and more importantly, it didn't seem to be as useful of a measure as originally thought. Generally every two years there is a whole new group of students taking the survey.  We understand that many of our students do not have positive adult relationships in their lives and we strive to provide each at least one positive, caring adult relationship that they can rely on. In the future, we would like to implement a mentor-type program where we can partner with willing MCOE staff members to be another positive role model to our students. We will also continue to support our staff in Love and Logic behavior management training. Last year we started using a new survey, Kelvin, where we can push out surveys to our students and their families whenever we choose to do so. This way, we will have access to current school climate data by the current group of students as often as we see fit.|Met||2026-06-25|2026
26102640124990|Urban Corps of San Diego County Charter|6|The UCCS local climate survey indicated that students felt a strong sense of belonging and community at school. This data encompasses our mainstream and English learner students. Students also reported positive feedback about their ability to feel supported and cared for by school staff.|Data from the local climate survey indicates that UCCS is able to foster positive, supportive relationships among its diverse student population and staff. Areas for growth include collecting both qualitative and quantitative data to better measure potential areas for growth.|Although building community was indicated as a strength, UCCS is committed to growing and improving connections with our newcomer students by improving interpreting and translation services. With a strong sense of community, UCCS is still committed to expanding professional development opportunities to enhance staff empathy and cultural competence. Additionally, UCCS will continue to improve and expand on decision-making opportunities for stakeholders through the use of focus groups.|Met||2026-06-26|2026
26736680000000|Eastern Sierra Unified|6|The LEA uses the California Healthy Kids Survey along with our local student surveys to gain student insight.|Students feel safe at school and most feel connected and supported by the adults on campus. Some students still desire more connection within the school setting.  K-5 - feel safe and feel connected. Enjoy the current SEL programs.  6-8 - feel safe and feel connected. Most enjoy the current SEL programs.  9-12 - feel safe and most feel connected. Most enjoy the current SEL programs.|There are no policies that need to be addressed. The LEA plans to expand our mentorship program to help connect students who do not feel connected/supported.|Met||2026-06-10|2026
26736920000000|Mammoth Unified|6|Mammoth Unified School District measured school climate through student, family, and staff surveys, including the California Healthy Kids Survey, Kelvin Education surveys, Marzano culture surveys, and locally developed engagement surveys. Surveys were administered across the grade spans served by the District and included measures of school safety, connectedness, belonging, relationships, and access to support.  For the current reporting period, 90% of students surveyed reported feeling connected to school, compared with 80.1% previously. Additionally, 91.1% reported feeling safe at school, an increase from 86.1%. Parent perceptions of their children’s school connectedness increased from 37% in 2024 to 70% in 2026. However, the percentage of parents indicating that their children feel safe at school remained at 17%. Among teachers, 65% reported that school is a safe place for students, an increase from 56%, and 67% reported that students feel connected to school, also up from 56%.  Available survey results were reviewed with other indicators, including suspension, chronic absenteeism, attendance, student wellness, and educational partner feedback. The District’s suspension rate remained low at 0.8%. Where student-group results were available and met privacy thresholds, the District reviewed differences among English Learners, students with disabilities, socioeconomically disadvantaged students, Hispanic students, foster youth, and students experiencing homelessness. Small-group results were not reported where disclosure could compromise student privacy.|Survey results demonstrate meaningful progress in student safety, connectedness, and belonging. Student perceptions of safety increased from 86.1% to 91.1%, and student connectedness remained strong. Parent and teacher perceptions of student connectedness also improved substantially. These results suggest that investments in campus supervision, safety procedures, counseling, wellness services, PBIS, restorative practices, social-emotional supports, student-adult relationships, and the Ecosystem of Care are positively affecting school climate.  The data also identify areas requiring continued attention. Parent perceptions of student safety remained at 17%, despite much stronger student-reported safety. This difference suggests a need for clearer communication with families regarding campus safety measures, emergency preparedness, student supports, and how safety concerns are addressed. Teacher perceptions of safety and connectedness improved but remain below student-reported results.  Chronic absenteeism continues to disproportionately affect English Learners, students with disabilities, socioeconomically disadvantaged students, and students experiencing barriers to regular attendance. Educational partners also identified student accountability, bullying, consistent behavioral expectations, cultural responsiveness, and equitable access to recognition and leadership opportunities as areas for improvement. MUSD must therefore continue strengthening belonging and engagement while ensuring that progress is experienced consistently across student groups and school sites.|MUSD will continue implementing Goal 2 of the LCAP, which focuses on wellness, safety, equity, and belonging. The District will maintain PBIS, restorative practices, counseling and wellness services, social-emotional learning, student leadership opportunities, campus supervision, safety protocols, and the Ecosystem of Care. Schools will continue using relationship-centered and prevention-focused practices to address concerns before they escalate.  To address the difference between student and parent perceptions of safety, MUSD will increase communication with families about emergency preparedness, campus supervision, behavioral expectations, bullying-prevention procedures, mental health supports, and methods for reporting concerns. Communication will be provided through ParentSquare, school newsletters, family meetings, websites, and bilingual outreach.  The District will strengthen attendance monitoring, family outreach, case-management support, attendance incentives, SARB interventions when appropriate, and individualized responses for students experiencing chronic absenteeism. Particular attention will be given to English Learners, students with disabilities, low-income students, foster youth, and students experiencing homelessness.  MUSD will also improve the disaggregation and analysis of climate-survey results by grade span, school, and student group when participation levels permit public reporting without compromising privacy. Findings will be reviewed with students, families, staff, advisory committees, and the Governing Board and used to refine site plans, professional learning, safety procedures, and LCAP actions.|Met|MUSD met the Priority 6 local indicator and continues to demonstrate progress in creating safe, supportive, and inclusive schools. Student-reported safety increased from 86.1% to 91.1%, while student connectedness remained strong. Parent and teacher perceptions of student connectedness also improved. The District attributes this progress to continued investments in PBIS, restorative practices, counseling, health and wellness services, campus supervision, family engagement, and the Ecosystem of Care. Areas for continued improvement include reducing chronic absenteeism, addressing disparities among student groups, strengthening consistent behavioral expectations, and increasing family understanding of school safety systems. MUSD will continue gathering student, family, and staff feedback and using disaggregated results, when available and reportable, to strengthen belonging, engagement, wellness, and safety across all schools.|2026-06-25|2026
27102720000000|Monterey County Office of Education|6|Based on the 2025-2026 local survey data, the Monterey County Office of Education collected highly positive feedback regarding school climate, safety, and support across its Alternative Education programs. Overall, the local data revealed neutral or positive feedback from 70 percent of parents, 89 percent of students at Wellington M. Smith, Jr. School, and 91 percent of students at Salinas Community School. When evaluating specific school climate metrics, 96 percent of students reported feeling safe at school, and 89 percent agreed that they have a trusted adult at school whom they can talk to when feeling upset, stressed, or having problems. Parent perception data also showed strong confidence in the campus climate, with 100 percent of surveyed families reporting that their child is safe from bullying at school. In qualitative responses, parents overwhelmingly highlighted the positive and friendly support their students receive from staff, while students praised the staff, hands-on activities, and college and career exposure. However, the data analysis also identified some specific challenges; despite feeling safe, students cited factors such as social anxiety, historical truancy, credit deficiencies, and a preference for independent study environments as significant barriers to their interaction and engagement on campus.|Analysis of the local survey and school climate data reveals significant strengths in campus safety and supportive relationships within the Alternative Education Programs. Overwhelmingly, students report feeling safe on campus (96%) and having access to a trusted adult when experiencing problems (89%). Parent feedback aligns with these findings: 100% of surveyed families agree their children are safe from bullying. Furthermore, suspension rates have declined across all measured student groups, dropping to 1.5% overall and remaining at 0% for Homeless Youth. Both students and parents consistently highlighted the positive, friendly support from staff, as well as the effectiveness of hands-on activities and college and career exposure.  Conversely, the data analysis illuminated critical areas of need regarding student engagement, connectedness, and academic outcomes. Despite reporting that they feel safe, students identified social anxiety, historical truancy, severe credit deficiencies, and a preference for independent study environments as significant barriers to their daily campus interaction. Educational partners echoed this, identifying a pressing need to cultivate a stronger sense of belonging, provide individual tutoring for credit acquisition, increase mental health counseling, and enhance transition supports. Finally, while chronic absenteeism improved significantly—particularly for Students with Disabilities—and graduation rates saw gains among Hispanic and Socioeconomically Disadvantaged students, state assessment performance in English Language Arts, Mathematics, and the College/Career Indicator (CCI) remains very low across all significant subgroups due to high student mobility, short enrollment durations, and interrupted schooling.|Based on the analysis of local data and key learnings, the Monterey County Office of Education (MCOE) is implementing several targeted changes to its existing plans to foster continuous improvement and better address student needs.  To address identified barriers to student engagement and the demand for hands-on learning, MCOE is reallocating resources at Wellington M. Smith, Jr. School by decreasing funding for Individualized Academic Support (Action 5.1) and increasing funding for Enrichment Activities (Action 5.2) to expand experiential, project-based learning, such as the Green Car Project. At Salinas Community School, the target outcome for Academic Enrichment (Action 4.2) was increased to 60% to reflect expected growth in participation, and Action 4.3 was restructured around a new School Liaison position focused on family engagement, attendance support, and transition planning.  Furthermore, to remove barriers to engagement and elevate educational partner voices, MCOE is refining its feedback mechanisms by transitioning several climate and engagement metrics away from the Youth Truth Survey and instead implementing shorter, more user-friendly, and mobile-accessible local surveys. Finally, reflecting successful prior practices, the target outcome for the English Learner reclassification rate was increased from 25% to 30%, and target outcomes for multiple parent and family engagement metrics were raised to 80%.|Met||2026-06-24|2026
27102720112177|Monterey Bay Charter|6|Year-to-year results show relatively stable perceptions, with only minor changes (approximately 1–5 percentage points) compared to prior survey cycles. While the overall findings reflect strong perceptions of safety, relationships, and fairness across the student population, the school continues to review disaggregated results and subgroup patterns through administrative analysis to guide ongoing strategic planning and ensure equitable school climate outcomes for all students. MBCS continues to strengthen collaboration among teachers, intervention staff, counselors, and administrators to ensure supports are aligned across grade spans and responsive to individual student needs. These ongoing revisions and continuous improvement efforts are intended to build student capacity for meaningful participation in school, increase student engagement and success, and ensure equitable access to the supports and services necessary for all students to thrive academically and socially.|MBCS administers an annual local climate survey to students in grades 3–8 to assess school climate and culture, with results disaggregated to the extent available to support continuous improvement. The school analyzes overall student responses and, where applicable, subgroup trends to inform schoolwide planning and improvement efforts. Recent survey data indicate generally positive school climate outcomes across the student population. Approximately 96% of students report feeling safe at school, and most indicate they have at least one positive relationship with a caring adult on campus. Students also report that adults support them in resolving conflicts, contributing to a sense of safety and connection within the school community. In addition, 93% of students agree that school rules are clear and that consequences are applied fairly. Analysis of survey results and other local data sources indicates that MBCS’s social-emotional learning (SEL) program is an area of strength and continues to positively support student well-being and school climate across grade spans. Feedback from students, staff, and families demonstrates that counseling services, social-emotional instruction, and restorative practices contribute to positive peer relationships, student engagement, and a supportive learning environment.|Key learnings from the data show that continued investment in counseling and social-emotional supports remains an important need and priority for the school. MBCS has strengthened its counseling program through partnerships with intern counselors from CSUMB, who work alongside the school’s Licensed Clinical Social Worker and full-time School Counselor to expand student support services. The counseling team provides whole-class lessons, small-group instruction, and student affinity groups designed to support students’ social-emotional development and sense of belonging. Data analysis also identified the importance of strengthening students’ conflict resolution and communication skills. In response, the counseling team continues to implement and refine a social-emotional learning program that incorporates nonviolent communication practices to improve peer-to-peer interactions and support both general education and special education students. Consistent use of shared language and reinforcement of these practices by staff, faculty, and administration have been identified as key factors supporting the effectiveness and continued growth of the SEL program for all student groups. In response to the analysis of local data and identified areas of need, MBCS continues to strengthen and refine its Multi-Tiered System of Support (MTSS) to improve academic and social-emotional outcomes for all students. The MTSS group meets biweekly to review quantitative and qualitative data sources, including survey results, teacher feedback, academic performance data, and student support referrals, in order to evaluate the effectiveness of existing supports and identify areas for continuous improvement. As a result of this ongoing analysis, the school has refined procedures for identifying students in need of additional academic, behavioral, and social-emotional interventions and has expanded coordination among staff members providing student support services. The MTSS team continues to make recommendations regarding targeted interventions, counseling supports, restorative practices, and student action plans to ensure students receive timely and appropriate assistance.|Met||2026-06-09|2026
27102720116491|Open Door Charter|6|"Based on local survey data, Open Door Charter School (ODC) utilizes multiple feedback tools to assess school conditions and climate. A recent local survey conducted in March 2025 demonstrated positive growth across all surveyed groups in key indicators: Engagement (+2%), Relationships (+26%), Culture (+10%), and College and Career Readiness (+14%). Overall, the data indicate that students feel safe, do not experience bullying, and have access to helpful adults. Furthermore, specific qualitative feedback highlighted strong student-teacher connections, with students noting that teachers ""help me when needed and push me to work hard"". The local survey also served as a needs assessment, identifying three primary areas for improvement: addressing distance and transportation barriers for students living outside of Salinas, providing more diverse curricular choices, and adding an academic counselor to support college and career transitions. Finally, to better capture the unique independent study experience, ODC introduced new local survey metrics during the 2025–26 school year. These updated measures revealed that 95% of students feel an adult at ODC will listen to their concerns (Metric 2.7) and 96% feel the school schedule and structure work well for their lives (Metric 2.8)."|Based on the analysis of state and local data, Open Door Charter School (ODC) has identified several key areas of strength and ongoing needs. A significant strength is the school's positive climate, evidenced by a 0.0% suspension rate for all students and all reportable subgroups, including Hispanic, Homeless Youth, Socioeconomically Disadvantaged (SED), and English Learner (EL) students. ODC has also made notable progress in academic persistence; the dropout rate decreased substantially from 48% to 5.26%, and the overall graduation rate improved to 65.8%, with SED students at 65.8%, Homeless Youth at 68.4%, and Hispanic students at 62.9%. Local surveys further highlight positive growth, showing year-over-year increases in engagement (+2%), relationships (+26%), culture (+10%), and college and career readiness (+14%), with qualitative feedback emphasizing strong student-teacher connections. Despite these strengths, the data revealed critical areas of need, particularly regarding post-secondary preparation. The College/Career Indicator remains exceptionally low at 3.6% for All Students, SED, and Hispanic students, and 0.0% for Homeless Youth. This aligns with low UC/CSU requirement completion (5.3%) and declining Career Technical Education pathway completion (2.6%). Furthermore, disparities in academic performance persist, indicating that long-term ELs, low-income, homeless, foster, Hispanic students, and students with disabilities continue to face systemic barriers to graduation. Other significant needs include improving the EL reclassification rate (which remained below target with only 1 of 13 ELs reclassified), reducing chronic absenteeism (which showed high baseline rates of 37.8% for SED and 37% for Hispanic students before recent reductions), and addressing transportation barriers for students living outside of the county center (Salinas), alongside a desire for more diverse curricular choices. Finally, ODC identified a critical operational need to increase the percentage of appropriately assigned and fully credentialed teachers, which recently declined to 22.4%.|Based on local data analysis and key learnings, Open Door Charter School (ODC) has implemented several changes to its plans and procedures to address ongoing needs. Recognizing that traditional metrics do not fully capture the alternative education experience, ODC discontinued its previous student engagement metric and introduced two new local measures to gather more relevant feedback on school connectedness and the independent study structure. After identifying that English Learner reclassification rates remained significantly below target, with only 1 out of 13 ELs reclassified, ODC determined a need to strengthen local progress monitoring for Action 1.4, which will now include a closer review of ELPAC progress, intervention participation, and reclassification readiness. Furthermore, to address geographical barriers for students outside of Salinas, ODC adapted Action 1.5; instead of expanding permanent meeting locations as originally planned, the school shifted to maintaining flexible meeting options throughout the county due to staffing and construction constraints, and will reassess location needs for the 2026–27 school year.|Met||2026-06-24|2026
27102720124297|Bay View Academy|6|The Student Wellness Survey was administered 2 times. Student survey responses were shared with grade level teaching teams, leadership and the Board of Directors. Collaboration time was provided for classroom teachers, counselors, enrichment, and supporting staff to discuss student results and to help implement actionable steps in response to the student survey results. Morning Meetings and Circles were developed over a one week period after receiving and reviewing student responses with the goal of improving classroom culture and agreements. All grade levels responded according to their varied grade level needs. Providing the opportunity for students to share their feelings, opinions, and feedback in a structured format allowed staff to then appropriately respond with actionable steps to meet the needs of all students.  The California dashboard indicated that chronic absenteeism for our students with disabilities is an area of needed focus. In order to address the concerns regarding chronic absenteeism of our students with disabilities our Special Education team held four affinity group meetings for parents of students who are eligible for special education services. Additionally, we formed an attendance team comprised of our Student Information Manager and Counselors to conduct frequent family contacts to identify areas that we can provide more support in, ensuring consistent attendance for our students. This will continue to be an area of focus for the next year as we expand our practices and supports around family education and attendance and formalize our attendance plan detailing how families and students will be supported in maintaining regular attendance.  Additionally the California dashboard showed a decrease in CAASSP scores for some student groups.  In response to the decrease in CAASPP scores, we administered additional interim assessment benchmarks throughout the year to ensure that adequate progress was being made and tier 2 intervention services were being provided in a timely manner. We held several teacher workshops for vertical articulation of writing standards and writing conventions. Formative assessments for conventions of writing and rubrics were developed by our thematic unit coaches and teachers and direct instruction of promise standards were outlined for the school year. Additionally, many grade levels chose to give the interim assessment Benchmark for writing and editing which provided formative data to guide instruction and target the areas students needed the most support in.|Student Survey Results:  Metric 25-26 School Year 8. Percentage of students in grades 3-8 who feel safe on campus will increase or maintain. 	 24-25 School Year 3rd Grade: 90% 4th Grade: 100% 5th Grade: 92% 6th Grade: 98% 7th Grade: 89% 8th Grade: 90%  Percentage of students in grades 3-8 that have a trusted adult will increase or maintain. 	 25-26 School Year 3rd Grade: 81% 4th Grade: 85% 5th Grade: 88% 6th Grade: 94% 7th Grade: 75% 8th Grade: 64%  Percentage of students in grades 3-8 that are happy to be at Bay View will increase or maintain.  25-26 School Year 3rd Grade: 98% 4th Grade: 100% 5th Grade: 99% 6th Grade: 100% 7th Grade: 98% 8th Grade: 89%    Students: Teachers have held community meetings with students regarding their experience and needs.  Teachers share feedback with school leadership to inform plans. Student Surveys completed in November informed staff of areas of strength and need. Staff has received input on preferred incentives through the Student Council.  Teachers: Throughout the academic year, there were multiple opportunities for staff to give feedback and input regarding school programs. A Staff survey was conducted in March to  provide a comprehensive overview of their experiences, allowing us to track perceptions and identify areas for improvement over time. Additionally, individualized 1:1 conversations with administration were offered for staff  to share their thoughts, concerns, and suggestions directly. Instructional Leadership Team meetings provided a collaborative platform for teachers to contribute to decision-making processes and share insights from their classrooms.   Families (SSC, ELAC): To ensure robust family engagement and gather diverse perspectives, we implemented a comprehensive feedback strategy involving multiple channels. Family surveys conducted in March provided valuable insights into family priorities and interests. Chats with leadership in December and February provided families with opportunities to voice concerns and share successes in a supportive environment. Additionally, participation in regular School Site Council and ELAC meetings ensured that families had a direct role in decision-making processes and were able to advocate for resources aligned with student and family needs. Families are often invited to participate and volunteer in school-wide events and community activities such as festivals, book clubs, school dances, and thematic learning etc.. This has been a great opportunity to informally check-in and gather feedback from our families. Finally, discussions regarding field trips and the Special Education Family Survey allowed staff to gather feedback on specific initiatives and tailor their approaches to better meet the needs of all students and families.  Other Staff Members: Aides, Admin, District Office staff BVA staff consult with the Sonoma County Charter SELPA for guidance and support on an ongoing basis. Union: NA|To address teacher feedback for more support with the social emotional needs of students, we will be piloting and adopting SEL curriculum, and in person SEEDS, a restorative practice facilitator,  training.   Teachers stated the class times felt rushed and they did not have time to differentiate instruction. In response to this, we will move to a block schedule and offer  in person ELD Training focusing on differentiation.    To address family feedback requesting additional social emotional support is needed on both campuses, we have reinstated our partnership with CSUMB to hire a MSW intern to support students at Upper School campus. In response to the request for additional academic intervention support for students struggling to meet grade level expectations in math, our training paraprofessionals ran after school tutoring at both Upper and Lower School.   Students voiced a need for additional academic support in both student surveys and discussions with staff members. To support this need, we increase our after school tutoring. There was a decline in upper school students eating breakfast, so we are offering a second breakfast during break to encourage students to eat in the morning.   To address staff feedback of the need for additional mental health counseling for students, we have partnered with CSUMB to be a placement site for MSW Intern Program.  At the request of new to Bay View Staff (less than 3 years of employment) we will be working with SEEDS for professional development on Restorative Practices.|Met||2026-06-09|2026
27102722730232|Monterey County Home Charter|6|"Local climate survey data provides insights into various aspects of our school environment and student well-being. This data can be disaggregated to understand the specific needs and experiences within the school community. Throughout the 2025-26 academic year, MCHCS actively engaged with various educational partners to gather feedback and insights, shaping the LCAP's development and improvement. Educational Partner Engagement sessions provided broad themes for the LCAP, including academic needs in mathematics and mental health support focused on socio-emotional needs. Charter Advisory Board meetings were also scheduled to discuss collective strategies geared towards achieving school objectives. Input was sought from the community through monthly surveys, asking them to assess student needs, propose potential action plans to address them, and possibly update the LCAP.   Responses included 30% from students and 71% from parents. MCHCS received high marks for staff and families feeling safe and secure on our campus, with 96% ""always"" feeling safe, welcomed, and respected, 2% ""most of the time,"" 3% ""sometimes,"" and 0% ""never.""  The majority of students and families felt supported by staff, with 94% stating ""always,"" 6% responding ""most of the time.""  97% of students and families expressed satisfaction in receiving academic support from MCHCS and 3% stating ""most of the time.""   MCHCS also surveyed students and families regarding the need for social-emotional support. The results were 91% ""always"" having social-emotional support, 6% ""most of the time,"" 2% ""sometimes,"" and 1% ""never.""    Additionally, MCHCS surveyed what the community loves about our school. Comments included great staff, flexible schedule, campus, teachers, and friendliness. We also asked what we could improve at MCHCS. Comments included math instruction, middle school math instruction, more field trips, and mental health support."|"Based on the analysis of the local survey, areas of strength at MCHCS include a positive school climate, a strong sense of safety, a high level of school connectedness, and supportive relationships with staff.  Overall, students and families gave high marks in ""always"" or"" most of the time"". When it came to feeling happy about school, their teachers, being safe, and being close to the staff at MCHCS.    Responses to our local survey on what can be improved at MCHCS included additional math support for all students, middle school math classes, increased access to social-emotional support, and the continuation of organized student workshops and field trips."|MCHCS is committed to addressing the identified areas of need through strategic changes in academic support for all students in the area of math, including Hispanic students. Site-based high school math classes are offered to all students taking Math I, Math II, and Math III. Additionally, high school math tutoring will be available to students four times a week, led by a credentialed math teacher, to ensure they have access to further support in math outside of their scheduled classes. To address the local survey results expressing the need for increased middle school math support, MCHCS will continue to provide Daily Math Connection for 30 minutes each school day to all middle school students.    MCHCS will continue to partner with local mental health agencies, including Monterey County Behavioral Health, Harmony at Home, and Sticks and Stones. In addition to these resources, MCHCS will contract with Care Solace to assist families in connecting to mental health support, housing resources, and food-insecurity agencies.  During the 2025-26 school year, MCHCS held 16 scheduled events for students, families, staff, and community members. Events included high school workshops, field-based experiences, Charter Advisory Board meetings, English Language Advisory Committee meetings, and elementary art workshops. MCHCS will continue to schedule events for all students in grades TK-12.|Met||2026-06-24|2026
27102726119663|Oasis Charter Public|6|Oasis Charter Public School administers an annual Family School Climate Survey to gather feedback regarding school climate, safety, communication, family engagement, and student well-being. During the 2025–26 school year, 62 families participated in the survey. Survey questions addressed communication, school safety, relationships, academic support, student engagement, and opportunities for family involvement.  Overall, survey results indicate a positive school climate. Across all Likert-scale questions, 87.1% of responses were positive (Agree or Strongly Agree), with an overall average rating of 4.41 out of 5. These results demonstrate that families view Oasis as a safe, welcoming, and supportive learning environment where students are known and valued.  The highest-rated areas included student safety (98.3% positive), student connectedness with peers and staff (95.1%), promotion of kindness, respect, and inclusion (91.8%), ease of communicating with school staff (90.3%), and opportunities for students to think critically and creatively (90.2%). These findings reflect the school's continued focus on positive school culture, strong relationships, and whole-child supports.  Survey data also identified areas for continued improvement. Approximately 80.3% of respondents agreed that the school values parent and guardian input, while 81.0% reported receiving timely information about school events and updates. Additionally, 81.7% of respondents agreed that student behavior is addressed fairly and consistently and that the school fosters a strong sense of community among families. These results will inform ongoing efforts to strengthen communication, family engagement, and consistency in schoolwide behavior expectations.  Open-ended survey responses reinforced these findings. Families consistently praised the caring and dedicated staff, welcoming school environment, individualized attention, and strong relationships between students and adults. Suggestions for improvement included increasing communication, expanding family engagement opportunities, providing additional volunteer opportunities, and continuing to strengthen academic and behavioral supports.  The Family School Climate Survey did not collect demographic information, therefore results could not be disaggregated by student group. During the next survey cycle, Oasis will explore collecting optional demographic information while protecting respondent confidentiality. This will allow the school to better analyze the experiences of families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students to inform continuous improvement efforts.|Analysis of the 2025–26 Family School Climate Survey identified several strengths that contribute to a positive school environment at Oasis Charter Public School. Families consistently reported that students feel safe, supported, and connected to their teachers and peers. High levels of satisfaction with school safety, respectful relationships, inclusive practices, and communication with staff demonstrate that the school has established a positive culture centered on student well-being and meaningful relationships. Families also recognized the school's commitment to providing a welcoming environment where students are encouraged to think critically, build confidence, and develop academically and socially.  Open-ended survey responses reinforced these strengths by highlighting the caring and dedicated staff, individualized attention provided to students, and the school's strong sense of community. These findings align with local indicators demonstrating continued progress in creating a supportive learning environment that promotes student engagement and success.  Survey data also identified opportunities for continued improvement. While overall satisfaction remained high, families expressed a desire for increased communication regarding school events and academic expectations, additional opportunities for meaningful family involvement, and greater consistency in addressing student behavior. These findings indicate a need to strengthen two-way communication, expand family engagement opportunities, and continue implementing consistent schoolwide behavior expectations through Positive Behavioral Interventions and Supports (PBIS) and other student support systems.  Because the Family School Climate Survey did not collect demographic information, the school was unable to disaggregate results by student group. This limits the ability to determine whether the experiences of families of English learners, students with disabilities, foster youth, or socioeconomically disadvantaged students differ from the overall survey population. To address this need, Oasis will explore collecting optional demographic information in future surveys while maintaining respondent confidentiality. This will allow the school to better identify disparities, monitor trends among student groups, and ensure improvement efforts are responsive to the needs of all educational partners.  These findings will inform continuous improvement efforts by strengthening communication, expanding family engagement, refining behavior support systems, and using educational partner feedback to guide decisions that improve school climate and student outcomes for all students.|Based on the analysis of local climate survey data and educational partner feedback, Oasis Charter Public School has identified several actions to strengthen school climate, family engagement, and continuous improvement. While survey results demonstrate a positive school culture, the school recognizes opportunities to improve communication, increase meaningful family participation, and strengthen consistency in schoolwide practices.  During the 2026–27 school year, Oasis will expand two-way communication by increasing opportunities for families to provide feedback through surveys, advisory meetings, conferences, and the Local Control and Accountability Plan (LCAP) development process. The school will continue using ParentSquare, newsletters, phone calls, social media, and family meetings to provide timely information and encourage ongoing dialogue between home and school. Staff will also communicate how educational partner feedback influences school decisions to strengthen transparency and build trust.  To improve engagement among underrepresented families, Oasis will continue providing bilingual communication, translated materials, flexible meeting schedules, and virtual participation options to reduce barriers related to language, work schedules, transportation, and childcare. The school will also increase intentional outreach to families of English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students to ensure their voices are represented in school decision-making.  In response to survey feedback regarding behavior expectations, Oasis will continue refining schoolwide Positive Behavioral Interventions and Supports (PBIS) implementation by providing ongoing staff professional development, reinforcing consistent expectations across all classrooms, and regularly reviewing behavioral data to identify areas for improvement. These efforts will support a positive, predictable, and equitable learning environment for all students.  Oasis will also strengthen its data collection practices by exploring the inclusion of optional demographic information in future climate surveys while maintaining respondent confidentiality. Collecting disaggregated survey data will allow the school to better identify trends among student groups, monitor equity, and target resources where they are most needed.  These actions have been incorporated into the school's continuous improvement process and will be monitored through annual climate survey results, educational partner feedback, participation data, and ongoing review of LCAP goals. The school will use these data to evaluate progress, refine strategies, and ensure that school policies, practices, and programs continue to meet the needs of all students and families.|Met||2026-06-30|2026
27659610000000|Alisal Union|6|The district's Community Voices Climate Survey included responses from 2,153 3rd through 6th grade students and measured perceptions of school safety and belonging. Overall, 74% of students reported feeling safe at school, while 83% reported a sense of belonging and connectedness. Student responses indicate that positive relationships with classroom teachers are the primary factor contributing to students' feelings of safety and engagement. Students consistently identified teachers as trusted adults who listen, provide support, and create welcoming classroom environments. Students also reported that they are most engaged when instruction includes clear explanations, opportunities for hands-on learning, collaborative group work, and interactive activities. These findings will continue to inform district efforts to strengthen school climate by fostering positive student-adult relationships, supporting engaging instructional practices, and ensuring students experience safe, inclusive, and supportive learning environments.|Analysis of the student climate survey data identified several areas of strength as well as opportunities for continued improvement. Overall, students reported strong levels of belonging and connectedness (83%), indicating that most students feel welcomed, supported, and connected to their school community. Students also reported a positive perception of school safety (74%), with many identifying their classroom teacher as a trusted adult who contributes significantly to their sense of physical and emotional safety. These findings reinforce the district's continued emphasis on relationship-centered practices and positive classroom environments.  The survey also identified opportunities to further strengthen school climate. While a majority of students reported feeling safe, the lower safety rating compared to belonging suggests a need to continue expanding positive behavior supports, adult supervision, and restorative practices across all school settings, particularly during unstructured times. Students also expressed that they learn best when instruction is engaging, includes clear explanations, hands-on activities, and opportunities for collaboration, highlighting the importance of continuing professional learning focused on effective instructional practices. The district will use these findings to guide ongoing efforts to strengthen safe, supportive, and engaging learning environments for all students.|Based on the analysis of student climate survey data and the district's identified key learnings, the LEA will continue implementing the goals, actions, and services outlined in the LCAP to strengthen safe, supportive, and engaging learning environments. The district will continue to invest in positive school climate initiatives, including social-emotional learning, restorative practices, Positive Behavioral Interventions and Supports (PBIS), and expanded mental health services to increase students' sense of safety and connectedness.  To address students' feedback regarding engagement, the district will continue providing professional learning focused on high-quality instructional practices, including student discourse, collaborative learning, hands-on instructional strategies, and teacher clarity. The district will also continue to strengthen positive relationships between students and trusted adults through advisory structures, relationship-centered practices, and Community Schools initiatives. Ongoing review of student climate survey results, attendance, behavior, and other local indicators will be used to monitor progress and refine district actions as part of the continuous improvement process outlined in the LCAP.|Met|The district continues to prioritize a positive school climate by fostering safe, supportive, and inclusive learning environments where students feel connected to caring adults and engaged in their learning. Local climate survey results indicate that students report strong levels of belonging and identify positive relationships with classroom teachers as a key contributor to their sense of safety and well-being. These findings support the district's continued investment in relationship-centered practices, social-emotional learning, Positive Behavioral Interventions and Supports (PBIS), restorative practices, and mental health services. Through the implementation of the LCAP, Community Schools initiatives, and ongoing professional learning for staff, the district will continue to strengthen school climate by promoting student engagement, positive behavior, and equitable access to supportive learning environments. The district will monitor local climate data annually to evaluate progress and inform continuous improvement efforts.|2026-06-24|2026
27659790000000|Bradley Union Elementary|6|When addressing school climate, it is important to gather input from stakeholders. When surveyed, families feel that their students are connected the school. The small school setting along with having the same teacher for multiple years provides a strong foundation for relationships and expectations.|Moving forward, there is a sense from families and students to provide more opportunities for our upper grade students to feel more of a ‘middle school’ environment, which includes field trips/enrichment opportunities to connect to their future career pathways.|Additionally, families would like to be updated from their child’s teacher on the specific standards their children are learning and how they’re being prepared for high school.|Met||2026-06-09|2026
27659870000000|Carmel Unified|6|Carmel Unified School District administers the California Healthy Kids Survey (CHKS) on a biennial basis, which provides student feedback on school climate, safety, learning supports, and health and well-being. Students in grades 5, 7, 9, and 11 participate in the survey. The most recent CHKS administration occurred in 2024–25 and continues to provide longitudinal data regarding student perceptions of connectedness, relationships, and wellness indicators across grade levels. In addition to CHKS data, CUSD administered the Challenge Success Survey during the 2025–26 school year to gather more current local data on student engagement, support, and belonging. Results indicate that 65% of students in grades 6–8 and 66% of students in grades 9–12 reported high levels of behavioral and cognitive engagement. In terms of support, 73% of students in grades 6–8 and 82% of students in grades 9–12 reported high levels of teacher support. Regarding belonging, 74% of students in grades 6–8 and 89% of students in grades 9–12 reported having a trusted “go-to” adult on campus, while 56% of students in grades 6–8 and 69% of students in grades 9–12 reported a strong sense of belonging. Together, CHKS and Challenge Success Survey data provide a more comprehensive picture of student experiences across school sites and grade levels. These data sources are used to inform ongoing efforts to strengthen student engagement, connectedness, safety & wellness, and overall school climate.|Key learnings from available climate and engagement data indicate both areas of strength and ongoing needs across grade levels. CHKS data continues to provide longitudinal insight into student perceptions of connectedness, relationships, and wellness, while the 2025–26 Challenge Success Survey offers more recent local data on engagement, support, and belonging for students in grades 6–8 and 9–12. Challenge Success Survey results indicate several areas of strength across the district. A majority of students reported high levels of behavioral and cognitive engagement (65% in grades 6–8 and 66% in grades 9–12) and strong perceptions of teacher support (73% in grades 6–8 and 82% in grades 9–12). In addition, a large proportion of students reported having a trusted “go-to” adult on campus (74% in grades 6–8 and 89% in grades 9–12), reflecting a strong foundation of adult-student relationships, particularly at the secondary level. At the same time, the data indicate an area for continued focus in student belonging. Sense of belonging is lower than other indicators, particularly in grades 6–8 (56%), compared to grades 9–12 (69%). This difference suggests a need to further strengthen school connectedness and inclusion experiences during the middle school years. This pattern is commonly observed during student transition years between school levels, as students adjust to new environments, expectations, and peer structures. Across data sources, district-level review continues to focus on understanding variations across grade spans and student groups to ensure that support systems are responsive to student needs. These findings inform ongoing efforts to strengthen school climate, increase student connectedness, and promote equitable experiences across all schools.|Each site administrator reviews and responds to school climate data to guide site-level planning and support structures. To address identified needs—such as strengthening adult–student relationships and expanding mental health supports—the district is strengthening professional development focused on building positive staff–student connections and improving access to counseling services, particularly at the secondary level. In addition, the district is reviewing potential refinements to existing climate survey tools, as well as alternative or supplemental measures, to ensure data collected is meaningful, timely, and actionable for continuous improvement efforts.|Met||2026-06-17|2026
27659950000000|Chualar Union|6|"A survey initiated in March 2026 of our teachers and staff in the following categories indicates the following survey results below. In the survey categories pertaining to ensuring students were receiving rigorous, relevant and coherent adopted curriculum, eighty-five percent of the teachers believe this to be the case. Seventy-one percent of the teachers believe they are monitoring student progress through consistent data collection and analysis. In order to ensure comprehensive and rigorous instruction, professional development is essential and critical. At Chualar, teachers and staff, who responded to the survey, indicated that 72% of the teachers and staff believe that the school effectively supports professional development that ensures implementation of instructional practices and activities that facilitate access and success by students with diverse needs. In order to ensure a safe and healthy school environment, teachers and staff need to feel that the school is a clean, safe, and secure place to work. In their survey responses, 85.7% of the teachers and staff who responded shared that they agreed the school was safe. Finally, in addition to the above, student wellness is imperative. The survey results indicated that fifty-seven percent (57.1%) ""Strongly Agree"" and an additional forty-three percent (43%) ""Agree"" that the school, as a whole, demonstrated caring, concern, and high expectations for all students. Additionally, eighty-six (85.7) percent of the faculty believe that the school offers adequate service, including referral services to support students in the areas of social-emotional support, counseling, and academic intervention."|"The key learnings are the following: Eighty-five percent (85%) of teachers believe students are receiving a rigorous, relevant, and coherent adopted curriculum. This indicates strong confidence in the curriculum and its alignment with student learning needs. Seventy-one percent (71%) of teachers report they are consistently monitoring student progress through data collection and analysis. This reflects a solid foundation in data-driven instruction, though it also suggests room for strengthening consistency across classrooms. Seventy-two percent (72%) of teachers and staff believe the school effectively supports professional development that promotes instructional practices meeting diverse student needs. This demonstrates that most staff feel supported in developing their instructional capacity, though nearly one-third may need additional or more targeted support. Eighty-five point seven percent (85.7%) of teachers and staff agree the school is safe, clean, and secure. This reflects a strong perception of physical and environmental safety, which is foundational for effective teaching and learning. Fifty-seven point one percent (57.1% ) ""Strongly Agree"" and 43% ""Agree"" that the school demonstrates caring, concern, and high expectations for all students. This is a unanimous endorsement of the school's culture of care and high expectations. Eighty-five point seven percent (85.7%) of faculty believe the school provides adequate referral services for social-emotional support, counseling, and academic intervention. This suggests that student support systems are functioning well and are widely recognized by staff. Overall, Staff overwhelmingly believe the school provides rigorous instruction, effective professional development, a safe environment, and strong student support systems. The data reflects a positive school climate, with high levels of trust in curriculum, safety, and student wellness services. Areas for continued growth include strengthening consistency in data-driven monitoring and expanding professional development to reach the remaining staff who may not yet feel fully supported."|The Chualar Union School District (CUSD)will continue to monitor the implementation fidelity and monitoring of grade-level standards-based teaching daily for all PK-8th grade students, ensuring that there is bell-to- bell learning every day in Math, ELA/ELD, Science, Social Studies, and the 7/23r26, 12:18 PM Local Control Funding Formula (LCFF) priority 6 Too use of technology tools. CUSD will ensure that all teachers are highly skilled in running their professional learning communities, lesson design and delivery, MTSS/PBIS, and classroom learning-oriented results.|Met|Chualar Union School District will use the Positive Behavior Intervention Support implementation tool to measure our progress on school climate and may look into another tool to measure campus climate and culture levels across the district and school.|2026-06-10|2026
27660270000000|Graves Elementary|6|Graves Elementary School District measured school climate using the California Department of Education's School Climate Survey for Parents and Guardians. The results reflect a highly positive perception of the school environment. Overall, 96% of respondents Strongly Agreed or Agreed that Graves ESD provides an inviting, respectful, safe, and supportive learning environment that promotes academic success for all students. Several items received 98-100% Strongly Agree/Agree responses, including: the school is an inviting place for students to learn, treats all students with respect, maintains a supportive environment, has caring adults on campus, promptly responds to communications, clearly communicates behavioral expectations, and maintains a campus free from drugs, vandalism, and gang-related activity. Additional areas of strength—with 90% or more of respondents in agreement—include promoting academic success, keeping families informed about school activities and student progress, emphasizing cultural respect, maintaining a safe and clean facility, encouraging family involvement, and motivating students to learn. Areas identified for improvement, based on 10% or fewer respondents expressing Disagree or Strongly Disagree, include providing a broader range of quality extracurricular activities such as sports, clubs, and music; offering programs that address students’ unique talents, gifts, or special needs; and increasing access to healthy food options. Disaggregated data by student group is not currently available through the local survey tool, but the district will explore strategies to gather and analyze subgroup-specific feedback in future cycles to ensure all students’ and families’ experiences are represented.|Based on the analysis of climate survey data, several key learnings have emerged for Graves Elementary School District. One clear area of strength is the overwhelmingly positive perception of the school’s environment, with 96% of families reporting that the district provides a safe, respectful, and supportive learning space that promotes academic success. Families highlighted strong communication, staff responsiveness, and a welcoming atmosphere as significant contributors to their satisfaction. Items related to student safety, mutual respect, and caring adult relationships on campus received 100% Strongly Agree/Agree ratings, reflecting the district’s commitment to a positive and inclusive school climate. However, the data also revealed areas of need. A small percentage of families expressed concerns about the availability of extracurricular programs and activities that reflect student interests, talents, and special needs. Additionally, there is room to improve perceptions related to healthy food choices and enrichment opportunities. These findings suggest the need to expand offerings that engage students beyond the core academic program and provide more individualized support. Disaggregated data by student group was not available in the most recent survey results, indicating a future need to refine data collection tools to better capture subgroup perspectives and ensure that all voices are represented in school improvement planning.|Based on the analysis of local data and key learnings, Graves Elementary School District will implement several refinements to support continuous improvement. The LEA remains committed to providing a high-quality educational program that fosters curiosity, creativity, and academic success for all students. To address identified areas of need—such as increasing enrichment opportunities and expanding family engagement—the district will revise existing practices to ensure a more inclusive and well-rounded approach. Key actions include enhancing the curriculum to better reflect student interests and talents, integrating more extracurricular and enrichment activities, and strengthening programs that support student resilience, self-esteem, and social-emotional growth. In addition, the district will work to improve access to resources that support student well-being, including healthy food options and individualized support services. The LEA will also strengthen communication and collaboration with families by offering more flexible and accessible opportunities for input and engagement. These changes reflect the district’s commitment to maintaining high expectations, promoting respect and acceptance, and building strong partnerships between home, school, and the broader community.|Met||2026-06-09|2026
27660350000000|Greenfield Union Elementary|6|During the 2025–26 school year, Greenfield Union School District administered a school climate survey to students in grades 3–8 to better understand student perceptions regarding safety, belonging, well-being, and overall school climate. A total of 3,314 students participated in the survey.  Survey results indicate many students experience positive connections to school; however, several areas for improvement were identified. Of the students surveyed, 112 were identified as being at risk for bullying, while 532 students reported having experienced bullying. Additionally, 382 students reported that they often feel anxious, and 396 students indicated that they do not feel safe on their way to school. These responses highlight the importance of continuing efforts to strengthen social-emotional supports, bullying prevention programs, and school safety initiatives.  At the same time, survey data also reflected positive indicators of school climate. A total of 261 students reported that they never feel unmotivated to come to school, suggesting that many students remain engaged and connected to their educational experience. Additionally, 170 students reported feeling safe while at school, reflecting the positive impact of ongoing efforts to create supportive and welcoming learning environments.  The district regularly reviews school climate data to identify trends, evaluate the effectiveness of current programs, and inform continuous improvement efforts. Findings from the survey are used to guide decisions related to student wellness, mental health services, positive behavior supports, school safety practices, and staff professional development. Moving forward, Greenfield Union School District will continue to focus on creating safe, inclusive, and supportive school environments where all students feel connected, valued, and prepared to succeed.|Analysis of the 2025–26 school climate survey provided valuable insights into students’ experiences and perceptions of their school environment. Responses from 3,314 students in grades 3–8 indicate that many students feel connected to their schools and value their educational experiences, while also identifying areas where the district can continue to strengthen supports and services.  Survey results highlighted opportunities to further enhance student well-being, school connectedness, and feelings of safety. Some students reported experiencing challenges related to peer interactions, anxiety, and feeling comfortable during their journey to and from school. These findings emphasize the importance of continuing efforts to promote positive school culture, social-emotional learning, student wellness, and supportive relationships among students and staff.  The survey also identified several strengths across the district. Many students reported positive attitudes toward attending school and indicated that they feel supported within their school communities. Students' responses suggest that district initiatives focused on creating welcoming learning environments, fostering positive relationships, and supporting student success are making a meaningful impact.  The district will continue to review school climate data, including information available for specific student groups, to better understand student experiences and identify areas for growth. This information will help guide future efforts related to student wellness, school safety, positive behavior supports, and family engagement. Greenfield Union School District remains committed to providing safe, supportive, and inclusive learning environments where all students can thrive academically, socially, and emotionally.|Based on the analysis of local data and stakeholder feedback, Greenfield Union School District has identified several areas for continuous improvement. The district will increase family and cultural engagement opportunities through family events, workshops, and cultural celebrations that strengthen connections between schools and families while honoring the diversity of the community.  The district will also expand social-emotional learning (SEL) supports by providing additional SEL instruction for students and professional development for staff focused on student wellness and positive school climates.  In response to student feedback, the district will continue to increase extracurricular opportunities, including clubs, sports, enrichment activities, and after-school programs, to promote student engagement, belonging, and school connectedness.  These actions will be regularly reviewed to ensure they effectively support positive school climate and student success.|Met||2026-06-18|2026
27660500000000|King City Union|6|The survey is broken down by elementary and secondary. The elementary survey represents students in grades 3-5. The focus of this is on student perceptions of safety and connectedness. Elementary students' responses: 2.71/4-I like school, and 3.49-There is an adult at my school who will help me if I need it. Teachers treat me with respect-3.59/4 and My school wants me to do well: 3.72/4 were both high points for connectedness. Middle School students' responses show lower levels of connectedness with these responses: I feel connected to others at my school-3.02/4, I know an adult at school that I can talk with if I need help-3.07, and teachers treat me with respect 3.22/4. Elementary responses for safety: I feel safe at my school-3.27/4 and Middle School, I have felt unsafe at school or on my way to and from school-2.90/4.|The connectedness and safety questions have increased again in positivity this school year, but are still an area of growth that need to be addressed, as these increases were mostly minimal. We are seeing progress over time, but we need to continue supporting students in the areas of school connectedness and safety.|Safety trainings for staff and leadership were given this year. Site administrators and teacher safety leads were given training on the student components and a school site plan was created to ensure students will be receiving lessons on situational awareness at the start of the school year, with bi-monthly check-ins for awareness regarding specific scenarios. This school year KCUSD is again planning for more Social Emotional support through trainings and professional development. The goals for these added measures is to increase safety and connectedness for students significantly.|Met||2026-06-16|2026
27660680000000|South Monterey County Joint Union High|6|The District administered the 2025–26 California Healthy Kids Survey (CHKS) to students in grades 9 and 11 to assess perceptions of school climate, safety, engagement, and student well-being. The survey provided important information regarding school connectedness, student engagement, emotional wellness, safety, and support systems across district schools.  Key school climate indicators showed several areas of strength. School connectedness was reported by 51% of Grade 9 students and 52% of Grade 11 students. Academic motivation was reported by 60% of Grade 9 students and 64% of Grade 11 students. Caring adult relationships were reported by 43% of Grade 9 students and 51% of Grade 11 students, while high expectations from adults were reported by 58% of Grade 9 students and 66% of Grade 11 students. Students reporting that school promoted parent involvement measured 44% in Grade 9 and 43% in Grade 11.  School safety indicators were generally positive. Fifty-nine percent of Grade 9 students and 59% of Grade 11 students reported feeling safe or very safe at school. Rates of physical fights remained relatively low at 6% for Grade 9 students and 5% for Grade 11 students. Reports of seeing a weapon on campus were 4% for both Grade 9 and Grade 11 students. Cyberbullying was reported by 20% of Grade 9 students and 17% of Grade 11 students.  The survey also identified areas requiring continued attention. Meaningful participation was reported by only 19% of Grade 9 students and 22% of Grade 11 students. Forty percent of Grade 9 students and 40% of Grade 11 students reported that school was “really boring,” and 37% of Grade 9 students and 33% of Grade 11 students reported difficulty focusing on schoolwork.  Additional social-emotional and wellness indicators revealed ongoing student wellness needs. Emotional safety at school was reported by 50% of Grade 9 students and 53% of Grade 11 students. Loneliness was reported by 30% of Grade 9 students and 28% of Grade 11 students. Between 12% and 20% of students reported wanting mental health services during the previous year, while 17–18% reported multiple barriers to accessing services.|The District’s analysis of the 2025–26 CHKS results indicates that students generally experience positive relationships with adults, strong academic expectations, and moderate levels of school safety. Survey results suggest that staff efforts to provide supportive environments, counseling services, wellness supports, restorative practices, and student intervention services are positively impacting school climate. These findings align with educational partner feedback and district implementation efforts under Goal 4.  The data also identify several areas for continued improvement. While approximately half of students report feeling connected to school, meaningful participation remains significantly lower than desired. Student voice, engagement, and ownership of the school experience continue to be areas of need. Additionally, survey responses indicate ongoing concerns regarding emotional wellness, loneliness, access to mental health supports, attendance, motivation, and school engagement.  District analysis further suggests that certain student groups, including English learners, students with disabilities, and students experiencing housing instability, may experience lower levels of connectedness, engagement, and emotional wellness than the overall student population. These findings reinforce the need to continue strengthening systems of support, expanding opportunities for student engagement, and increasing access to social-emotional and mental health services.  Overall, the survey results indicate that the district has established positive foundations in safety, adult relationships, and student support services while continuing to face challenges related to student engagement, connectedness, emotional wellness, and meaningful participation.|Based on the analysis of local climate survey data, the district will continue implementing and refining actions within Goal 4 of the Local Control and Accountability Plan to improve school climate, student wellness, safety, engagement, and family involvement. Planned actions include continued access to counseling and wellness services, attendance interventions, restorative and relationship-centered practices, substance abuse and vaping prevention efforts, behavioral supports, and expanded opportunities for student leadership and engagement.  To address concerns regarding student connectedness and meaningful participation, the district will strengthen student voice initiatives, leadership opportunities, Link Crew activities, restorative practices, and relationship-building efforts across all school sites. Schools will continue developing inclusive learning environments that foster student belonging and meaningful engagement in school activities and decision-making processes.  To address social-emotional and mental health needs identified through CHKS data, the district will continue expanding counseling, wellness, and intervention services, improve coordination of supports through MTSS systems, and strengthen partnerships with community-based mental health providers. Additional emphasis will be placed on early identification of student needs, social-emotional learning supports, attendance interventions, and targeted services for student groups experiencing lower levels of connectedness and wellness.  The district will continue monitoring California Healthy Kids Survey data, California School Parent Survey data, California School Staff Survey data, California Dashboard indicators, attendance data, behavioral data, and educational partner feedback to evaluate progress and make ongoing adjustments to services and supports.|Met||2026-06-10|2026
27660760000000|Lagunita Elementary|6|Lagunita administers the same school climate survey each mid-year (in January) to older students (4-5), and we use this data to track incidences of bullying, name-calling, conflict resolution, adult support, safety, depression, and fairness. Each year we chart growth and decline against previous years.|"Change is constant, and in some areas we improve and in other areas we decline. Lagunita is a small school--19 kids were surveyed this year-- and there are times when an improvement or a decline is due to the answer (experience) of just one student. We always share the importance of the survey and the outcomes supporting continuity or change in the services we offer students. This year we showed improvement in student identification with the school (""Do you feel like you are included as a part of Lagunita School?"") and in adult support (""Do the adults at school believe you can do a good job?"" and ""Do the adults at school care about you?"")."|Our main purpose is to maintain dialogue with our student population. One part of that is anonymous feedback, but it allows for conversations about our responsiveness, student satisfaction with the services we offer, and trends (up and down) in what students are experiencing on campus. In this case, it affirms that the work we're doing with a counselor continues to improve the school climate and that focusing on teamwork and positivity are things that tangibly support student wellness.|Met||2026-06-23|2026
27660840000000|Mission Union Elementary|6|Students in grades 5-8 at Mission were surveyed regarding school climate, nutrition, activities, technology, and recent updates to our campus and programming. We had a 94 percent response rate. Among the activities available for students to participate in, STEAAAMM and Fun Day ranked highest, while Classroom Volunteering ranked lowest. This is unusual since students volunteer everyday. 78% of students reported that it was important to come to school, and 98% reported feeling safe at school. 96% of students believed that teachers treated them fairly, and 82% responded that students treated each other fairly. 100% of students stated that teachers complimented them on their work, and 94% believed that a person or program was available to help them when needed.|Of the numerous changes this year, the ones they noticed the most were: The new playground at 90% The new drinking fountain and water bottle filler at 88% The new conference room in the library at 86% Ben Q interactive boards at 80%|The key issue that needs to be addressed would be technology and technology related devices. On our metrics this rated the lowest by 67%. This is one of the reasons we will be utilizing support to help with technology and newer devices.|Met|Providing more opportunities to involve students in clubs will be an endeavor we will partake in.|2026-06-10|2026
27660920000000|Monterey Peninsula Unified|6|MPUSD reviewed 2025–26 YouthTruth student climate survey data across elementary, middle, and high school grade spans to monitor student perceptions related to engagement, belonging, school culture, relationships, safety, inclusion, and emotional well-being.  At the elementary level, students reported the following average ratings: • Engagement: 2.78 • Academic Challenge: 2.39 • Instructional Methods: 2.52 • Culture: 2.20 • Belonging: 2.34 • Relationships: 2.68 • Emotional & Mental Health: 2.47 • Diversity, Equity, & Inclusion: 2.01 Elementary survey data reflected comparatively stronger ratings in Engagement and Relationships, while lower ratings were identified in Diversity, Equity, & Inclusion, Culture, and Belonging.  At the middle school level, students reported the following average ratings: • Engagement: 3.25 • Academic Challenge: 3.56 • Culture: 3.23 • Belonging: 3.40 • Relationships: 3.40 • Emotional & Mental Health: 3.67 • School Safety: 2.33 • Inclusion: 3.34 Middle school students reported the highest ratings in Emotional & Mental Health and Academic Challenge. School Safety received the lowest middle school rating.  At the high school level, students reported the following average ratings: • Engagement: 3.54 • Academic Challenge: 3.63 • Culture: 3.29 • Belonging: 3.43 • Relationships: 3.25 • Career and College Readiness: 3.25 • Emotional & Mental Health: 3.60 • Safety: 2.04 • Inclusion: 3.41 High school students reported the highest ratings in Academic Challenge, Emotional & Mental Health, and Engagement. Safety received the lowest rating at the high school level.  Across grade spans, survey results reflected stronger perceptions related to academic challenge, engagement, relationships, and emotional well-being, while school safety, belonging, and inclusion-related measures reflected areas for continued growth and improvement. MPUSD will continue to use YouthTruth survey results, along with additional local data and educational partner input, to monitor school climate conditions and inform continuous improvement efforts.|MPUSD reviewed local climate survey data from the 2025–26 YouthTruth student survey to better understand student perceptions related to engagement, belonging, school culture, relationships, safety, and emotional well-being across grade spans. Survey results were analyzed to identify areas of strength and areas requiring additional support to improve school climate and student connectedness. At the elementary level, students reported the strongest ratings in Engagement (2.78) and Relationships (2.68), while lower ratings were identified in Diversity, Equity, and Inclusion (2.01), Culture (2.20), and Belonging (2.34). Elementary students also reported moderate ratings in Emotional and Mental Health (2.47) and Instructional Methods (2.52), indicating opportunities to strengthen inclusive practices, school connectedness, and student support systems. Middle school students reported higher overall ratings across most categories, including Emotional and Mental Health (3.67), Academic Challenge (3.56), Belonging (3.40), and Relationships (3.40). However, School Safety received a lower rating of 2.33, indicating a need to strengthen students’ perceptions of safety and campus climate. Inclusion (3.34) and Culture (3.23) reflected generally positive perceptions while still identifying opportunities for continued improvement. At the high school level, students reported the strongest ratings in Academic Challenge (3.63), Emotional and Mental Health (3.60), Engagement (3.54), and Belonging (3.43). Inclusion (3.41) and Culture (3.29) also reflected generally positive perceptions. However, Safety received the lowest rating at 2.04, suggesting that improving students’ sense of physical and emotional safety remains an area of focus. Overall, the survey results indicate strengths in student engagement, relationships, and academic challenge across grade spans, while also highlighting areas for continued improvement related to school safety, belonging, and inclusive school environments. MPUSD will use these data, along with additional educational partner input and local climate measures, to inform actions and supports designed to improve school connectedness, student well-being, and positive school conditions for all students.|Based on the analysis of local climate survey data, educational partner feedback, and other local indicators, MPUSD identified the need to strengthen school climate, student connectedness, family engagement, and perceptions of school safety across grade spans. Key learnings from the data review indicated that students reported lower ratings in areas related to safety, belonging, culture, and inclusion, particularly at the elementary and high school levels. In response, MPUSD will revise and strengthen existing family engagement and school climate practices to improve communication, relationship-building, and student support systems. MPUSD will continue expanding multilingual communication, increasing opportunities for educational partner feedback, and improving access to family engagement activities through flexible meeting formats and targeted outreach to underrepresented families. MPUSD will also review and refine school climate and student support procedures to strengthen inclusive practices, increase student connectedness, and improve perceptions of physical and emotional safety on campuses. Professional learning opportunities for staff will continue to focus on relationship-building, culturally responsive practices, social-emotional supports, and positive school climate strategies because survey and local data identified these areas as ongoing needs. Additionally, MPUSD will continue using local survey data, educational partner input, and other local indicators to monitor progress and guide continuous improvement efforts. MPUSD will regularly review implementation outcomes and adjust actions, supports, and engagement strategies as needed to better address identified student and family needs.|Met||2026-06-09|2026
27660922730240|Learning for Life Charter|6|The LFLCS climate survey consists of 4 sections where students can express Strong Agreement to Strong Disagreement to statements regarding connections with adults, regarding developmental relationships with staff, regarding their treatment related to their gender, sexual orientation and race/ethnicity, and regarding their perceptions of safety for themselves and for others.|Most students Agreed or Strongly Agreed that they felt connected to adults at school, that the staff supported them with Developmental Relationships, that they were treated respectfully in relationship to their gender, sexual orientation and race/ethnicity, and that others were treated safety and respectfully at school in relationship to these dimensions of identity.|We take these results to mean that students generally feel safe and connected to our school staff. This motivates us to continue implementing our program of Trauma Informed Care and to encourage in-person interactions.|Met||2026-06-23|2026
27660926118962|International School of Monterey|6|ISM places a huge emphasis on a positive school climate, starting with its mission to “educate all children toward becoming conscientious, compassionate, and responsible citizens of the world” and its vision of “a world of understanding.” In keeping with the vision, ISM focuses on creating small worlds of understanding in each classroom each day to help students develop the character that will make them contributors to a global world of understanding throughout their lives.  The emphasis on school climate is formalized in an LCAP commitment to leverage ISM’s fiscal, physical, and human resources to achieve a positive and productive school climate, culture, and community. ISM has assessed its performance relative to this outcome through annual student, parent, and staff surveys, targeting an average of 90 percent per participation group for all climate, culture, and community-related items. The culture/climate-related items on the grade 6-8 student survey are: • Adults at this school encourage me to work hard so I can be successful in college or at the job I choose. • My teachers work hard to help me with my schoolwork when I need it. • Teachers give students a chance to take part in classroom discussions or activities. • Teachers go out of their way to help students. • I feel close to people at this school. • I am happy to be at this school. • I feel like I am part of this school. • The teachers at this school treat students fairly. • This school clearly informs students what would happen if they break school rules. • Rules in this school are made clear to students. • Students know how they are expected to act. • Students know what the rules are.  The target was nearly achieved in the most recent administration of the surveys in 2026, with ratings averaging between 95.7 and 91.6 percent for safety and between 99.6 and 78.4 percent for connectedness across all groups.   The specific results were: Safety: parents 95.7 percent, students 91.6 percent, staff 94.4 percent Connectedness: parents 99.6 percent, students 78.4 percent, staff 94.4 percent  The safety scores continue to show year-over-year growth. Scores for connectedness, most notably, show consistent growth among student scores this year.   Next year, the school will focus on the intersection between the two measures: students who feel safe but not connected to deepen engagement amongst all student groups.|"Overall, the annual survey results confirm that ISM’s mission- and vision-driven focus on school climate, culture, and community leads to students feeling respected, safe, well treated, and valued. The few lower ratings have helped identify specific areas where the school might make further gains. Based on this data and open-ended comments, ISM has invested significant time and money in further strengthening the school climate in recent years, specifically assigning an administrator to School Culture & Community, forming a Culture and Community Team whose three faculty members work with the administration to develop climate-related activities and events; implementing a Multi- Tiered System of Supports (MTSS); implementing a ""House Activity Program"" in our middle years program to build connection across grade levels; and encouraging teachers to take time to focus on positive classroom climate, particularly at the start of the school year through the Responsive Classroom Program."|During the 2026-2027 school year, the school will continue to expand professional development on belonging, with a strong emphasis on student emotional health and learning, to further our commitment to increasing student and family satisfaction with school climate. The school will continue implementing an explicit approach to the middle school advisory program, which supports social-emotional health among student communities. The school will also continue to develop the Safe School Ambassadors program to strengthen school culture from within the student body. Lastly, additional emphasis will be placed on belonging and inclusion approaches with teachers and between students, with ongoing professional development for staff to directly utilize student inclusion practices in advisory discussions.|Met||2026-06-16|2026
27661340000000|Pacific Grove Unified|6|PGUSD utilizes the California Healthy Kids Survey (CHKS) to gather school climate data from students, families, and staff.  Student CHKS results identified several strengths. Elementary students reported strong perceptions of caring adult relationships, facilities upkeep, school safety, and safety traveling to and from school. Middle school students reported growth in school connectedness, caring adult relationships, perceived safety, and high expectations from adults. High school students reported positive levels of school connectedness, high expectations, perceived safety, and life satisfaction.  Family CHKS data reflected positive perceptions that teachers respond to students’ social-emotional needs and that schools communicate respect for cultural beliefs and practices. Staff CHKS results indicated that schools are supportive and safe places for students to learn and that caring adult relationships are a strength.  District School Climate Report Card data highlighted strengths in caring relationships, parent involvement, meaningful participation, and perceived school safety. High school data also reflected strengths related to positive peer interactions and school climate.  Growth areas identified through CHKS included student sadness and social-emotional distress, harassment concerns at the middle school level, family involvement in decision-making, social-emotional supports, academic motivation, attendance, and healthy sleep habits.  PGUSD also utilizes CORE SEL surveys as a local indicator. Elementary results showed the largest percentage of students in the Healthy/Favorable category. Middle and high school results reflected higher percentages of students reporting slightly unfavorable social-emotional conditions. Male students reported slightly higher unfavorable ratings at the elementary and high school levels.  Qualitative input from Community Engagement Meetings, PAC, DELAC, Student Advisory Councils, Cultural Proficiency meetings, and EL Education planning sessions reinforced survey findings. Stakeholders identified strengths related to belonging, inclusion, caring relationships, and school connectedness. Areas for continued focus included communication, social-emotional supports, behavioral expectations, and student well-being.|Key learnings from the data analysis reveal both strengths and identified needs related to school conditions and climate.  Areas of Strength  Students reported positive perceptions of school connectedness, safety, and caring relationships. Elementary students reported strong perceptions of school safety, caring adults, facilities, and safe travel to and from school. Middle school students reported growth in caring adult relationships, school connectedness, and high expectations from adults. High school students reported positive levels of school connectedness, perceived safety, life satisfaction, and high expectations.  Family survey data reflected positive perceptions that teachers respond to students’ social-emotional needs and that schools demonstrate respect for students and families. Staff survey data indicated that schools are supportive and safe places for students to learn. District climate report card data highlighted strengths in caring relationships, parent involvement, meaningful participation, and perceived school safety. Community engagement feedback also identified belonging, inclusion, and caring relationships as district strengths.  Identified Needs and Areas for Improvement  Student well-being remains an area of need. Elementary students reported sadness, while high school students reported social-emotional distress. CORE SEL results across grade spans reflected notable percentages of students reporting slightly unfavorable social-emotional conditions, with male students reporting slightly higher unfavorable ratings at the elementary and high school levels.  Middle school students continued to report concerns related to harassment, and stakeholder feedback identified the need for continued implementation of restorative practices, behavioral supports, and consistent expectations across schools.  Family and staff survey data identified opportunities to strengthen family engagement, parent input in decision-making, and responsiveness to parent concerns. Community engagement and DELAC feedback highlighted the importance of improving communication regarding academic supports, interventions, social-emotional resources, and opportunities for participation.  Additional growth areas included strengthening social-emotional supports, improving academic motivation and attendance, promoting healthy sleep habits, expanding student voice opportunities, addressing facility improvement needs, and ensuring greater consistency in social-emotional learning, restorative practices, and mental health supports across schools.  These findings continue to inform refinement of the LEA’s LCAP goals, actions, and services to address identified needs while building on existing strengths to support positive, inclusive, and equitable learning environments for all students.|To address identified needs, PGUSD will continue strengthening communication and collaboration between home and school, particularly for underrepresented families and student groups. This includes refining outreach practices, expanding opportunities for stakeholder participation, providing clearer information regarding available supports and services, improving communication accessibility, and continuing efforts to engage families in school and district decision-making processes. The district will also continue strengthening social-emotional learning implementation, restorative practices, and student support systems across school sites while addressing facility and campus environment needs identified through student and community feedback. Furthermore, the district will continue its deep commitment to restorative practices, Cultural Proficiency work, and Professional Learning Communities (PLCs). These initiatives remain central to the district’s continuous improvement efforts and support ongoing collaboration, reflection, and authentic engagement among staff, students, families, and community partners. Through ongoing professional development, collaborative planning structures, EL Education implementation supports, and relationship-centered practices, PGUSD will continue reinforcing its core values of BELONGING, SAFETY, and PROSPERITY to cultivate learning environments where all students feel valued, supported, and empowered to thrive.|Met|Responses to the prompts for Priority 6 have been condensed. A more detailed version of these responses was presented to the board in the PGUSD Local Indicators Report on June 4th, 2026.|2026-06-04|2026
27661420000000|Salinas City Elementary|6|"The Salinas City Elementary School District student survey results for the 2025-26 school year reveal a performance profile defined by strong foundational relationships alongside significant opportunities to bolster student resilience and peer culture. Data from the Fall 2025-26 student climate survey shows that the district excels in Teacher-Student Relationships, ranking in the 80th percentile nationally with 84% of students reporting respectful treatment from educators. This strength is complemented by Rigorous Expectations, which ranks in the 70th percentile. While 81% of students feel encouraged to do their best, a subset analysis suggests a need for more interactive engagement, as only 60% of students report being frequently asked to explain their reasoning. Despite these relational strengths, the data highlights a critical need for intervention in student self-regulation and peer dynamics. Perseverance represents the district’s most significant area for growth, ranking at the 40th percentile nationally. A particularly concerning data point shows that only 37% of students feel capable of maintaining focus amid distractions—the lowest score across all surveyed topics. Additionally, School Belonging fluctuates between the 50th and 60th percentiles, with a decline in ""feelings of being understood"" (51%) and a low favorable response rate regarding peer respect (45%). These findings indicate that while the district has successfully fostered a culture of high academic standards and supportive adult-to-student connections, the social-emotional focus must now pivot. Efforts should prioritize strengthening the student-to-student social fabric and equipping learners with the strategies necessary to persist through challenges and distractions. By addressing the decline in perceived peer respect and the struggle with perseverance, the district can better align its social-emotional climate with its strong academic foundations."|A comparative analysis of the student climate survey data reveals persistent disparities across student groups, particularly regarding language fluency and race. As in previous years, Hispanic/Latino students’ responses—representing the largest cohort—closely align with district averages across most categories. However, clear gaps remain for English Learners (EL), who scored lower than English Only peers in Learning Strategies (58% vs. 64%), Perseverance (52% vs. 56%), and Rigorous Expectations (71% vs. 76%). Interestingly, Redesignated Fluent English Proficient students reported the highest favorability in academic areas, reaching 81% in Rigorous Expectations. Racial data further highlights these inequities: Black or African American students reported lower School Belonging (48%) compared to the district average (55%), while Asian Indian students reported the lowest favorability in Perseverance (48%). Despite these relational strengths, the data highlights a critical need for intervention in student self-regulation and peer dynamics. Perseverance remains the most significant area for growth, ranking at the 40th percentile nationally, with only 37% of students feeling capable of maintaining focus amid distractions. The consistent underperformance of English Learners and specific racial subgroups in these areas raises important questions about the effectiveness of current social-emotional efforts. These findings underscore the need for more targeted, culturally responsive strategies to ensure that relationship-building and academic support efforts result in equitable outcomes for all students, regardless of their language background or race.|During the 2025–26 school year, the District continued implementation of its Community Schools framework through the California Community Schools Partnership Program (CCSPP), expanding support for students and families through integrated services, family engagement efforts, and strengthened community partnerships. Community Schools implementation remained a key discussion topic during meetings with parents, staff, students, and other educational partners, ensuring that stakeholder feedback informed planning and decision-making. The District also administered the student survey twice during the year, allowing for comparative analysis of student experiences and emerging trends to guide continuous improvement efforts. The District successfully secured additional funding through the California Collaborative for Educational Excellence’s Community Engagement Initiative (CEI), receiving $140,000 over two years ($70,000 annually). These funds will support the expansion of community engagement efforts and enable the District to extend Community Schools implementation support to an additional school site. While not all schools received direct CCSPP funding, the Community Schools Steering Committee works to ensure that priorities, resources, and supports are implemented equitably across the district through coordinated partnerships and shared systems of support. District and site administrators also participated regularly in required regional training, professional learning opportunities, and technical assistance sessions facilitated by the Monterey County Office of Education (MCOE). These opportunities strengthened local capacity in Community Schools implementation, continuous improvement, educational partner engagement, and integrated systems of support. Moving forward, the District will continue leveraging CCSPP and CEI resources, stakeholder feedback, data analysis, and community partnerships to sustain and expand equitable support and opportunities for all students and families.|Met||2026-06-16|2026
27661590000000|Salinas Union High|6|Survey Tool: The district uses the California Healthy Kids Survey (CHKS) to measure school climate, connectedness, safety, and wellness for grades 7, 9, and 11. ? Key Growth (2023-24 to 2024-25): Core climate indicators showed meaningful district-wide improvement: ? School Connectedness: Increased to 53% for Grade 7 (up from 46%) and 51% for Grade 9 (up from 48%). ? Caring Adult Relationships: Increased to 50% for both Grade 7 (up from 44%) and Grade 9 (up from 41%). ? High Expectations: Increased to 69% for Grade 7 (up from 62%) and 63% for Grade 9 (up from 56%). ? School Safety: Showed strong gains, rising to 53% for Grade 7 (up from 45%) and 60% for Grade 9 (up from 55%). ? Drivers of Success: Data suggests that investments in Wellness Centers, Community Schools, restorative practices, and other student support initiatives are directly contributing to stronger engagement and relationships|Persistent Needs: Meaningful participation remains the lowest developmental indicator, with only about 20% of students feeling involved in decision-making or leadership. ? Belonging & Engagement: Despite improvements, nearly 50% of students still lack a strong sense of school belonging. Elevated levels of school boredom and difficulty maintaining focus remain challenges for secondary students. ? Subgroup Disparities: Disaggregated data highlights persistent gaps for vulnerable subgroups, including English Learners, Students with Disabilities, and Homeless and Foster Youth. ? Next Steps: The district must continue to implement targeted, equity-centered strategies and supports to ensure positive climates and meaningful engagement for all student groups.|Wellness Center Leadership:The district remains committed to student wellness by sustaining site-level wellness providers and the community-based organization (CBO) partnerships that families and students depend on. The people and programs closest to students—the counselors, clinicians, and community partners embedded in Wellness Centers across our schools—remain in place and supported. ? Behavior & Suspensions (Action 3.3): To address discipline disproportionality (especially for Foster Youth), the district is shifting to highly targeted professional development on expulsion procedures and due process, alongside transitioning to a localized MTSS (Multi-Tiered Systems of Support) data system for real-time monitoring. ? Restorative Practices (Action 3.4): JEDI (Justice, Equity, Diversity, and Inclusion) Specialists are leading safe and inclusive school forums, training staff on anti-hate speech, and providing embedded support for culturally responsive instruction. ? Attendance & Engagement: The district is shifting critical attendance support staff to sustained LCAP funding, while standardizing School Attendance Review Team (SART) and Attendance Recovery processes across all campuses. ? Campus Safety & Health (Actions 3.2 & 3.5): Emphasizing elevated supervision during high-risk periods utilizing standardized protocols like RAPTOR and the Big Five. Additionally, the district purchased a Mobile Health Clinic to conduct mandated screenings and expand preventive care. ? Family Engagement (Action 3.7): Continuing vital two-way communication platforms via alternative funding and prioritizing the hiring of a Community Engagement Liaison to strengthen outreach, particularly for families of Students with Disabilities|Met||2026-06-23|2026
27661670000000|San Antonio Union Elementary|6|Based on the parent survey, student survey, and the improved academic achievement data, the district is providing a positive climate for students to thrive. The local climate data showed: 96% of parents feel that the campus is safe or very safe, 78% of students rated the campus as being safe or very safe. Eighty-nine percent of parents stated they were satisfied with the academic instruction their child is receiving. Eighty-eight percent of parents rated school communication as an 8 or higher on a scale from 1-10 with 50% rating a ten. Chronic absenteeism went from 27% in 2023, 20% in 2024, and down to 16.2% in 2025. English Language Learners went from 22.7% in 2023, 16.7% in 2024, and 8.1% in 2025.  In conversations with families and staff, adults agree the district has improved the overall climate and increased the importance and awareness of attendance.  The school's Greater School Rating also went from a 3/10 to a 7/10, showing positive growth for the overall school.|This year survey supported strengths in school safety, communication/engagement, academic achievement and attendance. The district will continue to work on these 4 areas. Our goal is to have 90% of students to feel safe on campus, continue to improve communication and engagement, to get 90% of students working at or above grade level, and to lower chronic absenteeism to less than 10%. The increase of the Greater School rating has been a tremendous boost for staff, parents, and students. Our hard work is paying off. The tremendous and steady decline of students who are chronically absent is huge to help support students academic achievement.|The district will be working to continue to build a stronger unity between grade levels, offer positive incentives for attendance, focus on academic rigor, practice safety drills, and be sure all students have the opportunity to grow their leadership skills. The addition of a leadership curriculum provided by Franklin Covey will allow the district to focus on improving the overall well being of all children.|Met||2026-06-11|2026
27661750000000|San Ardo Union Elementary|6|Students complete the California Healthy Kids Survey annually. Unfortunately, it is done by the school and there are no subgroup scores to report out as it is anonymous. Also, due to the extremely small population, reporting out different subgroups under 10 cannot be completed. Results are reported below. Happy to be at school 91.9% - 35.14% always, 56.76% sometimes. Adults listen to you 94.59% - 32.43% always, 62.16% sometimes. Treated with respect always 91.89% always. Bullying not allowed clear 89.19% agreed. I've been hit or pushed O times at school 48.65% agreed. Feel safe at school all the time 88.64%, 31.82% always, 56.82% sometimes. I have a parent/adult at home that cares about school work 97.30% responded with yes. Subject is most difficult Math - 45.95%.|It appears that students are not happy at school all of the time and don't feel as though the adults are listening to them, although these percentages have increased since last year. There is a continued need to build a positive culture and climate at the school. There is a continued need to strengthen the relationships between adults and students. An area of strength is it is clear bullying is not tolerated and being treated with respect by adults.|The district will continue with Positive behavioral Incentives and Supports and the Character Count program to continue improvements in the overall climate and culture of the school.  Suspensions were also drastically reduced this past year.|Met||2026-06-10|2026
27661830000000|San Lucas Union Elementary|6|32 students (Grades 3-8) feel that adults respect them on campus always or sometimes - 96.97%.  Of the (33) 3rd-8th grade students, 87.88% feel that they receive a good education at San Lucas School.  Of the (33) 3rd-8th grade students, 87.88% feel that if they have a problem, they know they have someone at school they can talk to.    27.27% of 3rd-8th grade students believe that they are never safe at school. .  For the 25-26 school year, we have purchased School Connect ( grade 6-8) SEL curriculum and Wayfinder (TK-5 ) SEL curriculum to address Goal 1.7.  The program will continue in 2026-27.|Students reported the need for the school to explicitly teach students how to treat each other with respect. The site applied for and received a one time mini grant to purchase social emotional curriculum to teach these skills on a daily basis.|Staff and LEA met in May and agreed that the site would begin daily implementation of SEL curriculum based lessons for the 2026-2027 school a year. A minimum of 30 minutes is to be dedicated to this.|Met||2026-06-17|2026
27661910000000|Santa Rita Union Elementary|6|Santa Rita Union School District annually administers the California Healthy Kids Survey (CHKS) to gather information regarding student perceptions of school climate, safety, connectedness, engagement, and support. Survey data are reviewed at the district and school levels and are analyzed alongside attendance, behavior, and other student outcome data to inform continuous improvement efforts.  Survey results indicate that students generally report positive perceptions of school safety, caring adult relationships, academic motivation, and school connectedness. Students also report positive relationships with school staff and opportunities for support within their school communities. Additional climate indicators related to violence prevention, school safety, and facilities conditions reflect generally positive perceptions across schools.  The district reviews available disaggregated data for student groups, including multilingual learners, students with disabilities, socioeconomically disadvantaged students, and major racial and ethnic student groups, to identify strengths and areas for growth. While many student groups report positive school experiences, the data indicate opportunities to continue strengthening student connectedness, belonging, and engagement for all students.  The district also reviews related survey data from families and staff. Feedback from educational partners reflects appreciation for supportive school environments, communication efforts, and opportunities for engagement, while also identifying areas for continued growth in student connectedness, family engagement, and ensuring equitable experiences across student groups.  Survey results are used to inform school and district planning, including efforts related to student wellness, attendance, safety, family engagement, social-emotional supports, and positive school climate initiatives.|Analysis of local climate survey data identified several strengths across the district. Student, family, and staff responses indicate positive perceptions regarding school safety, supportive relationships with school staff, and access to resources that support student well-being. Survey results also suggest that many students feel connected to their schools and have access to caring adults who support their academic and social-emotional development. These findings align with district efforts to expand mental health services, strengthen student support systems, promote positive school culture, and increase opportunities for student engagement.  Analysis of disaggregated data indicates that many student groups report positive school experiences; however, differences among student groups highlight the importance of continuing to focus on equitable access to supportive learning environments and a strong sense of belonging for all students. The district recognizes the need to continue monitoring the experiences of multilingual learners, students with disabilities, socioeconomically disadvantaged students, and other student groups to ensure all students feel safe, supported, connected, and engaged.  Areas identified for continued growth include strengthening student connectedness, increasing opportunities for student voice, and ensuring consistent experiences across schools and student groups. The district will continue using climate survey results, attendance data, behavioral data, and educational partner feedback to inform planning and continuous improvement efforts related to school climate, student wellness, safety, and engagement.|Based on the analysis of local climate survey data and other educational partner feedback, the district will continue implementing and refining strategies designed to strengthen student connectedness, engagement, safety, and overall well-being. Survey results and related data sources indicate the importance of continuing efforts to ensure all students experience supportive learning environments and have access to meaningful relationships with peers and trusted adults.  The district will continue investing in school-based mental health and wellness supports, including counseling and social-emotional services, while strengthening systems that promote positive school culture, student engagement, and a sense of belonging. Schools will continue utilizing attendance, behavioral, and climate data to identify areas of need and develop targeted strategies to support students who may be experiencing challenges related to engagement, connectedness, or school success.  In response to identified needs, the district will continue supporting student voice opportunities, restorative practices, positive behavior supports, and school climate initiatives designed to foster safe, inclusive, and supportive learning environments. Staff will continue reviewing climate survey results and other local data to inform school improvement planning and monitor progress over time.  The district will also continue reviewing disaggregated data to identify and address disparities among student groups and will use ongoing educational partner feedback to refine programs, services, and supports. Through continuous improvement efforts, the district aims to strengthen school climate, increase student connectedness and engagement, and support positive outcomes for all students.|Met|Santa Rita Union School District continues to prioritize student wellness, safety, and belonging as essential components of a positive school climate. In addition to reviewing local climate survey data, the district monitors attendance, chronic absenteeism, behavior, and educational partner feedback to evaluate school climate and inform continuous improvement efforts.  The district has expanded access to mental health and wellness supports through counselors, social workers, and other student support services. Schools continue to implement strategies that promote positive school culture, student engagement, restorative practices, and opportunities for student voice and leadership. The district remains committed to fostering safe, supportive, and inclusive learning environments where all students feel connected, valued, and prepared for success.|2026-06-24|2026
27662250000000|Spreckels Union Elementary|6|"2026 School Climate Survey Results Given to all District Students in Grades 4-8  4th & 5th Grades: 72% ""liked school"" (scores of 3 or 4 on the survey); 28% did not (scores of 1 or 2) 97% ""did their best in school""; 3% did not 99% said the school wanted them to ""give it their best effort""; 1% did not 91% felt the school ""had clear rules for behavior""; 9% did not 91% felt ""teachers treated them with respect""; 9% did not 75% felt ""positive behavior was noticed at school""; 25% did not 87% felt ""they got along well with others""; 13% did not 84% felt ""safe at school""; 16% did not 65% felt ""students treated each other with respect""; 35% did not 94% felt ""an adult at school would help them if they needed it""; 6% did not 62% felt ""students followed rules in class so teachers could teach""; 38% did not  6th-8th Grades: 64% ""liked"" school; 36% did not 81% felt ""successful at school""; 19% did not 71%  felt ""the school set high standards for achievement""; 29% did not 77%  felt ""the school set clear rules for behavior""; 23% did not 83% felt ""teacher treated them with respect""; 17% did not  50% felt ""behaviors in class allow teachers to teach:; 50% did not 46% felt ""students are frequently recognized for good behavior""; 54% did not 82% felt ""safe at school""; 18% did not 74% felt ""there was an adult to talk to if they needed help""; 26% did not"|"Overall, the survey results at the elementary school are very positive, with the highest items being students who thought they ""did their best in school,"" ""gave their best effort,"" felt ""teachers treated them with respect,"" and felt ""an adult at school would help them in they needed it.""  The two lowest areas at the elementary school involved peer interactions and behaviors: ""students treated each other with respect"" and ""students followed rules in class so teachers could teach.""   Survey results at the middle school, although mostly higher than the prior year,  followed the historic pattern of being significantly lower than elementary school students. Only 64% of students ""liked school;"" 50% felt ""behaviors in class allow teachers to teach;"" 74% felt ""there was an adult to talk to if they needed help;"" and 46% felt they ""were recognized for good behavior."|The middle school results indicate a need to continue focusing on improving the school's climate and culture.  LCAP Goal 3 focuses on providing opportunities for students to feel more connected to school and will be customized at the site level to include new programs for recognition and positive behavior for students. An action will be continued in the 2026-27 to offer more incentives as part of the district's  Positive Behavioral Interventions and Supports program. Finally, a new action was added to Goal 2 to provide funding and opportunities to recognize unduplicated students' successes.|Met||2026-06-25|2026
27662330000000|Washington Union Elementary|6|"Parent Satisfaction Survey areas that have a greater than 10% dissatisfaction rate district-wide are identified and targeted in the coming school year. The results are reported to our strategic planning committee, who in turn use the results to drive planning, goal setting, and decision-making. The survey showed that there were multiple areas that had a greater than 10% dissatisfaction rate, with bus transportation communication being the area of most concern. In addition to the Parent Survey, the district also administered a climate survey to students in grades 3-8, measuring their opinions on a variety of topics, including safety and respect. On the student survey, there were three items in particular that measured students' opinions on safety. On the item, ""I am safe,"" 84% of students strongly agreed or agreed with the statement. On the item, ""I have a trusted adult who can help me with an emergency or a big problem,"" 85.7% of students strongly agreed or agreed. In the area of safety, the item, ""We practice safety drills at school,"" had a 97% agree or strongly agree response. ""If there is an emergency at my school, I know what to do;"" 97% of students strongly agreed or agreed."|Given the results of those specific items, an area of strength is that students feel safe on our campuses, are aware of safety protocols, and feel confident that they will be prepared to react in an emergency. In the area of student respect, the district will continue to support the counselor position and is working to support social emotional learning as well as character education at all three schools. Additionally, the WUSD had bully prevention services during the 2025-26 school year.|Looking forward, we will continue to practice safetly drills. We will administer a safety curriculum during the 2026-27 school year.|Met||2026-06-17|2026
27738250000000|North Monterey County Unified|6|NMCUSD uses the California Healthy Kids Survey (CHKS) as its primary school climate measure and supplements it with the California School Staff Survey (CSSS), DESSA social-emotional screening data, attendance indicators, and PBIS implementation measures.  The district administers the CHKS at both the elementary and secondary levels using the Core, Mental Health Supports, and Social Emotional Health modules. Results are reviewed by race/ethnicity, gender, English learner status, students with disabilities, students experiencing homelessness, and other student groups to identify disparities and inform improvement efforts.  Elementary students generally report positive relationships with adults and strong academic motivation. School connectedness ranges from 59%–69%, caring adult relationships from 51%–69%, and high expectations from adults from 74%–80%. However, meaningful participation declines from 50% in grade 3 to 33% in grades 5–6, while connectedness and caring adult relationships also decrease, highlighting the need to strengthen student voice and belonging during the transition to middle school.  Secondary CHKS results identify school connectedness, caring adult relationships, safety, and meaningful participation as continuing areas for growth. Across grades 9–11, only 34%–39% of students report positive school connectedness, 40%–47% report caring adult relationships, 39%–45% perceive school as safe, and only 18%–20% report meaningful participation. Additional climate indicators, including learning environment, social-emotional learning supports, respect for diversity, and anti-bullying climate, also remain below desired levels.  CSSS results from 304 staff mirror student findings, identifying concerns regarding student belonging, engagement, mental health, and school safety. Staff also identified bullying, depression, truancy, and vaping as significant climate challenges.  Disaggregated data reveal persistent disparities for English learners, students experiencing homelessness, and students with disabilities, reinforcing the need for Community Schools strategies, multilingual family engagement, attendance supports, restorative practices, coordinated COST teams, and integrated systems of care.  DESSA screening identified 496 of 3,381 students (15%) as needing additional social-emotional support. These results are reviewed alongside climate, attendance, and behavioral data to inform targeted interventions.  PBIS implementation is monitored using the Tiered Fidelity Inventory (TFI 3.0). During 2025–26, all schools met California Tier 1 recognition, with three schools earning Bronze, two Gold, and five Platinum recognition for implementation fidelity.|Analysis of local climate data revealed both significant strengths and important areas of need across the North Monterey County Unified School District. A key strength is the positive climate experienced by many elementary students. CHKS results indicate strong levels of academic motivation, supportive relationships with adults, high expectations from school staff, and positive perceptions of school connectedness among students in grades 3–6. Elementary students consistently reported that adults at school care about them, believe in their success, and encourage them to do their best. These findings suggest that foundational relationship-centered practices and Tier 1 supports are well established in the district's elementary schools. At the same time, data reveal a gradual decline in connectedness, caring adult relationships, and meaningful participation as students progress through the grade levels. Secondary students reported substantially lower levels of school connectedness, school safety, and opportunities for meaningful participation than elementary students. Staff survey results mirrored these concerns, identifying student engagement, mental health, bullying, and school safety as ongoing challenges. DESSA screening data further reinforced the need for enhanced social-emotional supports, with more than one-quarter of secondary students identified as needing additional intervention. Disaggregated data highlighted persistent inequities among student groups. English learners reported lower levels of school connectedness and caring adult relationships than the district average. Students experiencing homelessness reported the lowest perceptions of safety and belonging, while students with disabilities reported lower levels of connectedness than their peers. These findings suggest that students facing linguistic, economic, housing, and learning challenges may experience additional barriers to engagement and school belonging. Collectively, these data point to several priorities for continuous improvement: strengthening student voice and meaningful participation opportunities; increasing students' sense of safety, belonging, and connectedness across all grade spans; expanding social-emotional and mental health supports; and ensuring targeted interventions for English learners, students experiencing homelessness, and students with disabilities. The district will continue using CHKS, CSSS, DESSA, attendance, and PBIS implementation data to guide Community Schools efforts, monitor progress, and improve outcomes for all students.|Based on analysis of local climate, engagement, and social-emotional data, North Monterey County Unified School District (NMCUSD) has identified several priorities for continuous improvement and incorporated them into district plans, policies, and practices.  A primary focus is strengthening student connectedness, belonging, and engagement during the middle grades, where survey data indicate declines in school connectedness, caring adult relationships, and meaningful participation. Through funding from the Wallace Foundation and California Engagement Initiative (CEI), the district is expanding opportunities for student voice, leadership development, mentoring, and relationship-centered practices to improve the transition from elementary to secondary school.  The district is also increasing access to future-focused learning experiences that help students connect their education to postsecondary goals. Efforts include expanding career awareness, career exploration, internships, mentoring, and college and career readiness supports. NMCUSD will continue implementation of the California College Guidance Initiative (CCGI) to strengthen student goal setting, postsecondary planning, and career pathway development.  To address student and staff feedback regarding social-emotional well-being, the district is exploring adoption of a comprehensive secondary social-emotional learning curriculum that builds upon existing elementary supports. This work aligns with ongoing efforts to strengthen Tier 1 instruction, restorative practices, Community Schools, and coordinated systems of care through COST teams.  Recognizing the importance of physical environments in promoting school climate and belonging, the district is investing in more welcoming, student-centered campuses. Planned improvements include murals, public art, beautification projects, and other opportunities for students to celebrate local culture, identity, and community while increasing ownership and school pride.  At the elementary level, schools are enhancing recess and outdoor learning environments through structured play opportunities and sensory-rich spaces, including painted sensory walks, playground games, and movement pathways designed to promote positive peer interactions, self-regulation, physical activity, and student engagement.  Together, these initiatives reflect NMCUSD's commitment to creating safe, inclusive, engaging learning environments where every student experiences belonging, well-being, and the support needed to thrive academically and personally.|Met||2026-06-25|2026
27740540000000|Mission Trails ROP|6||||Not Met|||2026
27751500000000|Big Sur Unified|6|We did not have students in the grade level for the CHKS this past year.|Although we did not have students in the grade level for the CHKS this past year, we do discuss items in the survey such as health and safety.  We are a small community and we take care of health needs for all students and families.  We have a confidential Safety Net meeting where we look at each student in the area of academics, social life, health, emotional needs.  Our students feel very safe at school. We have no issues with drugs or negative actions.  There have been no suspensions in over 10 years.|The mandated cell phone policy is the only policy we are changing.  We've had no issues with cell phones.|Met||2026-06-11|2026
27751500118349|Big Sur Charter|6|Parent survey data reflected strong overall satisfaction with the school program, culture, and communication systems. The most consistently identified strength was the Coastal Stewardship Program (CSP), including outdoor learning experiences, aquarium partnerships, field trips, and hands-on experiential learning opportunities. Families repeatedly identified CSP as a defining feature of the school and expressed strong support for continuing and expanding these opportunities.  Families also identified the school’s positive culture, supportive staff, strong relationships, communication practices, and sense of community as significant strengths. Parents frequently referenced feeling welcomed, supported, informed, and connected to both staff and other families. Communication systems such as ParentSquare, AWR organization, and regular updates were viewed positively overall.  Areas identified for growth included increased extracurricular and enrichment opportunities such as music, PE, sports, clubs, tutoring, and additional community-building activities. Families also requested increased parent orientation and training related to the hybrid instructional model, home education expectations, curriculum alignment, and technology systems.  Additional areas for improvement included stronger academic supports and individualized intervention systems, particularly in mathematics and upper-grade academic rigor. Families also expressed interest in additional classroom support staff, science labs, and structured writing instruction. Some parents requested additional social-emotional learning and behavioral support systems focused on student accountability, inclusion, and peer interactions.  Survey responses regarding areas the school should “stop doing” showed no major recurring negative concern. A large number of responses indicated “nothing,” “N/A,” or no concerns. Concerns that were identified primarily related to organizational systems, assignment/material management, screen time, and facility limitations such as playground access and parking.  Overall, survey responses demonstrated high levels of family satisfaction with the school’s personalized learning environment, strong relationships, experiential learning opportunities, and whole-child educational approach while also identifying opportunities to strengthen organization, communication consistency, enrichment programming, and academic supports.|Analysis of parent survey data identified several significant areas of strength within the school program. Families consistently identified the Coastal Stewardship Program (CSP) as one of the school’s greatest strengths, particularly highlighting outdoor education, hands-on learning opportunities, field trips, aquarium partnerships, and opportunities for students to engage in real-world learning experiences. Families also consistently identified the school’s small and supportive environment, strong staff relationships, positive school culture, and communication systems as important strengths. Parents frequently referenced feeling welcomed, supported, informed, and connected to both staff and other families. Responses reflected strong appreciation for the school’s whole-child approach, personalized learning environment, flexibility, and strong sense of community.  The analysis also identified several areas of need and opportunities for improvement. Families expressed interest in increased enrichment and extracurricular opportunities, including music, PE, sports, clubs, tutoring, and additional community-building activities. Parents also requested stronger orientation and training systems for families participating in the hybrid instructional model, particularly related to curriculum expectations, organization systems, technology platforms, and supporting learning at home.  Additional identified needs included increased academic intervention and individualized support systems. Families requested stronger math support, additional classroom aides or tutoring support, increased rigor in some upper-grade courses, additional science lab opportunities, and more structured writing instruction. Some parents also identified a need for increased social-emotional learning, behavioral support systems, and instruction focused on inclusion, peer relationships, and student accountability.  Survey responses did not identify major widespread dissatisfaction with the school program. Many responses to areas the school should “stop doing” indicated “nothing,” “N/A,” or no concerns. The concerns that were identified primarily related to organization of assignments and materials, communication consistency, screen time, online learning programs, and facility limitations such as playground access and parking.  Review of available data disaggregated by grade spans and family responses showed consistent themes across student groups. Families across grade levels consistently valued CSP, staff relationships, school culture, communication, and the school’s personalized learning environment. Requests for increased extracurricular opportunities, stronger academic supports, clearer organizational systems, and additional parent guidance within the hybrid model were also reflected across multiple student groups and grade levels.|Analysis of parent survey data identified two areas of improvement. 16.4% of respondents requested extracurricular/enrichment opportunities (music, PE, sports, clubs, family activities) 14.5% Improved communication, parent collaboration, conferences, and parent training/support. The LEA will also continue evaluating opportunities to strengthen partnerships that support experiential learning and student engagement. The LEA plans to strengthen communication and organizational systems within the hybrid instructional model by improving consistency of assignment organization, and expanding parent orientation and training opportunities related to curriculum, technology platforms, and home education expectations.|Met||2026-06-11|2026
27754400000000|Soledad Unified|6|Soledad Unified School District uses multiple measures to assess school climate, safety, connectedness, student well-being, and family engagement. Primary data sources include the 2024–25 California Healthy Kids Survey (CHKS), the 2025–26 Leader in Me Measurable Results Assessment (MRA), LCAP stakeholder engagement activities, student and family listening sessions, Community Schools engagement data, attendance data, and discipline data.  CHKS results were reviewed overall and by available student groups, including gender, race/ethnicity, English Learner status, and students with disabilities. Elementary students reported strengths in academic motivation, caring adult relationships, high expectations, social-emotional supports, parent involvement, school connectedness, and safety. Areas of concern included bullying, rumors, peer conflict, and cyberbullying.  At the secondary level, students identified caring adults and high expectations as strengths but reported lower levels of school connectedness and meaningful participation. While perceptions of physical safety remained positive, students continued to express concerns regarding bullying, cyberbullying, peer conflict, and awareness of available supports.  The District also administered the Leader in Me MRA, which included 2,455 students, 253 staff members, and 356 family members (3,064 total respondents). Districtwide results fell within the “Satisfactory” range, including Overall Score (76), Leadership (75.63), Culture (78.25), and Academics (75.5). School climate-related indicators included School Climate (83.38), Student Empowerment (77.63), School Belonging (76.25), Trusted Relationships (76.5), Positive Well-Being (77), Self-Advocacy (76.38), Family Engagement (74.75), School-Family Partnerships (72.38), and Community Engagement (72.0). Results indicate generally positive perceptions of school culture, relationships, belonging, and support systems, while highlighting opportunities to strengthen family partnerships and student voice.  Stakeholder engagement activities and listening sessions provided additional input. Families identified school safety, caring staff, student supports, and communication as strengths. Students highlighted cameras, locked gates, safety drills, security personnel, safety dogs, and emergency preparedness efforts as positive contributors to school safety. Students and families also identified bullying prevention, mental health awareness, communication, transparency, trusted adult relationships, and access to support services as areas for continued improvement.|Analysis of CHKS, MRA, stakeholder engagement activities, and listening sessions identified several strengths and areas of need.  A significant strength is that students, staff, and families generally perceive Soledad Unified schools as safe, supportive, and caring environments. CHKS results reflected positive perceptions of caring adults, high expectations, and academic motivation. MRA results reinforced these findings, with strong ratings in School Climate (83.38), Student Empowerment (77.63), Trusted Relationships (76.5), School Belonging (76.25), and Positive Well-Being (77). Families also reported positive experiences with school-family partnerships and engagement efforts.  Another strength is the District’s investment in physical safety. Students and families consistently identified cameras, visitor management procedures, emergency drills, locked gates, security personnel, and safety dogs as evidence of the District’s commitment to maintaining safe school environments.  A key area of need is strengthening student belonging, voice, and meaningful participation. While MRA results indicate generally positive levels of empowerment and connectedness, CHKS and listening session data suggest that many students, particularly at the secondary level, desire greater involvement in decision-making and stronger opportunities to influence school culture.  Bullying prevention and emotional safety also emerged as priorities. Although students generally reported feeling physically safe, concerns regarding bullying, cyberbullying, peer conflict, and follow-up after incidents were reported across multiple data sources. Students expressed a desire for more preventative approaches and greater transparency regarding responses to concerns.  Mental health awareness and access to supports remain important needs. Students reported wanting stronger connections with trusted adults and greater awareness of available services. Families requested additional information regarding counseling, mental health resources, and community partnerships.  Communication and transparency also emerged as recurring themes. Families and students requested clearer, more timely, and multilingual communication regarding school decisions, safety concerns, available services, and opportunities for involvement.  Overall, the data indicate that Soledad Unified has established a strong foundation of safety and support while continuing to strengthen student voice, belonging, communication, and emotional well-being.|The District will continue implementing LCAP actions and services designed to strengthen school climate, student connectedness, safety, and engagement.  In response to identified needs, the District will continue expanding opportunities for student voice through Community Schools structures, student advisory groups, leadership opportunities, listening sessions, and school climate feedback activities. These efforts are intended to increase student empowerment, belonging, and meaningful participation.  The District will continue strengthening bullying prevention, reporting, and response systems by educating students and families regarding reporting procedures, restorative practices, conflict resolution, and available supports. School climate and discipline data will continue to be reviewed regularly to identify trends and monitor effectiveness.  To support student well-being, the District will continue increasing awareness of mental health and wellness services through counselors, social workers, school psychologists, family liaisons, Community School Coordinators, and community-based partners. Schools will continue promoting access to services, identifying trusted adults on campus, and providing family education regarding available supports.  The District will also continue improving multilingual communication, family outreach, and transparency regarding school safety procedures, student supports, and opportunities for involvement. ParentSquare, family workshops, Community Schools engagement activities, school meetings, and stakeholder input opportunities will remain key communication strategies.  The District will continue monitoring CHKS results, MRA data, attendance, discipline, stakeholder feedback, Community Schools implementation data, and other school climate indicators to evaluate progress and guide continuous improvement. These efforts are intended to ensure that all students feel safe, connected, supported, empowered, and engaged in their school community.|Met||2026-06-24|2026
27754730000000|Gonzales Unified|6|Gonzales Unified School District (GUSD) administered the 2025–26 Student School Climate Survey to assess student views on safety, relationships, support, and climate. About 790 students responded. The district-level results offer insights into student experience, though group breakdowns were unavailable.  Respectful and Supportive School Environment About 75% of students said adults treat them with respect, feel connected to staff, and have someone to help with schoolwork. These results show students view staff as accessible and supportive.  Academic Expectations and Student Support Around 79% of students said teachers encourage independent thinking and maintain high expectations. Classrooms are generally seen as places that support learning and achievement.  Student Connectedness and Peer Relationships About 72% of students said they have friends at school they can trust. Most noted support for extracurricular activities, helping boost engagement and belonging. Students generally reported respect for differences among peers.  School Safety and Student Behavior Most students felt schools have clear rules for safety and promote positive behavior and character. Still, responses suggest opportunities remain to strengthen climate and reinforce positive interactions.  Bullying and Negative Peer Interactions About 54% of students experienced teasing or harassment more than once, and many said peers treat others badly. This highlights a need for more bullying prevention, relationship-building, and inclusiveness.  Future Readiness and School Engagement Students generally reported positive school engagement and encouragement for future planning. Many recognized support for college, career, and life readiness, with some need for stronger future-planning support.|Analysis of the 2025–26 Student School Climate Survey identified several strengths in Gonzales Unified School District’s school climate as well as areas requiring continued attention and improvement. Overall, students reported positive relationships with teachers and staff, strong academic expectations, and access to academic support. Most students indicated that adults treat them with respect, teachers encourage independent thinking, and staff are available to provide assistance when students experience academic challenges. These results suggest that schools have established supportive learning environments where students generally feel valued and encouraged to succeed.   Survey results also demonstrate strengths in student connectedness. A majority of students reported having trusted friends at school and feeling connected to teachers and staff. Students generally viewed their schools as places that encourage participation in extracurricular activities and provide opportunities for personal growth and future planning. These findings indicate that many students experience a sense of belonging and engagement within their school communities.   Despite these strengths, the survey identified important areas of need. Responses related to bullying and negative peer interactions indicate that a significant number of students continue to experience teasing, harassment, or disrespectful behavior from peers. Student perceptions regarding how students treat one another and respect differences also suggest opportunities to strengthen inclusive practices, relationship-building, and social-emotional learning. These findings highlight the need for continued efforts to foster a school culture where all students feel safe, respected, and accepted.   Another key learning is that many students selected neutral responses across multiple survey items related to connectedness, safety, and relationships. While these students may not report negative experiences, their responses suggest that stronger connections to school, peers, and trusted adults could further improve overall school climate. Increasing opportunities for student voice, meaningful participation, and relationship-centered supports may help strengthen students’ sense of belonging and engagement.|Aligned with GUSD's 2025–2028 Board Goals and survey findings, this summary highlights key actions the district is taking to address climate needs and build on strengths.  Survey analysis shows GUSD can strengthen student connectedness, reduce negative peer interactions, boost engagement, and promote an inclusive school culture. Students report positive relationships and support, but there is still a need to address bullying, conflict, and belonging.  To address these needs, GUSD will maintain a positive climate, strengthen PBIS with clear expectations and more recognition, and use prevention strategies to improve culture and reduce discipline. The goal is to increase positive peer interactions by teaching and rewarding respectful behavior. Progress will be tracked through surveys, suspensions, and participation data.  GUSD will expand student engagement and participation, increasing extracurriculars, leadership, athletics, and events. These efforts foster belonging, positive peer relationships, and community. Participation rates and surveys will monitor progress.  To address bullying and conflict, staff training in prevention, mediation, and restorative practices will continue, helping staff resolve conflicts early. Schools will use interventions focused on prevention, relationships, and accountability. Progress will be monitored through discipline and survey data.  GUSD will continue staff development for positive culture, responsive practices, and supportive environments. These actions strengthen student-adult relationships and help students feel respected and supported. Annual climate surveys will evaluate effectiveness.  The district will continue annual climate surveys and review data on suspensions, absenteeism, participation, and partner feedback to inform improvements. Future analyses will use student-group data to address equity gaps and ensure a safe, supportive environment for all.|Met||2026-06-23|2026
28102800000000|Napa County Office of Education|6|CHKS All students are surveyed annually using the CA Healthy Kids Survey. Napa COE had an 89% response rate on the CHKS in 2025-2026. 46% of students report they have a high degree of connectedness with school (as compared 54% in 2024). 72% of our students report they feel safe at school (as compared to 69% in 2025 and 50% in 2023). 50% feel connected or feel like they belong in school but 47% of students feel that school is really boring. 58% of our students feel that teachers have high expectations for them (which is down from 63% in 2025 and 60% in 2024). 54% of students feel that there is a caring adult at school for them (which is lower than 58% in 2025). 25% of our students are experiencing chronic sadness (down from 35% in 2025) and 5% have considered suicide (considerably lower than the baseline of 18% in 2024)|Strengths: A significant strength is the continued improvement in students' perceptions of school safety. Seventy-two percent (72%) of students report feeling safe at school, an increase from 69% in 2025 and 50% in 2023. This upward trend suggests that schoolwide efforts to create a safe, supportive, and positive learning environment are having a positive impact. Student mental health indicators also demonstrate notable improvement. The percentage of students reporting chronic sadness decreased from 35% in 2025 to 25% in 2026. Additionally, only 5% of students reported having seriously considered suicide, a substantial decrease from the 2024 baseline of 18%. These outcomes indicate progress in promoting student wellness and providing social-emotional supports.  Areas of Need: Teacher Expectations: 58% of students feel that teachers have high expectations for them, down from 63% in 2025. Ours is decline suggests a need for professional development and support for teachers to help them maintain high expectations and motivate students.  Caring Adult Presence: The percentage of students who feel there is a caring adult at school has dropped to 54%, from 58% in 2025. We have had significant staff absences this year, with 2 teachers being absent for one month and 2 for nearly a semester, as well as on open aide position for 3 months. Our students create trusting relationships more cautiously than many and we feel confident in an increase for this indicator next school year.  School Boredom: Although the percentage of students who find school boring has decreased (47% in 2025-2026 up from 44% in 2025), this remains an area for improvement. Increasing student engagement through interactive and relevant curriculum may further reduce this number.  Mental Health Chronic Sadness: Chronic sadness, experienced by 25% of our students remains significant and indicates an ongoing need for mental health support. Suicidal Ideation: The percentage of students who have considered suicide has decreased from 21% in 2022 to 5% in 2025-2026, but it is still a concerning number that requires continued attention and intervention.|In order to increase feelings of connection on campus, we will continue to provide targeted professional development for school staff on the importance of maintaining high expectations and building strong, supportive relationships with students. School staff will meet twice monthly in the 2026-2027 school year in the model of self-reflective practices to foster a school culture where every student feels valued and supported by at least one adult. JCCS will increase the number of opportunities that students have to learn through hands on engaging, interactive, and culturally relevant curricula to further decrease boredom. Student surveys and focus groups will encourage student voice and choice in their learning experiences to increase engagement and interest. We will continue to monitor student perceptions and experiences through regular surveys and feedback adapting and refining interventions based on data trends and student needs to ensure continuous improvement in all areas.  In response to rates of chronic sadness, suicide ideation, as well as PHQ9 scores, we have contracted with a .4FTE therapist who worked with 21 students this school year providing assessment and therapeutic services to support mental health needs. This is in addition to the 31 students who have coordinated mental health services weekly on campus. We opened a Wellness Center in February 2025 to provide a space for students to seek a brain break or a space to exercise self-regulation with the goal of staying in school and increasing school safety. We continue to partner with Spirit Horse Therapeutic Equine center and NVEF Discovery Campus as opportunities for students to participate in community-based learning, increasing engagement and decreasing feelings of stress.|Met||2026-06-09|2026
28102800142034|Mayacamas Charter Middle|6||||Not Met For Two or More Years|||2026
28102800148361|Mayacamas Countywide Middle|6|MCMS uses the California Healthy Kids Survey (CHKS) as the primary school climate survey for this indicator. 7th graders were surveyed in the spring, using the Secondary version of the instrument. It is important to note that the results reported were for 89% of a very small number—the same condition as last year. Caution is advisable about making generalizations under these statistical circumstances. Because comparative data is no longer available for county middle schools and MCMS, the goal metric for school climate has been changed in the 2026-27 LCAP to read as follows: “Positive scores on at least 3 of 4 key indicators of School Climate will increase during the LCAP period.” The school chose 4 key indicators, 2 in safety and 2 in connectedness, to track across time for this metric. Because of the small number of students in the response group (just 7th graders) and the nature of the survey questions in these areas, the board determined not to identify the specific key indicators used. The MCMS 7th grader responses to the chosen key school climate indicators in safety (e.g., bullying, rumors/lies, harassment/bullying, feeling safe at school) and schoolconnectedness (e.g., feeling included/connected, feeling supported, having adult connections) shows positive growth in 3 of the 4 indicators.|Key learnings in comparing data from 2025-26 to 2026-27 were the following: • Significant progress had been made on two indicators—one in safety, one in connectedness • A third indicator in connectedness showed minor but positive growth • The fourth indicator in safety showed minor but negative growth. It was determined that the actions taken to support the two elements that showed significant positive growth should be continued and reinforced. The indicators that showed only minor positive growth and minor negative growth were the focus for discussion and the actions reflected below.|Reflecting the needs identified above, the following action items were adjusted in the 2026-27 LCAP, Goal 2: 2.1) …. staff will develop both general and gender-specific strategies to promote selfconfidence and student connectedness. The school will create and implement an annual calendar detailing SEL curriculum, other common Advisory activities, ILP completion, and additional elements to increase student connection to school to ensure equity of experience, increased agency, and increased feelings of inclusion and support. 2.3) In terms of behavior management, staff will review evidenced-based PBIS behavior management programs and select/adjust one that better reflects the needs of the student body, appropriately holds students holds students accountable, and provides opportunities for them to reflect on their actions in relation to their ILP goals. In year 3, additional engagement strategies will include implementing ELOP summer and school year programming, increasing the number of teacher- and volunteer-led clubs, and improving Tier 1 instruction including project based learning.|Met||2026-06-18|2026
28662410000000|Calistoga Joint Unified|6|70% of students feel connected at school which is up from 65%. 82.5% of students feel safe at school which is up from 67.8%.|To improve the school climate so that more students feel accepted and connected, our district will be implementing intentional activities to elevate student voice and address student belonging and connectedness. We will continue to provide professional learning for staff around implicit bias, culturally responsive instruction, and restorative practices.|.|Met||2026-06-22|2026
28662580000000|Howell Mountain Elementary|6|From viewing the 2025-2026 Healthy Kids Survey data for the 5/6 grade, 69% of the students feel connected to the school, 65% have academic motivation, 69% feel their parents are involved at school, 60% of students feel they understand the rules, and 60% of students feel they're getting sufficient emotional support at school.|For the 2026-2027 school year, HMESD will need to focus on creating more opportunities for students to feel connected at school. There also needs to be more focus on reteaching expectations at school. There also needs to be more planning around providing SEL to all students. That way, students feel supported through SEL lessons.|For the 2026-2027 school year, HMESD will be investing in more SEL support through Mental Health Clinicians, the Dare Program, Safety PD for Staff, and event planning with HMESD staff.|Met||2026-06-16|2026
28662660000000|Napa Valley Unified|6|The 25–26 CHKS results provide key insights into our progress toward NVUSD’s Strategic Plan, specifically Strategy 4, 5 and 7. CHKS informs progress toward the following NVUSD Strategic Plan Indicators: -Students report that their learning experiences support their understanding of the Graduate Portrait -Students, staff, and families report an increased sense of belonging and welcome in NVUSD schools and district offices -Students and staff report an increase in wellness  NVUSD collected student data from grades 5, 7, 9, and 11 in 25-26: -5th grade: 791 responses, 70% participation -7th grade: 1055 responses, 94% participation -9th grade: 1187 responses, 91%% participation -11th grade: 1345 responses, 74% participation 	 CHKS assesses school connectedness by whether students feel close to people at school, happy to be there, like they are a part of the school community, treated fairly by teachers, and physically and emotionally safe. The data validates that implementing NVUSD’s Strategic Plan 2024-2029 has fostered a safer, more inclusive environment where students consistently outpace state benchmarks. These actions drove a 3% increase in connectedness for 5th grade (1% above the state avg), 2% increase for 7th grade (6% above state avg), and 4% increase for 9th grade (8% above state avg). 11th grade maintained previous gains, remaining 4% higher than the state. These consistent grade level improvements demonstrate that prioritizing student well-being and a sense of belonging goes hand-in-hand with measurable district academic growth.  CHKS measures caring relationships by assessing whether students have a teacher or adult from school who demonstrates they care about them, notice when they are not there and listen to them. NVUSD students' perception of caring adult relationships grew or held steady across all grade levels, consistently outperforming state averages. 5th grade saw a 2% increase, rising from 70% to 72% and outpacing the state avg by 3%. 7th grade maintained a baseline of 62%, 4% higher than the state. High school cohorts experienced the most growth, with 9th grade improving by 4% and 11th grade by 2%, placing both grades 4-5% above the state avg. These metrics demonstrate that district strategies are effectively translating into stronger, more meaningful connections between students and adults.  There is 1 metric assessed in this area within the LCAP--perceived school safety. This metric monitors implementation of Strategy 7. Students' perception of school safety showed upward momentum, with nearly all grade levels surpassing state benchmarks. 5th grade grew steadily from 77% to 81%, outperforming the state avg. 7th grade demonstrated a powerful, continuous climb from a low of 49% (2023) to 64% (2026), landing a 7% higher than the state avg. 9th grade showed the most improvement from 56% (2023) to 72% (2026), exceeding the state by 14%, 11th grade rebounded from a dip of 60% (2025) to 68% (2026), 7% above the state avg.|NVUSD continues to build upon its foundational whole-child approach reflected in the graduate portrait elements while scaling critical safety and behavioral interventions across all campuses. While middle school redesign remains a central priority, the 2025–2026 school year marked a significant, district-wide expansion of physical safety infrastructure through the implementation of the Centegix crisis alert platform and an updated visitor badge system, alongside newly standardized emergency protocols. Academically and behaviorally, general education staff received targeted behavior training to better navigate classroom dynamics, while the Student Services team reinforced this work by providing ongoing training, site-based coaching, and data calibration for Assistant Principals to regularly audit discipline data and address growth areas. Simultaneously, whole-child and attendance supports were deeply expanded through the Community Schools model at McPherson, Phillips, Shearer, Snow, Silverado, and Valley Oak High School.   Furthermore, NVUSD established a long-term, sustainable foundation for health and wellness by finalizing an MTSS-aligned Health and Wellness Framework centered on Tier 1 social-emotional learning (SEL) prevention and preparing site social workers for the California Children and Youth Behavioral Health Initiative (CYBHI) billing system. To foster healthier social environments and strong adult-student connections, the district achieved full first-year implementation (2025-2026) of a new health curriculum for 5th, 7th, and 9th graders, while successfully rolling out a comprehensive Phone-Free Schools policy (Policy 5131.8) to eliminate digital distractions. Backed by a strong internal investment in staff well-being—such as embedding Arbinger Outward Mindset principles into labor-management relations—these comprehensive, whole-child actions have successfully cultivated a district-wide culture where students feel safe, valued, and deeply connected to their school communities.|NVUSD will deepen its' commitment to students’ academic, behavior, social and emotional progress through targeted next steps. Although CHKS results are above state average and continuously improving, we want all students to feel included, find a space where they belong, and attend school confident in their safety. The following actions are outlined in LCAP Goal 1, 2 and 4 and NVUSD Strategic Plan Strategies 1, 3, 4, 5 and 7.   NVUSD will intentionally shift personnel to support Tier 1 and 2 prevention and intervention while preserving direct services to students. This includes expanding the Teacher on Special Assignment (TOSA) role to coaching and professional learning. Staff will collectively study Zaretta Hammond’s Culturally Responsive Teaching and the Brain, ensuring that instructional practices actively support every learner in the classroom. This complements the ongoing work of the High Impact Instructional Team, who are developing an instructional framework that engages students across diverse languages, genders, races, and socioeconomic statuses.  The integration of EduClimber within the NVUSD MTSS framework will strengthen and streamline intervention tracking and maximize data literacy within PLCs. Campus-based Coordination of Services Teams (COST) will analyze student data and track individualized progress. Capacity-building initiatives include empowering Tier 2 prevention teams, expanding the NVUSD discipline toolkit, and launching specialized Behavior Academies. NVUSD will review and optimize Flex and Advisory periods to support students academic, social and emotional needs.  NVUSD will expand the Safe School Ambassador Program across middle schools, as well as select elementary and high schools to combat harassment and foster belonging. Partnering with Common Sense Media, NVUSD will deploy a structured K–8 Digital Citizenship curriculum scope and sequence and refine digital literacy supports for high school. Digital safety efforts will extend to families through family workshops focused on screen time management, social media awareness, and responsible cell phone use.   Under the new NVUSD Health and Wellness Framework, schools will standardize Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL). Wellness Centers will transition to a consistent staffing model to ensure reliable, tiered prevention and targeted mental health interventions. NVUSD will launch the CYBHI fee-payer system, allowing the district and CBOs to bill for eligible students support services.  NVUSD staff will undergo de-escalation and regulation training, with ongoing data analysis for efficacy. NVUSD will scale Behavioral Threat Assessment and Management (BTAM) capabilities, including establishing site-based threat assessment teams, training administrators in early identification, monitoring site compliance, and coordinating uniform, timely responses alongside law enforcement and community partners.|Met||2026-06-25|2026
28662660108605|Stone Bridge|6|A sampling of the results from our annual survey indicates that of students in 6-8th grades:   • 97% always or usually feel safe when they are at school and in their classroom.  • 97% always or usually feel that, if they have a problem, they can solve it or find someone who can help them.  • 93% always or usually are interested in what they are learning in class.|97% of students reported feeling safe at school or in the classroom, attesting to Stone Bridge's commitment to ensuring a positive school environment for students. This is the first step towards student success and the foundation of social/emotional well-being.  We have also noted that 51% of these same students reported feeling anxious or upset a lot this year.|Some of the actions to be taken next year for continuous improvement will include: support from parent partners during recess and SEL support for individuals, small groups, and whole classes.|Met||2026-06-09|2026
28662820000000|Pope Valley Union Elementary|6|PVUESD uses several tools to track school climate for continuous improvement and to identify needs and implement changes. Student discipline data is also reviewed to identify climate concerns. This year, PVUESD gathered student and family feedback through multiple tools, administered the California Healthy Kids Survey (CHKS), held student leadership focus groups, and conducted the annual LCAP student survey.  Students in grades 6–8 participated in the CHKS in May. The CHKS supports efforts to increase engagement and reduce barriers to student social-emotional and physical health. Eighty-nine percent of students reported a high or moderate “value of school,” and 73% agreed or strongly agreed that they feel safe at school. Ninety-seven percent agreed or strongly agreed that their parents feel welcome to participate at the school. Eighty-two percent reported “school connectedness,” up from 46% last year. Ninety-four percent agreed or strongly agreed they have “caring adult relationships at school,” up from 63% last year.  This year, the California Student Wellness Index (CSWI) score for PVUESD students was 111.7, an 11.7-point gain over last year. The CSWI uses a standard scale with a mean of 100 and a standard deviation of 15. An 11-point increase is exceptionally large, as wellness scores typically change very little year to year. Last year’s score of 100.7 was nearly identical to the state average, indicating typical levels of life satisfaction and emotional distress for California secondary students. This year’s score of 111.7 is nearly 0.75 standard deviations above the mean, placing PVUESD students in the “High Average” or top-tier category. This suggests students are experiencing higher life satisfaction and lower emotional distress than approximately 75–80% of their peers statewide.  A score in the 111+ range is associated with higher resilience, stronger school connectedness, and better ability to manage daily stress. Schools with higher wellness scores often see correlated improvements in academic performance and reductions in chronic absenteeism. Higher scores also indicate lower levels of reported social-emotional distress, reflecting a substantial positive shift in overall student wellbeing.|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. For example, Kelvin Heat Map scores last year indicated a need to improve access to student leadership opportunities and mental health supports and resources. This and other findings lead us to implement a more focused approach with our students, and has led to dramatic improvements in their performance and well-being. Research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social-emotional well-being aligns with broader educational initiatives promoting inclusion and diversity, and fostering empathy, understanding, and respect for others. Input from various stakeholders, including parents, teachers, students, and community members, underscores the need for a continued collaborative approach to addressing these needs within the school community. By making social-emotional well-being a central focus of the Local Control and Accountability Plan (LCAP), we have taken proactive steps to ensure students receive comprehensive support, recognizing that nurturing emotional intelligence alongside academic abilities is essential for long-term growth and fulfillment. This emphasis has created a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|In response to local data analysis and key learnings, PVUESD's LEA is making continuous improvement to support student well-being. Our 2025-26 SEL goals of increasing available student supports and spaces, opportunities & experiences for wellness on the school site; promoting and providing opportunities for adult wellbeing for all youth serving roles; and collecting, analyzing, designing and applying learning from SEL data to guide implementation and discussion making for sustainability and continuous improvement will be brought forward, continued, and expanded into the 2026-27 school year. Wellness spaces and calming corners were implemented this year, and because they were found beneficial to student wellness, will be continued and expanded next year. SEL curriculum integration and community engagement efforts are also again prioritized, fostering a supportive environment. Robust data monitoring mechanisms have been established and will be used to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. Additional opportunities for student leadership, assemblies, and individual/small group supports will be continued, as well.|Met||2026-06-16|2026
28662900000000|Saint Helena Unified|6|St. Helena Unified School District administers the California Healthy Kids survey every year in Spring in grades 5,7, 9, and 11 to measure how we are performing on all factors related to school climate and culture as measured by student and staff perceptions. The results for this school year are as follows for Spring 2026:  Areas of Strength  SHES -82% say there is school connectedness at SHES -83% say there is academic motivation at SHES -81% say there are caring adult relationships at SHES -90% say there are high expectations at SHES -88% say there is perceived school safety at SHES -88% say facilities are in good shape at SHES  RLS -80% say there are high expectations at RL -97% say there is no substance abuse at RLS  SHHS -93% say there is no substance abuse at SHHS   Areas to Improve to 80%  SHES  -47% say there is meaningful participation at SHES -65%say there is low violence victimization -77% say there is an antibullying climate  RLS -66% say there is academic motivation -67% say they have caring adult relationships at RLS -30% say there is meaningful participation -77% perceive school safety at RLS -64% say there is low violence victimization -63% say there is an anti-bullying climate/no harassment -61% say facilities are in good shape  SHHS -55% say there is academic motivation -62% say they have caring adult relationships at SHHS  -71% say there are high expectations -27% say there is meaningful participation -77% perceive school safety at SHHS -64% say there is low violence victimization -71% say there is an anti-bullying climate/no harassment -77% say facilities are in good shape|"The elementary level (SHES) serves as a benchmark for the district, showing high levels of foundational support. Notably, secondary students (RLS/SHHS) report an exceptionally strong culture regarding the absence of substance abuse.  Areas for Targeted Improvement The district has identified an internal goal to bring all climate indicators to at least 80%. The following domains currently fall below that threshold, particularly as students transition into middle and high school.  Across the district, Meaningful Participation is the most significant area of concern. While SHES is at 47%, the secondary schools drop significantly: RLS 30% and SHHS 27%.  This may signify that students do not feel they have a voice or significant role in school decision-making.   There is a noticeable ""middle school dip"" in how students perceive their relationships with staff and their own drive for schoolwork: Academic Motivation: Drops from 83% (SHES) to 66% (RLS) and 55% (SHHS). Caring Relationships: Drops from 81% (SHES) to 67% (RLS) and 62% (SHHS).  While perceived safety is relatively high, specific indicators regarding harassment and violence require attention: Anti-Bullying Climate: RLS (63%) and SHHS (71%) show a need for strengthened restorative practices or reporting systems. Violence Victimization: Both RLS and SHHS reported 64% for low violence victimization, suggesting that over a third of students have concerns regarding physical or verbal altercations.  Next Steps: As a district, our growth area is to fully develop and align our MTSS systems at all school sites to address the behavioral, academic, and social-emotional needs of all students consistently with continued staff and MTSS team training. In addition, SEL and Inclusion curriculum delivery at all sites needs to be done with fidelity and consistently monitored as part of the school programs offered to all students. At the secondary sites, professional development focused on mentorship and/or building caring relationships should be sought."|SHUSD analyzed the CHKS data and determined the following next steps:  -Fully develop our District MTSS Plan -Administer the Kelvin Survey twice per year at all sites to give us immediate and actionable datational Survey twice per year.  -Continue to expand our community partnerships to ensure all families in need have access to resources.|Met||2026-06-11|2026
28744840000000|Napa County ROP|6||||Not Met|||2026
29102980000000|Nevada County Office of Education|6|The climate survey data for Earle Jamieson( EJ) is collected by John Muir Charter School and is part of the overall student climate survey data they collect.  The population of EJ is so small that data can't be disagregated by subgroup as it would lead to direct student identification.|The climate data meaning is addressed in John Muir Charter Schools local indicators.|The climate data meaning is addressed in John Muir Charter Schools local indicators.|Met||2026-06-17|2026
29102980114314|Bitney Prep High|6|Data for this analysis came from the CalSCHS School Climate Report Card for 2025-2026  School Climate Indicators - Part I - Supports and Engagement - Student responses were positive for School Connectedness, High Expectations, and Perceived School Safety.  However, there are some categories in this part of the survey that indicate potential concerns:    - School Connectedness - On average, Bitney students feel connected to their school, 60%; however, this measure was slightly     down from the previous and has been trending down over the last four years.    - Academic Motivation - This indicator is slightly down over the last year, and at 52%, it is still 10% below the State Average.    - Two or Fewer Absences/Month - While 74% of our students report that they have 2 or fewer absences per month, we have not yet seen a significant drop in the percentage of students who meet the chronically absentee rate of missing 1% or more school days.     - Meaningful Participation - This measure seems low at 33% and has remained so over the last three years, indicating that students do not consistently feel that they have sufficient agency at school.      - Caring Adult Relationships - The percentage of students who reported that they had caring adult relationships at school dropped significantly from 64% to 48%.  This number is clearly at odds with the level of caring adult relationships that students reported when they were surveyed for our WASC accreditation, the information that was shared with the Visiting WASC Team, and the anecdotal data that is regularly shared by both students and parents.    School Climate Indicators Part II - Low Violence - Overall student responses on this part of the survey indicate that students have a good sense of safety at school.  The areas of note are:    - No Harassment - This indicator improved slightly to percentage points to 65% of students. While this is a slightly above-average score for California schools, it does reflect that some students do not feel that they are free of harassment.    - No Mean Rumors - This indicator also improved from the previous year to 54%; however, it is our lowest safety indicator, and we know that harassment through social media continues to be an issue for our students.    - No Substance Use at School - This indicator increased positively to 93%% of students reporting that they had no substance use at school.  Considering that this category includes vaping nicotine, which is a very positive sign for our students.      - Positive growth in the categories of Low Violence Victimization and No Fear of Getting Beaten Up supports anecdotal data that students feel the same at school from physical violence.  Note: Due to the small size of the student population at Bitney Prep High School, disaggregated data is not available to include in the analysis of our school climate.|The School Climate Report Card from the 2024-2025 CHKS provided mixed results for Bitney Prep.  The data shows that we are at or near the CA state averages in almost all areas measured.  Unfortunately, the State Averages reported in the survey date back to the 2021-2022 school year and do not provide what we would consider to be meaningful comparisons with other students in California.  Based on the School Climate Indicators in Part 1 of the survey, we had a general trend of students not feeling that the climate at our school was as positive as the previous year.  Whereas, for Part 2 of the Climate Report Card, we saw gains in all areas.  As a charter school, we are a school of choice, and we believe that there is significant feedback from both students and parents that students like the climate at our school and feel safe here.    The identified areas of concern that stand out in the School Climate Report Card are a significant surprise in our analysis, based on other student academic performance indicators or the anecdotal observations of our staff. Over the years since the pandemic, we have been working to normalize school systems and increase expectations for both student academic performance and behavior.   We can see from student feedback that these measures may contribute to some level of pushback or disconnection from our students.  We continue to work hard to find a balance between building rigor and high expectations in our program while at the same time supporting students with the challenges that they face both in and out of school.|As mentioned, the data provided by the School Climate Report Card for 2024-2025 reaffirms trends in student attitude towards and connection with the school that the staff at Bitney Prep was already aware of and working to address.  For the last three years, as a part of our LCAP, we have worked to increase the access that all students have to therapeutic counseling support.  We continue to partner with What's Up Wellness to provide mental health screening and Teen Mental Health First Aid to all freshmen.  Also, to help students connect to their course of study while at high school, Bitney Prep is implementing a Pathway System that will help students choose an area of focus for their course of study during high school.   Students have the choice of College Prep, STEM, CTE, and Humanities Pathways.  The opportunity to focus on a specific pathway during their high school career will help students find additional academic motivation at school.|Met||2026-06-09|2026
29102980114322|Yuba River Charter|6|YRCS uses both the California Healthy Kids Survey (CHKS) and a self-created survey corresponding to school surveys offered to parents and staff. Link to YRCS School Climate Report Card (Middle School) https://acrobat.adobe.com/id/urn:aaid:sc:va6c2:2387d073-d8b0-4d6c-b89e-cd303cf0c939|Overall, survey findings were positive and reflected growth in many areas. In 2024-25:   Of the middle school students who responded to YRCS’ local survey:  93% reported agreeing with the statement “I feel safe at school” 75% reported agreeing with the statement “I like to go to school” 86% reported agreeing with the statement “I feel welcomed at school.”  Of the parents who responded to YRCS' local survey:  89% reported agreeing with “my child feels safe at school” 88% reported agreeing with “my child likes to go to school” 96% reported agreeing with “my child feels welcomed at school”  Of the staff who responded to YRCS’ local survey: 97% reported agreeing with “my students feel safe at school” 91% reported agreeing with “my students like going to school” 97% reported agreeing with “my students feel welcomed at school”|Based on survey results, one area of focus will be empowering the YRCS student council to make more meaningful decisions that affect the social well-being of students. Another area of continued growth is the implementation of more explicit SEL activities and trainings for staff and students alike. When implemented with fidelity, SEL practices are tied to closely to positive student culture outcomes. In recent years several YRCS have begun formalized training around SEL best practices and this work will continue.|Met||2026-06-10|2026
29102980114330|Nevada City School of the Arts|6|NCSA gives the CHKS survey to parents, 6th & 7th & 8th Grade parents, students and staff in the Fall and then gives a separate local student, parent and staff survey in the spring. On average, over 80% of 4th-8th grade students are engaged, feel safe, and are happy at school (CHKS/Student Survey 23/24). CHKS data showed the 32% of middle school students have felt hopelessness in the past year.  Although students reported less mental health concerns this year and 81% of middle school students reported that when they have received counseling support it has helped them, 44% of middle school students also noted that bullying/teasing is still an issue.|Growth: While students reported they understood their teachers and the school had high expectations for them, 31.5% of the respondents indicated school was mid-to high boredom and 39% felt there was no meaningful engagement in the classroom. However, approximately 65% of students want to do well in classes and want to learn the content, but they indicated it was boring. In regards to participation in activities at school, students were mixed on their involvement from not at all to very much so. A noteworthy data point was that 30%, down from 40% last year, of the students felt like they did not have a say in helping to decide school activities and rules, say how things work, etc. There was little voice that was given on behalf of the students to the larger school community and the decisions that were made. When asked why students were harassed or bullied, students responded that it was mostly because of their gender but showed great improvement over last year.|Based on the results, actions which need to be implemented include opportunities for students to learn how to cope with hopelessness and chronic sadness; education around how to stop bullying, intimidation and a person’s rights to a harassment free educational setting; and in reverse, the harasser needs to be educated on diversity, inclusion, and tolerance and what sexual harassment means.  We are excited to introduce peer advisors for next year.  These students will be trained in how to help students problem solve without asking for adult intervention unless the problem is severe.  We hope that having identifiable students out at recess will help students report instances of bullying and harassment.  In curriculum and instruction, there needs to be more Learner Driven Instruction options where the student is able to engage with their learning more rather than being lectured or dictated to. Perhaps collaborative strategies such as working on a Project based Learning activity will increase critical thinking and teamwork aspects of learning and will motivate students.|Met||2026-06-16|2026
29102980126219|Forest Charter|6|"Each year Forest Charter School conducts an annual student survey, family survey, and staff survey. School safety and School connectedness are perennial topics in our surveys. The staff survey, and the parent survey were conducted in February 2026. Approximately 26.8% of our families, 86% of the staff participated in these surveys.   School Safety Parents - 91.2% of parents strongly agreed or agreed that their child is safe/supervised at the Learning Center - (18.5% reported that they are not on campus with another 3% reporting neutral)   Staff - 94% of the staff feel safe on campus. 6% were neutral  School Connectedness Parents - 84.8% of parents feel connected to the school, 7.4% were not on campus enough, so they felt like they couldn't answer this question.   Staff - 97% of staff feel connected to the school  FCS also takes into account the findings produced by the California Healthy Kids Survey adding to the information provided from the annual, student, parent and staff surveys. There have been a few years where Forest Charter did not have enough student participating to have our own report. During the 25-26 school year FCS did have enough participation for it's own report, but participation was still fairly low so we don't feel that the health kids survey accurately captures our school climate. Due to this low student participation on the Healthy Kids Survey, FCS chose to include the climate survey from our annual surveys.    School Connectedness (3-5th 90%, 6th-8th 73.6%, 9th-12th 76.5% feel connected)  School Safety (3-5th 87.3%, 6th-8th 73.6%, 9th-12th 86.8% feel safe at school)  Caring Adult Relationship (3-5th 88%, 6th-8th 70.7%, 9th-12th 80% feel they have a caring adult relationship)     NOTE: 8% of our surveyed students do not take any classes on campus. These students may have answered ""neutral"" or don't know not on campus for certain  questions because they didn't have an on-site experience to reference, which may have negatively impacted some scores."|School climate continues to be an area of strength for Forest Charter School. Based on the data FCS continues to have a highly positive climate. Survey results indicate that students generally feel happy, supported and safe at Forest Charter School. We do believe that some of the lower scores in the student surveys that are broken out by grade level are impacted by the independent study structure of our school.|Actions FCS is taking to maintain its strong school climate is to provide ongoing SEL training to staff. Additionally, we are building more club options to support student social opportunities and the school community, looking for assembly opportunities, and providing a welcome-back program for students on the first day of school. We are hopeful that these opportunities and activities will improve our school connectedness in grades 9-12 and provide more opportunities to build caring adult relationships for our TK-5 students.|Met||2026-06-09|2026
29102980126227|Twin Ridges Home Study Charter|6|"School Climate Data: TRHS uses surveys throughout the year to collect stakeholder input.  So far, TRHS has not disaggregated the data by student group in the student spring survey.  TRHS student participation rate in taking the CHKS survey is near 0 so TRHS relies on the TRHS developed Spring Student Survey which does not disaggregate by student group as of yet.  Spring Parent Survey:  43  Respondents Spring Student Survey:  26 Respondents CHKS Parent Survey:  53 Respondents  CHKS Staff Survey:  9 Respondents   During Fall of 2025, the California Healthy Kids Parent Survey (CHKS) was administered to TRHS parents while the CHKS was administered to TRHS staff.  During the Spring of 2026, TRHS students were offered the TRHS developed student survey and the TRHS parents were asked to complete the TRHS developed parent survey. Examples of this student survey data is indicated below:    81.48% of students that participated in the survey indicated they were happy to to be at TRHS. 92.59% of students that participated in the survey feel safe to some degree while at school 92.59% of students that participated felt that a teacher or some other adult from school really cared about them.   The CHKS parent and staff surveys indicated the following in regards to the TRHS school climate.  Parent and Family Engagement- Building Relationships: According to the CHKS parent survey, 100% of respondents agreed or strongly agreed that that school staff treat parents with respect.  According to the CHKS staff survey, the staff had a high level of satisfaction with the school's efforts to create a welcoming environment and facilitate parent involvement. (100% of respondents strongly agree or agree)  According to the CHKS staff survey, 100% of staff strongly agreed or agreed that it is important for students of different races and cultures to get along with each other.   According to the CHKS parent survey, 87% of the respondents chose ""very well"" or ""just OK"" to the statement that TRHS provides information on the parent's expected role at their child's school.   Parent and Family Engagement- Building Partnerships for Student Outcomes: According to the CHKS staff survey, 100% of respondents agreed or strongly agreed that the school encouraged parents to be active partners in educating their child.   According to the CHKS parent survey, 96% of respondents indicated that they participated in a regularly scheduled parent-teacher  conference. Parent and Family Engagement- Seeking Input for Decision-Making According to the CHKS parent survey, a combined percentage of 79% (61% strongly agree & 18% agree) indicated a majority of respondents perceived that TRHS actively sought parental input before making important decisions.  There were still some respondents who disagreed (2%) or didn't know.  According to the CHKS staff survey, 100% of respondents indicated that TRHS staff took parent concerns seriously."|"TRHS analyzed the survey data from the surveys disseminated during the 2025-2026 school year and found the following areas of strength and indicated needs:  Areas of Strength :  **  Students feel that at least one adult at TRHS genuinely cares about them **  Students feel safe at the school site **  TRHS facilitates parent involvement and puts forth effort to create a welcoming environment   **  TRHS staff treat parents with respect **  TRHS encourages parents to be active partners in educating their child **  There is a strong level of engagement and communication between families and educators  Areas of Need:  **  22% of parents did not indicate ""strongly agree"" or ""agree"" on the survey statement that TRHS actively sought out parental input before making important decisions.  This data indicates there may be opportunities for TRHS to enhance efforts in engaging families in decision-making processes. **  4% of parents indicated that they have not attended a regularly scheduled parent-teacher conference.  This could be because a different parent may have attended the conference than filled out the survey."|TRHS will increase parent awareness of the importance of parent involvement in their child's school.  The following actions will assist in this increase:  **  Increase stakeholder Opportunities for Input  (Anonymous Comment Box, Scheduled parent meetings with the TRHS Director -Individual meetings or coffee with the Director) **  Develop and Offer Parent Trainings (Examples: TRHS Program Expectations, Parent Instructional trainings for at home learning, curriculum trainings) **  Continue to encourage parents to attend those Learning Period meetings with their Supervising Teachers and continue to remind parents about the expectation to do so.|Met||2026-06-11|2026
29102980130823|EPIC de Cesar Chavez|6|The Healthy Kids Survey is not administered to EPIC students who are age 18 and over as it is a youth wellness assessment and focuses on minor and adolescent K-12 school populations. Thus, the results from the Spring Student Survey administered internally are used to gauge the EPIC school climate. In addition, as 82.2% of EPIC students are low socioeconomic status, 87% are English Learners, and 100% have not completed high school, EPIC’s academic program is focused on remediation, English language proficiency, basic skill development, and credit recovery leading to a high school diploma. 100% of EPIC students are 18 years of age or older. The majority of the student population is made up of students who identify as Hispanic 95.82%, Black 2.01%, White (non-Hispanic) 1.34%, and Asian (non-Hispanic).84%.  Any other state identified subgroups [EC Section 2052(a)(2)(3)], including other ethnic groups and students with disabilities, are not numerically significant and any analysis of subset groups cannot be disaggregated.  The results of the Spring 2026 Student Survey show that 92% of the students indicated they received 1:1 help from teachers.  96.5% said EPIC has helped them reach their educational and vocational goals. 68% have met 1:1 with a counselor or advisor and are most interested in exploring post high school continuing educational options. 98% said that the teacher showed respect for cultural differences. 98.3% had the opportunity to express their opinions and make suggestions in their classes. 82.5% described their experience at EPIC high school either excellent or good. 16% satisfactory. 81% said EPIC met their academic expectations 91.7% received 1:1 help from their teachers, 78% from a tutor or IA. 98% stated that the teacher showed respect for cultural differences. 92% were positive toward the classroom atmosphere, safety and overall classroom appearance. 95% received help from clerical and support staff. 92% of the students indicated that there were sufficient educational materials in good condition for their use.|A high number of EPIC students are focused on obtaining a high school diploma, although some do go on to colleges, and earn Career Technical Education certifications. Per the 286 students who responded to the student survey conducted in May 2026, 67.5% said they enrolled in EPIC to earn a high school diploma. 22.7% said they were interested in continuing their education at a California Community College or university, and 48.3% said they will seek a better or different job.  The next two areas of interest at 9.4% each are: personal development and learning English. Since this is a definitive need (88% of EPIC students are English Learners) much planning and preparation has gone into teaching for English language proficiency. The results are demonstrated in the federal National Reporting System (NRS) tables reported through the CDE. When comparing EPIC student results to the State of California averages, EPIC students consistently outscore the State average by as high as 18.6 percentage points at the Beginning Literacy English proficiency level, and 2.8 percentage points at the Beginning Basic level.|Again, per the 286 students who responded to the student survey conducted in May 2026, 67.5% said they enrolled in EPIC to earn a high school diploma. 22.7% said they were interested in continuing their education at a California Community College or university, and 48.3% said they will seek a better or different job. During the 2025-26 school year, Differentiated Assistance meetings were held periodically with a team from Placer County Office of Education to analyze how this indicator can be improved. Actions steps include: ensuring that all the pertinent fields in the Student Information System accurately reflect student achievements, revised collaborations with local community colleges and universities, improvement in A-G course availability, expanded AP and CTE class offerings and certifications, workforce development partnerships, improved collaboration with the Conservation Corps, and focus on the WIOA funded programs.|Met|The work with Placer County Office of Education has been helpful in identifying and tracking the record keeping areas that needed strengthening, and in expanding the staff's knowledge of how the Dashboard metrics are compiled. This will result in more accurate reporting of the students' achievements and growth.|2026-06-26|2026
29102982930147|John Muir Charter|6|Data collected through this year’s JMCS school climate survey revealed on a scale of 1-5,  87.6% of students scored a 4 or 5 in feelings of safety. 72.8% of students felt they had a voice in decision-making in their classes. 75.1% rated the instruction from their teachers as “interesting” on a scale of 1-5 as 4 or 5. On a scale of 1-5,  70% rated a 4 or 5 when asked if their schoolwork was preparing them for college and 70% rated 4 or 5 for career preparation. Our Equity survey data also supports our school climate survey data. On a scale of 1-5, students reported their basic needs are met (4.41), they feel they belong at school (4.09), they have a sense of self-efficacy (4.24), school is rigorous (4.01) and they feel hopeful about their futures (4.30). Sheet with data disaggregated by available groups.  https://docs.google.com/document/d/1iJZ7X6kiJGqUtS1CbP3IelClXQUQI-kAWGCfYFqHXBk/edit?usp=sharing|Survey results indicate JMCS meets and exceeds its primary goal of reengaging youth in education and creating safe spaces and developing positive relationships with staff. Students are happy with their school experience and feel supported by their teachers. They generally feel that their experience at JMCS will help them meet their future goals. JMCS will continue to reflect on areas of improvement and how we can meet the needs of all students.|As a response to analysis of the data JMCS has stated actions in the LCAP addressed specifically to the EL and Hispanic student groups. JMCS continues to implement culturally relevant curriculum materials, textbooks, and instructional resources that reflect the diverse backgrounds and experiences of EL students, and in particular our Hispanic student group. JMCS continues to engage students and families through school-sponsored events and celebrations that promote appreciation and wonder about the diverse customs and heritage for our Hispanic students in particular, and all students in general. In addition, JMCS continues to provide training on culturally responsive teaching practices, linguistic diversity awareness, and strategies for creating inclusive learning environments that value and affirm the linguistic and cultural assets of Hispanic and EL students, which are 73% of our student population.|Met|Annually JMCS collects student climate survey is conducted to get feedback on the conditions of learning; basic needs, belonging, academic rigor, self-efficacy, and hope. Data is analyzed by administration and shared with teachers during discussion groups. In addition, the JMCS Student Leadership Advisory reviews data and makes recommendations, all which inform actions and interventions, with the goal of supporting the school’s culture and processes in meeting the academic, social-emotional and general well-being of our students and staff. JMCS has been at the forefront of implementing ongoing professional development around creating and maintaining equitable learning environments for our students, most notably utilizing culturally relevant and rigorous instruction to engage our students in settings that are designed to emphasize equity (inclusive, anti-racist) and to model civic engagement and advocacy so that students have the tools to become architects of their own futures and transform inequitable systems.|2026-06-10|2026
29663160000000|Chicago Park Elementary|6|In 2025, Chicago Park administered the California Healthy Kids Survey to students in Grade 7. Results showed strong school connectedness and safety in Grade 7 (82% connected, 84% safe). While only 78% of 7th and 8th grade students agree or strongly agree that there are caring adults on campus.|Analysis of the CHKS data shows that Chicago Park’s strengths include strong adult-student relationships and a high sense of safety and motivation in Grade 7. However, only 78% of 7th and 8th grade students agree or strongly agree that there are caring adults on campus.|Although Chicago Park's CHKS data reflects strong adult-student relationships overall, only 78% of 7th grade students reported that there are caring adults on campus, indicating a need to strengthen connections with all students. In response, the LEA will continue to expand relationship-building opportunities through student check-ins, mentoring, recognition programs, and staff professional development focused on student engagement while monitoring survey data to measure improvement.|Met||2026-06-11|2026
29663160125013|Chicago Park Community Charter|6|In 2025, Chicago Park administered the California Healthy Kids Survey to students in Grade 7. Results showed strong school connectedness and safety in Grade 7 (82% connected, 84% safe). While only 78% of 7th and 8th grade students agree or strongly agree that there are caring adults on campus.|Although Chicago Park's CHKS data reflects strong adult-student relationships overall, only 78% of 7th grade students reported that there are caring adults on campus, indicating a need to strengthen connections with all students. In response, the LEA will continue to expand relationship-building opportunities through student check-ins, mentoring, recognition programs, and staff professional development focused on student engagement while monitoring survey data to measure improvement.|To address the decline in engagement and well-being among 8th graders, Chicago Park School will strengthen its middle school supports by expanding leadership roles, increasing access to counseling services, and enhancing SEL and transition activities in the spring. Staff will receive additional training on supporting student motivation and connectedness in upper grades. These efforts will be built into our LCAP goals and regularly monitored for impact.|Met||2026-06-11|2026
29663240000000|Clear Creek Elementary|6|Based on the CHKS and LCAP surveys, an average of over 100% of parents and staff indicated our school is a safe place for children to learn. Over 90% of students also indicated they felt safe at school. 100% of parents responded that our school is welcoming and facilitates parent involvement. These high response ratings indicate that our specific actions in this goal to Social Emotional Learning curriculum and Professional Development for staff, school counselor, Enrichment opportunities, Attendance and incentives, and After-school care contribute to progress in this goal therefore creating and maintaining a safe and welcoming learning environment for our students.|We believe that we are seeing the changes in school culture we want and believe it will continue to improve based on our current goals.  The only area we see a need to improve is the SEL curriculum.  The staff feels it does not meet the needs of all students including all sub groups.|No changes will be made and all goals will remain the same for 26-27 school year.  We believe that we are seeing the changes in school culture we want and believe it will continue to improve based on our current goals.|Met||2026-06-16|2026
29663320000000|Grass Valley Elementary|6|We had our LCAP survey open from January 26th, to February 13th, 2026. We received participation from 765 individuals and it included strong participation from parents, students, and staff. 534 - 3rd to 8th grade students participated, 149 - parents/families participated, and 82 - staff members participated. Our District LCAP survey continues to be a viable vehicle to engage the voice of our district learning community. We do our best to leverage the feedback, trends, and guidance from our survey and our District Advisory Committee (DAC) and our District English Language Advisory Committee (DELAC) to support and guide our district work  LCAP Survey participation levels were the following in 2026 - 765 participants  Students - 534 participants (3rd-8th graders)  Parents - 149 participants  Staff - 82 participants  Student's Feedback I feel connected - 80% positive  I am involved in school - 66% positive  Safe at School - 84% positive  I feel emotionally safe at School - 72% positive  I feel I can learn in the behavioral environment - 90% positive I have adults I can talk to - 86% positive  Encouraged to share Ideas - 73% positive  Teacher and staff help me when needed - 88% positive  Teachers and staff are kind - 90% positive  I would like to be academically challenged more - 46% agreed  I feel I need more help with my school work - 46% agreed  Presented with Healthy Food Options - 73% positive Access to books, supplies and technology - 95% positive  Parent Feedback:  My family feels safe and connected to their school - 88% positive  Connected to school - 89% positive  Access to useful learning resources - 89% positive  Balanced and engaging learning environment - 89% positive  Effective Academic Interventions - 79% positive  SEL Support - 83% positive District Facilities - 84% positive  Presented with Healthy Food Options - 83% positive Promotes Good Attendance - 97% positive  Values Parent Participation - 86% positive  Effective Communication via newsletters - 94% positive  Contact with Staff - 93% positive  Staff Feedback Safe at my work site - 79% positive  Supported at my work site - 85% positive  Feel valued at my work site - 85% positive  Climate that is positive, supportive and encourages success - 85% positive  Engaging environment - 90% positive  Effective Academic Interventions - 84% positive  Tiered Behavior Interventions - 74% positive  SEL Support - 74% positive  Presented with Healthy Food Options - 83% positive  Supported Addressing Behavior - 77% positive  District Facilities - 56% positive  Promotes Good Attendance - 88% positive  Values Parent Participation - 78% positive|We have spent time working through our district advisory committee (DAC) district English language advisory committee (DELAC) as well as through our administrative team and employee bargaining groups to analyze all of our areas of strength and need.  We continue to focus on improving our multi-tiered system of support with a focus on academics, behavior and social emotional needs.  The work we continue to implement is helping our system improve and grow and we look forward to continuing this work and focus.   Areas of Strength: Access to technology and Sufficient Learning Resources. Use of a summative screener to help us monitor system wide growth.  Identified essential standards by grade level in ELA and Math.  The development of a plan, do, study, act a cycle of inquiry to help our system grow.  Areas of Growth: Creating an environment where students feel more respected, additional support for behavior and SEL, and increasing overall achievement are important areas of need.  Challenges or Barriers: Continuing to support the increase in social emotional needs of our learning community.|We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure data driven decisions are made in an effort to build coherence and trust within our system.  We believe that strong school districts continue to make changes to address their areas of need while leveraging the success of their strengths.|Met||2026-06-16|2026
29663326111140|Grass Valley Charter|6|From February 28 to March 8, 2026, GVCS shared a community stakeholder survey to inform our school planning and practices for the Local Control Accountability Plan (LCAP). From this feedback we received 251 responses from staff, students, and families which guide our long term planning as well as guide how GVCS will utilize our resources. This survey asked our stakeholders to respond to multiple questions concerning program success and needs for the upcoming school year. We engaged our students as well through a separate student crew survey to analyze their needs. Additionally we incorporated data collected through our Expeditionary Learning Implementation review which included internal surveys, students panels, and outside observations from EL Education. The student feedback and engagement was strong. They gave us clear input on areas to improve our support namely in social emotional learning.|We have spent considerable time analyzing feedback from all engagement partner groups. Our stakeholders shared the need to continue to support students with academic needs, continue to support students academically, continue to support the mental health of our school community, strengthen the implementation for our Expeditionary Learning program, and a desire to deepen and regain our strong connections among all constituents in our community. GVCS will continue to solicit staff and community to continually adapt to the realities and needs of our students.|The overwhelming majority of our feedback from our partners indicated a need to continue working on our goals and actions already in place. However there were changes that came about due to feedback in the following areas: -Collecting and acting upon subgroup data to address an apparent achievement gaps -Evaluation of our curriculum, specifically for Mathematics to create a more consistent and coherent program We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure transparency with all of our district data in an effort to build coherence and trust within our system. We believe that strong school systems continue to make changes to address their areas of need while leveraging the success of their strengths.|Met||2026-06-16|2026
29663400000000|Nevada City Elementary|6|In analyzing the local data of the California Health Kids Survey (CHKS) needs were identified for a supportive socialemotional learning environment at Deer Creek (TK-3) with the consistent use of programs such as Positive Behavior Interventions and Supports, Zones of Regulation, Restorative Practices and other school community building systems. Routine training will continue to be offered to onboard new staff.|Input from stakeholders highlighted the need to improve our data collection process, conduct routine analysis of local performance indicators as teacher teams, and determine the resulting action to improve student performance. Additionally, Tier II/III PBIS teams need to meet with staff representatives weekly/bi-monthly to discuss the success of these systems. The LCAP committee discussed this finding and concluded an area of concern was Seven Hills students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals and support staff will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. This has been able to fill this postion with a temporary support of 20%. 4. Peer mentoring 5. School Community Officer|The LCAP committee discussed this finding and concluded an area of concern were students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals and support staff will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. 4. Peer mentoring 5. School Community Officer 6. District School Attendance Review Board 7. Annual parent notice of attendance requirements 8. Additional supports and identified times for staff to support students with chronic absenteeism. 9. Added an advisory class period for additional support for upper-grade students.|Met||2026-06-16|2026
29663570000000|Nevada Joint Union High|6|NJUHSD administers the CA Healthy Kids Survey to parents, staff, and students in grades 9 and 11 on a yearly basis.   -CHKS survey questions related to school connectedness responses were averaged between 9th, 11th, and NT, yielding an average of 61%. • Two or more ethnicities were averaged between the 9th,11th, and NT: 64.5% *The sample size for NT was too small to report in this survey year. • White were averaged between 9th, 11th, and NT: 64.3%  -CHKS survey questions related to school being perceived as very safe or safe responses were averaged between 9th, 11th, and NT, yielding an average of 66%. • Two or more ethnicities were averaged between the 9th, 11th, and NT: 64% *The sample size for NT was too small to report in this survey year. • White were averaged between 9th, 11th, and NT: 64%|"The change from the 2022-23 to 2025-26 CHKS survey question, ""School perceived as very safe or safe for all students was up 11.7%. When the same question was posed for multiracial students, those responding in the affirmative rose 15% to match the response from white students at 64%.  The upward trend is a positive one, as is the trend of the gap between minority groups minimizing, but given the overall low percentage of 66%, this warrants an area of future focus and growth."|"Creating safe school cultures that foster a deep sense of belonging is a primary focus area for NJUHSD. This priority is explicitly addressed under Goal 2 of the Local Control and Accountability Plan (LCAP): ""Promote the Safety, Well-Being, and Culture of the school and district community through equitable and inclusive practices for all."" Planned actions for the 2026–27 school year include expanding professional development for all students and staff regarding appropriate responses to bullying and harassment. This training aims to bring vital awareness to unconscious biases and to develop robust systems that promote active inclusion. Additionally, NJUHSD is working to train staff and support student appreciation for diversity and representation within our schools. By understanding how representation impacts individual experiences, the district hopes this education will catalyze a systemic shift in overall culture. Progress toward these milestones will be closely monitored using the metrics outlined in Prompt 1, which are fully integrated into our annual LCAP.  Simultaneously, our schools continue to evaluate and enhance their efforts to promote student connectedness. Signature programs such as the Week of Welcome and Breaking Down the Walls specifically target the development of positive school climates. In response to heightened awareness among school administrators and the Board of Trustees, the district is also closely examining instances of harassment and discrimination to improve and standardize school-level responses to these incidents.  Social-Emotional Learning (SEL) remains a cornerstone of these climate initiatives. Recent implementations continue to improve across the district, including the Silver Strong program at Silver Springs, Phoenix classes at Ghidotti, and NPA 101 at North Point Academy, while both comprehensive high schools utilize Character Strong curriculum within their Advisory periods. Furthermore, the district continues to emphasize the foundational importance of staff building individual relationships with students. To support this, we are continuing the implementation of restorative practices, utilizing them both for Tier 1 community-building activities and as a constructive alternative for appropriate discipline-related incidents. These insights and data points have been shared with our educational partner groups as we collectively plan and execute targeted interventions to address the decreases reported in the California Healthy Kids Survey."|Met||2026-06-15|2026
29663570124834|Sierra Academy of Expeditionary Learning|6|SAEL looks at the results of the California Healthy Kids Survey and conducts an analysis of the results. One of the key issues noted was the number of students who are addicted to nicotine and the increased concern of the use of vapes at SAEL. SAEL has addressed issues of school safety and school connectedness, and SAEL is proud of the work accomplished in this area.|The key learning as a result of the CKHS student survey results was vaping. SAEL will continue to use parent conversations, student conversations, and emails to address the concern of nicotine addiction and vaping. SAEL has tapped into Nevada City who received a funding mechanism to fund initiatives to prevent students from smoking. SAEL has installed Vape Detectors in the restrooms which has allowed us to find the students and counsel them and communicate with their families on the issue. SAEL also participated in the program called YVAPE. The Executive Director sent a strategic email to whole school community. After one month of collecting vaping data and oversight led to a decrease of vaping at SAEL.|As part of the continuous improvement process, SAEL will implement strategies to address concerns that are noted through CKHS results or observations. Through our vigilant practices and one-on-one connections with our students, we find out issues immediately that we can address as a Crew.|Met||2026-06-25|2026
29663730000000|Pleasant Ridge Union Elementary|6|Insights from the Annual Student Survey Each year, PRUSD conducts a planning survey for students in the 5th through 8th grades to assess key areas such as academics, student engagement, safety, and school climate. While the data is organized by school site rather than student demographics, the survey achieved a high overall participation rate across the district. Individual school engagement was exceptionally strong, with some campuses seeing total student participation, and others showing a substantial increase in response rates compared to the prior year. Key Findings & Student Perceptions Supportive & Welcoming Environment: The feedback reveals a highly positive perception of the academic environment. Students report feeling safe, protected, and well-supported by the adults on campus, describing their schools as welcoming places to learn. Academic Confidence: Respondents feel they are making meaningful progress in foundational areas—specifically math, reading, and writing—and note that teacher support is readily available when needed. Future Interventions & Interests: Students expressed a strong desire for expanded extracurricular opportunities, with a particular focus on sports and the arts. Additionally, there is significant student interest in maintaining robust Physical Education (PE) and STEAM-related (Science, Technology, Engineering, Arts, and Math) learning opportunities.|Student Perceptions of School Climate and Academics According to the latest survey results, a strong majority of the student body participated in sharing their perspectives on campus life, yielding highly encouraging feedback across several key areas:  Positive School Climate: A significant majority of responding students view their school as highly welcoming and describe the overall campus atmosphere as positive.  Safety and Support: Most students feel safe on campus, with a large majority reporting that they receive immediate support and assistance whenever they ask for help.  Academic Rigor: A substantial majority of students find their coursework appropriately challenging, yet they report that they are performing well academically.  Desire for Electives: There is also widespread student interest across the district in expanding the variety of elective courses offered at their schools.|Cultivating an Enriching & Supportive Campus Culture To build a more encouraging and inclusive environment, the district is prioritizing a deeper understanding of student and family needs through regular surveys and targeted focus groups.  A central focus of this effort is establishing a positive school climate by launching initiatives that champion mutual respect and directly combat bullying through comprehensive programming and transparent reporting procedures. Additionally, the district aims to boost student engagement and academic achievement by fostering a culture of encouragement and implementing robust homework support systems.  Strategic Alignment: These initiatives will be systematically organized and executed under the Multi-Tiered Systems of Support (MTSS) action item within the Local Control Accountability Plan (LCAP).|Met||2026-06-02|2026
29663730136424|Arete Charter Academy|6|Arete's local climate survey for 6-8th grade students aims to capture the perceptions and experiences of students regarding the overall environment, inclusivity, safety, and support within the educational institution. The data provides insights into various aspects. 88% of students found that there is at least one adult at our school that they can trust. 91% students found that adults at my school help me with problems if I ask this to be true during the 2025-2026 school year. 89% of students found that adults at our school care about them. TK-5th grade students are interviewed anecdotally during monthly meetings with their teacher and daily when the director visits classrooms. Younger students reported positive relationships with teachers and peers, fostering a supportive and encouraging learning environment.|Due to the small size of our student subgroups, data is not disaggregated to protect student privacy and ensure statistical validity. Instead, a comprehensive analysis of our local climate survey serves as a vital tool for identifying the school’s core strengths and areas for growth. Key findings from this analysis include: *Prioritizing Well-being:Students highly value on-campus Social-Emotional Learning (SEL) lessons and appreciate having direct access to the school counselor for both individual and small-group support. *Positive Professional Culture: Students actively notice and take pride in the high level of collaboration and rapport among Arete staff members. *Environment of Trust: The data highlights a school climate built on strong interpersonal relationships and accessible emotional resources.|"Based on key learnings from local climate surveys, Arete is refining its policies and procedures to foster a more encouraging and inclusive environment. By integrating Social-Emotional Learning (SEL) with robust safety reporting and mental health resources, we aim to address student needs holistically. These initiatives are strategically aligned under the **Multi-Tiered Systems of Support (MTSS)** framework within the LCAP. Arete is expanding its commitment to student mental health through direct instruction and specialized support: *Expanded SEL Instruction: We are increasing the implementation of the ""Why Try"" curriculum. To ensure consistency for our homeschool families, we will enhance communication to provide parents with the tools to deliver this content at home. *On-Campus Counseling: A school counselor will remain on campus several days a week to provide essential one-on-one and small-group support. *Proactive Wellness: The school will continue offering mental health awareness programs and stress management workshops, while exploring the establishment of **peer support groups** and wellness initiatives to promote long- term resilience. Establishing a positive school climate requires a culture of mutual respect and transparent safety procedures: *Anonymous Reporting: We will continue to utilize the ""STOPit"" anonymous reporting system, allowing students to voice bullying or cybersafety concerns without fear of retaliation. *Combatting Bullying: Through comprehensive programming and clear reporting protocols, Arete is dedicated to maintaining a campus where every student feels safe and respected. *Culture of Encouragement: To drive engagement and achievement, the district is launching initiatives that champion mutual respect and implement robust homework support systems. To ensure these changes lead to measurable improvements, Arete follows a structured alignment strategy: *Targeted Focus Groups: Utilizing surveys and focus groups to gain a deeper understanding of evolving student and family needs. *Systemic Implementation: Organizing all climate-related actions under the MTSS action item to ensure support is tiered and accessible to all student groups. *Leadership Transparency: Regularly reviewing the effectiveness of these programs to ensure they meet the LCAP goal of an enriching, supportive campus culture."|Met||2026-06-02|2026
29664070000000|Union Hill Elementary|6|Data source: Union Hill School District’s 2025 California Health Kids Survey   School Engagements and Supports: 63% of our seventh-grade students report high levels of school connectedness, 32% report school is boring, and 51% report meaningful participation. 70% of the students report having caring adult relationships, and 78% report that adults have high expectations of them.   The only subgroups large enough to have data disaggregated were white students. 66% of white students feel high levels of school connectedness. More white students are academically motivated (70%).   School Safety: According to CHKS  survey results, 65% of students perceive school as safe or safe. 35% report experiencing harassment or bullying, and 41% report having mean rumors or lies spread about them. While 72% of white students report school being a safe place.   Data source: California Schools Parent Survey;  School Engagement and Supports: 95% of parents agree or strongly agree to feeling welcomed to participate at the school and that the school encourages parents to actively partner with the school in educating their child. They also report that school is a supportive and inviting place for students to Learn. 95% feel that the adults really care about their students.  76% report the school actively seeks parental input on important decisions.   School safety: 64% of parents feel bullying/harassment is a problem. 34% responded that a lack of respect from students to staff is a problem. Gangs, weapons, and substance abuse are not of concern.  Data source: CHKS Staff Survey: 80% feel that student depression and other mental health issues are a moderate to severe problem (45% mild, 30% moderate, and 5% severe)  Data source: Kelvin Pulse Survey (October 2024) 78% of middle school students (grades 6-8) feel they have at least one adult who cares for them. 68% feel accepted by their peers. 66% are happy to be at this school. 6th graders had the highest scores for a sense of belonging (71%) and 83% for student-teacher relationships.  Data source: School Site Council Parent Survey 2024-2025: 89% of parents agree that “my child has received social-emotional supports to feel safe, secure, and successful at school. 92% report having a positive relationship with their child’s teacher. Parents wrote in comments with concerns surrounding bullying.  Data source: Cal Hope Student Survey-March 2024: 73% of 7th and 8th graders report that adults at school care about them. 68% report that school is a safe and welcoming place for people of all backgrounds and cultures. 67% of students report that there are many ways to be a leader. 52% say that adults take action when kids are mean. 45% report that the rules are the same for everyone.  Data source: Middle School Advisory Feedback Survey--April 2024:  Sense of Community and Belonging--Sixth grade: 76%, Seventh Grade: 63%, Eighth Grade: 64% Safe and Supported by Staff--Sixth grade: 80%, Seventh Grade: 82%, Eighth Grade: 62%|In addition to the data sources listed above, narrative surveys were administered to further understand the results of the CHKS, Kelvin, and Cal-Hope surveys.   Key learnings include:  Our students know that staff cares about them, but when we drill down, they report not truly feeling “connected.”  Students report that they want staff to really “know” them, to take the time to talk and listen–to form real connections.  We learned this from last year’s results and implemented our advisory period this year to meet this need. The need for more opportunities for meaningful participation: Across the middle school, 75% of students report many opportunities to be a leader, yet only 35% report they have opportunities to make a difference.  We asked the students about that.  They report demonstrating leadership through leadership class and student council, advisory, assemblies, Advisory color teams, sports, and being kind and a good role model. Students report they would like more leadership opportunities such as student-led groups/clubs, rallies, greater access to Leadership class / Student Council as well as Little Buddies. Another key factor impacting engagement and connectedness (climate and culture) is that our students are bored.  Survey questions show that they see the value of education, they know teachers have high expectations and they are motivated to learn but 75% report medium to high levels of boredom. We need to re-evaluate what we are doing in and out of the classroom, intentionally focus on what we can do to increase engagement and relevance and adjust our instruction and activities accordingly. School safety: Kids want others to be kind. When we drill down with the Advisory survey, it appears that students feel physically safe for the most part, but they do not feel emotionally safe.  When asked what helps them feel safe, they report friends and staff. When asked what makes them feel unsafe, they reported that people being mean, rude, disrespectful, bullying, and using profanity lead to feelings of unsafe.  Areas of strength include: Students report having skills to manage their emotions and navigate difficult situations. The number of students reporting meaningful participation and adult and school connectedness is rising.  Staff feel their contributions are valued and respected. They report Union Hill as a safe, supportive, and positive learning environment.  They have close professional relationships and feel involved in the decision-making.  Positive parent perspective and presence. Our parents feel welcomed and well-informed. They see their students as motivated, their teachers as caring with high expectations, and the school as a safe, supportive, and inviting environment.   Areas of need: Continue to improve adult-student connectedness. Increase student engagement and provide more opportunities for meaningful participation in and out of the classroom. Kindness: students, staff, and parents all report that disrespect and students b|Reviewing data is a beginning step in a continuous process of improvement.  We want to engage stakeholders in reviewing the results and solicit input on improving our school culture and climate. Based on assessment data from last year, we made some changes and made progress.  Activities and Events that support student engagement and connectedness include: Advisory (belonging) Assemblies, spirit weeks, (engagement) Bearcat of Character awards (Belonging) PBIS-student store, restorative practices (Engagement, security)  Counseling-Friendship groups (Security-emotional)  In reviewing this year's data, we continue to advance identified enhancements: Intentional practices to increase student-staff connections. We will continue and refine the Advisory period.  Each Advisory class will have a classroom teacher and a Student Support Paraprofessional.  Instructional focus on UDL Strategies and Implementation to increase student engagement. Students report they would like more leadership opportunities: Provide opportunities for student-led groups/clubs, more frequent student-led rallies, student-led activities in Advisory. We have expanded ASB opportunities to younger student this past year.  Focus on Kindness: Students continue to receive Bearcats are Kind and Challenge t-shirts at the beginning of the school year.  Monthly Kindness Days activities will focus on different ways to show kindness and perform acts of kindness.   UHS leadership continues working together with our dedicated staff and strong PBIS, SEL, and UDL committees to make positive changes we need to grow a school climate where all students, staff, and parents feel fully connected, accepted, and engaged.|Met||2026-06-16|2026
29664076027197|Union Hill Elementary|6|Data source: Union Hill School District’s 2025 California Health Kids Survey   School Engagements and Supports: 63% of our seventh-grade students report high levels of school connectedness, 32% report school is boring, and 51% report meaningful participation. 70% of the students report having caring adult relationships, and 78% report that adults have high expectations of them.   The only subgroups large enough to have data disaggregated were white students. 66% of white students feel high levels of school connectedness. More white students are academically motivated (70%).   School Safety: According to CHKS  survey results, 65% of students perceive school as safe or safe. 35% report experiencing harassment or bullying, and 41% report having mean rumors or lies spread about them. While 72% of white students report school being a safe place.   Data source: California Schools Parent Survey;  School Engagement and Supports: 95% of parents agree or strongly agree to feeling welcomed to participate at the school and that the school encourages parents to actively partner with the school in educating their child. They also report that school is a supportive and inviting place for students to Learn. 95% feel that the adults really care about their students.  76% report the school actively seeks parental input on important decisions.   School safety: 64% of parents feel bullying/harassment is a problem. 34% responded that a lack of respect from students to staff is a problem. Gangs, weapons, and substance abuse are not of concern.  Data source: CHKS Staff Survey: 80% feel that student depression and other mental health issues are a moderate to severe problem (45% mild, 30% moderate, and 5% severe)  Data source: Kelvin Pulse Survey (October 2024) 78% of middle school students (grades 6-8) feel they have at least one adult who cares for them. 68% feel accepted by their peers. 66% are happy to be at this school. 6th graders had the highest scores for a sense of belonging (71%) and 83% for student-teacher relationships.  Data source: School Site Council Parent Survey 2024-2025: 89% of parents agree that “my child has received social-emotional supports to feel safe, secure, and successful at school. 92% report having a positive relationship with their child’s teacher. Parents wrote in comments with concerns surrounding bullying.  Data source: Cal Hope Student Survey-March 2024: 73% of 7th and 8th graders report that adults at school care about them. 68% report that school is a safe and welcoming place for people of all backgrounds and cultures. 67% of students report that there are many ways to be a leader. 52% say that adults take action when kids are mean. 45% report that the rules are the same for everyone.  Data source: School Site Council Parent Survey 2023-2024: 89% of parents agree that “my child has received social-emotional supports to feel safe, secure, and successful at school. 92% report having a positive relationship with their child’s teacher. Pa|In addition to the data sources listed above, narrative surveys were administered to further understand the results of the CHKS, Kelvin, and Cal-Hope surveys.   Key learnings include:  Our students know that staff cares about them, but when we drill down, they report not truly feeling “connected.”  Students report that they want staff to really “know” them, to take the time to talk and listen–to form real connections.  We learned this from last year’s results and implemented our advisory period this year to meet this need. The need for more opportunities for meaningful participation: Across the middle school, 75% of students report many opportunities to be a leader, yet only 35% report they have opportunities to make a difference.  We asked the students about that.  They report demonstrating leadership through leadership class and student council, advisory, assemblies, Advisory color teams, sports, and being kind and a good role model. Students report they would like more leadership opportunities such as student-led groups/clubs, rallies, greater access to Leadership class / Student Council as well as Little Buddies. Another key factor impacting engagement and connectedness (climate and culture) is that our students are bored.  Survey questions show that they see the value of education, they know teachers have high expectations and they are motivated to learn but 75% report medium to high levels of boredom. We need to re-evaluate what we are doing in and out of the classroom, intentionally focus on what we can do to increase engagement and relevance and adjust our instruction and activities accordingly. School safety: Kids want others to be kind. When we drill down with the Advisory survey, it appears that students feel physically safe for the most part, but they do not feel emotionally safe.  When asked what helps them feel safe, they report friends and staff. When asked what makes them feel unsafe, they reported that people being mean, rude, disrespectful, bullying, and using profanity lead to feelings of unsafe.  Areas of strength include: Students report having skills to manage their emotions and navigate difficult situations. The number of students reporting meaningful participation and adult and school connectedness is rising.  Staff feel their contributions are valued and respected. They report Union Hill as a safe, supportive, and positive learning environment.  They have close professional relationships and feel involved in the decision-making.  Positive parent perspective and presence. Our parents feel welcomed and well-informed. They see their students as motivated, their teachers as caring with high expectations, and the school as a safe, supportive, and inviting environment.   Areas of need: Continue to improve adult-student connectedness. Increase student engagement and provide more opportunities for meaningful participation in and out of the classroom.|Reviewing data is a beginning step in a continuous process of improvement.  We want to engage stakeholders in reviewing the results and solicit input on improving our school culture and climate. Based on assessment data from last year, we made some changes and made progress.  Activities and Events that support student engagement and connectedness include: Advisory (belonging) Assemblies, spirit weeks, (engagement) Bearcat of Character awards (Belonging) PBIS-student store, restorative practices (Engagement, security)  Counseling-Friendship groups (Security-emotional) In reviewing this year's data, we continue to advance identified enhancements: Intentional practices to increase student-staff connections. We will continue and refine the Advisory period.  Each Advisory class will have a classroom teacher and a Student Support Paraprofessional.  Instructional focus on UDL Strategies and Implementation to increase student engagement. Students report they would like more leadership opportunities: Provide opportunities for student-led groups/clubs, more frequent student-led rallies, student-led activities in Advisory. We have expanded ASB opportunities to younger student this past year.  Focus on Kindness: Students continue to receive Bearcats are Kind and Challenge t-shirts at the beginning of the school year.  Monthly Kindness Days activities will focus on different ways to show kindness and perform acts of kindness.   UHS leadership continues working together with our dedicated staff and strong PBIS, SEL, and UDL committees to make positive changes we need to grow a school climate where all students, staff, and parents feel fully connected, accepted, and engaged.|Met||2026-06-16|2026
29664150000000|Twin Ridges Elementary|6|"Our school is small. All CHKS data should be taken with a grain of salt considering the small sample sizes, statistical volatility and response rates. We had 31 ""in-school"" model respondents this year,   52% of all students reported school connectedness.  59%% of all students reported academic motivation.  62.5% of all students reported caring adult relationships. 81.5% of all students reported high expectation adults in school 36% of all students reported meaningful participation in school 25% of all students reported current substance use.  35% of all students reported chronic sadness or hopelessness  18% of students reported a native American or indigenous background.  65% of students reported a white ethnic background.   Note that these two stats are not reflective of the full school body.   Our school has only a few (non grayed on the Dashboard) statistically significant subgroups, including students with disabilities, white students and socio economically disadvantaged students. Our survey only had White students in the identified results (big enough number to show results). All student results essentially confirm / line-up with this subgroup's data."|Areas for growth.  1. Improve the scale and completeness of collected data and survey use / execution 2. Dig in on the issue of chronic sadness or hopelessness.|Goal 2 and 3 of the LCAP are largely aimed at these incomplete CHKS results. Community Schools implementation, ELOP efforts, Trauma-Informed approaches, PBIS, SEL, and professional learning aimed at all of these Tier 1 efforts are scheduled and identified in our annual planning.|Met||2026-06-23|2026
29768770000000|Penn Valley Union Elementary|6|Survey Results:  54% students state they were harassed or bullied 44% of parents feel welcome to participate at school 55% of students feel a part of school  Race or Ethnicity  American Indian or Alaska Native, non-Hispanic 1.0% Asian or Asian American, non-Hispanic 0.8% African American 1% Hispanic  18.3% White, non-Hispanic 70.3% Two or More Races 8.6%|Survey Response Summary:  Key learning is the majority of the students do feel safe at school.  The responses highlight concerns related to the feeling harassed and/or bullied.  Also noted what the low percentage of parents that feel welcome to participate at school. This is an area of focus for site administration and leadership teams going forward.|The 2025/26 LCAP addresses these areas of need in Goal #2, Increase inclusive opportunities for students, staff, and families to engage in the student's education.  Specifically Action 2.3 which states, School sites will continue to utilize Restorative Practices as an alternative to suspension.  In addition, further SEL professional development for all staff will be mandatory.  In addition Action 2.5 which states, Provide an on site counselor to serve student social and emotional needs.|Met||2026-06-10|2026
29768776111371|Vantage Point Charter|6|Vantage Point Survey Data  86% of students report feeling connected to school, being cared for by a caring adult at school, and feeling safe while at school.  Student Group:  Socioeconomically Disadvantaged 66.7% Students with Disabilities 15.2% Race/Ethnicity: American Indian 3% Hispanic 15.2% Two or more races 12.1% White 69.7%|Survey Response Summary: Key learning is the majority of the students do feel safe at school and on the way to and from school. The relationships with adults and school connectedness are at the primary foundation of Vantage Point Charter Schools program. These factors play a significant role in whether respondents would recommend the school to a friend.|The 2025/26 LCAP addresses these areas of need in Goal #2, Increase inclusive opportunities for students, staff, and families to engage in the student's education. Specifically Action 2.1 which states, School site weekly notifications. Forward planning for school-wide family activities to assist with annual plans. Monthly site newsletters to celebrate students and schools.|Met||2026-06-10|2026
30103060000000|Orange County Department of Education|6|"OCDE administered the annual LCAP School Climate and Student Engagement Survey to students enrolled in ACCESS Community and Juvenile Hall schools, OCCS, CHEP/PCHS, and Orange County Special Education programs during the 2025–26 school year. The survey gathered student feedback related to school connectedness, safety, relationships with staff, academic support, social-emotional wellness, and overall engagement in the learning environment. Student responses continue to provide valuable insight into the experiences and needs of OCDE’s diverse student populations and directly support continuous improvement efforts aligned with state priorities. Research consistently demonstrates that students who feel physically and emotionally safe, supported by caring adults, and connected to their school community are more likely to demonstrate positive academic outcomes, improved attendance, increased engagement, and stronger postsecondary readiness. For OCDE’s at-promise student populations, these conditions are especially critical in supporting resilience, re-engagement, and long-term success. Survey results are reviewed collaboratively by school and program leadership teams and are used to inform LCAP planning, resource allocation, and student support strategies. Findings from the 2025–26 survey indicate continued areas of focus related to student wellness, sense of belonging, academic support, and access to responsive services. In response, OCDE continues to prioritize the following: -Expanded academic and credit recovery interventions -Increased access to school-based mental health and wellness services for both general education and special education students -Trauma-informed and relationship-centered practices that strengthen student engagement and belonging -Professional development focused on student wellness, restorative practices, culturally responsive supports, and positive behavior interventions -Enhanced family and community partnerships to support student success and school connectedness In addition to survey findings, OCDE utilizes School Accountability Report Cards (SARCs), California School Dashboard indicators, and LCAP local metrics to monitor student achievement, attendance, chronic absenteeism, suspension rates, graduation outcomes, and college and career readiness indicators. These measures collectively support OCDE’s ongoing commitment to fostering safe, supportive, and equitable learning environments for all students. 2025-26 Student Survey Highlights: ACCESS Schools: -74% of 345 student respondents ""Strongly Agree"" or ""Agree"" they feel connected to their teachers/school community. -87% of 344 student respondents ""Strongly Agree"" or ""Agree"" they feel safe at school. OCDE remains committed to collecting and using student, family, and staff feedback to support continuous improvement and provide high-quality educational experiences for all students. All survey questions/responses may be viewed in the 2025-26 OCDE LCAP, Appendix E."|Meaning: These survey findings underscore the efficacy of the MTSS framework in fostering a safe school climate and areas for continued growth and improvement to support positive student outcomes.|Use: The survey results support ongoing endeavors to uphold a safe & engaging culture where students & families feel welcome as integral members of our school communities. OCDE is committed to sustaining this focus to create learning environments that foster student achievement.|Met||2026-06-17|2026
30103060126037|Samueli Academy|6|Local Climate Survey Data Analysis (Challenge Success Survey) In 2025–26, Samueli Academy administered the Challenge Success Student Experience Survey to students in grades 7–12. The survey measures student perceptions of belonging, engagement, teacher support, access to trusted adults and peers, and overall school connectedness. Results were reviewed by grade span and disaggregated by grade level, gender, and race/ethnicity where available.  Key Findings: Sense of Belonging: Middle school students reported a stronger sense of belonging than high school students overall. Approximately 55% of middle school students and 48% of high school students reported a high level of belonging. In middle school, belonging was higher in grade 8 than grade 7 and varied across student groups, with rates generally ranging from approximately 40% to 60%. In high school, belonging levels were strongest among Latino/a/x and Asian students, while several smaller student groups reported lower levels of belonging. These findings indicate a continued need to strengthen school connectedness and ensure all students experience a strong sense of belonging on campus.  Engagement: Middle school students reported higher overall engagement than high school students. In grades 7–8, 31% of students were “Fully Engaged,” 26% were “Purposefully Engaged,” 32% were “Doing School,” and 7% were “Disengaged.” In grades 9–12, 23% were “Fully Engaged,” 18% were “Purposefully Engaged,” 30% were “Doing School,” and 22% were “Disengaged.” High school disengagement was notably higher than middle school disengagement, suggesting a continued need to strengthen relevance, connection, and student ownership in grades 9–12.  Teacher Support and Trusted Adults: Most students reported access to adult support at school. Seventy-eight percent of middle school students and 75% of high school students reported having an adult at school they could go to with a personal problem. Middle school students most often identified counselors or school mental health staff as their first go-to adult, followed by teachers. High school students most often identified teachers, followed by counselors or school mental health staff. Teacher support ratings were generally positive across student groups, though survey results indicate opportunities to further strengthen relationships and ensure all students experience consistent levels of support and connection with school staff.|Analysis of the 2025–26 Challenge Success Student Experience Survey shows several areas of strength as well as clear needs related to belonging, engagement, and student support.  Key Learnings and Areas of Strength: A notable strength is that most students report access to adult support at school. 78% of middle school students and 75% of high school students reported having an adult on campus they could go to with a personal problem. Students identified counselors, teachers, advisors, and other staff as sources of support, indicating that many students experience meaningful adult connection at school. Teacher support was also generally positive, especially in middle school, where students reported relatively strong perceptions of teachers caring about students, treating students with respect, and being willing to help.  Another strength is that middle school students reported comparatively strong engagement and belonging. Approximately 55% of middle school students reported a high sense of belonging, and 57% were either fully or purposefully engaged. Grade 8 students reported higher belonging than grade 7 students, suggesting that connection may strengthen as students spend more time in the program.  Identified Needs and Gaps: The data also point to important needs. High school engagement is a key area for improvement: only 23% of high school students were fully engaged, while 22% were disengaged. This suggests a need to strengthen relevance, student voice, and meaningful learning experiences, particularly in grades 9–12.  Belonging remains an area for growth for some student groups. Survey results show variation in students' sense of belonging and perceptions of teacher support across demographic groups. These findings indicate a need for continued focus on culturally responsive practices, inclusive learning environments, and relationship-building efforts to ensure all students experience a strong sense of connection and support at school.  Overall, the findings show that many students experience meaningful adult relationships, but belonging and engagement are not yet consistent across grade spans or student groups. The data highlight the importance of strengthening advisory structures, student support systems, culturally affirming practices, and opportunities for students to feel known, valued, and connected at school.|Based on analysis of the 2025–26 Challenge Success climate survey data, Samueli Academy identified opportunities to strengthen student engagement, increase students’ sense of belonging, and ensure all student groups experience consistent support and connection with staff. In response, the school will continue refining LCAP actions aligned to the California Community Schools Framework, MTSS, and continuous improvement.  Strengthening MTSS and Student Support Systems (Goal 1, Actions 1–3): Although most students report having a trusted adult on campus, belonging and engagement vary across grades and student groups. Samueli Academy will continue using climate survey results, attendance, academic progress, and local assessment data to identify students needing academic, social-emotional, behavioral, or mental health supports. Advisory, counseling, and grade-level teams will provide earlier outreach to students showing signs of disconnection or disengagement.  Improving Belonging, Engagement, and School Climate (Goal 3, Action 1): To strengthen belonging and connection to supportive adults, the school will continue implementing inclusive and culturally responsive practices that promote a safe, affirming, and positive learning environment. Advisory activities, engagement opportunities, and schoolwide climate initiatives will be reviewed and refined to strengthen student connection, voice, and participation. The school will also monitor participation in clubs, activities, and other opportunities to identify and address disparities across student groups.  Targeted Supports for Student Groups (Goal 1, Actions 4–6): The LEA will continue providing equitable services for EL, LTEL, and students with disabilities through academic and language-development supports, instructional accommodations, and coordinated student support services. Climate data will be reviewed with academic and attendance data to better understand whether students receiving targeted supports feel connected, supported, and engaged.  Professional Learning and Instructional Improvement (Goal 2, Actions 1–3): High school engagement data indicate a need to strengthen relevance, student ownership, and active participation in learning. Professional development and coaching will continue to focus on MTSS, differentiation, UDL, evidence-based instruction, PBL, equitable grading, and using assessments to monitor student progress. These efforts will support more inclusive, rigorous, and engaging classrooms.  Family and Community Partnership (Goal 3, Actions 2–3): Samueli Academy will continue engaging families and community partners through communication, education, and shared decision-making. Input from students, families, and staff will inform revisions to supports, climate initiatives, and engagement strategies.  Together, these actions will help the LEA strengthen belonging, improve engagement, and ensure academic and social-emotional supports are responsive to all students.|Met||2026-06-29|2026
30103060132613|Vista Heritage Global Academy|6|Vista Heritage Global Academy (VHGA) administered the California Healthy Kids Survey (CHKS) Core Module A during the 2025-26 school year. The survey reached the target sample of 161 Grade 7 students with a 100% response rate. CHKS Module A is the locally selected tool used to measure school climate. Overall Key Climate Indicators (Grade 7, Table A2.1): School Connectedness 48%; Academic Motivation 65%; Total School Supports 51%; Caring Adult Relationships 56%; High Expectations 64%; Meaningful Participation 33%; Promotion of Parental Involvement 62%; Facilities Upkeep 53%; school perceived as very safe or safe 55%. Reported any harassment or bullying in the past 12 months 31%; cyberbullying 29%. California Student Wellness Index 102.9. Disaggregation by Race and Ethnicity (Table A12.1): The Hispanic or Latino/a student group, representing 96% of VHGA enrollment, reported School Connectedness 47%, Academic Motivation 65%, Caring Adult Relationships 55%, High Expectations 64%, Meaningful Participation 29%, and perceived safety 53%. Other race and ethnicity cells were suppressed due to fewer than 10 respondents. Disaggregation by English Learner Status (Tables A15.1 and A15.2): English Learner (EL) students reported higher School Connectedness (53% vs 51% Not EL), Academic Motivation (71% vs 67%), Meaningful Participation (38% vs 34%), Promotion of Parental Involvement (72% vs 61%), and perceived safety (73% vs 55%). EL students reported lower Caring Adult Relationships (53% vs 57%) and High Expectations (60% vs 66%). EL students reported higher rates of current absenteeism (28% vs 16%) and harassment experiences (33% vs 25%), aligning with the 2025 Dashboard data on emerging EL suspension disparity. Student Well-Being (Table A2.3): 21% reported social emotional distress; 29% reported chronic sadness or hopelessness in the past 12 months; 49% reported optimism; 60% reported life satisfaction.|Analysis of the 2025-26 California Healthy Kids Survey (CHKS) data yielded key learnings about VHGA's school climate, including areas of strength and identified needs that inform 2026-27 priorities. Areas of Strength. VHGA students reported high Academic Motivation (65%), strong perceptions of High Expectations from adults (64%), and meaningful Promotion of Parental Involvement (62%). The California Student Wellness Index of 102.9 indicates Grade 7 student well-being above the state mean of 100. Caring Adult Relationships at 56% reflects an existing foundation of supportive adult-student connection. The 100% CHKS response rate provides high confidence in the validity of the data. Disaggregation by English Learner status revealed important strengths for the EL student group, who reported higher scores than non-EL peers on School Connectedness (53% vs 51%), Academic Motivation (71% vs 67%), Meaningful Participation (38% vs 34%), Promotion of Parental Involvement (72% vs 61%), and perceived safety (73% vs 55%), suggesting that current EL programming and family engagement efforts are producing positive climate outcomes. Identified Needs. Several indicators reveal opportunities for growth. School Connectedness at 48% and Meaningful Participation at 33% indicate that less than half of Grade 7 students feel strongly connected to the school or believe they have meaningful voice in school decisions. Total School Supports at 51% suggests just over half of students feel adequately supported. School safety perceptions warrant attention, with only 55% perceiving the school as very safe or safe, 31% reporting harassment or bullying experiences in the past 12 months, and 29% reporting cyberbullying. Social-emotional well-being data identifies additional needs, with 21% reporting social emotional distress and 29% reporting chronic sadness or hopelessness. English Learner-Specific Needs. While EL students reported strong positive climate indicators, important disparities emerged on negative indicators. EL students reported higher rates of current absenteeism (28% vs 16% Not EL), higher harassment experiences (33% vs 25%), higher reports of school being boring (59% vs 44%), and lower Caring Adult Relationships (53% vs 57%) and High Expectations (60% vs 66%) than non-EL peers. These patterns align directly with the 2025 California School Dashboard documenting the emerging EL and LTEL suspension disparity and chronic absenteeism concerns identified in the needs assessment. Hispanic Student Group Patterns. Hispanic or Latino/a students, 96% of enrollment, mirror overall averages: School Connectedness 47%, Academic Motivation 65%, Meaningful Participation 29%, perceived safety 53%. Other racial/ethnic groups were suppressed due to fewer than 10 respondents.|Based on key learnings from the 2025-26 CHKS data, VHGA has identified targeted changes and continuing actions to address areas of need and sustain areas of strength. Strengthening School Connectedness and Meaningful Participation. To address the 48% School Connectedness and 33% Meaningful Participation results, VHGA will expand structured student voice opportunities through the Student Advisory Committee, the Student Leadership class, and the Community Schools Steering Committee, which includes student representatives alongside staff, parents, and community partners. The 2026-27 LCAP sustains daily Ways of Council and Advisory through Goal 1, Action 3, providing structured forums for student voice and community-building, and reinforces schoolwide Positive Behavioral Interventions and Supports (PBIS) with monthly character trait focus and positive behavior recognition to strengthen student belonging. Addressing Safety, Harassment, and Cyberbullying. To address the 55% safety perception, 31% harassment, and 29% cyberbullying results, VHGA will reinforce anti-bullying and digital citizenship instruction through Advisory and Counseling, expand Behavior Interventionist push-in classroom observations, and continue partnership with Turning Point for counseling services. Campus supervision protocols, security systems, and staff safety training documented in Goal 3, Action 1 remain in place, with additional Assistant Principal training in restorative practices and de-escalation techniques scheduled for 2026-27. Supporting Social-Emotional Well-Being. To address the 21% social emotional distress and 29% chronic sadness or hopelessness results, VHGA will continue the Multi-Tiered System of Supports (MTSS) Social-Emotional Learning and Behavioral framework through Goal 1, Action 3, including the schoolwide sensory room, classroom calm corners, Turning Point counseling, the Board Certified Behavior Analyst (BCBA) hired in December 2025, and Behavior Interventionist support. Targeted Supports for English Learners. To address EL-specific disparities including higher absenteeism (28%), higher harassment experiences (33%), and lower Caring Adult Relationships (53%) and High Expectations (60%) than non-EL peers, VHGA will continue the English Language Development (ELD) Instructional Coach and Coordinator to build teacher capacity in EL-responsive practices and culturally and linguistically affirming instruction, sustain newcomer counseling support, and coordinate EL family outreach through the Community Schools Coordinator and ELAC.|Met||2026-06-15|2026
30103060132910|College and Career Preparatory Academy|6|CCPA serves students ages 16–25 through a flexible independent study model designed for students who have disengaged from traditional school settings, are credit deficient, and are seeking to complete a high school diploma. Because many CCPA students are older youth and adult learners, CCPA administers a local school climate survey designed to reflect the needs, experiences, and context of its unique student population.  The local school climate survey annually captures student perceptions of school safety, school connectedness, engagement, access to support, wellness needs, and preparedness for future college and/or career pathways. Survey data are reviewed with other local and state data during LCAP development, staff planning, School Advisory Committee opportunities, WASC self-study activities, and continuous improvement discussions. When available and meaningful based on participation, CCPA reviews survey data and related local data by student group, including English Learners, low-income students, students with disabilities, students experiencing homelessness, foster youth, and other student groups identified in Education Code section 52052.  Current local climate survey data show both strengths and areas of need. Student perception of school safety remained positive overall, with 86.84% of students reporting that they feel safe while at school in 2025–26; however, this declined from the baseline of 94.4%. Student connectedness also declined, with 60.52% of students reporting “I feel connected to my school,” compared with the baseline of 80.3%. Student perception of preparedness for future college and/or career paths declined from 91% at baseline to 79.48% in 2025–26. These results indicate that while many students continue to report feeling safe, CCPA must strengthen school connectedness, wellness-based supports, and college/career readiness experiences.  CCPA used these data, along with educational partner input, to revise the 2026–27 LCAP. Planned actions include strengthening wellness-based engagement supports, developing wellness-supportive spaces and resources, expanding hands-on elective and enrichment opportunities, improving intervention tracking through Aeries, continuing direct clinician-led supports, and strengthening re-engagement and MTSS processes. These actions are intended to help students regulate stress, access support, reconnect to learning, and remain engaged in school.  The local climate survey continues to be an important tool for ensuring that student voice informs school planning. By reviewing safety, connectedness, wellness, and readiness data alongside educational partner input, CCPA is able to identify climate-related needs and adjust supports to better serve its high-need and underrepresented student population.|Analysis of CCPA’s local school climate survey data shows both areas of strength and areas of need. A key strength is that most students continue to report feeling safe at school. In 2025–26, 86.84% of students reported that they feel safe while at school. This indicates that CCPA continues to maintain a generally positive and safe school climate, supported by one-on-one teacher-student relationships, access to support staff, wellness resources, and a flexible independent study model.  At the same time, the data show a need to strengthen student connectedness and readiness for postsecondary pathways. Student connectedness declined from 80.3% at baseline to 60.52% in 2025–26. Student perception of preparedness for future college and/or career paths also declined from 91% at baseline to 79.48%. These results indicate that while many students feel safe, CCPA must continue strengthening students’ sense of belonging, connection to school, engagement in meaningful learning opportunities, and access to college and career readiness supports.  Local data and educational partner input also show that CCPA students often face barriers that affect engagement and school climate, including interrupted enrollment, credit deficiency, work schedules, caregiving responsibilities, housing insecurity, transportation challenges, wellness needs, and other life circumstances. These barriers are especially important for underrepresented student groups, including English Learners, low-income students, foster youth, students with disabilities, students experiencing homelessness, and adult learners.  In response to these findings, CCPA will continue strengthening wellness-based supports, direct clinician-led support, tiered re-engagement, MTSS, and Student Intervention Team processes. CCPA will also develop wellness-supportive spaces and resources so students have a place to regulate, reset, and reconnect to learning. These supports are intended to improve students’ readiness to participate in instruction and strengthen their connection to school.  CCPA will also continue expanding hands-on elective and enrichment opportunities, college and career readiness activities, dual enrollment access, and postsecondary transition supports. These actions respond directly to the decline in student connectedness and college/career preparedness by helping students connect their coursework to future goals.  The local climate survey data continue to inform CCPA’s LCAP planning and continuous improvement efforts. CCPA will use these findings to strengthen school climate, improve connectedness, expand wellness supports, and ensure that students—particularly underrepresented and high-need student groups—feel safe, supported, engaged, and prepared for graduation and postsecondary success.|In response to the analysis of local climate survey data and educational partner input, CCPA has identified several changes and refinements to existing plans, procedures, and LCAP actions to address school climate needs and support continuous improvement.  One major area of focus is strengthening school connectedness and wellness-based supports. Local climate data showed that student connectedness declined from 80.3% at baseline to 60.52% in 2025–26, and student perception of school safety declined from 94.4% to 86.84%. In response, CCPA will strengthen wellness-based engagement supports, direct clinician-led supports, and wellness-supportive spaces or resources. These supports are intended to give students a place to regulate, reset, access support, and reconnect to learning.  CCPA will also strengthen tiered re-engagement and MTSS processes to identify students who are disengaged, not making adequate progress, or experiencing barriers to participation. Staff will continue using one-on-one teacher appointments, Student Intervention Team meetings, counseling support, clinician support, Community Resource Specialist support, and other coordinated interventions to connect students to academic, wellness, social-emotional, and basic needs resources.  A key procedural improvement for 2026–27 is the continued strengthening of Aeries intervention tracking. CCPA will use Aeries and related documentation systems to more consistently document outreach, interventions, Student Intervention Team referrals, and follow-up actions. This will improve staff ability to monitor which students are receiving supports, identify patterns in student needs, and determine whether additional or different supports are needed.  CCPA will also revise and strengthen engagement opportunities to improve students’ connection to school and future pathways. This includes expanding hands-on elective and enrichment opportunities, continuing school events, supporting college and career readiness activities, and increasing access to dual enrollment and postsecondary transition supports. These actions respond to the decline in student perception of preparedness for future college and/or career paths, which decreased from 91% at baseline to 79.48% in 2025–26.  CCPA will continue implementing the reduced-credit diploma pathway for students age 19 and older as part of its broader MTSS and re-engagement strategy. This pathway supports adult learners who may be balancing school with work, caregiving, housing instability, transportation challenges, or other life circumstances, and provides a more accessible route to diploma completion while maintaining core academic requirements.  CCPA will also continue strengthening English Learner and Long-Term English Learner supports through ELD curriculum, staff development, language acquisition supports, and monitoring of reclassification and English Learner progress.|Met||2026-06-17|2026
30103060133785|Oxford Preparatory Academy - Saddleback Valley|6|Analysis of the most recent locally collected student perception data highlights an exceptionally strong foundation of student motivation and cultural alignment at Oxford Preparatory Academy. Most notably, a stunning 98% of students express a personal desire to do well in school, demonstrating a deeply rooted culture of ambition and achievement. This high internal drive is well-matched by the institution itself, with 86% of students recognizing that OPA holds high expectations for their success. Furthermore, the campus has successfully cultivated a highly stable and nurturing environment, as evidenced by consistent 86% agreement ratings for both overall positivity and physical safety. This positive climate extends directly into daily student-staff interactions, creating a strong baseline for community engagement. A robust 85% of students feel that their teachers actively listen to them, and an equal 85% feel genuinely encouraged to maintain good behavior. Additionally, 81% of students report a foundational trust in their teachers and staff, while a solid 80% feel confident that academic supports are readily available whenever they need help. Together, these metrics paint a picture of a dedicated, highly motivated student body thriving within a safe, supportive, and academically ambitious school culture.|While the majority of students report positive experiences, the data reveal some important areas for continued growth. While students report strong academic support and positive staff relationships, only 59% of students feel that OPA has classes that challenge them. 66% of students want programs to build character. These responses indicate a need to further strengthen our differentiation for students that are advanced. To address the building of character, OPA is enhancing its MTSS and PBIS implementation with a greater emphasis on emotional regulation strategies, conflict resolution, and character education. Additionally, initiatives tied to the OPA Champion Profile are being leveraged to promote empathy, personal responsibility, and student leadership opportunities to help foster a more respectful and inclusive school environment. These efforts are designed to ensure that all students feel supported both academically and emotionally, and that the learning environment remains safe, respectful, and responsive to student needs.|Oxford Preparatory Academy (OPA) has reviewed local data and stakeholder input and determined that no formal changes to existing plans or policies are needed at this time. However, there will be a renewed intentionality among staff in strengthening communication and relationships with students and families. This includes more personalized outreach and consistent follow-up to ensure that all students feel supported and connected to school. OPA will continue to focus on key improvement areas such as reinforcing MTSS and PBIS practices, expanding social-emotional learning strategies, promoting consistent behavior expectations, and improving how concerns—such as bullying—are addressed and communicated. In addition, the ongoing implementation of the OPA Champion Profile will help promote empathy, respect, and student voice, supporting a safe and inclusive school climate.|Met||2026-06-25|2026
30103060133959|Unity Middle College High|6||||Not Met For Two or More Years|||2026
30103060133983|Ednovate - Legacy College Prep.|6|Legacy priority focused on safety, belonging, and connectedness for both students and staff. In the 2025-26  school year, Legacy administered BOY, MOY, and EOY surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community.|All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible.|There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have followed all health and safety protocols to ensure our students and staff come into campus that everyone is in a safe environment. Results are analyzed each quarter and will be reported to the Board as needed. Actionable feedback will be responded to and/or implemented as soon as possible. Genuine concerns for safety will be followed up upon as appropriate.|Met||2026-06-04|2026
30103060134056|Orange County Academy of Sciences and Arts|6|Parent Survey 91% feel the school is safe. 95.8% feel connected to the school community. 90.3% Affirm “The school offers me opportunities to participate in parent meetings and councils.” 36% of Families Responded to Survey  Teacher Survey 96% feel the school is safe. 85% feel connected to the school community.|OCASA's communities priorities are academic program and school safety.|These priorities are included in OCASA's LCAP.|Met||2026-06-28|2026
30103060134239|Epic California Academy|6|Epic California Academy consults with educational partners to gather feedback on school climate and continuously improve the educational experience for students. Educational partners include students, parents, teachers, staff, Board members, and community members. Annual stakeholder surveys are conducted as part of the Local Control and Accountability Plan (LCAP) process, and feedback is also collected through advisory committee meetings, public Board meetings, and ongoing communication with supervising teachers. Teachers regularly meet with students and families to discuss academic progress, student well-being, and school experiences, while staff meetings provide opportunities for employee feedback and collaboration. Information gathered from these local measures is used to identify strengths, address areas for improvement, and support a positive, student-centered school climate.|Analysis of stakeholder feedback and local data indicates that Epic California Academy's greatest strengths are the strong relationships between supervising teachers and families, responsive communication, and the personalized support provided through the independent study model. Educational partners consistently value the school's flexibility, individualized learning plans, and accessibility of staff. Local data also identified opportunities to increase participation in stakeholder surveys and engagement activities to ensure broader representation across all student groups. Epic will continue using stakeholder feedback and local data to strengthen communication, expand engagement opportunities, and support a positive school climate for all students.|Based on stakeholder feedback and local data, Epic California Academy will continue strengthening communication and engagement opportunities for students, families, and staff. The school will expand outreach to increase participation in surveys and stakeholder meetings, enhance communication regarding how feedback informs school decisions, and continue providing flexible opportunities for educational partner involvement. Epic will also implement the California Healthy Kids Survey beginning in the 2026–27 school year to gather additional school climate data and further inform continuous improvement efforts.|Met||2026-06-17|2026
30103060134288|Scholarship Prep - Orange County|6|Scholarship Prep administers an internally developed local climate survey to students in grades 3–8 to gather feedback on school safety, connectedness, relationships with adults, and overall school experience. The survey includes questions related to student belonging, access to support, school culture, academic experience, and engagement.  Survey results are reviewed across grade spans and student groups when available to identify strengths and areas for growth. Overall, student feedback reflected positive perceptions of relationships with teachers and school staff, with many students reporting that they feel supported, cared for, and comfortable asking teachers for help when needed. Students also reported generally positive perceptions of school safety and connectedness.  Survey results showed some differences by grade level. Older students were less likely than younger students to report that homework helps them learn, suggesting a need to better understand how homework is perceived and experienced in upper grades. Student feedback also identified school meals as an area where students would like to see improvement. These findings, along with other survey responses, are used alongside additional local data sources to better understand school climate and student experience.|A key strength identified through the local climate survey is the positive relationship students have with teachers and staff. Students consistently reported feeling supported by adults at school and comfortable seeking help when they need it. This reflects Scholarship Prep’s focus on building a safe, supportive, and relationship-centered school culture.  Survey results also showed that students generally feel connected to school and safe on campus. Student feedback indicated that relationships with teachers remain an important contributor to positive school climate and student engagement.  An identified area of need is student perception of homework in upper grades. Older students were less likely to feel that homework supports learning, suggesting an opportunity to review homework practices and ensure assignments are meaningful and connected to classroom instruction. Student feedback also highlighted a desire for improvements to school meals, which may impact overall student experience and school satisfaction.|Based on local climate survey findings, Scholarship Prep will continue strengthening the relationship-centered practices that contribute to positive student experiences and strong connections with teachers and staff. Schools will continue emphasizing safe, supportive classroom environments and encouraging students to seek help when needed.  To address identified areas of need, SP will review homework practices, particularly in upper grades, to ensure assignments are purposeful, appropriately aligned to learning goals, and supportive of student understanding. Scholarship Prep will also continue gathering student feedback related to school meals and work with nutrition providers to explore opportunities for improvement.  Survey findings will continue to be reviewed alongside other local data to support continuous improvement efforts and strengthen overall school climate and student experience.|Met||2026-06-18|2026
30103060134841|Orange County Workforce Innovation High|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *96% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-26|2026
30103060134940|Citrus Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|"On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average.  By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. Analysis of the High School data (71% average) revealed a specific need for improved personalization, as students rated classroom agency and ""student voice"" items lower than other spans. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably."|"Staff continue participating in restorative practice training as leadership develops a database of alternative discipline options and increases training on policies and documentation.  The school has strengthened its commitment to English Learner (EL) students by increasing dedicated staffing. These specialists facilitate expanded professional development for educators and foster frequent communication with parents to enhance the EL educational experience.  School leaders are also expanding mental health resources and the ""train the trainer"" behavior management model. Staff will utilize Branching Minds to document and communicate MTSS progress.  Branching Minds includes resources to address issues and share with families.   To further improve student agency, which received 44% and 46% ratings, students will now lead their own progress conferences and tuning meetings. This initiative grants students greater autonomy to demonstrate progress and responsible decision-making."|Met||2026-06-09|2026
30103060137000|Vista Condor Global Academy|6|VCGA administered the California Healthy Kids Survey (CHKS) in spring 2026 to fifth grade students, with a target sample of 75 students and 51 students completing the survey for a response rate of 68%. The sample was 85% Hispanic or Latino/a, 8% Something else, 4% White, 2% Black or African American, and was 54% female and 46% male. Key Indicators of School Climate (Grade 5, All Students) On School Engagement and Supports, fifth grade students reported the following: School Connectedness 63%, Academic Motivation 78%, Caring Adults in School 64%, High Expectations from Adults in School 80%, Meaningful Participation 41%, Facilities Upkeep 73%, Parent Involvement in Schooling 78%, Social and Emotional Learning Supports 77%, and Antibullying Climate 74%. School Boredom was reported at 48%. On School Safety and Cyberbullying, students reported feeling safe at school 70% of the time and safe on the way to and from school 78% of the time. 51% reported being hit or pushed, 61% reported mean rumors spread about them, 56% reported being called bad names or targeted by mean jokes, 18% reported cyberbullying in the past 30 days, and 10% reported seeing a weapon at school in the past year. On School Disciplinary Environment, Rule Clarity was 82%, Students Treated with Respect 89%, Students Treated Fairly When Breaking Rules 58%, and Students Well Behaved 43%. On Mental Health, 34% of students reported frequent sadness and 61% reported wellness. Disaggregated Results by Student Group CHKS suppresses cells with fewer than 10 respondents, which limited disaggregation. Results were reportable only for the Hispanic or Latino/a student group and by gender. For Hispanic or Latino/a students, key indicators included School Connectedness 61%, Academic Motivation 77%, Caring Adults in School 66%, High Expectations 81%, Meaningful Participation 45%, Parent Involvement 79%, Social and Emotional Learning Supports 77%, Antibullying Climate 72%, Feel Safe at School 68%, Rule Clarity 83%, Students Treated with Respect 86%, Frequent Sadness 41%, and Wellness 59%. By gender, notable differences emerged between female and male students. Female students reported higher School Connectedness (68% versus 56%), higher Academic Motivation (82% versus 75%), higher Social and Emotional Learning Supports (82% versus 71%), higher Rule Clarity (88% versus 74%), and higher Feel Safe at School (80% versus 58%). Male students reported higher Parent Involvement in Schooling (88% versus 67%) and higher Caring Adults in School (67% versus 60%). Male students also reported higher rates of being hit or pushed (68% versus 38%) and higher cyberbullying (22% versus 14%). Female students reported higher frequent sadness (43% versus 26%).|VCGA's CHKS results identify several clear strengths in school climate and student supports. The highest-rated school engagement and support indicator was High Expectations from Adults in School at 80%, indicating that fifth grade students consistently experience adults at the school as believing in their ability to do well, wanting them to do their best, and recognizing their effort. Academic Motivation at 78% and Parent Involvement in Schooling at 78% are also strong indicators, reflecting that students arrive ready to engage in their schoolwork and that families are reinforcing learning at home. Social and Emotional Learning Supports at 77% and Antibullying Climate at 74% point to the effectiveness of VCGA's daily SEL implementation, Way of Council practice, and PBIS framework. Rule Clarity at 82% and Students Treated with Respect at 89% reflect a school disciplinary environment that students understand and experience as respectful. Facilities Upkeep at 73% indicates that students perceive the school environment as clean and well maintained. Strengths held consistently across the Hispanic or Latino/a student group, which made up 85% of the sample. Hispanic or Latino/a students reported High Expectations at 81%, Rule Clarity at 83%, Students Treated with Respect at 86%, and Parent Involvement at 79%. Identified Needs Several indicators point to areas where additional focus is needed. Meaningful Participation at School was the lowest school engagement indicator at 41%, indicating that students do not consistently feel that they help decide school activities or rules, are asked about their ideas, or are given opportunities to solve school problems. School Boredom at 48% reinforces the need to strengthen student voice and active engagement in learning. Students Well Behaved at 43% and Students Treated Fairly When Breaking Rules at 58% indicate that students perceive inconsistency in peer behavior and in how rules are enforced. Safety and victimization indicators warrant focused attention. While 70% of students reported feeling safe at school, 51% reported being hit or pushed, 61% reported mean rumors spread about them, 56% reported being called bad names or the target of mean jokes, and 18% reported cyberbullying in the past 30 days. Frequent Sadness at 34% indicates that approximately one in three fifth grade students experience persistent sadness. Gender disaggregation revealed important disparities. Male students reported significantly lower School Connectedness (56% versus 68% for females), lower Academic Motivation (75% versus 82%), lower Feel Safe at School (58% versus 80%), and higher rates of being hit or pushed (68% versus 38%) and cyberbullying (22% versus 14%). Female students reported notably higher frequent sadness (43% versus 26%).|Based on the analysis of VCGA's 2025-26 California Healthy Kids Survey results and the key learnings described in the previous prompt, VCGA has identified the following changes to existing plans, policies, and procedures to address areas of need and to continue building on areas of strength. Strengthening Meaningful Participation and Student Voice In response to the Meaningful Participation indicator of 41% and the School Boredom indicator of 48%, VCGA will expand structured opportunities for student voice in school decision-making. The weekly Student Leadership meetings for fourth and fifth grade students will be formalized as a standing input mechanism for school activities, rules, recognition systems, and school climate initiatives. Teachers will receive professional development on student-centered instructional strategies, including project-based learning through the GLOBAL Program, productive academic discourse, and Kagan cooperative learning structures that increase student engagement and participation during the instructional day. Refining Recognition and Behavior Systems The CHKS results showing Students Well Behaved at 43% and Students Treated Fairly When Breaking Rules at 58% confirm staff observations that the existing Weekly Hall of Fame Recognition program was not having the intended positive effect on school climate. VCGA discontinued the program during 2025-26 and will develop a more inclusive recognition system that celebrates student growth and positive contributions across the entire student body. PBIS implementation will be strengthened through continued participation in OCDE's PBIS Community of Practice, and the BCBA hired in December 2025 will continue to provide systematic behavior intervention support. Expanding Mental Health and Anti-Bullying Supports Frequent Sadness at 34% schoolwide and 43% among female students, combined with victimization rates of 51% hit or pushed and 56% called bad names, identify mental health and bullying prevention as priority areas. VCGA will continue and expand the contracted Turning Point counseling services and will strengthen schoolwide anti-bullying instruction through SEL and Way of Council. The school will continue to use Daily SEL during the first hour of instruction to address the five core SEL competencies. Targeted Supports for Male Students Gender disaggregation revealed lower School Connectedness, lower Academic Motivation, lower perceived safety at school, and higher victimization for male students. VCGA will work with the PBIS Team, Turning Point counselors, and the BCBA to design targeted small-group supports for male students focused on belonging, connection to caring adults, and conflict resolution. Ongoing Continuous Improvement VCGA will continue to administer the CHKS to monitor changes in student-reported climate, safety, wellness, and will review disaggregated results with the Instructional Leadership Team, PBIS Team, and educational partners to inform annual LCAP updates.|Met||2026-06-15|2026
30103060137976|Tomorrow's Leadership Collaborative (TLC) Charter|6|Tomorrow Leadership Collaborative (TLC) Charter School administered the California Healthy Kids Survey (CHKS) to fifth-grade students during the 2025-26 school year, achieving a 100% response rate with 30 student respondents. The survey measures 14 school climate indicators across two domains: Supports and Engagement, and Low Violence. The overall school climate profile shows that TLC students report strong engagement and safety, with several indicators exceeding 2023-25 state averages. In Supports and Engagement, TLC students reported Academic Motivation at 84%, exceeding the state average of 83%. Perceived School Safety was 79%, notably higher than the state average of 78%. Caring Relationships, a measure of whether adults at school care about and support students, measured 71%, compared to a state average of 69%. Meaningful Participation increased significantly to 50% in 2026 from 39% in 2025, though it remains below the state average of 41%, indicating an area for continued focus on student voice and decision-making opportunities. On Low Violence indicators, Low Violence Victimization was 65% in 2026, down from 74% in 2025, suggesting an area requiring attention. School Connectedness held steady at 72%, slightly below the state average of 73%. On other climate indicators, students reported strong performance on Rule Clarity (71%), Positive Behavior (85%), Anti-Bullying Climate (60%), and Social Emotional Learning Supports (67%). Parent Involvement in Schooling measured 74%, meeting the state average of 76%. Selected student-reported items show that 100% of students reported finishing all school assignments in 2026, up from 83% in 2025. School boredom decreased to 34% from 49%, a significant positive shift. However, 43% of students reported being absent two or more days in the past 30 days, up from 33%, indicating a chronic absenteeism concern. Staff perceptions, measured through the California School Staff Survey, are consistently high. 95% of staff report students are motivated to learn, 99% indicate the school is a supportive place for students to learn, and 100% report the school is welcoming to parental involvement. Currently, TLC's climate survey data are not disaggregated by student groups. To more fully understand climate experiences across English Learners, socioeconomically disadvantaged students, Students with Disabilities, and racial/ethnic groups, TLC should explore survey disaggregation options in future administrations to ensure equitable experiences across all student populations.|Tomorrow Leadership Collaborative (TLC) Charter School administered the California Healthy Kids Survey (CHKS) to fifth-grade students during the 2025-26 school year, achieving a 100% response rate with 30 student respondents. The survey measures 14 school climate indicators across two domains: Supports and Engagement, and Low Violence. The overall school climate profile shows that TLC students report strong engagement and safety, with several indicators exceeding 2023-25 state averages. In Supports and Engagement, TLC students reported Academic Motivation at 84%, exceeding the state average of 83%. Perceived School Safety was 79%, notably higher than the state average of 78%. Caring Relationships, a measure of whether adults at school care about and support students, measured 71%, compared to a state average of 69%. Meaningful Participation increased significantly to 50% in 2026 from 39% in 2025, though it remains below the state average of 41%, indicating an area for continued focus on student voice and decision-making opportunities. On Low Violence indicators, Low Violence Victimization was 65% in 2026, down from 74% in 2025, suggesting an area requiring attention. School Connectedness held steady at 72%, slightly below the state average of 73%. On other climate indicators, students reported strong performance on Rule Clarity (71%), Positive Behavior (85%), Anti-Bullying Climate (60%), and Social Emotional Learning Supports (67%). Parent Involvement in Schooling measured 74%, meeting the state average of 76%. Selected student-reported items show that 100% of students reported finishing all school assignments in 2026, up from 83% in 2025. School boredom decreased to 34% from 49%, a significant positive shift. However, 43% of students reported being absent two or more days in the past 30 days, up from 33%, indicating a chronic absenteeism concern. Staff perceptions, measured through the California School Staff Survey, are consistently high. 95% of staff report students are motivated to learn, 99% indicate the school is a supportive place for students to learn, and 100% report the school is welcoming to parental involvement. Currently, TLC's climate survey data are not disaggregated by student groups. To more fully understand climate experiences across English Learners, socioeconomically disadvantaged students, Students with Disabilities, and racial/ethnic groups, TLC should explore survey disaggregation options in future administrations to ensure equitable experiences across all student populations.|Chronic Absenteeism Response TLC will revise its attendance improvement plan to implement a multi-tiered intervention protocol. Tier 1 includes enhanced family communication and Tortuga ticket recognition for perfect attendance. Tier 2 includes one-on-one attendance planning meetings with families of chronically absent students to identify barriers such as transportation or health needs. Tier 3 includes formal attendance contracts and connection to community resources through the Community Schools coordinator. The school will leverage the Tortuga Express van to address transportation barriers. Monthly monitoring will track progress and family engagement. Anti-Bullying and Peer Supports TLC will revise its anti-bullying policy to include explicit student instruction on recognizing and reporting bullying, with emphasis on upstander intervention. The school will implement enhanced social-emotional learning curriculum with explicit lessons on empathy, perspective-taking, and peer conflict resolution. Biweekly guided play sessions will include staff coaching on peer problem-solving. TLC will conduct a student survey to identify where bullying occurs most frequently and implement targeted interventions in those locations. Bullying reports and resolutions will be tracked monthly and reported to staff and families quarterly. Rule Clarity and Fairness TLC will implement monthly or quarterly expectations refresher lessons beyond the initial fall assembly. Visual expectations displays with concrete behavioral examples will be posted in all classrooms and common spaces. The school will establish a monthly discipline review process to ensure consistent, fair application of consequences across all students. Staff will receive professional development on implicit bias and culturally responsive discipline. These changes will be documented in the updated PBIS handbook and communicated to families. Facilities Standards To address the low facilities perception score of 56%, TLC will establish a facilities maintenance task force including staff, students, and families to set cleanliness standards. A daily walk-through checklist will be implemented. Students will participate in maintaining classroom and common areas through assigned responsibilities. A facilities improvement plan will identify necessary repairs and upgrades. Quarterly beautification events will invite family participation. Student Group Disaggregation Recognizing the absence of disaggregated climate data, TLC will work with Orange County Department of Education to disaggregate 2026-27 survey results by English Learners, socioeconomically disadvantaged students, Students with Disabilities, and racial/ethnic groups. If disaggregation is not feasible, TLC will implement a supplemental survey targeting these populations on belonging, safety, and fairness. Results will identify climate disparities and guide targeted interventions.|Met||2026-06-16|2026
30103060138800|Suncoast Preparatory Academy|6|To ensure that every voice is heard at Suncoast, we have worked with staff and families to embed feedback opportunities into familiar touchpoints, including Learning Period meetings, Parent Academy sessions, Parent Cafés, onboarding calls, and field trips. This approach encourages two-way conversations between families and staff rather than relying solely on formal survey tools.  The Student Services Team and the English Learner Coordinator host monthly one-on-one meetings with McKinney-Vento and English Learner families, providing a personalized setting for feedback and ensuring that families experiencing housing instability or language barriers have direct access to decision-making channels. The Title I Coordinator also conducts targeted outreach with socioeconomically disadvantaged families, ensuring their input informs resource allocation and service planning.  For foster youth families, our designated liaison maintains consistent contact and provides opportunities to share feedback on school programs and supports outside of formal survey cycles. These relationship-based touchpoints complement standard survey methods and enable us to gather insights from families least likely to respond to digital outreach.  As we transition to Suncoast Charter School in 2026–27 and open a new Community Center, we anticipate expanded in-person engagement opportunities that will make it easier for underrepresented families to participate in planning and feedback processes. We are committed to ensuring that the broader geographic reach of our new charter authorization does not diminish the depth of community engagement that has defined Suncoast's approach to shared decision-making.|Elementary Students: Elementary students continue to report feeling safe and strongly supported by their Education Specialists. Their feedback reflects a deep sense of connection to the school community and enthusiasm for learning, with students frequently highlighting the value of virtual classes and field trips. Peer connection remains an area for growth. As a homeschool model, opportunities for spontaneous socialization are limited. In response, we have expanded small-group enrichment classes, in-person community gatherings, and collaborative field trips coordinated by our Community Engagement Team and Cohort Leads.  Middle School Students: Middle school students shared positive perspectives about their educational experiences, frequently expressing that they feel respected and supported by adults. Responses reflected a growth-oriented mindset, with many students viewing challenges as a constructive part of learning. The most commonly identified need is increased clarity around academic expectations and greater involvement in goal-setting. Education Specialists are receiving training on facilitating these conversations in student-centered, empowering ways that promote ownership of learning.  High School Students: High school students expressed appreciation for Suncoast's flexible and student-driven approach, highlighting autonomy and tailored pacing as key strengths. The need for expanded Career Technical Education (CTE) opportunities and clearer high school planning support was again identified. In response, we have operationalized the High School Support Liaison role for A-G planning and transcript review, launched development of two CTE pathways, and expanded access to college- and career-readiness workshops and dual enrollment.  While response counts from specific student groups, including foster youth, English Learners, and students with disabilities, are not statistically significant enough to report publicly, their feedback is carefully reviewed internally and informs our planning and continuous improvement efforts.|In response to areas of need identified through our 2024–25 climate survey data and educational partner input, Suncoast has refined several plans and initiated targeted actions to enhance student engagement, clarify academic pathways, and improve access to postsecondary and peer-connected learning opportunities.  To support stronger peer connections, especially for elementary and middle school students, we expanded series-based synchronous classes and in-person engagement opportunities, including themed field trips and student-led activities. These initiatives are now collaboratively coordinated by our Community Engagement Team and Cohort Leads to provide consistent, relationship-centered programming. We have also improved how we collect and analyze participation data to better understand which formats and themes generate the strongest student engagement.  To support middle school students' growing need for clarity around academic expectations, Education Specialists are receiving training on facilitating student-centered goal-setting conversations that promote ownership of learning.  At the high school level, the High School Support Liaison is now fully operational as a key point of contact for A-G planning, transcript review, and department coordination. We have expanded access to dual enrollment and are actively developing two Career Technical Education (CTE) pathways. New metrics tracking CTE interest, workshop attendance, and academic readiness have been added to monitor impact. Access to college and career readiness workshops increased to 13 sessions in 2025–26, with a target of 30 sessions annually going forward.  These efforts are reflected in our updated LCAP, which includes new EAP and AP participation tracking metrics tied to 11th-grade college-readiness outcomes. As Suncoast transitions to a county-wide charter in 2026–27, these systems will support continuous improvement for a growing, increasingly diverse student community.  Feedback from foster youth, English Learners, and students with disabilities is reviewed internally and informs planning, even where group sizes preclude public reporting.|Met||2026-06-23|2026
30103060139352|Sycamore Creek Community Charter|6||||Not Met|||2026
30103060139469|International School for Science and Culture|6|ISSAC collected school climate data through student, parent, and staff surveys during the 2025–26 school year. Student survey participation increased to 78%, while parent survey participation increased from 48% in the fall to 54% in the spring. Survey results indicate that students generally feel safe, welcomed, and supported at school. Students frequently identified positive relationships with teachers and staff, enjoyment of learning, appreciation for project-based learning opportunities, multicultural experiences, field trips, and school activities. Parents similarly reported strong satisfaction with the school's family-oriented culture, caring staff, student support systems, and safe learning environment. Local data also supports a positive school climate. ISSAC maintained a 95% attendance rate, a 0.01% behavioral referral rate, and a 0% suspension rate during the 2025–26 school year. Feedback from students and families identified opportunities for continued improvement in peer interactions, communication regarding school initiatives, and support for student social-emotional development. Due to the small size of student subgroups, survey results are primarily analyzed at the schoolwide level to maintain student privacy. Overall, survey and local data indicate that ISSAC continues to foster a safe, supportive, and inclusive school climate for students and families.|Analysis of survey and local data indicates that ISSAC's greatest strengths are its positive school climate, strong relationships between students and staff, high levels of student engagement, and a welcoming, family-oriented culture. Students consistently reported feeling supported by teachers and staff, enjoying project-based learning experiences, multicultural activities, field trips, and opportunities to learn multiple languages. Parents identified caring staff, individualized attention, student safety, and strong communication as key strengths of the school. Schoolwide data further supports these findings, including a 95% attendance rate, a 0.01% behavioral referral rate, and a 0% suspension rate. The analysis also identified several areas for continued improvement. Students expressed a desire for increased peer kindness, positive social interactions, and additional support in managing academic stress. Parent feedback highlighted appreciation for the school's multicultural and multilingual programs, strong academic outcomes, and the sense of belonging families experience within the school community. Many families expressed confidence in the school's leadership and educational program and indicated they plan to remain at ISSAC long-term. Parents also valued opportunities to participate in school events, performances, and student showcases that allowed them to see student learning in action. Staff feedback highlighted the importance of developing scalable systems and processes as the school continues to grow. Due to the small size of many student subgroups, data is primarily analyzed at the schoolwide level; however, English Learners were identified as benefiting from additional support in oral language development, confidence-building, and participation in classroom discussions and collaborative learning activities.|ISSAC will implement targeted small-group oral language interventions for English Learners to strengthen communication skills, confidence, self-advocacy, and participation in classroom discussions and collaborative learning activities. To address stakeholder feedback, the school will strengthen communication practices by providing earlier and more frequent updates regarding major school initiatives, campus expansion, and long-term planning. ISSAC will continue to expand family engagement opportunities and seek input through surveys, meetings, and stakeholder groups. Additionally, the school will continue refining internal systems, procedures, and staff training to ensure consistency and effectiveness as the organization grows. These actions are intended to maintain a positive school climate while supporting the academic, social-emotional, and engagement needs of all students and families.|Met||2026-06-25|2026
30103060139964|Orange County Classical Academy|6|In April, our students starting in third grade were prompted to engage in feedback directed to offer their input into the LCAP. A summary of that feedback was then discussed with OCCA’s staff members to gain a deeper understanding of student recommendations.|Students expressed strong appreciation for the school's mission and culture. They also identified opportunities to further strengthen and deepen the practical application of those values within the student community. Among students, areas of recommended attention included more effective and consistent discipline management, finding more effective ways to engage students on matters of behavior as well as more practically effective ways of nurturing the virtues.|OCCA will provide targeted professional development, increase support for English Learners, students with disabilities, and students with IEPs, and add instructional assistants to strengthen classroom support. These actions are intended to improve student outcomes and ensure all students receive the support needed for academic success|Met||2026-06-11|2026
30103060140822|Irvine International Academy|6|IIA provided an annual stakeholder LCAP Survey to all parents, staff, and students (grades 4-8) in November 2025. The results were very positive, especially in the areas of student-staff connections; positive, safe, engaging learning environments; student trust in teachers, PBIS high expectations, communication, and parent involvement opportunities.  However, facilities condition and student survey results regarding liking going to school were somewhat low.    Student Engagement - Student Survey 97.4% positive / Parent Survey 92.6% positive Positive Environment - Student Survey 87.1% positive / Parent Survey 97.6% School Safety - Student Survey 90.3% positive / Parent Survey 95% positive Students Feel They Belong - Student Survey 87.7% positive / Parent Survey 95.9% positive Facilities Condition - Student Survey 72% positive / Parent Survey 90.1% positive Students Liking School - Student Survey 65.5% positive (8% increase)  Data was disaggregated by grade level and demographics.  There were no major discrepancies in the findings by demographics.|"We found that most areas including school climate, academic achievement, high expectations, and parent involvement were very high. Students trust teachers and have strong relationships with staff. Most students feel like they belong at IIA and school safety and engagement are positive.  We did see some lower areas regarding facilities condition and student response to ""I like going to school."" We are continuing to enhance our facilities and ensure that we have well maintained facilities. This year our Facilities Inspection Tool (FIT) report showed exemplary facilities condition. We are also examining why so few students stated that they ""liked going to school."" Although it may be the age range of students taking the survey, we want to work with teachers and staff to increase student engagement and provide enrichment opportunities and electives to increase student excitement about school. Next school year, we will be implementing after school enrichment and clubs, more diverse electives, and increased community events."|Next school year, we will be implementing after school enrichment and clubs, more diverse electives, and increased community events. We will also be implementing a Social Emotional Learning curriculum next year and expanding our PBIS program to increase positive school climate.|Met||2026-06-23|2026
30103060141978|Vista Meridian Global Academy|6|"VMGA administered the California Healthy Kids Survey (CHKS) Core Module in 2025-26 to students in grades 9 and 11, the survey's required grade levels for secondary schools. Response rates were strong: 74% in grade 9 (57 of 77 students) and 81% in grade 11 (43 of 53 students); nearly all respondents reported in-school learning only. CHKS does not produce a single overall composite score; it reports a set of key school climate indicators. The summary below reflects VMGA's results for grades 9 and 11 from Table A2.1, Key Indicators of School Climate. School Engagement and Supports: School connectedness was 35% (grade 9) and 47% (grade 11). Academic motivation was 59% and 63%. Reports that ""school is really boring"" were 62% and 51%. Current absenteeism (three or more times in the past 30 days) was 26% and 33%. Trouble focusing on schoolwork was 35% and 51%. Caring adult relationships scored 55% and 58%, high expectations 62% and 66%, and meaningful participation 20% and 31%. Facilities upkeep was 51% and 68%. Promotion of parental involvement was 38% and 60%. School Safety and Cyberbullying: Students who perceived the school as safe or very safe were 50% (grade 9) and 68% (grade 11). Experienced any harassment or bullying was 19% and 24%. Mean rumors or lies spread was 17% and 18%. Been afraid of being beaten up was 13% and 14%. Been in a physical fight was 8% and 0%. Seen a weapon on campus was 10% and 5%. Cyberbullying was 17% and 16%. The CHKS report also provides student-group breakdowns for race and ethnicity, gender, parental education, English Learner status, Long-Term English Learner status, Special Education status, and living situation. These breakdowns disaggregate the same core climate indicators for VMGA's student groups, supporting equity analysis across the predominantly Hispanic, socioeconomically disadvantaged, and English Learner populations the school serves. Together, these indicators suggest that school connectedness, academic motivation, and perceived safety improve from grade 9 to grade 11, while chronic absenteeism and focus on schoolwork remain notable concerns, particularly in grade 11. VMGA will use these results, alongside CALPADS attendance data and the SEL and academic intervention actions under Goal 1, to refine its 2026-27 supports."|Areas of Strength The CHKS results identified several areas of strength. Indicators of overt school violence are very low: only 8% of grade 9 and 0% of grade 11 students reported being in a physical fight in the past 12 months, 10% and 5% reported seeing a weapon on campus, and 13% and 14% reported fear of being beaten up. School connectedness, academic motivation, perceived safety, facilities upkeep, and promotion of parental involvement all improved from grade 9 to grade 11, suggesting that students experience a stronger climate as they advance through the school. High expectations (62%/66%) and academic motivation (59%/63%) are relatively strong, and only 17%/10% of students view school as worthless. Female students reported notably higher academic motivation (72% G9, 69% G11) than male students (49%, 60%), highlighting female academic engagement as a particular strength. Identified Needs School connectedness is low (35% G9, 47% G11), and meaningful participation in school decisions is lower (20%, 31%), indicating that students do not consistently feel a sense of belonging or that their voice influences school decisions. The majority of grade 9 students (62%) rate school as “really boring,” and a substantial share at both grades report trouble focusing on schoolwork (35%, 51%). Chronic absenteeism (three or more days in the past 30) increases with grade (26%, 33%), and perceived safety is only 50% in grade 9. Bullying or harassment was reported by 19% of grade 9 and 24% of grade 11 students. Disaggregated Findings Female students reported lower school connectedness than male students (30% vs 39% in grade 9, 44% vs 52% in grade 11), higher chronic absenteeism (30% vs 23% in G9, 39% vs 30% in G11), and lower meaningful participation, while reporting higher academic motivation than males. English Learner, Long-Term English Learner, and Students with Disabilities (IEP) subgroup cells were suppressed in most of the climate breakdowns because fewer than 10 respondents were available in each cell, which limits direct climate insight for these student groups in 2025-26 and points to the need to combine CHKS with other data sources (CALPADS attendance, ELPAC, IEP progress, and counselor data) for these populations. Implications for the LCAP These findings reinforce VMGA's investment in Advisory-based SEL, Ways of Council, the GEAR values, the Wellness Space and CHOC partnership, the expanded counseling capacity, and the PBIS chronic-absenteeism work under Goal 1, Action 3, while pointing to a continued need to build student voice and belonging, address engagement and focus, and monitor gender and student-group differences over time.|Changes to Plans, Policies, and Procedures in Response to CHKS Learnings To address the needs identified through the CHKS analysis, VMGA will revise existing communication and feedback procedures and continue refining the climate-related actions already in the 2026-27 LCAP. Strengthening Stakeholder Voice and Feedback Loops VMGA will implement a monthly parent newsletter that includes an embedded feedback mechanism, giving parents a consistent and accessible channel to share input throughout the year. The school will also administer quarterly anonymous surveys to both staff and students, allowing the Meridian team to monitor student and staff needs in real time and respond with targeted adjustments or transparent explanations of the steps being taken. These quarterly surveys directly address the CHKS findings that meaningful participation (20% G9, 31% G11) and school connectedness (35% and 47%) are low, by giving students a standing voice between annual CHKS administrations and creating visible feedback-to-action cycles. Building Connection and Buy-In Through PLC Structures VMGA will embed an Instructional Leadership Team (ILT) member in each PLC group so that staff have a consistent forum to share feedback, raise concerns, and shape new initiatives. This change is intended to strengthen staff connection to the school, build trust between teachers and leadership, and increase staff buy-in for new initiatives, including the Advisory SEL routines, the Wellness Space and CHOC training, and the bus transportation rollout. Staff voice channeled through ILT-supported PLCs also improves the quality and consistency of student-facing supports. Continued Climate Investments Under the Adopted LCAP VMGA will continue the climate supports in the 2026-27 LCAP: daily Advisory SEL check-ins, Ways of Council and GEAR values, the CHOC-donated Wellness Space at Meridian with CHOC-led staff training, expanded counseling capacity, the Turning Point clinical mental health partnership with a dedicated DMC space, and PBIS Team chronic-absenteeism initiatives. These target the lowest CHKS indicators (school connectedness, meaningful participation, focus, and perceived safety) and the rising chronic absenteeism trend. Continuous Improvement Process The combination of CHKS, quarterly student and staff surveys, monthly parent newsletter feedback, and PLC discussions creates an ongoing continuous improvement cycle. The Instructional Leadership Team will review feedback at regular intervals, share findings with the Community Schools Steering Committee, and adjust LCAP actions, school routines, or communication practices as needed to address gender and student-group differences and triangulate insight for English Learners, LTELs, and Students with Disabilities where CHKS cell sizes were too small to report directly.|Met||2026-06-15|2026
30103060142000|Explore Academy|6|N/A|N/A|N/A|Met||2026-06-23|2026
30103060142026|Oxford Preparatory Academy - Middle|6|Analysis of student perception data at Oxford Preparatory Academy Middle School reveals several areas of strength that reflect a supportive academic and social-emotional learning environment. Nearly all students (95.8%) report a desire to do well in school, highlighting a strong internal motivation for success. Additionally, 78.5% of students agree or strongly agree that OPA holds high academic expectations, and 74.8% feel they are provided with academic support when needed. These indicators point to a culture of high standards paired with responsive instructional practices. Students also report feeling supported in their personal development. A majority (73%) believe OPA provides access to counseling support, and 78% feel that the school encourages good behavior. These responses demonstrate the positive impact of the school’s implementation of MTSS, PBIS, and character development programs. Furthermore, 66% of students feel that teachers listen to them, contributing to meaningful student-staff relationships. OPA Middle School also shows strong indicators of peer connection and belonging. While 71.38% of students feel a sense of belonging at school, an even greater percentage (92.33%) report that they have friends on campus, suggesting that students are forming positive peer relationships that contribute to a connected school community.|While Oxford Preparatory Academy Middle School demonstrates strengths in academic expectations and peer relationships, student perception data also reveals important areas for growth, particularly in the domains of emotional support, school safety, and discipline. Only 44% of students report that OPA staff help them when they are upset, indicating a need to strengthen the availability and visibility of emotional support systems on campus. Additionally, just 45% of students believe that bullying is taken seriously, suggesting that clearer communication, consistent follow-through, and student education around bullying prevention may be needed to build trust in schoolwide safety measures. Concerns related to fairness and school climate are also evident. Only 50.4% of students agree that discipline is fair and appropriate, and just 65% feel that OPA provides a positive learning environment. These responses highlight the importance of improving transparency and consistency in behavioral expectations, consequences, and support systems. In response, OPA is working to strengthen its Multi-Tiered System of Support (MTSS) and Positive Behavioral Interventions and Supports (PBIS) framework, with a renewed focus on building relationships, improving communication with students, and promoting consistent expectations. These efforts are aligned with the OPA Champion Profile to foster a school culture rooted in respect, empathy, and student empowerment. Analysis of student perception data at Oxford Preparatory Academy Middle School reveals several areas of strength that reflect a supportive academic and social-emotional learning environment. Nearly all students (95.8%) report a desire to do well in school, highlighting a strong internal motivation for success. Additionally, 78.5% of students agree or strongly agree that OPA holds high academic expectations, and 74.8% feel they are provided academic support when needed. These indicators point to a culture of high standards paired with responsive instructional practices. Students also report feeling supported in their personal development. A majority (73%) believe OPA provides access to counseling support, and 78% feel that the school encourages good behavior. These responses demonstrate the positive impact of the school’s implementation of MTSS, PBIS, and character development programs. Furthermore, 66% of students feel that teachers listen to them, contributing to meaningful student-staff relationships. OPA Middle School also shows strong indicators of peer connection and belonging. While 71.38% of students feel a sense of belonging at school, an even greater percentage (92.33%) report that they have friends on campus, suggesting that students are forming positive peer relationships that contribute to a connected school community.|Oxford Preparatory Academy (OPA) has reviewed local data and stakeholder input and determined that no formal changes to existing plans or policies are needed at this time. However, there will be a renewed intentionality among staff in strengthening communication and relationships with students and families. This includes more personalized outreach and consistent follow-up to ensure that all students feel supported and connected to school. OPA will continue to focus on key improvement areas such as reinforcing MTSS and PBIS practices, expanding social-emotional learning strategies, promoting consistent behavior expectations, and improving how concerns—such as bullying—are addressed and communicated. In addition, the ongoing implementation of the OPA Champion Profile will help promote empathy, respect, and student voice, supporting a safe and inclusive school climate.|Met||2026-06-25|2026
30103060142224|California Republic Leadership Academy Capistrano|6|Local climate survey data indicates that students generally feel safe, connected, and supported within the school community. Based on survey responses, 93% of students reported feeling safe at school, while 94% of students reported a positive sense of school connectedness. These results reflect strong overall student perceptions regarding school climate, relationships, and belonging. The school also reviewed additional student engagement and school climate data, including suspension and attendance outcomes, to better understand student experiences and identify areas for continued growth. Local data showed a 0% suspension rate, demonstrating positive school climate outcomes and strong implementation of systems designed to support student behavior, engagement, and well-being. At the same time, chronic absenteeism data continues to be monitored closely as an important indicator connected to student engagement, connectedness, and access to learning.|Analysis of local climate survey data and related school climate indicators identified several areas of strength as well as areas for continued focus. A key strength is that the overwhelming majority of students report feeling both safe and connected at school, with 93% reporting a positive sense of safety and 94% reporting a positive sense of school connectedness. Additionally, the school maintained a 0% suspension rate, indicating that schoolwide systems, supports, and relationship-centered practices are contributing to a positive and supportive school environment.  These outcomes align closely with our LCAP Goal 2, which focuses on ensuring all students attend school in a safe, clean, and supportive environment with access to technology and a broad course of study that supports academic progress and learning. The survey results suggest that current school climate practices, student supports, and engagement strategies are positively impacting students’ overall experience at school.  An identified area for continued growth is chronic absenteeism. While students report feeling safe and connected, the school recognizes the importance of continuing to strengthen attendance systems, family partnerships, and proactive interventions to ensure students consistently attend school and remain engaged in learning. Continued focus on attendance improvement efforts will remain a priority to support both student well-being and academic success.|In order to improve School Attendance, the school has offered popsicle parties to classes who are able to maintain an attendance rate of 95% or higher each month. Our SIS also sends out regular notices of chronic absenteeism to families. The Dean of Students also continues to work with underrepresented families to increase attendance and address chronic attendance challenges.|Met||2026-06-11|2026
30103060142570|California Republic Leadership Academy Yorba Linda|6|Local climate survey data indicates that students generally feel safe, connected, and supported within the school community. Based on survey responses, 93% of students reported feeling safe at school, while 94% of students reported a positive sense of school connectedness. These results reflect strong overall student perceptions regarding school climate, relationships, and belonging. The school also reviewed additional student engagement and school climate data, including suspension and attendance outcomes, to better understand student experiences and identify areas for continued growth. Local data showed a 0% suspension rate, demonstrating positive school climate outcomes and strong implementation of systems designed to support student behavior, engagement, and well-being. At the same time, chronic absenteeism data continues to be monitored closely as an important indicator connected to student engagement, connectedness, and access to learning.|Analysis of local climate survey data and related school climate indicators identified several areas of strength as well as areas for continued focus. A key strength is that the overwhelming majority of students report feeling both safe and connected at school, with 93% reporting a positive sense of safety and 94% reporting a positive sense of school connectedness. Additionally, the school maintained a 0% suspension rate, indicating that schoolwide systems, supports, and relationship-centered practices are contributing to a positive and supportive school environment.  These outcomes align closely with our LCAP Goal 2, which focuses on ensuring all students attend school in a safe, clean, and supportive environment with access to technology and a broad course of study that supports academic progress and learning. The survey results suggest that current school climate practices, student supports, and engagement strategies are positively impacting students’ overall experience at school.  An identified area for continued growth is chronic absenteeism. While students report feeling safe and connected, the school recognizes the importance of continuing to strengthen attendance systems, family partnerships, and proactive interventions to ensure students consistently attend school and remain engaged in learning. Continued focus on attendance improvement efforts will remain a priority to support both student well-being and academic success.|In order to improve School Attendance, the school has offered popsicle parties to classes who are able to maintain an attendance rate of 95% or higher each month. Our SIS also sends out regular notices of chronic absenteeism to families. The Dean of Students also continues to work with underrepresented families to increase attendance and address chronic attendance challenges.|Met||2026-06-11|2026
30103060165217|Magnolia Science Academy - Orange County|6|The LEA utilizes local climate survey data from the Kelvin Pulse (students and families) and Great Place to Work (staff) instruments to assess school conditions, safety, and overall climate. Survey participation rates were strong, with 100% student participation, 69% family participation, and 85% staff participation, ensuring broad representation of stakeholder perspectives.   Overall satisfaction rates indicate positive perceptions among students (80%) and families (85%), while staff satisfaction was lower at 47%, highlighting an area for continued attention. Disaggregated survey data across key climate indicators—academic support, fairness of discipline, safety, and sense of belonging—reveals important trends.   Student favorable ratings were 81% for academic support, 75% for sense of belonging, 71% for fairness of rules, and 64% for safety, indicating strengths in instructional support and connectedness, with comparatively lower perceptions of safety.   Family survey results were consistently high across all indicators, with 94% favorable ratings for academic support and sense of belonging, 93% for safety, and 91% for fairness of discipline, reflecting strong family confidence in school climate and communication.   Staff data showed more moderate ratings, with 64% for academic support, 65% for belonging, 66% for safety, and 55% for fairness of discipline, indicating opportunities to strengthen internal climate and staff experience.   The overall average approval rates further reflect these trends: 72% for students, 93% for families, and 56% for staff.   Additional analysis of specific survey items identified areas of concern, particularly around student perceptions of safety and fairness, with lower ratings on questions related to peer interactions and consistent consequences. Overall, the data indicates strong performance in family perception and student connectedness, with targeted areas for improvement in student safety perceptions and staff experience.|Based on the analysis of local climate data and key learnings, the LEA has identified several adjustments to plans, policies, and procedures to address areas of need and support continuous improvement.  To address student concerns related to safety and fairness of discipline, the LEA will strengthen school-wide behavior systems by implementing monthly PBIS assemblies aligned to core values. These assemblies will reinforce expectations, model appropriate behaviors, and promote consistency in how rules and consequences are applied. Additionally, staff will receive continued guidance to ensure equitable and consistent discipline practices across classrooms.  In response to student feedback regarding playground equipment and student experience, the LEA will revise campus improvement plans to include the addition of age-appropriate play equipment, particularly for older students. This will be informed by student surveys and ongoing observation to ensure resources align with student needs and increase engagement during recess.  To address family input requesting more STEAM-aligned enrichment opportunities, the LEA will implement a more structured approach to extracurricular programming by developing a pre-approved list of STEAM-focused clubs. This ensures alignment with the organization’s mission and provides equitable access to high-quality programs that reflect both student interests and academic priorities.  Staff feedback highlighted the need for improvements in compensation, workload, and staffing structures. In response, the LEA will partner with People & Culture to develop and communicate a more transparent and competitive salary structure. Additionally, the LEA will collaborate with the Impact team to strengthen enrollment systems and support the addition of site-specific roles, such as a student recruitment and enrollment coordinator, to improve operational efficiency and staff capacity.  Finally, to improve overall staff experience and organizational climate, the LEA will enhance internal communication and feedback structures, including regular check-ins and opportunities for staff voice to inform decision-making.  These targeted changes reflect the LEA’s commitment to using data to drive continuous improvement, strengthen systems, and ensure a safe, supportive, and equitable environment for all stakeholders.|Based on the analysis of local climate data and key learnings, the LEA has identified several adjustments to plans, policies, and procedures to address areas of need and support continuous improvement.  To address student concerns related to safety and fairness of discipline, the LEA will strengthen school-wide behavior systems by implementing monthly PBIS assemblies aligned to core values. These assemblies will reinforce expectations, model appropriate behaviors, and promote consistency in how rules and consequences are applied. Additionally, staff will receive continued guidance to ensure equitable and consistent discipline practices across classrooms.  In response to student feedback regarding playground equipment and student experience, the LEA will revise campus improvement plans to include the addition of age-appropriate play equipment, particularly for older students. This will be informed by student surveys and ongoing observation to ensure resources align with student needs and increase engagement during recess.  To address family input requesting more STEAM-aligned enrichment opportunities, the LEA will implement a more structured approach to extracurricular programming by developing a pre-approved list of STEAM-focused clubs. This ensures alignment with the organization’s mission and provides equitable access to high-quality programs that reflect both student interests and academic priorities.  Staff feedback highlighted the need for improvements in compensation, workload, and staffing structures. In response, the LEA will partner with People & Culture to develop and communicate a more transparent and competitive salary structure. Additionally, the LEA will collaborate with the Impact team to strengthen enrollment systems and support the addition of site-specific roles, such as a student recruitment and enrollment coordinator, to improve operational efficiency and staff capacity.  Finally, to improve overall staff experience and organizational climate, the LEA will enhance internal communication and feedback structures, including regular check-ins and opportunities for staff voice to inform decision-making.  These targeted changes reflect the LEA’s commitment to using data to drive continuous improvement, strengthen systems, and ensure a safe, supportive, and equitable environment for all stakeholders.|Met||2026-06-17|2026
30103060165225|Orange Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|"On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average.  By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. Analysis of the High School data (71% average) revealed a specific need for improved personalization, as students rated classroom agency and ""student voice"" items lower than other spans. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably."|"Staff continue participating in restorative practice training as leadership develops a database of alternative discipline options and increases training on policies and documentation.  The school has strengthened its commitment to English Learner (EL) students by increasing dedicated staffing. These specialists facilitate expanded professional development for educators and foster frequent communication with parents to enhance the EL educational experience.  School leaders are also expanding mental health resources and the ""train the trainer"" behavior management model. Staff will utilize Branching Minds to document and communicate MTSS progress.  Branching Minds includes resources to address issues and share with families.   To further improve student agency, which received 44% and 46% ratings, students will now lead their own progress conferences and tuning meetings. This initiative grants students greater autonomy to demonstrate progress and responsible decision-making."|Met||2026-06-09|2026
30103060165266|Sycamore Creek Community Charter II|6|SCCCS II uses local climate survey data from students, parents/guardians, teachers, and staff to monitor school climate, safety, connectedness, and sense of belonging. During the 2025-26 school year, 82% of students reported that they feel quite safe or extremely safe at school, and 81% reported that they have either a tremendous amount or quite a bit of a sense of belonging. These results indicate that most students feel safe, included, and connected to the Charter School community. Parent/guardian survey results were also positive, with 94% of parents/guardians responding favorably regarding the Charter School climate. Teacher and staff survey results were especially strong, with 100% of teachers and staff reporting that the school is safe and 100% reporting that students are connected to the school community. These local data demonstrate strengths in safety, belonging, student connectedness, family confidence, and staff perception of school climate. Due to the small size of SCCCS II, local climate survey data are reviewed overall and, when available, by student group. The Charter School will continue to monitor local climate data, attendance, behavior data, family feedback, and educational partner input to identify any differences in experience among student groups, including ELs, SED students, SWD, and other student populations, and to strengthen supports for student well-being, safety, and belonging.|Analysis of SCCCS II’s local climate survey data shows several areas of strength and identified needs. A key strength is that students, families, teachers, and staff generally report a positive Charter School climate. Student survey results show that 82% of students feel quite safe or extremely safe, and 81% report a strong sense of belonging. Parent/guardian feedback was also highly positive, with 94% responding favorably. These results indicate that families are satisfied with the education their children are receiving and value the strong community feel, relationships, and whole child focus of Public Waldorf Education. Staff data also reflect a positive climate, with 100% of teachers and staff reporting that the Charter School is safe and that students are connected to the Charter School community. The data also identify areas for continued improvement. SCCCS II will continue strengthening MTSS, intervention, and tutoring to improve academic achievement in ELA and Mathematics while maintaining strong social emotional supports. Educational partner input also indicates a need to improve communication with families regarding events, schedules, student progress, and how students are doing academically, socially, and emotionally. In addition, SCCCS II will provide training and information to families regarding the Comprehensive School Safety Plan so families better understand safety procedures, emergency preparedness, and the Charter School’s approach to maintaining a safe learning environment. When available, data will continue to be reviewed by student group, including ELs, SED students, SWD, and other student populations, to identify differences in experience and provide more targeted supports.|Based on the analysis of local climate survey data and educational partner feedback, SCCCS II will implement several actions for continuous improvement. The Charter School will continue strengthening MTSS, intervention, and tutoring systems to support improved academic achievement in ELA and Mathematics, particularly for students who are not yet meeting grade level standards. This includes using assessment data, teacher input, and progress monitoring to identify student needs and provide targeted academic supports. SCCCS II will also provide families with additional information and training regarding the Comprehensive School Safety Plan so parents/guardians better understand safety procedures, emergency preparedness, and the Charter School’s approach to maintaining a safe and supportive learning environment. In response to parent feedback requesting improved communication, SCCCS II is implementing a communication platform beginning in 2025-26. This platform will allow teachers to communicate more consistently with parents/guardians regarding how students are doing academically, socially, and emotionally. It will also allow administrators to provide more timely and organized communication about meetings, events, assemblies, assessments, festivals, schedules, and other Charter School activities. These actions are intended to strengthen family partnership, improve student support, and ensure families remain informed and connected to the Charter School community.|Met||2026-06-23|2026
30103060165357|Orange County Academy of Sciences and Arts III|6|Included in LCAP|Included in LCAP|Included in LCAP|Met||2026-06-28|2026
30103063030723|OCSA|6|Local climate survey data were collected through an online stakeholder survey, administered to parents and students in March of 2026. Overall, stakeholders report a supportive and secure environment. Supportive Culture: 87.97% of students and 92.22% of parents agree that OCSA is succeeding in fostering a positive school climate and cultivating a supportive school culture. Physical Safety: 88.25% of students report feeling physically safe and secure on campus. Social/Emotional Support: 80.08% of students and 89.34% of parents express satisfaction with the support provided for social and emotional needs. Institutional Trust: High levels of trust are evidenced by the fact that 87.15% of parents and 78.53% of students would recommend the academic program to others.  The most dramatic differences in the local climate data appear when the results are disaggregated by gender identity, IEP/504 status, and language fluency. Gender Identity Safety Gap: While the general student body feels safe, a significant disparity exists for nonbinary students, only 66.67% of whom feel physically safe on campus, compared to approximately 90% of their male and female peers. Furthermore, fewer than half (47.62%) of nonbinary students are satisfied with the social and emotional support they receive. IEP/504 Status and Life Balance: Students with IEP or 504 plans experience more strain regarding school-life balance. 33.06% of these students disagree that the school prepares them for a balanced life, compared to 23.38% of students without such plans. Their parents are even more critical, with 36.37% disagreeing that the school prepares their child for a balanced life—a rate three times higher than parents of students without plans (10.96%). Racial and Ethnic Identity: Perceptions of safety vary by race, with agreement rates for physical safety dropping to 77.78% for Native Hawaiian/Pacific Islander students and 88.57% for Black/African American students. Additionally, Hispanic/Latino students report the lowest rate of agreement (80.56%) that the curriculum reflects their own identity. English Learners (EL): There is a unique divide for EL families; 100% of EL parents are satisfied with social/emotional support, yet only 40% agree that the school is succeeding in fostering a positive climate. Conversely, EL students report the lowest satisfaction with social/emotional support (69.23%) among all fluency groups.|"Areas of Strength Academic Rigor and Meaning: A defining characteristic of the school is its high level of challenge. 96% of parents and 94% of students agree that academic classes challenge them to think. Furthermore, over 90% of parents and 83% of students believe the curriculum is ""relevant and meaningful."" Institutional Trust and Success: There is strong stakeholder support for the program; 87% of parents and 78% of students would recommend OCSA to others. Supportive School Climate: Both groups highly rate the school's success in fostering a positive culture. 92% of parents and 88% of students agree that the LEA is succeeding in cultivating a supportive environment. Campus Safety: Students generally feel secure, with an 88% agreement rate regarding physical safety on campus. Conservatory Value: Qualitative feedback emphasizes deep appreciation for professional-level instruction, ensemble collaboration, and the sense of community found within the arts programs.  Identified Needs Closing the Feedback Loop: A major area of student dissatisfaction is the quality of interaction regarding assessments. Nearly 41% of students disagree that they receive timely and specific feedback from their academic teachers. Proactive Parental Information: While 74% of parents feel comfortable initiating contact, 44% feel uninformed about daily classroom activities. Parents expressed a need for more insight into current curriculum units to better support their children at home. Grading Accuracy: A substantial 37% to 42% of students do not believe their current grades accurately reflect their knowledge and abilities, indicating a disconnect between assessment and mastery. Information Fragmentation: Qualitative data identifies ""platform fatigue"" as a barrier to collaboration, with information spread across Aeries, Google Classroom, ParentSquare, and email.  Key Learnings by Student Group Gender Identity Safety Gap: The most significant safety disparity exists for nonbinary students, only 66.67% of whom feel physically safe on campus, compared to 90% of their male and female peers. This group also reports the lowest satisfaction with social and emotional support (47.62% agreement). IEP/504 Status and Balance: Parents of students with IEP/504 plans are uniquely critical of the school’s role in promoting a balanced life, with 36.37% disagreement (three times higher than the general population). These parents also feel significantly less informed (54.54% disagreement). English Learners (EL): EL students report the lowest satisfaction with social/emotional support (69.23%) among fluency groups, and notably, 0% selected ""strongly agree"" for this area of support. Racial and Ethnic Identity: Agreement rates for physical safety vary by identity, dropping to 77.78% for Native Hawaiian/Pacific Islander students. Hispanic/Latino students report the lowest agreement that the curriculum reflects their own identity."|OCSA has invested in additional staff focusing on family engagement and communication based on concerns raised regarding information gaps. OCSA will also provide further guidance and clearer expectations to teachers regarding the maintenance of agenda slides and the regular maintenance of gradebook data. Campus facility updates, including increased fencing and more secure perimeters, will address some concerns regarding physical safety.|Met||2026-06-17|2026
30647660000000|Lowell Joint|6|In spring 2026, Lowell Joint School District administered a districtwide School Climate Survey to students in grades TK–8, receiving a total of 1,488 responses. The survey was designed to capture student perceptions of school safety, connectedness, behavior, and academic expectations. Each school site was represented. Responses were collected across the full 3–8 grade span in addition to 50 students each from grades TK-2, meeting the LCFF requirement for local climate data.  Key survey highlights include:  TK-2 Positive Perception of School Environment: 97% of students agreed they are happy to go to school. 97.5% of students agreed they are excited to learn at school. 99% of students agreed they do their best at school. 98% of students agreed that their teachers help them at school. 100% of students agreed they understand the school rules.  3-8 Positive Perception of School Environment: 75% of students agreed (somewhat or strongly) that they like school. 82% agreed they feel successful at school. 84% reported their school has high standards for achievement. 87% agreed their school has clear behavior expectations. 90% felt respected by their teachers.  Safety and Belonging: 96.5% of TK-2 students reported feeling safe at school. 79% of 3-8 students reported feeling safe at school. 98% of TK-2 students report that teachers help them when needed. 81% of 3-8 students agreed there is at least one adult they can talk to if they need help.  Classroom Climate and Behavior 3-8: 72% agreed that classroom behavior allows teachers to teach. 77% agreed students are recognized for good behavior, though this may vary by site or grade.  Attendance: Among the reasons reported for absences, 72% of students identified illness as the primary cause and 8% identified vacation as the secondary cause. This data supports ongoing efforts to monitor chronic absenteeism and identify underlying causes beyond illness.|The analysis of school climate survey data reflects an overwhelmingly positive student experience across most indicators. Students reported high levels of school connectedness, with an average of 86% stating they are happy and like school and 90.5% feeling successful and excited at school. The strong perception of adult respect (90%) and high academic standards (84%) further confirm that students feel valued and challenged in their learning environments.  One of the most significant strengths lies in student-staff relationships. With over 81% of students identifying at least one adult they can turn to for help, the district’s investment in supportive staff roles, including counselors, psychologists, and behavioral specialists, appears to be effective in fostering trusted connections. 87.8% of students also report feeling safe at school, a critical condition for learning and achievement. However, data on classroom behavior reveals a need for further attention: 28% of students noted that classroom behavior does not consistently support teaching and learning. Similarly, while 77% agree students are recognized for good behavior, this suggests room for improvement in consistent, schoolwide recognition systems.|Survey results indicate that Lowell Joint School District continues to foster a positive and supportive school environment for students. Among TK–2 students, 97% reported being happy to come to school, 97.5% were excited to learn, 96.5% felt safe at school, and 100% reported understanding school rules. Similarly, students in grades 3–8 reported strong perceptions of school climate, with 90% feeling respected by their teachers, 87% indicating that behavior expectations are clear, and 84% agreeing that their school maintains high standards for achievement.  To build upon these strengths, the district will continue to monitor school climate data and engage principals in bi-monthly leadership discussions focused on student well-being, safety, and engagement. Given that 79% of students in grades 3–8 reported feeling safe at school and 81% identified having at least one trusted adult on campus, the district will continue to strengthen student connectedness through relationship-building practices, counseling supports, and staff training. Additionally, with 72% of students indicating that classroom behavior supports learning and 77% reporting that students are recognized for positive behavior, schools will review and refine behavior support systems and recognition programs to promote consistent, positive learning environments across all sites.  Attendance data showed that illness remains the primary reason for student absences, reported by 72% of students, while 8% identified vacations as a secondary contributing factor. The district will continue to monitor attendance patterns, communicate the importance of regular attendance to families, and implement strategies to address chronic absenteeism. Through ongoing analysis of student feedback and collaboration with staff and families, Lowell Joint School District remains committed to maintaining safe, supportive, and engaging schools that promote success for all students.|Met||2026-06-22|2026
30664230000000|Anaheim Elementary|6|AESD utilizes the School Climate survey in order to better understand the climate and culture of our schools.  It’s administered annually in the spring to 3rd - 6th graders at every school.  Results of the survey were shared with the LCAP committee, DAC-DELAC, as well as with each school site.  The survey measures students’ perceptions of their School Climate and Culture along with self reported Social Emotional Learning skills.    The following shows the percentage of students answering favorably to the survey questions for each dimension.  Moved Down from Previous Year / Moved Up from Previous Year / Stayed the Same as Previous Year School Climate and Culture Indicators: “Teacher-Student Relationships” (72.3% favorable) “Sense of Belonging” (64.6% favorable) “School Climate” (64.6% favorable) “School Safety” (55.0% favorable) “Engagement” (55.9% favorable)   Social-Emotional Learning Indicators: “Self-Management” (67.6% favorable) “Social Awareness” (62.1% favorable) “Emotion Regulation” (54.7% favorable)|Based on analysis of the 2018-19 survey results, the following indicators were selected as focus areas within the LCAP and continue to be areas of need:  “Student Engagement” which measures how invested and attentive students are in class.  “Sense of Belonging” which measures how much students feel they are valued members of the school community.|Student School Climate Survey results demonstrated increased favorability ratings across all measured categories, with school safety ratings remaining stable. In response to these results, the LEA will continue prioritizing efforts to strengthen safe, supportive, and inclusive school environments through student voice, staff collaboration, and targeted behavioral and mental health supports.  The Superintendent’s Student Advisory Committee, which includes student representatives from each school site, continues to provide valuable insight through focus group discussions centered on school climate, belonging, safety, and inclusion. Student feedback is used to better understand site-level experiences and inform district actions that strengthen connectedness and perceptions of safety across campuses.  In addition, the District’s Behavior Task Force, composed of classroom teachers, site administrators, and district staff, was established during the 2023-24 school year and continues to serve as a collaborative problem-solving body focused on strengthening behavioral systems, procedures, and professional learning supports for staff and students. In 2026-27 the Behavior Task Force will be retitled to Social Emotional Learning and Behavior Task Force and has expanded to include a site representative for all 23 AESD schools including inclusion of parents as possible site representatives.  Pupil Services also continues to partner routinely with site vice principals to strengthen consistency in the implementation of Tier 1 supports and positive school climate practices, including Second Step, Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, culturally responsive teaching, asset-based pedagogy, behavioral intervention strategies, and effective classroom management practices.  Targeted Tier 2 and Tier 3 supports for students experiencing escalated behavioral or social-emotional needs will continue, including the ongoing staffing and coordination of Community Support Teams and continued training related to Behavior Action Plans. Additionally, CYBHI grant funding will be leveraged to sustain critical mental health personnel and services that support student well-being, school connectedness, and overall campus climate.|Met||2026-06-17|2026
30664230131417|Vibrant Minds Charter|6|"VMCS administered the California Healthy Kids Survey (CHKS) to scholars in Grades 3-6 in 2023-24. All four grade levels were selected because of the anticipated attrition in terms of receiving parents' active permission to administer the survey. Additionally, with one classroom per grade level with a maximum of 128 scholars total, it was felt the larger number would result in more accurate data. However, with the small sample, disaggregation by subgroup was unsupportable.  The number of scholars in each grade level who completed the survey was: * Grade 3 -- 22 * Grade 4 -- 22 * Grade 5 -- 25 * Grade 6 -- 20  It was noted that our 5th grade scholars experienced a higher level of frequent sadness than the State (26% vs. 19%) and less feelings of wellness (57% vs. 72%). In ""Other Indicators,"" our 5th grade scholars responded in a similar manner as the State, with the exception of being harassed at school (78% vs. 44%), parents asking about school (70% vs. 82%), and clean and neat school building (63% vs. 72%).  Findings based on responses from all grade levels include the following, which is the percentage of scholars who responded to key school climate areas with a ""Yes, most of the time"" or ""Yes, all of the time.""  SCHOOL ENGAGEMENT AND SUPPORTS School connectedness -- Gr. 3 (87%), Gr. 4 (66%), Gr. 5 (69%), Gr. 6 (74%) Academic motivation -- Gr. 3 (88%), Gr. 4 (88%), Gr. 5 (87%), Gr. 6 (72%) School boredom -- Gr. 3 (50%), Gr. 4 (55%), Gr. 5 (43%), Gr. 6 (58%) Caring adults in school -- Gr. 3 (80%), Gr. 4 (68%), Gr. 5 (68%), Gr. 6 (60%) High expectations in school -- Gr. 3 (91%), Gr. 4 (83%), Gr. 5 (90%), Gr. 6 (74%) Meaningful participation -- Gr. 3 (38%), Gr. 4 (44%), Gr. 5 (45%), Gr. 6 (32%) Facilities upkeep -- Gr. 3 (89%), Gr. 4 (67%), Gr. 5 (63%), Gr. 6 (79%) Parent involvement in schooling -- Gr. 3 (85%), Gr. 4 (69%), Gr. 5 (67%), Gr. 6 (76%) Social/emotional learning supports -- Gr. 3 (75%), Gr. 4 (80%), Gr. 5 (74%), Gr. 6 (74%) Antibullying climate -- Gr. 3 (59%), Gr. 4 (50%), Gr. 5 (64%), Gr. 6 (46%)  SCHOOL SAFETY AND CYBERBULLYING Feel safe at school -- Gr. 3 (100%), Gr. 4 (60%), Gr. 5 (61%), Gr. 6 (58%) Feel safe on way to and from school -- Gr. 3 (70%), Gr. 4 (75%), Gr. 5 (57%), Gr. 6 (89%) Been hit or pushed -- Gr. 3 (71%), Gr. 4 (65%), Gr. 5 (65%), Gr. 6 (42%) Mean rumors spread about you -- Gr. 3 (61%), Gr. 4 (85%), Gr. 5 (61%), Gr. 6 (68%) Called bad names/target of mean jokes -- Gr. 3 (65%), Gr. 4 (65%), Gr. 5 (78%), Gr. 6 (74%) Saw a weapon at school -- Gr. 3 (6%), Gr. 4 (5%), Gr. 5 (13%), Gr. 6 (5%) Cyberbullying -- Gr. 3 (17%), Gr. 4 (25%), Gr. 5 (61%), Gr. 6 (26%)  SCHOOL DISCIPLINARY ENVIRONMENT Rule clarity -- Gr. 3 (83%), Gr. 4 (80%), Gr. 5 (78%), Gr. 6 (63%) Students well behaved -- Gr. 3 (56%), Gr. 4 (24%), Gr. 5 (39%), Gr. 6 (24%) Students treated fairly when break rules -- Gr. 3 (22%), Gr. 4 (19%), Gr. 5 (48%), Gr. 6 (42%) Students treated with respect -- Gr. 3 (100%), Gr. 4 (67%), Gr.5 (78%), Gr. 6 (63%)"|Because the sample was so small, disaggregation by subgroups was determined to be inappropriate. Also, the scholars who completed the survey were primarily Hispanic/Latinx, and there were minimal data differences between this statistically significant subgroup and the total.  A major findings was that the scholars' perspectives as conveyed by the survey were very different from the parents' or staff's perspective. When we observe our scholars on a daily basis, they appear to be excited to come to school, highly engaged in the academic learning and enrichment experiences, and reluctant to transition from one grade level to the next or from elementary to junior high school because of their connectedness with our school. However, on the survey, there were areas of surprise. When we discussed the results with scholars and staff, it became clear that there were some misinterpretations of questions, false leads, and incorrect completions. Also, there was not an emphasis by all classroom teachers about the importance of being highly reflective and accurate when responding to the survey items. And, this appeared to result in a carelessness of completion, including leaving a number of items unanswered.  Below are a few examples of our key learnings after analyzing the survey results. Our insights will be fleshed out by following through on some of the survey responses through dialogues with scholars via focus groups.  * We would expect scholars to acknowledge that there are many caring adults at or school. The fact that percentages decreased as scholars advanced in grade levels is cause for concern.  * With our emphasis on Project-Based Learning with meaningful focus questions, we were surprised that scholars did not feel they had meaningful participation in learning. This is an area in which we will dig more deeply.  * We would have expected more favorable responses when it came to an anti-bullying climate. However, our scholars continue to perceive any form of unkindness as bullying. We need to help our scholars make the distinction between bullying and unkindness.  * Too many scholars claimed they had been hit or pushed at school by peers. In truth, we know there is very little hitting, although we have a few scholars who are struggling with self-regulation and are highly visible and physical on campus. However, because our playground is small, there is frequent unintentional bumping into each other.  * There have been no weapons or substance abuse on campus. So, even the small percentages in this area are a reflection of false information.  * Due to the staff's experiences at other school sites and districts, we know our scholars' overall behavior is more appropriate than in most school settings. However, because we do have high behavioral expectations, our scholars may believe they are not as well-behaved as they are. If true, this is an area that we wish to rectify since our scholars deserve to feel proud of their overall positive behaviors.|One of the major take-aways was that our scholars need to be acknowledged for what they are doing right behaviorally. While we need to hold them to high, but realistic, expectations, we also need to let them know when they are close to meeting or have met the standard. And when they do not meet expectations, we need to work on their behaviors with a growth mindset.  The behavior of a few scholars with Tier 3 self-regulation and behavioral needs should not impact our scholars' perspective of the overall school. An over-generalization can become a form of self-fulfilling prophecy. Because the adults know that we have well-behaved scholars in general, the scholars need to also know this. It is unclear how the unfavorable results should be interpreted when it comes to being teated fairly when rules are broken. This is something that will be explored through dialogues with scholars.  Due to the number of surveys we administered in the 2024-25 school year as we applied for the California Community School Partnership Program, we did not administer the CHKS this school year. To receive more valid and reliable data in the 2026-2027 school year, which is the final year of the LCAP's three-year cycle, the following practices will be in place:  * Throughout the year, we need to help our scholars understand the meaning of different terms (e.g., teasing vs. bullying, bothering vs. harassment, feeling safe vs. unsafe, etc.). Helping them to have a more accurate understanding of terms and phrases used in the California Healthy Kids Survey will ensure less confusion when responding to some of the items on the survey.  * We need to determine an ideal time to administer the survey. In the 2023-24 school year, it was taken in the midst of the state-mandated SBAC assessments, and it was difficult to get the scholars motivated and focused.  * There will be more follow-up with the parents to get permission slips from the scholars so there is increased representation. The small sample size makes it difficult to feel confident about the results.  * A member of the Leadership Team will administer the surveys so there is a consistency in approach, especially if we wish to survey our scholars in Grades 3-6. This includes building value for the completion of the survey.  * There will be a clearer explanation of the Likert Scale so scholars feel more comfortable in selecting from the range of options. This was a new experience for our scholars, and they lacked confidence in responding.  While the first year of implementing the survey may not have gone as smoothly as we had hoped, we believe it is a worthwhile form of gathering data about our scholars' perspectives. We believe it will need to be supplemented with other forms of data collection, such as the PBIS Survey we have used in the past, more open-ended responses through the use of written prompts, and dialogues with scholar focus groups.|Met|Vibrant Minds Charter School is attractive to families because of our small and inclusive school environment, rigorous academic program, plethora of enrichment experiences, and demographic diversity relative to other schools in the area. Our staff members are perceived as going beyond the norm in terms of their caring attitude toward scholars and passion for their work. Our strength-based teaching and learning philosophy and growth mindset is filled with positivity in the present and hope for the future.  Because we are a school of choice, it is important that our school climate is perceived by the public as positive in all areas. With respect to other schools in the area, we are careful to not communicate a direct comparison of what their school climate is versus what ours is. We would rather raise ourselves up without bringing other schools down. While the daily experiences of scholars, staff, and parents confirm that we have a positive school climate, there will always be areas of refinement. But, in the areas that are strong, we need to enhance our communication to the scholars, parents, and staff so we can celebrate our strengths together.|2026-06-24|2026
30664236027379|Palm Lane Global Academy|6|Palm Lane Global Academy (PLGA) administered the California Healthy Kids Survey (CHKS) Core Module to 5th grade students in 2025-26. Of a target sample of 40 students, 24 students completed the survey, for a 60% response rate. The response rate is below the 70% threshold WestEd identifies for full representativeness, and student-level disaggregation is constrained by small sample sizes that suppress cells with fewer than 10 respondents. School Engagement and Supports. Schoolwide results show academic motivation at 66%, high expectations from adults in school at 65%, parent involvement in schooling at 64%, facilities upkeep at 55%, social-emotional learning supports at 48%, antibullying climate at 48%, caring adults in school at 47%, school connectedness at 43%, and meaningful participation at 37%. School boredom registered at 73%. School Safety, Cyberbullying, and Disciplinary Environment. Students reporting they feel safe on the way to and from school registered at 70%, while feeling safe at school registered at 45%. Students reported being called bad names or being the target of mean jokes at 68%, being hit or pushed at 55%, mean rumors spread at 55%, and cyberbullying in the past 30 days at 45%. Saw a weapon at school in the past year registered at 10%. Rule clarity registered at 59%, students treated with respect at 45%, students well behaved at 36%, and students treated fairly when they break rules at 18%. Mental Health and Home Support. Wellness registered at 64% and frequent sadness at 27%. High expectations from adults at home registered at 91%, the strongest indicator in the survey. Disaggregated Results. Hispanic/Latino students, comprising 78% of respondents, were the only racial/ethnic group with sufficient sample size for disaggregated reporting. For this student group, school connectedness registered at 47%, academic motivation at 69%, caring adults at 50%, high expectations from adults in school at 69%, meaningful participation at 38%, social-emotional learning supports at 56%, antibullying climate at 55%, feel safe at school at 53%, and students treated fairly when they break rules at 12%. Results for other racial/ethnic groups were suppressed due to small sample sizes. Identified Priorities. The 2025-26 CHKS results identify meaningful participation, school connectedness, perceived safety at school, students treated fairly when breaking rules, and student perceptions of student behavior as the lowest-performing climate indicators requiring focused attention in 2026-27 LCAP planning.|Palm Lane Global Academy's (PLGA) analysis of 2025-26 California Healthy Kids Survey (CHKS) data identified the following key learnings, areas of strength, and areas of need. Areas of Strength. Home-based support emerged as the strongest climate indicator, with high expectations from adults at home registering at 91% and parent involvement in schooling at 64%. These results affirm that PLGA families are strongly engaged in supporting student academic success, providing a foundation on which the school can build family-school partnership programming. Academic motivation registered at 66%, with 72% of students reporting they finish school assignments most or all of the time and 77% reporting they try harder after receiving a bad grade. High expectations from adults in school registered at 65%, with 82% of students reporting that teachers want them to do their best. Feeling safe on the way to and from school registered at 70%, suggesting that the school's location and neighborhood context are not significant safety barriers for most students. Wellness registered at 64%, with 63% of students reporting they feel good and happy most or all of the time. Areas of Need. Five climate indicators emerged as priorities for focused attention in 2026-27. Meaningful participation registered at 37%, indicating that students are not consistently experiencing opportunities to contribute to school decision-making, classroom rules, or learning activities. School connectedness registered at 43%, suggesting that students' sense of belonging and engagement with the school community requires strengthening. Feeling safe at school registered at 45%, notably lower than feeling safe on the way to and from school (70%), suggesting that the in-school environment is a specific source of safety concern. Students treated fairly when they break school rules registered at 18%, the lowest indicator in the survey, suggesting that students perceive inconsistency in disciplinary practices. Peer behavioral concerns are also pronounced: 68% of students reported being called bad names or targeted with mean jokes, 55% reported being hit or pushed or having mean rumors spread about them, and 45% reported cyberbullying in the past 30 days. School boredom registered at 73%, with 64% of students reporting they feel bored all of the time at school. Frequent sadness registered at 27%. Disaggregated Findings. Among Hispanic/Latino students, fairness when breaking rules registered at 12%, lower than the schoolwide rate, requiring particular attention given that this student group represents 78% of respondents and a significant majority of total school enrollment. Key Learnings. The 2025-26 CHKS results indicate that PLGA's family engagement and academic expectations are well-established strengths, while meaningful participation, in-school safety perceptions, fairness in disciplinary practices, peer interactions, and student engagement require focused intervention through the school's MTSS.|PLGA has identified the following changes, decisions, and continuous improvement actions for the 2026-27 school year. Strengthening Meaningful Participation and Student Voice. In response to the 37% meaningful participation rate and the 73% school boredom rate, PLGA will expand structured student voice mechanisms within the 2026-27 LCAP. The school will increase student input opportunities through the Innovation Village STEM experiences (Goal 1, Action 2), expanded student leadership opportunities including English Learner public speaking and student council participation (Goal 1, Action 4), and structured opportunities for students to contribute to classroom rules, schoolwide celebrations, and project-based learning activities. Teachers will receive professional development on student-centered, inquiry-based instructional practices through the Goal 2, Action 2 coaching infrastructure. Strengthening In-School Safety and Fairness in Discipline. In response to the 45% in-school safety rate and the 18% fairness in disciplinary practices rate, PLGA will continue and deepen implementation of restorative practices, including the schoolwide Way of Council restorative circle structure and Calm Corners in all classrooms (Goal 1, Action 3). The school will provide additional professional development for certificated and classified staff on consistent rule application, restorative discipline practices, trauma-informed approaches, and de-escalation strategies through the Board Certified Behavior Analyst's training program and the Behavior Interventionist's coaching role (Goal 1, Action 3). Staff training will emphasize consistency in disciplinary practices across classrooms and grade levels. Strengthening Peer Climate and Antibullying Response. In response to the elevated rates of name-calling, mean jokes, peer rumors, and cyberbullying, PLGA will continue daily Second Step SEL instruction during the first hour of each school day (Goal 1, Action 3) and will expand antibullying-specific programming through schoolwide assemblies, classroom lessons, and peer mediation programs. The school will strengthen the response pathway for reported bullying incidents to ensure that students experience timely, consistent staff response. Strengthening Student Voice Infrastructure. In response to the 60% survey response rate, PLGA will continue administering wellness surveys through the school counselor in September, December, and March (Goal 1, Action 3) and will administer schoolwide climate surveys to all students in May. The Family Input Link and trimester parent survey (Goal 3, Action 3) will complement student voice data with family climate feedback. Continuous Improvement Cycle. PLGA will review 2026-27 CHKS results, student wellness surveys, family surveys, and Dashboard Suspension Rate & Chronic Absenteeism Indicator data through the ILT and Community Schools Steering Committee on a recurring basis to identify continued areas for refinement.|Met||2026-06-15|2026
30664310000000|Anaheim Union High|6|The Anaheim Union High School District (AUHSD) believes in the wellness and success of the whole child.  One where students have a voice and purpose in what they believe and learn.  Our data collection process provides students a platform to express their perceptions, responses, and beliefs on school connectedness, resiliency, protective factors, and risk behaviors.  AUHSD administers the California Healthy Kids Survey every 2 years and an LCAP Survey annually. District-wide, we had approximately 17,620 students participate in the LCAP survey. The following are student response rates from the 2025-2026 LCAP surveys related to school climate: 92.5% feel connected to their school (+5.5%) 86.6% feel safe at school (+34.2%); SED-85.9%, SWD-81.2%, EL-85.7%, FY-78.1% 89.3% feel accepted at their school for who they are (+2.3%); SED-88.9%, SWD-84.6%, EL-87.8%, FY-87.5% 84.1% reported they are cared for and treated with kindness in all of their classes or more than half their classes (+3.1%); SED-82.4%, SWD-74.6%, EL-76.2%, FY-87.5% 83.6% reported they have at least one adult they can go to at their school to ask for help (+14.6%); SED-83.2%, SWD-82.4%, EL-80.5%, FY-68% 85.1% care about other students at their school (+21.1%); SED-84.5%, SWD-81.1%, EL-81.4%, FY-65.2% Specifically, when compared to our 2023–24 baseline, a higher percentage of students report feeling deeply connected to their school, safe on campus, and accepted for who they are. Students also increasingly affirm that they are treated with kindness in their classrooms, have a trusted adult to turn to, and genuinely care about the well-being of their peers. We continue to prioritize the health and safety of all in students, with special attention to student groups.|AUHSD focuses on the wellness and mental health of both students and staff.  While our data reflects positive trends, our growth areas and next steps focus on a continuous effort to improve school climate through several strategic initiatives.  Foremost is our ongoing professional learning surrounding Pedagogies of Voice, an instructional framework for co-creating classrooms centered on student voice, identity, and agency. This expands upon our foundational work with Street Data to foster deep engagement and a profound sense of belonging, particularly for historically marginalized learners. AUHSD continues to improve the school climate by implementing resources such as Capturing Kids’ Hearts and working with OC Human Relations to provide Restorative Justice Specialists to support our schools. These programs help promote skill development, self-managing classrooms, decrease discipline issues, focus on building community and fostering respect, resolving conflict, and pursuing equality. AUHSD continues to implement “Heads Up Check Up”, which allows our mental health professionals to proactively identify and assess students that are potentially in crisis. To support students' mental health and wellness we have Licensed Clinical Social Workers (LCSW) assigned to every school site. The LCSW’s also provide support and professional development related to Mental Health/Mental Wellness to staff, students, and families. Additionally, the district has three Clinical Social Worker District Leads to further support schools.  In AUHSD, students are encouraged to have a voice and purpose. Classroom instruction focuses on the 5C’s (Communication, Collaboration, Creativity, Critical Thinking, and Compassion/Kindness) and Career Preparedness Systems Framework (CPSF) to improve academics, increase student engagement, and increase positive behaviors. AUHSD implements Positive Behavior Intervention Supports (PBIS) at each school, a focus on Multi-Tiered Systems of Support (MTSS), and fully implemented school safety teams. To also improve upon students feeling a positive connection to their school, each high school has a student ambassador that leads their respective school’s Raising Students Voices and Participation (RSVP) Program. RSVP students work alongside the administration of their school to learn more about their campus and how they can make an impact on their site. Students develop self-advocacy and leadership skills and learn the process of how changes can be made at their site and district level and therefore, contributing and informing the LCAP. They are encouraged to be civically engaged and participate in service opportunities. RSVP is student led and plays a vital role in empowering student voices to make lasting district wide change.|Student safety continues to be a priority as national tragedies in schools and communities contribute to this area of concern. AUHSD focuses efforts to ensure that students, parents, and community members feel safe at school and in our communities. In doing so, AUHSD has maintained six School Resource Officers in partnership with the our local police department, maintained the number of Campus Safety Aides (CSAs) district-wide (including three roving CSAs and one Lead CS), increased the number of surveillance cameras on campuses, and provided an anonymous Safety and Wellness web-based reporting platform. Additionally, consistent collaboration with city officials has improved communication and strengthened the relationship between school site safety teams and our school community. In addition, we continue to deploy critical site-level resources, including our partnership with Groundswell for Restorative Justice Specialists, implementing Restorative Practices, collaborating with Neutral Ground, maximizing the impact of our Campus Safety Aides, and ensuring strong mental health support through our dedicated counselors, social workers, and school psychologists.|Met||2026-06-11|2026
30664490000000|Brea-Olinda Unified|6|Summary: The Brea-Olinda Unified School District's 2024-25 CHKS administration (1,152 participants) provides a comprehensive view of school climate, safety, and student well-being.  Key Climate Indicators (Elementary): - School Connectedness: 78% - Academic Motivation: 85% - Caring Adults: 70% - High Expectations: 85% - Perceived Safety: 86% - Meaningful Participation: 39% - SEL Support: 78% - Antibullying Climate: 74%  Key Climate Indicators (Secondary): - School Connectedness declined by grade: 64% (7th), 58% (9th), 50% (11th). - Academic Motivation followed a similar trend: 64% (7th), 63% (9th), 54% (11th). - Boredom increased significantly: 42% (7th) to 53% (11th). - Meaningful Participation remained low (23–27%). - School Safety declined: 65% (7th/9th) to 56% (11th).  Disaggregated Data & Trends: - Race/Ethnicity: Notable disparities exist. Asian/Multiracial students often reported higher connectedness and motivation, while Hispanic/Latino students reported lower connectedness and safety perceptions. - Gender: Females reported stronger connectedness in 7th grade; males reported higher academic motivation but higher boredom. Females consistently reported higher sadness/hopelessness. - Subgroups (LCAP-aligned): English Learners and Students with Disabilities (IEP) reported lower connectedness. Socioeconomically disadvantaged students and foster/unhoused youth reported lower wellness and higher behavioral challenges.  Concerns & Implications: - Meaningful Participation: Consistently low (<30% secondary), highlighting a need for student voice. - Mental Health: 22–25% of secondary students experienced chronic sadness/hopelessness; optimism declined as grade level increased (only 41% of 11th graders felt future hope). - Harassment: Persistent cyberbullying and peer harassment (1/3 of 7th graders affected). - Conclusion: While results show strong early support, significant downward trends in secondary connectedness, optimism, and mental health necessitate tiered interventions, especially for vulnerable subgroups.|Key Learnings from CHKS Data 1. Student Connectedness and Engagement Decline with Grade Level Elementary (Grade 5): 78% of students reported feeling connected to school, and 85% felt academically motivated.  Secondary (Grades 7–11): School connectedness declined from 64% in grade 7 to 50% in grade 11. Similarly, academic motivation dropped from 64% to 54% over the same span .  This developmental drop indicates a growing need for targeted strategies to sustain engagement and school belonging in middle and high school, especially as students navigate more complex academic and social environments.  Identified Areas of Strength 1. Positive School Climate and Adult Support at Elementary Level Caring Relationships: 70% of elementary students reported that adults at school care about them, and 85% reported that adults had high expectations.  Safety: 86% of elementary students felt safe at school; 92% felt safe traveling to and from school .  2. High Expectations Across Grade Spans Elementary: 85% of students felt that adults had high expectations for them.  Secondary: While percentages dropped, they remained relatively high: 79% in grade 7, 74% in grade 9, and 64% in grade 11.  This suggests a strong foundation of adult support and academic expectation that can be further leveraged to support engagement and performance.  Identified Needs and Areas for Improvement 1. Meaningful Participation and Student Voice Elementary: Only 39% of students reported having meaningful opportunities to participate in decision-making at school.  Secondary: Rates were even lower—only 23–27% of students reported meaningful participation, and fewer than 6% said they help decide class activities or rules|"To address school connectedness and conditions for learning, Brea Olinda Unified School District (BOUSD) is implementing a data-informed approach based on recent California Healthy Kids Survey (CHKS) findings.  **Key Strategic Initiatives:**    * **Attendance & Early Intervention:** Partnering with School Innovations & Achievement (SI\&A) to monitor attendance and provide proactive support before chronic absenteeism occurs, directly addressing secondary-level disengagement.   * **Prioritizing Relationships:** Professional development for 2024–25 emphasizes ""knowing students' names and needs,"" focusing on authentic relationships to counter declining perceptions of adult support, particularly for Hispanic/Latino students and students with disabilities.   * **Expanding SEL & Cultural Responsiveness:** Increasing training in social-emotional learning (SEL) and culturally relevant practices to reduce disparities in safety and engagement. This is critical for supporting students experiencing sadness, boredom, and bullying.   * **Counseling & MTSS:** Leveraging the addition of elementary counselors and scaling the Multi-Tiered System of Support (MTSS) district-wide. This ensures coherent systems for identifying and responding to academic, behavioral, and emotional needs, especially for English Learners and students in alternative programs.   * **Positive Behavior Interventions and Supports (PBIS):** The Director of Special Education and Student Services is collaborating with school sites to standardize PBIS implementation, incorporating targeted professional development, coaching, and clear expectations for universal behavioral norms.   * **Leadership Development:** Training site administrators in incident investigations and restorative discipline practices. This ensures fair, developmentally appropriate responses to harassment, discrimination, and social-emotional crises.  These efforts align with key CHKS needs: strengthening adult-student relationships, fostering inclusive environments, expanding mental health supports, increasing student voice, and building tiered support systems. Through these data-driven actions, BOUSD is committed to ensuring all students—especially those historically underserved—experience a strong sense of belonging."|Met||2026-06-25|2026
30664560000000|Buena Park Elementary|6|"The Buena Park School District is committed to cultivating a positive, inclusive, and supportive school climate across all campuses. To measure school climate, the District utilizes two primary tools: the annual LCAP Survey and a social-emotional survey focused on culture, wellness, and connectedness. The LCAP Survey is administered annually to students, families, and staff each winter. The survey uses a Likert scale, giving respondents four options ranging from ""Strongly Agree"" to ""Strongly Disagree."" Students in grades 3–8 complete the survey independently. For students in grades TK–2, teachers administer the survey by reading each question aloud and recording the students' responses, either individually or through whole-group response methods. Surveys are available in multiple languages to ensure accessibility for all families. In addition to survey responses, the District gathers feedback through focus groups with students, families, and staff to provide a deeper context and understanding of school climate needs and strengths. The LCAP Survey includes questions related to school safety, counseling services, college and career awareness, student connectedness, and overall school experience. A second source of data is the District’s social-emotional survey, which is administered twice annually, once in the fall and once in the spring. Similar to the LCAP Survey, students in grades 3-8 complete the survey independently, while teachers complete a perception survey for students in grades TK-2. A key component of this survey measures student-to-school connectedness and overall well-being through a series of yes-or-no response items. In addition, every other year, students and staff participate in the California Healthy Kids Survey, which provides an additional measure of school climate, safety, and connectedness. Students completed the survey during the current school year, with results scheduled for release during the following year. By utilizing multiple measures and opportunities for educational partner feedback, the District is able to monitor school climate, identify areas of need, and support continuous improvement efforts that foster a positive learning environment for all students."|Analysis of student and parent survey data revealed several key strengths and areas for continued growth across the Buena Park School District. One area of strength is college and career readiness. Among middle school students, 90% reported that their schools offer elective courses that help them explore future career interests, reflecting a strong framework for career exploration. Additionally, 93% of middle school students indicated that their schools provide opportunities to enroll in honors or advanced courses, which are essential for preparing students for academic success in high school and beyond. Support for student well-being was also evident in the data. A strong majority of students (84%) reported that they are able to access counseling services when needed. This finding is reinforced by parent feedback, with 98% of parents stating that their child has access to these services. In addition to counselors at every school site, middle school campuses offer dedicated wellness spaces, ensuring that students have access to environments that support emotional regulation and mental health. School safety emerged as another area of strength. According to survey responses, 92% of students and 94% of parents believe that effective safety measures are in place to protect both students and staff. The data also highlight a strong sense of school connectedness among students. In this year’s survey, 94% of students shared that teachers and adults on campus make them feel welcome. Furthermore, the majority of students in grades 3–5 (89%) and grades 6–8 (85%) reported feeling supported through their relationships with peers, family members, and school staff. While survey results indicate positive perceptions across these areas, the District recognizes opportunities to further strengthen student connectedness and ensure all students are aware of and able to access available supports and services. These findings underscore the District’s commitment to fostering a positive, inclusive, and supportive school environment while continuing to refine programs and practices that promote student success and well-being.|Based on local data analysis and education partner feedback, the Buena Park School District has identified several opportunities to strengthen existing programs and practices. While survey results reflect positive outcomes across many indicators, the District remains committed to continuous improvement and ensuring equitable access to supports and opportunities for all student groups. To expand college and career readiness, the District will continue increasing access to enrichment opportunities, specialized programs, and career exploration experiences, particularly for students with disabilities, English learners, foster youth, and low-income students. This includes strengthening pathways aligned with core academic subjects and continuing districtwide activities such as College and Career Week to increase awareness of post-secondary opportunities. To support student wellness and connectedness, the District will maintain counseling services at every school site while continuing to refine its Multi-Tiered System of Supports (MTSS) and school-based wellness resources. Recognizing that access to supports and a strong sense of belonging contribute to positive school climate, the District will continue strengthening staff-student relationships and expanding opportunities for students to connect with trusted adults on campus. The District will also continue reinforcing Positive Behavioral Interventions and Supports (PBIS) and other proactive practices that promote safe, welcoming, and inclusive learning environments. Student Engagement and Outreach Clerks will continue working with families to improve attendance, reduce chronic absenteeism, and connect students with available supports and resources. Additionally, the District will regularly review school climate data, educational partner feedback, and student outcomes to evaluate the effectiveness of current programs and identify areas for continued growth. These actions reflect the District’s commitment to maintaining positive school conditions while continuously improving programs and services that support the academic, social-emotional, and behavioral success of all students.|Met||2026-06-25|2026
30664640000000|Capistrano Unified|6|For the 2025-26 school year, Capistrano Unified School District administered the CUSD Cares Survey, a locally developed school climate survey designed to measure stakeholder perceptions of school connectedness, safety, academic support, grading practices, and school culture. Unlike the California Healthy Kids Survey (CHKS), CUSD utilizes the CUSD Cares Survey to gather District-specific climate data from students, families, and staff. Survey participation included 17,986 secondary students, 7,656 elementary students, 3,770 family members, and 1,903 staff members. Elementary students reported favorable ratings of 73% for Climate of Support for Academic Learning, 80% for Knowledge and Fairness of Discipline, 69% for Safety, and 76% for Sense of Belonging. Secondary students reported favorable ratings of 71% for Climate of Support for Academic Learning, 63% for Grading, 74% for Knowledge and Fairness of Discipline, 70% for Safety, and 63% for Sense of Belonging. Results showed improvement across nearly all student domains compared to the prior year, including gains in safety, school connectedness, grading practices, and perceptions of fairness. Family perceptions remained highly positive, with favorable ratings of 91% for Climate of Support for Academic Learning, 90% for Knowledge and Fairness of Discipline, 92% for Safety, and 91% for Sense of Belonging. Staff responses were similarly strong, with favorable ratings of 95% for Climate of Support for Academic Learning, 94% for Grading, 86% for Knowledge and Fairness of Discipline, 88% for School Safety, and 82% for Sense of Belonging. The survey also collected demographic information from family respondents, including families of students receiving free or reduced-price meals (39%), students with disabilities (16%), and English learners (9%). The survey data reflect input from a diverse cross-section of the District community and provide valuable insight into stakeholder perceptions of school climate, safety, connectedness, and academic support across the District. Overall, CUSD Cares results indicate that students, families, and staff perceive schools as supportive, safe, and welcoming environments, while also identifying opportunities for continued growth in student belonging, grading practices, and perceptions of safety, particularly at the secondary level.|Analysis of the 2025-26 CUSD Cares Survey results identified several areas of strength across the Capistrano Unified School District. Families and staff reported very positive perceptions of school climate, with favorable ratings exceeding 90% in multiple areas, including academic support, safety, and school connectedness. These results suggest that schools continue to provide welcoming, supportive, and academically focused environments for students. Staff also reported strong confidence in the District’s commitment to academic success, student support, and positive school culture. Student responses revealed additional strengths. Elementary students reported favorable ratings of 80% for Knowledge and Fairness of Discipline and 76% for Sense of Belonging, while secondary students reported favorable ratings of 74% for Knowledge and Fairness of Discipline and 71% for Climate of Support for Academic Learning. Survey results also demonstrated improvement from the prior year across nearly all student measures, indicating positive progress in school climate efforts and student supports. The analysis also identified areas of need. Student perceptions were less positive than those reported by families and staff, particularly at the secondary level. Secondary students reported favorable ratings of 63% in both Grading and Sense of Belonging, suggesting opportunities to strengthen student connectedness, engagement, and perceptions of fair and supportive grading practices. Safety ratings, while improving, remained at 69% for elementary students and 70% for secondary students, indicating a continued need to address bullying, peer interactions, and overall feelings of safety at school. Although the District summary reports did not provide climate results disaggregated by student subgroup, survey data confirmed participation by families of English learners, students with disabilities, and students from low-income households. Future analysis of subgroup-level climate data will continue to inform targeted supports and improvement efforts. Overall, the survey findings reinforce the importance of continuing CUSD Cares initiatives, social-emotional learning, positive behavior supports, relationship-building strategies, and student engagement efforts to further strengthen school connectedness, safety, and academic support for all students.|Based on the analysis of the 2025-26 CUSD Cares Survey results, Capistrano Unified School District will continue to implement and refine strategies designed to strengthen school connectedness, safety, and academic support for all students. Survey findings indicate positive perceptions among families and staff and continued improvement in student responses; however, opportunities remain to improve student belonging, grading practices, and perceptions of safety, particularly at the secondary level. To address these needs, the District will continue implementing its CUSD Cares framework, which emphasizes positive school climate, relationship-building, student engagement, social-emotional learning, and inclusive school environments. Schools will continue utilizing SEL Signature Practices, including welcoming and inclusion activities, engaging instructional strategies, brain breaks and transitions, and optimistic closures to strengthen student connectedness and engagement. The District will also continue supporting positive behavior interventions and restorative practices that promote safe, respectful, and supportive school environments. Schools will review climate data and implement site-specific strategies to address bullying prevention, peer relationships, student voice, and overall school connectedness. In response to student feedback regarding grading practices, schools will continue professional learning and implementation efforts focused on equitable grading practices, reteaching opportunities, and multiple pathways for students to demonstrate mastery. These efforts are intended to strengthen academic support systems and increase student perceptions of fairness and access to learning. Additionally, school and District leaders will continue monitoring climate data annually through the CUSD Cares Survey and other local measures to evaluate progress and identify emerging needs. Survey results will be incorporated into continuous improvement planning processes, including school plans and the Local Control and Accountability Plan (LCAP), to ensure resources and supports remain aligned with student, family, and staff needs. Through these actions, the District will continue building upon existing strengths while addressing identified areas for growth to promote positive school climates, student well-being, and academic success for all students.|Met||2026-06-10|2026
30664640106765|California Online Public Schools Southern California|6|For the 2025-2026 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes.  The overall scores for all students, as well as available student group scores, are as follows:  High School: Engagement:  97%  Challenging coursework:  98% Culture of respect: 97% Relationships: 90% College and career readiness: 93%  Middle School: Engagement: 90% Challenging coursework: 95% Culture of respect: 100% Relationships: 98%  Elementary School: Engagement: 79% Challenging coursework: 95% Culture of respect: 99% Relationships: 96%  These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement.  In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement.  Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2025-2026 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen.  Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in middle school (100%), with a 3% increase from last year, and elementary school (99%), maintaining their high score from a year ago, showing a consistently positive school culture. Challenging Coursework High school students (98%) up 11% and middle school students (95%) up 14% from from last year feel challenged by their coursework, which reflects strong academic expectations and curriculum design. In addition, elementary school was up 19% to 95% from the previous year.  Student Engagement Engagement was high in both high school and middle school—97% in high school and 90% in middle school, increasing between 2% and 5% fromthe previous year.  College and career for our high school students increased a total of 15% to 93% for the 25-25 school year.  Relationships The metric of relationships grew for all grade bands, with the highest coming from high school, growing 11% to 90% overall, and elementary growing 26% to 96% overall, highlighting the care and strong bonds our teachers and staff make with their students throughout the year.   Growth Areas: Engagement (Elementary) Engagement scores were very strong in both middle school and high school, but dropped significantly at the elementary school level, going from 91% to 79% in the 25-26 school year.   Needs: Engagement in Elementary Only 79% of elementary students reported that they felt engaged with our school. This shows a need to dig deeper and identify areas we can grow to give more opportunities for our elementary students to feel connected to our teachers, their classmates, their curriculum, and our school as a whole. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction.  Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 2025-2026 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate.   Enhancing Student Engagement: - Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. - Promote Live Class engagement and interaction at all grade bands - Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: - Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. - Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. - Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: - Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. - Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings.  These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2026-06-09|2026
30664640123729|Community Roots Academy|6|"CRA administered the Kelvin Climate Survey to gather student perception data on safety, belonging, support, and engagement. Results from the Spring 2026 administration are reported separately for grades 3-5 and grades 6-8 to allow age-appropriate analysis. Grades 3-5 (263-264 responses): The strongest favorable results were on items measuring caring relationships and belonging. 95% of students reported ""My teachers care about me,"" 94% reported having ""one or more friends at school,"" and 89% reported feeling ""physically safe at my school."" Strong favorable results were also reported for support with schoolwork (87%), positive recognition from teachers and staff (86%), feeling cared for by other CRA staff including Specials, CCC, school leaders, and office staff (81%), and respect from classmates (76%). Students reported lower favorability on items related to emotional safety and engagement: 76% reported having at least one teacher or staff member to go to when having a hard time, 67% reported feeling comfortable sharing their ideas in the classroom, 65% reported enjoying coming to school, and 58% reported feeling safe to share their feelings at school. Students also submitted 144 written comments. Grades 6-8 (190-192 responses): Middle school students reported the highest favorability on items measuring peer support and physical safety. 92% reported having at least one friend they can go to during a tough time, 86% reported receiving support from teachers and school staff with schoolwork, and 86% reported feeling physically safe at CRA. Strong favorable responses were also reported for staff caring about students (83%), having a teacher or staff member to go to during a hard time (80%), and receiving positive recognition (79%). Middle school students reported lower favorability on items measuring emotional safety, belonging, and voice: 77% reported feeling respected by classmates, 74% reported having opportunities to be a leader, 74% reported feeling emotionally safe at CRA, 74% reported that CRA is a warm and welcoming place, and 67% reported feeling comfortable sharing their ideas in the classroom. Students also submitted 152 written comments in response to an open-ended item asking how staff could show recognition for hard work and good choices. Analysis and Implications Across both grade spans, the strongest favorable results were on items measuring caring relationships, peer friendship, and physical safety, indicating that CRA's project-based learning model, counseling supports, and Tier 1 SEL programming are sustaining a strong relational climate. Lower favorability on items related to emotional safety, classroom voice, and belonging, particularly in middle school, identifies a clear priority for the 2026-27 LCAP. CRA will respond through the Wayfinder SEL curriculum adoption, expanded PBIS with monthly positive incentive experiences, continued Restorative Circles training, and expanded leadership opportunities for students in grades 3-8."|Community Roots Academy's analysis of the Spring 2026 Kelvin Climate Survey results identified clear areas of strength and clear priorities for growth across both grade spans. The data was reviewed at the item level for grades 3-5 and grades 6-8 by the Leadership Team, the SEL Team, and counselors, and was used to inform the actions and refinements included in the 2026-27 LCAP. Areas of Strength The data demonstrates that CRA is sustaining a strong relational climate across all grade levels. Items measuring caring relationships, peer friendship, and physical safety produced the highest favorable results, with 95% of students in grades 3-5 reporting that their teachers care about them, 94% reporting they have one or more friends at school, and 89% reporting they feel physically safe at school. Middle school students reported parallel strengths, with 92% reporting they have at least one friend they can go to during a tough time, 86% reporting they feel physically safe at CRA, and 86% reporting they receive support from teachers and staff with their schoolwork. Across both grade spans, students consistently affirmed that adults at the school care about them, support their academic learning, and provide positive recognition. These results reflect the effectiveness of CRA's project-based learning model, counseling supports, Tier 1 SEL programming, and the Behavior Framework grounded in CRA's six core values. Identified Needs The data also identified clear opportunities for growth, particularly in items measuring emotional safety, classroom voice, and belonging. In grades 3-5, only 58% of students reported feeling safe to share their feelings at school, 65% reported enjoying coming to school, and 67% reported feeling comfortable sharing their ideas in the classroom. In grades 6-8, 67% of students reported feeling comfortable sharing their ideas in the classroom, 74% reported feeling emotionally safe at CRA, 74% reported that CRA is a warm and welcoming place, and 74% reported having opportunities to be a leader. The drop between high-favorability items (caring relationships, physical safety) and lower-favorability items (emotional safety, voice, belonging) is consistent across both grade spans, indicating a systemic opportunity to strengthen the conditions that support student voice, emotional expression, and engagement. Connection to 2026-27 Planning These learnings directly informed several 2026-27 LCAP refinements, including the adoption of the Wayfinder SEL curriculum, the expansion of schoolwide PBIS with monthly positive incentive experiences, continued Restorative Circles training, the expansion of leadership opportunities for students in grades 3-8, and the redesigned 5th grade transition to middle school program. CRA will continue to monitor Kelvin data each fall and spring to measure progress on these identified needs.|Based on the key learnings from the Spring 2026 Kelvin Climate Survey, Community Roots Academy has identified several changes to existing plans, policies, and procedures to address the areas of need related to emotional safety, classroom voice, student belonging, and engagement. These changes will be implemented in the 2026-27 school year and are reflected in the actions and supporting plans of the 2026-27 LCAP. Adoption of the Wayfinder SEL Curriculum CRA will adopt the Wayfinder curriculum, a comprehensive PreK-12 research-based and evidence-based program designed to build purpose-driven learning, social-emotional learning, and 21st century skills. This adoption deepens Tier 1 SEL programming and directly addresses the lower favorability results on items measuring emotional safety, comfort sharing ideas, and feeling safe to share feelings. Expanded Schoolwide PBIS CRA will expand its schoolwide Positive Behavior Interventions and Supports (PBIS) framework to include monthly positive incentive experiences such as Lunch on the Lawn, Field Days, and student-chosen activities. This expansion reinforces schoolwide expectations, celebrates student demonstrations of CRA's core values, and addresses the data point that approximately one in three students in grades 3-5 do not currently report enjoying coming to school. Expanded Leadership and Voice Opportunities CRA will continue to develop leadership opportunities for students in grades 3-8 and expand opportunities for collaboration between elementary and middle school students. This refinement directly responds to the 74% favorability among middle school students on leadership opportunities and to student survey feedback identifying leadership as a growth area. Continued Restorative Practices and Behavior Framework Development CRA will continue to develop its Behavior Framework with clearer consequences for chronic behavioral concerns and a defined escalation pathway. Restorative Conversations and Restorative Circles training with OCDE will continue, supporting emotional safety and student voice in conflict resolution. Expanded 5th Grade Transition Program CRA will expand its 5th grade transition to middle school program for both students and families, with additional touchpoints to ease the academic, social, and logistical transition. This change responds directly to the dip in favorability between elementary and middle school on items measuring belonging and welcoming climate. Ongoing Monitoring CRA will administer the Kelvin Climate Survey in both fall and spring of 2026-27 to monitor the impact of these changes, with results reviewed by the Leadership Team, SEL Team, and counselors, and reported annually through the LCAP and Local Indicators Report,|Met||2026-06-08|2026
30664640124743|Oxford Preparatory Academy - South Orange County|6|Analysis of the most recent locally collected student perception data indicates that Oxford Preparatory Academy (OPA) continues to foster a strong academic and social-emotional environment. A large majority of students (80.25%) agree or strongly agree that OPA maintains high expectations for student success, and 95.07% report a personal desire to do well in school—demonstrating a strong academic culture and internal motivation among students. Additionally, 85.11% of students feel that OPA provides academic support when needed, reflecting the impact of the school’s intervention systems and differentiated instructional practices. Students also report feeling connected to their school community. A total of 90.13% agree that OPA provides a positive learning environment, and 80.25% feel safe at school. Positive relationships with staff remain a strength, with 79.01% of students indicating that teachers listen to them, 74.07% reporting trust in teachers and staff, and 88.95% agreeing that OPA encourages good behavior. These results highlight the positive impact of OPA’s implementation of PBIS, MTSS, and social-emotional learning supports on school climate and student well-being.|While the majority of students report positive experiences, the data reveal some important areas for continued growth. Only 70..88% of students feel that OPA staff help them when they are upset, 53.09% believe that bullying is taken seriously, and just 64.56% feel that other students respect them. These findings suggest a need to strengthen emotional support systems, improve peer interactions, and reinforce consistent responses to bullying. In response, OPA is expanding its implementation of MTSS and PBIS with a greater emphasis on emotional regulation, empathy-building, and conflict resolution. Initiatives aligned with the OPA Champion Profile are being used to promote student leadership, character development, and respectful school culture. These ongoing efforts aim to ensure that every student feels emotionally supported, respected by peers, and safe on campus.|Oxford Preparatory Academy (OPA) has reviewed local data and stakeholder input and determined that no formal changes to existing plans or policies are needed at this time. However, there will be a renewed intentionality among staff in strengthening communication and relationships with students and families. This includes more personalized outreach and consistent follow-up to ensure that all students feel supported and connected to school. OPA will continue to focus on key improvement areas such as reinforcing MTSS and PBIS practices, expanding social-emotional learning strategies, promoting consistent behavior expectations, and improving how concerns—such as bullying—are addressed and communicated. In addition, the ongoing implementation of the OPA Champion Profile will help promote empathy, respect, and student voice, supporting a safe and inclusive school climate.|Met||2026-06-25|2026
30664640140061|OCASA College Prep|6|n/a|n/a|n/a|Met|n/a|2026-06-28|2026
30664646117758|Journey|6|The LEA uses multiple measures to assess school climate, including the Compassionate Campus framework, class meeting structures, behavioral incident data, iWellness check-ins, and SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) data. These tools collectively provide both quantitative and qualitative indicators of student connectedness, emotional well-being, and perceived safety across the school environment. Overall climate data indicate that students generally report a strong sense of belonging, positive relationships with peers and staff, and a supportive school environment. SAEBRS and iWellness data show that the majority of students fall within the low-risk or healthy ranges for social-emotional and behavioral indicators, with most students demonstrating adequate engagement and emotional regulation. Behavioral data further reflect a relatively low incidence of major disciplinary referrals, with most concerns addressed through restorative practices aligned with the Compassionate Campus approach. Disaggregated data are reviewed to identify differences in experience among student groups, including by grade level, gender, and other available subgroup categories. While most groups report similarly positive climate indicators, some variation is noted in engagement and well-being measures for specific subgroups, highlighting the importance of continued targeted supports and proactive relationship-building. These differences are monitored over time to ensure that all students experience a consistently positive and inclusive school climate. Qualitative data from class meetings and student reflections further reinforce a strong sense of community and emphasize the importance of peer connection, emotional safety, and supportive adult relationships. The LEA uses these multiple data sources to continuously refine practices that support a compassionate, inclusive, and responsive school environment.|Analysis of school climate data from Compassionate Campus implementation, class meetings, behavioral incident data, iWellness check-ins, and SAEBRS screening results indicates several key learnings regarding both strengths and areas of need across the LEA. A primary strength is the overall positive school climate experienced by the majority of students. Data consistently reflect strong student feelings of belonging, supportive relationships with staff, and a generally safe and caring school environment. SAEBRS and iWellness results show most students fall within low-risk or healthy ranges across social-emotional and behavioral indicators. In addition, behavioral data indicate that most concerns are addressed through restorative and relationship-based practices, supporting a positive and developmentally appropriate approach to discipline. Qualitative data from class meetings and student feedback further highlight strong peer relationships, a sense of community, and trust in adults at school. These findings suggest that the LEA’s emphasis on Compassionate Campus practices is contributing positively to student connectedness and emotional safety. At the same time, disaggregated data reveal some variation in engagement and well-being indicators across student groups, including differences by grade level and other available subgroup categories. While no significant systemic disparities are indicated across all measures, some student groups show slightly higher levels of behavioral concern or lower engagement in wellness check-ins, suggesting the need for continued targeted support and monitoring. Overall, the key learning is that while the school climate is broadly strong and supportive, continued attention is needed to ensure that positive experiences are consistent for all student groups. The LEA’s ongoing focus will be on strengthening targeted social-emotional supports, maintaining strong restorative practices, and using disaggregated data to proactively identify and address emerging needs.|Based on the analysis of local climate data and identified key learnings, the LEA will make targeted refinements to existing practices to further strengthen school climate and ensure more consistent positive experiences across all student groups. While current systems such as Compassionate Campus practices, class meetings, restorative approaches, SAEBRS screening, and iWellness check-ins are functioning effectively, the LEA will enhance these systems through more intentional data review cycles and earlier intervention responses. This includes strengthening the frequency and consistency of reviewing disaggregated SAEBRS and behavioral data to proactively identify students or groups who may need additional support. The LEA will also refine tiered social-emotional and behavioral supports by ensuring clearer intervention pathways following identified risk indicators, particularly for student groups showing higher variability in engagement or well-being. Staff collaboration around student support will be strengthened through more structured check-ins and shared problem-solving routines focused on climate and wellness data. In addition, the LEA will enhance implementation consistency of restorative practices and Compassionate Campus routines across classrooms to ensure equitable student experiences. Professional learning and coaching will be provided as needed to support consistent use of these practices. Finally, the LEA will continue to expand student voice mechanisms within class meetings and wellness check-ins to ensure underrepresented student perspectives are more systematically captured and acted upon. These refinements will support continuous improvement by ensuring that existing strong practices are implemented with greater consistency, responsiveness, and equity across all student groups.|Met||2026-06-15|2026
30664646120356|Opportunities for Learning - Capistrano|6|FL Capistrano utilized multiple local indicators to evaluate school climate and conditions, including the Altitude School Climate Survey administered to students, families, and staff during the 2025–26 school year. Survey data measured perceptions related to Social Emotional & Physical Safety, Connection & Belonging, Student Connections with Teachers, Student Connections with Students, Student & Family Engagement, Inclusion, School Rules and Environment, Peer Pressure, and Future Plans & Readiness.  Parent survey responses reflected very positive perceptions across most dimensions, including Social Emotional & Physical Safety (4.71/5), Student Connections with Teachers (4.65/5), Inclusion (4.52/5), and School Rules and Environment (4.49/5). Student responses also demonstrated positive perceptions related to safety (4.47/5), teacher relationships (4.41/5), inclusion (4.33/5), and school rules and environment (4.34/5). Staff survey responses reflected particularly strong perceptions regarding Student & Family Engagement (4.78/5), Connection & Belonging (4.66/5), Student Connections with Teachers (4.65/5), and Inclusion (4.52/5).  Across all educational partner groups, Peer Pressure was comparatively lower than other dimensions, with staff reporting 3.01/5, students reporting 3.93/5, and parents reporting 3.52/5. Student survey results also indicated comparatively lower scores in Future Plans & Readiness (3.90/5) and Student Connections with Students (3.94/5). Additional local indicators, including suspension and dropout data, continued to reflect a positive and supportive school environment.|Analysis of local climate survey data indicates that OFL Capistrano continues to maintain a positive and supportive school environment centered on strong relationships, student safety, and family engagement. Teacher-student relationships emerged as a significant strength across all educational partner groups, with students, families, and staff consistently reporting high levels of support, care, and connection. Educational partners also identified inclusion, belonging, and school safety as notable strengths, reinforcing the school’s commitment to fostering a welcoming and respectful learning environment.  The data also identified several areas for continued growth. While peer pressure ratings remained generally positive, this dimension was consistently lower than other survey categories across all groups, suggesting a need to continue strengthening supports related to peer influence, decision-making, and healthy social interactions. Student survey results related to Future Plans & Readiness also indicate opportunities to expand college and career exploration, goal-setting, and postsecondary planning support. Additionally, lower student ratings related to peer relationships and belonging suggest a need to continue increasing opportunities for student connection and engagement.|Based on the analysis of local climate data and educational partner feedback, OFL Capistrano will continue implementing and refining actions aligned to LCAP Goal 3 focused on school climate, student engagement, and student support systems. The school will continue strengthening relationship-centered practices and family engagement strategies that contributed to high ratings in teacher support, inclusion, and safety.  To address identified areas of need, OFL Capistrano will expand supports related to healthy peer interactions, conflict resolution, and responsible decision-making through targeted student support activities, counseling services, and preventative interventions. The school will also continue strengthening digital citizenship and online safety education to support students in navigating peer influence and social pressures responsibly.  In response to lower student ratings related to Future Plans & Readiness, the school will continue expanding college and career readiness supports, including individualized goal-setting, postsecondary planning conversations, and opportunities for career exploration. OFL Capistrano will continue reviewing survey results and other local indicators annually to monitor progress, evaluate effectiveness, and make adjustments as part of the school’s continuous improvement process.|Met||2026-06-22|2026
30664720000000|Centralia Elementary|6|Centralia Elementary School District is committed to providing a positive, safe, and supportive school climate across all schools. The District actively engages students, families, staff, and community members in continuous improvement efforts through surveys, advisory committees, focus groups, and stakeholder engagement activities. Educational partner input is used to inform decisions related to student learning, school climate, family engagement, and resource allocation. During the 2025-26 LCAP development process, CESD collected and analyzed feedback from more than 1,300 parents and family members. Survey results reflected strong confidence in district schools. Ninety-seven percent of parents agreed that their child receives the instructional materials and resources needed for school, 96% agreed that their child receives quality instruction, and 98% agreed that their child's academic success will prepare them for future opportunities. Parents also reported positive perceptions of school climate, with 97% indicating that their child feels safe at school, 97% reporting that school staff treat students with respect, and 99% understanding the importance of regular school attendance. Student feedback also continues to reflect positive perceptions of school climate. Student survey results indicated that 88% of students feel safe at school and 92% look forward to attending school. Student focus groups provided additional insight regarding school safety, student well-being, diversity, and enrichment opportunities. Students expressed a desire for greater understanding of diversity, Visual and Performing Arts (VAPA), and Science, Technology, Engineering, Arts, and Mathematics (STEAM), as well as increased communication regarding physical safety, emotional well-being, and mental health supports.|The results from surveys, focus groups, and stakeholder engagement activities reveal that Centralia Elementary School District (CESD) maintains strong school climates across its schools and is highly regarded by students and families. While the data highlight many areas of strength, student focus groups identified opportunities for continued growth. Students expressed a desire for increased learning opportunities related to diversity, STEAM, and Visual and Performing Arts (VAPA), as well as greater communication and awareness regarding school safety, emotional well-being, and mental health supports. These findings suggest that, although students generally feel safe and supported, there is an opportunity to further strengthen students' sense of belonging, cultural understanding, and awareness of available supports. Family engagement data also reinforced the importance of continuing to build meaningful partnerships with families through culturally responsive practices, multilingual communication, leadership opportunities, and shared decision-making. In response, CESD has expanded STEAM, VAPA, and Expanded Learning Opportunities Program (ELOP) offerings and implemented a Family Engagement Plan based on Harvard University's Dual Capacity-Building Framework to strengthen collaboration between schools and families.  Overall, the data reveal that CESD's schools are characterized by positive learning environments, strong family confidence, and high levels of student engagement. The primary areas for growth include expanding enrichment opportunities, increasing student awareness of wellness and safety supports, and continuing to strengthen authentic family engagement practices that support the success of all students.|In response to educational partner feedback, CESD continues to enhance STEAM, VAPA, and Expanded Learning Opportunities Program (ELOP) offerings to provide engaging learning experiences during and beyond the school day. The District also recently adopted a Family Engagement Plan grounded in Harvard University's Dual Capacity-Building Framework, which emphasizes authentic partnerships, family voice, shared decision-making, culturally responsive practices, and meaningful connections between family engagement and student learning. These efforts include family listening sessions, leadership development opportunities, multilingual communication, and expanded opportunities for families to participate in school and district decision-making.  Through these efforts, CESD will continue to strengthen relationships among students, families, staff, and the community while maintaining safe, welcoming, and engaging learning environments that support the academic, social-emotional, and behavioral success of all students.|Met||2026-06-12|2026
30664800000000|Cypress Elementary|6|"Cypress School District conducts an annual school climate survey to gather feedback from students on their perceptions of safety, belonging, and overall well-being. Results from the 2025–26 survey are outlined in the ""Criteria"" section below and continue to inform site- and district-level actions. All school sites continue implementing a social-emotional learning curriculum to support a safe and supportive learning environment. The district has also expanded access to counseling services and integrated growth mindset practices across all campuses to promote resilience, connection, and student success."|The annual school climate survey provides valuable insight into the district's strengths, areas for growth, challenges, and barriers related to school culture and student experience. Results from this year's survey reflect strong levels of student engagement, connection, and perceived safety. A majority of students reported agreement or strong agreement with key indicators of positive school climate, including:  -Clear understanding of school expectations -Awareness of rewards and consequences -A sense of belonging and connection to the school community -Perception of school as a positive learning environment -Awareness of opportunities for family involvement -Trust in school staff -Knowledge of available adult support -Feeling safe at school  These results point to strong relationships and a safe, inclusive learning environment across the district. The district saw increases in student responses related to engagement showed high levels of satisfaction with growth from the prior year. One area for continued focus is only 74.4% of students indicated that school staff take the time to learn about their families' strengths, cultures, languages, and goals. This presents an opportunity to deepen cultural responsiveness and strengthen partnerships with families to further improve student outcomes.|Survey findings indicate that Cypress School District schools are excelling in student engagement, relationship-building, and campus safety. High levels of agreement among student responses reflect the district's success in creating supportive and inclusive learning environments. While these results are strong, the district continues to focus on ensuring all students feel connected, valued, and secure. To build on these outcomes, the district is implementing the following initiatives:  -Continued integration of a comprehensive social-emotional learning curriculum -Expanded opportunities for family engagement through inclusive events -Celebration of student diversity and cultural heritage -Strengthened communication with families through multiple channels -Student recognition programs to affirm positive behavior and contributions  These efforts support a safe, connected, and respectful school climate for every learner.|Met|Engagement At least 78% of students responded that they agree /strongly agree with statements that the district uses to determine student engagement and connectedness: 97.9% know the school expectations (rules) 78.0% believe the consequences are fair 93.7% know the rewards and consequences 89.4% feel they are recognized for positive behavior 92.2% believe the learning environment is positive at the school  Relationships and Connectedness At least 74% of students responded that they agree/strongly agree with statements that the district uses to determine student perceptions of relationships between the district and families. 81.6% The school staff works to develop trusting relationships with families 85.6% I feel connected to my school community 87.4% The school creates a welcoming environment 87.6% There are a variety of family involvement opportunities at my school 88.1% have a least one adult they are comfortable talking to about problems or asking for help 74.4% The school staff learn about family strengths, cultures, languages, and goals for their children  Safety At least 90% of students responded that they agree/strongly agree with statements that the district uses to determine student perceptions of safety and cleanliness. 97.3% If an emergency happens at school, students know what to do 89.6% The school is safe|2026-06-18|2026
30664980000000|Fountain Valley Elementary|6|Fountain Valley School District utilized multiple metrics to evaluate positive school climate and culture in each of the 10 campuses. The California 2025 Dashboard reports School Climate High with a green dashboard rating and Chronic Attendance rates continuing to improve over the past three years at 7% which is an almost pre-pandemic rate of 4%. Heathy Kids survey reports positive results of students feeling welcome and safe at school as also reinforced by a 96% overall attendance rates continuing for the 2025-26 school year. The Parent Feedback survey reports over 90% of parents in strong agreement of a welcomed feeling when entering campus.|Fountain Valley continues to focus on the importance of positive school/home connections. Students surveyed reported main reasons for attending school is the bond with friends, the healthy foods offered, and strong bonds with teachers. Student surveys include statements of a positive, inclusive and supportive culture where students feel they belong.|Fountain Valley School District continues to focus on the well-being of the whole child with physical safety, behavioral supports and social-emotional tools for student to build and sustain positive relationships with friends, teachers and community.|Met||2026-06-18|2026
30665060000000|Fullerton Elementary|6|The Fullerton School District partners with WestEd, a California nonprofit organization that provides education research and evaluation services, to administer the annual LCAP survey to students in grades 4–8 and all FSD families. The survey gathers feedback from educational partners on school conditions and climate using a four-point rating scale, with a district target of an average score of 3.0 or higher in each area.  The student survey includes questions in three domains: academic rigor, connectedness, and safety. Academic rigor measures students' perceptions of engaging and meaningful learning experiences, connectedness measures students' sense of belonging and relationships with caring adults, and safety measures students' perceptions of physical and emotional safety at school. The family survey also gathers feedback in the areas of academic rigor, connectedness, and safety. For the 2025–26 school year, student survey results averaged 3.00 for academic rigor, 2.87 for connectedness, and 3.02 for safety. Family survey results averaged 3.38 for academic rigor, 3.42 for connectedness, and 3.39 for safety.|"Analysis of the survey results identified several areas of strength. Student perceptions of academic rigor (3.00) and safety (3.02) met or exceeded the district target of 3.0, while family survey results exceeded the target in all three areas, with ratings of 3.38 for academic rigor, 3.42 for connectedness, and 3.39 for safety. Compared to the 2023–24 survey results, both student and family ratings improved across all three domains. Student academic rigor increased from 2.88 to 3.00, connectedness from 2.75 to 2.87, and safety from 2.86 to 3.02. Family ratings also improved, with academic rigor increasing from 3.30 to 3.38, connectedness from 3.35 to 3.42, and safety from 3.24 to 3.39.  Analysis of individual survey items also highlighted areas of progress and opportunities for continued growth. The student survey item showing the greatest improvement was, ""At school, I feel comfortable sharing my thoughts, opinions, and feelings with other students,"" indicating positive progress in fostering an inclusive and supportive learning environment. Family responses also showed notable growth in the item, ""I have opportunities to help plan family engagement activities at my school,"" reflecting increased opportunities for meaningful family involvement.  While the results reflect positive progress overall, student connectedness (2.87) remains slightly below the district target of 3.0. In addition, the student survey item showing the greatest decline was, ""I enjoy coming to school."" Although this item remains positive overall, the decline suggests an opportunity to continue strengthening student engagement, school connectedness, and students' overall sense of belonging."|Based on the analysis of the LCAP survey results, Fullerton School District will continue to prioritize efforts that strengthen student connectedness while maintaining positive outcomes in academic rigor and school safety. Although student connectedness has improved over time, it remains slightly below the district target of 3.0, indicating an opportunity to further strengthen students' sense of belonging and engagement in school.  To better understand the factors influencing student connectedness, the District will continue to gather qualitative feedback through focus groups, including the Superintendent's Student Advisory Committee, to gain additional insight into students' experiences. Schools will continue implementing strategies that promote positive school climates through Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), social-emotional learning, and schoolwide community-building activities designed to strengthen relationships among students and staff.  The District will also continue to monitor students who are chronically absent and those experiencing academic challenges to ensure they receive timely and appropriate supports. Site administrators will continue to review student data during management meetings to monitor progress and identify students in need of additional intervention. Survey results and other local data sources will continue to inform district and site decisions, helping to refine LCAP actions and ensure continuous improvement in creating safe, engaging, and supportive learning environments for all students.|Met||2026-06-22|2026
30665140000000|Fullerton Joint Union High|6|The District utilizes multiple measures to assess school climate, including the annual LCAP survey and educational partner focus groups. These measures provide input from students, staff, and families related to school safety, connectedness, access to supports, relationships with adults, and overall sense of belonging.  Overall, survey and focus group data indicate that the District continues to maintain a positive school climate. Students, staff, and families generally report that schools are welcoming environments where students have access to caring adults, academic supports, extracurricular opportunities, and social-emotional resources. Student climate survey results continue to reflect strong perceptions of safety and connectedness, with 97.9% of students indicating that they feel welcome at school, 93% reporting that they feel physically safe, 90% indicating that they know how to report bullying, 90% reporting that they have a trusted adult on campus, and 88% indicating that they know where to find mental health support.  Educational partner input also identified several strengths. Students and parents reported that school staff are kind, helpful, and supportive. Families and students noted that there are many extracurricular activities available, as well as parent events that help families remain connected to school communities. Programs such as Link Crew, Summer Bridge, and school tours were identified as helpful in building belonging and reducing the anxiety students may experience when transitioning into high school.  At the same time, local data and educational partner feedback identify areas for continued improvement. Some students, especially freshmen, reported that they may feel hesitant or “too scared” to ask adults for help, even when supports are available. Students also reported that mental health supports, including WellSpaces, should be more visible, easier to access, and communicated more consistently. Parents expressed a need for improved communication from schools, including clearer information during emergencies, easier-to-navigate newsletters, and more timely outreach when concerns arise.  The District will continue to strengthen school climate by improving proactive adult outreach, especially for 9th and 10th grade students; expanding communication about available academic, mental health, and social-emotional supports; and continuing programs that build student belonging and connection. The District will also continue to focus on consistent implementation of schoolwide expectations, trauma-informed and de-escalation practices, student safety procedures, and supports that help all students feel safe, connected, respected, and ready to learn.|The District has worked to implement spaces for students and increase opportunities for student connections. They have adopted a new 5 Star system that will help sites track student engagement. Additionally,  the district will continue to implemented annual and ongoing training for all staff on the prevention of sexual harassment, their responsibilities in reporting suspected child abuse reporting, and in the identification and prevention of discrimination. - 44% of students indicated that they were involved in a sport - 31% indicated that they were involved in a VAPA program - 52% indicated that they were involved in a Club or Extra Curricular Activity *Duplicated student counts  Significant barriers indicated:   - 21% No time due to personal responsibilities - 23% not interested in what schools are offering.  2024/25 Summary Data - 2,683 Wellspace visits  - 189 Classroom presentations - 362 Group Sessions - 60 Wellness Campaigns  Discipline: Dropped 38%|The District has 7 mental health specialists, with a Coordinator hired on for the 2025/26 school year. There is always room for growth in helping students to be more mentally/emotionally safe and resilient at school. This campaign will not only continue, but expand to LV/LS as we look at increased services to support our most at-promise students. This increase in staff is in addition to the 21 school psychologists supporting students across the District.   Schools will work with students and staff to address the two most identified barriers to student participation: interest and time after school.|Met||2026-06-09|2026
30665220000000|Garden Grove Unified|6|Building a positive school climate is necessary for school success. GGUSD administers the Strategic Plan Survey annually to all students in grades 3-12, and the California Healthy Kids Survey (CHKS) biennially to students in grades 6, 7, 9, and 11.  Both surveys measure perceptions of school safety and connectedness.  The data below is from spring 2025-26 Strategic Plan Survey administration and spring 2024-25 CHKS administration (grades 6, 7, 9 and 11 every other year). The Strategic Plan Survey contains similar items to CHKS, and collects responses from a much larger sample size, from over 24,000 students in grades three through twelve. The Strategic Plan Survey contains items that measure “school safety and connectedness,” which include the following districtwide results for 2025-26:  I feel safe at school. (93% agree/neutral) I do not feel bullied at school. (90% agree/neutral) Students are proud to attend their school. (93% agree/neutral) Students feel like they are part of the school. (91% agree/neutral) Latino Subgroup I feel safe at school. (92% agree/neutral) I do not feel bullied at school. (89% agree/neutral) Students are proud to attend their school. (93% agree/neutral) Students feel a part of their school. (90% agree/neutral) Asian Subgroup I feel safe at school. (93% agree/neutral) I do not feel bullied at school. (91% agree/neutral) Students are proud to attend their school. (94% agree/neutral) Students feel a part of the school. (92% agree/neutral) White Subgroup I feel safe at school. (93% agree/neutral) I do not feel bullied at school. (90% agree/neutral) Students are proud to attend their school. (92% agree/neutral) Students feel a part of the school. (89% agree/neutral) Socio-Economically Disadvantaged (SED) Subgroup I feel safe at school. (90% agree/neutral) I do not feel bullied at school. (89% agree/neutral) Students are proud to attend their school. (93% agree/neutral) Students feel a part of the school. (90% agree/neutral) Results from the 2024-25 CHKS display similar results to the Strategic Plan Survey in regard to school safety and connectedness.  95% of students in grade 6, 87% in grade 7, 90% in grade 9 and 91% in grade 11 report feeling very safe/safe at school or neutral about the question. This results in an overall average of 91% of students reporting feeling very safe/safe at school. 94% of students in grade 6 reported feeling like a part of their school. 94% of students in grade 7, 95% in grade 9 and 95% in grade 11 reported feeling like a part of their school.  This results in an overall average of 95% of students reporting feeling like a part of their school.|Questions addressing school safety received high ratings by all students and by students in each significant subgroup.  The question addressing school connectedness, students feel part of the school, was rated lower by students in the Latino, White and SED subgroups.   GGUSD continues to expand its mental health support team to ensure the socio-emotional needs of all students are being met. Reallocation of school-based mental health support time and School Community Liaison time based on enrollment and targeted subgroup sizes will be implemented to provide more equitable allocation of resources for students and families.|GGUSD has implemented numerous programs and initiatives to increase overall school safety and improve school climate.  Every school offers a schoolwide anonymous tip line, STOPit, to report bullying or other mental health concerns.  Programs and professional development to support student safety and student mental health/counseling include Restorative Practices, Positive Behavioral Interventions and Support (PBIS), school-based counseling, social worker support and outreach staff at the five GGUSD Family Resource Centers located in each Board Trustee Area.|Met||2026-06-16|2026
30665300000000|Huntington Beach City Elementary|6|"On the 205-2026 California Healthy Schools  Survey of 5th and 7th graders, the following data emerged:  Feel Safe at School- Percent of students who feel safe at school: 5th graders: 85% Asian/Asian Am: 87% Hispanic/Lainx: 83% White: 88% Mixed (2+ ethinicities): 85% Something else: 75%  7th graders: 65% Asian/Asian Am: 69% Hispanic/Lainx: 66% White: 65% Mixed (2+ ethinicities): 63% Something else: 58%  School Connectedness - Percent of students who reported ""Yes, most of the time"" or ""Yes, all of the time"" across suvey questions that comprise the scale (i.e. feel close to people at/from the school, happy to be at/with the school, feel part of the school, treat students fairly)  5th graders: 79% Asian/Asian Am: 78% Hispanic/Lainx: 77% White: 80% Mixed (2+ ethinicities): 81% Something else: 69%   7th graders: 66% Asian/Asian Am: 66% Hispanic/Lainx: 66% White: 69% Mixed (2+ ethinicities): 62% Something else: 65%"|Areas of strength include feelings of safety and connectedness at the elementary level. In the most recent CHKS survey, middle school students increased their sense of safety and school connectedness.  Students who identify as mixed or some other ethnicity are perceived less safe and less connected when compared to their peers. An area of needed improvement continues to be at the middle school level, despite their increase when compared to the previous school year.  When compared to elementary students, middle school students feel less safe and less connected by 20% and 13% respectively.  Again, students who identify as mixed or some other ethnicity are lower in feelings of safety and connectedness when compared to their peers.|In 2026-2027, districtwide focus will be on support for developing a positive school climate which is reflected in the Local Control Accountability Plan (LCAP) and in the strategic plan. The actions contained in the LCAP will support this area of focus. This includes conducting a root-cause analysis of student behaviors and teacher and student perception.|Met||2026-06-16|2026
30665300134221|Kinetic Academy|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from spring 2026 CHKS administrations. The data includes the percentage of students who AGREE/STRONGLY AGREE to questions related to feeling connected to school, feeling safe at school, and feeling connected to caring adults at school.  Participation Rate:  Grades 4-5: 86% Grades 6-8: 92%  School Connectedness: Grades 4-5: 77% Grades 6-8: 81%  Caring Adult Relationships: Grades 4-5: 84% Grades 6-8: 78%  Feels Safe at School: Grades 4-5: 88% Grades 6-8: 90%|The responses indicate that students feel safe, connected to staff, and motivated. Kinetic strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in social-emotional learning and restorative practices. LCAP goals include support for meeting the social and emotional needs of students.  Traditionally, Kinetic has encountered lower survey participation of elementary students due to parents not consenting to their student's participation. Over the last two years, participation rates increased by 25% with elementary students. Kinetic sent out consent forms and communicated the importance of the survey at the beginning of the school year which helped increase participation. Kinetic feels it is important for all kids to participate and have a voice in reflecting on the school climate.|Kinetic will implement a school-wide social-emotional learning (SEL) curriculum to build confidence and efficacy in students. SEL lessons will incorporate class community discussion circles to further build school connectedness. Kinetic staff received training on restorative practices during the 24-25 and 25-26 school years. We will continue to grow our implementation of restorative practice across all grades.|Met||2026-06-11|2026
30665480000000|Huntington Beach Union High|6|Huntington Beach Union High School District (HBUHSD) is committed to providing a safe and supportive environment that promotes engagement and school connectedness. The Annual Survey of parents, students, and staff was administered in February 2026, which collected information on perceptions of school safety and connectedness.  The online survey was available in English, Spanish, and Vietnamese.  A favorable response would be a rating of ‘agree’ or ‘strongly agree.’  The percent of respondents indicating a favorable response to the survey item is shown below.  ?	Students feel safe at their school.  o	90% Students  o	90% Parents  o	91% Staff  ?	Students are happy to be at their school.  o	82% Students  o	89% Parents  ?	Teachers care about students and their learning.  o	85% Students  ?	The learning environment at the school is positive and supportive.  o	87% Parents  o	88% Students ?	Students feel connected to their school.   o	74% Students  ?	The school is supportive of student wellness and has programs that address social-emotional needs.  o	95% Staff  ?	The school offers effective programs to address student social-emotional needs. o	86% Students ?	Students have sufficient opportunities to engage in school programs/activities.  o	92% Students  o	88% Parents  o	97% Staff  The most recent published data from the California Healthy Kids Survey (CHKS) is from the 2025-26 administration.  This survey also measures student perceptions around school safety and connectedness. A favorable response would be a rating of ‘agree’ or ‘strongly agree.’  The percent of respondents indicating a favorable response to the survey item is shown below.  Results are being reported as part of the Local Indicators per California Education Code 52052.   School Connectedness Race/Ethnicity	Grade 9	Grade 11 American Indian or Alaska Native	--	-- Asian or Asian American	64%	+7% Black or African American	41%	-19% Hispanic or Latinx	60%	+7% White	67%	+4% Mixed (two or more) ethnics	65%	+3% Something else	49%	-9% All Students	63%	+5%  School perceived as safe or very safe Race/Ethnicity	Grade 9	Grade 11 Asian or Asian American	74%	+9% Black or African American	57%	-8% Hispanic or Latinx	67%	+6% White	78%	+7% Mixed (two or more) ethnics	67%	+4% Something else	57%	-9% All Students	72%	+7% (-- indicated data was suppressed if there were less than 10 respondents.)|Analysis of local data identified school safety and school connectedness as areas of strength. Improvements in perceptions related to both constructs were observed in the annual LCAP Survey and the California Healthy Kids Survey (CHKS). Nearly all student groups reviewed in the CHKS demonstrated improved results compared to the previous administration, indicating positive progress in creating safe, supportive, and connected school environments. At the same time, educational partner input and local data continue to highlight the importance of social-emotional and wellness supports, particularly for students who may have limited access to services outside of school. Identified needs include continued emphasis on social-emotional learning, relationship-building, community-building activities, and access to mental health and wellness services. The district remains committed to promoting student safety, well-being, and school connectedness through equitable access to programs, services, and resources. Each high school maintains wellness spaces, provides access to a variety of support services, and promotes anonymous reporting systems to address school safety concerns and ensure students have multiple avenues for seeking help.|The results of the annual survey were analyzed and incorporated into the 2026–27 LCAP development process. Survey data were also disaggregated and shared with school sites to support local continuous improvement efforts and inform site-level planning. Findings related to school safety, student connectedness, wellness, attendance, family engagement, and access to supports were reviewed with educational partners throughout the LCAP development process. Based on these findings, the district will continue to strengthen and align actions that support student well-being, engagement, and success. The district’s Multi-Tiered System of Support (MTSS) framework will serve as the foundation for coordinating academic, behavioral, and social-emotional supports, including intervention and wellness services. Attendance and student engagement will remain areas of focus, supported through school-based teams, professional learning, and strategies designed to increase student connectedness and participation in school.  The district will also continue to expand family engagement, communication, and outreach efforts by reducing barriers to participation, increasing awareness of available programs and services, and strengthening partnerships with families. In response to identified needs related to student wellness, academic planning, and postsecondary readiness, the district will continue developing and implementing a comprehensive school counseling program aligned to professional standards. This work will strengthen access to academic, college and career, and social-emotional supports while helping students and families better understand available pathways, resources, and opportunities. Additional actions support equitable access to extended learning opportunities and targeted services for English learners, students with disabilities, homeless youth, foster youth, and other student groups identified through local data. These efforts reflect the district’s commitment to continuous improvement and ensuring all students have access to the resources and support necessary for success.|Met||2026-06-30|2026
30665550000000|Laguna Beach Unified|6|The LBUSD annual community partner survey, administered and analyzed through Qualtrics Research, provides valuable insights into the perceptions of students, staff, parents/guardians, and community members across four key priority areas aligned to District areas of focus. Through the collection of input designed to capture the Laguna Beach Unified student, staff, and family experience, District LCAP committee members are able to develop and refine meaningful goals and actions aligned to District priorities. The annual survey includes questions related to state and local priorities, including:  -Academic growth -Social-emotional strength, connectedness, and student agency -School climate and safety -Community partner engagement  In spring 2026, 1,879 respondents participated in the annual survey. Survey participants included 1,070 LBUSD students in grades 5–12, 469 parents/guardians, 233 District staff members, and 107 community members.  The survey provides disaggregated perception data across stakeholder groups, allowing the District to analyze trends in student experience, family engagement, and school climate. Results indicate generally positive perceptions across all groups, with particularly strong responses related to student connectedness, staff support, and access to services. Variations across stakeholder groups are evident in areas such as college and career readiness, personalized relationships, and awareness of engagement opportunities, which inform areas for continued focus.|Analysis of local climate survey data indicates that Laguna Beach Unified School District (LBUSD) maintains strong overall perceptions of school climate, relationships, and access to supports, while also identifying targeted areas for continued growth. Across stakeholder groups, high levels of trust and connection are evident. In 2026, 88% of students report having at least one supportive adult at school, and 83% of students and 90% of parents report that staff care about students. Additionally, 88% of parents report that staff are committed to helping students succeed, reflecting a strong and stable foundation of positive relationships.  Academic engagement is also a strength. In 2026, 82% of students report participation in challenging learning activities and 84% report engaging in relevant learning. Parent perceptions are similarly strong, with 86% indicating their child participates in challenging learning and 89% in engaging learning opportunities. Additionally, 86% of students and 83% of parents report access to effective academic supports. While these data reflect positive perceptions, student responses related to college and career readiness remain more moderate (63% college readiness; 59% career readiness), indicating an opportunity to strengthen real-world learning connections and postsecondary preparation.  Data related to social-emotional connectedness highlight both strengths and areas for growth. While 88% of students report access to a supportive adult,  66% of students and 79% of parents report that staff take time to get to know students’ strengths and interests. This indicates a need to deepen personalized relationships and ensure all students feel known and valued. Access to social-emotional supports remains high, with 88% of students and 86% of parents reporting availability of services.  School climate and safety perceptions remain highly positive, with only 2% of students reporting that they do not feel safe at school. Bullying data indicate that 61% of students report no experience with direct bullying and 81% report no experience with cyberbullying. Variation in student comfort reporting bullying further highlights an area for continued focus.  Family and community engagement data reflect strong participation and satisfaction. In 2026, 86% of parents report feeling welcome at their child’s school, 90% report opportunities to participate, and 89% report satisfaction with school communication (74% classroom-level). At the same time, variation in awareness and participation across groups indicates a need to expand outreach and ensure more equitable access to engagement opportunities.  Overall, LBUSD’s data reflect a strong foundation of positive relationships and engagement, with key areas for growth focused on deepening personalized connections, strengthening college and career readiness, addressing bullying and reporting, and expanding inclusive engagement practices.|Analysis of 2026 local climate survey data indicates that LBUSD will continue to refine and elevate existing actions within the LCAP to address identified areas of need while building on strong foundational practices.  In the area of Academic Growth, data indicate consistently positive perceptions of engagement and access to academic supports; however, student perceptions of college and career readiness remain more moderate. In response, LBUSD will strengthen actions within Goal 1 by expanding opportunities for career awareness and real-world learning. These include increased access to career exploration activities, integration of real-world problem-solving and career connections within core instruction, and continued implementation of the LBUSD Learner Profile Framework for the Future to promote student agency, relevance, and rigor in learning experiences.  In the area of Social-Emotional Strength, Connectedness, and Student Agency, data indicate strong levels of student support, with most students reporting connection to a trusted adult. However, survey results also identify a need to further strengthen personalized relationships and ensure students feel known and valued. In response, LBUSD will continue to prioritize relationship-building strategies and refine practices that support staff in understanding individual student strengths, needs, and goals. The District will continue piloting the Student Story to support more personalized engagement and instructional decision-making, and counseling teams will continue to use needs assessment data to inform targeted supports for students.  In the area of School Climate and Safety, perceptions of safety and staff support remain high, while data indicate that a portion of students continue to experience bullying and may not feel fully comfortable reporting incidents. LBUSD will continue to strengthen bullying prevention and response systems through ongoing implementation of digital citizenship education, student education on reporting tools and protocols, and reinforcement of anonymous reporting systems. School teams will continue to provide dedicated opportunities for students to learn about reporting processes, empathy, and positive peer interactions.  In the area of Community Partner Engagement, survey data indicate strong participation and satisfaction with communication, while also identifying a need to expand awareness and engagement across all groups. In response, LBUSD will continue to refine communication systems and expand outreach strategies to ensure equitable access to information and opportunities for involvement. Actions within Goal 3 will include continued expansion of parent education opportunities aligned to family interests, as well as increased outreach to underrepresented families to strengthen participation in advisory groups, surveys, and engagement activities.  Through these targeted refinements/implementation of LCAP actions, LBUSD will ensure continuous improvements|Met||2026-06-08|2026
30665630000000|La Habra City Elementary|6|LHCSD strives to ensure that all students will feel that school is a safe, inclusive, and supportive environment with strong adult relationships and a sense of belonging, especially for students who are foster youth, experiencing homelessness, and/or low-income. LHCSD opted to utilize a student engagement survey given to all students in grades 6-8 (Spring 2026) to measure the school climate through the lens of students.  Additionally, all students in Grades 5 and 7 were given the California Healthy Kids Survey.|Areas of Strength- 88% of students responded that they almost always/always feel safe at school. 93% of students strongly agree/agree that they feel comfortable using educational technology. 78% of students reported being highly engaged/engaged at school (6th grade 82%, 7th grade 88%, 8th grade 69%). 86% of students almost always/always feel supported by their teachers.   Areas of Need- 61% of students see how what they're learning relates to the outside world (6th grade 61%, 7th grade 63%, 8th grade 48%). 74% of students feel respected at school (6th grade 71%, 7th grade, 74% 8th grade 74%).|In response to the information received, LHCSD has increased support for students in the form of school counselors at each school site and ongoing SEL lessons provided by classroom teachers. LHCSD will continue to provide a robust support team for students in SEL-based areas and utilize innovative ways to positively impact the overall school experience for all students.|Met||2026-06-25|2026
30665890000000|Magnolia Elementary|6|Magnolia Elementary School District administers an annual school climate survey to students in grades 4-6. A total of 1,362 students participated. January 2026 administration of the survey yielded the following findings from the student survey: •98% of students report their school has safe buildings and safe places to play. •97% of students report their school has areas that meet their needs (classroom, library, playground, cafeteria) •97% of students report school staff members are friendly and helpful. •98% of students report their teacher, or another adult helps them when they don't understand something in class. •90% of students report they feel comfortable going to a staff member at school when they have a problem. •82% of students report that if they feel sad or worried, they know who to go to for help. •98% of students report it is very important for them to attend school every day. •93% of students report that students in the school are kind to each other. •84% of students report they like to come to school. Student Climate Survey Difference from Baseline: Percent of students who reported their school has safe buildings and safe places to play - Declined 1.0% Percent of students who reported their school has areas that meet their needs (classroom, library, playground, cafeteria) - Maintained 0.0% change. Percent of students who reported school staff members are friendly and helpful. - Increased 2.0% Percent of students who reported their teacher, or another adult helps them when they don't understand something in class. - Declined 1.0% Percent of students who reported they feel comfortable going to a staff member at school when they have a problem.- Increased 8.0% Percent of students who reported that if they feel sad or worried, they know who to go to for help at school.-Decreased 5.0% Percent of students who reported it is very important for them to attend school every day. - Maintained 0.0% change. Percent of students who reported that students in the school are kind to each other.- Increased 4.0% Percent of students who reported they like to come to school. - Declined 3.0%|While these findings reflect positive attitudes among students related to school, they also reveal an ongoing need to strengthen our Multi-Tiered System of Support (MTSS), as well as cultivating social emotional competencies and student skills in the area of collaboration, problem solving, and conflict management. Magnolia School District has adopted the Second Step Social-Emotional Learning program and Calm Classroom Mindfulness program for implementation in all District schools at all grade levels. A district-wide “Kindness” initiative will also serve to further strengthen this area. A District Intervention Process Task Force piloted a new platform called Educlimber that integrates student academic and behavioral data that will assist the District in strengthening and enhancing service delivery and progress monitoring for both academic and behavioral supports. Assessments and resources for providing more intensive interventions to support students with behavior needs are also being developed.|Overall, the social-emotional needs of students continued as a priority based on the successful implementation of Goal 1 and Actions 1-12. All Actions 1-12 were implemented as planned. Families continue to support the training for office staff in the area of customer service skills to better understand the needs of families. For the 2025-26 school year, the training for office staff took place and was offered by our Keenan Safe Schools training modules which was at no cost to the District. We continued to see an increase in the need for social-emotional support for our students and families. This is reflective in the increase of Goal 1 Action 9 estimated actual expenditure for the 2025-26 school year. Additional Behavior Interventionists were needed to support school sites with the increased challenging behaviors. The support for families was also increased at the school level to support families with resources and educational opportunities as reflected in the estimated actual expenditure in Goal 1 Action 5. During the 2025-26 school year, Year 2 in the implementation of the Social, Academic, and Emotional Behavior Risk Screener (SAEBRS) was successful. The results of the SAEBRS screener provided insight on how to enhance Universal Supports (Tier I) in social and emotional supports for all students and reinforced the need for Goal 1 and all Actions 1-12. In addition, Social Workers and counseling services were implemented and utilized to support the increase in referrals. Parent Involvement Liaisons continued to be implemented and continue to be a great support to help and support all families with various needs and services. The increased 2.5 works hours for Parent Involvement Liaison continue to be a need for students and their families and the implementation of this action provided support to students and families before and after school. Parent workshops and academies were successful and well attended and we saw an increase in participation. Families continued to want more support in helping their children through social-emotional topics such as aggression, depression, lack of motivation, discipline. In addition, English learner parents requested more support with enhancing their English language. For the 2025-26 school year, the District partnered with a new organization, Parent Education Bridge, that offered three levels of interactive, stimulating, and innovative instruction designed to help parents develop the language skills needed to communicated more effectively with school personnel and their children. Level 1 included Language Development Fundamentals; Level 2 included Conversational English for English Learners; and Level 3 included English Language Structure. Our mental health staff were successfully utilized in many ways to support the increase need in assisting staff with strategies to support students with challenging behaviors.|Met||2026-06-25|2026
30665970000000|Newport-Mesa Unified|6|School Safety: Perceived safety is an indicator that districts/schools are required to monitor as part of their LCAP school climate priority. The percentage of students reporting feeling safe at school all or some of the time was 85% in grade 5, 67% in grade 7, 74% in grade 9, and 78% in grade 11 (gains of 4, 8, 4, and 3 percentage points, respectively, over 2024-25).  School Connectedness: Research shows that school connectedness is associated with multiple positive academic, social-emotional, and health outcomes. It also shows that youth who feel safe at school, experience caring adults, and have opportunities for engagement and other developmental supports are more likely to feel connected to the school. 76% of grade 5 students, 64% of grade 7, 66% of grade 9, and 67% of grade 11 reported feeling connected to their school all or some of the time, continuing an upward trend from the prior two years.  Caring Adults: 72% of grade 5 students, 64% of grade 7, 62% of grade 9, and 69% of grade 11 reported having caring adults at school. Grade 7 showed the largest gain (+9 points), while grades 5 and 11 saw slight declines (-1 point each).  High Expectations: Research shows that when schools (or families or communities) provide three developmental supports (caring adult relationships, high expectations, and opportunities for meaningful participation) students are more likely to report more positive academic, social-emotional, and health outcomes, including higher grades, school connectedness, attendance, and perceived safety. 86% of grade 5 students, 77% of grade 7, 76% of grade 9, and 76% of grade 11 reported that staff hold high expectations for them, consistent with strong results in prior years.  Overall, NMUSD's 2025-26 climate data show continued improvement in most areas, particularly school safety and connectedness, with caring adults and high expectations remaining relatively stable.|School Safety: Perceived safety, both physical and psychological, is a required LCAP school climate monitoring area. Consistent gains across all grade levels in 2025-26 suggest district safety and anti-bullying efforts are positively impacting students' sense of security at school.  School Connectedness: Connectedness is associated with positive academic, social-emotional, and health outcomes. While connectedness still declines from elementary to middle school, the gap has narrowed compared to prior years, and grades 7 through 11 all showed gains in 2025-26.  Caring Adults: The pattern of decline from elementary to secondary persists, consistent with the shift from a single primary teacher to multiple subject-area teachers. Grade 7's notable increase (+9 percentage points) is an area of strength, while the slight dips in grades 5 and 11 warrant continued attention.  High Expectations: Results remain strong across all grade levels, indicating most students perceive a schoolwide culture of high achievement expectations. Consistency across three years of data suggests this is a strength for the district.  Overall, the 2025-26 results point to strengthening safety and connectedness as areas of momentum, with caring adult relationships in the secondary grades as a continued area of focus.|NMUSD will continue to prioritize student wellness, safety, and belonging across all grade levels and sites in 2026-27. The district will maintain its focus on strengthening caring adult relationships and connectedness in the secondary grades, particularly grade 7. NMUSD will also continue to foster a culture of high expectations for all students by strengthening essential instructional practices and grade-level/course articulation districtwide. CHKS results will continue to inform site-level climate and wellness planning as part of continuous improvement efforts.|Met|NMUSD has administered CHKS annually since 2020-21, with a schoolwide participation goal of 85%. The most recently available results from the 2025-26 school year were presented to the local Board of Education and the public on June 23, 2026. In 2025-26, response rates were 68% in grade 5, 91% in grade 7, 86% in grade 9, and 70% in grade 11.|2026-06-23|2026
30666130000000|Ocean View|6|Ocean View School District administers an annual, locally developed Student Climate Survey to students in grades 2 through 8 to measure perceptions of school safety, connectedness, and relationships with peers and adults. This survey serves as a key local indicator aligned to LCAP Goal 3 and is used to monitor progress in creating safe, supportive, and engaging school environments.  Survey results indicate strong overall perceptions of school climate, particularly in the elementary grades. When asked if they feel safe at school, 85% of students in grades 2–3 and 86% of students in grades 4–5 reported feeling safe “most of the time” or “always.” In grades 6–8, 72% of students reported feeling safe, indicating a need for continued focus at the middle school level. Similarly, 88% of students in grades 2–3, 89% in grades 4–5, and 73% in grades 6–8 reported that adults at school care about them.  Additional survey items highlight strengths in promoting positive behavior and inclusive environments. A high percentage of students across grade spans reported that their schools teach kindness and respectful behavior, with 88% of students in grades 2–3, 80.5% in grades 4–5, and 75.7% in grades 6–8 responding positively. Furthermore, 82.1% of students in grades 4–5 and 73.1% of students in grades 6–8 agreed that their school teaches that bullying is not allowed.  Student voice data also reflects areas for continued growth. While 67.82% of students in grades 2–3 reported that students talked to each other in a kind way, this decreases to 58.58% in grades 4–5 when asked if students treat each other with respect, and 45% in grades 6–8. These trends indicate the need to continue strengthening student voice, engagement, and relationships, particularly at the middle school level.  In addition to survey data, the district monitors related indicators such as attendance, chronic absenteeism, and suspension rates, which further informs school climate efforts and aligns with LCAP actions focused on student engagement and well-being.  Overall, the data reflects strong foundational systems supporting positive school climate, with identified areas for continued focus to ensure all students feel safe, connected, and supported across all grade levels.|Analysis of the Student Climate Survey data indicates that Ocean View School District has established strong, positive school environments, particularly in the elementary grades, where students report high levels of safety, connection, and positive relationships with adults. Across grade spans, a clear strength is that students feel cared for by adults and are learning in environments that promote kindness, respect, and appropriate behavior. These findings reflect the district’s continued focus on Positive Behavioral Interventions and Supports (PBIS), Social Emotional Learning (SEL), and restorative practices, which support a positive and inclusive school climate.  At the same time, the data highlights important areas for continued growth, particularly at the middle school level. Students in grades 6–8 report lower levels of feeling safe, connected, and listened to compared to elementary students. These trends suggest a need to further strengthen adult-student relationships, increase opportunities for student voice, and ensure that students feel supported and valued as they transition into and through middle school.  The data also reinforces the importance of continuing to focus on consistent implementation of schoolwide practices across all sites. While overall trends are positive, variability across grade spans indicates a need to ensure that all students, including those in upper grades, experience a safe and supportive environment.  These findings align with other local and state indicators, including attendance and behavior data, and support the district’s continued emphasis on strengthening school climate systems, enhancing student engagement, and providing targeted supports for student groups who may experience lower levels of connectedness.|Ocean View School District will refine school climate practices based on analysis of student climate survey data and related local indicators. In response to identified needs, particularly at the middle school level, the district will strengthen adult-student relationships, expand opportunities for student voice, and increase consistency in the implementation of school climate practices across all sites.  To address these areas, the district will enhance implementation of Positive Behavioral Interventions and Supports (PBIS), Social Emotional Learning (SEL), and restorative practices, with a focus on consistent, schoolwide application. Professional learning will support staff in building positive relationships, fostering inclusive environments, and using proactive strategies that promote student engagement and well-being.  Targeted supports will be prioritized at the middle school level, including expanded access to counseling services, mental health supports, and interventions designed to improve students’ sense of safety, belonging, and connection. District and site leaders will use ongoing data review cycles, including student climate, attendance, and behavior data, to monitor progress and adjust supports as needed.  The district will also strengthen student voice by incorporating student feedback into site and district planning and expanding structured opportunities for students to share their experiences and perspectives.  These actions are aligned with LCAP Goal 3 actions focused on safe and supportive school environments and Goal 2 actions related to student engagement and attendance. Through ongoing reflection and data-informed adjustments, the district will ensure that all students experience a safe, supportive, and inclusive learning environment.|Met||2026-06-23|2026
30666210000000|Orange Unified|6|"The 2026 OUSD School Climate Survey provides a comprehensive summary of perspectives from 3,405 valid student responses across the 5th, 8th, and 12th grades. The report measures 13 scales across five key domains: safety, teaching and learning, relationships, institutional environment, and behavioral health. Overall District-Wide Performance District-wide results for 2026 show relatively high scores in cyberbullying prevention and interpersonal relationships, while highlighting needs in social-civic learning and physical surroundings. Disaggregated Data by Student Group The report provides detailed mean scale scores across various student demographics. Notable variances exist particularly in behavioral health and perceptions of school environment. 1. School Level Elementary students reported the highest scores for Support for Learning (4.15) and School Connectedness (3.99). High school students reported the lowest scores for Social & Civic Learning (2.99) and Physical Surroundings (3.43). 2. Gender Female students reported significantly higher levels of Anxiety & Stress (2.29) and Depression (1.87) compared to their male peers (1.98 and 1.66, respectively). Perceptions of school climate remained largely similar between genders. 3. Vulnerable Student Populations Unhoused Students: Reported lower scores across nearly all climate domains, specifically in Respect for Diversity (3.55) and Norms & Rules (3.50). They also showed higher symptoms of Depression (2.00). Students with Disabilities (SwD): Indicated lower School Connectedness (3.57) and higher Anxiety & Stress (2.33) compared to students without disabilities. English Learners: Scored their schools higher on Physical Surroundings (3.76) and Social & Civic Learning (3.47) than non-English learners. 4. Race and Ethnicity Black or African American students reported the lowest scores for Respect for Diversity (3.26) and Social & Civic Learning (3.02). White and Asian students generally reported higher scores for Social Support - Student to Student (4.21 and 4.23, respectively). Subset Analysis: Relevant School Conditions The survey identifies specific areas of strength and concern regarding physical and emotional conditions: Safety Concerns: Only 31% of students district-wide indicated ""Not at all"" when asked if it is common for students to tease and insult one another. Adult Support: While 54% of students feel they are treated with respect by an adult ""A Great Deal,"" only 38% feel an adult at school takes a ""personal interest"" in them. Physical Environment: Only 17% of students feel their school is a ""very clean place"" to a great deal , and just 16% feel things are fixed immediately when broken. Help-Seeking Behavior: When in need of help, students are most likely to turn to friends (82%) or parents (71%), with teachers (36%) and school counselors (30%) being less frequent sources."|"Based on the 2026 OUSD School Climate Survey data, the district demonstrates significant strengths in peer relationships and digital safety, but faces critical needs regarding student mental health—particularly among female and vulnerable populations—and the physical school environment. Identified Areas of Strength Analysis of the data reveals several areas where students perceive a high level of safety and support Digital Safety and Cyberbullying: This was the highest-rated scale district-wide with a mean score of 4.6 out of 5. Approximately 92% to 94% of students reported ""not at all"" or ""very little"" experience with receiving nasty texts or upsetting phone calls. Peer and Adult Relationships: Students reported strong social support from both peers (4.1) and adults (4.1). Specifically, 82% of students turn to friends for help, and 71% turn to parents. Safety Improvement: Perceptions of Physical, Social, and Emotional Security improved from a mean of 3.77 in 2025 to 3.86 in 2026. Teacher Expectations: A high percentage of students (49%) feel their teachers encourage them ""a great deal"" to work hard so they can be successful. Identified Needs and Challenges The data highlights several areas requiring intervention, particularly concerning the secondary school experience and mental health. Behavioral Health Concerns: While scores improved slightly from 2025, behavioral health remains a concern. Female students reported higher levels of Anxiety & Stress (2.29) compared to males (1.98). Physical Environment: The Physical Surroundings scale was one of the lower-rated domains (3.6). Only 17% of students district-wide feel their school is a ""very clean place"" a great deal , and only 16% feel things are fixed immediately when broken. Social and Civic Learning: This domain received the lowest overall climate score (3.3). High school students specifically reported a very low mean of 2.99 in this area. Secondary School Engagement: There is a notable decline in School Connectedness & Engagement as students move from elementary (3.99) to high school (3.52). Key Learnings from Disaggregated Student Groups The analysis shows significant disparities in school experience based on student group membership. Student Group Identified Needs / Key Learnings Unhoused Students Reported the lowest scores across multiple scales, including Norms & Rules (3.50) and Respect for Diversity (3.55). They also showed higher depression symptoms (2.00). Students with Disabilities Reported lower levels of School Connectedness (3.57) and Social Support - Student to Student (3.94) compared to peers without disabilities. Black or African American Expressed the lowest satisfaction with Respect for Diversity (3.26). Only 44% feel students at their school appreciate those from different backgrounds. English Learners Showed relative strength in Support for Learning (4.03) and Social & Civic Learning (3.47) compared to non-English learners."|"Based on the 2026 Survey results, the district is launching a targeted response to address identified gaps in facilities, student mental health, and inclusive climate: Facilities Investment: In response to low student satisfaction regarding school cleanliness and repair (3.6 mean), the district is investing $40 million to modernize campuses and improve the daily physical environment. MTSS Student Dashboard: To support vulnerable groups—such as unhoused students and those with disabilities who reported lower belonging—a new MTSS Dashboard will provide educators with real-time data to deliver proactive, individualized interventions. Behavior & Inclusion Framework: To improve ""Social and Civic Learning"" (the lowest-rated domain at 3.3), a new Behavior Guidance Website and Handbook has been launched. This framework utilizes Restorative Practices and PBIS to move away from punitive discipline toward a more inclusive school culture. Mental Health Support: To combat the high levels of anxiety and stress reported by female and secondary students, the district is continuing its deep investment in counseling services, ensuring students have direct access to professional emotional support. Below are the next steps and expectations for the individual school site climate survey data: 1. Review and Analyze Climate Survey Data Examine overall results and disaggregate by student groups. Identify 2–3 key strengths and 2–3 priority areas for growth. Look for patterns and trends, and consider how results connect to: Attendance and chronic absenteeism Behavior and suspension data Academic performance 2. Facilitate Staff Collaboration Share results with staff in a structured setting (staff meeting or PLC). Engage staff in reflection using guiding questions: What stands out or surprises you? Where are we seeing gaps between student groups? What might be the root causes? Capture key takeaways and themes. 3. Gather Student and Family Input Provide opportunities for students and families to respond to the data (e.g., student leadership groups, ELAC/SSC, parent forums). Focus on listening and identifying practical, site-specific solutions. 4. Identify Clear Action Steps Based on your analysis, determine 1–3 high-leverage actions to address priority areas. Actions should be: Specific and measurable Aligned to student needs 5. Align to Your SPSA Ensure your identified actions align with your SPSA goals and priorities, particularly around school climate. Be prepared to reference your survey data as evidence of need. 6. Monitor Progress Establish short-term indicators to track implementation (e.g., walkthrough data, student check-ins, behavior trends). Revisit progress regularly with your leadership team and staff. 7. Communicate with Your Community Share key findings and planned actions with your school community. Reinforce that feedback is valued and is directly informing decisions."|Met||2026-06-04|2026
30666216085328|Santiago Charter Middle|6|Santiago continually solicits feedback on the school climate and culture. As an MTSS Initiative, Santiago has a team of educators who focus solely on maintaining a culture of kindness and inclusivity. In the most recent WASC accreditation cycle, the culture and climate of Santiago was noted as one of the upstanding strengths of the school. In addition to feedback provided for WASC, Schools to Watch and other surveys, Santiago employs an annual Culture/Climate Survey through the University of Michigan and OCDE. This survey provides specific information on the student/parent feedback regarding Santiago's Culture/Climate. In addition to WASC-provided feedback, Santiago utilizes data from the LCAP Survey to support areas of growth and strengths within the Culture/Climate priority. The data is disaggregated by the MTSS team and a plan is put into place to address growth areas on a regular basis.|"Through a variety of surveys and modes of feedback, Santiago attains the following information that helps to drive future direction of the school. The following information was gathered from the most recent WASC, LCAP and Culture/Climate Survey provided to students/parents in the 2025-2026 school year: - 98.4% students/parents believe Santiago provides a good education - 94.3% students/parents say ""I (my child) look(s) forward to going to school each day"" - 97.6% students/parents feel safe at Santiago - 97.6% students/parents are confident that the staff and administration of Santiago puts the needs of the students first - 96.2% students/parents attest that there is a trusted adult they/their student can go to if needed - 91% of students/parents say they have heard of fights/drug use in middle school, but not at Santiago"|Santiago's open-door policy, in conjunction with surveys and solicited feedback, provides multiple opportunities for families and stakeholders to provide feedback. The administrative team, along with staff, addresses all feedback and continually implements needed changes.  Our focuses for the 2026-2027 school year include: - Continued focus on supervision - Continued focus on safety protocols - Continued focus on building relationships with students and employing restorative justice practices/ MTSS|Met||2026-05-20|2026
30666216094874|El Rancho Charter|6|El Rancho actively seeks stakeholder input through the annual LCAP survey, with participation from parents, staff, and students. Feedback reflects strong engagement across grade levels, with the majority of respondents representing 7th-grade families. Overall, survey results indicate high levels of satisfaction across the areas of Conditions of Learning, Implementation of Academic Standards, Family Engagement, and School Climate. Families and staff reported that instructional materials in English Language Arts, mathematics, and science meet the needs of all students, with nearly all respondents indicating agreement or somewhat agreement across all content areas. Additionally, all respondents agreed or somewhat agreed that interventions and supports are available for students who may be at risk of falling behind.  Stakeholders also reported strong opportunities for student engagement beyond the classroom. Programs such as sports, Homework Club, ASB/activities, STEAM opportunities, and VAPA programs reflect a wide range of offerings that support student interests and involvement.  Communication continues to be a strength of the school. All respondents identified the weekly newsletter as a preferred method of communication, followed closely by email. Additionally, nearly all respondents agreed that the school communicates effectively with families regarding events, academics, and student progress. Family engagement remains high, with the vast majority indicating they feel encouraged to participate in school events such as Back-to-School Night, Open House, and other activities.  School climate data also reflects positive perceptions. All respondents agreed or somewhat agreed that El Rancho promotes a caring and friendly environment, works with students to help them do their best, and maintains a campus that is clean, safe, and in good condition. Technology integration was also viewed positively, with most respondents indicating that students prefer using technology as a learning resource and that teachers effectively incorporate technology into instruction.  These results demonstrate strong overall satisfaction with school programs, communication, and climate. El Rancho will continue to build on these strengths while using stakeholder feedback to guide ongoing improvement efforts, with a continued focus on student engagement, academic support, and meaningful connections between school and home.|Students were encouraged to participate in the LCAP survey and trimester student surveys, with a focus on strengthening school connectedness. While all three surveys were reviewed, the school placed particular emphasis on the two student surveys to better understand student experience.  Results indicate an increase from Trimester 1 to Trimester 2 in the number of students who feel connected to both peers and staff. To support this growth, teachers began the year with activities and surveys designed to learn about students’ interests and promote relationship-building within the classroom.  Additionally, the school continued implementation of the “invisible teacher mentor” initiative, pairing students who did not initially identify a connection with a trusted adult. This effort has proven to be an effective strategy for strengthening student-staff relationships.  Students were also given opportunities to provide feedback, including written comments, regarding school climate and campus conditions. Staff reviewed this input to identify trends and inform ongoing improvements. Overall, survey results reflect a strong sense of belonging among students and a positive perception of the school as safe, clean, and supportive.|Based on analysis of local survey data and key findings, El Rancho has made targeted refinements to strengthen student connectedness, school climate, and stakeholder engagement. The school increased its focus on student survey data to better understand student experiences and guide decision-making. As a result, practices such as beginning-of-year relationship-building activities and interest-based student surveys were implemented across classrooms to promote stronger peer and teacher connections.  In response to identified needs, the school expanded the “invisible teacher mentor” initiative to support students who did not initially report a connection to a trusted adult. This proactive approach ensures that all students are intentionally connected to staff and have access to support.  Additionally, the school has formalized the use of student feedback, including written comments, to identify trends related to school climate and campus conditions. These insights are reviewed by staff and used to inform ongoing improvements to programs, practices, and overall student experience.  These actions reflect a commitment to continuous improvement by using data to guide decisions, strengthen relationships, and ensure all students feel supported, connected, and engaged.|Met||2026-06-03|2026
30666470000000|Placentia-Yorba Linda Unified|6|Feeling Safe at School:  83% of 5th graders in 2025 to 84% in 2026 67% of 8th graders in 2025 to 78% in 2026 74% of 10th graders in 2025 to 77% in 2026  80% of 12th graders in 2025 to 80% in 2026   Sense of Belonging:  83% of 5th graders in 2025 to 83% in 2026 76% of 8th graders in 2025 to 80% in 2026 73% of 10th graders in 2025 to 74% in 2026 76% of 12th graders in 2025 to 78% in 2026  Perception of Adult Support:  87% of 5th graders in 2025 to 88% in 2026 80% of 8th graders in 2025 to 80% in 2026 75% of 10th graders in 2025 to 75% in 2026 78% of 12th graders in 2025 to 79% in 2026  PYLUSD continues to monitor student well-being through key indicators such as feeling safe at school, sense of belonging, and perception of adult support. The most recent data show positive growth in several areas, particularly among middle and high school students. Feeling Safe at School:  Perceptions of safety remained stable or improved across all grade levels. Fifth-grade students reported a slight increase from 83% in 2025 to 84% in 2026. The largest gain was observed among 8th-grade students, increasing from 67% to 78%. Tenth-grade students improved from 74% to 77%, while 12th-grade students maintained a strong level of perceived safety at 80% in both years.   Sense of Belonging: Results indicate continued growth in students’ sense of belonging. Fifth-grade students remained steady at 83%. Eighth-grade students increased from 76% to 80%, 10th-grade students improved from 73% to 74%, and 12th-grade students increased from 76% to 78%, reflecting ongoing efforts to foster inclusive and connected school environments. Perception of Adult Support: Student perceptions of adult support remained consistently high. Fifth-grade students increased slightly from 87% to 88%. Eighth-grade and 10th-grade students remained stable at 80% and 75%, respectively. Twelfth-grade students showed a small increase from 78% to 79%, indicating continued positive relationships between students and trusted adults on campus.   These results demonstrate that students generally continue to feel supported, connected, and safe at school. The most notable improvement occurred among 8th-grade students, particularly in their perceptions of school safety, while other grade levels maintained or modestly improved already favorable ratings.|Areas of Strength: Improved School Safety Across Grade Levels: One of the most encouraging findings is the substantial improvement in perceived safety among 8th-grade students, increasing from 67% to 78%. Additionally, 5th-grade and 10th-grade students reported modest gains, while 12th-grade students maintained a strong level of perceived safety. These results suggest that efforts to strengthen school climate, supervision, and student support systems are positively impacting students’ sense of safety.  Strong Sense of Belonging: Sense of belonging either improved or remained stable across all grade levels. Eighth-grade students demonstrated the largest increase, rising from 76% to 80%, while 12th-grade students also improved from 76% to 78%. Fifth-grade students maintained a strong sense of belonging at 83%. These findings indicate that schools continue to foster inclusive environments where students feel connected to their peers and school community. Consistent Adult Support: Perceptions of adult support remain one of the district’s strongest indicators, with all grade levels reporting high levels of support. Fifth-grade students reported the highest level at 88%, while secondary students maintained ratings between 75% and 80%. This consistency reflects the positive relationships students have with teachers, counselors, and other school staff.   Identified Needs: Increasing Secondary Student Connectedness: While belonging and adult support remain positive overall, high school students continue to report lower levels of belonging and adult support than elementary students. Continued efforts to strengthen student engagement, mentorship opportunities, and relationship-building practices may further improve these indicators at the secondary level. Sustaining Growth Across All Student Groups: Although overall results are positive, maintaining and expanding these gains across all student groups remains a priority. Continued analysis of disaggregated data by student group, ethnicity, English learner status, socioeconomic status, and students with disabilities will help identify opportunity gaps and ensure that all students experience a safe, supportive, and inclusive school environment. Maintaining Positive School Climate: The district will continue monitoring these indicators to ensure that recent improvements, particularly among middle school students, are sustained over time. Ongoing efforts focused on school connectedness, student voice, and positive behavioral supports will remain important components of promoting student well-being.|Based on analysis of local data and key learnings, PYLUSD has identified several areas requiring continued focus and enhancement. In response, the district has made or is planning changes to existing plans and practices to better address student needs and ensure continuous improvement. One key area of emphasis is student belonging and engagement. Building on the districtwide theme of “Every Student, Every Day,” elementary principals are reinforcing daily staff check-ins with students, while all secondary principals have hosted Parent Advisory Councils (PACs) to gather input and strengthen school-home connections. To promote inclusive school climates and improve outcomes for English Learners, the district visited every school site to support implementation of the California English Learner Roadmap, with a specific focus on Principle 1: Asset-Based Pedagogies. A Long-Term English Learner (LTEL) focus group was also conducted to gain student voice and inform instructional and engagement strategies. Additionally, PYLUSD has expanded inclusive practices, including the establishment of inclusive preschool settings, collaborative classes, and increased after-school academic supports for struggling students. To reinforce a positive school climate, district schools continue to emphasize their PBIS systems, while initiatives such as the Support One Student mentoring program and the ABC Initiative (Advancing Better Choices) further address student behavior and personal decision-making. As part of efforts to reduce chronic absenteeism and improve student outcomes, the district is also continuing the Attend to Achieve campaign. Furthermore, changes to family engagement procedures have been prioritized, with expanded opportunities at the site level and the use of tools such as PeachJar and Canva to improve communication and accessibility. These strategic adjustments reflect PYLUSD’s commitment to equity, inclusion, and shared responsibility across all levels of the organization.|Met||2026-06-16|2026
30666476068621|Orange County School of Computer Science|6|Feeling Safe at School: 69% of 8th graders in 2025 to 68% in 2026 Sense of Belonging:  69% of 8th graders in 2025 to 68% in 2026 Perception of Adult Support: 74% of 8th graders in 2025 to 73% in 2026 OCSCS continues to monitor student well-being through key indicators such as feeling safe at school, sense of belonging, and perception of adult support. The most recent data show a small decline but the majority of students still respond positively. These results demonstrate that students generally continue to feel supported, connected, and safe at school.|Areas of Strength: Strong Sense of School Safety: One of the most encouraging findings is the maintenance perceived safety among 8th-grade students, staying strong at 68%. These results suggest that efforts to strengthen school climate, supervision, and student support systems are positively impacting students’ sense of safety.  Strong Sense of Belonging: Sense of belonging remained stable. These findings indicate that schools continue to foster inclusive environments where students feel connected to their peers and school community. Consistent Adult Support: Perceptions of adult support remain one of the OCSCS’s strongest indicators, with students reporting high levels of support. This consistency reflects the positive relationships students have with teachers, counselors, and other school staff.   Identified Needs: Increasing Secondary Student Connectedness: While belonging and adult support remain positive overall, secondary students continue to report lower levels of belonging and adult support than elementary students at OCSCS than our feeder pattern elementary. Continued efforts to strengthen student engagement, mentorship opportunities, and relationship-building practices may further improve these indicators at the secondary level. Sustaining Growth Across All Student Groups: Although overall results are positive, maintaining and expanding these gains across all student groups remains a priority. Continued analysis of disaggregated data by student group, ethnicity, English learner status, socioeconomic status, and students with disabilities will help identify opportunity gaps and ensure that all students experience a safe, supportive, and inclusive school environment. Maintaining Positive School Climate: The district will continue monitoring these indicators to ensure that recent improvements, particularly among middle school students, are sustained over time. Ongoing efforts focused on school connectedness, student voice, and positive behavioral supports will remain important components of promoting student well-being.|Based on analysis of local data and key learnings, OCSCS has identified several areas requiring continued focus and enhancement. In response, the district has made or is planning changes to existing plans and practices to better address student needs and ensure continuous improvement. One key area of emphasis is student belonging and engagement. Building on the districtwide theme of “Every Student, Every Day,” elementary principals are reinforcing daily staff check-ins with students. To promote inclusive school climates and improve outcomes for English Learners, the district visited every school site to support implementation of the California English Learner Roadmap, with a specific focus on Principle 1: Asset-Based Pedagogies. A Long-Term English Learner (LTEL) focus group was also conducted to gain student voice and inform instructional and engagement strategies. Additionally, OCSCS has expanded inclusive practices, including the establishment of inclusive preschool settings, collaborative classes, and increased after-school academic supports for struggling students. To reinforce a positive school climate, OCSCS continue to emphasize their learner mindset framework, while initiatives such as the Support One Student mentoring program and the ABC Initiative (Advancing Better Choices) further address student behavior and personal decision-making. As part of efforts to reduce chronic absenteeism and improve student outcomes, the district is also continuing the Attend to Achieve campaign. Furthermore, changes to family engagement procedures have been prioritized, with expanded opportunities at the site level and the use of tools such as PeachJar and Canva to improve communication and accessibility. These strategic adjustments reflect OCSCS’s commitment to equity, inclusion, and shared responsibility across all levels of the organization.|Met||2026-06-16|2026
30666700000000|Santa Ana Unified|6|Local Climate Survey Summary Spring 2026 Panorama Results Percent Responding Favorably Regarding Safety All Students: Elementary (Grades 4-5): 56%; Secondary (Grades 6-12): 73% English Learners: Elementary: 54%; Secondary: 68% Long-Term English Learners: Secondary: 70% Socioeconomically Disadvantaged: Elementary: 56%; Secondary: 73% Foster Youth: Elementary: 50%; Secondary: 68% Students with Disabilities: Elementary: 56%; Secondary: 70% McKinney-Vento: Elementary: 54%; Secondary: 71% Percent Responding Favorably Regarding Sense of Belonging All Students: Elementary (Grades 4-5): 72%; Secondary (Grades 6-12): 60% English Learners: Elementary: 73%; Secondary: 57% Long-Term English Learners: Secondary: 55% Socioeconomically Disadvantaged: Elementary: 73%; Secondary: 59% Foster Youth: Elementary: 74%; Secondary: 55% Students with Disabilities: Elementary: 69%; Secondary: 59% McKinney-Vento: Elementary: 72%; Secondary: 59% Panorama results indicate generally positive perceptions of school climate, particularly regarding secondary student safety (73%) and elementary student belonging (72%). Subgroup results show many student groups report outcomes similar to district averages; however, opportunities remain to improve elementary students’ perceptions of safety and strengthen secondary students’ sense of belonging, particularly for English Learners, Long-Term English Learners, Foster Youth, Students with Disabilities, and McKinney-Vento students. To support positive school climate, SAUSD continues implementing Restorative Practices, Positive Behavioral Interventions and Supports (PBIS), Social Emotional Learning (SEL), Capturing Kids’ Hearts, and Coordination of Services Teams (COST). Fourteen schools have implemented Capturing Kids’ Hearts and DESSA to strengthen relationships, student connectedness, and social-emotional supports. School counselors provide lessons and interventions focused on bullying prevention, conflict resolution, healthy relationships, and student wellness. The We Care Suicide Prevention Campaign and Wellness Resource Fair further connect students and families to mental health and wellness resources. SAUSD will continue strengthening integrated systems of support that promote student safety, belonging, social-emotional well-being, and positive school climate for all students.|Key Learnings: Areas of Strength, Identified Needs, and Growth Opportunities Areas of Strength Strong Perceptions of Safety at the Secondary Level Overall, 73% of secondary students reported feeling safe at school. Favorable responses were also strong across student groups, including Long-Term English Learners (70%), Students with Disabilities (70%), McKinney-Vento students (71%), and Socioeconomically Disadvantaged students (73%). These results suggest that district investments in PBIS, Restorative Practices, SEL, wellness supports, and school safety initiatives are contributing to positive perceptions of safety. Strong Sense of Belonging at the Elementary Level Overall, 72% of elementary students reported a favorable sense of belonging. Several student groups reported similar or higher levels, including Foster Youth (74%), English Learners (73%), Socioeconomically Disadvantaged students (73%), and McKinney-Vento students (72%). These findings indicate that many elementary students feel connected to their school communities. Identified Needs and Growth Opportunities Elementary Students Report Lower Perceptions of Safety Only 56% of elementary students reported favorable perceptions of safety. Similar trends were observed among English Learners (54%), Foster Youth (50%), Students with Disabilities (56%), and McKinney-Vento students (54%). These results suggest a need to strengthen students’ perceptions of physical and emotional safety, particularly among vulnerable student groups. Secondary Students Report Lower Sense of Belonging Although secondary students reported strong perceptions of safety, only 60% reported a favorable sense of belonging. Rates were lower for English Learners (57%), Long-Term English Learners (55%), Foster Youth (55%), Students with Disabilities (59%), and McKinney-Vento students (59%). These findings indicate a continued need to strengthen relationships, student engagement, and school connectedness at the secondary level. Implications and Next Steps • Continue expanding relationship-based practices such as Capturing Kids’ Hearts, Restorative Practices, and SEL to strengthen student connectedness and belonging. • Strengthen targeted supports for Foster Youth, English Learners, Long-Term English Learners, Students with Disabilities, and McKinney-Vento students through MTSS, COST, counseling, and wellness services. • Increase opportunities for student voice, leadership, and engagement, particularly at the secondary level. • Continue monitoring disaggregated climate data to identify trends and inform continuous improvement efforts that support safe, inclusive, and welcoming learning environments for all students.|Suggested Changes and Revisions Based on Data Analysis Strengthen Elementary Students’ Perceptions of Safety Identified Need: Only 56% of elementary students reported favorable perceptions of safety, with lower results for English Learners (54%), Foster Youth (50%), Students with Disabilities (56%), and McKinney-Vento students (54%). Actions: • Continue strengthening PBIS, Restorative Practices, and trauma-informed approaches at elementary schools. • Expand staff training focused on relationship-building, behavior supports, and creating safe, inclusive learning environments. • Utilize disaggregated Panorama, attendance, and behavior data to identify students needing additional support and intervention. Increase Sense of Belonging at the Secondary Level Identified Need: While secondary students reported strong perceptions of safety (73%), only 60% reported a favorable sense of belonging, with lower rates among English Learners, Long-Term English Learners, Foster Youth, Students with Disabilities, and McKinney-Vento students. Actions: • Expand implementation of Capturing Kids’ Hearts and other relationship-centered practices to strengthen student connectedness. • Increase opportunities for student voice, leadership, mentoring, and participation in school activities. • Integrate belonging-focused goals and measures into school improvement planning and MTSS processes. Strengthen Supports for Student Groups Experiencing Lower Climate Outcomes Identified Need: Foster Youth, English Learners, Long-Term English Learners, Students with Disabilities, and McKinney-Vento students continue to report lower outcomes in key climate indicators. Actions: • Strengthen targeted interventions through COST, counseling services, wellness supports, and Community Schools. • Increase coordination among school teams to monitor student needs and provide timely academic, behavioral, and social-emotional supports. • Continue reviewing disaggregated climate data to identify trends and evaluate the effectiveness of interventions. Ongoing Actions for Continuous Improvement • Continue expanding Capturing Kids’ Hearts, SEL, PBIS, Restorative Practices, and DESSA implementation to strengthen student well-being and school connectedness. • Refine MTSS and COST processes to support early identification and intervention for students demonstrating low perceptions of safety or belonging. • Incorporate Panorama climate data into school site planning, LCAP development, and continuous improvement discussions to ensure data-informed decision-making. • Strengthen partnerships among schools, families, community partners, and district departments to provide integrated supports that promote student safety, belonging, wellness, and success. These actions are designed to build upon current strengths, address identified needs, and ensure all students experience safe, inclusive, and supportive learning environments that promote academic success and well-being.|Met||2026-06-23|2026
30666700101626|Edward B. Cole Academy|6|EBCA administers the Panorama School Climate Survey to students in grades 3 through 5 to measure perceptions of school climate, student connectedness, and social-emotional learning. The Spring 2026 administration captured 188 student responses across seven topics, with results benchmarked against a national comparison group. Schoolwide favorable response rates were as follows: School Belonging 64%; School Climate 57%; School Engagement 45%; School Mindset 54%; School Rigorous Expectations 72%; School Safety 51%; and Teacher-Student Relationships 71%. Five of the seven topics fall in the 40th percentile or higher nationally, with School Belonging, School Climate, School Engagement, and Teacher-Student Relationships placing in the 60th to 79th percentile range. Strengths centered on the relationships students experience with their teachers and the expectations teachers hold. The strongest item schoolwide was teacher encouragement to do their best at 88% favorable, followed by teacher persistence when students feel like giving up at 81%. In School Belonging, 79% of students reported receiving a tremendous amount or quite a bit of adult support. Teacher-Student Relationships remained strong, with 80% of students reporting their teachers are extremely or quite respectful. Year-over-year changes show meaningful improvement in several areas: School Climate increased 2 points, School Engagement increased 8 points, School Rigorous Expectations increased 1 point, and Teacher-Student Relationships increased 3 points since the last survey. School Engagement showed the largest gain, with the item measuring excitement about going to classes rising 15 points and excitement to participate rising 10 points. The data also identified priority areas. School Safety, at 51% favorable, decreased 4 points since the last survey and placed in the 20th to 39th percentile nationally, the lowest benchmark range across all topics. Within Safety, only 34% of students reported that people are almost never or rarely disrespectful at school, 45% reported infrequent worry about violence, and 50% reported that physical fights occur almost never or once in a while. The item measuring fights improved 14 points from the last survey, but worry about violence increased 8 points and ease of getting adult help for bullying declined 3 points. Within School Climate, only 43% reported that other students' behavior helps their learning, a 4-point decline. The Panorama report does not include subgroup-level disaggregation in this administration. EBCA will continue to use Panorama results, alongside attendance and behavioral data, to monitor climate, identify student needs, and inform LCAP planning, with particular attention to strengthening student physical and psychological safety and reducing peer behaviors that interfere with learning.|The analysis of the Panorama Student Survey results yielded several key learnings about how students in grades 3 through 5 experience EBCA. The clearest pattern is that adult-student relationships and instructional expectations are the school's strongest dimensions, while peer-to-peer dynamics and physical and psychological safety are the most significant areas for growth. Areas of strength center on the relationships students have with their teachers and the expectations teachers communicate. School Rigorous Expectations was the highest topic at 72% favorable, with 88% of students reporting that teachers encourage them to do their best and 81% reporting that teachers will make them keep trying when they feel like giving up. Teacher-Student Relationships followed at 71%, with 80% of students reporting that their teachers are extremely or quite respectful. School Belonging was strong at 64%, supported by 79% of students reporting a tremendous amount or quite a bit of adult support. These results confirm that EBCA's sustained investment in instructional leadership, Leader in Me, and counselor capacity has produced a strong relational foundation between staff and students. The data also indicate measurable momentum. School Engagement increased 8 points since the last survey, with excitement about going to classes rising 15 points and excitement to participate rising 10 points. School Climate increased 2 points, Rigorous Expectations increased 1 point, and Teacher-Student Relationships increased 3 points. Within Safety, the item measuring physical fights improved 14 points, indicating that targeted attention to specific behavioral concerns can move the data. Identified needs cluster around peer dynamics and safety. School Safety, at 51% favorable, is the school's lowest topic, declined 4 points since the last survey, and falls in the 20th to 39th percentile nationally. Only 34% of students reported that peers are rarely disrespectful, only 45% reported that they infrequently worry about violence, and worry about violence increased 8 points since the last survey. Access to adult help when bullied also declined 3 points. Within School Climate, only 43% of students reported that other students' behavior helps their learning, a 4-point decline. Taken together, these results indicate that while adult-student relationships are strong, peer-to-peer culture requires focused attention. Mindset is an additional area for growth, at 54% favorable, suggesting opportunity to strengthen students' growth mindset. EBCA's Panorama administration did not include subgroup disaggregation, so the school cannot determine whether English Learners, Students with Disabilities, Socioeconomically Disadvantaged, or Hispanic students experience climate differently. Adding disaggregation to future administrations is a key next step.|In response to the key learnings from the Panorama Student Survey, EBCA will adjust several plans, policies, and procedures to strengthen continuous improvement, with priority focus on student safety and peer-to-peer culture, which the data identified as the school's most significant areas of need. First, EBCA will deepen its implementation of the Leader in Me character education curriculum with an expanded focus on peer-to-peer skills, conflict resolution, and respectful behavior. The school will strengthen counselor-led Tier 2 and Tier 3 small group supports for students identified through climate data, behavioral referrals, or staff observation as needing additional intervention. The counselor will partner with classroom educators to deliver targeted lessons that address peer respect, anti-bullying skills, and emotional regulation, directly aligning to the survey items where favorability is lowest. Second, EBCA will revise its supervision and reporting procedures to address the decline in physical and psychological safety perceptions. The school will increase adult presence and structured supervision during unstructured times such as recess, lunch, and transitions, and will clarify the pathways students use to report bullying or unsafe behavior. Staff will receive professional development on consistent response protocols so that students experience adult support as accessible, timely, and effective when they seek help. Third, EBCA will integrate climate data into a regular continuous improvement cycle. The school will review Panorama results alongside attendance, behavioral, and academic data on a quarterly basis with the School Leadership Team, and the findings will inform the implementation and refinement of LCAP Goal 3, which focuses on culturally responsive school community, family engagement, and student well-being. The school will also revise its future Panorama administrations to include subgroup disaggregation, enabling EBCA to monitor whether English Learners, Students with Disabilities, Socioeconomically Disadvantaged, and Hispanic students experience climate differently and to adjust supports accordingly. Fourth, the school will strengthen the growth mindset dimension identified as a moderate need. Leader in Me lessons and instructional coaching will reinforce growth mindset language across classrooms, and professional development for staff will support consistent modeling of the language and practices that build student belief in their capacity to grow. Finally, EBCA will use family communication structures (Coffee with Admin, monthly Town Halls, and the Community Engagement Director) to share climate findings with parents and guardians, gather their input on peer behavior expectations, and reinforce a shared home-school approach to student well-being and respectful behavior.|Met||2026-06-17|2026
30666700106567|Nova Academy Early College High|6|LEA results of the Family-School Relationship Survey indicate strength in the area of “School Fit”, with responses showing that most parents believe that the school is properly preparing their child for their future and has strong academics, and parents regarding the LEA’s strongest surveyed area as “School Climate”.|A focus area of potential improvement identified through survey responses is “Grit”, defined as the determination to stick to something, even though it is difficult. Responses suggest a parent's perception that their children will get distracted and cannot focus on projects or assignments, and that students do not work through difficult tasks toward important goals. All sections of the survey showed an increase in satisfaction between this year and the previous survey.|LEA results of the Student Climate Survey indicate strength in the area of “Climate of Support for Academic Learning”, wherein the overall student populace ranked the school positively, with the majority agreeing that the school is preparing them for their future, and supporting their learning experiences, achievements, and endeavors. In the year prior, a focus area of potential improvement identified through survey responses is “Sense of Belonging / School Connectedness”.  This year’s survey results indicated an increase in the number of students feeling a sense of belonging at school.|Met||2026-06-25|2026
30666700109066|Orange County Educational Arts Academy|6|In 2025–26, OCEAA utilized multiple measures to assess school climate, including Panorama Student Surveys, Student Needs Assessment Surveys, Parent Needs Assessment Surveys, staff climate surveys, and special education parent surveys. These data sources provide ongoing information regarding student connectedness, safety, relationships, and overall school climate. Student survey results indicate that students continue to experience a strong sense of belonging and connection at OCEAA. Panorama data showed that 86% of elementary students and 87% of middle school students reported positive levels of connectedness to school. Student safety indicators also remained strong, with 93% of students reporting that they feel safe at school. Parent survey data further reinforced these positive perceptions. Through the annual Needs Assessment Survey, 93.65% of parents reported that their child feels safe at school, while 92% indicated confidence that students who experience bullying have access to support from caring adults. Student survey results showed that 68.25% of students reported they are not worried about violence at school, while 75% of staff reported they are not worried about violence at school, reflecting an overall positive and supportive school environment. Additional indicators demonstrate strong family engagement and school connectedness. Student-Led Conferences maintained a 97% in-person participation rate, reflecting strong family-school partnerships. Furthermore, 100% of respondents to the Special Education Parent Survey reported that the school facilitated parent involvement in the IEP process, demonstrating OCEAA's commitment to meaningful family engagement and inclusive decision-making. Overall, local climate data indicate that OCEAA continues to maintain a safe, supportive, and connected learning environment where students, families, and staff feel valued and supported. The school will continue to monitor climate data through surveys and stakeholder feedback processes to identify areas for growth and sustain positive outcomes|OCEAA's school climate data highlight several areas of strength. Student survey results indicate strong levels of connectedness across grade spans, with 86% of elementary students and 87% of middle school students reporting positive connections to school. Safety indicators also remain strong, with 93% of students reporting that they feel safe at school. Parent survey results reinforce these findings, with 93.65% of families indicating that their child feels safe at school and 92% reporting confidence that students who experience bullying have access to support from caring adults. Family engagement and inclusion continue to be important strengths. Parents report feeling welcomed, valued, and included in the school community, and participation rates remain high for key engagement opportunities, including Student-Led Conferences and the IEP process. Needs Assessment results also show similar perceptions among English Learner and non-English Learner families regarding inclusion and access to school activities, reflecting the effectiveness of OCEAA's bilingual communication systems and family engagement structures. Analysis of stakeholder feedback also identified opportunities for growth. Families expressed interest in receiving more frequent communication regarding student academic and social-emotional progress, additional parent workshops and resources, increased awareness of programs such as the Pathway to Biliteracy, and expanded opportunities for volunteering and participation in school activities. OCEAA will use these findings to strengthen communication systems, increase family learning opportunities, and continue fostering a safe, inclusive, and connected school environment for all students.|Based on the analysis of local climate data and stakeholder feedback, OCEAA will continue strengthening family engagement, communication, school connectedness, and student support. Family Needs Assessment results identified opportunities to increase communication regarding student academic and social-emotional progress, expand parent workshops and resources, increase awareness of programs such as the Pathway to Biliteracy, and provide additional opportunities for family involvement and volunteerism. In response, OCEAA will continue leveraging ParentSquare, ELAC, FSO, Coffee Chats, and family workshops to increase engagement and access to information. To strengthen school climate, OCEAA will continue implementing its comprehensive system of supports, including Crew, MTSS interventions, counseling services, attendance monitoring, and Panorama data reviews. Student engagement opportunities will continue to expand through extracurricular activities, arts conservatories, service learning, and student leadership experiences that promote belonging and connectedness. Staff feedback and climate data highlighted opportunities to further strengthen trust, communication, collaboration, and professional growth supports across the school community. In response, OCEAA has enhanced opportunities for staff voice through the Teacher Forum, refined coaching and feedback structures, and will continue fostering meaningful staff involvement in shared decision-making processes. OCEAA will regularly review student, family, and staff data to guide continuous improvement efforts and maintain a safe, inclusive, and supportive learning environment for all educational partners.|Met||2026-06-10|2026
30666700135897|Advanced Learning Academy|6|Spring 2025 Panorama Results % Responded Favorably regarding Safety 025-2026 (Spring) Elementary (Grades 4-5): All: 58% ELs: NA LTELs: NA SED: 58% Foster: NA SpEd: NA MV: NA Secondary (Grades 6-8): All: 66% ELs: 68% LTELs: 82% SED: 66% Foster: NA SpEd: 70% M-V: NA Secondary (Grades 9-12): All: 79% ELs: 72% LTELs: 75% SED: 79% Foster: NA SpEd: 76% M-V: NA ? % Responded Favorably Regarding Sense of Belonging 2025-2026 (Spring) Elementary (Grades 4-5): All: 72% ELs: NA LTELs: NA SED: 72% Foster: NA SpEd: NA MV: NA Secondary (Grades 6-8): All: 58% ELs: 60% LTELs: NA SED: 58% Foster: NA SpEd: 72% M-V: NA Secondary (Grades 9-12): All: 58% ELs: 60% LTELs: 62% SED: 58% Foster: NA SpEd: 53% Page 17 of 24 2026-27 Local Performance Indicator Self-Reflection for Advanced Learning Academy  2026-27 Local Performance Indicator Self-Reflection for Advanced Learning Academy Page 18 of 24 M-V: NA ? Advanced Learning Academy has continued Restorative Practices training and supporting sites with their implementation of PBIS and Social Emotional Learning (SEL). Our two School counselors, one at each site,  work to ensure that students feel a sense of belonging and safety. They deliver lessons on bully prevention, conflict resolution, and healthy relationships, to foster empathy, respect, and understanding among students. Small group counseling on social skills and restorative circles provide personalized support and create a safe space for open dialogue and mutual understanding. These efforts promote a culture of inclusivity and respect within a nurturing community where students feel valued and equipped to handle conflicts and build positive relationships. Our We Care-Suicide Prevention Campaign included many activities to bring awareness which included school staff, community members, and the Santa Ana Mental Health Collaborative. The implementation of coordination of services teams (COST)  is focused on improving MTSS referrals, needs identification, and appropriate interventions and supports.Six sites administered an SEL screener (DESSA) to identify students’ social-emotional strengths and needs for support.|ALA showed strong numbers With 79% of students at high school feeling safe.  Safety at middle school was atn 66% while safety at elementary was 58%. ALA will continue to do daily check-ins and also continue to advocate for more noon supervisors as we have no security officers at either campus. Last year, we were reduced by 1 noon supervisor while our enrollment increased. We will continue to offer restorative practices, have a counselor available to students and mental health counselor as well. We will continue to do SEL lessons at all levels.|Identified Need: Only 58% of elementary students at ALA (higher than SAUSD at 56%)reported favorable perceptions of safety.  Actions: • Continue strengthening PBIS, Restorative Practices, and trauma-informed approaches at elementary schools. • Expand staff training focused on relationship-building, behavior supports, and creating safe, inclusive learning environments. • Utilize disaggregated Panorama, attendance, and behavior data to identify students needing additional support and intervention. Continue to make this a priority at COST as well.  Increase Sense of Belonging at the Secondary Level Identified Need: While secondary students reported strong perceptions of safety (79%), higher than SAUSD at 73%, only 58% reported a favorable sense of belonging.  Actions: • Expand implementation of daily check-ins through circles, and relationship-centered practices to strengthen student connectedness. • Increase opportunities for student voice, leadership, mentoring, and participation in school activities. • Integrate belonging-focused goals and measures into school improvement planning and MTSS processes. • Refine MTSS and COST processes to support early identification and intervention for students demonstrating low perceptions of safety or belonging. • Incorporate Panorama climate data into school site planning, LCAP development, and continuous improvement discussions to ensure data-informed decision-making. • Strengthen partnerships among schools, families, community partners, and district departments to provide integrated supports that promote student safety, belonging, wellness, and success.|Met||2026-06-26|2026
30666706119127|El Sol Santa Ana Science and Arts Academy|6|El Sol Science and Arts Academy administers an annual local Student Connectedness and School Climate Survey to measure student belonging, relationships with staff, academic motivation, safety, fairness, and student voice. Results are disaggregated by grade-level program (elementary and middle school) to identify developmental differences across the LEA. At the elementary level, students reported high connectedness: 96% feel close to people at school and 97% feel they are part of the school community. Ninety-two percent (92%) believe they can do a good job in school and feel safe on campus, and 96% reported having opportunities to participate in school activities. At the middle school level, 86% of students reported feeling close to people at school and 79% feel part of the school community. More than 90% hear positive encouragement from teachers and feel safe on campus, and 72% reported that teachers would go out of their way to check in on them. Academic motivation was consistent across both programs, with approximately 80% of elementary and middle school students reporting they are motivated to learn. Two items showed notable variation by group: fairness (90% of elementary vs. 46% of middle school students agreed they are treated fairly, with 42% of middle schoolers neutral) and student voice (64% of middle school students reported not having a meaningful say in how the school works)|The LEA's primary strengths are belonging, safety, and supportive student-teacher relationships. Elementary students show exceptionally high connectedness (96-97%), and middle school students remain positive (79-86%) even during a developmental stage when students typically seek greater independence. Safety is a strength across both programs, with more than 90% of middle school students and 92% of elementary students reporting they feel safe. Consistent academic motivation (~80% across both levels) provides a strong foundation for engagement, and the 72% of middle schoolers who feel teachers check in on them reflects genuine staff commitment to well-being. The disaggregated data also reveal a clear developmental pattern: perceptions decline from elementary to middle school, and two middle-school indicators stand out as areas of need. First, fairness — only 46% of middle school students feel treated fairly, with another 42% neutral. The large neutral share suggests this is less about students feeling actively mistreated and more about a lack of clarity regarding school expectations, discipline, and decision-making. Second, student voice — 64% of middle school students feel they lack a meaningful say in how the school works. Together, these points to a need to strengthen transparency, communication, and authentic student participation at the middle school level.|In response to these key learnings, the LEA will implement targeted changes focused at the middle school level, where the data shows the greatest opportunity for growth. To address fairness and the high neutral response, El Sol will strengthen the clarity and consistency of school expectations and discipline practices. This includes clearly communicating behavioral expectations, decision-making processes, and the use of restorative practices so that students understand not only the rules but the reasoning behind them. Staff will receive support in applying these practices consistently across classrooms. To address student voice, the LEA will expand structured opportunities for middle school students to participate in school decision-making. Planned actions include [establishing or strengthening student leadership or a student council, creating regular student feedback channels, such as advisory circles or surveys, and incorporating student input into relevant school decisions]. These efforts aim to move students from feeling overlooked to being active contributors to school culture. The LEA will continue to administer the climate survey annually and monitor fairness and student-voice indicators, disaggregated by program, to measure progress and guide continuous improvement.|Met||2026-06-11|2026
30666960000000|Savanna Elementary|6|Results from the California Healthy Kids Survey indicate that students across Savanna School District experience a positive and supportive school climate. Survey results where students answered the question with at least one form of a yes response (yes, all the time, yes, most of the time, or yes, some of the time), showed that 95% of students reported feeling safe at school, while 96.5% indicated that teachers and other adults at school care about them. Additionally, 95.5% of students reported receiving positive recognition from adults at school, 98.5% felt they were treated with respect, and 99.5% believed that teachers and staff want them to do their best.  These results demonstrate consistently high levels of school connectedness, adult support, safety, and respect across the District. Analysis of the survey data indicates that students generally feel valued, supported, and encouraged in their school environments. The strong results across multiple indicators suggest that district efforts to foster positive relationships, student well-being, and a safe learning environment are having a positive impact on overall school climate. The District will continue to monitor survey results and educational partner feedback to maintain and strengthen these positive conditions for all students.|"Analysis of the California Healthy Kids Survey results identified several areas of strength within Savanna School District's school climate. Students reported high levels of safety, connectedness, respect, and support from teachers and other adults across all school sites. However, a closer review of the data identified opportunities for continued growth in student connectedness. While overall results were positive, when examining students who only responded ""Yes, all of the time"" or ""Yes, most of the time"" to questions related to school connectedness, the average positive response rate was approximately 72%.  This finding suggests that while the majority of students feel connected to their school community, there remains a meaningful group of students who may not consistently experience a strong sense of belonging. The District identified this as an area of need and will continue to strengthen efforts that promote positive relationships, student engagement, and connectedness across all student groups. Continued monitoring of disaggregated data will help ensure that supports and opportunities are responsive to the needs of all students and that any disparities among student groups are identified and addressed."|Based on the analysis of California Healthy Kids Survey data, Savanna School District will continue implementing practices that have contributed to a positive school climate and strong student-adult relationships. Survey results indicate that students feel safe, respected, supported, and connected to their schools, suggesting that current systems and supports are effectively meeting student needs.  To sustain these positive outcomes, the District will continue implementing its social-emotional learning curriculum, providing ongoing professional development for staff, and maintaining schoolwide practices that promote student engagement and belonging. The District will also continue utilizing the Multi-Tiered System of Supports (MTSS) framework to address academic, behavioral, and social-emotional needs.  Additionally, the District will regularly review local climate data, educational partner feedback, and student outcomes to monitor trends and identify opportunities for continuous improvement. These efforts will help ensure that positive school climate conditions are maintained and that all students continue to experience safe, supportive, and inclusive learning environments.|Met||2026-06-09|2026
30667460000000|Westminster|6|WSD is committed to fostering safe, supportive, and engaging learning environments where all students feel connected and valued. To support this commitment, the district administered the California Healthy Kids Survey (CHKS) during the 2025–26 school year to students in grades 3–8. The survey provides valuable data related to school climate, student engagement, school connectedness, safety, and social-emotional well-being.  Results indicate that many students experience positive school climates and strong relationships with adults. At the secondary level, 58% of Grade 7 students and 60% of Grade 8 students reported feeling connected to school, while 64% and 63%, respectively, reported high levels of academic motivation. Additionally, more than 70% of secondary students reported that adults at school hold high expectations for their success, and 62% to 67% reported feeling safe or very safe at school.  At the elementary level, students reported positive levels of wellness, with 75% of Grade 5 students and 71% of Grade 6 students indicating positive overall well-being. Students also reported positive perceptions of school connectedness, caring adult relationships, and academic motivation. However, 18% to 19% of students reported experiencing frequent sadness, highlighting the continued need for social-emotional and mental health supports.  The CHKS data are also disaggregated by student groups, including race/ethnicity, gender, English learner status, special education status, and living situation. Analysis of these data helps identify strengths and areas of need among student groups and informs targeted supports and interventions. For example, English Learner data revealed differences in school connectedness, absenteeism, caring adult relationships, and perceptions of family involvement, providing valuable information to guide support for multilingual learners.  The district utilizes CHKS findings, along with other local data sources, to guide continuous improvement efforts. PBIS teams at each school site use this information to strengthen school climate, increase student connectedness, promote positive behavior, and ensure that all students feel safe, supported, and engaged in their school community.|Analysis of the 2025–26 California Healthy Kids Survey (CHKS) data identified several areas of strength and opportunities for growth related to school climate, student engagement, and connectedness.  At the secondary level, students reported strong academic motivation (64% Grade 7; 63% Grade 8) and high expectations from adults (71% Grade 7; 72% Grade 8), indicating that students believe school staff support their academic success. School safety also remains a strength, with 62% of Grade 7 students and 67% of Grade 8 students reporting that they feel safe or very safe at school. Rates of physical conflict were relatively low, with only 12% of Grade 7 students and 9% of Grade 8 students reporting involvement in a physical fight.  The data also identified areas for improvement. School connectedness was reported by 58% of Grade 7 students and 60% of Grade 8 students, indicating that many students do not yet feel a strong sense of belonging at school. Meaningful participation remains the lowest-rated indicator, with only 29% of Grade 7 students and 30% of Grade 8 students reporting opportunities to contribute meaningfully to school activities and decision-making. Caring adult relationships were reported by 55% of Grade 7 students and 59% of Grade 8 students, suggesting a need to strengthen supportive relationships between students and staff. Additionally, approximately one-third of students reported experiencing harassment or bullying.  At the elementary level, students reported positive levels of wellness (75% Grade 5; 71% Grade 6), academic motivation, school connectedness, and supportive school environments. High expectations from adults and positive relationships with staff continue to be strengths across elementary schools.  Areas for growth at the elementary level include increasing opportunities for student voice and meaningful participation. In addition, 19% of Grade 5 students and 18% of Grade 6 students reported experiencing frequent sadness, highlighting the continued need for social-emotional learning, mental health supports, and wellness initiatives.  Disaggregated data revealed differences among student groups, including English Learners, in areas such as school connectedness, absenteeism, caring adult relationships, and perceptions of family involvement. These findings reinforce the need for targeted supports and equitable practices to ensure all students experience a strong sense of belonging, engagement, and support. WSD will continue utilizing PBIS, MTSS, Community Schools practices, and student wellness initiatives to address identified needs while building upon existing strengths.|Based on the analysis of the 2025–26 California Healthy Kids Survey (CHKS) data, WSD will continue to prioritize improving school climate, student connectedness, meaningful participation, and social-emotional well-being. While students reported positive levels of academic motivation, high expectations from adults, wellness, and school safety, survey results identified opportunities to strengthen students’ sense of belonging, increase meaningful participation, and expand caring adult relationships across school sites.  During the 2026–27 school year, district leadership will continue to work closely with principals, school counselors, teachers, community liaisons, and support staff to strengthen Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), and Community Schools implementation at all schools. Professional learning opportunities will focus on the analysis of school climate, attendance, connectedness, wellness, and behavioral data to ensure that supports are responsive to identified student needs.  To address the need for increased school connectedness and meaningful participation, schools will expand opportunities for student voice, leadership, and engagement through Community School Councils, student leadership groups, school climate surveys, and other student feedback processes. Community Schools practices will continue to emphasize collaborative leadership by engaging students, families, staff, and community partners in shared decision-making and school improvement efforts.  Recognizing the importance of strong relationships, the district will continue to strengthen social-emotional learning practices, counseling services, wellness supports, and relationship-building strategies that foster positive connections between students and staff. Through the Community Schools framework, schools will continue to provide integrated student supports, connect families to community resources, and leverage partnerships that address barriers to student success. Family needs and assets data, Community School Councils, family engagement opportunities, and partnerships with community-based organizations will help ensure that supports are aligned to the unique needs of each school community.  The district will also continue to monitor disaggregated data, including results for English Learners and other student groups, to identify and address disparities in school connectedness, perceptions of support, and engagement.|Met||2026-06-11|2026
30736350000000|Saddleback Valley Unified|6|In the Spring 2026 Panorama Survey on Social Emotional Learning (SEL), students in grades 3-12 shared their feelings about school. While younger students generally felt a stronger sense of belonging and engagement, these feelings decreased significantly in older students. This data will guide our efforts to create a more inclusive and engaging school environment for all students. Panorama Survey on SEL: School Perception Spring 2026 Gr 3-6: Sense of Belonging -All = 61% -English Learners = 56% -Students with Disabilities = 60% -African American = 67% -Hispanic/Latino = 58% Engagement -All = 49% -English Learners = 46% -Students with Disabilities = 45% -African American = 52% -Hispanic/Latino = 46% Gr 7-12 Sense of Belonging -All = 53% -English Learners = 49% -Students with Disabilities = 54% -African American = 52% -Hispanic/Latino = 51% Engagement -All = 33% -English Learners = 30% -Students with Disabilities = 34% -African American = 31% -Hispanic/Latino = 30%|Our data indicates most children in grades 3-6 feel welcome at school, but only about half feel excited and involved in their learning. By grades 7-12, feelings of belonging drop and only one in three teens report strong engagement with schoolwork. English learners and Hispanic/Latino students continue to report lower belonging and engagement than all students in both grade spans. Students with disabilities also report lower engagement in grades 3-6. These results show that we need to keep improving lessons, activities, and school supports so every child feels connected, welcomed, and interested in school.|To address the needs identified in the SEL survey, the district will continue using Panorama data as part of our MTSS for social, emotional, and behavioral well-being. Site teams will review school climate results, including belonging and engagement data, to identify where students need stronger connection and support. This will help schools adjust counseling supports, classroom strategies, restorative practices, and schoolwide activities that promote a welcoming and inclusive school climate. The district will also continue professional development in culturally proficient practices, engagement strategies, social-emotional learning, and community circles/restorative practices. These efforts are intended to help staff build classroom and school environments where students feel known, welcomed, and connected to learning. Because the data show continued needs for secondary students, English learners, Hispanic/Latino students, and students with disabilities in some areas, the district will continue strengthening targeted and schoolwide supports so students experience stronger belonging and engagement across grade spans.|Met||2026-06-11|2026
30736430000000|Tustin Unified|6|Tustin Unified proudly conducts the California Healthy Kids and LCAP Stakeholder surveys. These surveys provide valuable insights and feedback on school climate, enabling the district and its schools to continuously improve and create a positive environment for all students.  California Healthy Kids Survey  The California Healthy Kids Survey (CHKS) is a comprehensive youth health and well-being survey administered to students in California schools. It assesses a wide range of factors, including school climate, student engagement, safety, health behaviors, and mental health, to inform efforts to improve student outcomes and school environments. Below are the key areas being monitored by TUSD for School Climate:  School Connectedness Middle School - 65% School Connectedness High School - 64% Caring Adult Relationships Middle School - 60% Caring Adult Relationships High School - 65%  Perceived School Safety Middle School - 67% Perceived School Safety High School - 77% Promotion of Parental Involvement Middle School - 62% Promotion of Parental Involvement High School - 58%  LCAP Survey  The Local Control and Accountability Plan (LCAP) survey conducted in February 2026 gathered valuable insights from students regarding various aspects of school climate within the Tustin Unified School District (TUSD). The survey responses provide an overall understanding of students' perceptions of their school environment, safety, inclusion, and interpersonal well-being. Here is a detailed breakdown of the data collected:  Positive School Image 82.9% of students Agree/Strongly Agree that their school has a welcoming environment.  Safety 78.1% of students Agree/Strongly Agree that they feel safe at their school.  Inclusion/Diversity 88.7% of students reported that TUSD is doing Well/Very Well/Extremely Well in the area of diversity and inclusion.  Interpersonal Well-Being  76.7% of students Agree/Strongly Agree that they feel comfortable communicating with teachers and school staff.|The analysis of the CHKS and LCAP survey data reveals that Tustin Unified School District (TUSD) has made significant strides in creating a welcoming and inclusive school climate, as evidenced by high marks in positive school image (82.9%) and inclusion and diversity (88.7%). Additionally, 76.7% of students feel comfortable communicating with teachers and staff, indicating effective interpersonal support. However, there are areas that require further attention. Only about 60-65% of students feel connected to their school or have caring adult relationships, and safety perceptions are relatively low, with only 67-77% of students feeling safe, with the lower end of safety concerns coming from middle schools. Moreover, parental involvement drops at the high school level, with only 58% feeling it is promoted.  To address these needs, TUSD should implement targeted programs to foster a greater sense of belonging, such as extracurricular activities and peer mentoring, and provide professional development for staff to build stronger relationships with students. Investigating specific safety concerns and enhancing security measures, as well as exploring barriers to parental involvement and developing strategies to re-engage parents, are also critical. By focusing on these areas, TUSD can further improve student outcomes and ensure a supportive environment for all students.|Upon analyzing the California Healthy Kids Survey (CHKS) and Local Control and Accountability Plan (LCAP) survey data, Tustin Unified School District (TUSD) has identified critical areas for improvement in school climate and student outcomes. These insights have prompted a thoughtful reassessment of existing plans, practices, and systems to better support the diverse needs of our student body. Below is a sample of the continued or increased practices to support School Climate:  Enhancing School Connectedness and Engagement Recognizing the importance of fostering a sense of belonging among students, TUSD is embarking on new initiatives. These include expanding extracurricular activities and promoting opportunities for student leadership. TUSD aims to deepen connections between students and school community members.  Building Caring Adult Relationships To strengthen relationships between students and adults within the school environment, TUSD is prioritizing professional development. Staff will undergo training focused on enhancing communication skills and fostering supportive interactions with students and their families.  Improving School Safety TUSD is taking proactive steps to enhance safety protocols and procedures. Through stakeholder collaboration sessions and additional surveys, specific safety needs will be identified and addressed. Measures such as increased supervision, anti-bullying programs, and enhanced security measures will be implemented to ensure a safe learning environment for all students.  Promoting Parental Involvement TUSD is developing strategies to increase parent engagement. Flexible meeting times and virtual engagement opportunities will accommodate diverse schedules, while parent education programs will emphasize the importance of ongoing involvement in their children’s education. Regular communication channels will be established to keep parents informed and engaged in school activities.  Community School Development TUSD is exploring community school models that integrate academic, health, and social services. Partnerships with local organizations will expand access to resources such as tutoring, after-school programs, and family engagement activities.  Mental Health Support TUSD is increasing the availability of mental health professionals within schools. Additional counselors, social workers, and psychologists will provide ongoing support and implement mental health awareness programs.  By implementing these comprehensive changes and maintaining a focus on continuous improvement, TUSD aims to address identified areas of need effectively. Integrating data disaggregation and enhancing support systems will ensure equitable outcomes for all students across the district, promoting a nurturing and inclusive learning environment where every student can thrive.|Met||2026-06-22|2026
30736500000000|Irvine Unified|6|Irvine Unified School District assesses school climate and student well-being through the California Healthy Kids Survey (CHKS), the Panorama SEL Survey, and the district's Annual Survey.  The 2025–26 CHKS documents improvement in school connectedness across all secondary grade levels relative to 2023–24: Grade 7 (72%, up from 67%), Grade 9 (72%, up from 66%), and Grade 11 (69%, up from 65%). Sense of school safety also improved: Grade 7 (75%), Grade 9 (80%), Grade 11 (80%). EL students show a steeper decline in connectedness across grade levels (Gr. 7: 72%; Gr. 9: 69%; Gr. 11: 63%), widening the gap by Grade 11. Only 50% of HOM students at Grade 7 perceive school as safe, compared to 75% overall.  Spring 2026 Panorama SEL data for grades 3–6 reflect overall stability. Supportive Relationships: ALL 88% (AA: 88%; AS: 88%; HI: 88%; WH: 88%; EL: 86%; SED: 87%). Self-Management: ALL 77% (AA: 69%; AS: 78%; HI: 73%; WH: 75%; EL: 74%; SED: 72%). Sense of Belonging: ALL 67% (AA: 65%; AS: 68%; HI: 64%; WH: 66%; EL: 64%; SED: 64%). School Climate: ALL 59% (AA: 55%; AS: 61%; HI: 57%; WH: 57%; EL: 62%; SED: 58%). Emotional Regulation: ALL 51% (AA: 49%; AS: 52%; HI: 50%; WH: 50%).  In grades 7–12, Supportive Relationships: ALL 89% (AA: 84%; AS: 89%; HI: 89%; WH: 88%; EL: 88%; SED: 87%). Emotional Regulation: ALL 58% (AA: 62%; AS: 58%; HI: 57%; WH: 58%; EL: 55%; SED: 57%). Sense of Belonging: ALL 66% (AA: 56%; AS: 67%; HI: 62%; WH: 65%; EL: 66%; SED: 64%). Diversity and Inclusion: ALL 80% (AA: 72%; AS: 80%; HI: 76%; WH: 81%). Cultural Awareness and Action: ALL 67% (AA: 57%; AS: 67%; HI: 65%; WH: 68%).  The 2025–26 Annual Survey (Students: 22,774; Parents: 11,827; Staff: 2,513) indicates 95% of students report having friends at school, 87% have at least one trusted adult on campus, and 69% can explain their feelings to others. School/District works to understand family backgrounds and cultures: Student 71%; Parent 75%. Translation and interpretation services accessible to families: Parent 58%. Areas of concern include 31% of students reporting experiencing racism at school and 28% of secondary students missing school due to chronic stress.|Areas of Strength Cross-instrument data confirm several durable strengths in school climate and student well-being. Supportive relationships represent the highest-performing SEL domain district-wide: 88% of grades 3–6 students and 89% of grades 7–12 students report favorable perceptions, with minimal subgroup variation across AA, AS, HI, and WH groups in both grade bands. CHKS school safety scores improved at all secondary grade levels (Gr. 7: 75%; Gr. 9: 80%; Gr. 11: 80%), and school connectedness improved across all grade levels compared to 2023–24. Annual Survey data confirm that 95% of students report having friends at school. These findings indicate that the district's investments in relationship-building, counseling staffing, and MTSS infrastructure are producing broad, measurable improvements in student connectedness and perceived safety.  AA students demonstrated the strongest year-over-year SEL gains across both grade bands. In grades 3–6, Sense of Belonging increased 6 points to 65%, and Self-Management increased 5 points to 69%. In grades 7–12, Emotional Regulation increased 9 points to 62%, the largest single-measure gain among any student group. These gains reflect the impact of targeted mental health and SEL supports directed toward this population.  Identified Needs Emotional Regulation remains the lowest-scoring competency district-wide: 51% in grades 3–6 and 58% in grades 7–12. Subgroup gaps persist, particularly for AA students in grades 3–6 (49%), HI students in grades 7–12 (57%), and EL students in grades 7–12 (55%). Cultural Awareness and Action declined 4 points to 67% district-wide in grades 7–12, with AA students scoring 10 points below the district average (57%) — the largest subgroup gap in this domain.  Sense of Belonging remains a significant need for AA students in grades 7–12 (56%, 10 points below district average) and HI students (62%, 4 points below). EL students exhibit a widening connectedness gap across secondary grade levels on the CHKS (Gr. 7: 72%; Gr. 9: 69%; Gr. 11: 63%), indicating that current supports are not sustaining connection as EL students advance. Only 50% of HOM students at Grade 7 perceive school as safe, a 25-point gap relative to the overall population.  Annual Survey data identify ongoing wellness concerns: 31% of students report experiencing racism at school, and 28% of secondary students miss school due to chronic stress. Only 47% of students report satisfaction with their sense of community on campus, and only 58% of families report access to translation and interpretation services, indicating continued need for culturally responsive family engagement.|IUSD will continue to implement and refine a Multi-Tiered System of Supports (MTSS) to strengthen school climate, increase student engagement, and address student wellness needs, with particular focus on identified student groups.  At the universal level (Tier 1), IUSD will continue to broaden implementation of explicit social-emotional learning (SEL) instruction across all grade spans. This expansion focuses on integrating foundational SEL skills into daily classroom environments, with emphasis on emotional regulation, adaptive coping strategies, and overall resilience. Formal SEL instruction is currently limited to the elementary level; expansion to secondary settings represents a key continuous improvement priority. Schools will continue to implement strategies that promote inclusive environments and a strong sense of belonging, including culturally responsive practices, relationship-building structures, and opportunities for student voice.  At the targeted level (Tier 2), the District will continue to provide additional supports for student groups identified through disaggregated data, including English learners, students with disabilities, and students with 504 plans. Supports include small group SEL interventions, targeted skill-building focused on emotional regulation and social awareness, and increased monitoring of student engagement and connectedness. Site-based MTSS teams will continue to use Panorama and CHKS data, along with attendance, behavior, and academic indicators, to identify students who would benefit from additional support and to monitor progress over time.  At the intensive level (Tier 3), the District will continue to explore additional funding to expand access to mental health services for students demonstrating higher levels of need, including those experiencing social-emotional distress, chronic sadness, or other mental health challenges. Supports include individualized counseling, case management, and coordination of services for students with disabilities, students with 504 plans, and students experiencing housing instability or foster care placement. Targeted outreach and relationship-building will be prioritized to strengthen school connection and ensure equitable access to supports.  Across all tiers, the District will prioritize the use of disaggregated data to guide decision-making and resource allocation. Schools will regularly review subgroup data to identify disparities, evaluate the effectiveness of interventions, and adjust supports to improve outcomes for all students. This ongoing cycle of data use and continuous improvement will ensure that the District maintains its strengths in school climate and relationships while making measurable progress in addressing identified needs related to student engagement, emotional well-being, and equitable access to support.|Met||2026-06-23|2026
30736500142232|Irvine Chinese Immersion Academy|6|ICIA uses multiple local measures to monitor school climate, including student surveys, family surveys, attendance data, suspension data, behavioral incident reports, counselor referral data, and stakeholder feedback collected throughout the school year.  Student survey results from grades 3–5 indicated that 87% of students agreed or strongly agreed that they feel safe at school, 87% agreed or strongly agreed that adults at school care about them, and 73% reported a positive sense of belonging. Student feedback identified strong relationships with teachers and staff as a significant strength while also indicating opportunities to further strengthen peer relationships and student connectedness.  Family climate data collected through 18 Possip pulse checks during the 2025–26 school year yielded 523 responses, a 60.74% response rate, and 95.75% positive sentiment. Families frequently identified teacher quality, school leadership, school culture, and communication as strengths of the school.  Additional local indicators reflect a positive school climate. Student attendance remained approximately 97%, suspension rates remained extremely low, and students reported high levels of physical and emotional safety. ICIA continues to review available data across student groups and stakeholder populations to monitor school climate, identify areas for growth, and support continuous improvement efforts.|Analysis of local climate data indicates that ICIA maintains a positive, safe, and supportive school environment. Student survey results demonstrate strong relationships between students and adults, with 87% of students reporting that adults at school care about them and 87% reporting that they feel safe at school. Family feedback further supports these findings, with 95.75% positive sentiment reported through the school's Possip surveys. Families consistently identified teacher quality, school leadership, communication, and school culture as strengths.  Additional indicators, including approximately 97% student attendance and very low suspension rates, reflect high levels of student engagement and a positive school climate. Family participation rates and survey response rates also demonstrate strong trust and engagement within the school community.  The primary area of identified need relates to student belonging and peer relationships. While students reported positive relationships with adults, only 73% reported a strong sense of belonging. Student feedback suggests opportunities to further strengthen peer interactions, student connectedness, and schoolwide culture-building efforts. As a result, ICIA will continue to prioritize social-emotional learning, Positive Behavioral Interventions and Supports (PBIS), student leadership opportunities, and activities that promote inclusion, belonging, and positive peer relationships.  Although available disaggregated student group data are limited due to small subgroup sizes, ICIA continues to monitor climate indicators across student populations to ensure equitable access to a safe, supportive, and inclusive learning environment for all students.|Based on the analysis of local climate data, ICIA has identified opportunities to strengthen student belonging, peer relationships, and consistency in schoolwide culture and behavior systems. While survey results indicate that students feel safe and supported by adults, data suggest that additional efforts are needed to improve student connectedness and positive peer interactions.  In response, ICIA has enhanced its Positive Behavioral Interventions and Supports (PBIS) framework by establishing clearer schoolwide expectations, increasing staff training, and implementing ongoing monitoring of Tier 1 practices. The school has also expanded social-emotional learning supports, strengthened counseling services, and increased opportunities for student leadership, collaboration, and community-building activities.  To support continuous improvement, ICIA will implement more systematic tracking of behavioral data, including both major and minor incidents, to better identify trends and inform interventions. The school will continue to collect and analyze student, family, and staff feedback throughout the year to evaluate the effectiveness of these efforts and make adjustments as needed.  These actions are intended to strengthen school climate, increase students' sense of belonging, promote positive peer relationships, and ensure that all students experience a safe, supportive, and inclusive learning environment.|Met|ICIA continues to demonstrate a positive and supportive school climate characterized by strong relationships among students, staff, and families. Local climate data indicate high levels of student safety, positive relationships with adults, strong attendance, and meaningful family engagement. During the 2025–26 school year, ICIA conducted 18 family pulse checks, receiving 523 responses with a 60.74% response rate and 95.75% positive sentiment. These results reflect a high degree of trust and confidence in the school's educational program, leadership, and culture.  ICIA remains committed to continuous improvement through ongoing stakeholder engagement, data analysis, and implementation of programs that support student well-being, belonging, and positive peer relationships. The school will continue to strengthen its PBIS and social-emotional learning efforts while maintaining a safe, inclusive, and welcoming environment that supports academic success and personal growth for all students.|2026-06-16|2026
30739240000000|Los Alamitos Unified|6|Los Alamitos USD administered a school climate and safety survey (strengths survey) to all students in grade 4, 7 and 10.  The survey results from the surveys are below:  For the 7th & 10th Grade Survey (all students): Emotion Regulation: 54% Feel Safe at School: 84% Self-Efficacy: 47% Self-Management: 78% Social Awareness: 64% Supportive Relationships: 84%  For the 7th & 10th Grade Survey (Homeless/Foster Youth students): - Not a significant subgroup of students Emotion Regulation: N/A Feel Safe at School: N/A Self-Efficacy: N/A Self-Management: N/A Social Awareness: N/A Supportive Relationships: N/A  For the 7th & 10th Grade Survey (Socioeconomically Disadvantaged students): Emotion Regulation: 49% Feel Safe at School: 83% Self-Efficacy: 40% Self-Management: 73% Social Awareness: 61% Supportive Relationships: 81%  For the 7th & 10th Grade Survey (English Learner students): Emotion Regulation: 40% Feel Safe at School: 80% Self-Efficacy: 44% Self-Management: 63% Social Awareness: 62% Supportive Relationships: 93%    For the 4th Grade Survey (all students): Emotion Regulation: 50% Feel Safe at School: 82% Self-Efficacy: 53% Self-Management: 77% Social Awareness: 64% Supportive Relationships: 90%  For the 4th Grade Survey (Homeless/Foster Youth students): Not a significant subgroup of students Emotion Regulation: N/A Feel Safe at School: N/A Self-Efficacy: N/A Self-Management: N/A Social Awareness: N/A Supportive Relationships: N/A  For the 4th Grade Survey (Socioeconomically Disadvantaged students): Emotion Regulation: 45% Feel Safe at School: 80% Self-Efficacy: 43% Self-Management: 66% Social Awareness: 59% Supportive Relationships: 93%  For the 4th Grade Survey (English Learner students): Emotion Regulation: 31% Feel Safe at School: 69% Self-Efficacy: 40% Self-Management: 67% Social Awareness: 46% Supportive Relationships: 62%|Analysis of the school climate and safety survey data indicates several areas of strength across the district, as well as opportunities for continued growth. Overall, students report positive perceptions of school safety and supportive relationships. Among students in grades 7 and 10, 84% reported feeling safe at school and 84% reported having supportive relationships. Similarly, 82% of fourth-grade students reported feeling safe at school, while 90% reported supportive relationships, indicating that students generally feel connected to trusted adults and peers and experience a positive school climate.  The data also highlights areas of need related to students’ social-emotional competencies. Across all student groups, Emotion Regulation and Self-Efficacy were the lowest-rated areas. Among students in grades 7 and 10, only 54% reported positive Emotion Regulation and 47% reported positive Self-Efficacy. Fourth-grade students reported similar results, with 50% indicating positive Emotion Regulation and 53% reporting positive Self-Efficacy. These findings suggest a need for continued support in helping students develop confidence in their abilities, perseverance, coping skills, and strategies to manage emotions effectively.  Disaggregated data reveals additional needs among student groups. Socioeconomically disadvantaged students scored below the all-student averages across nearly every category at both grade levels, particularly in Self-Efficacy, Emotion Regulation, and Self-Management. In grades 7 and 10, socioeconomically disadvantaged students reported 40% Self-Efficacy and 49% Emotion Regulation, while fourth-grade socioeconomically disadvantaged students reported 43% Self-Efficacy and 45% Emotion Regulation. These results indicate a need for targeted social-emotional supports and interventions to strengthen students’ confidence, resilience, and self-management skills.  English Learner students demonstrated notable strengths in supportive relationships at the secondary level, with 93% reporting positive relationships with peers and adults. However, this subgroup also showed the greatest areas of need in several social-emotional indicators. Among grades 7 and 10 English Learners, only 40% reported positive Emotion Regulation and 44% reported positive Self-Efficacy. Fourth-grade English Learners reported the lowest results across multiple categories, including Emotion Regulation (31%), Self-Efficacy (40%), Social Awareness (46%), and Feel Safe at School (69%). These findings suggest a need for additional academic, social-emotional, and school-connectedness supports for English Learners, particularly at the elementary level.  Data for Foster Youth and Homeless students were not reported due to the small size of the student population, making the subgroup not statistically significant for reporting purposes.  Overall, the survey results demonstrate that students generally feel safe, supported, and connected within their school communities. At the|Based on the analysis of school climate and safety survey data, the District will continue to prioritize student social-emotional well-being while maintaining the strong sense of safety and supportive relationships reported by students. Survey results identified Emotion Regulation, Self-Efficacy, and Self-Management as areas of need, particularly for English Learners and socioeconomically disadvantaged students.  To address these needs, the District will continue implementing social-emotional learning practices, counseling services, wellness supports, and professional development focused on student well-being and engagement. School sites will use survey data to identify trends, inform interventions, and provide targeted supports for student groups demonstrating lower outcomes.  As part of its continuous improvement process, the District will annually review climate survey data and make adjustments to programs, services, and supports as needed to ensure all students have access to a safe, supportive, and inclusive learning environment.|Met||2026-06-23|2026
30741040000000|North Orange County ROP-Adult|6||||Not Met|||2026
30741120000000|College and Career Advantage|6||||Not Met|||2026
30741200000000|Coastline ROP|6||||Not Met|||2026
30742520000000|Central Orange County CTE Partnership (CTEp)|6||||Not Met|||2026
30768930000000|SBE - Magnolia Science Academy Santa Ana|6||||Not Met|||2026
30768930130765|Magnolia Science Academy Santa Ana|6|MSASA’s 2025-2026 participation for the Family Survey (77.9%) is slightly higher than the 2024-2025 school year (71.5%) MSASA’s Staff Overall Satisfaction rate is similar to the 2024-2025 school year (82%) and the 2025-2026 school year (78%) A clean campus and strong community environment were highlighted in the free responses by the families and students for the 2025-2026 school year Supportive staff and small class sizes were highlighted in the free responses by the families and students for the 2025-2026 school year School activities, clubs, and after-school opportunities are highlighted by Students, families, and staff|MSASA’s Average Saff Approval rate dropped by 9% 2025-2026 school year (72%), versus the average approval rate from the 2024-2025 school year, which was 81%. Students want the playground to be updated. Fairness and equality in school policy enforcement. More food options.|At the beginning of the 2026-2027 school year, a new universal behavior tracker will be implemented across the entire school (Tk - 12th Grade), to track student behavior in order to provide a fair and restorative response to the behavior submissions. The PBIS Team will utilize the behavior tracker to generate data that can be reviewed bi-monthly to measure if discipline issues are being reduced with the use of the universal tracker. The universal tracker is predicted to reduce behavioral submissions by at least 10%, from the previous 2025-2026 school year. This will be determined with an annual review of the data.|Met||2026-06-17|2026
31103140000000|Placer County Office of Education|6|"PCOE administered the PBIS School Climate Survey in the 2025–2026 school year to measure perceptions of school climate. The survey results are reported on a scale of 1 to 4, with one reflecting ""strongly disagree"" and four reflecting ""strongly agree."" PCOE's minimum average desired outcome on the PBIS School Climate Survey items is a score of 3, which reflects that respondents agree or strongly agree with the statement.  PCOE Court Schools administered a local school climate survey to students in grades 7–12 at Honour Schaps Court School during the 2025–2026 school year, with 19 respondents. There were no students enrolled in grades TK-6.  The overall mean score across all items was 2.9, indicating a moderate level of positive school climate with both strengths and areas for growth.  Survey results for individual items include:  Overall      All students: 2.9      Hispanic students: 2.7  Results indicate strengths in School Connectedness and relationships, particularly in clear behavioral expectations and respectful interactions between staff and students.  Teachers treat me with respect      All students: 3.2      Hispanic students: 3.3  My school sets clear rules for behavior      All students: 3.2      Hispanic students: 3.1    Mid-range scores for School Safety, recognition, and adult support suggest that systems are in place but may not be experienced consistently by all students.   Students are recognized for good behavior      All students: 2.8      Hispanic students: 2.9  School is a place where I feel safe      All students: 2.8      Hispanic students: 2.3  I know an adult I can talk to if I need help      All students: 2.8      Hispanic students: 2.7   Lower scores in liking school, feeling successful, and classroom learning conditions highlight areas for improvement in student engagement, sense of belonging, and academic confidence.  I like school:       All Students: 2.5       Hispanic Students: 2.0  I feel successful at school      All students: 2.6      Hispanic students: 2.7  My school has high standards for achievement      All students: 2.2      Hispanic students: 2.3  Disaggregated data indicate some variation across student groups. Hispanic/Latino students (n=7) reported an overall climate score of 2.65, with relatively strong perceptions of teacher respect (3.29) and clear rules (3.14), but lower perceptions of safety (2.29) and school connectedness, including “I like school” (2.00).  These findings suggest that while relationships with staff are strong, some students may experience lower levels of belonging and safety. Other subgroup data, including by gender and additional race/ethnicity categories, were limited due to small sample sizes.  Overall, results reflect a structured and respectful environment with opportunities to strengthen student engagement, consistency of experience, and equitable perceptions of safety and support across student groups."|Analysis of local climate survey data indicates that PCOE Court Schools have established important foundational strengths in school climate, particularly in the areas of structure, relationships, and behavioral expectations. Students reported the highest levels of agreement in items related to teachers treating them with respect and the school setting clear rules for behavior, suggesting that staff consistently foster respectful interactions and maintain clear, predictable expectations. These positive survey outcomes suggest that the actions outlined in the LCAP, related to PBIS implementation and the provision of additional counseling services for unduplicated students, have effectively supported positive perceptions of the school climate.     Additionally, mid-range scores in areas such as safety, recognition for positive behavior, and access to a trusted adult indicate that key systems and supports are in place to promote student well-being. These findings reflect a structured and supportive environment where staff are available to students, and positive behavior systems are functioning, though not yet experienced consistently by all students.   At the same time, survey results reveal clear areas for improvement related to student engagement, belonging, and academic confidence. Lower scores for “I like school,” “I feel successful,” and classroom conditions that support learning suggest that students may not consistently feel connected to their school experience or confident in their academic progress.  Disaggregated data further indicate the need to address equity in student experience. Hispanic/Latino students reported lower perceptions of safety and connectedness compared to the overall average, despite strong perceptions of respect from staff. This suggests that while relationships are positive, some students may not experience a strong sense of belonging or security within the school environment.   Overall, the data highlight a stable and respectful school climate with opportunities to strengthen consistency, increase student engagement, and ensure equitable experiences across all student groups.|PCOE will continue to focus on strengthening student engagement, sense of belonging, and consistency of positive climate practices across all classrooms, with particular attention to underrepresented student groups. Efforts include refining instructional and behavioral supports, increasing opportunities for student voice, and reinforcing recognition of positive behavior.    The Court School will continue to implement the 2024–2027 LCAP School Climate goal, including ongoing monitoring of climate-focused actions and metrics.  School climate efforts will remain aligned with PBIS and interdisciplinary supports, including collaboration with probation and student services staff to ensure consistent expectations and timely interventions. Key actions include strengthening Tier I PBIS practices, enhancing Tier II and III supports, expanding access to counseling, and increasing family outreach and transition supports through the Student Support Practitioner and Community Schools Program Manager. The PBIS Team will continue its focus on continuous improvement by reviewing and refining systems and practices, particularly in classroom behavior management.|Met||2026-06-25|2026
31103140126904|Placer County Pathways Charter|6|The PBIS School Climate Survey was administered again in 2025-2026 across Pathways Charter School programs. Survey respondents rated various school climate items on a scale of 1-4 (1=Strongly Disagree, 4=Strongly Agree). Overall average scores were high across programs and participants, with an overall average score of 3.5; this indicates that the majority of students, staff, and families either agreed or strongly agreed with the statements in the PBIS School Climate Survey.  1. Teachers treat me with respect. Overall: 3.45 • Grades 3–5: 3.6 • Grades 6–8: 3.4 • Grades 9–12: 3.4 Students across all grade spans consistently report respectful, positive interactions with teachers.   2. I feel safe at school. Overall: 3.4 • Grades 3–5: 3.5 • Grades 6–8: 3.4 • Grades 9–12: 3.4 Safety is one of the highest-rated areas across the school, with strong agreement at every grade level.   3. There is an adult at school who will help me if I need it. Overall: 3.30 • Grades 3–5: 3.5 • Grades 6–8: 3.3 • Grades 9–12: 3.2 Students report strong access to adult support, demonstrating a consistent culture of care and responsiveness.   4. I like school / I look forward to school. Overall: 2.2 • Grades 3–5: 2.9 • Grades 6–8: 2.6 • Grades 9–12: 1.9 Connectedness declines with grade level, with the lowest ratings among high school students.|Survey results show that students across all grade spans experience strong, respectful relationships with adults and feel safe at school—two of the highest-rated areas and clear strengths for Pathways Charter. Students also report reliable access to adult support when needed, reinforcing a culture where students feel known, cared for, and comfortable seeking help. These consistently high ratings reflect the effectiveness of staff efforts to build trust and maintain positive, supportive environments.  At the same time, the data highlight areas for continued attention. Student connectedness decreases with grade level, with high school students reporting the lowest levels of engagement and belonging. This pattern suggests a need to continue focusing on relationships, relevance, and motivation for older students.   Across grade spans, students identified peer behavior and classroom conduct as areas needing improvement. Lower ratings in these areas suggest a need for more consistent routines, clearer expectations, and increased reinforcement of positive behavior. Together, these findings indicate that while adult-student relationships and safety are clear strengths, Pathways Charter can deepen its focus on student engagement, peer culture, and consistent academic and behavioral expectations to support a positive climate for all learners.|The Pathways Charter LCAP will continue to support a School Climate goal for the 2024-2027 LCAP, including maintenance actions and metrics related to student wellness and a strong school climate.  Actions supporting positive school climate focus on Tier I PBIS systems and practices, Tier II and III social-emotional-behavioral intervention team systems, expanded access to counseling services for all students, and expanded access to supports provided by the Student Support Practitioner and Program Manager of Community Schools within a Community Schools framework.   Pathways Charter sites take a continuous improvement approach with their Tier I school-wide PBIS systems and practices.  Pathways Charter continues to focus on increasing student voice about school expectations, activities, and student acknowledgment systems.  In Spring 2025, Pathways iCARE student leadership (grades 9-12) participated in a facilitated feedback session regarding their PBIS School Climate Survey scores.  During this session, students expanded on their feedback and provided suggestions to address areas of need.  The 2024-2025 annual LCAP also reflects the addition of Tier I structured social-emotional learning curriculum at Pathways iCARE, ensuring that all students gain access to additional instruction, practice, prompting, and reinforcement of healthy pro-social skills and interactions with others.   These actions reflect Pathways Charter’s commitment to ensuring that all students experience a safe, supportive, and engaging school environment that promotes both well-being and academic success.|Met||2026-06-25|2026
31667610000000|Ackerman Charter|6|To satisfy the local climate survey requirements for the Ackerman Charter School District, the local survey data is summarized as follows:  Overall Participation and Connectedness: A locally developed survey that was administered to all students in grades TK-8 yielded an overall school connectedness score of 84%, indicating a strong foundational sense of belonging across the district.  Perceptions of School Safety: General student perceptions of school safety reached an overall positive score of 86%, reflecting effective campus safety protocols and positive peer-to-peer interactions.  Disaggregated Student Group Data: When broken down by student groups, the data revealed a minor equity gap, with English Learners and socioeconomically disadvantaged students reporting slightly lower connectedness scores at 72% and 75%, respectively.|Based on the local climate survey data analyzed in Prompt 1, the following key learnings outline the Ackerman Charter School District’s primary strengths and identified needs:  Areas of Strength Strong Overall Connectedness: With an overall school connectedness score of 84%, the data demonstrates that a significant majority of our TK–8 students experience a strong sense of belonging and community within our schools.  Positive Perceptions of Campus Safety: The district's proactive campus environment and positive peer interactions are reflected in the 86% overall score for school safety, indicating that students generally feel secure and supported during the school day.  Identified Needs Connectedness Equity Gaps: Disaggregating the data by student groups reveals an urgent need to address equity gaps for our vulnerable populations. English Learners (72%) and socioeconomically disadvantaged students (75%) reported lower connectedness scores compared to the student body as a whole.  Targeted Engagement and Inclusion: Moving forward, the district needs to implement targeted, inclusive culture building strategies and localized support structures to close these gaps and ensure that sense of belonging and academic safety are experienced equitably across all student groups.|None at this time|Met||2026-06-17|2026
31667616031009|Bowman Charter|6|To satisfy the local climate survey requirements for the Ackerman Charter School District, the local survey data is summarized as follows:  Overall Participation and Connectedness: A locally developed survey that was administered to all students in grades TK-8 yielded an overall school connectedness score of 84%, indicating a strong foundational sense of belonging across the district.  Perceptions of School Safety: General student perceptions of school safety reached an overall positive score of 86%, reflecting effective campus safety protocols and positive peer-to-peer interactions.  Disaggregated Student Group Data: When broken down by student groups, the data revealed a minor equity gap, with English Learners and socioeconomically disadvantaged students reporting slightly lower connectedness scores at 72% and 75%, respectively.|Based on the local climate survey data analyzed in Prompt 1, the following key learnings outline the Ackerman Charter School District’s primary strengths and identified needs:  Areas of Strength Strong Overall Connectedness: With an overall school connectedness score of 84%, the data demonstrates that a significant majority of our TK–8 students experience a strong sense of belonging and community within our schools.  Positive Perceptions of Campus Safety: The district's proactive campus environment and positive peer interactions are reflected in the 86% overall score for school safety, indicating that students generally feel secure and supported during the school day.  Identified Needs Connectedness Equity Gaps: Disaggregating the data by student groups reveals an urgent need to address equity gaps for our vulnerable populations. English Learners (72%) and socioeconomically disadvantaged students (75%) reported lower connectedness scores compared to the student body as a whole.  Targeted Engagement and Inclusion: Moving forward, the district needs to implement targeted, inclusive culture building strategies and localized support structures to close these gaps and ensure that sense of belonging and academic safety are experienced equitably across all student groups.|None at this time|Met||2026-06-17|2026
31667790000000|Alta-Dutch Flat Union Elementary|6|"The Alta-Dutch Flat School District administered our own self-generated survey to students and parents in February, 2026.  When asked if ""My Learning Improved in the 25-26 School Year,"" 100% of students agreed. When asked if ""My Child's Learning Improved during the 24-25 School Year,"" 100% of parents surveyed agreed.  When asked if students feel safe on campus, 91% agreed. When asked if my child feels safe on campus, 100% of parents agreed. When assed if discipline was fair and consistent, 97% of students agreed. When asked if discipline was fair and consistent on campus, 91% of parents agreed. When asked if students were recognized for good behavior choices, 94% of students agreed. When asked if students were recognized for good behavior choices, 91% of parents agreed.  Our school is so small that it violates confidentiality when data is disaggregated."|Alta-Dutch Flat School District focused heavily during the 25-26 school year on school climate. All teachers were retrained in PBIS schoolwide standards in June, 2023. This year we worked on training and implementing Tier 2 PBIS strategies. We taught and reinforced school rules, named the BEARS Beliefs: Bears Are Brave, Engaged, Always Kind, Resourceful, and Safe. We explicitly taught the expectations with these school rules to all students throughout the year. Students were recognized at monthly assemblies for their positive behavior choices. All teachers had the expectation to invite parents who would be recognized to the monthly assemblies. Students who needed more support were placed on a Check in/Check out contract where they reviewed, daily, school rules with an adult on campus who is not their classroom teacher. We continued to use the Parent Square communication system this year. The teachers used Parent Square for classroom communication as well as private communication between parents and teachers. Weekly updates were sent every Friday, via Parent Square, to communicate to parents both what had happened that past week as well as notice for events that were upcoming. Teachers, support staff, and Board members also receive copies of these weekly updates, as well as specific information that pertains to that particular group. Discipline was documented this year through our Aries system. There is a need, based on student and teacher surveys, for clear consequences or fair discipline.|Alta-Dutch Flat School District plans to continue implementing PBIS during the 26-27 school year. Now that our team has  trained in Tier 2 systems, we will work to implement this system of support with fidelity. This will address the identified need of consequences for students who are sent to the office for referrals. We completed at PBIS FTI in May, 2026 and found areas of need to address. We will add photos to support our BEAR Beliefs to provide better access to all students, especially students with disabilities. We will add BEAR Belief to all classrooms, with the expectation being that they will be posted and clearly visible. We will continue staffing a counselor on campus one day a week to meet students' social-emotional needs as they may arise. Counseling may be available for whole-class instruction, small group, or individual based on needs and parent requests.|Met||2026-06-10|2026
31667870000000|Auburn Union Elementary|6|"The following data percentages indicated favorable answers of ""agree"" or ""strongly agree""  California Healthy Kids Survey data from parents indicated the following: - School encourages me to be an active partner with the school in educating my child. 82% - School actively seeks the input of parents before making important decisions. 57% - Parents feel welcome to participate at this school. 84% - School keeps me well-informed about school activities. 81% - School is a safe place for students. 85% - The school provides quality counseling or other ways to help students with social-emotional needs. 72%  California Healthy Kids Survey data from students indicated the following: - School is a safe place for students. 66% - I feel connected at my school. 5th grade: 73%; 6th grade: 61%; 7th grade: 51%  California Healthy Kids Survey data from staff indicated the following: - School is a safe place for students. 77% - There is support for social emotional learning. 85%"|Changes between 2025 and 2026 data collection is as follows:  California Healthy Kids Survey data from parents indicated the following changes: - School encourages me to be an active partner with the school in educating my child. -1% - School actively seeks the input of parents before making important decisions.-8% - Parents feel welcome to participate at this school. +1% - School keeps me well-informed about school activities. -3% - School is a safe place for students. -4% - The school provides quality counseling or other ways to help students with social-emotional needs. +9%  California Healthy Kids Survey data from students indicated the following changes: - School is a safe place for students. +10% - I feel connected at my school. 5th grade: +10%; 6th grade: 2025 was baseline; 7th grade: +6%  California Healthy Kids Survey data from staff indicated the following changes: - School is a safe place for students. +1% - There is support for social emotional learning. -3%  These data show a stabalizition and/or increase in culture and climate at our schools. 2024-2025 was the first year of AUSD's TK-8 school transition and great increases in CHKS scores were seen. For the 2025-2026 school year increases, slight decreases, or stabilization is seen across the board. Given this, AUSD plans to continue with current supports while layering in new additions tied to the rollout of a Multi-tiered System of Supports (MTSS) in 2026-2027.|AUSD continues to work on increased outreach to and participation of families. This is accomplished through regular and ongoing communication by both the site and district. AUSD is adding a community liaison position for 2026-2027 to support these efforts. An integrated referral system for academic, behavior, social-emotional, and other student needs in order to increase our ability to appropriately target areas of need within a decreased response window was developed during 2025-2026 and will be launched at the start of the new school year.|Met||2026-06-18|2026
31667870126664|Alta Vista Community Charter|6||||Not Met For Two or More Years|||2026
31667950000000|Colfax Elementary|6|During the 2025–2026 school year, Colfax Elementary School achieved its highest level of academic performance in the past decade. Fifty percent of students in grades 4–8 met or exceeded proficiency standards in English Language Arts, while 40 percent were proficient in mathematics. These gains significantly increased student confidence and success. Additionally, students participating in a newly implemented after-school math tutoring program demonstrated substantial growth, with several achieving multiple years of progress in a single school year. Colfax Elementary also continued to administer the Kelvin Pulse Survey to students, staff, and families. Participation rates were strong, with 77 percent of students and 73 percent of staff responding. Survey results highlighted a positive school climate and strong relationships. Seventy-one percent of students reported feeling cared for by adults at school, 76 percent felt encouraged to work hard and succeed, and 74 percent indicated they could stay focused on their goals during challenges. Positive staff responses included 100 percent reporting pride and determination throughout the year, and100 percent of staff indicating that school personnel build trusting, respectful relationships with families. Eighty-three percent of families agreed that the school creates a welcoming environment, while 84 percent reported that their child feels safe and has a sense of belonging at school.|The survey also identified areas for growth. Sixty-five percent of students believed school rules are applied fairly to everyone, 54 percent felt adults consistently intervene when students are unkind, 58 percent of parents viewed discipline practices as fair, and 50 percent of teachers reported receiving high-quality SEL training.|To address these needs, Colfax Elementary will continue successful initiatives including CHAMPS professional development, consistent behavior expectations, positive student recognition, and participation in the Safe School Ambassadors program. CESD will also continue to implement Integrated PBIS, the Request for Assistance, and the Second Step SEL curriculum. Classroom staff will participate in professional development in incorporating PBIS strategies directly into the classroom. These efforts will strengthen school connectedness, improve consistency, and support continued academic and social-emotional growth for all students.|Met||2026-06-24|2026
31668030000000|Dry Creek Joint Elementary|6|The LEA administers a local student climate survey to gather student perceptions of school climate, engagement, social-emotional learning, safety, relationships, and belonging. Results are reported as the percentage of students who agreed with each statement. Overall, students reported strong self-perception and growth mindset. Ninety-four percent believe they can do most things if they try, 93% feel positive about their future, 89% are happy with who they are, 97% know right from wrong, 94% learn from mistakes, 93% describe themselves as hard workers, and 90% report both solving problems and continuing to try when things are hard. The lower related item was follow-through, with 80% reporting that they finish whatever they begin. Responsible decision-making was positive but comparatively lower. Ninety-three percent of students report paying attention in class, 84% report telling the truth even when it is hard, and 77% report thinking about what will happen before making a decision. Social awareness and peer connection were among the strongest areas. Ninety-eight percent report treating people with respect, 98% are happy for friends' success, 97% accept others who are different, 98% have friends at school, and 96% care about their community. Year-over-year social awareness results remained high: treating people with respect held at 98%; being happy for friends' success held at 98%; accepting others increased from 96% to 97%; recognizing when someone is upset increased from 92% to 94%; and trying to help someone who is sad remained at 93%. Adult support results were also strong. Ninety-three percent report that teachers believe they will be successful, 92% report that adults support them when they need help, 90% report that adults care about them, and 90% report having at least one trusted adult at school. From 2024-25 to 2025-26, adult support increased from 90% to 92%, adults caring increased from 88% to 90%, having a trusted adult increased from 88% to 90%, adults listening increased from 82% to 85%, and belonging increased from 80% to 84%. Safety and overall climate results were positive with areas for continued attention. Eighty-four percent of students reported no electronic bullying, and 76% reported no physical bullying since the start of the school year. In addition, 88% are proud to be part of their school, 86% agree school is safe, 83% say school activities are fun, and 79% say their school has a positive environment. The LEA strives to increase all indicators and positive environment, belonging, physical bullying, and decision-making will guide continued improvement activities.|The key learning is that students report a generally positive school climate, with clear strengths in confidence, optimism, empathy, peer relationships, adult support, and community connection. These strengths are reflected in high agreement that students can do most things if they try (94%), feel positive about their future (93%), treat people with respect (98%), are happy for friends' success (98%), accept others who are different (97%), have friends at school (98%), and care about their community (96%). Adult relationships are also a strength. Ninety-three percent of students report that teachers believe they will be successful, 92% report that adults support them when they need help, 90% report that adults care about them, and 90% report having at least one trusted adult at school. Year-over-year increases in adult support, adults caring, trusted adults, adults listening, and belonging suggest that current efforts to strengthen student connection are having a positive impact. Identified needs include a sense of belonging, the overall school environment, responsible decision-making, and bullying prevention. Belonging improved from 80% to 84%, but remains lower than several other support measures. Additionally, while still on the higher end, finishing what students begin (80%), school activities being fun (83%), and the school having a positive environment (79%) are areas to increase as well. Bullying and safety require continued monitoring. Most students reported no electronic bullying (84%) and no physical bullying (76%), and discipline data show that 7.7% of recorded discipline incidents are determined to be true bullying after investigation. However, student perception data indicate that some students continue to experience or perceive bullying, especially physical bullying. The LEA will continue using both perception and discipline data to guide prevention, reporting, investigation, and follow-up.|Local climate data will guide the LEA's work to strengthen school climate, student connectedness, bullying prevention, and social-emotional and behavioral supports. The data show many strengths, including positive self-perception, peer relationships, adult support, respect for others, and community connection, while also identifying needs related to belonging, school environment, responsible decision-making, perseverance, and physical bullying prevention. Protocols for bullying prevention and response will be enhanced districtwide to ensure consistent prevention, reporting, investigation, intervention, documentation, and follow-up across school sites. The District will continue monitoring student perception data and discipline data to identify patterns, evaluate current practices, and make adjustments as needed. Tier 1 social-emotional and behavioral curriculum will be used to support all students in building positive relationships, regulating emotions, resolving conflict, demonstrating empathy, making responsible decisions, and persisting through challenges. This action responds directly to survey needs related to decision-making, follow-through, belonging, school environment, and bullying prevention. PBIS expansion will continue across school sites, and a district PBIS leadership team will be established to support alignment, consistency, and data-informed decision-making. The team will review behavior and climate data, support site teams, identify professional learning needs, and refine schoolwide expectations, acknowledgment systems, behavior response practices, and supports for safe, inclusive learning environments. Family capacity will increase through districtwide parent Social-Emotional and Behavioral Academies, with selected offerings expanded to school sites to increase access. The LEA will also strengthen counseling programs and parent/community engagement through opportunities such as Coffee with the Counselor, which help families understand supports and build relationships with school staff. Continuous improvement efforts will include reviewing climate survey results by student group when available and using survey data, behavioral data, discipline data, PBIS implementation data, and educational partner feedback to monitor progress and revise practices. These actions support the District's commitment to safe, supportive, inclusive, and engaging learning environments for all students.|Met||2026-06-16|2026
31668290000000|Eureka Union|6|Survey results and empathy interviews with students from the 2025–26 school year indicate positive perceptions of school safety, climate, and culture across all stakeholder groups, with staff responses consistently reflecting the highest levels of agreement. This trend suggests that staff members have a strong understanding of and confidence in the programs, practices, and systems implemented throughout the district to support safe, inclusive, and supportive school environments. Student and parent feedback also reflected many strengths, particularly in the areas of respect, belonging, and the belief that all students can learn and achieve. At the same time, survey responses identified several opportunities for continued growth. Areas receiving comparatively lower levels of agreement included the consistency and effectiveness of campus safety procedures and communication, opportunities for meaningful family involvement, and ensuring that all students feel emotionally supported and connected to trusted adults on campus. Additionally, some students and parents expressed concerns regarding online safety tools and the balance between digital monitoring and access to instructional resources. Overall, the survey findings highlight strong foundational systems and positive school relationships while also identifying opportunities to strengthen communication, increase family engagement, and continue fostering inclusive and supportive learning environments for all students.|As part of the annual LCAP Survey, School Safety, Climate, and Culture items evaluated culture, climate and safety perceptions during the 2025–26 school year, with participation from 684 students, 149 parents/guardians, and 41 staff members. Survey results reflected strong perceptions of safety, belonging, and inclusivity across EUSD schools. Approximately 80% of parents and 85% of staff agreed that campus safety measures and emergency procedures are effective, while students consistently reported feeling safe and supported at school. In addition, 95% of parents and 94% of staff agreed that schools promote respect and belonging for all students. Students also shared positive perceptions of school climate, with many reporting that adults at school encourage them, respect differences among students, and believe all students can learn and achieve. Across all stakeholder groups, responses reflected a strong sense of community, positive relationships between students and adults, and confidence in the district’s commitment to creating welcoming and inclusive learning environments.|School staff will continue to ensure students know they have adults at school whom they can connect with and trust via intentional check-ins from staff, mentorship initiatives, and open door policies and increased visibility.  Staff training on relationship building will continue to be provided. Ways EUSD will address the perceived lack of availability and accessibility of site and district administrators have been addressed in an earlier section of this report. Additionally, the ways by which the online safety of students at school are being addressed will be communicated comprehensively by the Technology Department, in addition to the parent workshops that it has offered in years past.|Met||2026-06-11|2026
31668370000000|Foresthill Union Elementary|6|After several years of attempting to improve participation levels for both students and parents using the California Healthy Kids Survey, with no improvement, the district designed a local climate survey which is completed by all students, staff and is shared with families for their feedback.  The survey contains many of the same questions that are asked in the California Healthy Kids Survey, avoiding questions that are particularly objectionable by community members).  Staff and student response levels to this local survey are consistently above 90%, however family response levels remain very low.  The Foresthill community continues to decline participation in data collection attempts. The survey among students captured student perceptions of school safety and connectedness in grades 1 through 8, as follows: - Staff treat students with respect (agree/strongly agree):  overall=78%, K=72%, 1st=71%, 2nd=80%, 3rd=82%, 4th=81%, 5th=74%, 6th=77%, 7th=70%, 8th=70%, SWD=76%, SED=78%, Homeless=73% - Students feel safe at school: overall=71%, K=72%, 1st=68%, 2nd=74%, 3rd=71%, 4th=58%, 5th=65%, 6th=53%, 7th=74%, 8th=85%, SWD=58%, SED=72%, Homeless=70% - Adult will help if you report bullying: overall=64%, K=83%, 1st=79%, 2nd=80%, 3rd=60%, 4th=56%, 5th=57%, 6th=30%, 7th=50%, 8th=33%, SWD=48%, SED=62%, Homeless=63% - Feeling close to people at school: overall=67%, K=79%, 1st=50%, 2nd=37%, 3rd=62%, 4th=58%, 5th=59%, 6th=56%, 7th=72%, 8th=50%, SWD=30%, SED=66%, Homeless=45% - Adults at school care about you: overall=74%, K=76%, 1st=75%, 2nd=89%, 3rd=71%, 4th=65%, 5th=76%, 6th=51%, 7th=54%, 8th=60%, SWD=75%, SED=72%, Homeless=59%|While there appears to be a relative strength in adults treating students with respect, followed by students feeling safe at school and feeling like adults at school care about students, in the area of feeling like a teacher will do something when bullying has been reported at school and students feeling close to people at school, students' reported feelings regarding their school climate are certainly lower.  Confidence that an adult will help in the situation of bullying falls among 4th-8th graders and with students with disabilities.  Among middle school students, the climate among 7th graders seemed to be higher than with other upper elementary grades.|With the strength of the 2025/26 7th grade cohort moving to 8th grade, the district plans to use their relative strength and leadership to give agency to culture-building strategies for the coming year.  In the lower elementary grades, a highly intentional culture-building design for the first two weeks of the school year, supported by Wellness Warriors, an Alternate Learning Space and team, and clear processes to support positive behaviors and behavior intervention will be combined with a very proactive parent volunteer recruitment campaign to build strong relationships and a clear through-line between home and school.|Met||2026-06-18|2026
31668450000000|Loomis Union Elementary|6|"An LCAP Student Survey was distributed to students in grades 5 through 8 in November 2025. Responses were ranked on a 4-point Likert Scale.  The percentage of respondents indicates those who marked ""often (3)"" or ""always (4)"" with each of the following statements related to School Climate.  Additionally, the District Educational Services team met with the student leadership teams at each school site to further clarify student perceptions and input.    Learning, Culture, and Environment: There is an atmosphere of care, respect, and responsibility at my school: 84.8%  My school has programs that promote positive student behavior: 88.3%  Parents and community members are provided with an opportunity to be involved in our school community: 92.4%  Communication: My teacher effectively communicates with me regarding expectations, academic progress and events: 92.5%  My school effectively communicates with me regarding expectations, academic progress and events: 89.2%  LUSD effectively communicates with me regarding district-wide announcements and events: 80.7%  Student Achievement & Instruction:  My academic needs are being met: 88.2% My social/emotional needs are being met: 82.6% There are high academic standards at my school: 81.5% I am showing progress in my learning: 92.1%"|Key learning, based on feedback from 5th- to 8th-grade students via the student survey (November 2025), provided both quantitative data, as outlined above, and qualitative data through short-answer responses.  When taken together with student leadership interviews, this data indicated that students continued to value access to non-academic experiences, such as before- and after-school clubs.  Students also wanted more frequent direct communication from both the site and district levels. Students also perceived that some of their peers engaged in maladaptive behaviors that negatively impacted the learning environment.  Students want high-quality first instruction and differentiation.|Actions in the 2026-2027 LCAP address these identified areas of need, informed by student input.  Before- and after-school clubs and interventions are funded through Goal 1 of the LCAP (Actions 1.5 and 1.6).  Social-emotional learning at Tier I is addressed through the Second Step curriculum and Restorative Practices, as well as Tier II interventions via small-group counseling, both of which are supported by the LCAP and grant funding to specifically address these areas of need (Actions 2.1 and 2.2).  LCAP Actions 1.1, 1.2, and 1.3 address student concerns around high-quality first instruction and differentiation.|Met||2026-06-11|2026
31668450117150|Loomis Basin Charter|6|Learning, Culture, and Environment: There is an atmosphere of care, respect, and responsibility at my school: 93.2% My school has programs that promote positive student behavior: 91.8% Parents and community members are provided with an opportunity to be involved in our school community: 97.3%  Communication: My teacher effectively communicates with me regarding expectations, academic progress and events: 94.3%  My school effectively communicates with me regarding expectations, academic progress and events: 92.9% LUSD effectively communicates with me regarding district-wide announcements and events: 98.6%  Student Achievement & Instruction:  My academic needs are being met: 91.3% My social/emotional needs are being met: 83.1% There are high academic standards at my school: 88.5% I am showing progress in my learning: 93.3%|Analysis of the 2024–2025 LCAP Student Survey data indicates that students in grades 5–8 generally perceive Loomis Basin Charter School as a positive, supportive, and academically focused learning environment. Survey results reveal several notable strengths across the areas of school climate, communication, and student achievement.  Areas of Strength  Student responses demonstrate exceptionally positive perceptions of school culture and community involvement. The highest-rated item, with 97.3% favorable responses, indicated that students believe parents and community members are provided opportunities to be involved in the school community. Additionally, 93.2% of students reported that there is an atmosphere of care, respect, and responsibility at school, while 91.8% agreed that the school has programs that promote positive student behavior.  Communication was also identified as a significant strength. Students reported high levels of satisfaction with communication from their teachers (94.3%), the school (92.9%), and the district (98.6%). These results suggest that students feel informed regarding expectations, academic progress, and school-related events.  Student achievement indicators were similarly positive. More than 91% of students reported that their academic needs are being met, and 93.3% indicated they are making progress in their learning. Additionally, 88.5% of students recognized that the school maintains high academic standards.  Areas of Need  While survey results were overwhelmingly positive, the area with the greatest opportunity for growth relates to social-emotional support. Although 83.1% of students reported that their social-emotional needs are being met, this was the lowest-rated survey item and suggests that some students may benefit from additional social-emotional learning opportunities, wellness supports, and connection-building activities. Continued focus on student well-being, mental health resources, and fostering a sense of belonging will remain important priorities.  Conclusion  Overall, survey findings indicate that students experience LBCS as a caring, communicative, and academically rigorous learning environment. The data reflect strong relationships among students, staff, families, and the broader school community. Moving forward, LBCS will continue to build upon these strengths while prioritizing efforts to enhance social-emotional supports and ensure that all students feel connected, supported, and equipped for success both academically and personally.|Analysis of student survey data informed the development of actions and services included in the 2026–2027 LCAP. While survey results reflected strong overall perceptions of school climate, communication, and academic support, social-emotional support emerged as an area for continued growth. In response, LBCS will continue to implement and strengthen programs designed to support students' academic, behavioral, and social-emotional needs.  Actions within the 2026–2027 LCAP directly address these identified needs based on student feedback. Before- and after-school clubs and intervention opportunities will continue to be funded through Goal 1 of the LCAP (Actions 1.5 and 1.6), providing students with additional academic support, enrichment opportunities, and meaningful connections to the school community.  To further support student well-being, LBCS will continue implementing Tier I social-emotional learning through the Second Step curriculum and Restorative Practices. These programs promote positive relationships, self-awareness, responsible decision-making, and a strong sense of belonging for all students. In addition, Tier II supports, including small-group counseling services, will continue to be provided for students requiring targeted social-emotional interventions.   LBCS will continue to monitor student feedback, academic outcomes, and social-emotional indicators to evaluate the effectiveness of these supports and make adjustments as needed to ensure all students have access to a safe, supportive, and engaging learning environment.|Met|As part of the school's commitment to continuous improvement, counseling services will be expanded during the 2026–2027 school year through the addition of one extra day of counselor support per week. This will increase the capacity and allows the school to provide more timely and responsive support to students and to expand access to individual and small-group counseling services.|2026-06-11|2026
31668520000000|Newcastle Elementary|6|Newcastle continued to choose not to participate in the California Healthy Kids Survey this year and used internal data instead to measure student connectedness and safety. Survey results indicated that 90% feel that school is a safe place and 84% feel they are treated with respect and 97% are connected to school. Internal surveys will continued to be used moving forward as it is better aligned to gather critical data points.|The greatest need for Newcastle continues to be the need implement a survey tool that collects accurate data for all grade levels, especially in the primary grades. Previous methods of collection input for the youngest students (surveys read to the students with emoji responses) have not yielded information that has been useful or meaningful. Data collected in grades 3-5 and 6-8 has been the most impactful in terms of feedback and results. An overarching area of strength is that data collected from students shows a significant increase in feelings of safety and connectedness, which has been echoed through informal data collection during the year in student participation in Site Council, in ASB meetings, in one-on-one interviews with students, and has been felt across all grade levels on campus.|Newcastle will continue to improve on climate survey collection processes and data review moving forward, specifically in the primary grades. The idea of a pre-school year and post-school year survey has been discussed and will be used on a trial basis in grades 6-8 to see if responses increase or decrease throughout the school year. Data from the California Healthy Kids Survey will be collected again and compared to previous year's data. Having more accurate data will drive changes in plans, policies, and procedures moving forward. The 2024-25 school year has been the most positive and consistent school years for students, staff, and families since returning to school full-time and in-person.|Met||2026-06-10|2026
31668520109827|Newcastle Charter|6|Newcastle continued to choose not to participate in the California Healthy Kids Survey this year and used internal data instead to measure student connectedness and safety. Survey results indicated that 90% feel that school is a safe place and 84% feel they are treated with respect and 97% are connected to school. Internal surveys will continued to be used moving forward as it is better aligned to gather critical data points.|The greatest need for Newcastle continues to be the need implement a survey tool that collects accurate data for all grade levels, especially in the primary grades. Previous methods of collection input for the youngest students (surveys read to the students with emoji responses) have not yielded information that has been useful or meaningful. Data collected in grades 3-5 and 6-8 has been the most impactful in terms of feedback and results. An overarching area of strength is that data collected from students shows a significant increase in feelings of safety and connectedness, which has been echoed through informal data collection during the year in student participation in Site Council, in ASB meetings, in one-on-one interviews with students, and has been felt across all grade levels on campus.|Newcastle will continue to improve on climate survey collection processes and data review moving forward, specifically in the primary grades. The idea of a pre-school year and post-school year survey has been discussed and will be used on a trial basis in grades 6-8 to see if responses increase or decrease throughout the school year. Data from the California Healthy Kids Survey will be collected again and compared to previous year's data. Having more accurate data will drive changes in plans, policies, and procedures moving forward. The 2024-25 school year has been the most positive and consistent school years for students, staff, and families since returning to school full-time and in-person.|Met||2026-06-10|2026
31668520120105|Creekside Charter|6|Creekside Charter School administered its annual local climate and LCAP surveys during the 2025–2026 school year, including both parent and student surveys. The student survey included 118 respondents across grades TK–8, providing direct insight into student perceptions of safety, belonging, academic challenge, and support. Student survey results indicate a strong and positive school climate. A significant majority of students report feeling safe at school and supported by staff. Students indicated high levels of agreement with statements such as “This is a safe place to attend school,” “My teachers show that they care for me,” and “There is a staff member I can talk to when I have a problem,” reflecting strong relationships and a supportive environment. Student responses also demonstrate positive academic engagement and self-efficacy. Many students reported that they are working toward goals, believe they can overcome challenges, and are excited about their future. Additionally, students indicated that teachers have high expectations, provide challenging work, and offer opportunities to practice difficult skills and explain their thinking, reflecting alignment with academic rigor and instructional quality. Measures of belonging and inclusion are also strong. Students reported feeling welcomed at school, believing their opinions matter, and experiencing opportunities to learn about different cultures. These findings indicate a positive sense of connection and inclusion within the school community. These findings are consistent with parent survey data, which also reflects high levels of satisfaction with school climate, teacher quality, and student support. Disaggregated data, to the extent available, do not indicate significant disparities among student groups. In addition to survey data, Creekside utilizes ongoing qualitative and quantitative measures, including MTSS data, behavior data, and staff observations, to monitor school climate and inform continuous improvement efforts.|Analysis of 2025–2026 local climate data, including both parent and student surveys, indicates that Creekside Charter School continues to demonstrate a strong, positive school climate centered on relationships, student engagement, and a sense of belonging. Student survey results (118 respondents) reflect high levels of perceived safety, connection, and support. A large majority of students report that school is a safe place, that teachers care about them, and that they have access to trusted adults when needed. Students also report strong self-efficacy and engagement in learning. Many students indicated that they are working toward goals, believe they can overcome challenges, and feel excited about their future. In addition, students report that teachers maintain high expectations, provide appropriately challenging work, and support skill development through practice and opportunities to explain their thinking. These findings align with parent survey data indicating high satisfaction with academic challenge and support. Measures of belonging and inclusion are also strong. Students report feeling welcomed, valued, and heard, with many indicating that their opinions matter and that they have opportunities to engage in meaningful learning experiences, including real-world connections and exposure to diverse perspectives. Overall, the climate is a strength, but the data also points to areas for continued growth. Some variability in responses regarding student voice, access to calming spaces, and the consistency of academic challenge indicates opportunities to further strengthen systems that support all learners. Additionally, feedback from families highlights a desire for expanded enrichment and extracurricular opportunities, which contribute to overall student engagement and school connectedness.|Based on the analysis of local climate data and educational partner feedback, Creekside Charter School will continue to prioritize maintaining a positive, relationship-centered school environment while implementing targeted refinements to address identified needs. The school will sustain its focus on strong student–teacher relationships, high-quality instruction, and supportive learning environments, which are reflected in both student and parent survey results. Ongoing implementation of MTSS, PBIS, and restorative practices will continue, with an increased emphasis on consistency across classrooms and strengthening Tier 1 supports to ensure all students experience clear expectations and equitable access to supports. In response to student survey data, the school will continue to strengthen opportunities for student voice and engagement by expanding structures such as student leadership and classroom-based opportunities for input and reflection. Additionally, the school will refine systems that support student self-efficacy, goal setting, and access to trusted adults, ensuring that all students feel supported both academically and socially. Based on family feedback, Creekside will continue to evaluate and refine communication systems to ensure clarity and consistency around academic programs, interventions, and student progress. Creekside will also explore feasible opportunities to expand enrichment and extracurricular programming, including after-school options, while recognizing current facility, staffing, and operational constraints. Creekside is actively exploring long-term facility options, which may allow for expanded programming in the future. Creekside will maintain ongoing data collection and analysis through student and parent surveys, MTSS data, and internal monitoring systems to assess progress and inform decision-making. These actions reflect Creekside’s commitment to continuous improvement by maintaining strong core practices while strategically addressing areas of growth in alignment with available resources and long-term planning.|Met||2026-06-15|2026
31668520121608|Harvest Ridge Cooperative Charter|6|Harvest Ridge Cooperative Charter School administers a local climate survey to assess student perceptions of safety, connectedness, and overall school experience. Survey results indicate that students overwhelmingly report feeling safe at school, supported by their teachers, and able to identify trusted adults when they need help. Students consistently describe the school as welcoming, kind, and community-oriented, frequently highlighting caring teachers, positive peer relationships, and a small-school environment as key strengths. Many students identified field trips, hands-on learning experiences, and friendships as favorite aspects of school. Responses from participating student groups were generally consistent and reflected a positive perception of the school climate and learning environment.|Analysis of the survey data demonstrates that Harvest Ridge’s greatest strengths are its strong relationships between students and staff, high perceptions of safety, and positive sense of belonging. Students reported that teachers help them learn, that they have supportive adults to turn to, and that the school provides a caring and encouraging environment. Feedback also reinforces the value students place on the school’s small size, personalized approach, and engaging learning opportunities. While overall responses were highly positive, the school will continue to seek ways to increase student engagement and ensure all students consistently feel proud of their work and excited about learning.|Harvest Ridge will use the climate survey results to continue strengthening its positive school culture and personalized approach to learning. The school will maintain its focus on building strong relationships between students and staff, providing engaging instructional experiences, and creating opportunities for student voice and belonging. Survey feedback will also inform ongoing efforts to enhance student engagement, expand hands-on learning opportunities, and provide additional support for students who may need encouragement in developing confidence and pride in their academic work. The school will continue administering and reviewing climate survey data annually to guide continuous improvement|Met||2026-06-25|2026
31668520127928|Rocklin Academy Gateway|6|Rocklin Academy Family of Schools (RAFOS) monitors school climate annually as part of its progress toward State Priority 6. At Rocklin Academy Gateway (Gateway), school climate data is collected from students in grades 6 and 7 through the California Healthy Kids Survey (CHKS), which was most recently administered in winter 2026. The 2025–26 CHKS results for Gateway students showed the following: Grade 6: 71% reported feeling connected to school. 83% reported feeling safe at school. 81% reported academic motivation. 84% reported that students are treated with respect. 47% reported having rumors or lies spread about them. 63% reported being called bad names or being the target of mean jokes. Grade 7: 76% reported feeling connected to school. 82% reported feeling safe at school. 66% reported academic motivation. 83% reported that adults hold students to high expectations. 45% reported experiencing harassment or bullying. 52% reported having rumors or lies spread about them. From the family perspective, the 2025–26 Intent to Return survey revealed: 97% of families feel their child is safe at school (up from 96.4% last year). 90.4% feel connected to their child’s school (up from 88.1% last year). 98% of families intend to return for the 2026–27 school year. (no change from last year). Because CHKS responses are anonymous, the school is not able to disaggregate results by student group. However, year-over-year data is used to inform site-level priorities and identify areas for further investment in student support, school culture, and student well-being.|Analysis of Gateway’s 2025–26 CHKS results revealed several continued strengths in student perceptions of safety, connectedness, and respect. Across both grade levels, a large majority of students reported feeling safe at school and connected to their school community. Students also reported positive perceptions related to respect and high expectations, suggesting that Gateway’s emphasis on relationship-building, supportive adults, and a positive school culture continues to provide a strong foundation for student success. Family perception data has historically mirrored these strengths, reinforcing the importance of strong partnerships between students, families, and staff in creating a positive school environment. At the same time, the data highlights important differences in the experiences of individual grade-level cohorts. While schoolwide systems and supports remain important, the results suggest a need to continue responding to the unique strengths and challenges of each student group. Gateway has learned that creating a positive school climate requires both consistent schoolwide practices and targeted supports that address the specific needs of individual cohorts. Key learnings include: Safety, connectedness, respect, and high expectations remain areas of strength and continue to provide a strong foundation for student learning and well-being. Student experiences vary across grade levels, highlighting the importance of balancing schoolwide systems with targeted supports that respond to the needs of specific cohorts. Peer interactions remain an area for continued attention. Significant percentages of students reported experiences with rumors, mean jokes, name-calling, harassment, or bullying, indicating a continued need to strengthen peer relationships and foster a culture of kindness and inclusion. Positive relationships with adults and a strong sense of belonging are closely connected to student engagement and motivation. As the school continues to strengthen adult-student relationships and address peer conflict, these efforts may also positively influence students’ academic motivation and overall engagement in learning. Ongoing analysis of climate data remains essential for identifying emerging trends, monitoring the effectiveness of supports, and ensuring that interventions are responsive to the needs of students. While CHKS data is not disaggregated by student group due to its anonymous design, the site uses this information to assess year-over-year trends, identify persistent challenges, and inform future practices. Gateway’s results reflect important strengths in school climate while also identifying opportunities to further strengthen peer relationships, belonging, and student engagement.|"To address areas of need identified through the analysis of CHKS results and key findings, Gateway is implementing several refinements to existing practices aimed at strengthening student belonging, improving peer interactions, and reinforcing a positive school culture. In 2026–27, Gateway will take the following actions as part of its continuous improvement plan: Prioritize Relationship Building at the Start of the School Year: Gateway will begin the year with a strong emphasis on helping teachers build meaningful relationships with students and establish safe, supportive classroom communities. Staff will intentionally create opportunities to get to know students as individuals, learn about their interests and experiences, and foster a sense of belonging from the first days of school. Strengthen Social-Emotional Learning (SEL) Implementation: The school will continue implementing SEL lessons and practices designed to build self-awareness, empathy, communication skills, and positive peer relationships. Particular attention will be given to helping students navigate conflict, build healthy relationships, and contribute positively to the school community. Reinforce Respectful Communication Through the 30-Second Rule: As part of ongoing SEL instruction, Gateway will revisit and consistently reinforce the ""30-Second Rule,"" which encourages students to refrain from commenting on aspects of a person that cannot be changed in a short amount of time. This strategy is intended to reduce unkind comments, strengthen empathy, and promote a culture of respect. Recommit to Consistent PBIS Implementation: Gateway will strengthen implementation of its Positive Behavioral Interventions and Supports (PBIS) calendar through a strong beginning-of-year launch and ongoing weekly reinforcement of schoolwide expectations. This work will focus on maintaining common language, consistent expectations, and proactive instruction around positive behavior throughout the school year. These actions reflect Gateway’s commitment to fostering a school climate where students feel safe, valued, respected, and connected, while continuing to respond thoughtfully to the needs identified through student climate data."|Met||2026-06-22|2026
31668860000000|Placer Hills Union Elementary|6|PHUSD was unable to complete the California Healthy Kids Survey in time for the LCAP this year. We used a local data collection survey that captured 300 responses. Key findings identified that more than half of students surveyed had a positive rating regarding school connectedness and school safety. These metrics are a part of our LCAP. • Safe at School: 68% (Increase) • Emotional Safety: 58% • Happy at school: 57% (Reduction) • Positive Relationship with an adult on campus (School Connectedness): 82% (Increase)|The data emphasizes the correlation between strength in adult/student relationships and the increased sense of safety at school. The high rates of positive adult relationships and awareness of resources reflect the impact of Wellness Centers, PBIS structures, and trained, committed staff. The safety and happiness scores drop in middle elementary school/middle school aged students, identifying a support need for these students, as we see a similar drop in academic scores as well. Behavior and fairness were the two themes that were identified as having the highest needs for school success.|In the 25/26 LCAP for 26/27 we build on these responses by strengthening SEL and refining behavioral systems districtwide. Actions included extended access to PBIS Tier 2 and Tier 3 training, piloting peer mediation instruction and continued dedicated time for behavior analysis at each school site. The district will continue to monitor the dip in emotional safety and academic preparedness in the upper elementary / middle school grades.|Met||2026-06-10|2026
31668940000000|Placer Union High|6|School Connectedness - Grade 9 - 67%, Grade 11 - 64%   - White –  Grade 9 - 69, Grade 11 - 65 - Hispanic – Grade 9 - 61, Grade 11 - 61  Caring Adult Relationships - Grade 9 - 61%, Grade 11 - 66% - White – Grade 9 - 62, Grade 11 - 68  - Hispanic– Grade 9 - 65, Grade 11- 64  High Expectations - Grade 9 - 73%, Grade 11 - 74% - White – Grade 9 - 74, Grade 11 - 77 - Hispanic– Grade 9 - 56, Grade 11 - 67    School perceived as safe or very safe - Grade 9 - 71%, Grade 11 - 73% - White – Grade 9 - 73, Grade 11 - 75   - Hispanic– Grade 9 - 67, Grade 11 - 69   Experienced Bullying/Harassment - Grade 9 - 33%. Grade 11 - 27%% - White – Grade 9 - 30, Grade 11 - 23  - Hispanic– Grade 9 - 37, Grade 11 - 35  Cyberbullying - Grade 9 - 26%, Grade 11 - 24% - White – Grade 9 - 24, Grade 11 - 23   - Hispanic – Grade 9 - 26, Grade 11 - 25|In looking at data from the CHKS survey, it is clear that our schools are viewed as safe spaces. Students consistently marked that they feel safe or very safe. Although incidents of harassment/bullying and cyberbullying do occur, the data examined showed that incidents related to race, ethnicity, religion, gender, gay, lesbian, bisexual, immigrant status and physical or mental disability were low with the majority of students expressing they had never experienced this. However, there has been input from students that the use of racial slurs and disrespectful language is occurring more often. The category of “any other reason” garnered the highest occurrences, yet the majority of students still reported that they have not experienced this. Although the overall sense is that students report feeling safe at school and incidents are on the lower side, this is still an area of focus for our district and school sites. Any feeling of concern on the part of our students to attend school and feel that it is a place they can be comfortable and belong is a concern of ours and one that we continue to put our energy towards. Caring relationships and knowing that there are trusted adults on campus that students can identify with are of great importance to PUHSD. This is an area where we strive to excel. The data reflects that students report they are connected to school, have staff that cares about them and have high expectations for them. Although our numbers have increased or remained the same in the area of school connectedness and caring relationships, this remains one of our bigger focus areas. We continue to work on and gather input from our students about ways to improve through avenues such as Student Voice meetings, Student Council, Advisory Groups, and our STOPit App to name a few.|"A respect committee was established three years ago to bring stakeholders together from all sites to examine ways to increase respect on campus and decrease incidents of harassment/bullying types of behavior. The idea for such a committee was born out of conversations with students during Student Voice and Student Engagement meetings. The committee includes district administration, site administration, counselors, mental health specialists and Student Intervention Specialists-Behavior. The first year, the committee conducted staff and student surveys, examined curriculum to support systemic change on campuses, and provided professional development for staff.  Last year, the committee designed professional development training for staff and implemented it by site during staff meetings and at our Inservice Day in March. This training has been powerful and we've received positive feedback from staff. We are being very deliberate in how we approach this concern as we work to create lasting systemic change and an improved culture shift on all of our campuses. This school year, the committee designed an UpStander campaign that was initiated on all sites. The campaign stressed the importance of ""if you see something, say something"". The committee shared videos with staff, students, parents and community members and then put out a video challenge to all sites. All sites participated and submitted at least one video. Businesses in the area also submitted UpStander videos as well. These videos were shared at the districtwide Inservice in March to all staff. Students also viewed the submitted videos during Advisory at their school sites. This proved to be a great way to raise awareness and share how people can be UpStanders in their school and community. This work will continue into next year. Information from internal surveys as well as the CHKS data will be utilized to continue to address identified areas of concern. Additionally, PUHSD will continue to focus on relationship building through our Quality Schools philosophy. All staff new to the district receive training in these tenets and the guiding principles are threaded through our district and site initiatives. These tenets help to create school cultures that emphasize belonging, which would in turn address the need to be more intentional about making sure students feel connected to the school. Each site's development and focus on their character pillars and implementation of character education in all aspects of the student’s educational journey is also a focus area designed to assist in improving relationships and school connectedness."|Met||2026-06-16|2026
31668940138081|Maidu Virtual Charter Academy|6|MVCA administered the California Healthy Kids Survey to all 9th and 11th grade students, staff, and parents.  Unfortunately, even after repeated attempts to have students complete the survey, only a small percentage of students responded.  For those who did respond, the results showed significant positive numbers for caring adults, being happy at the school, and high expectations.  However, we know that many of our students come to us with preexisting issues of anxiety and social-emotional distress, and choose MVCA because comprehensive sites are often contributing to their anxiety.  We continually try to connect with our students in different ways, including activities outside of the classroom (Maidu Meetups).  We have seen an increase in student attendance and engagement at these meetups during the 2025-26 school year.  Additionally, our teachers create very engaging online courses and are flexible and accommodating to student needs.  Part of the MVCA model is that MVCA teachers act as advisors and help students academically, socially, and emotionally, contributing to increased student engagement and success.  Finally, MVCA's tiered re-engagement plan has proven successful in identifying students who need additional support and providing them access to that support.|(See above)|(See above)|Met||2026-06-02|2026
31669100000000|Roseville City|6|Roseville City School District (RCSD) utilized multiple local data sources during the 2025–26 school year to assess school climate and conditions, including the Student Climate Survey, LCAP Survey, educational partner meetings, PAC/DELAC feedback, discipline and attendance data, and site-based stakeholder input. The Student Climate Survey included students in grades 4–8 and provided information regarding perceptions of safety, belonging, engagement, relationships, and social-emotional well-being.  Overall results reflected positive perceptions of school climate and student engagement. Eighty-eight percent of respondents indicated that students want to do well in school, 87% reported that students come to class prepared, and 83% indicated that students like going to school. Students also reported strong peer relationships and inclusive school environments, including 94% reporting that students have friends at school and 90% indicating that students from different cultural backgrounds become friends. Additionally, 82% of respondents reported that students feel comfortable talking to school staff, while 78% indicated that students feel safe at school.  Survey results also reflected positive social-emotional indicators. Students reported strong levels of perseverance, collaboration, self-awareness, and relationship skills. Family and staff survey data further demonstrated positive perceptions of communication and connectedness. Eighty-six percent of respondents agreed that schools encourage parental involvement, while 85% agreed that schools effectively communicate regarding student progress. Staff additionally reported strong feelings of belonging and respect at school sites.  Disaggregated student group data identified both strengths and areas for continued improvement. English Learners, students with disabilities, and Foster Youth generally reported positive perceptions of academic support, encouragement, and relationships with staff. Areas identified for continued growth included access to after-school opportunities, behavioral supports, family resources, and functional life skills supports for some student groups.  Survey data also identified continued concerns regarding bullying and peer conflict. While most students reported positive school experiences, only 44% of respondents agreed that bullying is not a problem. Verbal bullying, repeated name-calling, and peer conflict during recess and lunch were identified as the most common concerns. Families additionally expressed a desire for increased communication regarding school responses and support services following bullying incidents.  Overall, local climate data demonstrate that RCSD schools continue to foster positive relationships, inclusive learning environments, and strong school connectedness while identifying opportunities to strengthen student supports, social-emotional systems, and equitable access to programs and services for targeted student groups.|Analysis of 2025–26 local climate survey data and educational partner feedback indicates that RCSD continues to maintain strong foundational systems that support positive school climate, student connectedness, and engagement. High levels of student-reported belonging, encouragement, and support reflect continued implementation of Tier I systems, including Positive Behavioral Interventions and Supports (PBIS), restorative practices, and social-emotional learning strategies. Students reported strong relationships with peers and adults, high levels of belonging, and positive engagement in school.  Data also demonstrate strengths in family engagement and school connectedness. Families reported strong opportunities for communication and involvement: 86% agreed that schools encourage parental involvement, and 85% reported that schools effectively communicate about student progress. Staff additionally reported strong feelings of belonging and positive workplace relationships across school sites.  At the same time, disaggregated data identified important areas for continued improvement. Middle school students reported lower levels of belonging, safety, and engagement compared to elementary students, indicating a need for additional transition supports and relationship-building systems as students move into secondary settings. Families and students also expressed the need for stronger progress-monitoring systems, clearer communication regarding academic expectations, and increased support in navigating middle school systems and digital platforms.  Peer interactions and bullying continue to emerge as areas of concern. While most students reported positive school experiences, only 44% of respondents agreed that bullying is not a problem. Verbal bullying, repeated peer conflict, and incidents occurring during recess and lunch remained the most commonly identified concerns. Families also expressed a desire for increased visibility into school responses and support systems following bullying incidents.  Disaggregated student group data identified inequities in access to supports and enrichment opportunities. English Learners, students with disabilities, and Foster Youth generally reported positive perceptions of encouragement and academic support; however, lower ratings were reported regarding after-school access, behavioral supports, and family resources. These findings indicate a need to strengthen equitable access to extended learning opportunities and targeted interventions for unduplicated student groups.  Overall, the key learning from the data is that RCSD has established a strong, positive climate foundation supported by inclusive practices, student relationships, and family engagement systems. However, targeted improvements are needed to strengthen middle school connectedness, improve bullying prevention efforts, elevate student voice and participation, and ensure equitable access to supports and opportunities for all student groups.|In response to findings from the 2025–26 local climate survey and educational partner feedback, RCSD is implementing targeted actions and refining existing systems to support continuous improvement in school climate, connectedness, safety, and equitable access to supports.  To strengthen student connectedness and student voice, particularly at the middle school level, RCSD will expand opportunities for student input through advisory groups, leadership opportunities, and regular feedback cycles. Schools will implement consistent practices to ensure students have meaningful opportunities to contribute to decisions regarding school climate, engagement activities, and campus culture.  To address peer interactions and bullying concerns, RCSD will strengthen Tier I Positive Behavioral Interventions and Supports (PBIS) implementation and expand Tier II supports focused on social skills, conflict resolution, emotional regulation, and peer relationships. Staff will continue receiving professional learning on restorative practices, relationship-centered responses, and effective supervision during recess and lunch to improve consistency across school sites.  To improve middle school connectedness, RCSD will expand mentorship, transition supports, engagement activities, and use of FLEX time to address academic and social-emotional needs. Schools will also strengthen communication and family training related to grading platforms, progress monitoring, and academic expectations to improve engagement during key transition years.  To address identified equity gaps, RCSD will continue expanding access to the Extended Learning Opportunities Program (ELO-P) and improve multilingual communication regarding after-school programs and enrichment opportunities. Outreach efforts will prioritize English Learners, Foster Youth, students experiencing homelessness, and students with disabilities to support equitable participation in extended learning and extracurricular activities.  The district will continue prioritizing counseling, mental health, and wellness supports through coordinated student support teams. RCSD will also strengthen data-monitoring systems by regularly reviewing climate, attendance, discipline, and engagement data as part of school and district improvement processes, including SPSA and LCAP development.  Additionally, RCSD will continue refining family engagement and communication systems through multilingual platforms such as ParentSquare and targeted outreach to educational partners. Professional learning for staff and leaders will continue emphasizing culturally responsive engagement, relationship-building, and inclusive practices that strengthen belonging and connectedness for all students.  These actions reflect RCSD's commitment to aligning systems, resources, and continuous improvement efforts to identified student and family needs while strengthening safe, inclusive, and supportive learning environments across all schools.|Met||2026-06-17|2026
31669280000000|Roseville Joint Union High|6|The 2025–2026 California Healthy Kids Survey (CHKS) data indicate that RJUHSD continues to maintain a positive school climate and supportive learning environment for students. School climate indicators show improvements across several key measures, including School Connectedness (66%), Academic Motivation (68%), High Expectations (76%), Caring Adult Relationships (60%), and Perceived School Safety (68%). Additionally, 89% of students reported having two or fewer absences per month, reflecting strong student engagement and attendance. School Connectedness increased from 62% in 2025 to 66% in 2026, while Perceived School Safety increased from 63% to 68%, demonstrating continued progress in fostering supportive and safe school environments.  Mental health indicators remained generally stable and favorable when compared to state averages. Among Grade 9 students, 22% reported chronic sadness, 9% reported considering suicide, and 22% reported social and emotional distress. Grade 11 students reported similar results, with 24% reporting chronic sadness, 9% considering suicide, and 24% reporting social and emotional distress.   While survey results demonstrate strengths in safety, connectedness, attendance, and student well-being, opportunities for continued growth remain in areas such as meaningful participation and increasing students' sense of belonging and voice in school decision-making. RJUHSD will continue to use CHKS data, educational partner feedback, and local measures to strengthen school climate and ensure all students experience a safe, supportive, and engaging learning environment.|Analysis of the 2025-2026 California Healthy Kids Survey (CHKS) data highlights several strengths in RJUHSD's school climate and student well-being. Students reported strong levels of academic motivation (68%), high expectations from adults (76%), caring adult relationships (60%), and school connectedness (66%).   Staff survey data reinforce these positive findings. Staff reported that schools are supportive and inviting places for students to learn, safe for students, and welcoming to family involvement. Additionally, staff perceptions of student motivation continued to improve, increasing from 83% in 2025 to 85% in 2026. These findings suggest a strong foundation of positive relationships, safety, and support across district schools.  Despite these strengths, opportunities for growth remain. Meaningful Participation remained the lowest-rated school climate indicator at 22%, indicating that many students do not yet feel they have meaningful opportunities to contribute to school activities, leadership, or decision-making processes. While school connectedness improved, continued efforts are needed to strengthen student voice and increase students' sense of belonging and engagement. Additionally, mental health indicators show that a notable percentage of students continue to experience chronic sadness, social-emotional distress, and challenges related to overall well-being, highlighting the need for continued mental health supports and interventions.  Based on these findings, RJUHSD will continue to prioritize student voice, expand opportunities for meaningful participation and leadership, strengthen school connectedness, and enhance mental health supports. The district will also continue to foster positive relationships, maintain safe and supportive learning environments, and engage families as partners in promoting student success and well-being.|Based on the analysis of the 2025–2026 California Healthy Kids Survey (CHKS) and other local data sources, RJUHSD will continue implementing strategies designed to strengthen student connectedness, increase meaningful participation, and support student well-being. Survey results indicate strengths in school safety, academic motivation, and caring adult relationships; however, opportunities remain to increase student voice and meaningful participation while continuing to address student mental health needs.  To address these areas, RJUHSD will expand opportunities for student leadership and engagement by increasing student participation in school decision-making processes, advisory groups, student forums, and leadership opportunities. Schools will continue to seek student feedback regarding school climate, campus programs, and student support services to ensure student perspectives are reflected in school improvement efforts.  Recognizing the continued need for mental health supports, the district will maintain and strengthen access to counseling services, social-emotional supports, wellness resources, and early intervention strategies. Staff will continue to receive professional learning focused on relationship-building, student engagement, trauma-informed practices, and creating supportive learning environments that promote student well-being and success.  Additionally, RJUHSD will continue to foster positive school climates through programs that promote belonging, safety, and connectedness. Schools will implement strategies that encourage active student engagement, collaboration, and real-world learning experiences to increase student ownership of learning and strengthen academic motivation. The district will also continue efforts to engage families as partners in supporting student success through ongoing communication, outreach, and opportunities for involvement in school activities and decision-making.  Through these actions, RJUHSD will build upon existing strengths while addressing identified areas of need, ensuring students experience safe, supportive, engaging, and inclusive learning environments that promote both academic success and overall well-being.|Met||2026-06-09|2026
31669280121418|John Adams Academy - Roseville|6|The 2025-26 local climate survey data for John Adams Academy - Roseville provides insight into family perceptions regarding school climate, communication, scholar support, safety, and school connectedness. Overall survey responses reflect positive perceptions of the Academy’s mission-aligned culture, values-centered environment, and commitment to scholar growth and character development. Families reported positive perceptions regarding the Academy as a supportive and inviting place for scholars to learn, respectful treatment of families, communication systems, and opportunities for family involvement. Survey feedback also reflected positive perceptions regarding scholar growth, leadership development, and the impact of the Academy’s 10 Core Values and classical education model on school culture.  Survey participation included families across elementary, middle school, and high school grade spans, including families of English Learners and scholars with Individualized Education Programs (IEPs). These groups were included in the overall analysis of school climate factors such as communication, inclusivity, scholar support, and family engagement.  Open-ended survey responses provided additional qualitative feedback regarding school climate and educational partner experiences. Families frequently expressed appreciation for the Academy’s classical education model, strong academic expectations, values-centered environment, supportive staff relationships, and emphasis on leadership and character development. Educational partner feedback also identified areas for continued growth, including communication consistency, maintaining strong community connectedness, behavioral supports, intervention systems, expanded extracurricular and enrichment opportunities, and continued support for scholars with diverse learning needs. Feedback also reflected a desire for consistency and stability within the school community and continued strengthening of communication and engagement systems.|Analysis of the 2025-26 local climate survey data indicates that John Adams Academy - Roseville continues to foster a positive and mission-aligned school culture centered on leadership, character development, academic rigor, and scholar responsibility. Educational partner feedback reflects strong appreciation for the Academy’s classical education model, emphasis on the 10 Core Values, supportive learning environment, and commitment to scholar growth.  Families consistently identified the Academy’s values-centered approach, strong academics, leadership development, and scholar-teacher relationships as significant strengths contributing to school climate and scholar success. Survey responses reflected appreciation for teachers and staff who demonstrate care, responsiveness, and commitment to scholars and families. Educational partner feedback also reflected appreciation for family involvement opportunities and the Academy’s emphasis on building a positive and supportive educational environment.  At the same time, analysis of survey feedback identified several areas for continued growth and refinement. Families expressed interest in stronger communication consistency, clearer information regarding programs and events, continued strengthening of behavioral supports, and expanded academic and enrichment opportunities. Educational partner feedback also highlighted interest in continued strengthening of intervention systems and support services for scholars with diverse academic and learning needs.  Overall, the data indicates that the Academy maintains many strengths related to school climate, family engagement, and scholar support while identifying opportunities for continued growth through communication refinement, strengthened support systems, and community engagement efforts.|In response to educational partner feedback and analysis of the 2025-26 local climate survey data, John Adams Academy - Roseville will continue implementing improvement efforts focused on communication, scholar support, positive school culture, and family engagement.  The Academy will continue refining communication practices to promote greater consistency, transparency, and accessibility regarding school procedures, scholar expectations, programs, and campus updates. Efforts will include continued enhancement of website resources, expanded social media communication, strengthened family communication systems, and opportunities for direct engagement between families and school leadership.  To support positive school climate and scholar connectedness, the Academy will continue emphasizing character education, leadership development, scholar responsibility, and positive behavior expectations aligned with the Academy’s mission and 10 Core Values. Staff collaboration and ongoing professional learning related to scholar support, relationship-building, and classroom management practices will continue supporting a safe and positive learning environment. As part of ongoing efforts to strengthen the secondary scholar experience, Roseville will support the transition of high school scholars from the Lincoln campus to expand opportunities for school connectedness, collaboration, culture-building, and a more robust secondary educational experience.  The Academy will continue strengthening intervention systems and collaboration among teachers, intervention staff, special education staff, and families to support scholars with diverse academic and learning needs through ongoing implementation of SST processes, MTSS supports, and progress monitoring.  During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to strengthen family communication, improve access to scholar information, and support more effective monitoring of scholar progress, attendance, and interventions.|Met||2026-06-04|2026
31669280141622|New Pacific Charter - Roseville|6|In the spring of 2026, New Pacific Roseville administered a school climate survey to students in grades 3–10 to evaluate their perceptions of school connectedness and safety. The results provide valuable insight into how students across various demographic groups experience the school environment:  Perceptions of School Safety and Connectedness:  67% of all students reported feeling connected to and safe at school.  100% of socioeconomically disadvantaged (SED), Hispanic, and Asian students reported feeling safe at school. Lower results were reported for female students at 40%, and white students at 63%.  These results reflect a strong overall sense of school safety and belonging among several subgroups of the student body. At the same time, the data also highlight areas where additional attention is needed to ensure that all student groups—especially females—experience an equally strong sense of connection and safety.  New Pacific Roseville remains committed to fostering an inclusive and supportive school climate for every student and will use these findings to guide ongoing equity-focused initiatives and student engagement strategies.|These results reflect a strong overall sense of school safety and belonging among several subgroups of the student body. At the same time, the data also highlight areas where additional attention is needed to ensure that all student groups—especially females—experience an equally strong sense of connection and safety.  New Pacific Roseville remains committed to fostering an inclusive and supportive school climate for every student and will use these findings to guide ongoing equity-focused initiatives and student engagement strategies.|New Pacific Roseville is committed to ensuring that all students, including Female and White students, experience a strong sense of safety, connection, and belonging. As part of this commitment, the school will conduct a focused review of interactions and school climate data to identify areas of strength and improvement specific to the experiences of Female and White students. This includes gathering student voice through surveys and listening sessions, reviewing discipline and engagement data, and providing staff with professional development on culturally responsive practices.  It is encouraging to note that 74% of parents of Female students, as well as 73% of parents of White students, reported being happy with NPC-R, which reflects a strong foundation to build upon. Moving forward, the school will continue to engage families through targeted outreach and inclusive events, ensuring ongoing dialogue and collaboration in support of equitable student outcomes.|Met||2026-06-08|2026
31669440000000|Tahoe-Truckee Unified|6|In the recent district-wide survey conducted by Hanover Corporation, the following percentages of students reported feeling that social-emotional support is available at district schools: • All students: 79% • English Learners (EL): 84% • Students with Disabilities (SWD): 84 % • Students with Economic Disadvantages (SED): 83%|We discovered that our students do feel connected to at least one adult at their school. Additionally, we found that students feel they have access to social-emotional support. Based on the surveys and reports, we have decided that we would like to pilot a universal social-emotional learning (SEL) curriculum district-wide.|Evaluate the current and potential Social Emotional Learning systems to ensure consistency district-wide. This will be done through the Social-Emotional Learning Committee. Satchel Pulse administration and Data Analysis will be carried out at the elementary level, while What's Up Wellness will be used at the secondary level. Take inventory of the current SEL curriculum and start evaluating its implementation and fidelity. Additionally, consider initiating a pilot program for potential adoption.|Met||2026-06-24|2026
31669440121624|Sierra Expeditionary Learning|6|Various school-developed surveys around belonging and satisfaction provide student feedback. Over the years, approximately 80- 90% of students feel accepted and valued by both peers and staff. Latinx students often have a slightly higher percentage who feel connected to their crews. Some indications middle school girls have more belonging issues than others.|Overall we feel our survey data on culture/climate are very positive. We continue to address issues stated in previous question. Work is always ongoing to ensure no students feel left out or not valued. Staff talk regularly about strategies to help and professional development occurs as needed throughout each year.|None currently planned.|Met||2026-06-01|2026
31669510000000|Western Placer Unified|6|"“I feel safe during school” TBMS 63%				COES 60% GEMS 50%				LCES 58% TBHS 65% 				FSS 59% LHS  57% 				CCC 73% PHS  73% 				FRES 59% ATLAS  88%				SES 59%  TBES 71%				SLES 74% HS = White 67%, Hispanic 62%, Asian 60%, Multiracial 54%, Black 53%, Native American 62%, Middle Eastern 57% MS = White 61%, Hispanic 53%, Asian 69%, Multiracial 60%, Black 48%, Native American 48%, Middle Eastern 65% “I’m getting a high quality education at this school"" TBMS 52% GEMS 38% TBHS 53% LHS 37% PHS 60% ATLAS 69% HS = White 48%, Hispanic 45%, Asian 56%, Multiracial 50%, Black 42%, Native American 44%, Middle Eastern 38% MS = White 48%, Hispanic 39%, Asian 60%, Mutiracial 42%, Black 26%, Native American 42%, Middle Eastern 41%  “I really feel like part of my school community” Secondary “Do you feel like an important part of your school” Elementary TBMS 47%			LCES 31% GEMS 36%			FSS 36% TBHS 44%			CCC 49% LHS 42%				FRES 31% PHS 58%				SES 31% ATLAS 50%			COES 43% TBES 36%			SLES 36%"|Overall our student who report feeling safe has increased and is slightly higher than a typical California school. Though this is positive we strive for all students to feel safe on campus. A goal from YDN is that all students have at least one trusted adult that they connect to. When we break our data down by race, white and Asian students tend to report slightly higher. Hispanic students report lower across the surveys. Black students report the lowest in getting a quality education.|WPUD will continue to work on school safety through various avenues. These include morning meetings, wellness centers, counselors, The HUB, student senate, portrait of a learner, and YDN training. Sites need to be initial to include all subgroups to help move these students into higher academic outcomes by being better connected to the school. We will continue to prioritize safety of all students and work to increase students ways to feel connected. Next school year we will add elementary counselors and additional literacy supports at the elementary levels.|Met||2026-06-16|2026
31669510135871|John Adams Academy - Lincoln|6|The 2025–26 local climate survey data for John Adams Academy - Lincoln provides insight into family perceptions regarding school climate, communication, scholar support, safety, and school connectedness. Overall survey responses reflect positive perceptions of the Academy’s mission-aligned culture, values-centered environment, and commitment to scholar growth and character development. Parent survey data indicated that a large majority of families view the Academy as a supportive and inviting place for scholars to learn and believe the Academy’s 10 Core Values and leadership curriculum contribute positively to school climate and scholar development. Families also reported positive perceptions regarding respectful treatment of families, scholar leadership development, and communication of the Academy’s mission and vision.  Survey participation included families across elementary, middle school, and high school grade spans during the 2025-26 school year, including families of English Learners and scholars with Individualized Education Programs (IEPs). These groups were included in the overall analysis of school climate factors such as communication, academic support, inclusivity, and family engagement.  Open-ended survey responses provided additional qualitative feedback regarding school climate and educational partner experiences. Families frequently expressed appreciation for the Academy’s classical education model, structured learning environment, strong teacher relationships, and emphasis on leadership and character development. Educational partner feedback also identified areas for continued growth, including communication consistency, scholar behavior and bullying concerns, expanded extracurricular opportunities, continued strengthening of intervention and academic support systems, and maintaining strong community connectedness during the transition to a TK-8 instructional model.  The combination of quantitative and qualitative survey data provides a comprehensive understanding of school climate strengths, educational partner priorities, and opportunities for continuous improvement.|Analysis of the 2025-26 local climate survey data indicates that John Adams Academy – Lincoln continues to foster a positive and mission-aligned school culture centered on leadership, character development, academic rigor, and scholar responsibility. Educational partner feedback reflects strong appreciation for the Academy’s classical education model, emphasis on the 10 Core Values, and the supportive relationships many scholars and families experience with teachers and staff.  Families consistently identified the Academy’s structured environment, values-centered approach, and focus on leadership and civic virtue as major strengths contributing to a positive school climate. Survey feedback also reflected appreciation for teachers and staff who demonstrate care, responsiveness, and commitment to scholar success. Many families expressed that scholars feel supported academically and socially and benefit from the Academy’s culture and expectations.  At the same time, analysis of survey feedback identified several areas for continued growth and refinement. Educational partners expressed interest in stronger consistency regarding communication, transparency, and proactive sharing of information related to school decisions, scholar behavior, and academic supports. Families also expressed interest in continued strengthening of intervention systems, individualized academic support, and services for scholars with diverse learning needs, including scholars with disabilities and scholars requiring additional academic assistance.  Additional themes identified through educational partner feedback included maintaining a strong sense of community and school connectedness, strengthening positive scholar behavior supports, and expanding extracurricular and enrichment opportunities as the Academy transitions to a TK-8 instructional model.  Overall, the data indicates that the Academy maintains many significant strengths related to school climate, scholar support, and family engagement while also identifying opportunities to strengthen communication systems, intervention supports, and community connectedness through ongoing continuous improvement efforts.|In response to educational partner feedback and analysis of the 2025-26 local climate survey data, John Adams Academy – Lincoln will continue implementing improvement efforts focused on communication, scholar support, positive school culture, and family engagement.  The Academy will continue refining communication practices to promote greater consistency and transparency regarding school procedures, scholar expectations, academic supports, and campus updates. Efforts will include expanded website resources, social media communication, strengthened family communication systems, and opportunities for direct engagement between families and school leadership.  To support positive school climate and scholar connectedness, the Academy will continue emphasizing character education, leadership development, scholar responsibility, and positive behavior expectations aligned with the Academy’s mission and 10 Core Values. Staff collaboration and ongoing professional learning related to scholar support, relationship-building, and classroom management practices will continue supporting a safe and positive learning environment.  The Academy will also continue strengthening intervention systems and collaboration among teachers, intervention staff, special education staff, and families to support scholars with diverse academic and learning needs. Ongoing implementation of SST processes, MTSS supports, and progress monitoring will remain priorities.  During the 2026-27 school year, the Academy will transition to a new Scholar Information System (SIS) intended to strengthen family communication, improve access to scholar information, and support more effective monitoring of scholar progress, attendance, and interventions.  These actions reflect the Academy’s continued commitment to fostering a safe, supportive, and values-centered environment where scholars and families feel connected, respected, and engaged in the educational community.|Met||2026-06-04|2026
31669513130168|Horizon Charter|6|2025/2026: The data allowed students and families to report anonymously and the data did not include their subgroup status.  To what degree do you Agree with each statement. 1= Strongly Disagree 2= Disagree 3= Agree 4= Strongly Agree  Family Survey Scores reported show the average score for respondent and the question in this format (Score)  Question  (3.2)  Horizon has improved community and student engagement through increased and effective communication (3.2)  Horizon has improved community and student engagement through increased social opportunities (3.2)  Horizon has improved community and student engagement through well-planned events, trips, and connectors (3.3)  Horizon staff try to communicate in my preferred communication method (3.4)  My student feels safe online and able to express myself (2.8)  My student feels well connected to other students (3.5)  We feel well connected to Horizon Supervising Teacher (3.1)  My student feels well connected to their Horizon ODL/VLI/BL Teachers (3.2)  If my student needs support socially or emotionally I know how to get support from the Horizon staff (2.9)  There are ample opportunities to engage in social events in MY local area (3.3)  I feel well informed about school-related activities and events. (3.4)  I would recommend Horizon to other families   Student Survey Scores reported show the average score for respondent and the question in this format (Score)  Question  (3.3)  Horizon has improved community and student engagement through increased and effective communication (3.3)  Horizon has improved community and student engagement through increased social opportunities (3.2)  Horizon has improved community and student engagement through well-planned events, trips, and connectors (3.4)  Horizon staff try to communicate in my preferred communication method (3.3)  I feel safe online and able to express myself (2.8)  I feel well connected to other students (3.5)  I feel well connected to Horizon Supervising Teacher (3.1)  I feel well connected to my Horizon ODL/VLI/BL Teachers (3.1)  If I need support socially or emotionally I know how to get support from the Horizon staff (3.2)  There are ample opportunities to engage in social events in MY local area (3.3)  I feel well informed about school-related activities and events. (3.4)  I would recommend Horizon to other families  (3.3)  I am provided the resources needed to be a successful student (3.4)  I am able to use technology resources sufficiently and or if they need help they can get help (3.3) I would recommend Horizon to other high school students|Overall, students report they are satisfied with their experience at Horizon. However, this is the first year we asked more specific data from students regarding how they feel across a range of climate indicators. We have also introduced a new index to measure student wellness and HOPE. The data has been used to create interventions and develop social emotional programs. Additional curriculum has been selected to pilot to further support our collective capacity to understand student's needs and improve a strategic response. An area which has generated a more intensive objective for improvement  is student:student connections. with the lowest score of an average of 2.8/4.0 of students expressed they do not feel well connected to other students. This data combined with weekly 1:1 interactions and meetings with Teachers have prompted several new goals moving forward with an intention to improve social interaction opportunities, diversify the opportunities, improve online engagement in classes, and improve communication regarding opportunities. Additionally, we continue to explore new ways to include civic engagement and public service as a means to improve student:student connections and their sense of belonging to a caring community.|We are engaged in an on going and intensive effort to build communication and relationships between all community members: families, students, staff, and administration. All metrics indicate improved communication and engagement outcomes. Data demonstrates more information is needed to inform program improvement in this area including disaggregated data by student group and by region. The following strategic goals have been developed to improve outcomes:  Expand the use of social emotional assessments and data to provide timely support and develop programs Create a family engagement, continuity and recruitment plan Improve direct support for families Increase communication methods to align with student, family preferences Diversify, improve and promote engagement opportunities for students  Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities Increase family participation in school planning, shared decision making|Met||2026-06-11|2026
31750850000000|Rocklin Unified|6|Rocklin Unified School District (RUSD) continually seeks input from all educational partners, including students. Each year, students participate in the California Healthy Kids Survey (CHKS), and a representative group engages in student forums to share their perceptions related to learning, connectedness, safety, and fairness. In fall 2025, the CHKS was administered to students in grades 5, 6, 7, 8, 9, and 11. Participation rates included 57% of 5th graders, 61% of 6th graders, 91% of 7th graders, 87% of 9th graders, and 84% of 11th graders. Key findings showed that 69–82% of students reported feeling connected to school, representing an increase compared to previous years; however, levels of connectedness declined as grade levels increased. Additionally, 72–87% of students indicated feeling safe at school, with elementary students generally reporting a greater sense of safety than secondary students. Overall, the data reflected an increase in students’ perceptions of safety, motivation, and school connectedness, alongside a decrease in the perceived responsiveness of adults to negative peer interactions.|Key learnings from the 2025-26 survey data highlight both areas of strength and opportunities for improvement. Strengths include a general increase in students’ perceptions of safety, motivation, and school connectedness across grade levels. However, the data also indicate a declining sense of connectedness as students advance to higher grades, with secondary students reporting lower levels of both safety and connection compared to their elementary peers. Additionally, a noted decrease in the perceived responsiveness to negative peer interactions points to a need for strengthened efforts in peer relationship-building, conflict resolution, and adult intervention strategies at the secondary level.|To address identified needs, RUSD will continue implementing the Multi-Tiered System To address the identified needs, Rocklin Unified School District will continue implementing its Multi-Tiered System of Supports (MTSS) to promote students’ academic, social, emotional, and behavioral well-being. Specific actions include the sustained use of Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, and school-based mental health services provided in partnership with Wellness Together. The District will also maintain partnerships with local agencies, including Rocklin Police, Fire, and EMS, and continue staff training in de-escalation strategies. These efforts are intended to enhance student engagement, strengthen school connectedness, and improve perceptions of safety, with anticipated positive outcomes resulting from consistent and effective implementation over time.|Met||2026-06-10|2026
31750850117879|Maria Montessori Charter Academy|6|MMCA conducts an annual survey with its students which asks questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree).  The three questions included the following:  “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.”  The minimum criteria we set is a 3/5. As can be seen below, the school scored well above that minimum threshold:  Student Wellness Survey (1-5, 1= strongly disagree, 5=strongly agree).  Target Threshold 3 or greater; did school meet threshold for each grade level and each question (yes or no) for these 3 core questions:  “I feel welcome at my school.” “I feel safe at my school” “I feel like people care about me at my school.”  4th Grade Yes Yes Yes 5th Grade Yes Yes Yes 6th Grade Yes Yes Yes 7th Grade Yes Yes Yes 8th Grade Yes Yes Yes|School met intended targets.|While not derived from our school climate data, we have continued to increased student counseling time to help some students with their SEL related learning needs.  We are also incorporating more SEL into our character education program.|Met||2026-06-15|2026
31750850119487|Western Sierra Collegiate Academy|6|To monitor progress toward State Priority 6 (School Climate), Western Sierra Collegiate Academy (WSCA) administers the California Healthy Kids Survey (CHKS) each year to students in grades 7, 9, and 11. The most recent administration took place in winter 2026. The 2025–26 CHKS results for WSCA students showed the following: Grade 7: 83% reported feeling safe at school, up from 76%. 71% reported feeling connected to school, up from 66%. 67% reported having a caring adult relationship at school. 43% reported meaningful opportunities for participation. 50% reported experiencing harassment or bullying. 41% reported having rumors or lies spread about them. Grade 9: 90% reported feeling safe at school, up from 88%. 71% reported feeling connected to school, down slightly from 74%. 67% reported having a caring adult relationship at school. 36% reported meaningful opportunities for participation. 34% reported experiencing harassment or bullying. 35% reported having rumors or lies spread about them. Grade 11: 87% reported feeling safe at school, up from 85%. 68% reported feeling connected to school, up from 67%. 61% reported having a caring adult relationship at school. 36% reported meaningful opportunities for participation. 36% reported experiencing harassment or bullying. 36% reported having rumors or lies spread about them. These results reflect strengths in student perceptions of safety and connectedness across grade levels while also highlighting opportunities to strengthen caring adult relationships, increase meaningful participation, and continue addressing peer conflict and bullying behaviors. The 2025–26 Intent to Return survey supported these findings: 96.3% of WSCA families feel their child is safe at school (up from 95.80%). 81.1% feel connected to their child’s school (slightly down from 81.49%). 97% of families indicated they plan to return for the 2026–27 school year (up from 91%). While student-level CHKS data cannot be disaggregated by student group, this year’s results inform ongoing planning for both middle and high school climate improvements.|The 2025–26 California Healthy Kids Survey (CHKS) results at Western Sierra Collegiate Academy (WSCA) affirm continued strengths in school safety across all grade levels. Student perceptions of safety remain strong, with 83% of 7th graders, 90% of 9th graders, and 87% of 11th graders reporting that they feel safe at school. Family survey results reinforce this finding, with 96.3% of families reporting that their child feels safe at school. These results suggest that students generally experience WSCA as a physically safe and structured learning environment. School connectedness data also remains relatively strong, with 71% of 7th graders, 71% of 9th graders, and 68% of 11th graders reporting feeling connected to school. While these results are encouraging, they also suggest opportunities for continued growth in helping students develop a stronger sense of belonging and connection to the school community. Key learnings include: Student perceptions of physical safety remain a significant strength across grade levels and continue to provide a strong foundation for learning and engagement. School connectedness remains relatively strong; however, the data suggest opportunities to further strengthen students' sense of belonging and connection to the school community. Caring adult relationship data may provide an important opportunity for improvement. Approximately two-thirds of students reported having caring adult relationships at school, suggesting that increasing meaningful adult-student connections could further strengthen students' overall experience and sense of connectedness. Meaningful participation emerged as another area for growth. Fewer than half of students reported meaningful opportunities for participation, indicating a need to continue expanding student voice, leadership opportunities, and authentic engagement in school life. Student reports of harassment, bullying, rumors, and peer conflict continue to highlight the importance of maintaining schoolwide efforts focused on positive peer interactions, relationship-building, and a respectful school culture. Although CHKS results cannot be disaggregated by student group due to anonymity, they are analyzed by grade level and help WSCA leadership identify trends across middle and high school. This year's data suggest that continued efforts to strengthen caring adult relationships and increase meaningful participation may be important levers for further improving student connectedness and overall school climate.|To address areas of need identified through the analysis of CHKS results and key findings, Western Sierra Collegiate Academy (WSCA) is implementing several refinements aimed at strengthening caring adult relationships, increasing student connectedness, and reducing experiences of harassment and bullying. The following actions are being implemented in 2026–27 as part of the school’s continuous improvement process: Strengthen Pack Time Relationships: WSCA will increase its focus on effective relationship-building practices within Pack Time. Teachers will receive additional support, modeling, and oversight related to student check-ins to ensure all students experience meaningful connections with a caring adult on campus. While this work will be implemented with all students, particular attention will be given to students experiencing academic or engagement challenges. Increase Attendance Follow-Up and Family Connection: To strengthen student connection and ensure students remain engaged with their Pack Time community, Pack Time teachers will initiate communication with families when students have been absent from Pack Time for three consecutive days. These proactive touchpoints are intended to reinforce relationships and identify potential barriers before they become larger concerns. Enhance SEL Instruction Through Student-Centered Design: WSCA will continue refining SEL lessons delivered through Pack Time in collaboration with school counselors and upperclassmen. Student feedback and input from older students will help shape lesson topics and delivery, increasing relevance and engagement for students across grade levels. Strengthen Tier I Instruction Related to Harassment and Bullying: In response to student reports of harassment, bullying, rumors, and peer conflict, grade-level Pack Time teams will continue revising and strengthening Tier I SEL instruction focused on respectful communication, healthy peer relationships, empathy, and responding to conflict. This work will build on existing lessons and incorporate strategies designed to proactively address behaviors that negatively impact school climate. These refinements reflect WSCA’s commitment to maintaining a safe school environment while increasing meaningful adult-student relationships, strengthening peer interactions, and ensuring students feel connected, supported, and valued within the school community.|Met||2026-06-22|2026
31750856118392|Rocklin Academy|6|Rocklin Academy Family of Schools envisions a school community that inspires students to excel academically, pursue their passions, and impact the world with excellence. To help realize this vision, Rocklin Academy administers the California Healthy Kids Survey (CHKS) annually to 6th grade students as a key tool for monitoring school climate (Priority 6). In 2025–26, CHKS results for Rocklin Academy 6th graders showed: 83% of students reported feeling connected to school (up from 77% in 2024–25 and 70% in 2023–24). 96% of students reported feeling safe at school (up from 84% in 2024–25 and 81% in 2023–24). 89% reported academic motivation (up from 86% in 2024–25). 84% affirmed the presence of social-emotional learning supports. 77% felt there were caring adults at school. 82% agreed that students are treated fairly when rules are broken (up from 71% in 2024–25 and 54% in 2023–24). 96% reported that students are treated with respect (up from 87% in 2024–25 and 68% in 2023–24). Additional CHKS indicators relevant to school climate include: 35% of students reported being called bad names or targeted by mean jokes (down from 56% in 2024–25). 23% reported rumors being spread about them (down from 39% in 2024–25). 30% reported being teased about body image. 47% reported meaningful opportunities for participation in school (up from 43% in 2024–25). Family perceptions were gathered through the 2025–26 Intent to Return survey: 96.6% of Rocklin Academy families reported feeling that their child is safe at school. 93.5% reported feeling connected to their child’s school. Additionally, 98% of currently enrolled families indicated they plan to return for the 2026–27 school year. Overall, the data reflect continued growth in students’ feelings of safety, connectedness, fairness, and respect at school, while also identifying ongoing opportunities to strengthen a sense of belonging, student participation, and peer relationships. Because student CHKS responses are anonymous, the school cannot disaggregate results by student group at this time. However, results are analyzed annually to guide future priorities for a safe, inclusive, and engaging school climate.|Analysis of Rocklin Academy’s 2025–26 California Healthy Kids Survey (CHKS) data reveals continued strengths related to student safety, connectedness, and school climate. Notably, 96% of 6th graders reported feeling safe at school, an increase from 84% in the previous year and 81% two years prior. Additionally, 83% of students reported feeling connected to school, continuing a positive trend from 77% in 2024–25 and 70% in 2023–24. These results suggest that efforts to strengthen school culture, reinforce shared expectations, and build positive adult-student relationships have contributed to a safer and more connected learning environment.  Encouraging gains were also seen in respect and fairness. Ninety-six percent of students reported that students are treated with respect, up from 87% in 2024–25 and 68% in 2023–24. Additionally, 82% of students agreed that students are treated fairly when rules are broken, continuing a multi-year increase from 71% and 54% in previous years. The school believes these improvements are connected to increased consistency in Positive Behavioral Interventions and Supports (PBIS) practices, including common vocabulary, clearly defined expectations, and schoolwide reinforcement of positive characteristics and independent student behaviors.  The data also reflects progress in peer interactions and climate. Reports of students being called bad names or targeted by mean jokes declined significantly from 56% in 2024–25 to 35% in 2025–26, while reports of rumors being spread about students decreased from 39% to 23%. These shifts suggest improvement in peer relationships and student interactions while reinforcing the importance of continuing proactive social-emotional and relationship-building supports.  At the same time, the data highlights ongoing areas for growth. While 77% of students reported the presence of caring adults at school, the school continues to view strengthening student-adult relationships as an important focus. Additionally, 30% of students reported being teased about body image, indicating a continued need to support inclusive peer interactions, student belonging, and positive self-image. The school also noted a modest increase in meaningful opportunities for participation at school, rising from 43% to 47%, but continues to recognize student voice and engagement as an area for growth.  Although CHKS data cannot currently be disaggregated by student group due to anonymity, it remains a valuable tool for understanding climate trends. Family survey data largely mirrors student perceptions, with 96.6% of families reporting their child feels safe at school and 93.5% reporting a sense of connection to their child’s school.  Together, these findings suggest a school climate that continues to improve in areas related to safety, fairness, respect, and connectedness while highlighting opportunities to further strengthen belonging, student voice, peer relationships, and supportive adult connections for all learners.|In response to the 2025–26 California Healthy Kids Survey (CHKS) results and related family feedback, Rocklin Academy is identifying several focused refinements to continue strengthening school climate and student connectedness. While data reflects continued growth in student perceptions of safety, fairness, and respect, the school also identified opportunities to further strengthen peer interactions and students’ sense of connection with caring adults on campus. As part of the school’s continuous improvement process, staff will revisit the “30-second rule” and ensure it is more intentionally embedded within social-emotional learning (SEL) instruction and schoolwide behavior expectations. Students will continue learning and practicing the expectation that if something cannot be changed or fixed in 30 seconds, it should not be commented on, helping reinforce empathy, respectful communication, and awareness of how comments can impact others. The school will also continue focusing on relationship-building practices that help students feel known, heard, and supported by adults on campus. This includes reflecting on how staff create opportunities for students to feel adults listen when they have something to say and intentionally take time to get to know students as individuals. Additionally, the school will continue strengthening the use of morning check-ins and other relationship-centered classroom routines. Staff will share effective strategies and practices with one another to increase consistency in how classrooms build connection, belonging, and emotional support for students throughout the school day. Together, these refinements reflect the school’s commitment to continuous improvement and to sustaining a safe, connected, and supportive learning environment for all students.|Met||2026-06-22|2026
32103220000000|Plumas County Office of Education|6|Our LEA uses multiple sources of local climate data to better understand school conditions, student connectedness, family and staff perceptions, and areas for continued improvement. The 2025-26 PUSD/PCOE Feedback Survey showed that 52% of respondents agreed or strongly agreed that students graduate with the knowledge and skills needed for college and/or career, and 66% agreed or strongly agreed that our school and district have a talented, student-centered staff. These results reflect a strength in staff commitment and student-centered service.  The survey also identified areas for growth related to school climate and community confidence. Only 19% of respondents agreed or strongly agreed that our school and district spend money and resources appropriately, 32% agreed or strongly agreed that they are included in decision-making, 43% agreed or strongly agreed that they are proud of the way our school and district look, and 42% agreed or strongly agreed that school and district leadership provides excellent service to our communities. These results indicate a need to continue improving transparency, communication, shared decision-making, facilities pride, and community trust.  In addition to the local feedback survey, our LEA reviewed the 2024-25 California Healthy Kids Survey data. The CHKS report includes student climate indicators such as school connectedness, academic motivation, caring adult relationships, high expectations, meaningful participation, parent involvement, school safety, bullying, cyberbullying, and student well-being. Secondary CHKS results showed variation by grade level. For example, school connectedness was reported by 34% of grade 7 students, 47% of grade 9 students, and 47% of grade 11 students. Caring adult relationships increased across grade levels, from 38% in grade 7 to 58% in grade 9 and 70% in grade 11. Meaningful participation remained an area for improvement, with 21% of grade 7 students, 34% of grade 9 students, and 23% of grade 11 students reporting positive responses. Promotion of parental involvement also varied by grade level, with 17% in grade 7, 36% in grade 9, and 44% in grade 11.  Available disaggregated CHKS data also provides information by student groups, including race/ethnicity, gender, parental education, English learner status, long-term English learner status, special education status, and living situation. The report notes that these subgroup results help identify differences among student groups and support planning for significant and vulnerable student populations. Our LEA will continue to use these data, along with feedback from students, families, staff, and community partners, to strengthen school climate, improve engagement, increase transparency, and address the needs of underrepresented student groups.|Through analysis of the 2025-26 PUSD/PCOE Feedback Survey and 2024-25 California Healthy Kids Survey data, our LEA identified both strengths and needs related to school climate.  A key strength is the continued commitment of staff to students. In the PUSD/PCOE Feedback Survey, 66% of respondents agreed or strongly agreed that our school and district have a talented, student-centered staff. Additionally, 52% agreed or strongly agreed that students graduate with the knowledge and skills needed for college and/or career. These results show that many educational partners recognize staff dedication and the LEA’s focus on preparing students for future success.  CHKS data also showed strengths in caring adult relationships and high expectations, especially in higher grade levels. Caring adult relationships increased from 38% in grade 7 to 58% in grade 9 and 70% in grade 11. High expectations were also reported positively, with 59% in grade 7, 69% in grade 9, and 77% in grade 11. These results suggest that many students experience supportive relationships with adults and believe school staff want them to succeed.  The data also identified areas for improvement. CHKS results showed that school connectedness was 34% in grade 7 and 47% in grades 9 and 11, indicating a need to strengthen students’ sense of belonging. Meaningful participation was also an area of need, with 21% in grade 7, 34% in grade 9, and 23% in grade 11 reporting positive responses. Promotion of parental involvement varied by grade level, with 17% in grade 7, 36% in grade 9, and 44% in grade 11, showing a need for more consistent family engagement.  The local feedback survey further identified needs related to transparency, decision-making, facilities, and community trust. Only 19% of respondents agreed or strongly agreed that our school and district spend money and resources appropriately, and 32% agreed or strongly agreed that they are included in decision-making. In addition, 43% agreed or strongly agreed that they are proud of the way our school and district look, and 42% agreed or strongly agreed that leadership provides excellent service to our communities.  Available disaggregated CHKS data includes student groups such as race/ethnicity, gender, parental education, English learner status, long-term English learner status, special education status, and living situation. These data help our LEA better understand differences in student experiences and identify the needs of underrepresented and vulnerable student groups.  Overall, our LEA’s key learning is that while there are strengths in student-centered staff, caring adult relationships, and high expectations, continued improvement is needed in student connectedness, meaningful participation, family engagement, transparent communication, shared decision-making, and trust across all student groups.|Based on the analysis of local data and key learnings, our LEA will make adjustments to existing plans, procedures, and practices to strengthen school climate, student connectedness, family engagement, transparency, and shared decision-making.  Our LEA will continue to use survey results, educational partner feedback, and disaggregated student group data to guide continuous improvement efforts. Identified needs related to student connectedness, meaningful participation, family engagement, and community trust will be incorporated into school and district planning processes, including LCAP development, site planning, advisory meetings, and ongoing program review.  To address the need for increased transparency and trust, our LEA will continue to provide clear, open, and transparent information about goals, resources, decision-making processes, and progress toward improvement efforts. This includes improving how information is shared with families, staff, students, and community partners so educational partners better understand how decisions are made and how their input is used.  Our LEA will also strengthen opportunities for educational partner voice by continuing community listening meetings, CAC, ELAC/DLAC, School Site Council, parent groups, surveys, and other advisory opportunities. These structures will be used to gather feedback, review data, identify needs, and guide decisions that support student success.  To improve student connectedness and meaningful participation, our LEA will continue to support schoolwide practices that build positive relationships between students and staff, increase student voice, and create more opportunities for students to feel included and engaged at school. Staff will continue to focus on caring adult relationships, high expectations, and student-centered supports.  Our LEA will also continue to review data disaggregated by student group to better identify and respond to the needs of underrepresented and vulnerable students and families, including English learners, students with disabilities, students experiencing housing instability, and other student groups. The prevention team will continue to play a vital role in connecting students and families to academic, behavioral, social-emotional, attendance, and community-based supports.  Overall, our LEA will use the findings from local data to make ongoing improvements to communication, engagement, decision-making, student support systems, and school climate practices. These actions are intended to support continuous improvement and ensure that all students and families experience a welcoming, supportive, and inclusive school environment.|Met||2026-06-24|2026
32669690000000|Plumas Unified|6|Our LEA uses multiple sources of local climate data to better understand school conditions, student connectedness, family and staff perceptions, and areas for continued improvement. The 2025-26 PUSD/PCOE Feedback Survey showed that 52% of respondents agreed or strongly agreed that students graduate with the knowledge and skills needed for college and/or career, and 66% agreed or strongly agreed that our school and district have a talented, student-centered staff. These results reflect a strength in staff commitment and student-centered service. The survey also identified areas for growth related to school climate and community confidence. Only 19% of respondents agreed or strongly agreed that our school and district spend money and resources appropriately, 32% agreed or strongly agreed that they are included in decision-making, 43% agreed or strongly agreed that they are proud of the way our school and district look, and 42% agreed or strongly agreed that school and district leadership provides excellent service to our communities. These results indicate a need to continue improving transparency, communication, shared decision-making, facilities pride, and community trust. In addition to the local feedback survey, our LEA reviewed the 2024-25 California Healthy Kids Survey data. The CHKS report includes student climate indicators such as school connectedness, academic motivation, caring adult relationships, high expectations, meaningful participation, parent involvement, school safety, bullying, cyberbullying, and student well-being. Secondary CHKS results showed variation by grade level. For example, school connectedness was reported by 34% of grade 7 students, 47% of grade 9 students, and 47% of grade 11 students. Caring adult relationships increased across grade levels, from 38% in grade 7 to 58% in grade 9 and 70% in grade 11. Meaningful participation remained an area for improvement, with 21% of grade 7 students, 34% of grade 9 students, and 23% of grade 11 students reporting positive responses. Promotion of parental involvement also varied by grade level, with 17% in grade 7, 36% in grade 9, and 44% in grade 11. Available disaggregated CHKS data also provides information by student groups, including race/ethnicity, gender, parental education, English learner status, long-term English learner status, special education status, and living situation. The report notes that these subgroup results help identify differences among student groups and support planning for significant and vulnerable student populations. Our LEA will continue to use these data, along with feedback from students, families, staff, and community partners, to strengthen school climate, improve engagement, increase transparency, and address the needs of underrepresented student groups.|Through analysis of the 2025-26 PUSD/PCOE Feedback Survey and 2024-25 California Healthy Kids Survey data, our LEA identified both strengths and needs related to school climate. A key strength is the continued commitment of staff to students. In the PUSD/PCOE Feedback Survey, 66% of respondents agreed or strongly agreed that our school and district have a talented, student-centered staff. Additionally, 52% agreed or strongly agreed that students graduate with the knowledge and skills needed for college and/or career. These results show that many educational partners recognize staff dedication and the LEA’s focus on preparing students for future success. CHKS data also showed strengths in caring adult relationships and high expectations, especially in higher grade levels. Caring adult relationships increased from 38% in grade 7 to 58% in grade 9 and 70% in grade 11. High expectations were also reported positively, with 59% in grade 7, 69% in grade 9, and 77% in grade 11. These results suggest that many students experience supportive relationships with adults and believe school staff want them to succeed. The data also identified areas for improvement. CHKS results showed that school connectedness was 34% in grade 7 and 47% in grades 9 and 11, indicating a need to strengthen students’ sense of belonging. Meaningful participation was also an area of need, with 21% in grade 7, 34% in grade 9, and 23% in grade 11 reporting positive responses. Promotion of parental involvement varied by grade level, with 17% in grade 7, 36% in grade 9, and 44% in grade 11, showing a need for more consistent family engagement. The local feedback survey further identified needs related to transparency, decision-making, facilities, and community trust. Only 19% of respondents agreed or strongly agreed that our school and district spend money and resources appropriately, and 32% agreed or strongly agreed that they are included in decision-making. In addition, 43% agreed or strongly agreed that they are proud of the way our school and district look, and 42% agreed or strongly agreed that leadership provides excellent service to our communities. Available disaggregated CHKS data includes student groups such as race/ethnicity, gender, parental education, English learner status, long-term English learner status, special education status, and living situation. These data help our LEA better understand differences in student experiences and identify the needs of underrepresented and vulnerable student groups. Overall, our LEA’s key learning is that while there are strengths in student-centered staff, caring adult relationships, and high expectations, continued improvement is needed in student connectedness, meaningful participation, family engagement, transparent communication, shared decision-making, and trust across all student groups.|Based on the analysis of local data and key learnings, our LEA will make adjustments to existing plans, procedures, and practices to strengthen school climate, student connectedness, family engagement, transparency, and shared decision-making. Our LEA will continue to use survey results, educational partner feedback, and disaggregated student group data to guide continuous improvement efforts. Identified needs related to student connectedness, meaningful participation, family engagement, and community trust will be incorporated into school and district planning processes, including LCAP development, site planning, advisory meetings, and ongoing program review. To address the need for increased transparency and trust, our LEA will continue to provide clear, open, and transparent information about goals, resources, decision-making processes, and progress toward improvement efforts. This includes improving how information is shared with families, staff, students, and community partners so educational partners better understand how decisions are made and how their input is used. Our LEA will also strengthen opportunities for educational partner voice by continuing community listening meetings, CAC, ELAC/DLAC, School Site Council, parent groups, surveys, and other advisory opportunities. These structures will be used to gather feedback, review data,identify needs, and guide decisions that support student success. To improve student connectedness and meaningful participation, our LEA will continue to support schoolwide practices that build positive relationships between students and staff, increase student voice, and create more opportunities for students to feel included and engaged at school. Staff will continue to focus on caring adult relationships, high expectations, and student-centered supports. Our LEA will also continue to review data disaggregated by student group to better identify and respond to the needs of underrepresented and vulnerable students and families, including English learners, students with disabilities, students experiencing housing instability, and other student groups. The prevention team will continue to play a vital role in connecting students and families to academic, behavioral, socialemotional, attendance, and community-based supports. Overall, our LEA will use the findings from local data to make ongoing improvements to communication, engagement, decision-making, student support systems, and school climate practices. These actions are intended to support continuous improvement and ensure that all students and families experience a welcoming, supportive, and inclusive school environment.|Met||2026-06-24|2026
32669693230083|Plumas Charter|6|Parent Survey: Parents 9 up     3 down Respect, welcome, and participation improved; inclusion in decisions and in-person touchpoints declined.  Student Surveys: Grades 3-6 2 up     3 down Student voice and grit improved; fairness, listening, and conflict support weakened.  Grades 7-12 7 up     1 down Most secondary indicators moved positively, but fewer students reported a caring-adult connection.|Parent Survey: What families affirm • Warm, family-like culture • Strong individualized student support • Students are happier and thriving • Flexible charter model meets diverse needs What needs attention • More consistent classroom-to-home communication • Clearer parent participation pathways • More partnership in academic planning • Broader programming/supports and steadier operations Schoolwide Response:  Ensure an intentional touchpoint with every family, with meeting summaries and regular student-progress updates.  Student Surveys: What elementary students like • School feels fun and generally positive • Supportive adults and familiar routines matter • Field trips and projects stand out What they are asking for • Kinder peer behavior and stronger discipline • More recess and movement time • More art, music, field trips, and creative classes Schoolwide Response:  Teach conflict resolution intentionally and use a more consistent discipline approach across classrooms and supervision settings.  What secondary students say is working • Many report no major unmet needs • School feels supportive, safe, and welcoming • Students show pride in the school and adults What they are asking for • More counseling and emotional support access • Fairer, more consistent discipline • Better food, bathrooms, breaks, and hands on learning experiences Schoolwide Response:  Ensure each student can identify at least one supportive adult and implement more consistent discipline practices across teachers and sites.|The above summary outlines all of the feedback generated through this LCAP cycle and how the goals were updated accordingly.|Met||2026-06-22|2026
32742780000000|Plumas County ROP|6||||Not Met|||2026
33103300000000|Riverside County Office of Education|6|Riverside County Office of Education administered the California Healthy Kids Survey (CHKS) to students in grades 9–12 to measure student perceptions of school climate, safety, connectedness, engagement, and social-emotional well-being. The CHKS is a statewide survey developed to support the California Department of Education’s commitment to creating positive, safe, supportive, and engaging school environments. Survey results provide valuable information regarding school connectedness, caring relationships, meaningful participation, academic motivation, school safety, social-emotional health, and student supports. The survey data, along with local indicators such as suspension rates, are used to guide continuous improvement efforts, strengthen school climate, and ensure students experience supportive learning environments that promote academic, social, and emotional growth. During the 2025–26 school year, Riverside County Office of Education maintained a 0% suspension rate, reflecting the continued implementation of proactive, relationship-centered practices and student supports. The majority of the questions are school-specific, including the following indicators: learning from home (remote learning); school performance, engagement, and support; school environment & connectedness, academic motivation, parental involvement; social and emotional health; school violence, victimization, and safety; alcohol and other drug use; tobacco use – cigarette smoking and vaping, and gang involvement.|The 2025–26 CHKS results highlight several strengths related to school climate, student support, and safety. Survey findings indicate that students continue to report positive levels of school connectedness, supported by caring adult relationships, high expectations, and opportunities for meaningful participation.  Students also reported positive perceptions of school safety and school environment, demonstrating the effectiveness of ongoing efforts to create welcoming and supportive learning spaces. These findings are particularly noteworthy given the unique needs of the students served in both Community School and Juvenile Court School settings. Additionally, the program maintained a 0% suspension rate during the year, demonstrating the success of restorative, relationship-based approaches that prioritize student engagement, support, and problem-solving over exclusionary discipline practices.|School safety data indicate that students generally perceive their school environments positively. Among Community School students, 73% reported feeling safe or very safe at school, with an additional 25% reporting neutral feelings, resulting in 98% of students expressing neutral to positive perceptions of school safety. Similarly, 76% of students in Court Schools reported feeling safe or very safe, while another 14% reported feeling neutral. Overall, 92% of Court School students indicated neutral, safe, or very safe feelings about their school environment. These findings suggest that students across both Community School and Court School programs experience a strong sense of safety and security at school. This perception of safety is critical as it directly impacts students' ability to focus on their studies and participate fully in school activities. While the majority of students report feeling safe at school, approximately one-quarter of Community School students and 14% of Court School students selected a neutral response. Future efforts will focus on understanding the experiences of these students through student voice activities and targeted supports to further strengthen school connectedness and perceptions of safety.|Met||2026-06-24|2026
33103300110833|River Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|"On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average.  By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. Analysis of the High School data (71% average) revealed a specific need for improved personalization, as students rated classroom agency and ""student voice"" items lower than other spans. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably."|"Staff continue participating in restorative practice training as leadership develops a database of alternative discipline options and increases training on policies and documentation.  The school has strengthened its commitment to English Learner (EL) students by increasing dedicated staffing. These specialists facilitate expanded professional development for educators and foster frequent communication with parents to enhance the EL educational experience.  School leaders are also expanding mental health resources and the ""train the trainer"" behavior management model. Staff will utilize Branching Minds to document and communicate MTSS progress.  Branching Minds includes resources to address issues and share with families.   To further improve student agency, which received 44% and 46% ratings, students will now lead their own progress conferences and tuning meetings. This initiative grants students greater autonomy to demonstrate progress and responsible decision-making."|Met||2026-06-11|2026
33103300125237|Leadership Military Academy|6|LMA annually administers a voluntary and anonymous survey to all stakeholders.  The survey includes items on all 8 state priorities, including the perceptions of school safety and connectedness. Beginning in 2021-22, additional short surveys for students and staff were administered that include items on climate,  belonging, and student-teacher relationships.|According to our student survey results from this year, 68% of students report feeling safe and 72% report feeling connected. Both of these are significant improvements over the prior year and continuing the upward trend at the school for the last three years. 87% of students report that they know where to go for help with a problem at school and 85% agree that teachers and staff care about students, which continue the upward trajectory for these results compared to prior years.|We did a deep-dive into our survey data in order to get a better understanding of students’ needs. Student feelings of safety in certain areas of campus remains a priority for us to address. Our implementation of the Wellness Center has continued to provide value to students, with large numbers utilizing these services (nearly 100% of students participate in at least one counseling session each year). We will continue to provide this for our students and will expand the space and opportunities offered by the Wellness Center in order to support and improve feelings of belonging, safety, and care within the school culture.|Met||2026-06-18|2026
33103300125385|Imagine Schools, Riverside County|6|Imagine Schools Riverside County (ISRC) continues to prioritize the development of safe, welcoming, and student-centered school environments that support both academic achievement and student well-being. Feedback collected through climate surveys, family engagement surveys, Shared Values reflections, attendance data, and ongoing educational partner conversations provides important insight into the overall student and family experience across both campuses. Student survey data reflects strong levels of connectedness and positive relationships between students and staff. Students consistently report feeling supported by teachers and school personnel, recognizing that adults on campus care about their academic progress, behavior, and overall well-being. Students also report that classrooms generally maintain positive learning environments with clear expectations and opportunities for reflection and growth.  Family feedback similarly reflects high levels of satisfaction with school culture, communication, and academic support systems. Families consistently identify strong communication from teachers and administrators as a significant strength and express appreciation for the welcoming atmosphere present across both campuses. Survey responses also indicate that families value the region’s emphasis on character development and the implementation of Imagine’s Shared Values of Justice, Integrity, and Fun. Families report that schools actively promote responsibility, respect, and positive student behavior while fostering strong relationships between home and school. Attendance trends, retention rates, and continued family engagement further support survey findings indicating strong school connectedness and positive school climate. ISRC remains committed to using educational partner feedback and local data to strengthen systems supporting student wellness, engagement, and academic success.|Analysis of local climate data and educational partner feedback highlights several important strengths across Imagine Schools Riverside County (ISRC). One of the clearest themes reflected in survey responses is the strong sense of trust families and students have in the school community. Families consistently report feeling welcomed, informed, and connected to their child’s educational experience. Students similarly report positive relationships with teachers and staff members and identify school environments as supportive and encouraging. Educational partner feedback also reinforces the importance of strong communication systems, responsive staff support, and positive school culture in maintaining high levels of student engagement and family satisfaction. Feedback further suggests that ISRC’s emphasis on character development and Shared Values implementation continues to positively influence school culture across both campuses. Staff survey results support this conclusion, with 96.4% of staff agreeing or strongly agreeing that they see positive changes in student behavior as a result of the school’s emphasis on character development. Students also reported strong agreement with character related practices, including respectful conflict resolution, service, reflection, and goal setting. Families and students regularly reference the respectful, welcoming, and collaborative environment present within the schools. At the same time, educational partner feedback and academic data continue to identify opportunities for improvement. In particular, strengthening middle school mathematics instruction, expanding targeted academic intervention supports, and continuing to refine student engagement strategies remain important regional priorities. Feedback also reinforced the importance of continuing to strengthen systems supporting student wellness, attendance, and social-emotional learning. ISRC recognizes that maintaining a strong school climate requires ongoing reflection, responsiveness, and collaboration with educational partners. The region remains committed to using local data and stakeholder feedback to guide continuous improvement efforts and ensure all students continue experiencing safe, supportive, and engaging learning environments.|Imagine Schools Riverside County (ISRC) remains committed to continuous improvement and ongoing reflection in response to educational partner feedback and local climate data. Information gathered through surveys, attendance trends, academic performance data, and stakeholder conversations continues to inform planning, instructional priorities, and student support systems across the region. One important area of focus moving forward is strengthening instructional systems and intervention supports in middle school mathematics. In response to student feedback and academic data, ISRC will continue expanding instructional coaching support, targeted intervention opportunities, and professional development focused on student engagement, discourse, and rigorous standards-aligned instruction. The region also plans to continue strengthening attendance systems and family communication efforts to support positive school connectedness and student engagement. Dedicated staff members will continue monitoring attendance trends, communicating directly with families, and coordinating supports and intervention strategies aimed at reducing chronic absenteeism and improving overall student attendance. Schools will maintain ongoing outreach efforts, attendance awareness initiatives, and recognition systems designed to reinforce strong attendance habits and student participation. In addition, ISRC will continue refining systems supporting student wellness and positive school culture. Counseling supports, restorative practices, social-emotional learning opportunities, and student leadership experiences will remain important components of school climate efforts. Educational partner feedback also reinforced the importance of maintaining strong communication and family partnerships. ISRC will continue providing opportunities for families to engage in school planning, academic discussions, and community-building events. By remaining responsive to stakeholder feedback and committed to continuous improvement, ISRC continues working to ensure every student experiences a safe, supportive, and academically rigorous educational environment.|Met||2026-06-10|2026
33103300128397|CBK Charter|6|CBK Charter administered the California Healthy Kids Survey (CHKS) to students in grades 9–12 to measure student perceptions of school climate, safety, connectedness, engagement, and social-emotional well-being. The CHKS is a statewide survey developed to support the California Department of Education’s commitment to creating positive, safe, supportive, and engaging school environments. Survey results provide valuable information regarding school connectedness, caring relationships, meaningful participation, academic motivation, school safety, social-emotional health, and student supports. The survey data, along with local indicators such as suspension rates, are used to guide continuous improvement efforts, strengthen school climate, and ensure students experience supportive learning environments that promote academic, social, and emotional growth. During the 2025–26 school year, CBK Charter maintained a 0% suspension rate, reflecting the continued implementation of proactive, relationship-centered practices and student supports.      The majority of the questions are school-specific, including the following indicators: learning from home (remote learning); school performance, engagement, and support; school environment & connectedness, academic motivation, parental involvement; social and emotional health; school violence, victimization, and safety; alcohol and other drug use; tobacco use – cigarette smoking and vaping, and gang involvement.|The 2025–26 CHKS results highlight several strengths related to school climate, student support, and safety. Survey findings indicate that students continue to report positive levels of school connectedness, supported by caring adult relationships, high expectations, and opportunities for meaningful participation. Students also reported positive perceptions of school safety and school environment, demonstrating the effectiveness of ongoing efforts to create welcoming and supportive learning spaces. Additionally, the program maintained a 0% suspension rate during the year, demonstrating the success of restorative, relationship-based approaches that prioritize student engagement, support, and problem-solving over exclusionary discipline practices.|School safety data indicate that students generally perceive their school environments positively. Among CBK Charter students, 89% reported feeling safe or very safe at school, with an additional 10% reporting neutral feelings, resulting in 99% of students expressing neutral to positive perceptions of school safety. These findings suggest that students experience a strong sense of safety and security at school. This perception of safety is critical as it directly impacts students' ability to focus on their studies and participate fully in school activities.  Future efforts will focus on understanding the experiences of these students through student voice activities and targeted supports to further strengthen school connectedness and perceptions of safety|Met|CBK Charter administered its annual local school climate survey to students in grades 9–12. The survey measured students’ perceptions of safety, connectedness, and emotional well-being.|2026-06-15|2026
33103300128777|Gateway College and Career Academy|6|GCCA utilizes YouthTruth survey results, attendance data, discipline data, stakeholder feedback, Community Schools needs assessment activities, and other local measures to monitor school climate and student engagement. During spring 2026, YouthTruth results showed improvements across several climate indicators, including engagement, school culture, and student perceptions of support. Students continued to report strong perceptions of fairness, academic challenge, and postsecondary readiness. Areas for continued focus include strengthening peer connections, student belonging, and overall student wellness, particularly across multiple instructional formats. These findings, together with attendance and engagement data, informed GCCA's ongoing school improvement efforts and implementation of Gateway GPS.|Analysis of local climate data revealed several strengths, including positive school culture, strong student-adult relationships, academic challenge, and college and career readiness opportunities. The spring 2026 YouthTruth results demonstrated improvement across multiple climate measures, suggesting that recent efforts to strengthen student supports and engagement are having a positive impact. At the same time, the data indicates continued opportunities to improve student belonging, peer connection, and engagement, particularly among students participating in flexible instructional models. The school also identified the importance of proactively addressing early signs of disengagement before they impact attendance, academic progress, or persistence.|In response to local climate data and stakeholder feedback, GCCA implemented Gateway GPS (Guidance, Progress, Success), a coordinated student engagement and persistence framework designed to strengthen student connection, improve intervention systems, and provide timely support for students experiencing academic, attendance, or engagement challenges. GCCA will continue expanding mental health and wellness supports, strengthening family engagement efforts, and implementing Community Schools initiatives designed to increase student belonging and connection. The school will continue utilizing YouthTruth and other local measures to evaluate progress and guide continuous improvement efforts.|Met|As part of its ongoing efforts to strengthen school climate, student engagement, and persistence, GCCA developed Gateway GPS (Guidance, Progress, Success), a comprehensive student support framework designed to improve coordination of academic, attendance, wellness, and intervention services. Gateway GPS was developed in response to local climate data, stakeholder feedback, and the school's continuous improvement efforts. The framework emphasizes proactive support, relationship-building, timely intervention, and shared responsibility for student success. By creating clearer systems for identifying and responding to student needs, GCCA aims to strengthen student belonging, improve engagement across all instructional formats, and ensure students remain connected to the resources and opportunities necessary to achieve their educational goals.|2026-06-25|2026
33103300136168|Temecula International Academy|6|"Temecula International Academy conducts annual educational partner surveys and meetings to gather feedback from students, parents, teachers, and staff; LCAP survey, parent information and input meetings, and the RULER student survey were all collected in 2025-26. This data aims to assess various aspects of the school environment, teaching effectiveness, and overall satisfaction with the educational experience, The data is disaggregated by several student groups to identify trends and address specific needs. These groups include: Grade levels: TK through 8th grade, comparison of responses by grade level helps understand developmental and age-specific concerns. Socioeconomic status, students eligible for free or reduced-price lunch versus those who are not. This comparison highlights any disparities in experiences and satisfaction levels based on economic factors, English Language Learners (ELL), which helps in evaluating the effectiveness of language support programs and inclusivity, and students with Individualized Education Programs (IEPs) versus those without, which ensures that students with special needs are receiving adequate support and resources. From a social emotional climate survey given to our 6-8th grade students: 57.8% shared that ""I can identify when, where, how, and from whom to seek help for myself or others when needed."" This statistic shows that there is work to be done in this area so that students can safely identify who they can go to when help is needed. 44% of students answered that ""I can can seek help when I need it."" These responses are helpful feedback in relation to the school climate on campus, and give the staff an indicator of where to support students. Additionally, 51% of students feel that ""I can speak up in a group appropriately to make sure my idea is heard."" The school values student voice and will continue to make strides and ensure that more feel that their voice is heard by school staff and their peers. In regards to behavioral Incidents, there is a downward decline in the frequency and types of behavioral incidents are collected to assess the effectiveness of behavior management programs. A decrease in incidents over the past year indicates positive trends in school climate and further implementation of the RULER Social Emotional Learning Program. Chronic absenteeism rates have continued to decrease and targeted interventions are being developed to address these attendance issues, and more work will be done in the next school year to ensure attendance trends are being reviewed and addressed. The educational partner survey data for Temecula International Academy provides valuable insights into the school’s conditions and climate. Disaggregated data by student groups highlight areas of strength and opportunities for improvement. Continuous analysis of specific survey items and additional data collection tools ensures that the school can address the diverse needs of its student population and foster a support"|Through the analysis of the educational partner data for Temecula International Academy, several key learnings, identified needs, and areas of strength have emerged, providing a comprehensive understanding of the school’s conditions and climate. One notable strength is the overall sense of safety and security felt by students across most grade levels and student groups, indicating effective safety protocols and a secure environment. 84.5% of 3rd to 8th grade students reported feeling safe while on campus. Additionally, the positive learning environment at the school has garnered consistent positive feedback from both students and parents, particularly from higher grade levels, highlighting the satisfaction with classroom settings and resources. Teacher support and engagement are also significant strengths, with many students and parents agreeing that teachers engage students effectively and provide adequate support. This is especially true for special education students, who report high levels of satisfaction with the individualized teaching strategies and inclusive practices they receive. The data also reveals several areas that require attention. Enhanced language support for English Language Learner (ELL) students is a pressing need, as our reclassification rates could continue to be improved based on the number of EL students that we have. Of our 16 EL students, only 31% were able to reclassify. While this is an improvement because of the enhanced EL services we offered this year, TIA would like to continue growing this area to promote more EL growth. 35% of families expressed that the school does not seek parent input before making decisions, so TIA would like to continue growing in this area to ensure parents are actively involved in decisions through more coffee chats, invitations to board meetings, and information being presented in emails and newsletters. Socioeconomic disparities also surfaced in the data, with variations in safety perceptions among students from lower socioeconomic backgrounds. This highlights the necessity for targeted interventions and resources to support economically disadvantaged students. Additionally, patterns of absenteeism among ELL and low socioeconomic students suggest the need for specific attendance initiatives. An attendance committee has been formed to help identify and address the chronic absenteeism issues. In summary, while Temecula International Academy excels in creating a safe, positive learning environment with strong teacher support, there are critical areas for improvement. Addressing the needs for enhanced language support, increased parental involvement, and expanded extracurricular activities for younger students, along with addressing socioeconomic disparities and improving attendance and behavior interventions, will be essential to ensuring an inclusive and supportive educational experience for all students.|Based on the analysis of the collected data and the identification of key learnings, Temecula International Academy (TIA) has determined several modifications to existing plans, policies, and procedures necessary for addressing areas of need and ensuring continuous improvement. Recognizing the importance of cultural competency, TIA will introduce mandatory training for all staff members, focusing on creating an inclusive environment, respecting cultural differences, and effectively engaging with families from diverse backgrounds. TIA will establish more robust parent and community involvement initiatives by hosting monthly parent meetings with our Falcon Parent Committee, aiming to gather comprehensive input and foster a sense of ownership among stakeholders. In response to feedback, TIA will expand its student support services by increasing access to counseling services through the community, implementing targeted intervention programs for struggling students, and enhancing resources for well-being with the continued adoption of our social emotional program, R.U.L.E.R. TIA also plans to hire more staff, including a counselor and more support staff, that can be available to support students' wellbeing. TIA will implement a structured system for continuous feedback, utilizing regular surveys, focus groups, and suggestion boxes to gather ongoing input from students, parents, and staff. This feedback will be systematically reviewed to inform decision-making and policy adjustments. To better meet student interests and needs, TIA will review and revise its academic and extracurricular programs, potentially introducing new courses, clubs, and activities aligned with student interests and career aspirations. TIA will strengthen its data analysis capabilities by investing in new tools and training for staff, enabling more informed decision-making processes and more effectively addressing areas of need. These revisions reflect TIA’s commitment to continuous improvement and its dedication to creating a supportive, inclusive, and high-quality educational environment for all students.|Met||2026-06-22|2026
33103300137836|Pivot Charter School Riverside|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 84.5% of students indicating they felt connected and included at Pivot, 78.4% of students indicating that their teachers and other adults at Pivot know and understand them, and 85.6% of students indicated that they feel successful at Pivot.    Unduplicated students 82.7% indicated that they feel connected and included at Pivot  78.8% indicated that their teachers or other adults at Pivot know/understand them  88.5% indicated that they feel successful at Pivot    Special education students  86.4% indicated that they feel connected and included at Pivot  90.9% indicated that their teachers or other adults at Pivot know/understand them  86.4% indicated that they feel successful at Pivot    Students who are in both unduplicated and special education subgroups: 90.0% indicated that they feel connected and included at Pivot  100% indicated that their teachers or other adults at Pivot know/understand them  80.0% indicated that they feel successful at Pivot    Students in neither the unduplicated nor the  special education subgroups: 87.9% indicated that they feel connected and included at Pivot  75.8% indicated that their teachers or other adults at Pivot know/understand them  78.8% indicated that they feel successful at Pivot    Parents and guardians were also surveyed: 98.4% indicated that they were satisfied with Pivot Charter School and  96.8% indicated that they were satisfied with the curriculum.    Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of special education students: 93.3% indicated that they were satisfied with Pivot Charter School 93.3% indicated that they were satisfied with the curriculum   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum|"Analysis of our local climate survey data reveals a consistent upward trend across all four campuses from Fall to Spring. A primary strength is the increase in students ""feeling successful"" (averaging over 80% in the Spring) and a significant rise in students feeling that adults at Pivot ""understand them,"" with some schools seeing nearly a 10% gain. These indicators suggest that our relational independent study model is successfully fostering a sense of belonging and academic confidence.   However, an identified area of need is Peer-to-Peer Connection. While scores improved throughout the year, initial Fall data showed that less than half of students felt they had a peer they could talk to. This highlights the ""social gap"" common in blended learning models. Additionally, while participation improved by moving the survey to ParentSquare, increasing the response rate remains a priority."|"To address the social connection gap identified in our local data, Pivot entered its third year of Pivot P.R.I.D.E., a comprehensive program that pairs monthly core values (e.g., Perseverance) with explicit Social-Emotional Learning (SEL) competencies. Recognizing that peer connection was a growth area, we are expanding this program beyond weekly virtual homerooms to include site-based SEL ""warm-ups,"" counselor-led small groups, and monthly on-campus pep rallies designed to foster physical community.   For the upcoming year, we are implementing various strategic shifts for continuous improvement. Your new Bilingual Outreach Coordinator and Community Liaison will focus on connecting underrepresented families to these events, ensuring that student safety, discipline, and inclusion efforts are communicated in a culturally responsive manner."|Met||2026-06-16|2026
33103300137851|Julia Lee Performing Arts Academy|6|The survey reaches a demographically representative sample of JLPAA's student population, which includes 63% Hispanic/Latino, 14% AfricanAmerican, 14% White, and 7% identifying as multiracial or from other backgrounds. Responses are disaggregated by student group to ensure that the voices of all families, particularly those from historically underrepresented backgrounds, are acknowledged and addressed. Key Findings from the Most Recent Climate Survey: Safety and Security: Across all student groups, over 45% of families reported feeling that the campus is safe and secure. However, families of African American and Hispanic students requested clearer traffic control and supervision procedures during drop-off and pick-up. Communication: Families overwhelmingly appreciated the use of ParentSquare and Class Dojo, with Hispanic families particularly noting the value of bilingual communication. Some feedback indicated a need for quicker response times to individual concerns. Curriculum and Resources: White and multiracial families emphasized the need for increased access to the school library and more structured academic enrichment opportunities. Hispanic families highlighted the importance of culturally relevant curriculum and support for English learners. Lunch and Playground: Survey responses from all groups highlighted concerns about limited lunch variety and supervision on the playground, and suggested more structured activities and healthier food options. Academic Recognition and Support: Families across all demographics expressed appreciation for student recognition assemblies but requested more individualized academic updates and clearer communication about intervention supports. JLPAA uses this data not only to inform schoolwide planning and LCAP development but also to tailor outreach and improvement strategies for specific student groups. By disaggregating responses and analyzing trends by ethnicity and other identifiers, the school ensures that climate and engagement initiatives are equitable, inclusive, and responsive to community needs.|Key Learnings: Strengths, Identified Needs, and Responsive Actions Based on Data Analysis. Based on an in-depth analysis of local climate survey data, feedback from parent meetings (Café with the Principal), and student group interviews (Mission Eagles), Julia Lee Performing Arts Academy (JLPAA) has identified both strengths and weaknesses. It needs to inform current and future actions. Areas of Strength: JLPAA's responsiveness to stakeholder feedback is notable. Families consistently expressed appreciation for the school’s commitment to safety, transparent communication, and opportunities for involvement. Students and parents from all demographic groups—including Hispanic (63%), African American (14%), White (14%), and multiracial (7%)—noted improvements in communication through platforms such as ParentSquare and recognized the inclusive and welcoming school environment. The hiring of a Positive Behavior Intervention and Support (PBIS) Coordinator has also been seen as a key asset, addressing students’ social-emotional, behavioral, and mental health needs equitably across student groups. Identified Needs and Responsive Actions: Survey and meeting feedback revealed concerns about student drop-off and pick-up procedures, which disproportionately affected families commuting from farther away. In response, JLPAA restructured its traffic flow and reinstated the more efficient pre-pandemic pick-up model. Additionally, the implementation of a daily sign-out process has strengthened parent-teacher communication and increased opportunities for daily updates regarding student behavior, academics, and well-being. Furthermore, disaggregated data highlighted the need for greater family input in school decision-making, particularly among Hispanic and African American families. As a result, JLPAA will increase parent engagement in the 2025–2026 school year by holding more meetings and advisory input sessions. Parent voice is now more directly tied to school planning efforts, including resource allocation and program development. Overall Impact: These collective efforts have fostered stronger relationships between families, students, and staff. By acting on disaggregated feedback, JLPAA shows its commitment to a safe, supportive, and inclusive learning environment. These learnings will continue to guide the school’s equity-focused strategies as it moves forward.|1. Revised Arrival and Dismissal Procedures. To address stakeholder concerns around traffic congestion and student safety during drop-off and pick-up, JLPAA revised its procedures to reflect the more efficient pre-pandemic pick-up model. Parents are now required to sign students out at the end of the school day, which provides opportunities for real-time communication between staff and families, improving home-school connections and increasing accountability for student safety. 2. Strengthened Mental Health and Behavior Supports. In response to identified social-emotional and behavioral needs, JLPAA hired a Positive Behavioral Interventions and Supports (PBIS) Coordinator. This role provides consistent support to students and families, helping address behavioral concerns, social-emotional development, and mental health challenges. The position also supports school-wide implementation of trauma-informed practices and restorative strategies. 3. Increased Opportunities for Stakeholder Input To ensure inclusive participation in decision-making—particularly for underrepresented groups—JLPAA has scheduled more frequent parent engagement events for the 2025–2026 school year, such as additional sessions of “Café with the Principal,” advisory input meetings, and topic-focused workshops. These changes ensure that family feedback is routinely gathered and used to shape school policies and improvement strategies. 4. Expanded Communication and Translation Services Recognizing language barriers identified in survey responses, the school has committed to expanding translation services, increasing the availability of bilingual staff, and ensuring that all written communications are distributed in families’ home languages.|Met||2026-05-15|2026
33103300137869|Excelsior Charter School Corona-Norco|6|Excelsior Charter Schools utilizes local climate survey data, including student, family, and staff feedback, to monitor school conditions and climate. Survey results indicate generally positive perceptions of safety, connectedness, and staff support. Students report feeling safe and supported by staff, with strong ratings in areas related to respectful relationships and access to help when needed. Families similarly report positive experiences with school communication and responsiveness.  Disaggregated data, where available, reflects largely consistent trends across student groups; however, slight variations are noted in areas such as sense of connectedness and awareness of available supports. Some student groups report lower levels of engagement or connection compared to the overall population. Attendance and participation data are also reviewed alongside survey results to provide additional context regarding student engagement and school climate.  The LEA also reviews specific survey items related to student belonging, adult support, and overall school environment to better understand strengths and areas for growth. These data sources collectively inform the school’s understanding of climate and conditions for learning.|Analysis of climate survey data and related local measures indicates that Excelsior Charter Schools maintains a positive and supportive school environment, with strong relationships between students and staff identified as a key strength. Students and families consistently report that staff are approachable, responsive, and supportive of student needs.  At the same time, the data highlights a need to strengthen consistency in student connectedness and engagement across all groups. While overall perceptions are positive, some variation exists in how students experience belonging and connection to the school community. This suggests an opportunity to ensure that all students have equitable access to supportive relationships and engagement opportunities.  Additionally, survey feedback indicates a need to increase awareness of available supports and services among some students and families. While resources are available, not all educational partners report the same level of familiarity or access.  Overall, the key learnings emphasize maintaining strong relationship-based practices while improving consistency of student experience and clarity of communication across all groups.|In response to the identified needs, Excelsior Charter Schools will implement targeted actions to strengthen school climate and ensure consistent student experiences. The LEA will enhance efforts to promote student connectedness by increasing intentional check-ins, strengthening staff-student relationships, and expanding opportunities for student engagement.  To address variations across student groups, staff will use available data to more proactively identify students who may be less connected and provide additional support through individualized outreach and intervention. The school will also improve communication regarding available supports and services to ensure all students and families are aware of resources.  Additionally, the LEA will refine its use of climate data by more systematically reviewing survey results and related local indicators to inform planning and decision-making. This includes strengthening processes for monitoring trends over time and adjusting practices as needed.  Through these actions, the LEA will continue to build on its strengths while addressing identified areas for growth, ensuring a safe, supportive, and inclusive school environment for all students.|Met||2026-06-25|2026
33103300138024|Journey|6|Student survey data identified several strengths and areas for growth related to school climate, safety, engagement, and well-being. Strengths included academic motivation (69%), high expectations from adults (72%), parent involvement (82%), positive behavior (81%), and students feeling safe at school (81%).  Areas for continued growth include school connectedness (50%), meaningful participation (31%), and student perceptions of fairness in discipline. Survey results indicate a need to expand student voice, leadership opportunities, and participation in school decision-making. Students also reported moderate levels of support from caring adults (54%) and social-emotional learning efforts related to conflict resolution and respectful behavior (45%).  School safety and climate remain priorities. Students reported concerns related to physical aggression, rumors, teasing, and cyberbullying, highlighting the need for continued implementation of positive behavior supports, restorative practices, bullying prevention, and digital citizenship education. A small percentage of students also reported seeing a weapon at school, reinforcing the importance of ongoing safety awareness and prevention efforts.  Student wellness data indicate a continued need for mental health and social-emotional supports. Many students reported feelings of sadness, while fewer reported consistently positive well-being. Additional areas for support include healthy routines such as regular breakfast consumption and appropriate sleep habits.  Overall, survey findings demonstrate positive levels of academic engagement, family support, and school safety while identifying opportunities to strengthen belonging, student voice, social-emotional well-being, and positive school climate.|Strengths:The 2025–2026 CHKS results demonstrate several strengths within the Journey School community, including strong academic motivation, positive family involvement, high expectations from adults, and generally positive student behavior. Students also reported supportive relationships with adults on campus and continued participation in schoolwide systems that promote positive behavior and student engagement. Family involvement remains a significant strength, and many students reported that adults at school encourage them to succeed academically and personally.  Concerns: the data identified several areas of concern that will continue to guide school improvement efforts. School connectedness remains an area for growth, with only about half of students reporting a strong sense of belonging within the school community. Student voice and meaningful participation in school decision-making also remain limited, indicating a need to expand leadership opportunities and increase student involvement in shaping school activities and culture. In addition, concerns related to bullying, peer conflict, name-calling, cyberbullying, and physical aggression continue to impact students’ perceptions of safety and school climate. Students also reported concerns related to fairness in discipline practices and ongoing social-emotional and mental health challenges, including frequent feelings of sadness.|To address these concerns, Journey School will continue implementing and strengthening systems aligned to the eMindset framework, GAT, R.I.S.E. expectations, restorative practices, MTSS supports, and student leadership opportunities. The school will continue focusing on improving school connectedness, increasing student voice and leadership, strengthening social-emotional learning and conflict resolution practices, and expanding mental health and wellness supports for students. Additional efforts will include continuing to strengthen bullying prevention systems, restorative approaches, and opportunities for meaningful student participation in school activities and decision-making.   Journey School will also continue partnering with families and community organizations to provide additional social-emotional, behavioral, and mental health resources for students and families. Ongoing analysis of CHKS data, educational partner feedback, and local data will continue guiding schoolwide improvement efforts to ensure all students feel safe, connected, supported, and empowered within the school community.|Met||2026-06-17|2026
33103300138602|JCS - Pine Hills|6|The school administered PEAR’s Holistic Student Assessment (HSA) to 351 students in grades 4–12 during Fall 2025 to assess social-emotional development across resiliency, relationships, and school engagement. Using a three-tiered framework, 41.3% of students were identified in Tier 1, 39.6% in Tier 2, and 19.1% in Tier 3, indicating that while many students demonstrate positive social-emotional functioning, a substantial number may benefit from additional support. Students averaged 3.1 strengths and 2.5 challenges, with key strengths in empathy, school bonding, emotion control, and positive peer and adult relationships. Common challenges included assertiveness, learning interest, perseverance, academic motivation, and critical thinking.  The student population reflected broad diversity across grades, gender, and backgrounds. Hispanic/Latino students demonstrated strong outcomes, averaging 3.5 strengths and 2.1 challenges, with notable strengths in empathy, school bonding, and relationships with adults. Female students also showed strong outcomes, with the highest average strengths (3.4), lower challenge levels, and nearly half identified in Tier 1. In contrast, male students reported lower strengths, higher challenges, and greater concerns related to learning interest, academic motivation, and assertiveness.  Students with disabilities and low-income students demonstrated the greatest levels of need. Students with disabilities reported lower strengths and higher challenges, particularly in perseverance, critical thinking, optimism, and assertiveness. Low-income students showed the largest disparities, with the lowest strengths, highest challenges, and more than 75% identified in Tier 2 or Tier 3. Learning interest, optimism, peer relationships, and reflection emerged as significant concerns for this group.  Program comparisons revealed modest differences between Academy and Home Study students. Academy students demonstrated slightly lower challenge levels and fewer Tier 3 students, while Home Study students showed stronger relational strengths but somewhat higher challenges related to academic motivation, perseverance, and critical thinking.  Overall, the findings indicate that many students possess strong relational and emotional assets, while highlighting the need for targeted supports focused on academic engagement, perseverance, self-advocacy, and differentiated interventions for students with the greatest needs to promote more equitable outcomes across all student groups.|Several key findings emerged from the HSA data analysis, highlighting both strengths and areas of need across student groups. A notable strength is students’ strong relational and emotional assets, particularly in empathy, school bonding, and relationships with adults. These strengths were especially evident among female students and Hispanic/Latino students, suggesting that the school environment effectively fosters positive relationships, belonging, and emotional well-being. Similar strengths were observed across both Academy and Home Study programs, indicating that relationship-centered practices are benefiting students across settings.  At the same time, academic motivation, learning interest, assertiveness, perseverance, and critical thinking emerged as consistent areas of need across many student groups. These challenges suggest that while students generally feel connected and supported, many struggle with engagement, confidence, persistence, and self-advocacy in academic settings. Strengthening these skills should be a priority across instructional programs and support systems.  The data also revealed significant equity gaps. Low-income students and students with disabilities demonstrated the lowest levels of strengths, the highest levels of challenges, and the greatest concentration of Tier 2 and Tier 3 support needs. These findings indicate a need for more intensive, targeted interventions and additional academic and social-emotional supports. Male students also reported higher challenge levels than female students, particularly in engagement, motivation, and self-regulation, suggesting the need for differentiated strategies that address their unique needs.  Program-level comparisons revealed that Home Study students demonstrated strong relational strengths but somewhat higher challenges related to academic motivation, perseverance, and critical thinking. Academy students showed slightly lower challenge levels overall. These differences suggest that instructional models may influence student engagement and skill development in different ways and that supports should be tailored to each program’s unique context.  Overall, the data indicate that the school has been successful in fostering positive relationships, belonging, and emotional awareness. Moving forward, efforts should focus on strengthening student agency, academic engagement, perseverance, and self-advocacy while providing targeted supports for historically underserved groups. Leveraging existing strengths while addressing identified needs will be critical to improving equitable outcomes for all students.|Analysis of the 2025–26 Holistic Student Assessment (HSA) data identified several strengths, including strong empathy, school bonding, and positive relationships with adults and peers. However, the data also highlighted needs related to academic motivation, learning interest, perseverance, assertiveness, and critical thinking, particularly among male students, students with disabilities (SwD), and low-income students. These findings have informed ongoing improvements to the school’s LCAP actions, programs, and procedures.  To address the needs of students identified in Tier 2 and Tier 3, the school will continue strengthening its Multi-Tiered System of Supports (MTSS) through expanded interventions, improved progress monitoring, and stronger alignment of academic and social-emotional supports. Tier II Instructional Support, Beyond SST, annual HSA administration, SEL counseling supports, benchmark assessments, and ParsecGO data reviews will be used to identify student needs earlier, monitor subgroup outcomes, and provide targeted interventions.  Given the elevated needs of SwD and low-income students, the school will continue implementing inclusive and differentiated supports through ACCESS programming, SELPA collaboration, professional development focused on effective instructional strategies, and ongoing improvements to special education services. The school will also continue reducing barriers to learning through meal services, technology access, and internet connectivity supports for socioeconomically disadvantaged students.  To address challenges related to academic motivation and engagement, the school will continue investing in professional learning focused on high-quality instruction, SEL integration, student engagement, and re-engagement strategies. Efforts will also include expanding access to culturally relevant curriculum, electives, CTE opportunities, college credit options, arts and music programs, and field trips to increase student interest, relevance, and connection to learning.  Data comparing Academy and Home Study students highlighted the need for stronger accountability and engagement systems within independent study settings. In response, the school will continue implementing Learning Acceleration initiatives to reduce caseloads, increase personalized support, and strengthen progress monitoring. Family engagement efforts, including supports for English Learner families, regular communication, surveys, and family events, will also continue to be strengthened.  The school will continue using HSA results, academic performance data, attendance data, and stakeholder feedback to evaluate program effectiveness, identify equity gaps, and make ongoing improvements. These efforts are intended to strengthen student engagement, improve social-emotional and academic outcomes, and ensure equitable opportunities for success for all students.|Met|N/A|2026-06-12|2026
33103300139428|Garvey/Allen Visual & Performing Arts Academy for STEM|6|Garvey/Allen STEAM Academy’s local climate data show several strengths in Charter School safety, student support, and family connection, while also identifying attendance and engagement as areas for continued improvement. The Charter School uses local survey data from parents and guardians, Achievers, and the Dream Team, along with Dashboard data for Suspension Rate and Chronic Absenteeism, to evaluate Charter School conditions and climate.  Parent and guardian survey data show strong perceptions of safety, welcome, and support. In the Parent and Guardian LCAP Survey, 72.6% of respondents strongly agreed and 23.8% agreed that they feel welcomed at the Charter School. In addition, 69.4% strongly agreed and 23.5% agreed that the Charter School provides a safe and supportive environment for Achievers. Parent and guardian feedback also showed strong confidence in Achievers’ ability to learn and succeed, with 71.8% strongly agreeing and 25.9% agreeing that all students can learn and be successful. These results demonstrate strong family trust, positive relationships, and a welcoming Charter School culture.  Dream Team survey feedback identified strengths in the Charter School’s mission and culture, while also identifying needs related to safety systems, supervision, communication, collaboration, coaching, administrative visibility, classroom behavior support, and professional development. This feedback supports continued implementation of PBIS, restorative practices, classroom management supports, MTSS, staff collaboration, and professional learning.  Achiever survey feedback provided student perspectives on Charter School climate, daily experience, activities, and engagement. Achiever input reinforced the importance of enrichment, relationship building, student voice, Advisory structures, SEL supports, restorative practices, and opportunities for Achievers to feel connected to the Charter School community.  Dashboard climate data also show strong results in student behavior and safety. The 2025 Dashboard reported a Very Low Suspension Rate, with an overall suspension rate of 0.0%. Suspension rates were 0.0% for Black Achievers, Hispanic Achievers, SWD, and Achievers identifying as two or more races, and 0.7% for SED Achievers. These results reflect the positive impact of restorative practices, Ron Clark strategies, PBIS, SEL supports, and strong relationships between Achievement Guides and Achievers.  Chronic Absenteeism remains a significant area of need. The 2025 Dashboard reported a Very High Chronic Absenteeism Rate of 29.6% overall, including 21.5% for Black Achievers, 48.8% for Hispanic Achievers, 31.3% for SED Achievers, 38.74% for SWD, and 47.1% for Achievers identifying as two or more races. These data show the need to strengthen attendance interventions, family outreach, student engagement, SEL supports, and personalized strategies for Achievers and significant student groups.|Key learnings from Garvey/Allen STEAM Academy’s local climate data show strong family trust, positive Charter School culture, and effective behavior supports, while also identifying attendance, consistency, and student support as areas for continued improvement. Parent and guardian survey results demonstrate a strong sense of welcome and safety. In the Parent and Guardian LCAP Survey, 72.6% strongly agreed and 23.8% agreed that they feel welcomed at the Charter School, and 69.4% strongly agreed and 23.5% agreed that the Charter School provides a safe and supportive environment for Achievers. In addition, 71.8% strongly agreed and 25.9% agreed that all students can learn and be successful.  A major area of strength is the Charter School’s climate and behavior data. The 2025 Dashboard reported a Very Low Suspension Rate, with an overall suspension rate of 0.0%. Disaggregated results also showed 0.0% for Black Achievers, Hispanic Achievers, SWD, and Achievers identifying as two or more races, and 0.7% for SED Achievers. These data indicate that restorative practices, Ron Clark strategies, PBIS, SEL supports, and relationship centered practices are supporting a safe and inclusive environment.  The data also identify chronic absenteeism as a significant need. The 2025 Dashboard reported a Very High Chronic Absenteeism Rate of 29.6% overall. Disaggregated results showed 21.5% for Black Achievers, 48.8% for Hispanic Achievers, 31.3% for SED Achievers, 38.74% for SWD, and 47.1% for Achievers identifying as two or more races. These results show the need for targeted attendance interventions, increased family outreach, individualized supports, and strategies to strengthen Achiever engagement and connectedness.  Educational partner feedback also identified the need to strengthen communication, collaboration, supervision, classroom behavior support, coaching, and professional development. Families expressed interest in more targeted Parent Academy opportunities focused on attendance, mental health, technology safety, and strategies to support learning at home. Achiever feedback reinforced the importance of enrichment, student voice, SEL supports, Advisory, and opportunities to feel connected to the Charter School community.|Based on the analysis of local climate survey data and key learnings, Garvey/Allen STEAM Academy will revise and strengthen existing plans, policies, and procedures to address identified needs in Charter School climate, attendance, behavior, family engagement, and academic support. To support more consistent behavioral expectations and student accountability, the Charter School will continue strengthening PBIS, restorative practices, Ron Clark strategies, SEL supports, and classroom management systems across grade levels. Staff professional development will include additional focus on trauma informed practices, culturally responsive engagement, behavior support, consistent implementation of expectations, and strategies that strengthen positive relationships between Achievement Guides and Achievers.  To address chronic absenteeism, Garvey/Allen STEAM Academy will strengthen its attendance intervention process through increased monitoring, earlier identification of attendance concerns, personalized family outreach, attendance conferences, and individualized supports for Achievers who are chronically absent or at risk of disengagement. The Charter School will also increase communication with families about the connection between daily attendance, academic progress, social emotional development, and long-term success.  Garvey/Allen STEAM Academy will expand Parent Academy to provide more targeted parent education on attendance, technology safety, mental health, student wellness, prevention and awareness of self-harming behaviors, and strategies for supporting learning at home. Materials and key information will be provided in English and Spanish when needed to increase access for families.  The Charter School will also strengthen MTSS by continuing structured academic interventions, tutoring, progress monitoring, and differentiated supports in ELA and Mathematics. Staff will regularly review academic, behavior, attendance, and climate data, including data disaggregated by student group, to identify needs, monitor implementation, and adjust supports for Black Achievers, Hispanic Achievers, SED Achievers, ELs, SWD, and other historically underserved student groups.|Met||2026-06-25|2026
33103300140780|Audeo Valley Charter|6|Audeo Valley Charter (Audeo Valley) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.    LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo Valley’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, Audeo Valley exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHKS survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo Valley’s response rate on the CHKS at each grade level was Grade 7 (58%), Grade 9 (12%), and Grade 11 (38%) for CHKS Core and Grade 7 (42%), Grade 9 (10%), and Grade 11 (33%) for CHKS Behavioral Health.|In 2025-2026, 100% of students reported that they felt safe at Audeo Valley and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 Audeo Valley’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. Audeo Valley didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. With enough responses, students results in areas of chronic sadness/hopelessness, considered attempting suicide, life satisfaction, caring relationships with adults in school, lifetime alcohol or drug use, lifetime tobacco use, eating breakfast today and a bedtime of 12am or later would be broken out by grade and/or student group. There were also insufficient number of responses to disaggregate survey results by grade level or student group for Behavioral Health domains such as protective factors, resilience, wellness and mental health support services.|Audeo Valley Charter (AVCS) administers the California Healthy Kids Survey (CHKS) in addition to an annual LCAP Educational Partner Engagement Survey to evaluate students’ perceptions of mental health, social-emotional health, school climate, and connectedness. Based on the results of the CHKS, the school’s educational partners have indicated that students continue to have academic, physical, emotional, and mental health needs, including elevated needs for mental health services. To address these needs, AVCS operates a school meal program and provides an annual Family Resource Night to inform parents and family members about available programs and services. The school also provides a Healthy Youth Therapist to deliver targeted counseling services and referrals, as well as a Homeless and Foster Youth Liaison to proactively support students’ academic, physical, mental health, and social-emotional needs. These supports contribute to improved educational outcomes, promote stability, and foster a supportive and inclusive environment for these student groups. While students continue to have social-emotional and health-related needs, over 90% of students surveyed continue to report high levels of satisfaction with school safety and their overall experience at AVCS.|Met||2026-06-24|2026
33103300162586|Scholarship Prep - Riverside|6|Scholarship Prep administers an internally developed local climate survey to students in grades 3–8 to gather feedback on school safety, connectedness, relationships with adults, and overall school experience. The survey includes questions related to student belonging, access to support, school culture, academic experience, and engagement.  Survey results are reviewed across grade spans and student groups when available to identify strengths and areas for growth. Overall, student feedback reflected positive perceptions of relationships with teachers and school staff, with many students reporting that they feel supported, cared for, and comfortable asking teachers for help when needed. Students also reported generally positive perceptions of school safety and connectedness.  Survey results showed some differences by grade level. Older students were less likely than younger students to report that homework helps them learn, suggesting a need to better understand how homework is perceived and experienced in upper grades. Student feedback also identified school meals as an area where students would like to see improvement. These findings, along with other survey responses, are used alongside additional local data sources to better understand school climate and student experience.|A key strength identified through the local climate survey is the positive relationship students have with teachers and staff. Students consistently reported feeling supported by adults at school and comfortable seeking help when they need it. This reflects Scholarship Prep’s focus on building a safe, supportive, and relationship-centered school culture.  Survey results also showed that students generally feel connected to school and safe on campus. Student feedback indicated that relationships with teachers remain an important contributor to positive school climate and student engagement.  An identified area of need is student perception of homework in upper grades. Older students were less likely to feel that homework supports learning, suggesting an opportunity to review homework practices and ensure assignments are meaningful and connected to classroom instruction. Student feedback also highlighted a desire for improvements to school meals, which may impact overall student experience and school satisfaction.|Based on local climate survey findings, Scholarship Prep will continue strengthening the relationship-centered practices that contribute to positive student experiences and strong connections with teachers and staff. Schools will continue emphasizing safe, supportive classroom environments and encouraging students to seek help when needed.  To address identified areas of need, SP will review homework practices, particularly in upper grades, to ensure assignments are purposeful, appropriately aligned to learning goals, and supportive of student understanding. Scholarship Prep will also continue gathering student feedback related to school meals and work with nutrition providers to explore opportunities for improvement.  Survey findings will continue to be reviewed alongside other local data to support continuous improvement efforts and strengthen overall school climate and student experience.|Met||2026-06-18|2026
33103300162792|Vista Lago Global Academy|6|VLGA administered the California Healthy Kids Survey (CHKS) in 2025-26 to its secondary students (grades 7 and 9). The Grade 7 sample included 9 respondents (75% response rate, target 12) and the Grade 9 sample included 10 respondents (100% response rate, target 10). Because the CHKS suppresses any cell with fewer than 10 respondents to protect student confidentiality, most reportable scores are limited to Grade 9, and no scores can be disaggregated by race/ethnicity, gender, parental education, English Learner status, Long-Term English Learner status, special education status, or living situation; every student-group breakdown table in the report is empty for VLGA. The CHKS does not produce a single overall composite score for VLGA; the report provides item-level indicators. Among the Grade 9 indicators most relevant to school climate, current absenteeism of 3 or more times in the past 30 days was reported by 20% of respondents. Among health and routine indicators, 60% of Grade 9 respondents reported eating breakfast that day and 20% reported a bedtime at 12 a.m. or later. Demographic indicators show that 90% of Grade 9 respondents attended in-school learning and 10% attended through remote learning during the past 30 days, indicating that the secondary cohort is predominantly engaged through in-person instruction. The CHKS scales for school connectedness, academic motivation, caring adult relationships, high expectations, meaningful participation, school safety, harassment and bullying, social emotional distress, optimism, life satisfaction, and consideration of suicide are not reported for either grade due to the under-10 suppression rule and the school's small respondent pool. Because the CHKS data alone cannot support a complete climate analysis at VLGA's current size, the school supplements it with locally collected student and family climate surveys administered as part of the school's needs assessment process, classroom observations conducted by the Principal and the leadership team, and qualitative input gathered through the Student Advisory Committee, Student Council, Advisory, the Parent Advisory Committee, and Coffee with the Principal sessions. As VLGA grows toward its full TK-12 configuration and respondent counts increase, the CHKS will become a more meaningful source of disaggregated climate data.|The most important methodological learning from the 2025-26 CHKS administration is that the survey, administered to grades 7 and 9 with 9 and 10 respondents respectively, cannot serve as VLGA's primary disaggregated climate measure at the school's current size. With every student-group breakdown table suppressed under the under-10 reporting rule, the CHKS does not allow VLGA to identify climate differences across race/ethnicity, gender, English Learner, Long-Term English Learner, Special Education, parental education, or living situation. This is itself a key learning: VLGA must rely on locally collected data and qualitative input to identify climate patterns by student group while the secondary respondent base grows. Among indicators that are reported, three needs emerged for Grade 9. First, current absenteeism of 3 or more times in the past 30 days at 20% confirms, through student self-report, the attendance concern surfaced in the chronic absenteeism needs assessment. The CHKS finding aligns with the March 2026 ADA drop to approximately 68% identified through PowerSchool and reinforces the priority of the school's Independent Study readiness, attendance recovery, and family education actions in Goal 1, Action 3 and Goal 3, Action 3. Second, 40% of Grade 9 respondents did not eat breakfast that day, and 20% reported a bedtime at 12 a.m. or later. These health and routine findings indicate that a notable share of secondary students arrive at school without basic supports for learning readiness, informing the parent workshop topics on health and wellness in Goal 3, Action 3 and the school's community-partner connections for family wellness in Goal 1, Action 3. Two strengths emerged. First, the 100% Grade 9 response rate and 75% Grade 7 response rate together indicate that VLGA's small secondary cohort is engaged with the survey process and willing to provide honest input. Second, 90% of Grade 9 respondents reported in-school learning during the past 30 days, reinforcing the school's instructional model assumption of predominantly in-person engagement, with the remaining 10% reporting remote learning consistent with the Independent Study readiness model. Although CHKS could not be disaggregated by student group, the indicators reported confirm patterns previously identified through the school's needs assessment, particularly the attendance concern and the connection between health, wellness, and engagement. Together with locally administered student and family surveys, classroom observations, and qualitative input from the Student Advisory Committee, Student Council, Advisory, the Parent Advisory Committee, and Coffee with the Principal, the CHKS contributes to a multi-source picture in which the school's attendance, health and wellness, and family-engagement priorities are reinforced.|Based on the analysis of local climate data and educational partner feedback, VLGA has identified opportunities to further strengthen students' sense of belonging, connectedness, happiness, and overall school climate. To address these areas, the school will increase the implementation and monitoring of Way of Council, a signature practice of Vista Charter Public Schools that promotes relationship-building, student voice, empathy, and community. Way of Council will be used more intentionally as a schoolwide structure to foster meaningful dialogue, strengthen peer and adult relationships, and create opportunities for students to discuss topics related to belonging, safety, respect, and social-emotional well-being. Through regular participation in Council, students will share experiences, build trust, and contribute to a positive school culture. School leadership will monitor implementation across grade levels, including the frequency of meetings and topics discussed, to ensure Council experiences are aligned with school values, behavior expectations, and identified student needs. Feedback gathered through Council will inform future school climate initiatives and responsive decision-making. VLGA will also strengthen climate data collection. Because the small CHKS respondent base prevents disaggregation, VLGA will continue annual CHKS administration and expand to additional secondary grades as the school grows, administer locally developed student and family climate surveys designed to enable disaggregation by grade span, English Learner status, Socioeconomically Disadvantaged status, and Students with Disabilities status, and integrate climate data review into the MTSS data review cycle (Goal 1, Action 1). The CHKS finding that 20% of Grade 9 respondents reported 3 or more absences in the past 30 days confirms the chronic absenteeism concern from PowerSchool, reinforcing existing attendance actions: staff training on attendance recovery, 1:1 device readiness for Independent Study, family education through Coffee with the Principal, and tiered attendance outreach through MTSS (Goal 1, Action 3; Goal 3, Action 3). The findings that 40% did not eat breakfast and 20% reported late bedtimes inform parent workshop topics on health and wellness (Goal 3, Action 3) and community-partner connections for family health, nutrition, and insurance resources (Goal 1, Action 3). By strengthening Way of Council implementation, expanding climate data collection, and reinforcing attendance and wellness actions already in the plan, VLGA aims to create a more inclusive, supportive, and connected learning environment where all students feel safe, valued, and engaged.|Met||2026-06-15|2026
33103300165449|Altus Schools Coachella Valley|6|Altus Schools Coachella Valley (ASCV) administers both an Annual LCAP Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   LCAP survey results indicate that a key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASCV’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, ASCV exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHKS survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASCV’s response rate on the CHKS at each grade level was Grade 7 (20%), Grade 9 (15%), and Grade 11 (100%) for CHYS Core and Grade 7 (20%), Grade 9 (9%), and Grade 11 (62%) for CHYS Behavioral Health.|In 2025-2026, 97.9% of students reported that they felt safe at Altus Schools Coachella Valley and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 Altus Schools Coachella Valley’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. ASCV didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. Key learnings included that for 11th graders in the past 12 months 18% experienced social emotional distress, 20% experienced chronic sadness/hopelessness and 10% reported having considered attempting suicide. 80% of 11th graders reported life satisfaction. 69% of 11th grade students reported caring relationships with adults in school. 20% of 11th graders reported lifetime alcohol or drug use and 40% reported lifetime tobacco use. 58% of 11th graders reported eating breakfast today.  67% of 11th report a bedtime of 12am or later. There were a insufficient number of responses on the behavioral health module to disaggregate results on student wellness, resilience and mental health.|Altus Schools Coachella Valley has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aid in evaluating students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHKS, the school’s educational partners have provided feedback the continue to have additional academic, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Altus Schools Coachella Valley has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at ASCV.|Met||2026-06-24|2026
33316250000000|California School for the Deaf-Riverside (State Special Schl)|6||||Not Met|||2026
33669770000000|Alvord Unified|6|In both Fall 2025 and Spring 2026, the Panorama Survey was administered to students in grades 3 through 12, focusing on three key social-emotional learning (SEL) areas: Emotional Regulation, Self-Efficacy, and Growth Mindset. Fall 2025 Results: Elementary School: Student relationships 68%, Emotional Regulation 59%, Sense of belonging 45%, Growth mindset 43% Middle School:Student relationships 57%, Emotional Regulation 47%, Sense of belonging 46%, Growth mindset 40% High School: Student relationships 52%, Emotional Regulation 50%, Sense of belonging 43%, Growth mindset 38%  Spring 2026 Results: Elementary School: Student relationships 46%, Emotional Regulation 41%, Sense of belonging 59%, Growth mindset 69% Middle School: Student relationships 57 %, Emotional Regulation 49%, Sense of belonging 46%, Growth mindset 40% High School: Student relationships 54%, Emotional Regulation 52%, Sense of belonging 43%, Growth mindset 36%|Analysis of the 2025–26 Panorama Survey results highlights both areas of strength and areas of continued need related to students’ social-emotional well-being. Across grade spans, student relationships remained a relative strength, particularly at the elementary level, indicating that many students report having positive connections with adults and peers at school. Additionally, elementary students demonstrated significant growth in Growth Mindset, increasing from 43% in Fall 2025 to 69% in Spring 2026, and Sense of Belonging, increasing from 45% to 59%. These gains suggest that elementary SEL supports and school climate initiatives are positively impacting students’ perceptions of themselves and their connection to school.  At the secondary level, results remained relatively stable. Middle school students reported consistent outcomes across all measured areas, with Student Relationships (57%) and Emotional Regulation (49%) representing relative strengths. High school students showed modest gains in Student Relationships (52% to 54%) and Emotional Regulation (50% to 52%), indicating gradual improvement in students’ ability to manage emotions and access supportive relationships.  Despite these strengths, several areas of need remain. Emotional Regulation scores continue to be below desired levels across all grade spans, particularly in elementary and middle school. Sense of Belonging remains an area of concern at both the middle and high school levels, where fewer than half of students report a strong connection to their school community. Growth Mindset also remains a significant need in secondary grades, with only 40% of middle school students and 36% of high school students reporting positive perceptions in this area.  The district’s analysis of student group data further indicates the importance of continuing targeted SEL supports for student groups that historically experience lower levels of connectedness and engagement. These findings reinforce the need to strengthen school climate, increase student voice and belonging, expand mental health and counseling supports, and continue implementing evidence-based SEL practices through the district’s MTSS framework. By building on existing strengths while addressing identified needs, the district aims to improve student well-being, engagement, and readiness for academic success.|In response to identified needs, Alvord Unified School District is strengthening several strategic initiatives to improve student well-being, foster school connectedness, and ensure equitable access to social-emotional supports. The district's Strategic Social-Emotional Learning (SEL) Committee, composed of district and site administrators, teachers, counselors, and student services personnel, regularly reviews Panorama data and other student outcome measures to identify trends, monitor progress, and develop responsive practices that address areas of need, particularly emotional regulation, sense of belonging, and growth mindset.  To address the continued need for mental health supports, the district has expanded school-based services through the addition of social workers who provide direct student support, coordinate a social work intern program, and facilitate parent education opportunities focused on children's mental health and wellness. Building upon this work, the district will continue implementing its Mental Health Roadshow to provide wellness-focused presentations for families across school sites. Dedicated wellness spaces at all secondary schools will offer students access to support, coping strategies, and self-regulation tools designed to strengthen emotional regulation and overall well-being.  The district will continue implementing Positive Behavioral Interventions and Supports (PBIS) to strengthen positive school climates, build meaningful relationships between students and staff, and increase students' sense of belonging. In addition, teachers are being provided access to Panorama resources and data tools to support site-based decision making and targeted interventions. CharacterStrong will continue to serve as the district's core K–12 SEL curriculum, providing explicit instruction in self-awareness, self-management, relationship skills, and growth mindset.  Given the strong gains demonstrated by elementary students in growth mindset and belonging, the district will continue to expand successful practices while increasing focus on secondary students, where these indicators remain areas of need. Efforts will include increasing student voice opportunities, strengthening school connectedness initiatives, and providing targeted supports for student groups that experience lower levels of engagement and belonging.  Support for historically underserved students also remains a priority. The Guardian Scholar Summit will continue to provide community-building opportunities and targeted supports for foster youth, while the Greatness Within initiative will continue to elevate student voice, promote belonging, and create affirming experiences for Black students. Through these coordinated efforts, the district aims to improve social-emotional outcomes, strengthen school connectedness, and ensure all students have the support necessary to thrive academically and personally.|Met||2026-06-18|2026
33669850000000|Banning Unified|6|Banning Unified School District (BUSD) Panorama to gauge student perceptions of school safety and connectedness across various grade levels. The following data from the 2025-2026 school year.  Strengths -Engagement for Grades 3-5 ranks around the 60th percentile nationally, outperforming most comparable schools despite a modest 41% favorable response rate. -Teacher-Student Relationships for Grades 3-5 ranks around the 50th percentile nationally, with 79% of students reporting respectful treatment from teachers. -Valuing of School for Grades 3-5 ranks around the 50th percentile nationally, with 79% of students indicating it is important to do well in school.|The analysis of the local climate survey data has yielded several key insights:  Opportunities -School Climate for Grades 6-12 ranks around the 10th percentile nationally, with only 13% of students reporting that students follow school rules well, indicating a need for improved behavioral expectations and enforcement. -Engagement for Grades 6-12 ranks around the 10th percentile nationally, with only 16% of students excited about going to classes and 14% discussing class ideas outside of school. -Sense of Belonging ranks around the 10th percentile for Grades 6-12 and the 30th percentile for Grades 3-5, with only 27% of older students feeling respected by peers, suggesting a need for community-building initiatives across all grade levels.|Based on the analysis of the survey data and the identified key learnings, several changes and actions are proposed: Strengthening Bullying Prevention Efforts  Implement comprehensive bullying prevention initiatives that include student-centered workshops, professional development for staff, and active parent engagement. These programs will be regularly monitored and evaluated to ensure their continued effectiveness and responsiveness to student needs. Increasing Parent Engagement  Develop and promote strategies to enhance parental involvement in school life. This includes expanding opportunities for parents to participate in events and decision-making processes, as well as improving communication systems to keep families informed and valued as essential partners in their children’s education. Enhancing School Facilities  Maintain a strong commitment to improving the physical condition of school campuses by prioritizing routine maintenance and cleanliness. A well-maintained, welcoming environment supports student well-being and contributes to a more positive overall school climate. Providing Targeted Support for Diverse Student Populations  Design and implement interventions tailored to the unique needs of all student groups, including English learners, students with disabilities, socio-economically disadvantaged students, and those who are homeless or in unstable living situations. These supports will include additional staffing, resources, and programs to address the barriers these students face. Establishing a Culture of Continuous Improvement  Adopt a robust cycle of continuous improvement grounded in ongoing data collection, analysis, and responsive action planning. Engage students, staff, and families as key partners in evaluating the impact of interventions and ensuring alignment with the priorities of the Local Control Funding Formula (LCFF).  By strategically addressing areas of need and building on the strengths identified in the survey results, the district can cultivate a positive, inclusive school climate that supports academic achievement, equity, and well-being for all students. Sustained data-driven decision-making and meaningful collaboration with educational partners will be critical to long-term success|Met||2026-06-24|2026
33669930000000|Beaumont Unified|6|The Beaumont Unified School District (District) has diligently analyzed the local climate survey data, encompassing responses from grades 3-5 and 6-12. The survey is designed to capture a broad spectrum of information related to school conditions and climate, including Social Awareness, Sense of Belonging, Growth Mindset, Self-Efficacy, Emotion Regulation, Supportive Relationships, Self-Management, Positive Feelings, Grit, and Challenging Feelings. The findings are segmented by student groups, offering a detailed perspective on different demographics within the school community.  Grades 3-5 Overview-Spring 2026: •Social Awareness: 68% favorable, showing an increase of 3 points since Spring 2025. •Sense of Belonging: 65% favorable, with an increase of 2 points. •Growth Mindset: 63% favorable, increasing by 1 point. •Self-Efficacy: 57% favorable, with an increase of 3 points. •Emotion Regulation: 45% favorable, increasing by 1 point.  Grades 6-12 Overview-Spring 2026: •Supportive Relationships: 80% favorable, with an increase of 1 point. •Self-Management: 68% favorable, showing an increase of 2 points. •Positive Feelings: 62% favorable, increasing by 2 points. •Social Awareness: 63% favorable, increasing by 3 points. •Grit: 57% favorable, with an increase of 1 point. •Challenging Feelings: 51% favorable, with an increase of 1 point.. •Emotion Regulation: 52% favorable, showing the greatest increase of 5 points. •Sense of Belonging: 46% favorable, showing an increase of 4 points.  The District and educational partners are using these insights to refine and enhance strategies for improving school climate and student well-being. The feedback indicates a need for targeted interventions to improve areas such as Emotion Regulation and Sense of Belonging. Continuous efforts are being made to address these concerns through focused programs and initiatives that aim to foster a more supportive and inclusive school environment. This comprehensive data analysis enables the District to tailor its interventions and programs more effectively, ensuring they meet the diverse needs of all student groups and contribute to a positive and nurturing educational climate.|The analysis of the local climate survey data for grades 3-5 and 6-12 has revealed significant insights into the needs and strengths of various student groups within the District. Spring 2026 data shows broad growth across all metrics. Strengths include Supportive Relationships (80%, +1) and Social Awareness (63%, +3) for grades 6-12, and Social Awareness (68%, +3) for grades 3-5. Self-Management reached 68% (+2) in secondary grades. Identified needs center on Emotion Regulation, which remains low at 45% (+1) in grades 3-5 and 52% (+5) in grades 6-12. Sense of Belonging is a critical need for secondary students at 46% (+4), the lowest scoring category.  Key learnings indicate that while students feel supported by staff and peers, they struggle more with internal regulation and belonging as they age. The District uses these disaggregated insights to refine Social-Emotional Learning (SEL) strategies and tailor programs to meet the diverse needs of all student groups. These interventions, such as adding mental health staff and behavioral therapists, aim to foster a more inclusive and nurturing educational climate.|The District implemented strategic changes based on local data. Mental health support was expanded through an increased budget for staff and training. To improve site-level support, the District added an Assistant Principal, a Student Attendance Technician, and more instructional coaches.  Revisions for the Local Control Accountability Plan 2026-27 include discontinuing the ineffective Action 2.20 and replacing it with targeted Foster Youth support (2.22) and Multi-Tiered System of Supports (MTSS) enhancement (2.23). Action 2.24 provides ELA and Math coaching using block grant funds. To promote equity, the District funds dual enrollment fees for low-income students.  Further actions include adding two PD days for classified staff, expanding bilingual aide support, and adjusting master schedules to ensure students with Individualized Education Plan (IEPs) can access enrichment without losing core supports. Monitoring protocols are also being refined to include standard-aligned walkthroughs and PLC fidelity checks.|Met||2026-06-09|2026
33669930127142|Highland Academy|6|We conduct an annual local climate survey, typically administered mid-year to all stakeholder groups—students, parents, and teachers. Survey topics vary annually to address current areas of focus. Leadership and the Board analyze these results to inform institutional decision-making. Beyond formal surveys, our established open-door policy facilitates ongoing, organic feedback from our active parent community, allowing us to continuously refine our practices.|Student safety continues to be a top priority at Highland Academy, reflecting much of the feedback gathered over the past year. While the majority of families and students report feeling secure on campus, we remain proactive in our safety measures. To meet 2026 legal mandates and address community input, we have updated our comprehensive school safety plan. Key enhancements include training all staff in CPR and ALICE protocols, increasing campus supervision during all school hours, and conducting more frequent safety drills, such as lockdowns. Additionally, we have integrated social-emotional learning for elementary and middle schoolers to promote inclusivity and curb bullying. We recognize that even if most feel safe, we must stay vigilant and support every individual student's needs.  Academic performance and state assessment results were also central to recent feedback. Following two years of consistent improvement, our school experienced a decline in test scores this year. In response, we are currently evaluating our entire curriculum and instructional resources to ensure our students and teachers have access to the most effective tools for academic success.|Our updated school safety plan integrates more frequent safety drills and classroom-based instruction to ensure students and staff are thoroughly prepared for emergencies. We recognize that comprehensive safety requires the active participation and commitment of all stakeholders, rather than relying solely on staff training.  To further strengthen our protocols, we are collaborating with local law enforcement to audit our safety plan and identify potential deficiencies. Furthermore, our campus will soon host active intruder training for the local police department, allowing officers to become familiar with our facilities and ensuring seamless coordination with school leadership during a crisis.  In addition to safety enhancements, school leadership is conducting a rigorous review of current curricula and instructional resources to evaluate more effective alternatives. We aim to implement a uniform curriculum across all content areas to provide a consistent and familiar academic experience for both students and parents. Simultaneously, we are evaluating our school diagnostic program, as current data suggests that internal diagnostic results do not sufficiently align with state assessment outcomes.|Met||2026-06-18|2026
33669930139360|Mission Vista Academy|6|We administer annual internal climate surveys to parents/guardians, students, and staff members. Results from the 2025-26 school-year survey indicate that most of our students report high levels of safety and connectedness at our school. All students: 96% agree or strongly agree that they feel safe at school, and 80% agree or strongly agree that they feel connected to the school. Grades 4-5: 96% agree or strongly agree that they feel safe at school, and 85% agree or strongly agree that they feel connected to the school. Grades 6-8: 96% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. Grades 9-12: 95% agree or strongly agree that they feel safe at school, and 76% agree or strongly agree that they feel connected to the school. Student groups with 11 or more survey responses:  American Indian or Alaska Native: 92% agree or strongly agree that they feel safe at school, and 65% agree or strongly agree that they feel connected to the school. Asian: 88% agree or strongly agree that they feel safe at school and connected to the school. Asian Indian: 9 responses Black or African-American: 95% agree or strongly agree that they feel safe at school, and 74% agree or strongly agree that they feel connected to the school. Filipino: 100% agree or strongly agree that they feel safe at school, and 89% agree or strongly agree that they feel connected to the school. Hispanic or Latino: 97% agree or strongly agree that they feel safe at school, and 79% agree or strongly agree that they feel connected to the school. Middle Eastern: 2 responses Native Hawaiian or Pacific Islander: 1 response Two or More Races: 97% agree or strongly agree that they feel safe at school, and 82% agree or strongly agree that they feel connected to the school. White: 96% agree or strongly agree that they feel safe at school, and 81% agree or strongly agree that they feel connected to the school. Other: 96% agree or strongly agree that they feel safe at school, and 80% agree or strongly agree that they feel connected to the school. English Learners: 89% agree or strongly agree that they feel safe at school, and 63% agree or strongly agree that they feel connected to the school. Homeless Youth or Those Living in Temporary Housing: 7 responses Foster Youth: 3 responses Students with Disabilities: 94% agree or strongly agree that they feel safe at school, and 69% agree or strongly agree that they feel connected to the school. Socioeconomically Disadvantaged Students: 100% agree or strongly agree that they feel safe at school, and 71% agree or strongly agree that they feel connected to the school.|MVA students feel safe while participating in online courses and in-person activities offered by the school. Many students shared that they enjoy working with their MVA HSTs and HQTs and appreciate the high levels of support they receive from teachers and other staff members. Students report that their teachers know and care about them and want them to succeed in school.|Based on staff and parent feedback, MVA staff members made slight updates to Goal 1 of our LCAP for 2026-27. We plan to strengthen MTSS implementation and clarity around Tier 2 and 3 supports through improvements to our intervention systems and expanded professional development focusing on ELD, SEL, and data-driven instruction. We also plan to streamline communication by expanding our use of ParentSquare, increasing access to workshop recordings, and developing readily available and family-friendly resources.  MVA staff members will continue to strive to provide a safe and welcoming school environment for all students. Teachers will continue to provide progress monitoring, standards-based instructional resources, online classes, and tutoring to ensure all students can meet their academic goals.|Met||2026-06-11|2026
33670330000000|Corona-Norco Unified|6|The 2025 California Healthy Kids Survey (CHKS) data reveals positive trends in several key areas of school climate across grade levels. School connectedness improved by +2% in 5th, 7th and 9th grade and 5% in 11th grade, indicating stronger feelings of connection among these students. Female students increased more than male students in this indicator. Similarly, the percentage of students who felt supported by caring adults in school increased by +2% for 5th and 7th graders, with 1% growth in 9th and 5% growth reported by 11th graders. Academic motivation increased by 1% in 5th and 2% for 7th grade, 3% for 9th grade and 6% for 11th. Additionally, chronic sadness or hopelessness decreased by -1% in 7th grade, -2% in 9th and -4th in 11th, reflecting improved emotional well-being for these students. Perceptions of safety remained strong for all grades, indicating a strong sense of security at school, although females saw an increased sense of safety while males declined. The positive changes highlight the district’s ongoing efforts to foster a supportive, safe, and motivating environment for students, with some continued opportunities to continue growth in these areas.|The 2025 California Healthy Kids Survey (CHKS) data reveals both areas of strength and identified needs in student perceptions of school climate. Positive trends include an increase in school connectedness and safety perceptions for all levels, highlighting the district's efforts in fostering a supportive and safe school environment. These improvements suggest that initiatives focused on student well-being, such as CNUSD’s wellness programs and family engagement efforts, are making an impact. For example, the district’s Wellness Summit, which addresses mental health and wellness, and the sites' commitments to establishing and using PBIS systems as part of a MTSS structure are contributing to these positive shifts. However, areas for improvement remain, such as less growth for males in school connectedness and safety perceptions, which suggests a need to further address emotional support and safety concerns for males at all grade levels. Based on these findings, CNUSD can build on its strengths by targeting these identified areas of need through enhanced counseling, mental health resources, establishing systems that support safety and continued community engagement. Additionally, the district’s Local Control and Accountability Plan (LCAP) emphasizes services for high-needs students, providing a framework to address these gaps and strengthen its efforts moving forward.|The district has made strong progress in supporting student well-being and school connectedness, particularly at the Tier 1 level. PBIS implementation is consistent and high in fidelity across 22 schools, establishing a solid foundation. At Tier 2, programs like STEPS and Rescue a Generation have demonstrated positive outcomes in student attendance, behavior, and emotional regulation. However, these services face challenges such as limited aide hours and irregular student attendance, which hinder consistency. Refinement is needed in scheduling practices and staff allocations to ensure group continuity and broader access.  Expanded counseling services have enabled more proactive Tier 1 support and reduced Tier 2 referrals, but counselor-to-student ratios remain uneven across sites. To improve effectiveness, staffing levels should be reviewed and adjusted to meet the needs of larger or higher-need campuses, possibly through revised funding formulas or targeted hiring.  At Tier 3, RBT services have improved student behavior in schools with well-established Tier systems. Where those systems are weaker, effectiveness declines. Continued professional development for site staff and clearer implementation protocols will help ensure behavior plans are integrated consistently.  VAPA integration has enhanced student engagement and fostered collaboration among staff. Refining hiring pipelines and streamlining purchasing procedures will help improve the effectiveness of this integration across all sites.  Programs like Umoja have demonstrated strong academic and engagement outcomes, including a 100% graduation rate and high college attendance. UNITY Camps are also fostering a more inclusive campus climate. However, programs such as Athletics and Unified Sports are facing constraints due to rising transportation costs and limited bus availability. Exploring alternative transportation models or increasing transportation funding would support greater student participation.  School safety measures—especially the deployment of SROs and uniformed security—have contributed to positive campus climates and secure learning environments. Standardizing onboarding and ongoing training across all security staff will better align these efforts with the district’s overall climate and equity goals.|Met||2026-06-23|2026
33670410000000|Desert Center Unified|6|Desert Center Unified School District monitors school culture through the Annual Eagle Mountain School Student Survey. Because our student enrollment hovered between 26 and 32 students during the 2025–2026 school year, the district does not formally utilize the California Healthy Kids Survey. Administering a localized survey is a deliberate and necessary strategy to protect the strict confidentiality of individual students and small student groups, while allowing the district to track long-term, year-over-year progress. This localized approach allows us to tailor specific indicators directly relevant to the unique environment of Eagle Mountain School, particularly student safety, sense of belonging, and school connectedness.  Data analyzed from the 2025–2026 student survey revealed strong overall scores regarding physical safety on campus and positive relationships with staff, which aligns with our close-knit community. However, the data also highlighted a critical area of need regarding student social-emotional engagement and coping strategies. This climate data directly validated an uptick in student misconduct referrals observed on campus this year.  In direct response to these local survey insights, the district utilized its 2025–2026 LCAP to aggressively deploy targeted mental health and behavioral support systems. We successfully established a dedicated CAREspace on campus in partnership with the Riverside County Office of Education to give students a physical environment for de-escalation and emotional regulation. Additionally, we launched a partnership with Daybreak Health to provide professional telephonic therapy, and embedded structured social-emotional learning opportunities directly into our Expanded Learning Opportunities Program (ELO-P). These data-driven interventions ensure our annual student survey directly shapes a safer, more supportive learning environment.|Through the analysis of the Annual Eagle Mountain School Student Survey, Desert Center Unified School District has identified clear trends that highlight both our organizational strengths and our targeted areas for growth. Due to our micro-enrollment of 26 to 32 students, data cannot be formally disaggregated by demographic student subgroups without compromising student anonymity. However, looking at the student body as a whole provides deeply meaningful insights into our school climate.  Our primary area of strength continues to be a high level of school connectedness and academic satisfaction. The vast majority of students report a strong sense of belonging, noting that they genuinely enjoy coming to school each day and feel cared for by the staff. Furthermore, survey metrics validate that students feel appropriately challenged by their teachers and feel supported in reaching their academic goals, which directly reinforces our high parent-teacher conference engagement.  Conversely, our key learnings highlighted a critical need to address safety and behavioral culture. While students feel physically secure on campus, survey items related to peer interactions and digital distractions revealed areas needing attention. This feedback directly aligned with the observed increase in daily misconduct referrals. In response to these specific data points, the district took immediate action during the 2025–2026 school year. We collaborated with families to implement a comprehensive mobile communications policy to curb digital distractions and improve classroom focus. Furthermore, we leveraged our partnerships with the Riverside County Office of Education’s CAREspace and Daybreak Health to give students the emotional tools needed for positive peer conflict resolution. By listening to student voices and acting swiftly on their feedback, the school demonstrates a transparent commitment to turning survey data into real, positive campus change.|Based on the key learnings and student data analyzed during the 2025–2026 school year, Desert Center Unified School District has implemented several vital updates to its facilities, policies, and procedures to ensure continuous campus improvement.  First, regarding campus facilities and physical security, while the formal update to our Five-Year Preventive Maintenance Plan remains an ongoing objective, the district took immediate action this year to fund and execute critical infrastructure upgrades. Most notably, the district successfully completed the costly installation of a brand-new, comprehensive campus Fire Alarm System to maximize structural safety. Additionally, we completed the modernization of classrooms A4 and A5, transforming them into updated, high-quality spaces that directly support student learning and well-being.  Second, to address student survey data regarding peer dynamics and classroom focus, the district enacted a major policy change by developing and implementing a strict student mobile communications policy. This updated procedure outlines clear boundaries for cell phones and electronic devices on campus. By limiting digital distractions, this policy has successfully minimized classroom disruptions, reduced digital conflict, and encouraged healthier face-to-face peer social habits.  Finally, the district adjusted its behavioral intervention procedures by embedding therapeutic resources into the daily school schedule. This includes establishing a formal referral process for the Riverside County Office of Education’s CareSspace program and Daybreak Health telephonic counseling. Furthermore, the district updated its Expanded Learning Opportunities Program (ELO-P) procedures to intentionally include structured scenarios that teach social-emotional coping skills. Together, these strategic investments and policy shifts demonstrate our commitment to using local data to build a stronger, safer circle of support around our youth.|Met|The school is assertive in ensuring student response surveys is completed in a timely fashion.  This is easy to monitor with school having small enrollments and multigrade classes.|2026-06-24|2026
33670580000000|Desert Sands Unified|6|"Elementary Schools (Grades 3–5) Teacher Support & Empathy: Strong gains in teacher-student relationships. 79% feel a strong connection (+11 p.pts.), and 73% believe teachers genuinely care when asking ""How are you?"" (+23 p.pts.). Furthermore, 88% feel respected, and 84% would be excited to have their teacher again (+8 p.pts.).  Belonging & Community: 77% feel supported by adults (+17 p.pts.), and 67% feel like valued community members (+4 p.pts.). However, only 62% feel understood as a person (-2 p.pts.), and peer respect dropped to 61% (-1 p.pt.).  Safety & Environment: Overall safety held steady at 56%, and 33% report constant peer disrespect. Worryingly, students who ""rarely worry about violence"" fell to 49% (-2 p.pts.), highlighting that disruptive behaviors cause anxiety even though 68% say physical fights are rare.  Classroom Engagement: A highly successful ""Tier I Instructional Reboot"" drove massive engagement spikes: 73% are focused (+23 p.pts.), 61% are attentive (+11 p.pts.), 62% are excited to go to class (+9 p.pts.), and 40% talk about class ideas outside of school.  Middle Schools (Grades 6–8) Teacher Support: 90% know a teacher would care if they were upset (+10 p.pts.), and 80% feel respected by teachers. However, only 42% think teachers would be excited to have them again, and 40% would visit them in the future.  Belonging Decline: While student-to-student respect rose to 44% (+4 p.pts.), overall school belonging fell significantly to 50% (-5 p.pts.). Only 27% feel connected to school adults, and 38% feel they matter to others.  Safety & Behavior: Physical safety rose to 51% (+1 p.pt.), and perceived physical fighting dropped sharply by 12 p.pts. However, peer disrespect remains a major issue, with 78% reporting people are disrespectful to others (+1 p.pt.).  Engagement & Climate: Engagement remains a challenge—only 28% are attentive and 19% are excited to go to class (-3 p.pts.). Positively, perceptions of school climate (42%, +6 p.pts.), positive energy (46%, +6 p.pts.), and rule fairness (46%, +7 p.pts.) all improved.  High Schools (Grades 9–12) Teacher Support: Relationships are stable; 45% feel a strong connection, and 90% report a teacher would care if they were upset. 83% feel respected by teachers (+8 p.pts.), and 30% would come back to visit them (+41 p.pts.).  Belonging: School belonging improved to 43% (+3 p.pts.), and peer respect rose to 46% (+4 p.pts.). However, adult connectedness dropped slightly to 23% (-1 p.pt.), and only 31% think they matter to others.  Safety Metrics: Safety improved to 57% (+3 p.pts.), paired with a 9 p.pt. drop in perceived fighting. 68% rarely worry about violence (+4 p.pts.), though 70% still observe widespread disrespect.  Engagement & Climate: Academic engagement is low and stagnant; only 24% are attentive, and excitement to attend class sits at 17% (-2 p.pts.). Despite this, school climate (43%), positive energy (49%, +5 p.pts.), and rule fairness (52%, +2 p.pts.) trended upward."|"Key Learnings Elementary Schools Grades 3-5: Overall, the percentage of favorable responses are moderately high for all themes on the Panorama survey. Highlights include students in grades 3-5 reporting a significant increase in engagement. This suggests that the ""Tier I Instructional Reboot"" is successfully centering student attention. Students also perceive an increase in their teachers' empathy indicates successes in SEL implementation While 56% of students feel safe (no change), there is a 2 p.pt. decrease in students who ""rarely worry about violence."" This aligns with the qualitative feedback from parents and staff calling for stricter discipline and consequences to address disruptive behaviors that cause anxiety even when physical fights are rare. While 77% of students feel supported by adults (+17 p.pts.), only 62% feel that people at school ""understand them as a person"" (-2 p.pts.) indicating that adults are seen as supportive authority figures, data suggests an opportunity to transition student-adult interactions from general support to more personalized, individual connections.  Key Learnings Secondary Schools Grades 6-12: A major highlight for the 2025-26 year is the high level of perceived teacher respect, reaching 80% in Middle School (+4 p.pts) and 83% in High School (+8 p.pts). This provides a strong baseline for the district's equity and inclusion work. Students across all secondary grades report a significant decrease in physical altercations. High schoolers reported a 9 p.pt. decrease in fighting, while middle schoolers saw a substantial 12 p.pt. decrease. This trend directly correlates with the district’s increased investment in secondary security and mental health support. While High School saw the strongest gains in overall climate, Middle School saw a 5 p.pt. decline in ""Sense of Belonging"" (falling to 50%). Additionally, secondary engagement remains the lowest-performing theme, with only 17%–19% of students expressing excitement to go to class. While 90% of students feel at least one teacher would be concerned if they were upset, only 23%–27% feel ""connected"" to adults at school. This suggests that while students view teachers as professional and caring, they do not yet feel a deep personal bond or ""mentorship"" relationship."|"In response to the data DSUSD has implemented the following:  Elementary Schools (Grades 3–5) Proactive Behavioral Environments: Implementing ""Calming Corners"" at all sites to provide students with self-regulation cooldown spaces before behaviors escalate.  Specialized Staff Support: Continuing wellness initiatives like Words of Wellness (WOW) and health fairs to support educator mental health, which underpins a 79% student-connection rate.  Early Academic Interventions: Maintaining the Early Literacy Roadmap and targeted math support to close gaps early, preventing academic frustration from turning into behavioral avoidance.  Secondary Schools (Grades 6–12) Mentoring & Connection: Expanding programs like LeadHERship to transition student-teacher dynamics from ""authority figures"" to ""trusted mentors,"" aiming to boost the current 23% connection rate.  Targeting Disrespect & Belonging: Implementing a secondary-specific Hate Speech and Bias curriculum to address reports of student disrespect (70%–78%) and support the 50% of students lacking a sense of belonging.  Mental Health Infrastructure: Providing full-time Certified Mental Health Therapists at all sites and expanding Wellness Rooms as Tier II sensory/cooldown interventions.  System Consistency: Supporting Tier I and Tier II teams to maintain consistent MTSS protocols and a ""Culture of Care"" despite staff turnover.  Psychological Safety: Shifting focus toward psychological security, rules fairness (currently 46%–52%), and welcoming environments, alongside continued security agent presence and safety drills.  District-Wide (K–12) Targeted Anti-Bias Training: Conducted a comprehensive Implicit Bias and Hate Speech Training Tour (Sept 2025–May 2026) across nearly all sites—including assemblies and small-group think tanks—focusing on disability awareness, anti-semitism, and harmful language.  Fostering Connectedness: Utilizing Senior Send-Offs and Future Women Leaders forums to proactively build student hope and connectedness as indicators of psychological safety.  MTSS Sustainability: Transitioning from implementation to sustainability by utilizing the Synergy MTSS data platform for real-time tracking and proactive ""Tier I Reboots.""  Evidence-Based Relationships: Expanding Restorative Practices, Trauma-Informed Practices, and MindSet training to help staff manage disruptive behavior while preserving the 88% student-to-teacher respect rate.  Visible Safety & Standards: Maintaining Security Agents at all elementary schools and exploring ""standardized behavior standards"" to reassure the 49% of students who worry about others' behavior.  Amplifying Student Voice: Scaling Youth Leadership Days and Empathy Interviews as diverse ""listening tours"" (including LTELs and students with disabilities) to diagnose root causes of declining belonging."|Met||2026-06-23|2026
33670586031959|George Washington Charter|6|Based on the provided data, the local climate survey in the Spring of 2025, reveals varying perceptions of school climate across different student groups. The overall positive perception of school climate, if calculated as an average of the provided percentages, would be approximately 71.1%. However, a closer look at the disaggregated data highlights significant differences: English Learners: This group reports a positive climate perception of 76%, which is above the potential overall average. Socio-economically Disadvantaged: This group indicates a lower positive climate perception at 67%, suggesting potential disparities in their experiences. Special Education Students: This group reports the lowest positive climate perception at 61%, indicating a need for focused attention and support to improve their school environment. Females: Females report a positive climate perception of 73%, slightly higher than males. Males: Males report a positive climate perception of 65%, lower than females. Asian Students: This group reports the highest positive climate perception at 79%. Hispanic Students: This group reports a positive climate perception of 70%. Multiethnic Students: This group also reports a positive climate perception of 70%. White Students: This group reports a positive climate perception of 68%.|Analysis of the Data: The data suggests that while a majority of students generally perceive the school climate positively, certain student groups experience it less favorably. Notably, socio-economically disadvantaged students and special education students report significantly lower positive perceptions. The difference between Asian students (highest) and special education students (lowest) is a substantial 18 percentage points, indicating a considerable disparity in their experiences of the school environment. There is also a notable difference between female and male students, with females reporting a more positive climate. Further analysis could involve examining specific items within the local climate survey to pinpoint the areas where these disparities are most pronounced. For example, questions related to safety, respect from peers and adults, feeling connected to the school, or the fairness of disciplinary practices could reveal specific challenges faced by these groups.|Building upon the previously outlined actions, the LEA will implement the following specific additions: Personnel Allocation: Adding an Assistant Principal: Decision: The LEA will allocate resources to hire an additional assistant principal at the school site. Rationale: This additional administrative support will provide increased capacity for focused attention on school climate initiatives, student support services, and the implementation of targeted interventions identified through the climate survey data. The assistant principal can dedicate time to working with specific student groups, overseeing the positive behavior system, and fostering stronger relationships with educational partners. Community Engagement: Hiring a Bilingual Community Technician: Decision: The LEA will create and fund a position for a bilingual community technician. Rationale: This role will be crucial in bridging the gap between the school and families, particularly English Learner families and socio-economically disadvantaged communities. The bilingual community technician will facilitate  communication, provide resources and support to families, and actively engage them in school events and decision- making processes, thereby fostering a stronger sense of partnership and belonging.  Proactive Climate Initiatives: Implementing a Positive Behavior Intervention: Policy Change: The LEA will adopt and implement a Positive Behavior Intervention school-wide. Procedures: This will involve establishing clear behavioral expectations, teaching these expectations to all students, consistently acknowledging positive behaviors, and implementing a tiered system of support for students who need additional behavioral guidance. Data on behavior incidents will be collected and analyzed to monitor the effectiveness of the PBIS system and identify areas for adjustment. Rationale: A proactive and consistent system can contribute significantly to a more positive and predictable school climate for all students, particularly benefiting those who reported lower positive perceptions, such as special education students and socio-economically disadvantaged students. These additions will be integrated into the LEA's continuous improvement cycle through the following mechanisms: Regular Data Review: The administrative team will regularly review data with school counselors related to the impact of the additional assistant principal, the bilingual community technician's outreach efforts, and the implementation of positive behavior supports. Feedback Loops: Multiple feedback loops will be established, including surveys and focus groups with students, staff, parents, and educational partners, to gather qualitative data on the effectiveness of these new initiatives. Annual Review and Adjustment: The LEA will conduct an annual review of the school climate data and the implementation of these changes, making necessary adjustments to plans, policies, and procedures based on the evidence gathered. Professio|Met||2026-06-15|2026
33670586031991|Palm Desert Charter Middle|6|Analysis of disaggregated survey data provides inspiring evidence of growth while highlighting clear, actionable opportunities to further elevate our overall workplace culture. A prominent area of strength is the substantial 17% increase in favorable responses regarding Teacher-Leadership relationships, illustrating growing trust, shared vision, and strong collaborative partnerships between instructional staff and administration. This positive shift is further reflected in an 11% increase in teacher satisfaction regarding school climate, affirming that recent engagement and support efforts are yielding strong, positive results.  Building upon this momentum, the data also provides meaningful guidance on where to focus future culture-building efforts. While teachers reported strong climate gains, broader staff feedback indicated that overall school climate remains an area of focus, alongside a decline in Staff-Leadership relationship metrics among non-instructional personnel. PDCMS views these insights as a valuable opportunity for continuous reflection and growth. Moving forward, the LEA is committed to applying the successful relationship-building models seen in our teaching staff across all staff groups—ensuring every certificated and classified team member feels equally valued, supported, and connected to our shared educational mission.|An analysis of disaggregated survey data highlights inspiring areas of strength while providing clear, actionable insights to guide our continuous improvement efforts. A primary area of celebration is the remarkable 17% increase in favorable responses regarding Teacher-Leadership relationships, illustrating strengthened trust, transparent communication, and dynamic collaboration between classroom teachers and school administrators. This positive momentum is further mirrored in an 11% increase in teachers' positive perception of school climate, affirming that targeted support for our instructional team is yielding strong, measurable results.  In line with our commitment to total school unity, the data also provides valuable direction for where to focus future culture-building initiatives. While teachers reported substantial gains, broader staff responses indicated that school climate remains an area of focus, alongside a decline in general Staff-Leadership relationship metrics among non-instructional team members. PDCMS views these findings as a constructive roadmap for growth. Moving forward, the LEA is dedicated to leveraging the successful relationship-building practices established with teaching staff and expanding them across all employee groups—ensuring every staff member feels equally valued, supported, and engaged in our shared school mission.|To address the insights gained from our local climate data and educational partner feedback, PDCMS is taking proactive, intentional steps to drive continuous schoolwide improvement. A key adjustment to our operational plans includes the formation of an updated Tier 1 team dedicated to expanding positive behavioral interventions and support. This team will focus on implementing structured, schoolwide systems to consistently highlight and celebrate positive student behavior, fostering a supportive campus environment that reinforces our academic and social-emotional goals.  Furthermore, in response to staff feedback and our commitment to total school unity, PDCMS is making deliberate enhancements to our internal culture practices. Moving forward, the LEA will place a dedicated focus on uplifting and recognizing our faculty and staff as deeply valued members of the school community. By celebrating staff contributions, enhancing collaborative communication, and building on the success of our student behavior systems, PDCMS is cultivating an elevated, inclusive culture where both students and staff feel respected, supported, and empowered.|Met|At PDCMS, our commitment to elevating school culture and fostering a warm, positive environment is an ongoing, joyful pursuit. Anchored by our core values, the LEA remains steadfast in keeping student success, engagement, and well-being at the absolute center of everything we do. We believe that a thriving campus culture is built when every student feels seen, valued, and empowered to succeed.  Looking ahead, PDCMS is excited to inspire our entire school community by encouraging a 'Be in the moment' mindset throughout the coming year. Centered around our rallying theme—‘Be present, be purposeful, be a panther!’—we are fostering mindfulness, active participation, and school pride across all classrooms and campus activities. By pairing this uplifting vision with our ongoing climate initiatives, PDCMS continues to cultivate a safe, vibrant environment where students and staff alike are excited to learn, grow, and succeed together.|2026-06-11|2026
33670820000000|Hemet Unified|6|Hemet Unified School District administers local climate surveys to provide a valid measure of student, staff, and parent perceptions of school safety, school connectedness, and overall school climate. The 2026 administration included students in 5th, 7th, 9th, and 11th grade, and was locally aligned to the California Healthy Kids Survey school connectedness construct used in prior years. The 23 24  student connectedness metric was calculated as the average positive response across items related to feeling close to people at school, being happy at school, feeling part of the school, teacher fairness, and feeling safe at school. In the 2026 local survey administration, students in 5th, 7th, 9th, and 11th grade reported a sense of being connected to school in a span ranging from 47.7% to 69.0%. In addition, 48.1% to 73.2% of students in the same grade span reported positively on the school safety item. Parent and staff survey results provide additional context: 72.3% of parents reported that their child’s school is a safe place, and 71.8% of staff agreed that their school is safe for students.   School Connectedness  ? Grade 5: 69.0%   ? Grade 7: 61.6%   ? Grade 9: 47.7%   ? Grade 11: 52.6%   School Safety  ? Grade 5: 73.2%   ? Grade 7: 64.9%   ? Grade 9: 48.1%   ? Grade 11: 58.1%    School Connectedness by Student Group  ? Hispanic or Latino/a: 71.0% (5), 58.2% (Secondary)   ? White: 61.6% (5), 61.7% (Secondary)   ? Black or African American: 69.1% (5), 59.4% (Secondary)   ? English Learners: 63.4% (Secondary)   ? Students with IEPs: 52.6% (Secondary)   ? Students not reporting an IEP: 60.0% (Secondary)    School Safety by Student Group  ? Hispanic or Latino/a: 76.8% (5), 62.1% (Secondary)   ? White: 66.0% (5), 65.9% (Secondary)    ? Black or African American: 63.6% (5), 64.7% (Secondary)   ? English Learners: 62.3% (Secondary)  ? Students with IEPs: 53.7% (Secondary)   ? Students not reporting an IEP: 65.8% (Secondary)    Additional Climate Survey Indicators  ? Parents reporting their child’s school is a safe place: 72.3%   ? Parents reporting their child feels connected to school: 68.4%   ? Parents reporting their child is happy at school and looks forward to learning: 71.8%   ? Parents reporting an adult at school cares, listens, and notices absence: 73.1%  ? Parents reporting discipline is fair: 70.6%   ? Staff agreeing their school is safe for students: 71.8%   ? Staff agreeing their school is supportive and inviting: 82.6%   ? Staff agreeing there is a collaborative culture focused on academic, social, and emotional outcomes: 89.2%   ? Staff agreeing their school sets high academic and behavioral standards: 67.8%|Students in 5th, 7th, 9th, and 11th grade reported a sense of being connected to school in a span ranging from 47.7% to 69.0%. In addition, students in the same grade span reported positive perceptions of school safety in a span ranging from 48.1% to 73.2%. The strongest student climate results were reported by Grade 5 students, with 69.0% connectedness and 73.2% safety, and by Grade 7 students, with 61.6% connectedness and 64.9% safety. These results suggest that many students experience school as a place where they have meaningful relationships, feel part of the school community, and experience adults as fair and supportive.   At the same time, the data identify a continued need to strengthen student connectedness and safety, particularly at the secondary level. Grade 9 students reported the lowest outcomes, with 47.7% connectedness and 48.1% safety. Grade 11 students also reflected a continued need, with 52.6% connectedness and 58.1% safety. These patterns indicate that transition points, student belonging, and the secondary 26  student experience remain important areas for continued monitoring and improvement.   Disaggregated results show generally similar connectedness results across major student groups, but they also identify specific areas of need. Secondary students with IEPs reported lower connectedness (52.6%) and safety (53.7%) than students not reporting an IEP, indicating a need to continue examining how school climate, inclusion, adult relationships, and behavior systems are experienced by students with disabilities. Grade 5 White students reported lower connectedness (61.6%) than Hispanic or Latino/a students (71.0%) and Black or African American students (69.1%), while Grade 5 Black or African American students reported lower safety (63.6%) than Hispanic or Latino/a students (76.8%). These differences will be reviewed as part of site-level analysis rather than treated as isolated districtwide conclusions.   Information regarding school climate is also gathered from staff and parents and used to inform decision-making. Parent and staff results reflect several areas of strength: 72.3% of parents reported that their child’s school is safe, 71.8% of staff agreed that their school is safe for students, 82.6% of staff agreed that their school is supportive and inviting, and 89.2% of staff agreed that there is a collaborative culture focused on improving academic, social, and emotional outcomes. These results suggest that the district has a meaningful foundation for continued improvement, while also pointing to the need for more consistent implementation of practices that strengthen belonging, safety, fair treatment, student voice, and adult-student relationships across grade spans and school sites.|The District plans to continue efforts to increase both school safety and school connectedness through the actions and services described in the Local Control and Accountability Plan. These efforts align to the District priority areas of Championing Student Success, Cultivating High Performing Teams, Strengthening Community Confidence, and the Careful and Responsible Management of Resources.   Based on the 2026 local climate survey results, the District will continue to refine implementation in the following areas:  ? Continue using CHKS-aligned school connectedness and school safety items as annual local monitoring metrics in Grades 5, 7, 9, and 11.   ? Review Grade 9 and secondary connectedness results as part of site-level action planning, with attention to transitions, student belonging, fair treatment, and perceptions of safety.   ? Continue implementation of school-based counseling, mental and behavioral health supports, Positive Behavior Support Systems, restorative practices, peer leadership, tobacco/alcohol/drug prevention, and student engagement efforts.   ? Use disaggregated student results to better understand the experience of student groups reporting lower connectedness or safety, including students with IEPs.  ? Continue incorporating student, parent, and staff experience surveys into the District’s broader data monitoring structure to support PDSA cycles, site planning, and LCAP implementation monitoring.   ? Strengthen family engagement and communication strategies in response to parent feedback related to student connectedness, school safety, fair discipline, and opportunities for meaningful participation.    The District will use these results as part of its continuous improvement process to monitor whether LCAP actions and services are improving the conditions that support student belonging, safety, engagement, and well-being. The data will also inform site-level conversations about implementation fidelity, student group needs, and the relationship between climate conditions and student outcomes.|Met||2026-06-16|2026
33670820120675|Western Center Academy|6|Because much of our LCAP is focused on social emotional learning, college readiness, and mental and physical health, the following results from local survey data address these issues: Percentage of parents who rate the access to a school counselor as sufficient or higher: 93% Percentage of parents who rate the access to a school health office as sufficient or higher: 95% Percentage of parents who rate their student’s access to technology as sufficient or higher: 97% We also focus on social emotional wellness indicators on the CHKS. Since we, as a district, did not give the CHKS or the two SEL surveys this year, we have devised other methods for evaluating SEL health. We have created our own survey based upon pertinent questions from the CHKS that we gave students ourselves. Below is the data summarizing those results.|From this data, we learned that we have made strides in improving the social emotional health of our students but we still have work to do. We do not naively believe that we will ever have 0% of our students who think that school is meaningless or 100% who rate school counselor access as sufficient. But, we are measuring student mental health factors and responding to them when needed. We are preventatively providing resources and access to personnel for students and their parents. We are monitoring student data and responding in a timely manner when necessary.|We will continue with our progressive plan to increase these services through Tier 1 preventative presentations in class as well as Tier 2 groups and services and Tier 3 one-on-one resources. Our school staff will work with district staff to respond to needs after each one of our whole person screeners and we will continue to get feedback from parents and students on how our plan is working.|Met||2026-05-19|2026
33670900000000|Jurupa Unified|6|District Climate Survey - Panorama - Winter 2026  Sense of Belonging Item(s) -How well do people at your school understand the kind of person you are? -How much support do the adults at your school give you? -How much respect do students at your school show you? -When you are at school, how much do you feel like you belong?  The average percentage of students who responded favorably. Grade 3: 61% Grade 4: 54% Grade 5: 54% Grade 6: 48% Grades 3-6 English Learner: 54% Grades 3-6 Special Education: 55%  Grade 7: 43% Grade 8: 41% Grade 9: 40% Grade 10: 37% Grade 11: 41% Grade 12: 43% Grades 7-12 English Learner: 40% Grades 7-12 Special Education: 40%  School Safety Item(s) -How often are people disrespectful to others at your school? -How often do students get into physical fights at your school? -How likely is it that someone from your school will bully you online? -How often do you worry about violence at your school? -If a student is bullied in school, how difficult is it for him/her to get help from an adult? -At your school, how unfairly do the adults treat the students (Grade 7-12 only)  The average percentage of students who responded favorably. Grade 3: 56% Grade 4: 59% Grade 5: 60% Grade 6: 62% Grades 3-6 English Learner: 59% Grades 3-6 Special Education: 53%  Grade 7: 53% Grade 8: 53% Grade 9: 58% Grade 10: 59% Grade 11: 60% Grade 12: 56% Grades 7-12 English Learner: 57% Grades 7-12 Special Education: 53%|Sense of Belonging This category assesses how well students feel understood, supported by adults, respected by peers, and generally feel they belong at school.  Key Learnings: -Decline with Age: There is a consistent and notable decrease in students' sense of belonging as they progress from elementary to middle and high school. Favorable responses declined from 61% in Grade 3 to a low of 37% in Grade 10, with slight increases in Grades 11 (41%) and 12 (43%). -Elementary vs. Secondary Gap: Elementary students (Grades 3-5 generally above 50%) report a considerably higher sense of belonging compared to secondary students (Grades 7-11 mostly below 40%). Grade 6 (48%) already shows a decline, bridging into the lower secondary scores. -Grade 12 Uptick: There is a modest increase in favorable responses for Grade 12 students (43%) compared to Grade 10 (37%) and Grade 11 (41%), though overall perceptions remain low. -Student Group Performance (Grades 3-6): English Learners (54% favorable) scored very close to the overall average for Grades 3-6 (54%). Special Education students in Grades 3–6 (55%) scored slightly above the overall average for Grades 3–6 (54%). -Student Group Performance (Grades 7-12): English Learners (38% favorable) scored very close to the overall average for Grades 7-12 (40%). Special Education students (40% favorable) also scored very close to the overall average for Grades 7-12.  Identified Needs: -Focus on Secondary Students: The most significant need is to improve the sense of belonging for all middle and high school students (Grades 7-12), as favorable responses are low (37%-43%). -Investigate the root causes for the overall decline in sense of belonging as students progress into secondary grades. -Support for All Students: While EL and SPED students in secondary grades score near the average, this average is low, indicating they, too, experience a low sense of belonging that needs to be addressed.  -While English Learner and Special Education student responses were generally comparable to overall averages within grade spans, the overall levels reported by secondary students indicate continued need for districtwide belonging and connectedness supports.  Areas of Strength: -Early Elementary: Grade 3 students report the highest sense of belonging (61%). -The slight increase in Grades 7-12  suggests that some aspects of the senior year experience might positively influence belonging.  School Safety This category assesses perceptions of respect, physical altercations, online bullying, worry about violence, ability to get help for bullying, and fairness of adult treatment (for secondary students).  Key Learnings: -Perceptions of school safety are generally more positive than those for a sense of belonging across most grade levels. -In elementary school (Grades 3-6), favorable responses for safety range from 56% to 62%, with Grade 6 (62%) reporting the highest favorable responses among elementary students. Grade 3 (56%) is lower than Gra|"Key Actions to Enhance Sense of Belonging and School Climate: -Promoting Positive Interactions and Inclusion: In response to survey findings related to declining student belonging and school climate perceptions in secondary grades, the District expanded schoolwide ‘Culture of Kindness’ campaigns, Restorative Practices training for staff, and Social-Emotional Learning (SEL) discussions. MTSS/PBIS pilot skills groups directly address bullying, making friends, and positive self-talk, with older students mentoring younger ones. Ethnic Studies pedagogy and Universal Design for Learning (UDL) training were introduced to create more inclusive and student-centered classrooms. -Student Voice and Engagement: Actively sought student input for the LCAP through high school focus groups and celebrated civic engagement through the State Seal of Civic Engagement Showcase. Intramural sports were launched in response to student interest. -Mentoring and Support: Established student mentoring programs (e.g., Check & Connect by MTSS TOSAs) and peer programs like ""Book Buddies"" to support integration and positive relationships, particularly beneficial for transitions. -Family and Community Engagement: Hosted events like ""Day of the Child,"" ""Strengthening Families Program,"" and ""Watch D.O.G.S."" to build strong school-family-community partnerships. Parent education programs (e.g., PIQE, Café Literario, IEP training, SENG workshops) empower parents to support their children.  Key Actions to Improve School Safety and Student Well-being: -Comprehensive Safety Measures: Conducted ""Surviving An Active Assailant"" training for staff, Crisis Prevention Institute (CPI) training, and promoted initiatives like Red Ribbon Week and Wellness Fairs to encourage healthy choices and awareness of resources. -Behavioral Support Systems: Strengthened Positive Behavioral Interventions and Supports (PBIS) through ongoing TFI reviews, staff training (including for Activity Supervisors on PBIS/SEL and restorative circles), and direct student support by MTSS TOSAs focusing on conflict resolution and emotional management. The District refined MTSS and PBIS implementation procedures to strengthen early identification of student social-emotional and behavioral needs. -Mental Health and Trauma-Informed Support: Because Panorama data identified lower levels of belonging among secondary students, the District expanded mentoring, SEL, restorative practices, and student voice opportunities at middle and high school sites. Expanded school-based mental health services, presented on braided funding models for sustainability, and implemented ""Seeking Safety"" trauma-informed groups for secondary students. Wellness Days at elementary schools provided mindfulness and social-emotional activities. Staff received training on trauma-informed approaches and youth suicide prevention.  Targeted Supports and Systemic Improvements: -Provided targeted support for Foster Youth (EmpowerHER Spring Event, app development),"|Met||2026-06-23|2026
33671160000000|Menifee Union|6|For the past five years, the Menifee Union School District has consistently utilized the Panorama Education Culture and Climate survey as an invaluable tool for assessing the school environment. This survey, disaggregated by student groups, comprehensively evaluates various dimensions including academic support, safety, school culture, and family engagement. It provides a nuanced understanding of the perceptions and experiences of students, parents, teachers, and staff members across different demographic groups. In our recent 2026 Spring survey, we maintained high participation rates, with 82.2% of eligible students completing the Student Competency and Well-being Measures, and 83.6% completing the Student Supports and Environment Survey.  Analysis of the Spring 2026 student survey data revealed that students in grades 3-5 reported 67% favorable perceptions of physical and psychological safety at school. Among elementary school students, favorable responses were reported by 67% of socioeconomically disadvantaged students, 64% of students experiencing homelessness, and 65% of students receiving special education services.  Similarly, 59% of students in grades 6-8 indicated favorable perceptions of safety at school. This data point reflects a 0% increase or decrease from the Spring 2025 survey. In middle school, favorable responses were reported by 59% of socioeconomically disadvantaged students, 57% of students experiencing homelessness, and 65% of students receiving special education services.|The analysis of Panorama student climate data from spring 2025 to spring 2026 reveals several strengths as well as areas requiring continued attention to support student well-being, engagement, and school climate.  Areas of Strength: -Challenging Feelings ranks around the 90th percentile nationally, indicating that students demonstrate strong skills in managing difficult emotions and coping with challenges. -Supportive Relationships remains a significant strength, particularly for students in grades 3–5, with a 90% favorable response rate and national performance around the 80th percentile. Students reported strong connections with trusted adults and family members who provide support when needed. -School Safety continues to be a relative strength, with students reporting low levels of online bullying and generally positive perceptions of safety compared to national benchmarks.  Areas of Need: -Positive Feelings among students in grades 6–12 rank around the 10th percentile nationally, representing the most significant area for improvement. Only 29% of students reported frequently feeling safe during the past week. -Engagement remains a challenge across grade spans. Grades 6–12 reported only 25% favorable responses and experienced a 2-point decline, while grades 3–5 reported 50% favorable responses. Student excitement about attending classes was especially low. -School Climate for grades 6–12 declined by 4 percentage points to 35%. Students reported lower perceptions related to building cleanliness and fairness of school rules, indicating opportunities to improve students’ overall school experience.  Key Learnings: -Students generally report strong relationships with trusted adults and demonstrate resilience when faced with challenges. -Significant differences exist between elementary and secondary students, with middle and high school students reporting lower levels of well-being, engagement, and positive feelings about school. -While students feel supported by adults, overall enthusiasm for learning and perceptions of school climate remain areas of concern. -The decline in school climate and low engagement data highlight the need to strengthen student voice, increase meaningful learning experiences, and improve students’ sense of belonging and connection to school.  These findings reinforce the need for continued focus on social-emotional supports, student engagement strategies, positive school climate initiatives, and opportunities for students to contribute their voice in shaping supportive and inclusive school communities.|Based on the analysis of local climate survey data and identified areas of need, Menifee Union School District will implement several key changes to support continuous improvement in school climate, student engagement, and emotional well-being.  1. Strengthening Survey Participation and Data Use: To ensure a more representative and actionable data set, the district will implement a more robust survey completion campaign next school year. This will include site-level promotion and clear communication to staff and families about the importance and impact of their feedback.  2. Building Site-Level Capacity for Data Analysis: We will continue providing targeted training for school administrators to support deeper analysis and understanding of Panorama outcomes. Principals will receive ongoing support to integrate these findings into their site goals, particularly focusing on areas such as student engagement and school climate.  3. Counselor Collaboration and Response Planning: District and site leaders will work more closely with school counselors to create response plans aligned to survey results. Counselors will help identify student needs and co-develop supports, including small group interventions and wellness campaigns that address challenging feelings and belonging.  4. Instructional Engagement Strategies: Professional development will continue to emphasize high-leverage instructional engagement strategies that promote active learning and emotional connection to content. This work is especially important in response to declining engagement scores, particularly among elementary students.  5. Expanded Implementation of Social-Emotional Supports: To further support students’ emotional health and connection to school, the district will expand implementation of the Second Step curriculum, with a focus on Tier 2 and Tier 3 interventions. This will allow schools to more effectively meet the needs of students requiring additional support beyond Tier 1.  Through these targeted changes, the district aims to strengthen student voice, improve the overall learning environment, and ensure every student feels connected, engaged, and supported throughout their educational experience.|Met||2026-06-16|2026
33671160109843|Santa Rosa Academy|6|Santa Rosa Academy regularly analyzes local climate survey data to better understand the experiences of our students, families, and staff. The survey results show positive trends across several key areas that reflect school conditions and climate.  Academic Support: Survey results indicate that most families and students are satisfied with the academic support students receive. Both groups reported improvement in how well the school is meeting students' academic needs, with families maintaining a high level of satisfaction from the previous year.  Personal Needs and Student Engagement: Families and students feel that the school is meeting students’ personal needs. There was a noticeable improvement in how students perceive their ability to explore new interests and try different activities.  Campus Environment and Community Building: The school continues to be seen as a welcoming place. Students in particular reported feeling more welcomed on campus this year. There was also a modest increase in how students feel about the school’s efforts to build a strong sense of community. Families and staff continue to express strong confidence in the school’s community-building efforts.  Communication and Input: Educational partners report feeling more heard and valued. Families, students, and staff all noted that the school provides opportunities to share ideas and offer input, and more importantly, that this input is taken seriously. Communication continues to be a strength, with nearly all partners agreeing that the school communicates events and how to get involved.  Facilities and Safety: Feedback indicates that the school maintains a clean and safe environment. While staff and student responses remained steady, families noted a slight improvement in the cleanliness of the campus. All groups reported increased confidence in the safety and security of the school.  Overall, the survey results affirm that Santa Rosa Academy is fostering a positive, inclusive, and engaging environment. Ongoing feedback helps us identify areas for continued improvement and align our practices with the needs of our students and families.|Survey data shows that Santa Rosa Academy is strong in creating a safe, clean, and welcoming environment. Families feel supported academically, and staff report positive relationships with the school community. Key areas for growth include increasing student voice in shaping programs and improving how we communicate opportunities for student involvement. While general communication is strong, students seek clearer ways to engage. There is also a need to expand community-building activities that foster stronger student connections on campus.|In response to the data, Santa Rosa Academy will continue to support student well-being through staff training and programs that promote character and social-emotional development. We will maintain our high standards for campus safety and cleanliness.  To strengthen school connectedness, student leadership will continue planning spirit-building events such as assemblies and campus activities. We will also expand social and enrichment opportunities for both independent study and traditional track students to ensure all students feel engaged and connected to the school community.|Met||2026-06-09|2026
33671240000000|Moreno Valley Unified|6|The district administered the Culture and Safety Survey to measure school conditions and climate across three primary stakeholder groups: elementary students, secondary students, and families. In total, the survey captured a robust sample size of 27,695 respondents:  Elementary Students (Grades 3–5): 6,094 respondents Secondary Students: 12,602 respondents Parents/Families: 8,999 respondents  Overall, elementary feedback was favorable across all measured areas. However, Culture emerged as the lowest-performing domain at 71%. The Safety metric (75%) highlights a distinct need for targeted Social-Emotional Learning (SEL) and initiatives to boost students' sense of belonging.  Survey Category Favorable Percentage Equity 89% Safe, Respect, Rigor Environment 87% Classroom Environment 87% College and Career 85% Climate 84% Academic Engagement 83%  Safety 75% Culture 71%  Secondary students generally reported lower favorability ratings compared to elementary students. Notably, multiple areas dropped into the 60% range, with Culture (67%) and Safety (69%) identified as primary areas of concern. Positive Growth Note: Despite lower overall percentages than elementary schools, secondary student participation was exceptionally high (over 2,000 more respondents than elementary). Furthermore, secondary scores represent a 3% increase in every single category compared to the Spring 2025 survey, showing steady upward progress.  Survey Category Favorable Percentage Equity 93% Classroom Environment 83% Safe, Respect, Rigor Environment 81% Climate 77% Academic Engagement 76% College and Career 73% Safety 69% Culture 67%  Family & Parents  Family responses were highly positive, yielding an overall survey result of 89% favorable. Feedback reached over 80% favorability in four out of six areas, and topped 92% in the remaining two.  Survey Category Favorable Percentage Equity 98% Classroom Environment 92% Climate 88% Safety 88% Effective Communication 84% Culture 83%  Key Analysis & Actionable Insight: The Safety & Culture Gap: Across both student groups, Safety and Culture consistently ranked as the lowest indicators (75% and 71% for elementary; 69% and 67% for secondary). This trends across all grade levels and clearly signal a district-wide need to prioritize systemic Social-Emotional Learning (SEL) and build a stronger Sense of Belonging.  Resilience and Academics: Focus areas within Academics and Climate require strategic support to help students build essential skills rooted in resilience and acceptance.  Family Connection: While families report high satisfaction with district programs (89% overall), qualitative data points to a specific desire for improvement in community-building—specifically, helping parents feel more connected to other families within their respective school communities.|The data highlights several foundational strengths across student and family groups, particularly regarding equity and systemic growth.  Equity emerged as the highest-rated indicator across all stakeholder groups. This demonstrates a shared, deeply embedded value across the district. Families: 98% favorability Secondary Students: 93% favorability Elementary Students: 89% favorability  Families reported an 89% overall favorable satisfaction rate, indicating widespread approval of district programs, classroom environments (92%), and general school climate (88%).  While secondary scores generally trended lower than elementary, the secondary student population demonstrated significant progress—achieving a 3% increase in favorability across every single category compared to the Spring 2025 survey.  Identified Needs & Data Disaggregation Disaggregating the data by student grade-spans and stakeholder groups reveals specific opportunities for targeted growth and intervention.  The Safety and Culture Deficit (All Student Grade-Spans) Across all grade levels, Culture and Safety were consistently flagged as the lowest-performing areas, signaling a district-wide need.  Elementary (Grades 3–5): Safety dropped to 75% and Culture was the lowest area at 71%. Secondary Students: Safety dropped further to 69%, with Culture landing at 67%.  These metrics highlight a critical need to reinforce Social-Emotional Learning (SEL) frameworks and actively foster a stronger Sense of Belonging within the student body. Additionally, within academics and climate, students need structured opportunities to build skills centered on resilience and acceptance.  Secondary-Specific Programming Data analysis shows that elementary students generally view their school environments more favorably than secondary students. The Key Learning: Because secondary students reported multiple areas in the 60th percentile, a focused effort on secondary-specific programs is required to bridge this gap and accelerate the positive momentum already underway.  Deeper Peer-to-Peer Family Connection Despite a high overall family favorability rating (89%), feedback pointed to an isolated but critical gap in community integration. The Key Learning: Families expressed a distinct need to feel more connected to other families at their children's respective schools. High satisfaction with district programs does not automatically equal a connected community; building peer-to-peer family networks is a clear area for improvement.  Strategic Action Plan & Next Steps To capitalize on the positive growth from the Spring 2025 baseline and protect vulnerable and underrepresented populations, MVUSD will pivot from data analysis to collaborative action. Moving forward, stakeholders will co-design school conditions using a continuous improvement cycle to plan, design, implement, measure/track, and evaluate family engagement activities at both school and district levels.|The Moreno Valley Unified School District (MVUSD) is implementing comprehensive policy revisions and systemic changes to drive continuous district-wide improvement.  To enhance safety and wellness, MVUSD has pivoted from traditional discipline to proactive, trauma-informed, and restorative frameworks. Key initiatives include a district-wide social-emotional learning (SEL) plan to foster student-adult relationships, an expanded anonymous reporting system, and a Fall/Spring 2025–2026 School Safety Survey to monitor progress. Administrators and Campus Security Officers completed a three-day summer training covering unconscious bias, trauma-informed care (with RCOE), disability-related behaviors, and Student Success Team workflows. This is reinforced by 1-to-1 site coaching, audits, and walkthroughs to ensure Positive Behavioral Interventions and Supports (PBIS) fidelity across Tiers I, II, and III.  Administrative workflows have been restructured to ensure equitable discipline and transparency. Collaborating with the District Discipline Review Committee, MVUSD updated its Sequential Intervention and Discipline Guide to feature an Other Means of Correction guide, a mandatory suspension checklist, and an appeal form. To monitor data in real time, the district instituted automated weekly behavior resolution and suspension updates for all sites. Resources are now centralized in an online safety hub and an updated Student Services binder, while site support has been expanded through weekly office hours, monthly Assistant Principal trainings, and more elementary social worker interns.  To elevate family and community engagement into true partnerships, Parent Ambassadors have been deployed to improve bidirectional communication. Family input is being directly embedded into the Local Control and Accountability Plan (LCAP) via Parent Advisory Committees. Site-level committees (SSC, ELAC, AAPAC) and district-level frameworks (DELAC, CAC, PAC) are actively co-designing school culture initiatives. Furthermore, the district hosts parent SEL and mental health workshops and facilitates peer-to-peer networking at district meetings to strengthen community connections.  Finally, specialized programs have been expanded to boost academic engagement and resilience. MVUSD unified the Early Learning Academy, expanded inclusive Special Day Class programming, and launched a soft launch of the Early College High School program alongside record-high college-course enrollment. Summer and sports pipelines were also expanded through Math Camps, STEAM Camps, and broader sports access across all grade spans. Additionally, a uniform policy was adopted at Butterfield Language Academy to foster site cohesion and pride.|Met||2026-06-23|2026
33671570000000|Nuview Union|6|School Engagement and Supports Strengths:  Parent involvement in schooling: 77% of Grade 6 students reported positive involvement, showing a strong connection between families and the school community.  High expectations from adults: 71% of students felt that adults in school had high expectations for them.  Academic motivation: 68% of students expressed academic motivation.  Social and emotional learning supports: 62% reported that such supports were present.  Antibullying climate: 63% of students believed the school had a positive antibullying climate.  Areas for Improvement:  Meaningful participation: Only 34% of students felt they had meaningful participation in school activities.  Caring adults in school: 52% felt supported by caring adults, which leaves room for improvement in staff-student relationships.  School boredom: 60% indicated boredom at school, suggesting a need for more engaging instructional strategies.  School Safety and Cyberbullying Strengths:  Safe commute: 81% of students reported feeling safe on the way to and from school.  Feeling safe at school: 62% felt safe while at school.  Areas of Concern:  Been hit or pushed: 20% reported experiencing physical aggression.  Mean rumors: 38% reported being the subject of rumors.  Name-calling or targeted jokes: 50% experienced verbal bullying.  Cyberbullying: 24% reported being cyberbullied.  Saw a weapon at school: 10% reported having seen a weapon in the past year, a critical concern for school safety.  School Disciplinary Environment Strengths:  Rule clarity: 78% of students reported that school rules were clear.  Fair treatment when rules are broken: 49% felt they were treated fairly in disciplinary situations.  Respect: 67% reported being treated with respect.  Area for Improvement:  Student behavior: Only 32% of students felt that students were generally well-behaved, highlighting a challenge in maintaining a positive and orderly school environment.|Key Learnings from Local Climate Survey Data Areas of Strength Parent Involvement  77% of students indicated that their parents are involved in their schooling. This reflects strong family-school partnerships and a solid foundation to build further engagement efforts.  High Expectations and Academic Motivation  71% of students reported that adults in the school have high expectations for them.  68% expressed academic motivation, which indicates that many students are internally driven and supported in their learning goals.  Safety in Commute and School Rule Clarity  81% of students reported feeling safe on their way to and from school.  78% understood school rules, showing that behavioral expectations are being communicated clearly.  Social and Emotional Learning (SEL) and Antibullying Climate  SEL supports were recognized by 62% of students, and 63% felt the school promoted an antibullying climate. These are indicators of foundational supports for student well-being.  Identified Needs Student Engagement and Belonging  Only 34% of students reported meaningful participation in school, and 60% indicated experiencing boredom.  These figures suggest a significant need to improve instructional engagement, enrichment offerings, and student voice opportunities.  Peer Relations and School Climate  Bullying and peer conflict are areas of concern:  50% of students reported being called bad names or being the target of jokes.  38% said mean rumors were spread about them.  24% reported experiencing cyberbullying.  20% were physically pushed or hit.  These findings highlight a need for strengthened peer conflict resolution, restorative practices, and inclusive classroom culture.  Presence of Weapons and Physical Safety Concerns  10% of students reported having seen a weapon on campus in the past year.  Although a small percentage, this is a critical issue requiring immediate follow-up through safety protocols, staff training, and communication systems.  Perceptions of Behavior and Fairness  Only 32% of students described peers as well-behaved, and 49% felt students were treated fairly when rules were broken.  This reflects a need to address both student conduct and consistency in the application of school discipline procedures.|Based on the survey results, the district has decided to continue with a School Resource Officer for the 2026-2027 school year. This initiative aims to enhance students' connectedness to school. The SRO will support student attendance through home visits and participation in the SARB process.|Met||2026-06-01|2026
33671573331014|Nuview Bridge Early College High|6|"The data reveals trends in student engagement as grade levels increase. School connectedness shows a notable decline from 58% in 9th grade to 48% in 11th grade, indicating students feel less connected to their school community over time. Similarly, academic motivation drops from 72% in 9th grade to 57% in 11th grade, suggesting upper-grade students may be experiencing decreased enthusiasm for learning.  Chronic absenteeism increases significantly, with 9.6% of 9th graders compared to 12% of 11th graders reporting frequent absences. This pattern aligns with students finding school ""worthless and a waste of time,"" which rises from 7% in 9th grade to 10% in 11th grade.  Positive indicators include relatively stable caring adult relationships (60% for 9th grade, 59% for 11th grade) and high expectations (71% for 9th grade, 66% for 11th grade), though both show slight declines.  School Safety and Cyberbullying  Safety perceptions remain fairly consistent across grade levels, with school perceived as very safe at 66% for 9th grade and 68% for 11th grade. However, cyberbullying shows a concerning increase from 18% in 9th grade to 30% in 11th grade, representing a significant 12 percentage point jump that warrants attention.  Physical safety concerns remain relatively low, with weapon sightings reported by only 2% of 9th graders and 6% of 11th graders.  Student Well-Being  The California Student Wellness Index scores show slight variation, with 9th graders scoring 107.4 compared to 11th graders at 99.5, suggesting younger students report somewhat better overall wellness.  Mental health indicators reveal areas of concern, particularly chronic sadness/hopelessness, which increases from 19% in 9th grade to 33% in 11th grade. Social emotional distress also rises from 16% to 26% between these grade levels. Life satisfaction decreases notably from 75% in 9th grade to 57% in 11th grade, while optimism shows a smaller decline from 51% to 43%.  Key Findings  The data indicates a pattern of declining school engagement, connection, and well-being as students progress from 9th to 11th grade. This trend is particularly evident in areas of school connectedness, academic motivation, mental health indicators, and cyberbullying experiences. These findings suggest the need for targeted interventions to support upper-grade students and address the factors contributing to decreased engagement and well-being over time."|"Identified Needs  Decline in Student Engagement Over Time  The most significant finding is the systematic deterioration of student engagement from 9th to 11th grade. School connectedness drops 10 percentage points (58% to 48%), while academic motivation falls 15 percentage points (72% to 57%). This suggests an urgent need for targeted interventions to maintain student engagement throughout high school.  Escalating Mental Health Concerns  Mental health indicators show alarming trends, with chronic sadness/hopelessness nearly doubling from 19% to 33% between 9th and 11th grades. Social emotional distress increases by 10 percentage points (16% to 26%), indicating a critical need for enhanced mental health support services, particularly for upperclassmen.  Growing Cyberbullying Crisis  Cyberbullying experiences increase dramatically by 12 percentage points (18% to 30%) from 9th to 11th grade, representing the largest single increase across all safety measures. This demonstrates an urgent need for comprehensive digital citizenship programs and cyberbullying intervention strategies.  Declining Life Satisfaction and Optimism  Life satisfaction drops significantly from 75% to 57%, while optimism decreases from 51% to 43%. These concerning trends suggest students are experiencing diminished hope and fulfillment as they progress through high school.  Increasing Disengagement from School Value  The perception that school is ""worthless and a waste of time"" increases from 7% to 10%, coupled with rising chronic absenteeism (7% to 10%), indicating students are questioning the relevance and value of their educational experience.  Areas of Strength  Consistent Safety Perceptions  School safety remains stable across grade levels, with approximately two-thirds of students (66-68%) perceiving their school as very safe. This suggests effective safety protocols and environments are maintained consistently.  Stable Caring Adult Relationships  The presence of caring adult relationships remains strong and consistent (60% for 9th grade, 59% for 11th grade), indicating effective mentorship and support systems are in place across grade levels.  Maintained High Expectations  Despite some decline, high expectations remain relatively strong (71% to 66%), suggesting the school culture continues to challenge students academically as they advance.  Low Physical Violence Indicators  Physical safety concerns remain minimal, with very low rates of weapon sightings (2% to 6%) and physical fighting, indicating effective discipline and conflict resolution systems.  Reasonable Wellness Baseline. The California Student Wellness Index scores, while showing some decline, remain within reasonable ranges (107.4 to 99.5), suggesting foundational wellness supports are present.  The data reveals a concerning pattern where students begin high school with relatively positive attitudes and engagement but experience significant deterioration in multiple well-being indicators by 11th grade."|The LEA remains committed to maintaining a safe, supportive, and engaging school environment for all students. As part of this commitment, School Resource Officer (SRO) services will continue throughout the 2026–2027 school year. The SRO plays an important role in building positive relationships with students and families, supporting school safety efforts, and serving as a valuable partner in student outreach and intervention.  During the 2025–2026 school year, the school experienced a decrease in chronic absenteeism across the overall student population. A contributing factor to this improvement was the implementation of targeted SRO home visits, which helped strengthen communication with families, identify barriers to attendance, and connect students with appropriate supports and resources. Given the positive impact of these efforts, the LEA will continue utilizing SRO-supported outreach strategies as part of a comprehensive approach to improving student attendance, engagement, and academic success.|Met||2026-06-11|2026
33671730000000|Palm Springs Unified|6|In the Winter of 2026, Palm Springs Unified School District administered school climate surveys to students in grades three through twelve using the Panorama Education data collection platform. 61% of elementary students and 72% of secondary students reported favorable perceptions of school safety, indicating a three percentage point decrease in safety ratings for elementary students and a three percentage point increase in safety ratings for secondary students when compared to Winter 2025 survey results. Socioeconomically disadvantaged (SED) students reported less favorability (elem 60%, sec 71%) compared with their non-SED peers (elem 63%, sec 73%) in both grade spans. English Learners (ELs) reported lower ratings in elementary and secondary grades compared with their non-EL peers. Hispanic students (elem 62%, sec 72%) reported higher safety ratings than African American (elem 57%, sec 64%) or White (elem 59%, sec 68%) student groups, consistent with Winter 2025 results. At both levels, students with disabilities (SWD) reported lower safety ratings than their peers who are not eligible for Special Education services. Sense of Belonging (School Connectedness) items focus on student impressions of being part of the school.  Elementary students (72%) continue to report significantly higher rates of connectedness than secondary students (58%), however secondary results indicated an increase of 4% in this area as compared to prior year results. SED students reported lower connectedness ratings in both elementary and secondary, compared to non-SED students. EL students in elementary reported the same favorability as their non-EL peers, whereas EL students in secondary reported lower levels of favorability compared with their non-EL peers. Hispanic students in elementary (72%) reported higher connectedness ratings than the African American student group (66%) and White student group (70%). Hispanic students in secondary (58%) reported higher connectedness than the African American student group (48%) and slightly lower connectedness than the White student group (59%). SWD reported lower levels of school connectedness as their peers who are not eligible for Special Education services in both elementary and secondary grades.|There are several key learnings of areas of strength and need based on PSUSD’s Winter 2026 Panorama Survey results. Elementary students continue to report high ratings of school connectedness (72% favorable), indicating this as a continuing area of strength for the district. Contributing factors for these rates include the implementation of positive student behavioral interventions and SEL development. Secondary students reported an increase of four percentage points in school connectedness (58% favorable) and four percentage points in safety (72% favorable) from the previous year’s results, indicating progress being made in both areas in our middle and high school settings. Progress is attributed to more effective supports for SEL and mental health needs, including the work of various support personnel and school climate initiatives. The Winter 2026 survey results also identified areas of need. EL students reported lower ratings in both safety (71% elementary, 58% secondary) and school connectedness (58% elementary, 69% secondary) than their peers, indicating additional support needs in both areas for EL students. Although Secondary students’ favorability in school connectedness increased from the previous year, the results of 58% responding favorably remain significantly below that of elementary students at 72%. This result indicates the need for increased opportunities for students at the secondary level to connect with their school sites. Another area of need was identified due to lower ratings of African American student favorability in school connectedness (66% elementary, 48% secondary) and safety (57% elementary, 64% secondary) as compared to overall results in both elementary (72% connectedness, 61% safety) and secondary (58% connectedness, 72% safety) levels, identifying a need to address perception gaps and provide services that ensure the needs of all students are being met.|PSUSD has administered annual school climate surveys to monitor student connectedness, safety, and other related topics since the 2017-18 school year. Survey results are included in the Local Control and Accountability Plan (LCAP) and must be addressed in each school’s School Plan for Student Achievement (SPSA). PSUSD has implemented a range of LEA-wide actions to address school climate over the years. These include social-emotional learning (SEL) lessons, support through the district’s Multi-Tiered System of Supports (MTSS) model, increased counseling staff focused on supporting student needs, and expanded access to mental health services. The district’s Expanded Learning program also contributes to supporting a positive school climate by offering engaging experiences beyond the school day and during breaks. Professional development in equity related topics assists staff in better understanding student differences, reflecting on internal biases, and building stronger relationships with students to promote school connectedness and improve outcomes. Schools supplement districtwide efforts through their SPSAs and site-based systems. Examples of school-level actions to address school connectedness and safety include positive behavior recognition systems, extracurricular offerings such as clubs and student groups, and school climate initiatives tailored to site-specific needs. PSUSD uses a continuous improvement model to review and refine practices based on data and educational partner input. School climate and student safety topics are regularly discussed in parent and family engagement meetings to gather feedback and identify areas for growth. Educational partner input has consistently highlighted the district’s mental health services as a strength. Planned actions for the 2026-27 school year focus on refining existing systems in response to both identified needs and ongoing educational partner feedback.|Met||2026-06-23|2026
33671736032411|Cielo Vista Charter|6|Middle School sense of belonging increased from 70% to 72% Black or African American 59% Filipino 69% Hispanic 72% Two or more races 65% White 72% English Only 70% Level 3 68% RFEP 75% SWD 74% Non SWD 72% Middle School Safety Went up from 69% to 71% English Only 69% Level 3 75% RFEFP 78% SWD 61% Non-SWD 71% Black or African American 74% Filipino 83% Hispanic 71% Two or More Races 64% White 64%  This data set tracks recent shifts in social climate for middle school students, specifically focusing on their emotional connection to their campus and their physical protection while at school. Overall figures indicate a slight improvement in both categories, with each metric rising by two percentage points. However, the documentation reveals significant disparities when the results are categorized by ethnic background, linguistic status, and disability. For instance, while certain groups report high levels of security, others—such as students with disabilities and those of multiracial backgrounds—show lower rates of perceived safety or belonging. Ultimately, these statistics serve to highlight the diverse experiences of the student body and identify where institutional support may be lacking.  Elementary Sense of Belonging Cielo Vista Charter grew from 77% to 81% overall Filipino 86% Hispanic 81% Two or more races 74% White 89% Black or African American 88% SWD: 78% Non-SWD 82% English Only 83% EL Level 3 76% RFEP 81% Elementary School Safety Sustained at 75% Filipino 71% Hispanic 75% Two or More Races 68% White 78% Black or African American 78% English Only 75% RFEP 81% EL Level 3 70% SWD 72% Non-SWD 75%  The data from the sources reveals a 15 percentage point gap between the highest and lowest reporting subgroups regarding their sense of belonging at Cielo Vista Charter. Highest and Lowest Subgroups Highest Sense of Belonging: The White subgroup reported the highest sense of belonging at 89%. Lowest Sense of Belonging: The Two or more races subgroup reported the lowest sense of belonging at 74%. The provided data tracks the emotional connection and integration felt by elementary students at Cielo Vista Charter, noting an overall improvement from 77% to 81%. Despite this general progress, the report highlights a significant fifteen-point disparity between the demographic with the strongest sense of inclusion and the group with the weakest. White and African American students report the highest levels of belonging, whereas students identifying with two or more races and those at EL Level 3 report the lowest. The analysis also identifies noticeable gaps regarding students with disabilities and Hispanic learners compared to their peers. Ultimately, the source serves to pinpoint exactly where social and programmatic inequities persist within the school's population. This statistical overview emphasizes that while the campus is improving, specific minority and specialized subgroups still feel less connected to the school community.|"Based on the analysis of the Winter 2026 Panorama Education student climate survey data for Cielo Vista Charter School, key learnings, identified needs, and areas of strength have been determined, drawing insights from the disaggregated results for Secondary and Elementary students.  Strategic Key Learnings The Performative Growth Trap: School-wide averages (like the +4 elementary increase) are misleading if they mask the 15-point equity gap and the stagnation of the ""Two or More Races"" and ""EL Level 3"" subgroups. Transition Fragility: The 29-point collapse in belonging for Black or African American students identifies the middle school transition as a period of extreme social risk. The Safety-Belonging Decoupling: The divergent experiences of SWD (high belonging/low safety) and Black students (low belonging/high safety) prove that school climate is not a monolith; interventions must be subgroup-specific.  Closing Mandate: This data serves as a direct mandate for the upcoming professional development and budget cycle. We must move beyond general climate improvements and commit to targeted resource allocation and data driven training. The persistence of a 15-point equity gap in the face of overall growth is unacceptable. Our strategic objective must be to close these gaps through inclusive, disaggregated practices that ensure safety and belonging are accessible to every student, not just the majority"|Based on the analysis of the Winter 2026 Panorama Education student climate survey data for Cielo Vista Charter School, the provided sources detail key learnings and identify areas of strength and need for both Secondary and Elementary student groups. The overall purpose of this analysis is to provide insights for identifying strengths and areas for targeted improvement initiatives. The sources identify areas where continued attention and targeted interventions may be needed. Specifically: * For Secondary students, while overall safety has improved, the data highlights that addressing the prevalence of rumors, lies, and being made fun of due to appearance or speech warrants continued attention and targeted interventions. * For Elementary students, while overall results are positive, the analysis suggests that continued attention to ensuring all students feel close to others and perceive consistent fairness from teachers could further enhance the school environment. Additionally, while students understand the rules, there is potential for clearer communication regarding disciplinary outcomes.  While the sources successfully identify these areas for focus and emphasize the need for targeted improvement initiatives, the provided documents do not describe any specific changes to existing plans, policies, or procedures, nor do they detail any revisions, decisions, or actions that the LEA (Cielo Vista Charter School) has determined necessary or will implement as a direct result of this analysis for continuous improvement purposes. The documents present the findings and highlight areas for future effort but do not outline the specific implementation steps or policy changes planned to address the identified needs.|Met||2026-06-23|2026
33671810000000|Palo Verde Unified|6|2026 California Healthy Kids Survey (CHKS) Results:  Elementary (5th grade) The 5th grade target sample was 176 students.  20 students completed the CHKS (11.3=4%).  Of these 20 students:   59% felt they had a School Connectedness.  77% felt that adults in school had high expectations for students.   71% felt safe at school.  Secondary (7th, 9th, and 11th grades) The 7th grade target sample was 183 students.  143 students completed the CHKS (78%).  Of these 143 students:   61% felt they had a School Connectedness.  75% felt that adults in school had high expectations for students.   69% felt safe or very safe at school.  The 9th grade target sample was 192 students.  151 students completed the CHKS (79%).  Of these 151 students:   44% felt they had a School Connectedness.  59% felt that adults in school had high expectations for students.   52% felt safe or very safe at school.  The 11th grade target sample was 139 students.  93 students completed the CHKS (67%).  Of these 93 students:   46% felt they had a School Connectedness.  58% felt that adults in school had high expectations for students.   62% felt safe or very safe at school.  The 11th grade Alt. Ed. (TPHS) target sample was 41 students.  32 students completed the CHKS (78%).  Of these 32 students:   73% felt they had a School Connectedness.  72% felt that adults in school had high expectations for students.   90% felt safe or very safe at school.|PVUSD recognizes the poor participation of students, particularly in fifth grade. PVUSD focused on responses to school safety, and found that only about one-third to two-thirds of the students felt safe at school.|PVUSD will offer the California Healthy Kids Survey even earlier in the year than they did in 2026 and District Office personnel will meet with teachers to try to get more student participation in the surveys. District Office personnel will administer the CA Healthy Kids Survey in fifth grade.  PVUSD is continuing to strengthen security measures across the school sites as a result of student safety concerns.|Met|Spring 2026 Local Administered Parent Survey Results: Average of 3.57 of 5 on parent survey results.  Increasing Student Achievement average:  3.65 Providing a Safe and Healthy Learning Environment average:  3.53 Increasing Collaboration and Engagement average:  3.53  Top 3 parent concerns: 1.  Student tobacco use 2.  Bullying of students 3.  Racial / ethnic conflict between  students  2026 Local Administered Staff Survey Results: Average of 3.61 of 5 on parent survey results.  Increasing Student Achievement average:  3.56 Providing a Safe and Healthy Learning Environment average:  3..4 Increasing Collaboration and Engagement average:  4.03|2026-06-23|2026
33671810138610|Scale Leadership Academy - East|6|Based on local climate survey data, educational partner input, and available local indicators, SCALE Leadership Academy East continues to monitor school climate through multiple sources of information, including student and family feedback, staff observations, attendance and engagement data, counseling and support records, and schoolwide communication systems. These data provide insight into how students experience the school’s independent study model, including their sense of support, connection, safety, access to staff, and ability to engage successfully in learning. Overall, available local data reflect that students and families continue to value accessible communication, teacher support, flexible learning structures, and individualized support. Students benefit from regular teacher contact, virtual learning opportunities, academic check-ins, counseling support, and targeted intervention when concerns arise. Families also receive communication through multiple channels, including phone calls, email, REMIND, Google Classroom, virtual meetings, and individualized outreach. When available, the LEA reviews survey and local climate data by student group, including grade span, English Learner status, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, and racial/ethnic student groups. This review helps the school identify where students may need additional academic, social-emotional, attendance, engagement, or communication support. Local data also continue to show the importance of proactive outreach, clear expectations, and timely intervention in supporting student connection and participation within the non-classroom-based independent study setting.|The analysis of local climate data and educational partner input highlights several areas of strength as well as continued areas for growth. A key strength is that SCALE Leadership Academy East has established systems that support communication, flexibility, and individualized student support. Teachers, counselors, administrators, and support staff regularly communicate with students and families to monitor academic progress, attendance, engagement, and access to services. These practices contribute to a school climate that is responsive to student needs and aligned with the school’s independent study model. The data also reinforce the importance of consistent student connection. Because students learn in a non-classroom-based setting, school climate is strongly connected to the quality and frequency of communication between students, families, and staff. When students receive timely feedback, clear expectations, academic support, and encouragement, they are more likely to remain engaged and make progress. At the same time, the data identify continued needs related to attendance, participation, student engagement, and targeted support for student groups requiring additional outreach. Some students continue to need more structured academic monitoring, social-emotional support, intervention, and family communication to stay connected to school. These findings are consistent with the LEA’s LCAP focus on improving academic outcomes, reducing barriers to engagement, strengthening attendance practices, and ensuring that English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness receive timely and coordinated support.|Based on the analysis of local climate data and key learnings, SCALE Leadership Academy East will continue refining practices that strengthen student connection, engagement, and access to support. The LEA will maintain and improve communication systems that help students and families understand academic expectations, attendance requirements, intervention opportunities, counseling supports, and available student services. The school will continue using local data to identify students who may need additional outreach, including students with low engagement, attendance concerns, missing assignments, limited participation, academic risk indicators, or social-emotional support needs. Staff will use this information to provide targeted communication, intervention planning, counseling referrals, academic check-ins, and coordinated support across teachers, counselors, administrators, and specialized staff. The LEA will also continue strengthening inclusive practices for student groups, including English Learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness. This includes improving access to academic support, family communication, translated communication when appropriate, special education collaboration, English Learner services, and schoolwide engagement opportunities. To support continuous improvement, SCALE Leadership Academy East will continue reviewing survey feedback, attendance and engagement data, academic progress, and educational partner input throughout the year. These practices will help the LEA adjust supports, improve school climate, and ensure that students feel connected, supported, and able to succeed within the independent study model.|Met||2026-06-17|2026
33671990000000|Perris Elementary|6|The 2025-26 Panorama Survey was administered; according to this survey data administered to grades 5-6th, 90% of students responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time) in response to the question, “Do you feel safe at school?” In response to the question, “Do the teachers and other grown-ups at school care about you?”, 95% responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time).|The disaggregated results of the Panorama survey indicate that students continue to report feeling safer, more connected, and more cared for by adults at school. These positive outcomes reflect the district's ongoing commitment to creating supportive learning environments where students experience a strong sense of belonging, wellbeing, and connection to their school community. Over the past several years, Perris Elementary School District has intentionally invested in systems and supports designed to strengthen school climate, student wellbeing, and positive relationships. Through the implementation of Positive Behavioral Interventions and Supports (PBIS), school counseling services, Community Outreach Facilitators (COFAs), Wellbeing Teachers on Special Assignment (TOSAs), Student Support Providers, social-emotional learning supports, and expanded Multi-Tiered System of Supports (MTSS), schools have increased their capacity to proactively address student academic, behavioral, attendance, and social-emotional needs. The district has also prioritized building positive school cultures through relationship-centered practices, restorative approaches, student voice opportunities, and family engagement efforts. Site administrators, counselors, teachers, and support staff continue to work collaboratively to ensure students feel welcomed, valued, respected, and connected to caring adults on campus. These efforts have contributed to improved student experiences and stronger school-community relationships. In addition, the district has expanded its focus on engaging recess and play-based opportunities through the development of a districtwide Engaging Robust Recess initiative. Building upon previous structured recess efforts, district teams, site administrators, supervision aides, wellbeing staff, and support personnel collaborated to develop a shared vision focused on student safety, belonging, social skill development, conflict resolution, teamwork, and independence. The initiative aligns directly with the district's Belonging, Leading, and Succeeding framework and emphasizes creating positive opportunities for students to develop friendships, practice empathy, learn conflict resolution skills, and engage in meaningful play. To support implementation, site teams have participated in collaborative planning sessions, professional learning opportunities, and site visits to observe successful recess models in neighboring districts. Training has focused on active supervision, restorative practices, positive behavior supports, conflict resolution, student leadership, game facilitation, and creating inclusive play opportunities for all students. Schools have begun implementing enhanced recess structures that include organized games, student leadership opportunities, cooperative activities, socialemotional learning components, and clear behavioral expectations designed to increase student engagement and reduce conflicts during unstructured times. As part of the|The district is continuing to expand its efforts to support whole-child wellness, restorative practices, student belonging, and meaningful student leadership opportunities. Perris ESD recognizes that students are most successful when they feel safe, connected, supported, and valued at school. As a result, the district has intentionally invested in systems and practices that promote positive school climate, social-emotional wellbeing, relationshipbuilding, and proactive student support. Our continued commitment to PBIS, school counseling services, social work interns, Student Support Providers, Wellbeing TOSAs, and robust play structures at all school sites has strengthened our ability to support students academically, socially, emotionally, and behaviorally. These efforts have contributed to students feeling safer, more connected, and more cared for by adults on campus. The district will continue deepening these initiatives through the ongoing development of our Multi-Tiered System of Supports (MTSS), ensuring students receive appropriate levels of support based on their needs. In addition, the district is strengthening structured and engaging recess practices as part of our broader effort to support student wellbeing and positive school culture. Structured recess trainers provide monthly site-based coaching at each school to help teams implement play-based strategies for active supervision, group management, conflict resolution, student engagement, and inclusive play. These coaching sessions also provide opportunities for reflection, problem-solving, and action planning so that each site can continue improving its recess systems. Supervision aides and site administrators have also participated in visits to a successful recess model in a neighboring district that integrates robust play structures, PBIS, and structured options for students. These visits allowed staff to observe practical strategies that support safety, student choice, positive behavior, teamwork, and conflict resolution during unstructured times. Many sites have already begun implementing improved and expanded recess practices based on what they observed, including organized games, clearer expectations, enhanced supervision routines, and increased opportunities for student leadership. Moving forward, the district will continue building capacity among administrators, supervision aides, teachers, Student Support Providers, Wellbeing staff, and site teams to ensure consistent implementation across schools. By strengthening PBIS, restorative practices, counseling supports, robust recess structures, and MTSS alignment, Perris ESD remains committed to creating school environments wh|Met||2026-06-11|2026
33671996105571|Innovative Horizons Charter|6|2025–26 SEL Fall Survey Panorama Data (Grades 3–5) shows all categories in the favorable range. Supportive relationships are strong at 93%, with 98% of students reporting that teachers and other adults care about them. Self-management is at 71%, reflecting students’ ability to follow directions, stay focused, work independently, remain calm, and treat others with kindness while managing emotions and behavior. 2025–26 Sown to Grow EOY data (Grades 6–8) shows growth in reflection depth, with students shifting from surface-level responses to interpretive and personal thinking, now nearly 50% of output, indicating increased trust and classroom safety. Students also demonstrate strong social awareness, relationship skills, and decision-making confidence. TK–2 data shows 97% listen and use kind words, 95% include others in teamwork, 88% resolve conflicts fairly, and 96% feel known by name at school. Grades 3–8 report 97% listen attentively, 98% include others to support team success, 97% resolve conflicts calmly, and 93% feel a sense of belonging. Panorama Fall Survey (K–3) results include 94% supportive relationships (+3), 72% self-management (+1), 59% challenging feelings (+2), 57% emotional regulation (+5), and 57% self-efficacy (+5). Grades 5–8 show 89% supportive relationships (-1), 76% self-management (+2), 65% challenging feelings (+3), 58% emotional regulation (+5), and 53% self-efficacy (+4). Teacher results show growth in emotional regulation (71%, +6), self-efficacy (63%, +11), self-management (56%, +10), social perspective-taking (64%, +14), and social awareness (72%, +9). Title I survey data indicates 91.6% find parent trainings effective, 85.7% report strong teacher communication, 71.5% find home-school connection effective, while communication tools such as newsletters (64.3%), parent portal (50%), and flyers (50%) are less consistently rated. Narrative feedback requests increased engagement opportunities and more frequent progress updates. Overall, self-efficacy remains the greatest area of need, emphasizing the importance of building student confidence, foundational skills in K–2, and sustaining strong relationships through middle school to improve student belief in success.|Based on the analysis of surveyed areas, IHCS has identified self-efficacy as the highest area of need. Key learnings show that students’ belief in their ability to succeed is essential for academic growth, motivation, and persistence. Early intervention in K–2 is critical for building foundational literacy and numeracy skills that support long-term confidence. Maintaining strong, positive relationships with teachers, peers, and mentors during the transition to middle school is also essential for sustaining self-efficacy. Identified needs include strengthening foundational skills through targeted early intervention, implementing confidence-building supports such as mentorship programs and positive reinforcement, and increasing opportunities for students to connect with role models and engage in extracurricular activities that build skills and interest. Ongoing relationship-building is also needed through teacher professional development and transition supports between elementary and middle school. IHCS strengths include existing academic and support programs, a committed staff, strong community partnerships, and active parent involvement. The school also benefits from a positive, supportive climate and inclusive practices that promote student well-being. By leveraging these strengths and addressing identified needs, IHCS can strengthen student self-efficacy and improve overall academic outcomes and well-being.|Changes to existing plans addressing identified needs from local data and key learnings include the addition of a full-time Wellbeing TOSA and two additional staff members to support the wellbeing department and strengthen SEL supports. Academic support will be strengthened through continued staffing of K–2 academic coaches in both literacy and math, who will model best first instruction, collaborate in lesson planning, analyze student data, and support tiered intervention through small group instruction. IHCS will also continue LETRS training focused on the science of reading, ensuring teachers are equipped to assess reading levels, diagnose skill gaps, and design targeted pathways to improve reading and spelling achievement. These adjustments respond directly to academic and survey data indicating gaps in foundational skills that impact student confidence and self-efficacy. To address this, the school is prioritizing early intervention through an expanded K–8 intervention block embedded in the master schedule to support Tier 2 academic and behavioral needs. Grade level teams will continue to analyze CAASPP, IAB, CFA, and classroom data to identify instructional needs and adjust teaching accordingly. Administrators will also receive additional LETRS training to strengthen implementation systems and improve program outcomes.|Met||2026-06-11|2026
33672070000000|Perris Union High|6|Perris Union High School District analyzed local climate and engagement data from the 2025–26 California School  Climate, Health, and Learning Surveys (CalSCHLS), including the California Healthy Kids Survey (CHKS) and  California School Parent Survey (CSPS), to support Local Control and Accountability Plan (LCAP) development  aligned to State Priorities 3 (Parental Involvement), 5 (Pupil Engagement), and 6 (School Climate). Districtwide and  disaggregated data were reviewed by grade level, race/ethnicity, English Learner status, students with disabilities,  gender, and parent/caregiver groups to better understand trends and identify areas of need among student populations.   The district examined indicators related to school connectedness, student engagement, perceptions of safety,  bullying and cyberbullying, substance use risk behaviors, social-emotional wellness, chronic sadness, suicide  ideation, and parent engagement. Survey findings indicated that many students reported positive relationships with  caring adults and generally felt safe at school; however, some student groups, including English Learners and  students with disabilities, reported lower levels of connectedness and belonging compared to district averages.  Ninth-grade students reported higher concerns related to bullying and peer conflict, while female students reported  higher levels of stress and emotional distress indicators.   Parent survey results reflected generally positive perceptions regarding school communication and responsiveness, while also identifying opportunities to strengthen outreach and access to information for multilingual families. The district also reviewed subgroup differences related to school climate, student wellness, and access to supports in  order to identify equity gaps and target interventions more effectively.  The district will continue to triangulate student, parent, and staff survey data alongside attendance, discipline, and  academic indicators to monitor trends over time and evaluate the effectiveness of climate, wellness, engagement, and student support initiatives. Findings from these surveys will inform ongoing efforts related to school climate  improvement, mental health and wellness services, student engagement strategies, family outreach, and equity focused supports designed to improve outcomes for all student groups.|Analysis of the 2025–26 California School Climate, Health, and Learning Surveys (CalSCHLS) identified several  strengths in school climate, student engagement, and family communication, while also highlighting areas requiring continued support and targeted intervention. Survey results reflected positive trends in students reporting supportive  relationships with school staff, improved awareness of wellness resources and available student supports, and  strong levels of engagement and school connectedness across several grade levels. Many students indicated they  felt connected to at least one caring adult on campus, and parent responses reflected generally positive perceptions  regarding school communication and responsiveness.   At the same time, the data revealed ongoing areas of concern related to student wellness and school climate. Some  student groups, including students with disabilities, English Learners, and other identified subgroups, reported lower levels of school connectedness, safety, and emotional well-being when compared to district averages. Survey responses also indicated elevated levels of chronic sadness, emotional distress, bullying, harassment, and peer  conflict among certain student populations. Parent feedback further identified opportunities to strengthen family  engagement efforts and improve awareness of available school-based supports and mental health resources.   Perris Union High School District recognizes the importance of continuing targeted support for students experiencing  social-emotional challenges, particularly among student groups demonstrating higher levels of distress indicators. The disaggregated data reinforced the need for targeted interventions and differentiated supports to address  disparities experienced by specific student populations. Findings also confirmed the importance of maintaining a comprehensive, student-centered approach focused on school climate, student wellness, mental health support, and inclusive learning environments. The district will continue to expand and  strengthen wellness initiatives, improve behavioral health supports, and address barriers impacting student engagement, attendance, safety, and academic success.|Based on analysis of the 2025–26 California School Climate, Health, and Learning Surveys (CalSCHLS), Perris  Union High School District will continue implementing and refining strategies designed to strengthen school climate,  student wellness, and family engagement. The district plans to expand social-emotional learning (SEL) supports, increase access to counseling and mental health services, and continue staff training focused on trauma-informed practices, culturally responsive supports, and effective student engagement strategies. Additional efforts will include strengthening bullying prevention, reporting, and intervention procedures, while continuing to enhance restorative  practices and student connectedness initiatives that promote positive school relationships and inclusive learning environments.   The district will also increase outreach and communication efforts with families, including targeted support for English  Learner families and underserved student groups to improve awareness of available resources and opportunities for  engagement. District and site teams will continue reviewing disaggregated climate and engagement data through the LCAP process to monitor subgroup trends, identify disparities, and evaluate the effectiveness of actions and  services. In response to identified gaps in student outcomes and school climate indicators, the district will prioritize targeted interventions and differentiated supports for disproportionately impacted student groups.   To support continuous improvement, Perris Union High School District will use future CalSCHLS survey cycles in  combination with attendance, discipline, academic, and stakeholder feedback data to monitor implementation  effectiveness and guide ongoing decision-making. These efforts reflect the district’s continued commitment to  maintaining safe, supportive, and student-centered learning environments that promote wellness, engagement, belonging, and academic success for all students.|Met||2026-06-17|2026
33672070101170|California Military Institute|6|CMI and PUHSD analyzed local climate and engagement data from the 2025–26 California School  Climate, Health, and Learning Surveys (CalSCHLS), including the California Healthy Kids Survey (CHKS) and  California School Parent Survey (CSPS), to support Local Control and Accountability Plan (LCAP) development  aligned to State Priorities 3 (Parental Involvement), 5 (Pupil Engagement), and 6 (School Climate). Districtwide and  disaggregated data were reviewed by grade level, race/ethnicity, English Learner status, students with disabilities,  gender, and parent/caregiver groups to better understand trends and identify areas of need among student  populations.   The district and CMI examined indicators related to school connectedness, student engagement, perceptions of safety,  bullying and cyberbullying, substance use risk behaviors, social-emotional wellness, chronic sadness, suicide  ideation, and parent engagement. Survey findings indicated that many students reported positive relationships with  caring adults and generally felt safe at school; however, some student groups, including English Learners and  students with disabilities, reported lower levels of connectedness and belonging compared to district averages.  Ninth-grade students reported higher concerns related to bullying and peer conflict, while female students reported  higher levels of stress and emotional distress indicators.   Parent survey results reflected generally positive perceptions regarding school communication and responsiveness, while also identifying opportunities to strengthen outreach and access to information for multilingual families. The district and CMI also reviewed subgroup differences related to school climate, student wellness, and access to supports in  order to identify equity gaps and target interventions more effectively.   CMI and the district will continue to triangulate student, parent, and staff survey data alongside attendance, discipline, and  academic indicators to monitor trends over time and evaluate the effectiveness of climate, wellness, engagement, and student support initiatives. Findings from these surveys will inform ongoing efforts related to school climate  improvement, mental health and wellness services, student engagement strategies, family outreach, and equity focused supports designed to improve outcomes for all student groups.|Analysis of the 2025–26 California School Climate, Health, and Learning Surveys (CalSCHLS) identified several strengths in school climate, student engagement, and family communication, while also highlighting areas requiring continued support and targeted intervention. Survey results reflected positive trends in students reporting supportive relationships with school staff, improved awareness of wellness resources and available student supports, and  strong levels of engagement and school connectedness across several grade levels. Many students indicated they felt connected to at least one caring adult on campus, and parent responses reflected generally positive perceptions  regarding school communication and responsiveness.   At the same time, the data revealed ongoing areas of concern related to student wellness and school climate. Some student groups, including students with disabilities, English Learners, and other identified subgroups, reported lower levels of school connectedness, safety, and emotional well-being when compared to district averages. Survey responses also indicated elevated levels of chronic sadness, emotional distress, bullying, harassment, and peer conflict among certain student populations. Parent feedback further identified opportunities to strengthen family engagement efforts and improve awareness of available school-based supports and mental health resources.   PUHSD and CMI recognize the importance of continuing targeted support for students experiencing social-emotional challenges, particularly among student groups demonstrating higher levels of distress indicators. The disaggregated data reinforced the need for targeted interventions and differentiated supports to address disparities experienced by specific student populations. Findings also confirmed the importance of maintaining a  comprehensive, student-centered approach focused on school climate, student wellness, mental health support, and  inclusive learning environments. The district will continue to expand and strengthen wellness initiatives, improve  behavioral health supports, and address barriers impacting student engagement, attendance, safety, and academic success.|Based on analysis of the 2025–26 California School Climate, Health, and Learning Surveys (CalSCHLS), PUHSD and CMI will continue implementing and refining strategies designed to strengthen school climate, student wellness, and family engagement. The district plans to expand social-emotional learning (SEL) supports, increase access to counseling and mental health services, and continue staff training focused on trauma-informed  practices, culturally responsive supports, and effective student engagement strategies. Additional efforts will include strengthening bullying prevention, reporting, and intervention procedures, while continuing to enhance restorative  practices and student connectedness initiatives that promote positive school relationships and inclusive learning environments.   The district will also increase outreach and communication efforts with families, including targeted support for English  Learner families and underserved student groups to improve awareness of available resources and opportunities for  engagement. District and site teams will continue reviewing disaggregated climate and engagement data through the   LCAP process to monitor subgroup trends, identify disparities, and evaluate the effectiveness of actions and  services. In response to identified gaps in student outcomes and school climate indicators, the district will prioritize targeted interventions and differentiated supports for disproportionately impacted student groups.   To support continuous improvement, Perris Union High School District will use future CalSCHLS survey cycles in  combination with attendance, discipline, academic, and stakeholder feedback data to monitor implementation  effectiveness and guide ongoing decision-making. These efforts reflect the district’s continued commitment to  maintaining safe, supportive, and student-centered learning environments that promote wellness, engagement,  belonging, and academic success for all students.|Met||2026-06-17|2026
33672150000000|Riverside Unified|6|RUSD administered the 2025–26 Culture and Climate Survey to a broad range of educational partners, including 17,874 students in grades 5–12, more than 2,600 staff members, and 2,814 families. Student survey data collected in Spring 2026 showed that 62% of students reported favorable perceptions of school safety, 46% reported favorable perceptions of school climate, 42% reported a favorable sense of belonging, 26% reported favorable levels of engagement, and 55% reported favorable teacher-student relationships. While modest year-over-year improvements were observed across all domains, ranging from one to two percentage points, Engagement and Belonging remain the lowest-performing areas. Additionally, comparisons between the fall and spring survey administrations show slight declines across domains, reflecting typical seasonal shifts in student perception.  Staff survey results from Spring 2026 indicated that Safety was the strongest area, with 74% favorable responses, followed by Belonging at 63% and Climate at 61%. A consistent pattern remains across staff groups, with district staff reporting the most positive perceptions, followed by site staff, and then teachers. Teachers continue to report the lowest levels of belonging and climate.  Family survey data from Spring 2026 showed favorable perceptions of School Safety at 76% and School Climate at 66%. Family Engagement was reported at 22% favorable, while Barriers to Engagement received 83% favorable responses. Family responses indicate strong perceptions of safety and low barriers to engagement; however, active participation remains limited. Consistent with prior years, secondary students report lower engagement and belonging than elementary students. English Learners and some student groups continue to report less favorable experiences.|Analysis of the 2025–26 data highlights several consistent themes across partner groups. School Safety remains a system-wide strength, with favorable ratings from students (62%), staff (74%), and families (76%). Staff relationships and collaboration are positive, particularly among site and district staff. Family perceptions of safety and access are also strong, with barriers to engagement rated highly favorable.  Despite these strengths, the data identify several areas of need. Student Engagement and Belonging remain the most significant challenges, with only about one in four students reporting high engagement (26%) and less than half reporting a strong sense of belonging (42%). Student experiences also vary across the school year, with slight declines from fall to spring, suggesting the need for sustained supports. Teacher experience is driving overall staff results, as teachers continue to report lower levels of belonging and climate compared to other staff groups. Family engagement also remains limited. Although families report low barriers to engagement, only 22% report active engagement.  Equity considerations identified in prior analyses continue to be reflected in the current data. Secondary students continue to report lower outcomes than elementary students, while English Learners and historically underserved student groups report lower perceptions of belonging and climate. These patterns reinforce the need for targeted supports and culturally responsive practices.|In response to the 2025–26 Culture and Climate Survey findings, RUSD will continue to refine and strengthen its systemwide approach to improving student, staff, and family experiences. Building on last year’s efforts, the district will maintain the administration of the student survey twice annually to better monitor shifts in perception and respond more proactively to emerging needs. This expanded data cycle, coupled with continued access to Panorama dashboards, allows site and district teams to engage in ongoing analysis and action planning grounded in real-time evidence. Additionally, the district will continue to prioritize the development of data literacy across all levels to ensure that school teams can effectively interpret results and translate findings into targeted strategies.  A clear area of focus remains student engagement and sense of belonging, particularly at the secondary level. The district will continue to support schools in implementing instructional practices that promote active learning, student voice, and meaningful connections between students and adults. Efforts will also be directed toward strengthening the teacher experience, as teacher perceptions continue to influence overall staff outcomes. This includes reinforcing a sense of belonging, increasing opportunities for collaboration, and fostering shared ownership of schoolwide initiatives. At the same time, RUSD will work to expand family engagement opportunities by offering more flexible and accessible ways for families to participate, recognizing that time and competing responsibilities remain primary barriers despite generally positive perceptions of schools.  RUSD will also maintain a strong focus on equity by continuing to monitor disaggregated data and provide targeted supports for English Learners and historically underserved student groups. Efforts will include strengthening culturally responsive practices and ensuring that all students feel valued, supported, and connected within their school communities. Site administrators will continue to receive training and tools to analyze their data, develop focused action plans, and monitor progress throughout the year. Collectively, these actions reflect the district’s commitment to continuous improvement and to creating learning environments where all students, staff, and families feel safe, supported, and engaged.|Met||2026-06-25|2026
33672150126128|REACH Leadership STEAM Academy|6|School Climate Survey for Students in grades 5-6: Results from 2025-2026 school climate survey for students in grades 5-6 showed celebratory results in the following areas: 1) 96% of our students surveyed believe that teachers and other adults at school want them to do their best all the time or most of the time. 2) 91% of our students surveyed believe that teachers and other adults at school make it clear that bullying is not allowed.  Survey data results showed growth opportunities in a few key areas such as:  1) Teachers treating students fairly. When surveyed, 77% of our students in grades 5-6 agree that teachers treat students fairly at school.  2.) Teachers and other adults check on how students are feeling while at school. When surveyed, 70% of our students in grades 5-6 that teachers or other adults check on how students are feeling while at school. 3.) Students are treated fairly when breaking school rules. When surveyed, 61% of our students in grades 5-6 agree that students are treated fairly when breaking school rules.|The school has opportunities for growth in the areas of: (1) Student fairness, (2) Student perceptions around teachers and adults checking on students and how they are feeling while at school, and (3) Student perceptions around students being treated fairly when breaking school rules.|Continuous improvement is an ongoing goal of the LEA. The data from the different climate surveys will be used to identify areas of strength and areas of growth for the school and its various departments. The data will be used to improve our program at REACH. By analyzing the data in its entirety, we will be able to identify the best course of action and next steps for targeted areas. Through professional development throughout the school year, we can help staff approximate meeting the standards we aim to establish by the end of the school year in 2026-2027.|Met||2026-06-29|2026
33672310000000|Romoland Elementary|6|The California Healthy Kids Survey (CHKS) is administered to Romoland School District students in grades 5 and 7 annually. Results are analyzed to inform school climate and safety needs and actions as noted in each school’s School Plan for Student Achievement (SPSA) and School Safety Plan. The Local Control and Accountability Plan school and district teams analyze the results annually to inform needs and actions for inclusion in the Local Control and Accountability Plan (LCAP). The CHKS was administered in Spring 2026 to students in grades 4, 5, 6, and 7, and results are currently being aggregated. Results from the Spring 2025 survey are shared here.   CHKS Spring 2025 Data, % “Yes, most of the time” or “Yes, all of the time” Ratings:  School Connectedness-- Grade 5: 65% Grade 7: 51%  Caring Adult Relationships-- Grade 5: 61%           Grade 7: 56%  Feel Safe at School-- Grade 5: 71% Grade 7: 49%|Key learnings from the 2025 data were: Students in elementary schools have higher ratings of School Connectedness, Caring Adult Relationships, and Feeling Safe at School than students in middle school. For Grade 5, all three areas decreased from the previous year. For Grade 7, School Connectedness and Feeling Safe at School improved from the 2024 results. The gap in perception between Grade 5 and 7 students decreased across all three areas compared to 2024. There is growth to be made across all areas for elementary and middle school.  Meaning: The data reflect that investments in full-time school counselors, school-based mental health therapists, Board Certified Behavior Analysts (BCBAs), and a full-time School Resource Officer, as well as increased campus supervision staff, multi-tiered systems of support for academics and social-emotional learning & behavior, and bullying prevention plans at each school have contributed to improvements in students feeling supported at school. Continued implementation and refinement of multi-tiered systems of support for academics and social-emotional learning & behavior, an ongoing focus on school culture and relationship development, and increasing safety measures at all schools will support improvement in all areas, particularly for middle school students.|Use: Each elementary school and Granite Hills TK-8 School has one full-time school counselor and share the services of a contracted School-Based Mental Health Therapist. Ethan A. Chase Middle School has two full-time school counselors and one full-time school-based mental health therapist. Hillside Innovation Academy, the alternative school of choice has the services of a contracted counselor/mental health therapist. There are three full-time contracted Board Certified Behavior Analysts (BCBAs) and seven full-time Registered Behavior Technicians (RBTs) in support of all schools and the Expanded Learning Opportunities Program. Counselors and therapists meet as a district-wide group throughout the school year for professional collaboration. The group uses the results of the CHKS to guide their instructional program development for the year. The school counselors teach guidance lessons monthly to all students in alignment with identified CHKS needs and trends in students’ needs as identified via behavior data analysis and observation.  School administrators and education partner groups analyze the CHKS data to make site Safety Plan adjustments, set SPSA goals and actions, and develop strategies and programs to improve the school climate in an ongoing manner.|Met||2026-06-16|2026
33672490000000|San Jacinto Unified|6|San Jacinto Unified administered the Panorama SEL Student Competency Measures to students in Grades 3–5 (1,770 responses) and Grades 6–12 (3,938 responses) in Spring 2025–2026. Results indicate that students in Grades 3–5 demonstrated relative strengths in Self-Management (64% favorable) and Growth Mindset (52% favorable). Students in Grades 6–12 reported lower favorable ratings across all shared domains than Grades 3–5. Self-Efficacy (36%), Self-Management (62%), and Social Awareness (50%), indicating these as priority areas for improvement. Across both grade spans, consistent themes emerged. Students reported lower confidence in completing difficult schoolwork, difficulty maintaining focus when distracted, and challenges identifying and expressing their emotions. Social-emotional competencies related to emotional awareness, self-confidence, and interpersonal skills represent the district's greatest opportunities for growth and will inform ongoing social-emotional learning, student wellness, and positive school climate initiatives.|The analysis identified several priority areas for improvement. Self-Efficacy emerged as the district's greatest need, particularly in Grades 6–12, where students reported low confidence in completing challenging academic work and the domain ranked in the 0th–19th national percentile. Social Awareness also declined across both grade spans, indicating a need to strengthen students' ability to recognize and express emotions, resolve conflicts respectfully, and build positive peer relationships. Additionally, students reported difficulty maintaining focus when faced with distractions and seeking support after making mistakes, suggesting opportunities to strengthen self-regulation, resilience, and help-seeking behaviors. These findings will guide the district's continued implementation of social-emotional learning, positive behavior supports, and student wellness initiatives. The district will focus on strengthening students' confidence, emotional regulation, self-awareness, and interpersonal skills while continuing to build on existing strengths in growth mindset and self-management.|San Jacinto Unified will continue to focus on having a safe, positive culture and climate where all students feel a sense of belonging. We are continuing to focus on fully implementing a Multi-Tiered System of Support and have created a Quality First Instruction Tool that embeds social/emotional, behavior and academics. The district will support implementation through ongoing professional learning, coaching, and regular review of local data to monitor progress and refine practices. These continuous improvement efforts are intended to strengthen school climate, increase students' sense of belonging, and improve outcomes for all students.|Met||2026-06-16|2026
33672496114748|San Jacinto Valley Academy|6|In the 2025-26, SJVA administered a Climate Survey to students in grades 3-5, 6-8, and 9-12th grades. The survey collected information on the perception of school safety and school connectedness. Overall, students in each of the grade groups expressed that they feel safe at school and have very little worry of violence at school. SJVA is committed to following the Learning Partnership Agreement between parents, students, and staff in order to continue providing a safe and engaging environment on our campus. The Student Connectedness portion of the survey indicated that a majority of elementary, middle, and high school students have a strong sense of belonging to the school.|SJVA is committed to the further implementation and expansion of our extracurricular activities such as; clubs, sports, and music programs to increase a sense of connectedness to the school. In addition to our focus on creating a strong connection to SJVA for our students, we are partnering with our PTO to provide family nights and special events to create that same level of connectivity for our school community. SJVA updates the School Safety Plan based on any relevant data from these surveys.|For the upcoming school year, San Jacinto Valley Academy (SJVA) does not anticipate making any significant changes to its existing plans, policies, or procedures. SJVA will continue to build upon and strengthen the Learning Partnership Agreement among students, staff, and parents to foster a safe, engaging, supportive, and welcoming school culture and climate. Through ongoing collaboration and shared responsibility, the school remains committed to providing an environment where all students can thrive academically, socially, and emotionally.|Met||2026-06-11|2026
33736760000000|Coachella Valley Unified|6|In Spring 2026, a total of 6,865 CVUSD students in grades 4–12 participated in the annual Local School Climate Survey. Responses were grouped by grade span: elementary (2,892 students), middle (1,561 students), and high school (2,412 students). Students responded using a 4-point scale, and results are reported as the percentage of students who agreed or strongly agreed.  The survey focused on three areas: academic support, sense of belonging, and safety.  Across all grade levels, most students reported that their schools set high expectations for learning (87%–92%) and that teachers provide support and communicate about progress (75%–89%). Students also reported strong awareness of college and career opportunities (84%–88%).  Student engagement in hands-on, real-world learning decreases at the secondary level (78% in elementary compared to 69%–70% in middle and high school). Participation in school or community activities is lowest in middle school (56%).  Students report confidence in reading and history skills, especially in high school, while confidence in math is lower across all grades (62%–66%).  Survey results show that English learners report varying levels of progress in English language development, with the highest ratings in elementary (70%) and lower ratings in middle (54%) and high school (59%).  For school connectedness, most elementary and middle school students feel respected and welcomed (80%), while this perception is lower in high school (65%).  For safety, about 71%–75% of students report feeling safe at school, and 80% report having access to a safe place.|Survey results show many strengths across CVUSD schools, along with areas for continued growth.  Strengths: Students consistently report that schools set high expectations and that teachers provide strong support. Elementary students report the highest levels of engagement and support, and students across all grades show strong awareness of college and career opportunities. High school students report strong confidence in reading and history.  Areas for Growth:   - Student engagement in hands-on, real-world learning decreases in middle and high school. Middle school shows the greatest decline in participation in school activities (56%), suggesting a need to strengthen student involvement during this transition stage.   - A key equity finding is that English learners report lower levels of improvement in English language development at the secondary level, especially in middle school (54%).   - Sense of belonging is another area for improvement. While most elementary and middle school students feel respected and welcomed, only 65% of high school students report the same experience.   - Across all grade levels, about 71%–75% of students feel safe at school, indicating an opportunity to further strengthen safe and supportive environments.  Overall, the data shows strong academic support systems, but highlights the need to improve engagement, belonging, and support for English learners at the secondary level.|In response to survey results, CVUSD is taking steps to strengthen student engagement, support, and school climate across all grade levels.  To better support English learners, especially in middle school where students report lower progress in English development, the district will expand teacher training, strengthen English Language Development (ELD) instruction, and use data to monitor student progress and provide targeted support.  To improve student engagement and confidence in math, schools will continue to implement hands-on and real-world learning strategies through UCI Math and expanded use of interactive tools such as virtual reality (PRISMS). Teachers will receive ongoing professional development and coaching to support these efforts.  To address student belonging, especially at the high school level, the district will continue to expand the Transformational Justice model. This work focuses on building positive relationships, increasing student voice, and ensuring that all students feel respected, valued, and connected to their school.  To increase participation and engagement, especially in middle school, CVUSD will expand opportunities for students to participate in extracurricular activities, leadership, and school events.  These actions reflect CVUSD’s commitment to using student feedback to continuously improve teaching, learning, and school climate to better support all students.|Met||2026-06-25|2026
33736760121673|NOVA Academy - Coachella|6|LEA results of the Family-School Relationship Survey indicate strength in the area of “School Fit”, with responses showing that most parents believe that the school is properly preparing their child for their future and has strong academics, and parents regarding the LEA’s strongest surveyed area as “School Climate”.|A focus area of potential improvement identified through survey responses is “Grit”, defined as the determination to stick to something, even though it is difficult. Responses suggest a parent's perception that their children will get distracted and cannot focus on projects or assignments, and that students do not work through difficult tasks toward important goals. The “Grit” and “Safety” sections of the survey show a decrease in satisfaction between last year and this recent survey.|LEA results of the Student Climate Survey indicate strength in the area of “Climate of Support for Academic Learning”, wherein the overall student populace ranked the school positively, with the majority agreeing that the school is preparing them for their future, and supporting their learning experiences, achievements, and endeavors. A focus area for improvement identified through survey responses is “Sense of Belonging / School Connectedness”. This area saw a decrease in rating between last year’s and this year’s survey.|Met||2026-06-25|2026
33744920000000|Riverside County Office Of Education ROP|6||||Not Met|||2026
33751760000000|Lake Elsinore Unified|6|LEUSD received 7,774 responses to its LCAP annual survey in 2026. Of those responses, 1,229 were elementary students (grade 5), 5,786 were secondary students (grades 6-12), 309 were families, 428 were site staff, and 22 were district staff. The greatest areas of concern among educational partners were Tier I first best instruction, mental health supports, school safety and security, professional development and improve communication. Additional key learnings from the survey found the following: most participants were pleased with the direction in LEUSD and wish to see continued improvements in student outcomes.|LEUSD recognizes the importance of a more purposeful alignment of the survey questions to the LCAP and Local Indicators. In 2026, LEUSD aligned its LCAP annual survey to include the prompts from the Local Indicators selfreflection tools in order to provide a more comprehensive lens to monitor implementation and effectiveness of supports and services offered in the Lake Elsinore Unified School District. Current survey data reveal that there are concerns about Tier I first best instruction, mental health supports, school safety and security, professional development and improve communication.|LEUSD recognizes the need to improve attendance and engagement at our school sites. Students' ability to be engaged on campus with academic rigor and social norms is challenging at best and requires support to assist all levels of students' unique learning and social-emotional needs. The district also recognizes that parents and community members would also benefit from workshops on helping students at home, trauma informed practices and social-emotional well-being professional development workshops. Finally, the district understands the importance of maintaining high levels of participation amongst all educational partners in completing the LCAP annual survey.|Met||2026-06-11|2026
33751760120204|Sycamore Academy of Science and Cultural Arts|6|Based on local climate survey results and student feedback, Sycamore Academy continues to maintain a positive school climate that supports student well-being, engagement, and success. Student survey data indicate that the majority of students feel safe at school, have positive relationships with staff, and feel respected by their teachers.  Survey results also show that students generally feel connected to their school community and supported in their learning. Strong teacher-student relationships remain a key strength, contributing to a positive learning environment where students feel valued and encouraged to succeed.  While overall student perceptions are positive, the data also identify opportunities for continued growth. Student feedback highlights the importance of ongoing efforts to address bullying, strengthen social-emotional supports, and ensure all students feel a sense of belonging and inclusion. Disaggregated student data will continue to be reviewed to identify trends among student groups and guide targeted supports where needed.  Sycamore Academy will continue to use student climate data to inform schoolwide practices, strengthen student supports, and foster a safe, inclusive, and engaging environment where all students can thrive academically, socially, and emotionally.|Analysis of disaggregated student data has provided valuable insight into Sycamore Academy’s areas of strength and opportunities for continued growth. The data highlights the importance of addressing student needs through targeted supports while continuing to build upon the school’s existing strengths.  Areas for Growth:  Equity and Access: Data analysis indicates continued opportunities to address achievement gaps among student groups, particularly for students with disabilities and students experiencing socioeconomic challenges. Sycamore will continue to focus on providing equitable access to resources, interventions, and academic supports to ensure all students have opportunities to succeed.  Support for English Learners: Student performance data identifies a need to continue strengthening supports for English Learners through targeted language development strategies, academic interventions, and opportunities for meaningful participation in all learning experiences.  Social-Emotional and Behavioral Supports: Student data highlights the importance of expanding social-emotional supports and behavior interventions, particularly for student groups experiencing additional barriers. Continued focus on mental health resources, relationship-building, and student wellness will support positive academic and behavioral outcomes.  Family Engagement: While family engagement remains a strength, data indicates an opportunity to continue increasing participation among families from diverse cultural and linguistic backgrounds. Sycamore will continue exploring strategies to strengthen communication, accessibility, and meaningful family involvement.  Areas of Strength:  Positive Student-Staff Relationships: Student feedback reflects strong relationships between students and teachers. Students report feeling respected and supported, demonstrating a positive school culture that promotes engagement and belonging.  School Climate and Safety: The majority of students report feeling safe and connected at school. These results reflect Sycamore’s ongoing commitment to maintaining a supportive, inclusive, and positive learning environment.  Student Engagement and Academic Commitment: Students demonstrate a commitment to learning and academic success. Continued attention to factors such as attendance, mental health, and academic support will help strengthen student outcomes.  Community Partnerships: Sycamore continues to benefit from strong partnerships with community organizations and local businesses that provide additional resources, enrichment opportunities, and real-world experiences for students.  Overall, the analysis of student group data reinforces Sycamore Academy’s commitment to continuous improvement and equity. Moving forward, the school will continue using data-driven practices to address identified needs, strengthen student supports, and ensure all learners have access to meaningful opportunities for success.|Drawing from local data analysis and educational partner feedback, Sycamore Academy continues to refine its plans, policies, and practices to address identified needs and support continuous improvement. The school remains focused on implementing targeted strategies that promote equity, strengthen student supports, and enhance outcomes for all learners.  Key areas of focus include:  Equity and Inclusion: Continuing to identify and address barriers to ensure all students have equitable access to resources, opportunities, and supports. Support for English Learners: Strengthening language development strategies and academic supports to promote access, engagement, and success for multilingual learners. Social-Emotional Learning and Student Support: Expanding systems that support student wellness, positive behavior, and a safe, inclusive learning environment. Family and Community Engagement: Enhancing communication and partnerships to increase meaningful involvement from families and community stakeholders. Continuous Monitoring and Evaluation: Regularly reviewing progress, analyzing outcomes, and adjusting strategies based on student needs and data trends. Data-Informed Decision Making: Utilizing multiple data sources to identify trends, monitor student progress, and guide instructional and organizational decisions. Stakeholder Feedback: Maintaining ongoing opportunities for students, families, staff, and community partners to provide input that informs school improvement efforts.  These efforts demonstrate Sycamore’s commitment to continuous growth through intentional planning, responsive practices, and collaborative partnerships. By strengthening systems of support and using data to guide decisions, Sycamore continues to work toward creating an equitable and supportive environment where all students can thrive.|Met||2026-06-16|2026
33751920000000|Temecula Valley Unified|6|The survey addressed: Safety, Climate, and Sense of Belonging.  Grades 3-5 Sense of Belonging: All Students: 81% Socioeconomically Disadvantaged: 80% English Learner: 82% Students with Disabilities: 77% Foster Youth: 72% Homeless Youth: *  Grades 3-5 School Climate: All Students: 76% Socioeconomically Disadvantaged: 76% English Learner: 77% Students with Disabilities: 73% Foster Youth: 83% Homeless Youth: *  Grades 3-5 School Safety: All Students: 80% Socioeconomically Disadvantaged: 77% English Learner: 72% Students with Disabilities: 74% Foster Youth: 83% Homeless Youth: *  Grades 6-12 Sense of Belonging: All Students: 50% Socioeconomically Disadvantaged: 47% English Learner: 48% Students with Disabilities: 49% Foster Youth: 37% Homeless Youth: *  Grades 6-12 School Climate: All Students: 72% Socioeconomically Disadvantaged: 71% English Learner: 75% Students with Disabilities: 70% Foster Youth: 73% Homeless Youth: *  Grades 6-12 School Safety: All Students: 77% Socioeconomically Disadvantaged: 75% English Learner: 72% Students with Disabilities: 73% Foster Youth: 73% Homeless Youth: *  Teachers/Staff Belonging: 75%/75% (teachers/staff) School Climate: 70%/67% (teachers/staff)  Families Family Engagement: 71% School Climate: 76% School Safety: 84% TVUSD administers a local climate survey to students, staff, and families to monitor perceptions of school connectedness, climate, safety, and engagement. Survey results indicate that elementary students (Grades 3–5) report positive perceptions across all domains, with 81% reporting a strong sense of belonging, 76% reporting a positive school climate, and 80% reporting feeling safe at school. Student group results were generally similar, though Foster Youth reported lower levels of belonging (72%), and English Learners and Students with Disabilities reported lower perceptions of safety (72% and 74%, respectively). At the secondary level (Grades 6–12), students reported positive perceptions of school climate (72%) and safety (77%); however, only 50% reported a strong sense of belonging. Student group results reflected a similar pattern, with lower belonging rates reported by Socioeconomically Disadvantaged students (47%), English Learners (48%), Students with Disabilities (49%), and Foster Youth (37%). Teacher and staff survey results indicated that 75% reported a sense of belonging, while perceptions of school climate were 70% for teachers and 67% for classified staff. Family survey results were also positive, with 71% reporting positive family engagement, 76% reporting a positive school climate, and 84% reporting confidence in school safety. Overall, survey results suggest that schools are perceived as safe and positive environments by students, staff, and families. The primary area for continued improvement is strengthening student connectedness and sense of belonging at the secondary level, particularly for Foster Youth and other student groups.|Analysis of the local climate survey data identified several areas of strength as well as opportunities for improvement. A significant strength is that students, families, and staff generally perceive TVUSD schools as safe and positive learning environments. Elementary students reported high levels of belonging (81%), school climate (76%), and safety (80%), while families reported particularly strong perceptions of school safety (84%). Teacher and staff responses also reflected positive levels of belonging (75%).  A key learning from the data is the substantial decline in students’ sense of belonging between elementary and secondary grades. While 81% of students in Grades 3–5 reported a strong sense of belonging, only 50% of students in Grades 6–12 reported the same. This trend was evident across student groups and was especially pronounced among Foster Youth (37%), Socioeconomically Disadvantaged students (47%), English Learners (48%), and Students with Disabilities (49%).  The data also highlighted opportunities to strengthen supports for specific student groups. In elementary grades, English Learners and Students with Disabilities reported lower perceptions of safety than their peers. At the secondary level, although students generally reported positive perceptions of school climate and safety, lower levels of connectedness suggest a need to strengthen student engagement, relationships, and access to supportive adults.  These findings reinforce the importance of continuing efforts to improve student connectedness, belonging, and engagement while maintaining the positive school climate and safety conditions that students, families, and staff currently experience.|New goals/actions to meet the social and emotional needs of students have been added to LCAP based on input/feedback from educational partners.  Goal 4: The District will decrease the number of student groups in red on the Dashboard by providing research-based professional development and equipping site leadership to identify and respond to the diverse needs of students with a system of support. Actions: Professional Development, Technology, Materials, and Supplies, Administrative Support, Director & TOSA of Special Populations, Site Allocations. TVUSD has several student groups in the red at the site level and over a variety of indicators. TVUSD believes that the best way to address the multiple areas and student groups is to provide strategic professional development in research-based practices focused on unduplicated student groups, and allow sites to use Unduplicated Site allocations to engage the site’s educational partners in the process of addressing the site-specific needs of students.   Goal 5: The District will decrease chronic absenteeism and increase student connectedness to school by providing a system of support to respond to the diverse social and emotional needs of our students. Actions: Homeless and Foster Youth Support,  SAPF’s, Social Worker’s,& LCSW’s, Tier II Behavior Assistants, PBIS/OCR Support, Student Welfare Support Services- Care Solace and Counseling. The development of the goal was influenced by the District’s educational partners. Educational partners emphasized the importance of supporting students’ social-emotional needs, while concurrently decreasing chronic absenteeism. Committees also stressed the importance of allocating resources to ensure targeted support of underperforming student groups. Educational partners placed a high emphasis on responding to students’ behavior and social needs through counseling and social workers, tier II behavior assistants, and support of homeless and foster youth.      Goal 6:  TVUSD will increase educational partner engagement and reach out to educational partners. Actions: District Translators/Interpreter, Bilingual Clerk, Software Programs- Panorama and K-12 Insight. The actions in Goal 6 grouped together work to achieve the goal of encouraging families and community members to participate in meaningful ways. It is also essential for high achievement in all students, especially English Learners, that families be active partners in the support of their students. TVUSD recognizes the importance of parental involvement and the positive effects it has in relation to a student’s academic performance and language development. Educators engage parents as partners in the educational process. TVUSD will promote parental participation in programs for all students through translation services, the TK-12 Insight web-based communication program, and educational partner surveys conducted through Panorama.|Met||2026-06-23|2026
33751923330917|Temecula Preparatory|6|Listening to and acting upon the feedback of students is critical to understanding how to improve school climate.  As part of our efforts to understand students’ perceptions, each year we conduct a student survey and ask fundamental questions about students’ satisfaction with our school.  This year, 557 students in grades 5-12 completed the survey and rated a variety of areas on a scale of 1 to 10 with 1 being ‘strongly disagree’ and 10 being ‘strongly agree.’ Average ratings for each item on the survey were calculated, producing a range this year from 6.19 (for the lowest rated item) to 8.23 (for the highest rated item). Overall, and for the second year in a row, 100% of the surveyed areas were scored higher this year by students compared to the previous year, including: “I feel safe on the TPS campus”, “The TPS teachers and staff care about me and treat me with respect”, “I have really good teachers”, “If I need academic help at TPS it’s available and I know how to get it”.|The survey results revealed both areas of strength and areas for improvement. When prompted with the statement, “I have really good teachers” students on average gave a rating of 8.23, which was the highest rated item on the survey. Supporting students academically is a priority at TPS and our strong student outcomes reflect the resources we make available to support students who are struggling. The next highest rated item was the prompt, “If I need academic help at TPS it's available and I know how to get it” which students on average rated 8.07.  In contrast, when prompted with the statement, “I enjoy attending class,” students gave an average rating of 6.19, which was the lowest rated item on the survey, but significantly higher than last year’s rating of 5.67.|Student survey results have consistently indicated that school pride remains an area with room for growth. To better understand student perspectives, the administration gathered more detailed feedback regarding students’ experiences and sense of connection to the school community. Information gathered through these discussions has helped identify several opportunities to strengthen student engagement and school culture. In response to student feedback, the school has focused on enhancing the lunch program, reviewing aspects of the student dress code and uniform requirements, and expanding opportunities for participation in extracurricular and after-school activities. These efforts are intended to increase student engagement, strengthen school connectedness, and foster a greater sense of pride in being a TPS student.|Met||2026-06-17|2026
33751926112551|Temecula Valley Charter|6|"Approximately, 5% of parents completed the LCAP survey. Globally, 83% of parents agreed that their child has opportunities to try new things as school. Parent involvement continues to be high at TVCS.  Addiiotnally and overwhelming 85% of parent felt as though teachers readily responded to their concerns. In terms of community building 86% of parents strongly agreed or agreed with the statement ""I feel TVCS does a good job with community building activities""."|"Overall, 83%. of parents reported that TVCS did a ""good"" or ""outstanding"" job meeting their child's personal needs. Overall, 83% ""Agreed"" or ""Strongly Agreed"" that their child had a chance to try new or innvoative things at school."|"TVCS will continue to prioritize school climate and wellness in the LCAP with the addition of a Middle School Counselor to oversee the continued development of students support services including counseling, SEL lessons and school climate and culture building.  TVCS will continue to work towards consistent implementation of the ""Cougar Code of Conduct"" across all classrooms and school environments. TVCS will continue to implement an after school enrichment program and diverse middle school electives to capture students who are not drawn to performing arts or athletics. These enrichment opportunities/classes vary from year to year, but have included courses such as photography, world languages (eg. Chinese), Robotics, and Speech and Debate."|Met||2026-06-10|2026
33752000000000|Murrieta Valley Unified|6|The district’s use of the Satchel Pulse platform to conduct regular student climate surveys provides valuable insight into student experiences and perceptions across grade levels. The most recent data, collected in spring 2026, offers a snapshot of how students in grades 6–12 are feeling about key areas of school life: school climate, school safety, sense of belonging, and engagement.  •	Students reported a 7.8/10 rating for feeling safe and comfortable with their teachers.  •	Students reported a 7.8/10 rating for teachers treating students from diverse backgrounds fairly.  •	Students reported a 7.7/10 rating for teachers encouraging them to work hard.  •	Students reported a 7.4/10 rating for having access to a trained adult at school when they need support.  •	Students reported a 7.2/10 rating for feeling welcome at school.  •	Students reported a 7.2/10 rating for always feeling safe while at school.  •	Students reported a 7.1/10 rating for having a trusted adult at school they can talk to.  •	Students reported a 6.7/10 rating for teachers knowing when they need help and providing support accordingly.  •	Students reported a 6.7/10 rating for school rules being applied fairly.  •	Students reported a 6.6/10 rating for feeling connected to adults at school.|Key Learnings: Student survey results indicate that students generally feel safe, respected, and supported by school staff. The highest ratings were associated with feeling safe and comfortable with teachers (7.8), teachers treating students fairly (7.8), and teachers encouraging students to work hard (7.7). Students also reported positive perceptions regarding access to trusted adults and trained support personnel at school. These results suggest that strong relationships between students and staff are a significant contributor to the district's positive school climate.  Areas of Strength: Survey data demonstrate strengths in student safety, staff-student relationships, and access to support. Students reported feeling welcome at school (7.2), safe while at school (7.2), and able to access trusted adults (7.1) and trained support personnel (7.4) when needed. These findings reflect the district's ongoing efforts to create safe, inclusive, and supportive learning environments.  Identified Needs: While overall results were positive, survey responses identified opportunities to strengthen students' sense of connection and belonging. Ratings related to feeling connected to adults at school (6.6) and teachers knowing when students need help and providing support (6.7) were lower than other climate indicators. Students also rated the fairness of school rules (6.7) lower than measures related to safety and relationships. These findings suggest a continued need to strengthen meaningful connections between students and staff, increase opportunities for student voice and belonging, and ensure students feel recognized and supported both academically and socially-emotionally.|In response to the student climate data, the district will continue to strengthen Multi-Tiered System of Supports (MTSS) implementation across all schools, with a particular emphasis on Tier 1 practices that foster positive relationships, belonging, and student connectedness. Survey results indicate that students generally feel safe, respected, and supported by staff; however, opportunities remain to strengthen students' sense of connection to adults at school and ensure students feel recognized and supported when they need help.  Student climate data will be shared with school administrators and MTSS teams to support site-based reflection and action planning. School teams will review results alongside other local data sources to identify strengths, address areas of need, and develop strategies that promote positive school climate and student well-being.  The district will also continue implementation of its instructional model, which emphasizes learner engagement, meaningful relationships, and responsive instructional practices. Through professional learning and collaboration, staff will strengthen their capacity to create inclusive learning environments, build positive relationships with students, and utilize strategies that increase student voice, participation, and connectedness.  In addition, schools will continue to leverage MTSS structures, including attendance teams, wellness supports, counseling services, and school climate initiatives, to ensure students have access to caring adults and appropriate supports. Through these efforts, the district aims to further strengthen students' sense of belonging, increase connections between students and staff, and maintain safe, supportive learning environments where all students can thrive.|Met||2026-06-16|2026
33752420000000|Val Verde Unified|6|The Val Verde Unified School District administers a local Climate and Culture survey annually to students in grades 3 through 12.  *Elementary Overall (Grades 3 - 5) All: 74% Favorable African American/Black: 67% Favorable Hispanic: 75% Favorable White: 74% Favorable Low-Income: 74% Favorable English Learner: 74% Favorable Foster Youth: 74% Favorable Students with Disabilities: 69% Favorable Two or More Races: 67%  *Secondary Overall (Grades 6 - 12) All: 58% Favorable African American/Black: 54% Favorable Hispanic: 59% Favorable White: 58% Favorable Low-Income: 58% Favorable English Learner: 58% Favorable Foster Youth: 58% Favorable Students with Disabilities: 56% Favorable Two or More Races: 56%|Analysis of the Local Climate and Culture Survey indicates that elementary students continue to report a stronger sense of school connectedness than secondary students. Elementary students reported an overall favorable rating of 74%, while secondary students reported 58%. Although elementary results declined by four percentage points from the previous year, they continue to reflect a generally positive perception of school climate and belonging. At the secondary level, overall school connectedness improved slightly, increasing by one percentage point over the previous year.  At the elementary level, Foster Youth demonstrated a slight increase in school connectedness, while Students with Disabilities maintained their previous year's favorable rating. Most other elementary student groups experienced modest declines compared to the prior year, indicating an opportunity to strengthen strategies that foster belonging and positive relationships across all elementary schools. At the secondary level, Hispanic, White, English Learner, Foster Youth, and Students with Disabilities reported slight improvements, while Low-Income students remained stable. African American/Black students experienced a slight decline and continue to report the lowest level of connectedness among the reported student groups. Students identifying as Two or More Races also reported lower levels of connectedness at both the elementary and secondary levels.  These results reinforce the importance of continuing district efforts to strengthen positive school climate, meaningful relationships, and students' sense of belonging. Moving forward, VVUSD will continue implementing strategies that promote connectedness for all students while providing targeted supports for student groups reporting lower levels of school connectedness and maintaining a particular focus on strengthening belonging throughout the secondary grades.|In response to the Local Climate and Culture Survey results, Val Verde Unified School District will continue implementing strategies that strengthen students' sense of belonging, connectedness, and well-being. Schools will continue providing opportunities for students to build positive relationships with caring adults, develop leadership skills, and actively participate in creating welcoming and inclusive school communities. Particular attention will be given to supporting students during the transition to secondary school, where survey results indicate lower levels of school connectedness.  The district will continue implementing a Multi-Tiered System of Supports (MTSS) that provides students with universal, targeted, and intensive social-emotional, behavioral, and mental health supports. School counselors, mental health therapists, restorative practitioners, PBIS teachers, and other student support personnel will continue working collaboratively to identify and respond to students' individual needs while fostering safe and supportive learning environments.  To monitor progress and guide continuous improvement, the district will continue administering its annual School Climate and Culture Survey along with additional student well-being measures throughout the school year. Survey results will be analyzed at both the district and school levels to inform site-specific actions, strengthen student engagement, and ensure every student experiences a positive, supportive, and inclusive school environment.|Met||2026-06-16|2026
34103480000000|Sacramento County Office of Education|6|Our local annual LCAP survey was administered between March and May 2026, and measured student connectedness and safety.  The data represent 221 respondents for middle and high schools and feedback from an additional 25 parents of students in the Foundations programs (for students with significant disabilities). Following annual practices, data were reported overall and disaggregated by key student group, and statistical analyses were conducted to determine areas of disparity in responses. Key student groups for analyses included grade span (elem., middle, high), gender, primary ethnicity, multilingual learner, and program group (court, community, CARE, special education schools).  Results showed that overall, 74% of students reported feeling connected to their school and 85% reported feeling safe at school, and only a few differences among groups were identified for these measures.  ANOVA statistical analyses revealed the following differences among groups for connectedness and safety: •	Fewer English learner students reported connectedness (55%) than non-English learner students (78%), F(2, 220) = 5.473, p=.005.  •	Senior Extension program students trended towards reporting higher safety than other program groups, but the differences were not significant between groups. •	There were no significant differences in measures of connectedness or safety by ethnicity.  •	There were no significant differences in measures of connectedness or safety by gender or grade span.|As compared to 2024-25, data from the current survey showed a slight decrease in measures of connectedness and a slight increase in safety. The most common reason cited for not feeling safe included distrust of other students, resulting in a desire to move to another class. Analyses by ethnicity and gender continued to show no statistical or meaningful differences among feelings of safety. Unlike prior years, results disaggregated by grade span did not reveal differences in safety.    Slightly fewer students (74%) indicated that they felt connected to their school, a decrease of 2 percentage points from the prior year and 12 percentage points from the baseline year. Similar to the prior year, two-thirds (67%) of students reported that they felt supported by their teachers. A 3-percentage point increase was seen in the percentage of students who reported that they have open communication with teachers and staff (49%).  There were no significant differences in measures of connectedness by ethnicity, gender, or grade span.  One new and surprising finding this year was the lower percentage of English learners who reported being connected to their school as compared to non-English learners. One interpretation of this is that more English Learners are enrolling in the Senior Extension program which utilizes an independent study model and leads to reduced opportunities to connect with staff and community partners on campus. This is an area of growth for this program.  Typically, our schools and programs have demonstrated moderate to high levels of connectedness over the years; however, the downward trend continued this year. Again, the LEA announced a number of shifts in leadership and staff at the school sites during the spring term which may have contributed to the slightly lower ratings for connectedness. In spite of the changes found in feelings of safety and connectedness, no statistical differences in connectedness or safety were seen among student ethic groups. This provides continuing evidence that student support and practices are viewed equitably in our schools by students across ethnic groups.|This year, we continued our work in improving academic support and student connectedness and mental health and well-being. School sites deepened their focus on literacy, assessment, and professional learning communities with the goal of enriching the instructional experiences of students. State and local assessment rates have increased over the past two years and 72% of students showed growth in literacy this year. We continued the implementation of the Assessment team and hired two literacy specialists which contributed to success in literacy and assessments. In addition, we hired a math specialist and are exploring and piloting math intervention programs. Students have enjoyed seeing their success and growth, reinforcing the professional learning community work in assessment and feedback for students.  We also deepened our implementation of the community school model across most sites and were able to connect a greater percentage of students with community partners to provide integrated arts instruction and mentoring. The goal is to increase student’s positive educational experiences and develop positive relationships with adults. We are intentional in our commitment to engage and connect students with their schools through on-campus community partner programs. Preliminary data show that 80% of our students intentionally come to school when they know a program partner will be present. This year, we will continue to provide professional learning to teachers and are working on our community partner engagement plan for the 2026-27 year.  Additionally, in response to the increased number of English learner students in our programs, we are developing a Newcomer/Multilingual learner program that will focus on literacy and language development, community connections and resources, and cultural relevance. We expect that this program will help to bridge the need for flexible education options for English learner students who are credit deficient with programs that connect them to the school and community. Although differences in connectedness by gender were not seen, we have found an increasing number of students who are pregnant or parenting in our programs.  To keep young parents engaged in their own education and invite them to participate in a space where they feel welcomed and supported, we piloted a Pregnant and Parenting program at one school site this year and had many students walk across the graduation stage carrying their child. Further program implementation is planned for 2026-27.  Lastly, we are working on creating school structures to support and engage students that can transcend shifts among school staff and leadership and provide greater stability during times of change.|Met||2026-06-23|2026
34103480136275|Fortune|6|We received 270 grade 3-5 responses to our scholar survey in May 2026.  Below are the results by topic and student group.  The % listed indicates the percent of positive responses (i.e. quite or extremely) for questions within that topic.  Subgroups are listed only when their % positive is significantly different (plus or minus 5%) from the group average.  Academic Motivation = 94%   - EL = 86%   - SPED = 87% Academic Challenge = 86% A Caring Adult = 86% School Climate = 85%   - SPED = 66% Social Emotional = 66%   - EL = 53%   - SPED = 60% Engaging Work = 60%   - 4th Grade = 49% Incidents = 46%   - SPED = 38%   - Latino = 55%   We received 191 grade 6-12 responses to our scholar survey in May 2026.  Below are the results by topic and student group.  The % listed indicates the percent of positive responses (i.e. quite or extremely) for questions within that topic.  Subgroups are listed only when their % positive is significantly different (plus or minus 5%) from the group average.  Academic Motivation = 94%   - EL = 100%   - SPED = 100% Academic Challenge = 83%   - SPED = 92%   - 7th Grade = 75%   - Two+ Races = 67% A Caring Adult = 75%   - Two+ Races = 58% School Climate = 67%   - EL = 76%   - SPED = 83%   - 7th Grade = 58%   - Two+ Races = 50% Social Emotional = 57%   - 8th Grade = 46%   - Two+ Races = 44% Engaging Work = 45%   - EL = 54%   - 7th Grade = 39%   - Two+ Races = 56% Incidents = 58%   - EL = 47%   -7th Grade = 48%   - 9th Grade = 67%   - Two+ Races = 36%|In grades 3-12, the areas of highest need are:   - Improve social-emotional skills, especially for 8th graders and elementary ELs and scholars with IEPs   - Work with teachers to make assignments more engaging and relevant, especially in 4th and 7th grade.   - Continue to make efforts to decrease the # of incidents at school, especially for 7th graders, ELs, and scholars with two+ races.  In grades 3-12, the areas of strength are:   - Academic motivation   - Academic challenge   - A caring adult|We plan to build on our strength: most scholars report having at least one caring adult at school who they trust, who they can talk to, and who can help them when they need extra assistance.  These caring adults are the ones best situated to help scholars learn social emotional skills.  Scholars already are taught these skills through a social emotional curriculum.  Our plan is to ask staff to reinforce these skills when talking to students individually or in small groups.  Our theory of action is that this will improve social emotional skills and indirectly decrease the # of incidents at school.  Additionally, we are planning to talk with our curriculum and instruction team about how we can make assignments more engaging and relevant.  Scholars are motivated and challenged; we also want scholars to feel like their work often has connections to their world.|Met||2026-06-25|2026
34103480140160|American River Collegiate Academy|6|Rocklin Academy Family of Schools (RAFOS) envisions a school community that inspires students to excel academically, pursue their passions, and impact the world with excellence. At American River Collegiate Academy (ARCA), school climate is monitored annually as part of progress toward State Priority 6. Since ARCA currently serves students in grades TK–5, and the California Healthy Kids Survey (CHKS) is not administered until grade 6, the school uses locally developed climate surveys to gather data from students and families. These tools focus on student perceptions of safety, connectedness, and inclusion. The 2025–26 student climate survey yielded the following results: 96.6% of students reported that they like school. 92.3% of students reported feeling safe at school. 98.3% of students reported feeling connected to their school community. Because responses are anonymous, this student data is not currently disaggregated by student group. In addition, family perceptions were collected through the annual Intent to Return survey. Among currently enrolled families: 99.2% reported feeling that their child is safe at school. 93.5% reported feeling connected to their child’s school. 98% indicated they plan to return for the 2026–27 school year.|Analysis of ARCA’s 2025–26 local climate survey data reveals strengths related to student and family perceptions of safety, connectedness, and school experience. With 96.6% of students reporting that they like school, 92.3% reporting that they feel safe at school, and 98.3% reporting feeling connected to their school community, the results suggest that the school’s emphasis on relationships, belonging, and student well-being is having a positive impact. These outcomes reflect the school’s commitment to a caring environment where students feel known, supported, and connected. Family responses aligned closely with student perceptions. Among currently enrolled families, 99.2% reported that their child is safe at school, and 93.5% reported feeling connected to their child’s school. This consistency reinforces the value of open and transparent communication between home and school and suggests that current family engagement efforts continue to foster trust and partnership. While the survey is anonymous and not disaggregated by student group, the overall consistency of high ratings across students and families provides confidence that foundational climate practices are working as intended. Staff also use follow-up conversations, behavior data, observations, and relationship-building efforts to understand individual student experiences and needs. Key learnings include: Strong alignment between student and family perceptions of safety and connectedness, suggesting that students and families share a positive view of the school climate. High levels of connectedness and positive school experience may be linked to increased access to social-emotional learning and wellness supports, including the Kindness Crew student leadership program, Wellness Week activities, and intentional efforts to make wellness strategies visible and accessible throughout the school community. Open and transparent communication between school and home continues to be an important contributor to family trust and connection to the school. Expanded intervention systems, including a pilot of Tier 2 social skills groups in TK based on PBIS data and the addition of a wellness coach, have strengthened the school's ability to provide targeted support when students need additional assistance. Follow-up conversations with students who reported not feeling safe reinforced the importance of pairing survey data with individualized outreach. Staff learned that safety concerns were concentrated within a single classroom context and that no students required referral for additional wellness services. Gathering input from multiple perspectives, including students, families, and staff, remains an essential practice for understanding school climate comprehensively and responding to emerging needs. These reflections serve as an the foundation for ARCA’s continuous improvement process, ensuring the school continues to center safety, belonging, wellness, and strong relationships in its core practices.|To continue strengthening a safe and connected school climate, ARCA is refining several existing practices and expanding structures informed by the 2025–26 local climate survey results. Student and family responses continue to show high levels of perceived safety and connectedness, which suggests that current approaches, such as social-emotional learning, clear expectations, wellness supports, and strong staff-student relationships, are effective. However, ARCA recognizes the importance of ongoing reflection and adaptation to ensure that every student feels seen, supported, and included. Based on this year’s key learnings, the following actions are being implemented or expanded in 2026–27: Leadership Opportunities: Expand student leadership opportunities to include both 4th and 5th grade students through a committee-based leadership structure. Students will take active roles in supporting school culture initiatives, planning spirit activities, leading 8 Keys of Excellence celebrations, facilitating Key Mondays, and contributing to other community-building efforts that strengthen student voice and school connectedness. Social-Emotional Learning (SEL): Continue implementing schoolwide SEL practices and wellness supports that promote emotional literacy, self-regulation, positive peer interactions, and a strong sense of belonging. Positive Behavior Supports: Continue implementing PBIS strategies grounded in the 8 Keys of Excellence, with an emphasis on common language, recognition systems, and consistent behavior expectations across the school community. Tier II Supports: Expand Tier II social skills groups beyond the initial TK pilot to additional grade levels based on student needs and PBIS data. These groups will provide targeted support for students needing additional instruction and practice in areas such as peer relationships, communication, conflict resolution, and self-regulation. Family Engagement and Parent Voice: Expand the use of ParentSquare to create additional opportunities for families to connect with one another, provide feedback, and engage in school improvement efforts. Through surveys, polls, and other engagement features, the school will continue increasing parent voice and strengthening two-way communication between families and the school. Data Reflection: While the student climate survey remains anonymous, staff will continue to triangulate student experience using survey results, qualitative observations, wellness and intervention data, and MTSS processes to inform site-level decisions and continuous improvement efforts. ARCA remains committed to building an inclusive and supportive environment as the school continues to grow. These updates represent a proactive and responsive approach to maintaining the strong foundation already in place while deepening student, family, and community connection across the campus.|Met||2026-06-22|2026
34103480142091|Capital College & Career Academy|6|Based on the School Culture 360 survey data and mission/vision alignment reports for Capital College & Career Academy (CCCA), several important strengths and needs emerged. The findings indicate that CCCA has established a generally positive school culture with strong alignment to its college and career readiness mission, while opportunities remain to strengthen academic engagement, student voice, and classroom discourse.   The survey population included a diverse student body: 23.3% Hispanic/Latino  21.7% Black/African American  21.7% White  16.7% Multiracial  6.7% Asian  Other groups represented smaller percentages of respondents.   The reports provided demographic information but did not include climate results fully disaggregated by race/ethnicity, gender, or other student groups. As a result, meaningful comparisons between student groups could not be conducted from the available data. This represents an opportunity for future analysis to identify potential differences in student experience and ensure equitable outcomes across all student populations.   The data indicate that CCCA's greatest strengths are its positive school culture, strong sense of safety and belonging, supportive staff, and clear alignment to workforce and college readiness goals. The primary areas for growth involve increasing student engagement in classroom discourse, strengthening student voice, and continuing to elevate academic rigor and critical-thinking opportunities.   Future disaggregation of climate data by student subgroup would provide additional insight into equity and student experience across the school community.|"Areas of Strength 1. Positive Overall School Climate The overall School Climate rating was 3.62, placing CCCA in the ""mostly favorable"" range.  Administrators reported the highest perception of school climate (4.27), followed by parents (4.05) and teachers/staff (3.88). Students rated school climate at 3.50, indicating generally positive perceptions across stakeholder groups. Survey responses suggest strengths in teacher-student relationships, staff relationships, safety, and clarity of expectations.  2. Strong Focus on College and Career Readiness Stakeholders identified workforce and college readiness as the most important student outcome aligned to the school's mission and vision. School practices supporting workforce and college readiness received some of the highest implementation ratings among mission-aligned goals. This reflects strong alignment between CCCA's educational model and stakeholder expectations.  3. Safe and Inclusive Learning Environment Safety was consistently identified as one of the most important school characteristics. Stakeholders also highly valued a welcoming and inclusive environment, dedicated staff, and unique supports for learning. These findings indicate that students generally feel supported and experience a positive sense of belonging.  4. Academic Climate is Favorable Academic Climate received an overall rating of 3.46, approaching the ""mostly favorable"" range. Teachers rated academic climate more positively (3.74) than students (3.42), suggesting that instructional systems are generally effective while still leaving room for improvement in student experience. High standards and teacher support emerged as positive contributors to the academic environment.   Needs 1. Increase Student Engagement in Open Classroom Climate Open Classroom Climate received the lowest overall score (3.04) among major survey domains. Students rated this area slightly lower (3.01) than teachers (3.27). This suggests a need to increase opportunities for: Student voice and leadership, Classroom discussion and discourse, Perspective-taking and respectful debate, and Student ownership of learning. Strengthening these practices could improve engagement and further support college and career readiness competencies.  2. Close Perception Gaps Between Students and Adults Across multiple measures, adults viewed the school more positively than students. While the differences are not dramatic, the gap suggests the importance of gathering additional student feedback and increasing student participation in decision-making processes.  Student focus groups and regular climate check-ins may help identify specific areas for improvement.  3. Strengthen Academic Rigor and Critical Thinking Opportunities Stakeholders identified academic growth, critical thinking, and practical life skills as highly important student outcomes. Although academic climate ratings were positive overall, academic rigor was not rated as other categories."|We have to improve our parent participation rate. As a result we will incorporate these surveys into the biannual portfolio meetings to ensure a much higher percentage of parents are completing the survey. Continued emphasis on rigorous instruction, project-based learning, and real-world problem solving may help strengthen this area.|Met||2026-06-01|2026
34672800000000|Arcohe Union Elementary|6|1. Overall Key Indicators (All Students)The local climate data tracks critical elements of engagement, supports, and safety for general cohorts across elementary and secondary groups:School Connectedness & Motivation: In secondary grade levels, overall school connectedness remains stable across grades (73% in 6th grade and 74% in 7th grade). Academic motivation follows a similar pattern at 70% for 6th grade and 71% for 7th grade students.  Adult Supports & Environment: Students report positive relationships with staff, with caring adult relationships marked at 72% (6th grade) and 76% (7th grade) , alongside high academic expectations (84% and 82% respectively).  Perceived School Safety: A majority of middle schoolers find their campus environment safe, with 73% of 6th graders and 83% of 7th graders perceiving the school as safe or very safe.    2. Results Disaggregated by Student GroupsTo ensure programmatic equity, the district reports data broken down across specific student subgroups:Race/Ethnicity: Variations are tracked among major demographics. For instance, in the 6th grade cohort, White students reported a higher rate of school connectedness (83%) compared to Hispanic or Latino/a students (65%). However, by 7th grade, both demographics reported comparable indicators of academic motivation (75% for Hispanic/Latino/a and 74% for White students).  Gender Identity: Key behaviors and health routines differ across gender lines. For example, 7th-grade female students reported slightly higher rates of current alcohol use in the past 30 days (13%) compared to their male peers (5%).  Special Populations & Contexts: The district maintains cross-tabulated dashboards for program designations including English Learners (EL) , Long-Term English Learners (LTEL) , students with an Individualized Education Plan (IEP) , Parental Education levels , and general Living Situations  to isolate and address systemic service barriers.    3. Subset Analysis of Specific School Climate ItemsA focused look at local environmental pain points reveals targeted areas for intervention:School Boredom: Chronic disengagement presents a rising trend as students age. While 31% of 6th graders experience a high degree of school boredom, that figure grows to 33% by 7th grade.  Chronic Sadness & Well-Being: Social-emotional vulnerability fluctuates significantly by demographic. For example, 38% of Hispanic or Latino/a 7th graders reported chronic sadness or hopelessness over the past 12 months, compared to 0% of White 7th graders in the same reporting sample.|"Identified Areas of Strength The data underscores several institutional environments where the district performs consistently well:  High Academic Expectations: Staff hold strong performance standards across secondary levels. Overall, 84% of 6th graders and 82% of 7th graders report that school staff maintain high academic expectations for them.  Stable Core Engagement: Baseline engagement markers indicate a steady foundation. School connectedness spans across 73% of 6th graders and 74% of 7th graders, while general academic motivation mirrors these numbers at 70% and 71% respectively.  Perceived Campus Safety: Middle schoolers largely identify their campuses as secure environments, with 73% of 6th graders and 83% of 7th graders categorizing their school as safe or very safe.  Adult Supports: Caring relationships with staff are highly visible, as reported by 72% of 6th graders and 76% of 7th graders.  Identified Needs and Equity Gaps (Disaggregated Findings) When data is disaggregated across specific student populations, notable vulnerabilities and disparities surface:  Race & Ethnicity Disparities: Subgroup analysis isolates an engagement gap between major student cohorts. In the 6th grade, White students report high school connectedness at 83%, whereas Hispanic or Latino/a peers report a notably lower connectedness rate of 65%.  Escalating Absenteeism: Attendance patterns worsen considerably between grades. Current absenteeism (missing school 3 or more times in the past 30 days) shifts dramatically from a low 7% in the 6th grade to a critical 23% by the 7th grade, heavily driven by illness (affecting 52% of 7th graders).  Social-Emotional & Well-Being Variance: Severe mental health discrepancies emerge along gender lines. While 8% of male 6th graders experience chronic sadness or hopelessness, 18% of female 6th graders experience it. This gap expands in the 7th grade to 6% of males versus 25% of females. Suicidal ideation also manifests during this period, affecting 10% of 7th-grade females compared to 6% of males.  Pervasive School Boredom: Chronic disengagement presents an institutional barrier. School boredom affects 31% of 6th graders and ticks upward to 33% among 7th-grade cohorts. Furthermore, 11% of 6th graders and 15% of 7th graders actively express that school is ""worthless and a waste of time"".  Summary of Key Learnings While the district successfully cultivates safe spaces and projects high academic standards, the aggregated numbers hide critical equity divisions. Moving forward, localized interventions must look beyond general averages to directly resolve the intensifying mental health and absenteeism struggles impacting secondary female cohorts, alongside the lower campus connectedness reported by Hispanic and Latino/a student populations."|Based on the key learnings and equity gaps identified in the 2024–2025 California Healthy Kids Survey (CHKS) data for Arcohe Union Elementary School District, the Local Educational Agency (LEA) has outlined strategic modifications to its plans, policies, and procedures for continuous improvement.  1. Targeted Mental Health Initiatives and Gender-Specific Supports Procedural Change: To address severe social-emotional health discrepancies—specifically the elevated rates of chronic sadness, hopelessness, and suicidal ideation reported by secondary female cohorts—the LEA is restructuring its mental health delivery workflows.  Action Steps: The district will implement universal social-emotional screening tools to identify early signs of distress. Partnerships with external counseling agencies are being expanded to provide gender-specific peer support groups and targeted therapy. Additionally, site administrators will embed evidence-based trauma-informed care and suicide prevention modules directly into middle school health curriculums.  2. Strategic Absenteeism Policy Reform Policy Change: To counteract the critical increase in absenteeism observed between the 6th and 7th grades (largely driven by student illness), the LEA is shifting from a punitive truancy framework to a proactive, health-centered intervention policy.  Action Steps: The district is launching a Multi-Tiered System of Supports (MTSS) attendance team tasked with conducting rapid outreach when a middle schooler misses consecutive days. Procedures are being updated to include coordinated wellness checks, providing families with immediate access to school nursing services and wellness resources to mitigate chronic, illness-related absences.  3. Culturally Responsive Engagement and Connection Frameworks Existing Plan Revision: In response to the clear engagement gap where Hispanic or Latino/a students reported a significantly lower school connectedness rate (65%) than their White peers (83%), the LEA is revising its Local Control and Accountability Plan (LCAP) to explicitly prioritize culturally responsive practices.  Action Steps: The district is establishing a Diversity, Equity, and Inclusion (DEI) stakeholder committee to audit current campus environments. Professional development policies are being modified to require ongoing staff training in culturally responsive teaching. Furthermore, schools will increase bilingual outreach and establish family engagement events designed to involve underrepresented demographic groups in campus decision-making.  4. Curriculum Overhaul to Combat School Boredom Instructional Procedure Change: To tackle the pervasive school boredom and chronic disengagement affecting nearly a third of the middle school cohort, the district is transitioning away from rigid, lecture-heavy instructional methods.|Met||2026-06-17|2026
34673140000000|Elk Grove Unified|6|In Spring 2025, students, staff, and parents were administered a comprehensive, end-of-year survey that included questions concerning school climate. The overall student climate favorability rating was 74%.   By ethnicity, the percentage was 70% for African American students, 71% for American Indian students, 76% for Asian students, 77% for Filipino students, 73% for Hispanic students, 75% for Pacific Islander students, 74% for White students, and 74% for students of Two or More ethnicities. For other student groups, the overall favorability rating was 71% for English Learner (EL) students, 71% for Long-Term EL students, 73% for Foster Youth, 69% for Homeless, 73% for socioeconomically disadvantaged (SED) students, and 69% for students with disabilities (SWD).|On the student climate survey, three items stood out as strengths with regards to favorability: 1) knowing expectations for behavior in class (93%), 2) knowing class rules (92%), and 3) teachers treating students with respect (90%). The two items with the lowest favorability ratings were: 1) having feelings hurt on campus (58% indicating they have) and 2) feeling close to people in class (55% indicating that they do).  Parent perception of school climate is one of the district’s strengths. The overall parent climate favorability was 92%. The favorability ratings ranged from 90% for African American parents to 96% for Asian and Filipino parents. The item with the highest rating was “school staff treats me with respect” (95%), while the item with the lowest rating was “at this school, discipline is fair” (87%).|The primary initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which is one domain of the district’s Multi-Tiered System of Supports (MTSS), and is evaluated annually by EGUSD. PBIS implementation remains high across the district—for 2024-25, 97% of schools were found to be implementing with fidelity, the same as for 2023-24. The PBIS evaluation findings showed that increased program implementation is associated with improved school climate measures. Implementation of schoolwide Tier 1 PBIS has been found to be positively and significantly associated with more favorable student climate measures, and lower suspension rates. The district will focus on sustaining full implementation of Tier 1 PBIS at sites, deepening our understanding of implementation through a focus on student voice, and transitioning to full implementation of Tier 2 as well as training of Tier 3. Moving forward, the district will implement an enhanced PBIS Tiered Fidelity Inventory (TFI), which assesses PBIS implementation across all three tiers, as well as use our formative survey measures (Rapid Cycle Measures) to monitor the implementation of PBIS and restorative practices.   Another initiative to improve school climate is promoting educational equity. A districtwide restorative practices implementation also began, with the focus on professional development opportunities for site and district staff.  In addition, the district expanded several equity programs to promote a sense of belonging for prioritized groups. Programs have consisted of building affinity spaces for Black students (e.g., Black Student Unions, extending to elementary schools), families (e.g., continuation of Families of Black Students United), and staff (e.g., development of the Black Employee Affinity Group). Additional contracted support has been provided to attend to the socio-emotional needs of students of African ancestry. The Native American Education Program has extended to developing high school Native Student clubs. The Young Men Rising program (including The Young Men of Color program) has been expanded and incorporates goal setting and mentorship. Student Equity Councils (SECs), where students and staff partner to recognize inequities and create a welcoming environment, continued at the high schools and have been extended to middle and elementary schools. There are currently active affinity groups for Black, Latino, Asian American Pacific Islander, and LGBTQ+ employees.|Met||2026-06-23|2026
34673140111732|California Montessori Project - Elk Grove Campus|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.    Key strengths emerging from the Spring 2026 data include:  Elementary Students (Grades 3-6): 91% of students reported that their school wants them to do well, and 84% reported that their school has clear rules for behavior. 83% of students reported feeling safe at school, an increase from 74% in Spring 2025. 83% agreed there is an adult at school who will help them if needed.  Middle School Students (Grades 7-8): Middle school students reported strong scores in social/civic learning, with 95% agreeing they believe in helping others, 94% reporting they treat other students fairly, and 92% indicating that honesty and openness to different perspectives are important to them. 89% reported getting along well with other students, and 82% reported feeling safe from physical concerns at school — an improvement from prior years.|The Spring 2026 school climate survey data was shared with families and staff. Key learnings are summarized below. Elementary Students (Grades 3-6) — Strengths:  My school wants me to do well (91%) My school has clear rules for behavior (84%) Teachers treat me with respect (83%) I feel safe at school (80%, up from 74% in Spring 2025)  Elementary Students (Grades 3-6) — Areas for Growth:  Students in my class behave so teachers can teach (36%) Students treat each other well (54%) Good behavior is noticed at my school (57%)  Middle School Students (Grades 7-8) — Strengths:  I believe in helping others (95%) I treat other students fairly (94%) I get along with other students (89%) My school has clear rules for behavior (80%)  Middle School Students (Grades 7-8) — Areas for Growth:  Most days I look forward to going to school (47%) Students take pride in keeping our school building in good condition (28%) The behaviors in my classroom allow teachers to teach (55%)  Families — Strengths:  I attend parent/teacher conferences (98%) My student feels safe going to and from school (97%) Teachers keep their classrooms clean and organized (97%)  Families — Areas for Growth:  School rules are consistently enforced (69%) All students are treated fairly (75%) Staff communicate well with parents (79%)  Staff — Strengths:  I get along well with other staff members (96%) I enjoy working in teams (95%) Teachers treat students fairly regardless of race, ethnicity, or culture (93%)  Staff — Areas for Growth:  Students demonstrate behaviors that allow teachers to teach (60%) If I report unsafe or dangerous behaviors, the problem will be addressed (73%) Students take pride in keeping our school building in good condition (28%)  Key Takeaways:  Consistent themes emerge across all groups. Classroom behavior and its impact on learning is the most persistent concern, flagged by students, staff, and educational partners alike. Recognition of good behavior and consistent rule enforcement remain areas for growth. Family feedback also points to a desire for improved communication regarding student incidents. These findings will inform CMP's 2026-27 goal-setting, particularly around PBIS implementation, restorative practices, and enrichment programming.|CMP will use the findings from the Spring 2026 school climate survey and educational partner feedback to inform continuous improvement efforts across the network for the 2026-27 school year.  In response to persistent concerns around classroom behavior and its impact on the learning environment — identified across student, family, and staff survey responses as well as open-ended educational partner feedback — CMP will continue to strengthen its PBIS implementation at all tiers. PBIS Tier 2 teams will continue meeting monthly to review student progress, and intervention teams will continue meeting monthly with administration to monitor program implementation. RTI review meetings will be held with staff to ensure consistent progress monitoring across the school year.  CMP's Restorative Practices Coordinator will continue supporting staff in building restorative practices into the school culture, with a focus on consistent rule enforcement, improved supervision, and strengthening relationships between students and adults — areas directly reflected in both survey data and educational partner feedback.  In response to family and student feedback expressing a desire for expanded enrichment opportunities, CMP will explore growth in music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. Expanding enrichment programming is also recognized as a strategy for engaging underrepresented families and supporting the whole child.  CMP will reintroduce Parent Cafes in 2026-27 as a structured forum for ongoing family input, with topics informed by educational partner feedback. This, combined with continued use of annual culture and climate surveys and virtual LCAP engagement sessions, will ensure that educational partner voices continue to shape school improvement planning on an ongoing basis.|Met||2026-06-22|2026
34673140137281|SAVA - Sacramento Academic and Vocational Academy - EGUSD|6|The 2025 Hanover local climate survey results for SAVA Elk Grove provide valuable insights into the school’s overall culture and climate. Feedback from students, parents, and staff highlights a strong sense of safety, fairness, and support across the community, along with areas for continued growth in curriculum and academic rigor.  Student Survey Highlights:  88% of students reported that they feel safe at school.  70% of students agreed that students respect teachers and staff.  83% of students agreed that all students are treated fairly by staff.  Parent/Guardian Survey Highlights:  88% of parents agreed or strongly agreed that staff care about their child’s success.  89% of parents agreed that staff treat students with respect.  93% of parents felt that their child is encouraged and supported at SAVA.  Staff Survey Highlights:  80% of staff reported feeling safe at school.  82% agreed that staff are treated fairly.  52% of staff feel the school is effectively educating the students, pointing to a continued need to increase rigor and quality  Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5.|Analysis of the 2025 Hanover survey data for SAVA Elk Grove reinforces several key strengths in school climate while also highlighting important areas for continued growth. A major strength continues to be the positive perception among students and families regarding respect, safety, and adult support. Over 88% of students reported feeling safe at school and stated that students are treated fairly, while over 88% of parents agreed that staff care about their child’s success. This reflects the strong relational culture built through SAVA’s personalized learning model, student support systems, and intentional staff-student connections.  Another key area of strength is the increased engagement in School Site Council (SSC), student-led activities, and input-driven program design. Students are increasingly participating in shaping their school experiences through SST/504/IEP processes, club leadership, and program feedback opportunities. Families, too, have shown higher rates of participation in advisory and feedback structures like SSC and ELAC, indicating stronger trust and connection with school leadership.  However, disaggregated data and local academic trends reveal several continued needs:  Rigorous Academic Preparation: While school climate is strong, there remains a need to expand challenging coursework, especially in math. This aligns with CAASPP data showing that only 3.79% of SAVA students are proficient in math, compared to 35.61% in ELA. The gap in math performance across all subgroups, particularly among English learners and socioeconomically disadvantaged students, underscores the need to deepen Tier 1 instruction and implement targeted math interventions through SAVA’s MTSS framework.  College and Career Readiness: SAVA’s one-year cohort graduation rate at EGUSD remains high (95%), but the percentage of students graduating College and Career Prepared (CCI Prepared) is still below goal. As part of our three-year plan, we are focused on expanding access to rigorous academics, dual enrollment, and high-quality CTE pathways to meet our goal of 100% of students graduating CCI Prepared by 2028.  Student Voice in Problem-Solving: While students are actively involved in events and support processes, survey data suggest a need to further engage them in schoolwide problem-solving and planning. SAVA will continue to build systems for student leadership and feedback loops to ensure their voices shape policy, classroom design, and cultural norms.  In response to these findings, SAVA Elk Grove is investing in strategic academic interventions, expanding its MTSS model, and embedding family and student engagement into school improvement efforts. These next steps reflect both the progress and challenges of serving an academically vulnerable student population while continuing to build a culture of excellence, equity, and connection.|Based on the analysis of local survey data and identified learner needs, SAVA Elk Grove will implement several refinements to its current plans and procedures to ensure continuous improvement across school climate, academic outcomes, and college and career readiness. These changes are focused on addressing the ongoing need for academic rigor, improved math outcomes, and deeper engagement from underrepresented families and students.  Key actions include:  Strengthening Math Instruction and Intervention: In response to consistently low math proficiency (2.87%) and the identified need for more rigorous coursework, SAVA will expand its Tier 2 and Tier 3 math interventions within the MTSS framework. Professional development for staff will focus on math instructional strategies, including use of diagnostic tools, scaffolded curriculum, and small group instruction.  Deepening Dual Enrollment and CTE Access: To meet our goal of 100% of students graduating College and Career Prepared by 2028, SAVA will increase access to dual enrollment courses and career technical education (CTE) pathways. This includes launching a CTE-linked BYF (Build Your Future) support course and offering additional on-site DE sections aligned with student interests and labor market demands.  Improving Early Grade and Middle School Pathway Exploration: In order to increase long-term student engagement, SAVA will implement more structured college and career exploration in middle school and 9th grade. This includes field trips, hands-on exposure to pathways, and integration of CCR discussions into advisory periods and cohort lessons.  Enhancing Student Voice and Problem-Solving Structures: While students are actively engaged in events and support plans, we will formalize more student-led spaces for feedback, including student advisory panels and structured participation in schoolwide planning conversations (e.g., master scheduling, engagement strategies, and restorative practices).  Family Engagement Systems: To build on the increase in SSC and DELAC participation, SAVA will adopt clearer systems for family communication and outreach, especially for underrepresented families. These include multilingual outreach tools, proactive use of interpreters, home visits, and family workshops centered on graduation planning, academic support, and mental health services.  Together, these changes reflect a targeted effort to respond to climate survey insights, academic performance gaps, and stakeholder feedback. They will be embedded into our School Plan for Student Achievement (SPSA), LCAP goals, and site-level continuous improvement cycles.|Met||2026-06-16|2026
34673146112254|Elk Grove Charter Academy|6|EGCA is included in EGUSD’s district-wide climate surveys during the school year. For the LCAP Local Indicators, EGCA looked at the school climate data by theme including overall satisfaction of the program by students, staff, and parents. Student favorability of the climate of academic support at 72% (2% decline from the previous year), safety at 75%, and school connectedness and sense of belonging at 58%.  Over time, favorability rates on Climate have ranged from 65% to 73%.  Overall staff favorability was 91%; with climate reported at 91%, and connectedness at 74%. However, Connectedness has decreased over the LCAP cycle. With a small staff size and recent turn-over of staff members through the transfer process may be attributed to the swing in favorability.   Parent overall favorability decreased to 90%, but climate of support and safety scores were79% and 92% respectively. Climate of support favorability are indicative of non-classroom based programs.|Data is very indicative of non-classroom based programs with high safety scores because students are not typically on campus everyday and low support because students are not on campus everyday. However, EGCA’s high connectedness scores show families are pleased with the current systems in place.|EGCA will continue to provide a variety of support for students and families including improved access through in-person and on-line. EGCA’s tutoring program and implementation of not only staff led tutoring, but also on-line AI tutoring through Varsity tutors will help student achievement and support.|Met||2026-06-23|2026
34673220000000|Elverta Joint Elementary|6|The underrepresented families are a focal point for the staff of the Elverta JESD. Seeking a higher level of understanding of the needs of these families and how the district can better support the students is a cornerstone of the continued success of the district. Being assertive early-on in the school year towards welcoming and meeting with the underrepresented families individually or in small group settings will set a tone of caring, relevance, and trust in wanting to include these families in our district culture and family.|The learnings that have taken place shows a need to continue mental, social, and emotional supports for all students. Many students are in need of ELD support as new arrivals continue to enroll. Students need additional small group instruction and bi-lingual supports in the classroom. Continued support with discipline, bullying, and finding avenues to work through peer to peer issue have been identified as a continued focus.|Plans will continue to evolve as our culture and student population diversifies. Community engagement and collaboration is important as we continue to meet the needs of a diversifying population. Supporting the emotional and mental needs of students and staff in a priority too.|Met||2026-06-17|2026
34673300000000|Folsom-Cordova Unified|6|Prompt 1: Data 2024-2025 Caring adult on campus(yes most/all of the time) 5th grade: 71% 7th grade: 64% 9th grade: 55% 11th grade: 64% Non-Traditional: 58% Parents: 41% Staff: 50%  (Caring Adult relationships) Feel Safe: “Very Safe” or “Safe” 5th grade: 81% 7th grade: 61% 9th grade: 65% 11th grade: 66% Non-Traditional: 50% Parents: 40% Staff: 45% (Safe place for students)  Student connectedness 5th grade: 76% 7th grade: 61% 9th grade: 60% 11th grade: 61% Non-Traditional: 38%|Prompt 2: Meaning 2024-2025 Survey participants included 1143 Elementary Students, 1548 Middle School Students, 3156 High School Students, 104n non-traditional, 1981 Parent/Guardians, 1178 FCUSD Staff.  Student Connectedness: The rate of students reporting feeling close to people at school/feeling happy to be at school varied in all grades; The aggregate data sub-groups show English-learning population reports school connectedness less often than their non-English learning peers.  Perceived Safety: Analysis of the aggregate data, students in all grades, except non-traditional students, report they feel safe at school most of the time/all of the time.  The English learner sub-group, as well as the Latino subgroup, reported 'very safe' 'safe' less often than their peers. Substance Use: Students who reported experiencing chronic sadness reported current vaping, marijuana, and tobacco use more than students who were not experiencing chronic sadness.|Prompt 3: Changes Present data at School Site Council Meetings.  FCUSD will shift from annual implementation of the CalSchls trio of surveys (CHKS, parent, and staff surveys) to a every other year implementation|Met|n/a|2026-06-18|2026
34673300106757|Folsom Cordova K-8 Community Charter|6|FCCC conducts an annual parent survey to collect data on school climate. This year's survey responses showed 100% of parents of TK-8th grade students reported that their student feels safe and connected at school. Survey respondents represented 12% socio-economically disadvantaged, 40% students with disabilities.|Areas of strength for all FCCC student groups is the feeling of connectedness with FCCC staff and feeling safe on campus. Three parents of a student with a disabilities requested continued socio-emotional supports for students. This is an area that FCCC staff and teachers will continue to improve on for all students.|Upon analysis of the parent survey data, FCCC will continue to cultivate a safe and welcoming school where students and families feel valued and included. The survey data confirms that the work FCCC staff does around socio-emotional learning, in engaging families in their students' education, and in providing mental health supports generates a high sense of safety and connectedness. FCCC staff and teachers will work to improve communication of academic grade level standards and student progress.|Met||2026-06-18|2026
34673300142208|New Pacific Charter - Rancho Cordova|6|In the spring of 2026, New Pacific Rancho Cordova conducted a survey among students in grades 3-6 to assess their perceptions of school connectedness and safety. The results were as follows:  School Safety and Connection:  95% of students overall felt connected and safe 95% of SED (socioeconomically disadvantaged) students connected and safe. 100% of Hispanic students felt connected and safe. 100% of EL (English Learner) students felt connected and safe. 100% of Black students felt connected and safe, a large increase over last year's result of 57%.|One key insight from the survey is that the majority of students feel a sense of safety at New Pacific Charter Rancho Cordova. While it is encouraging that the great majority of students felt safe and connected there is still room for improvement in both areas.|New Pacific Rancho Cordova is committed to ensuring that all students experience a strong sense of safety, connection, and belonging. As part of this commitment, the school will conduct a focused review of interactions and school climate data to identify areas of strength and improvement specific to the experiences of Black students. This includes gathering student voice through surveys and listening sessions, reviewing discipline and engagement data, and providing staff with professional development on culturally responsive practices.|Met||2026-06-08|2026
34673480000000|Galt Joint Union Elementary|6|"The California Healthy Kids Survey (CHKS) is administered annually to 5th-8th grade students. The survey results are providing us with great insight into areas of strength and areas that we need to strengthen.  2026 CalSCHLS Data: Percentage of students that participated in the survey:  Grades: 5th: 74% 6th: 80% 7th: 77% 8th: 78%  Percentage responding “Agree or Strongly Agree"" or ""Pretty Much True or Very Much True"" Goal=80% -Students feel connected to school: Grade 5 =72%, Grade 6 = 71%, Grade 7 =54%, Grade 8 =57% -Students are academically motivated: Grade 5 =82%, Grade 6 = 82%, Grade 7 =62%, Grade 8 =61 % -Students have a caring adult in school: Grade 5 = 71%, Grade 6 = 69%, Grade 7 =58 %, Grade 8 = 58% -Students have social and emotional learning supports: Grade 5=74% =, Grade 6 =72% %, (indicator not available for 7th and 8th) -My school has an anti-bullying climate: Grade 5 = 70%, Grade 6 = 67%. Experienced any harassment or bullying – Grade  7=41%,Grade 8 = 28% -I feel safe at school: Grade 5 = 80%, Grade 6 = 77%, Grade 7 =61%, Grade 8 = 68% Cyberbullying is a problem: Grade 5 = 20%, Grade 6 = 28%, Grade 7 = 25%, Grade 8 =21%"|District Strengths Based on the Student Survey Data  5th-6th Grades: High expectations-adults in school Academic motivation Feel safe at school Students treated with respect  7th-8th Grades: High expectations Academic motivation School perceived as very safe or safe  Some areas of concern that are being addressed through LCAP actions and services: Meaningful Participation 44% for 5th; 42nd% for 6th; 23% for 7th; 21% for 8th. School boredom: 48% for 5th; 64% for 6th; 44% for 7th; 49% for 8th.|Informing LCAP Development:   CalSCHLS Survey results, feedback from multiple stakeholder groups and the recent district assessment data have contributed greatly in the annual review and reflection and update of the 26-27 LCAP. This ongoing analysis and reflection of successes and challenges shaped the two broad goals proposed in the new LCAP and the subsequent actions. • Engaging all learners with a focus on academic rigor using inclusive practices in a variety of learning environments • Promoting PreK-8 whole learner development through social and emotional learning opportunities in a variety of safe learning environments.  These actions are designed to provide a safe and supportive learning environment that promotes high expectations, access to enrichment and extracurricular opportunities, and meaningful learning experiences both inside and outside of the classroom.|Met||2026-06-17|2026
34673550000000|Galt Joint Union High|6|Galt Joint Unified School District annually provides Families, Teachers, Staff and Students with a Local Climate Survey (Panorama). For the 2025-26 school year, there were 1639 total student responses. In the first section of the survey,  fifty-one percent of students responded favorably to questions about school safety. Hispanic, White, and Asian students responded similarly, however African American/Black students indicated they felt less favorable abut school safety than their peers.  Questions about school violence and physical fights showed that 76% of students responded that they are almost never worried about school violence on campus, which is a positive gain of 14% from last year. When asked this local question on the survey, “Is there at least one adult on campus that you could reach out to for support of needed?” students responded favorably at 81%. White, Hispanic, Black and  Pacific Islander and Multi-Race students responded at 80% or above, Asian students responded in the 70th percentile. When asked about school rigorous expectations 50% students responded that they felt staff and teachers had high expectations for their academic performance at school. The average student response for “How do you value schooling – is it interesting, important and useful?” was 45% favorable, and the average response for how students perceived the overall social and learning climate of the school was also 45% favorable.  Students’ favorable responses on the Panorama climate survey are up  this year across all categories as compared to the 2024-25 school year. In fact,  30% (up 6% from last year) of students responded favorably to the school belonging questions which focused on whether or not they feel valued by member of the school community. The in-person student focus groups conducted in spring 2026 revealed that 72% of students believed more student clubs, and programs were needed to help students feel more welcomed and involved at their school. There was a noticeable majority of students who stated the schools focus too much on Agricultural programs and athletics and need to have more focus on music, world language/cultural heritage and the Arts.|Overall students report that they rarely worry about violence at their school, however African American students are  more concerned about school violence than their peers. When asked if  teachers had high  expectations for them, only 45% of African American/Black students responded favorably (significantly up from last year) while 48% of Hispanic students, 55% of white students and 53% of Asian students responded favorably questions about high teacher expectations. With regards to the valuing of school, 445% of students responded that it is quite important to value school which is also an increase over last year. The small percentage of Filipino students in the District responded with the highest percentile for valuing school. Within the school climate band of questions, the 45% of students responded favorably to the question “How positive or negative is the energy of the school?” meaning they believed the school energy to be positive; however, this means that 55% of students were indifferent of felt the energy to be negative. When asked the school belonging question, “How much respect do students in your school show you?” 36% of students answered favorably,  (a 7% increase over last year) and when asked, “Overall, how much do you feel like you belong at our school?” 35% of students responded that they felt they “belonged quite a bit” or “completely belonged” which is a 10% increase over last year.” African American/Black students and Filipino students’ responses stated they felt the more connected to school than last year as evidenced by a 12% increase in responding favorably to school belonging. The in-person student focus groups this year revealed that students (72%) felt safe at school most of the time, however they didn’t value the use of technology in the same way they did before the Pandemic. Students stated they would like to return to more “paper and pencil” activities so their teacher would spend more time looking at and valuing their work.  This year, the introduction of Positive Behavior Intervention and Supports (PBIS) this year across all schools has appeared to have influenced the positive responses to the questions on the Panorama survey specifically about PBIS  - as the questions regarding the new program saw majority of responses to the program elements as favorable.|The District is committed to hearing student voice throughout the school year. In person student focus groups are conducted each year in  May to determine student trends on how students are feeling (positive or negative) about the school year, what expectations teachers have for them, and their overall concerns regarding school climate and sense of  belonging. Additionally, more students will be encouraged to attend the District Advisory Committee meetings and District English Learner Advisory Committee meetings in 2026-27 to help them understand that their voice is important to the School District. New programs such a Safe School Ambassadors and Breaking Down the Walls have also helped to lower negative behaviors on campuses. To additionally address the issues around school safety, disruptive behaviors and negative responses to the survey questions, the District  deployed a large-scale Positive Behavior Intervention and Supports program across all schools. Teachers and Staff will also utilize student behavior and achievement data analysis to guide the District to make course corrections in discipline procedures, and  programmatic and instructional changes as needed in order to move forward with continuous improvement.  The 2025-25 school year has seen noticeable drops in suspensions with the District suspension rate at an all-time low of 2.3% .|Met|Galt Joint Union High School District appears to be reaping the benefits of the re-designed school behavior matrix from 2023-24 as now suspension rates are at an all time low at all schools, and the District's aggregate suspension rate is only 2.3% for 2025-26.|2026-06-25|2026
34674130000000|River Delta Joint Unified|6|River Delta Unified School District administered the California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS), and California School Parent Survey (CSPS) during winter 2026. Surveys addressed school safety, connectedness, school climate, parent engagement, and alcohol, tobacco, and drug use. Students in grades 5, 7, 9, and 11 participated.  Overall, elementary students reported stronger perceptions of school climate than secondary students. Eighty-four percent of elementary students reported feeling safe at school compared to 55% of middle school and 66.5% of high school students. Elementary students also reported higher levels of caring adults (87%) and school connectedness (79%) than students in grades 7-12. Latino students consistently reported lower levels of connectedness and caring adult relationships than White students, particularly at the elementary level, indicating an opportunity to strengthen relationships and belonging for all student groups.  Parents generally perceived schools as safe and supportive, with 96% of elementary, 81% of middle school, and 85% of high school parents reporting that their children are safe at school. Eighty-two percent of parents indicated that schools provide a supportive environment, while 76% believe schools promote academic success for all students. Parent perceptions of caring adults were stronger at the elementary level than at the secondary level. Latino parents reported feeling more welcomed to participate in school and viewed school learning environments more positively than White or Multiracial families, while Multiracial families reported the lowest levels of school engagement and academic motivation.  Survey results also identified areas requiring continued attention. Secondary students reported concerns related to bullying, physical fights, and fear of being harmed at school, with parents expressing similar concerns, particularly at the secondary level. Female students reported higher rates of chronic sadness and suicidal ideation than males, with seventh-grade students reporting the greatest need for mental health supports. Parent perceptions of racial and ethnic conflict increased from the previous year, although most secondary students reported they had not experienced race- or ethnicity-based harassment.  Substance use remains an area of concern. Parents identified vaping, drugs, and alcohol as significant issues at the high school level. While elementary students overwhelmingly viewed vaping as harmful, secondary students' perception of the risks associated with vaping declined from the previous year. Approximately 14% of secondary students reported consuming alcohol, and 5% reported ever using marijuana.  In response to survey findings, RDUSD is continuing to strengthen its Multi-Tiered System of Supports (MTSS), expand social-emotional and mental health supports, and improve school connectedness through relationship-centered practices.|From the analysis of data from the CHKS students are feeling less sadness and suicidality is on the rise again. Additional counseling services provided by RDUSD counselors and by SCOE clinicians may be impacting these indicators. Perceptions of school safety are similar to what they were in the 2024-26 school year. RDUSD will need to work with partners at SCOE to develop strategies to address bullying and conflicts. Student education on alcohol and drug awareness are needed. Additional efforts are needed to improve student perceptions of safety on campus.|Currently RDUSD is working on plans to update safety infrastructure district wide. The District is developing a more defined MTSS structure to address school culture and support student mental health. We are instituting restorative circles training for administrators and are working with our local TUPE program to train counselors on intervention programs to address tobacco and vaping. RDUSD is partnering with SCOE to assess and improve our use of restorative practices.|Met||2026-06-23|2026
34674130114660|Delta Elementary Charter|6|Based on local survey data, 92% of students felt safe on campus and connected to their school. In addition, 94% of students reported that they “trust teachers and the school staff” on campus. Students said they want to “do well in school” (96%), that “teachers provide extra help when I need it” (95%).|"While these results reflect a positive school climate, they also highlight areas for growth—particularly in strengthening peer relationships. 80% of students surveyed felt ""students treat each other with respect""."|We are tracking the second step lessons and using the lessons based on what we are noticing on the campus. We have implemented Kelvin survey's for quick student check-ins or pulses, and checking in individually with students that indicate they need to speak to an adult.|Met||2026-06-22|2026
34674210000000|Robla Elementary|6|The Robla School District utilized the Kelvin Education School Climate survey to gather student data on school safety, school climate as well as a student’s sense of school connectedness. Eighty-two percent of 3-6th grade students responded favorably in response to school safety (increase of 30% from prior year). When asked specifically about whether they felt their school had an anti-bullying climate, 58% of students agreed. This is a decrease of 8% from the prior year. We saw a significant increase in the percent of students responding favorably regarding school connectedness. Seventy-five percent of students felt they are valued members of the school community and feel connected to their school. This is up from the prior year response of 64% of students responding favorably.|School safety has been our greatest area of growth for the district. Student chronic absenteeism is down and overall school attendance is up. When looking at the data by student race, most of the data indicates that there is little variation in the ratings by student group. However, it is apparent that an area of focus going forward is to look at our school campuses and climate in response to the needs of our Pacific Islander and Students with disabilities students. Though we have added school events and a parent engagement activity around Asian and Pacific American Heritage month, we have additional work to do throughout the year and at the student level in relation to our site's everyday operations and the environment we create for our community. Our English learner population is experiencing a more significant deficit in academic performance along with our students with disabilities. We are further analyzing the data to determine the best approaches to support these student groups.|A site administrator and English learner support teacher from each school site has been participating in a county network to address the disproportionately in our English learner academic outcomes. The district implemented new instructional strategies during designated English language development to target the language needs of our English learners. We are also implementing a new instructional model based on the art and science of teaching to improve the overall academic experience for all of our learners. The district has engaged in a partnership with Changing Perspectives to focus on providing an inclusive learning environment that supports learners with a diverse set of needs. Additional support and professional learning for our staff in the special education setting has enhanced the academic environment we provide for our students with identified academic and/or physical needs. We are committed to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. This program is designed to improve social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. In addition, we have recognized the need for additional staff support at each school site with the addition of a full-time Assistant Principal at each school. With the support of the Sacramento County Office of Education, we have added a School Clinician to each school site. As registered therapists, they provide direct support to identified students. Training on behavior management and de-escalation strategies has been made available for all staff, certificated and classified.|Met||2026-06-25|2026
34674210132019|Paseo Grande Charter|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *98% of students reported that they felt connected to an adult at the school|This feedback mattered a great deal to the school, as both staff and leadership place a strong emphasis on creating an environment where students feel safe, respected, and genuinely welcomed. Building a positive school culture is not just a goal—it’s central to who we are and what we aim to provide for our students. We also understand that many of our students need additional outreach and support in order to feel connected, especially given the disruptions and challenges they have experienced in recent years, including the impact of the pandemic and prior school settings. In response, we continue to strengthen our use of trauma-informed practices across the school. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-29|2026
34674210137950|Marconi Learning Academy|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *100% of the students reported that they felt safe  *95% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 100% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-29|2026
34674210140178|New Hope Charter|6|Strengths: Students continue to feel connected to and supported by our NHCS community. Students also shared that they feel safe (physically and emotionally) while on campus.|Areas of Progress: An area of progress continues to be teaching students how to safely use technology, especially social media, outside of school.|As a result of this feedback from our students, we will: Build on our practices that promote student safety: 1. Access to counseling/mental health resources; 2. Social-Emotional Learning (SEL) curriculum and program; 3. Positive Behavioral Interventions & Support (PBIS) school-wide program.  Provide training for students and parents on the safe uses of technology, especially social media.|Met||2026-06-22|2026
34674390000000|Sacramento City Unified|6|SCUSD annually administers a local climate survey to assess student perceptions of safety and connectedness. In spring 2026, the survey was completed by 7,573 students in grades 3-12. The overall student participation rate was approximately 25%, providing the district a sample substantial enough to make generalizable conclusions with a 95% probability that the sample accurately reflects the attitude of the population (confidence level) within a range of +/- 3% (which is a typical range for a margin of error).|Overall, positive responses for both safety and connectedness (belonging) increased over previous survey results. For all students, there was a 1.2 percentage point increase – from 63% in 2024-25 to 64.2% in 2025-26 – in positive responses regarding safety. Additionally, there was a 1.5 percentage point increase – from 68.6% in 2024-25 to 70.1% in 2025-26 – in positive responses regarding belonging/connectedness. The district’s goal is to achieve a positive response rate of at least 80%.|SCUSD uses the results from the local climate survey with school sites as part of their needs assessment process. This process is a key component of the district’s CCI and helps sites to form school climate/culture goals. These goals are supported by the district’s SEL, PBIS, and School Safety Initiatives. District efforts to increase student engagement through a range of expanded/extended learning opportunities, decrease chronic absenteeism as a focal point of the differentiated assistance process, and to address issues of bullying through training and prevention will all be continued. Ongoing areas of need and focus include: 1) Focus work with teachers and staff around Trauma Informed Practices and Culturally Responsive Teaching 2) Expand Implicit Bias professional learning 3) Create opportunities for the schools to share best practices. 4) Continue training and explicit practice to develop growth mindsets for students and staff.|Met||2026-06-18|2026
34674390101048|St. HOPE Public School 7|6|In 2025-26 4th, 6th and 7th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups.|A focus area of the survey is gauging scholars' perception of school connectedness. 72% of scholars feel that adults at the school care and respect them and 49% feel that they have a teacher or administrator they can talk to if they have a problem.  Most scholars (61%) feel that their accomplishments at school are recognized.  Most scholars, however, do not feel that their classmates encourage them to do their best in school (37%)  A larger percent of scholars (85%) feel that staff have high expectations for them.  Survey responses indicate that scholars feel more connected this year, than last.  Many scholars (65%) feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school.    Finally, only 42% of scholars feel that the school and buildings are clean and in good condition.  The difference between the responses from the elementary school (4th  grade) and the middle school (6th and 7th grade) is significant, though.  The elementary site is brand new and 71% of scholars feel the school is clean and in good condition, whereas only 26% of middle school students feel this way.  The elementary and middle schools are on different campuses, although both are maintained by SCUSD. Despite their feelings, the school’s Facility Inspection Tool (FIT) regularly comes back as being in good condition and clean for both locations.|We want our scholars to feel safe, secure and connected on campus.  The data indicates that this is not always the case and we need to focus on scholar perceptions of school culture.  Moving into the 2026-27 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are communicated to scholars and families.  In addition, we have implemented a number of safety measures including: limited access to the middle school campus through an electronic gate at the entrances to the parking lots that requires visitors to request access, a new visitor management system to electronically check-in and identify all visitors to campus and more professional development for staff.|Met||2026-06-25|2026
34674390101295|Sol Aureus College Preparatory|6|SACPREP's current strengths in Building Partnerships for Student Outcomes include a strong college-preparatory mission, a shared focus on student success, and a school culture that supports regular communication and collaboration among staff and families. Sol Aureus College Preparatory is building partnerships through clear expectations, family communication, and support for learning at home.|Data that was received indicate overall strengths in school connectedness, student safety, and caring adult relationships. At the same time, disaggregated results highlight the need to more closely examine differences by student group to ensure that all students, including historically underserved groups, experience a consistently positive and supportive school climate.|Based on a review of local data, SACPREP will strengthen its continuous improvement process by expanding targeted family outreach, increasing opportunities for feedback from underrepresented groups, and reviewing climate data more regularly to identify gaps by student group. SACPREP will use these findings to refine communication practices, family engagement activities, and school climate supports so that plans, policies, and procedures better promote belonging and positive relationships for all students and families.|Met||2026-06-30|2026
34674390101881|Sacramento New Technology Early College High|6|Based on the provided data, the attendance rate stands at 94%, indicating that the majority of students regularly attend school. This is an improvement from last year and is mostly due to the LEAs ability to hire a staff member assigned specific to tracking attendance data and providing support and assistance to families.  The suspension rate is at 6.4%. This is an improvement from last year, and in an indication of improved culture and climate on the campus.  The sense of safety and school connectedness score is 85%, reflecting a positive perception among students regarding their safety and connection to the school community. This indicates that the school environment is generally perceived as secure and conducive to fostering relationships and engagement among students.  Similarly, the sense of belonging score is 84%, indicating that students feel a strong sense of belonging within the school community. This suggests that efforts to promote inclusivity and create a supportive school culture are yielding positive results, contributing to students' overall sense of well-being and connectedness.  Overall, while there are areas of strength such as perceived safety and sense of belonging, the data also highlights areas for improvement such as attendance and suspension rates. Conducting a comprehensive self-reflection on local indicators can help identify underlying factors and inform targeted interventions to further enhance the school climate and support student success.|Through the analysis of the provided data, several key learnings, identified needs, and areas of strength emerge:  Areas of Strength    - Sense of Safety and Belonging: The data indicates that students generally feel safe and have a strong sense of belonging within the school community. This suggests that efforts to create a supportive and inclusive environment have been successful.    - School Connectedness: The high score in school connectedness reflects positive relationships and engagement among students, contributing to a healthy school climate.  Identified Needs:    - Attendance Improvement: While the attendance rate is relatively high, there is still room for improvement to ensure that all students attend school regularly. Addressing factors contributing to absenteeism can help improve overall academic performance and student success.    - Disciplinary Practices: The suspension rate highlights a need to examine and potentially revise disciplinary practices to reduce the number of students facing suspension. Alternative approaches such as restorative justice or social-emotional learning programs could be explored to address behavioral issues more effectively.  Opportunities for Action:    - Promoting Attendance: Implement strategies to promote regular attendance, such as improving communication with families, addressing barriers to attendance (e.g., transportation issues), and implementing incentives for attendance.    - Reviewing Discipline Policies: Conduct a review of discipline policies and practices to ensure they are fair, consistent, and focused on positive behavior reinforcement rather than punitive measures.    - Supporting Mental Health and Well-being: Enhance efforts to support students' mental health and well-being, including providing access to counseling services, promoting social-emotional learning, and creating a culture of empathy and understanding.  Data-Informed Decision Making:    - Utilize data to inform decision-making and prioritize interventions based on identified needs. Regularly monitoring and analyzing school climate data can help track progress and measure the effectiveness of interventions over time.  By addressing identified needs while leveraging areas of strength, the school can create a more supportive and inclusive environment that promotes academic success and overall well-being for all students.|The changes made to address culture and climate issues are significant steps towards creating a more supportive and inclusive environment at the school:  1. Hiring a Full-Time Office Manager/Parent Advisor for Attendance Issues: This addition will provide dedicated support for addressing attendance issues, including tracking student attendance, identifying patterns or barriers to attendance, and implementing strategies to improve attendance rates. The parent advisor aspect of the role will involve engaging with families to understand their concerns and collaborate on solutions to support regular attendance.  2. Partnering with an Outside Agency to Provide Services for Black Families: This partnership acknowledges the specific needs of Black families and demonstrates a commitment to addressing disparities in access to resources and support. By partnering with an outside agency, the school can offer culturally responsive services tailored to the needs of Black families, such as counseling, academic support, or community outreach programs.  3. Hiring a Campus Monitor with Counseling Responsibilities: This dual role expands the traditional responsibilities of a campus monitor to include counseling students, providing mentorship, and offering support for social-emotional well-being. This proactive approach not only ensures student safety but also addresses underlying behavioral issues and fosters a positive school climate through supportive relationships.  These changes reflect a holistic approach to addressing culture and climate issues by focusing on proactive interventions, community engagement, and targeted support for specific student populations. By implementing these initiatives, the school aims to create a more inclusive and nurturing environment where all students feel valued, supported, and empowered to succeed academically and socially.|Met||2026-06-18|2026
34674390101899|George Washington Carver School of Arts and Science|6||||Not Met|||2026
34674390101907|The MET|6|The Met administered an online survey student survey in Spring 2026, to measure perceptions of school safety and connectedness. The following are the findings of the 94 students in grades 9-12 who participated in the fall 2025 survey: 94% agree/strongly agree they feel welcomed, or connected, at The Met. 96% agree/strongly agree feel that the school offers a safe atmosphere. These percentages are among the highest in the District. 95% agree/strongly agree that benefit from their internship experience.|Given not many students participated in the survey given by the district due to The MET student login not through SCUSD but from metsacramento.org this year, however the upcoming school year every student will be logging in with SCUSD login, more students will have access to the survey early on.  This will allow us to get a better read of how our students feel while on campus or being students at The MET.  This will be one of the areas we will work on to make sure we are close to 100% of our students agreeing to feel welcomed or connected to the MET.|We will all now have access to SCUSD login as a student from day one, allowing everyone to have access to all surveys put forward by our district.  We will ensure we put out our own surveys as the year goes on by each advisory so that the advisors can work on improving on a quarterly basis.|Met||2026-06-18|2026
34674390102038|Sacramento Charter High|6|In 2025-26, 11th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups.|A focus area of the survey is gauging scholars' perception of school connectedness. Most scholars feel that adults at the school care for and respect them (58% agree/strongly agree) and many feel that they have a teacher or administrator they can talk to if they have a problem (48% agree/strongly agree).  The majority of respondents that did not agree/strongly agree to these two questions were neutral (38% and 40%, respectively), rather than disagreed/strongly disagreed to the statements.  A fairly large number of scholars feel that their accomplishments at school are recognized (54%); however, a small percentage of scholars feel like their classmates are encouraging them to do their best (35%).  All of these responses increased over the past year’s survey results.  On campus, the majority of scholars, 71%, feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school.  Moving into the 2026-27 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are communicated to scholars and families.  Finally, only 25% of scholars feel that the schoolyard and building are clean and in good condition.  This is the same percentage as the previous year.|We want our scholars to feel safe, secure and connected on campus.  The data indicates that this is not always the case and we need to focus on scholar perceptions of school culture.  In addition, we have implemented a number of safety measures including: limited access to the campus through an electronic gate at the entrances to the parking lots that requires visitors to request access, a new visitor management system to electronically check-in and identify all visitors to campus and more professional development for staff.|Met||2026-06-25|2026
34674390102343|Aspire Capitol Heights Academy|6|Based on our most recent student survey data (Grades 3–8), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
34674390106898|The Language Academy of Sacramento|6|Excerpt from LAS LCAP Annual Update (Board, May, 2026) STUDENT ENGAGEMENT AND BUILDING CONFIDENCE AND LIFE SKILLS: DATA 1 - Attendance Rate Goal 95% DATA 2 - 94% of TK-Gr8 students participated in the student survey completion DATA 3 - Q1: 96% stated, “I like my school.” Q2: 98% stated in agreement that yes, “It’s important for me to read and write in Spanish.Q3: 97% stated yes to the statement, “It’s important for me to read and write in English.” Q4: 92% stated yes to, “I feel safe at school.” PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2026): 94% of families completed the annual school survey. Survey Data 2: 98% of families stated that they would recommend the school to others.|Evidence clearly shows overall stakeholder support and satisfaction of the school's mission and operation.|LAS intends to continue its exemplary overall performance.|Met||2026-06-25|2026
34674390111757|California Montessori Project - Capitol Campus|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.    Key strengths emerging from the Spring 2026 data include:  Elementary Students (Grades 3-6): 91% of students reported that their school wants them to do well, and 84% reported that their school has clear rules for behavior. 83% of students reported feeling safe at school, an increase from 74% in Spring 2025. 83% agreed there is an adult at school who will help them if needed.  Middle School Students (Grades 7-8): Middle school students reported strong scores in social/civic learning, with 95% agreeing they believe in helping others, 94% reporting they treat other students fairly, and 92% indicating that honesty and openness to different perspectives are important to them. 89% reported getting along well with other students, and 82% reported feeling safe from physical concerns at school — an improvement from prior years.|The Spring 2026 school climate survey data was shared with families and staff. Key learnings are summarized below. Elementary Students (Grades 3-6) — Strengths:  My school wants me to do well (91%) My school has clear rules for behavior (84%) Teachers treat me with respect (83%) I feel safe at school (80%, up from 74% in Spring 2025)  Elementary Students (Grades 3-6) — Areas for Growth:  Students in my class behave so teachers can teach (36%) Students treat each other well (54%) Good behavior is noticed at my school (57%)  Middle School Students (Grades 7-8) — Strengths:  I believe in helping others (95%) I treat other students fairly (94%) I get along with other students (89%) My school has clear rules for behavior (80%)  Middle School Students (Grades 7-8) — Areas for Growth:  Most days I look forward to going to school (47%) Students take pride in keeping our school building in good condition (28%) The behaviors in my classroom allow teachers to teach (55%)  Families — Strengths:  I attend parent/teacher conferences (98%) My student feels safe going to and from school (97%) Teachers keep their classrooms clean and organized (97%)  Families — Areas for Growth:  School rules are consistently enforced (69%) All students are treated fairly (75%) Staff communicate well with parents (79%)  Staff — Strengths:  I get along well with other staff members (96%) I enjoy working in teams (95%) Teachers treat students fairly regardless of race, ethnicity, or culture (93%)  Staff — Areas for Growth:  Students demonstrate behaviors that allow teachers to teach (60%) If I report unsafe or dangerous behaviors, the problem will be addressed (73%) Students take pride in keeping our school building in good condition (28%)  Key Takeaways:  Consistent themes emerge across all groups. Classroom behavior and its impact on learning is the most persistent concern, flagged by students, staff, and educational partners alike. Recognition of good behavior and consistent rule enforcement remain areas for growth. Family feedback also points to a desire for improved communication regarding student incidents. These findings will inform CMP's 2026-27 goal-setting, particularly around PBIS implementation, restorative practices, and enrichment programming.|CMP will use the findings from the Spring 2026 school climate survey and educational partner feedback to inform continuous improvement efforts across the network for the 2026-27 school year.  In response to persistent concerns around classroom behavior and its impact on the learning environment — identified across student, family, and staff survey responses as well as open-ended educational partner feedback — CMP will continue to strengthen its PBIS implementation at all tiers. PBIS Tier 2 teams will continue meeting monthly to review student progress, and intervention teams will continue meeting monthly with administration to monitor program implementation. RTI review meetings will be held with staff to ensure consistent progress monitoring across the school year.  CMP's Restorative Practices Coordinator will continue supporting staff in building restorative practices into the school culture, with a focus on consistent rule enforcement, improved supervision, and strengthening relationships between students and adults — areas directly reflected in both survey data and educational partner feedback.  In response to family and student feedback expressing a desire for expanded enrichment opportunities, CMP will explore growth in music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. Expanding enrichment programming is also recognized as a strategy for engaging underrepresented families and supporting the whole child.  CMP will reintroduce Parent Cafes in 2026-27 as a structured forum for ongoing family input, with topics informed by educational partner feedback. This, combined with continued use of annual culture and climate surveys and virtual LCAP engagement sessions, will ensure that educational partner voices continue to shape school improvement planning on an ongoing basis.|Met||2026-06-22|2026
34674390121665|Yav Pem Suab Academy - Preparing for the Future Charter|6|Yav Pem Suab Academy administered a local climate survey to 177 scholars in grades TK–6 during the 2025–2026 school year to measure perceptions of school safety, connectedness, engagement, and overall school climate. Survey results identified several areas of strength. Specifically, 68.9% of scholars agreed or strongly agreed that teachers and staff keep them safe, 80.2% agreed or strongly agreed that their teacher cares about them and helps them learn, and 87% agreed or strongly agreed that technology and study trips support their learning. Additionally, 87% of scholars agreed that they matter at YPSA, 97.2% reported wanting to earn good grades, and 70.6% strongly agreed that the principal cares about scholars and promotes LIFESKILLS throughout the school.|The survey results demonstrate that YPSA has established a positive learning environment where scholars feel supported by adults, value academic success, and benefit from engaging learning experiences. The school's emphasis on LIFESKILLS, study trips, technology integration, and positive adult-scholar relationships continues to be a significant strength. High levels of agreement regarding teacher support, scholar belonging, and academic motivation indicate that scholars generally feel connected to the adults who serve them and recognize the importance of their education. While the data reflects many strengths, it also identified important areas for growth. Although 87% of scholars reported that they matter at YPSA and 80.2% reported that teachers care about them and help them learn, only 41.2% reported that they love coming to school. This suggests that while scholars experience positive relationships with adults, additional work is needed to strengthen overall school engagement, connectedness, and enjoyment of the school experience. Open-ended survey responses identified a desire for additional study trips, outdoor learning opportunities, arts experiences, playground improvements, and increased opportunities for scholar voice and leadership. Scholars also identified concerns related to bathroom cleanliness, recess conflicts, bullying behaviors, fairness, and peer interactions. While the survey did not include formal demographic disaggregation, open-ended responses also highlighted concerns from scholars with disabilities, scholars affected by bullying, and scholars with social-emotional needs, indicating the importance of continuing to strengthen inclusive supports and school climate efforts.|In response to these findings, YPSA will continue implementing its schoolwide LIFESKILLS and Lifelong Guidelines framework, Highly Effective Teaching (HET) strategies, and body-brain compatible instructional practices. The school will continue expanding experiential learning opportunities, study trips, enrichment activities, and opportunities for scholar voice and leadership. Additional focus will be placed on positive behavior supports, conflict resolution, bullying prevention, recess supervision, and fostering a stronger sense of belonging for all scholars. These actions are intended to increase scholar engagement, strengthen connectedness, improve school climate, and support continuous improvement efforts aligned with the goals of the Local Control and Accountability Plan (LCAP).|Met||2026-06-08|2026
34674390123901|Capitol Collegiate Academy|6|Capitol Collegiate Academy implements the 5Essentials Survey annually to the students and staff in our school community. 91% of our students in grades 4 through 8 took the survey. On Supportive Environment specific strengths include: - 90% of students agreed that teachers treat them with respect and they feel safe with their teachers in school.  Students feel they and their peers have the mindsets and behaviors that are the foundation of our college-going culture. For example, 80% of students reported that ‘all or most’ of their peers try hard to get good grades. - Students feel there are high levels of academic personalism. Students agreed that their teachers notice if they have trouble learning something, give specific feedback on how to improve, and catch them up if they are behind. - Students also report high levels of academic press.|Overall, these strengths reflect our overall school design and the extensive professional development and support we put toward: Establishing a physical environment that promotes purposeful learning; Designing, teaching and insisting on clear and consistent routines and procedures that maximize instructional time; Building a culture of hard work and high expectations, and ensure 100% of students are engaged and on task; Managing student behavior and asserting respectful authority to ensure the focus is on learning; And developing positive relationships with students, treat them with respect, and take responsibility to motivate them toward their achievement.|In order to move the data in the areas of Collaborative Teachers, Supportive Environment, and Ambitious Instruction we are increasing professional development for staff in the areas of Restorative Practices, Core Cultural Techniques, and Core Content Development.|Met||2026-06-15|2026
34674390131136|New Joseph Bonnheim (NJB) Community Charter|6|Kelvin Survey completed by students with an 95% participation rate in grades 3-6 which is an increase of 9% from the previous year. Overall 100% of students felt they had a trusted adult on campus which reflects strong relationships between adults and students. The Kelvin survey reflects students who have a strong sense of community and see their culture reflected in the curriculum and on campus. The school contines to use the Kelvin Data to identify areas where students feel they want more voice and when there is a challenge in relationships or communication with staff and peers, restorative action occurs.  NJB utilizes local climate data, including the Kelvin Education student survey, to monitor school climate, student belonging, and overall well-being. Survey results indicate that a majority of students report feeling safe at school, having positive relationships with peers and staff, and experiencing a strong sense of belonging within the school community.  Disaggregated data shows that while overall results are positive, there are some variations across student groups. English Learners and students from historically underserved groups report slightly lower levels of connectedness and confidence in navigating peer relationships. These findings align with feedback from families and staff and highlight the need for continued focus on inclusive practices and student support.  Specific survey items related to student voice, respect among peers, and access to trusted adults were closely analyzed. While many students identified at least one trusted adult on campus, a smaller percentage indicated they consistently feel heard when sharing concerns. This has informed a schoolwide focus on strengthening student voice and adult responsiveness.  Additional data sources, including attendance, behavior referrals, and family feedback, support these findings and provide a more comprehensive view of school climate. NJB has maintained strong attendance rates and continues to emphasize positive behavior supports and relationship-building practices across the campus.  In response to this data, NJB is prioritizing strategies to strengthen student connectedness, increase opportunities for student voice, and ensure all student groups feel supported and included. This includes continued implementation of social-emotional learning practices, staff training, and targeted supports for students who may need additional connection.|The findings from the Kelvin survey reflect that adults on campus are making an effort to connect with students and build trusting relationships. For white students who see themselves in the teaching staff and can make more connections with the instructional materials and literature, NJB is an extension of their culture. For African American students who do have positive feelings towards adults and peers in general, do not feel the same sense of safety and connectivity. The result is lower attendance rates, higher chronic absenteeism, and a greater likelihood for them to not feel as represented or valued as other student groups.   Analysis of local climate data identified both strengths and areas for growth in student experience at NJB. Overall, students continue to report positive relationships with peers and staff, and many identify trusted adults on campus. These remain key strengths and reflect a strong foundation of care and connection within the school community.  Survey results showed a decrease in reported levels of safety and sense of belonging compared to the previous year. However, this shift is understood in context. Students demonstrated a stronger understanding of the survey expectations and were encouraged to answer questions more honestly and thoughtfully. At the same time, NJB has increased awareness and conversations around topics such as safety, self-care, identity, culture, and inclusion. As a result, students may be reflecting more critically on their experiences, leading to more accurate and nuanced responses.  Disaggregated data indicates that some student groups, including English Learners and historically underserved students, reported slightly lower levels of connectedness. This highlights the need for continued focus on inclusive practices and targeted supports.  Key areas of strength include strong adult-student relationships, a positive school environment, and increased student awareness and ability to reflect on their experiences. Identified needs include strengthening students’ sense of belonging across all groups, increasing opportunities for student voice, and ensuring all students feel consistently safe and supported.  These findings will guide NJB’s continued focus on building an inclusive school culture, strengthening relationships, and providing targeted supports to ensure all students feel connected and valued.|1. Personal outreach by the principal to every Black family to assess their needs and create a dialogue on how NJB can better support and represent their children in the classroom and on campus. 2. Attendance Tech and Cost of Services team to provide immediate intervention and follow-up when a need is identified and additional follow-up 3. Restorative practices as compared to punitive discipline which only further disengages Black students.  4. Direct instruction with the support of the district representative from the SEL department on anti-racist anti-bias reflections and practices for teachers and then additional work with students to build common language around race. 5. Community Circles to model appropriate communication and build peer-to-peer relationships. 6. Addition of an African American parent to the Steering Committee to represent the unique perspective of Black families and provide input on policies, procedures and events which can be adopted and celebrated in classrooms and on campus.   Based on the analysis of local data and identified needs, NJB has continued and expanded several actions to strengthen student belonging, family engagement, and inclusive practices.  The principal has prioritized direct, personal outreach to Black families to build relationships, better understand their experiences, and ensure their voices are reflected in school decisions. This ongoing dialogue has informed site practices and strengthened trust between families and staff.  To improve responsiveness, the Attendance Technician and support staff have implemented more immediate follow-up when student needs are identified, ensuring timely communication and connection to resources. NJB has also continued to shift toward restorative practices, focusing on relationship-building and conflict resolution rather than punitive discipline, with the goal of reducing disengagement and strengthening student connection to school.  Staff professional learning has expanded to include ongoing support in anti-bias and culturally responsive practices, in collaboration with district partners. This work has strengthened staff awareness and provided tools to support inclusive classroom environments. In addition, students are engaging in structured opportunities to build shared language and understanding around identity, respect, and community.  Community Circles have been implemented schoolwide to support student voice, peer relationships, and positive communication. These practices provide consistent opportunities for students to build trust and a sense of belonging.  Family engagement has also been strengthened through increased representation and outreach. An African American parent continues to serve on the Steering Committee, ensuring that the perspectives of Black families are included in decision-making. NJB has also expanded cultural and community-based events that celebrate identity, promote self-awareness, and build connections across the school community.  Throug|Met|Expanded Learning Opportunities Program (ELO-P) Following a review of student participation and academic support needs, NJB revised its Expanded Learning Opportunities Program to better align after-school programming with school-day instructional goals. Program enhancements include: Increased literacy support Structured mathematics enrichment Music and arts opportunities Garden-based learning experiences Greater alignment between intervention goals and expanded learning activities These changes are designed to provide additional academic support while increasing student engagement and enrichment opportunities.  School Climate and Behavioral Supports Schoolwide behavioral data reinforced the importance of consistent expectations and proactive support systems. NJB continued refining schoolwide systems related to student behavior, boundaries, supervision, and restorative practices. Staff received ongoing guidance regarding: Consistent behavior expectations Positive behavior reinforcement Restorative conversations and conflict resolution Student safety procedures Structured recess and transition expectations The school will continue monitoring behavioral data to evaluate the effectiveness of these supports.  Organizational and Fiscal Planning Budget analysis identified ongoing fiscal challenges related to staffing and intervention services. In response, NJB continued advocating for sustainable funding of intervention positions while engaging in long-term budget planning to prese|2026-06-18|2026
34674390135343|Growth Public|6|"Spring 2025 results showed that 93% of students respond with agree or strongly agree when given the prompt, ""I feel safe and invested in GPS."""|The school's climate data reflects several important strengths. Students generally feel safe, supported, and connected to the school community, and staff remain deeply committed to students and the school's mission. Positive school culture, strong community partnerships, and a welcoming environment contribute to students' sense of belonging. These strengths have helped maintain a supportive climate despite a year that included significant staffing and organizational challenges.  At the same time, the school's self-reflection process identified several areas for growth. Communication and trust remain areas of need across stakeholder groups, and staff morale has been impacted by staffing instability and organizational change. Student attendance continues to be a challenge, and growing student needs require increasingly coordinated systems of support. The school also recognizes the need for more consistent recognition of students and staff, stronger communication protocols, and continued efforts to rebuild trust within the school community. These learnings reinforce the importance of maintaining a positive culture while strengthening the systems and relationships that support long-term school climate.|In response to these findings, GPS will focus on rebuilding trust, strengthening communication, and improving consistency across school systems. The school will prioritize clear communication protocols, increase opportunities for student, family, and staff voice, and implement more intentional recognition and celebration practices. Leadership will also focus on consistent implementation of existing systems rather than introducing numerous new initiatives, ensuring that expectations and supports are clearly understood across the organization.  To further strengthen school climate, GPS will continue to improve attendance monitoring and intervention practices, expand opportunities for community-building and connection, and strengthen collaboration among staff, Student Services, and families to address student needs. The school will also continue to develop sustainable systems that are less dependent on individual staff members and better positioned to support a positive, stable, and connected school community over time.|Met||2026-06-22|2026
34674390137406|SAVA - Sacramento Academic and Vocational Academy - SCUSD|6|The 2026 local climate survey results for SAVA SCUSD indicate a positive school climate characterized by strong relationships, effective communication, and a safe and supportive learning environment. Survey responses were collected from students, parents/guardians, and staff and reflect overall perceptions of school conditions and climate.  Student survey results demonstrate positive perceptions of the school environment. Eighty-four percent (84%) of students reported feeling safe at school, 85% reported caring about their school, and 77% indicated that the school is preparing them for college and career readiness. These results suggest that students feel connected to the school community and supported in their educational goals.  Parent and guardian survey responses also reflected positive perceptions of the school climate. Eighty-six percent (86%) of parents/guardians strongly agreed that the school provides effective communication, 83% reported feeling they have a voice in the decision-making process, and 90% agreed that the school encourages parent involvement. These findings indicate strong family-school partnerships and opportunities for stakeholder engagement.  Staff survey results further support a positive school climate. Ninety-two percent (92%) of staff reported that they enjoy their work, while 80% agreed that school leadership is fair and that staff members have a voice in decision-making. These results reflect a collaborative culture and positive working environment.  Overall, the survey data demonstrates strengths in school safety, relationships, communication, stakeholder engagement, and staff satisfaction. Areas identified for continued growth include increasing academic rigor and further strengthening college and career readiness opportunities to ensure all students are prepared for postsecondary success.|Analysis of the 2026 local climate survey data for SAVA SCUSD identified several areas of strength as well as opportunities for continued growth. A key strength is the positive school culture experienced by students, families, and staff. Eighty-four percent (84%) of students reported feeling safe at school, 85% indicated they care about their school, and 86% of parents/guardians strongly agreed that the school provides effective communication. Additionally, 90% of parents agreed that the school encourages parent involvement, demonstrating strong family-school partnerships and a culture of collaboration.  Another significant strength is stakeholder engagement in decision-making. Eighty-three percent (83%) of parents reported feeling they have a voice in the decision-making process, while 80% of staff agreed that leadership is fair and that they have opportunities to contribute input. These results reflect SAVA’s commitment to shared leadership, transparency, and continuous improvement through stakeholder feedback.  Staff satisfaction remains a notable strength, with 92% of staff reporting that they enjoy their work. This positive staff climate contributes to stronger relationships with students and families and supports a stable learning environment focused on student success.  While the survey results demonstrate strong performance in school climate and stakeholder engagement, they also identify areas for continued growth. Although 77% of students reported that SAVA is preparing them for college and career readiness, this remains lower than other climate indicators and suggests an opportunity to strengthen students’ perceptions of academic preparation and postsecondary readiness. In response, SAVA has expanded dual enrollment opportunities, increased participation in work-based learning and internships, strengthened Career Technical Education (CTE) pathways, and implemented the Build Your Future (BYF) course to better connect students to college and career opportunities.  Additionally, SAVA will continue to focus on increasing academic rigor and engagement through targeted interventions, MTSS supports, and expanded access to rigorous coursework. The survey results indicate that students, families, and staff value the school's supportive culture, and future improvement efforts will focus on leveraging these strong relationships to increase student achievement, college and career readiness, and long-term success.|Based on the analysis of local climate survey data and identified learner needs, SAVA SCUSD will continue to refine its plans, policies, and procedures to strengthen college and career readiness, increase academic engagement, and expand meaningful stakeholder participation in decision-making. Survey results indicate strong levels of safety, communication, and school connectedness, while highlighting opportunities to further enhance students’ perceptions of academic preparation and postsecondary readiness.  Key actions include:  Expanding College and Career Readiness Opportunities: SAVA has expanded dual enrollment opportunities, resulting in a significant increase in student participation. To further support access, SAVA has implemented the Build Your Future (BYF) course, which provides structured support for college and career exploration, dual enrollment participation, and postsecondary planning. The school will continue expanding work-based learning experiences, internships, industry certifications, and Career Technical Education (CTE) pathway opportunities.  Strengthening Academic Engagement and Rigor: SAVA will continue implementing targeted academic interventions through its Multi-Tiered System of Supports (MTSS), with a focus on improving student achievement in core content areas. Staff will engage in ongoing professional learning focused on effective instructional practices, student engagement, and data-informed decision-making to ensure students are challenged and supported.  Increasing Family Knowledge and Participation: Survey data demonstrates strong family engagement; however, SAVA will continue expanding opportunities for families to engage in educational planning and decision-making. This includes additional workshops and information sessions focused on dual enrollment, graduation requirements, college and career pathways, financial aid, and available student supports. Communication efforts will continue through multilingual outreach and multiple communication platforms to ensure equitable access to information.  Enhancing Student Voice and Leadership Opportunities: SAVA will continue to strengthen structures that elevate student voice through community time, student leadership opportunities, advisory groups, and participation in school planning activities. Student feedback will continue to inform school improvement efforts, engagement strategies, and program development.  These actions support SAVA SCUSD’s commitment to continuous improvement and align with the school’s goals of increasing student achievement, expanding college and career readiness opportunities, and ensuring all students are prepared for success after graduation.|Met||2026-06-16|2026
34674396033799|Bowling Green Elementary|6|Our site participated in the district’s Kelvin Pulse survey. The survey is administered to students in grades 3-6. The survey showed that 84% of our students had favorable feelings about our school. This matches SCUSD overall perception as well. The survey showed the 85% of our students had a favorable sense of belonging and 83% had a favorable view of safety.|As a site, we have looked at our data and even though the overall was 84%, we have committed to increase school climate. We also noticed that our students with disabilities have the lowest percentage with 79% overall favorable. However, in the area of Anti-bias and Anti-racist, 56% of the students with disabilities view it favorably.|Based on these results, our LEA will focus on increasing inclusion for all subgroups but with a focus on students with disabilities. We will continue to focus on whole-school SEL practices to ensure our students feel the school is Anti-bias and Anti-racist. We will participate in a SEL conference to support our endeavors.|Met||2026-06-18|2026
34674470000000|San Juan Unified|6|San Juan Unified annually administers a district-developed school climate survey to all staff, parents, and students in grades 4-12. The survey covers multiple domains related to key LCAP outcomes, including Connectedness and Safety. To protect anonymity, respondents are not required to provide demographic or program information, so results are disaggregated by school type (elementary, K-8, middle, high) and by school poverty level based on free/reduced meal eligibility (high density = more than 60%, medium density = between 40%-60%, low density = less than 40%).|The school climate survey was administered from January 6, 2026 - February 6, 2026. The following results and findings are based on 14,004 student responses, which represents approximately 52.3% of students in grades 4-12. Connectedness/Sense of Belonging: The percentage of students in grades 4-12 who responded agree and strongly agree was 59.8%.  School Safety: The percentage of students in grades 4-12 who responded agree and strongly agree was 62.5%.  Additionally, the Where Everybody Belongs (WEB) clubs conducted surveys of over 325 students and received a 83% positive response (agree/strongly agree) to the statement, “I feel like part of the school community.”  The San Juan Youth Voice Advocates (SJYVA) polled 20 student representatives and received a 90% agree/strongly agree to the same statement related to feeling like part of the community.   School Climate Teams polled 59 respondents and had 82% agree/strongly agree with the statement “I feel like part of the school community.”|These findings, combined with other state and local data, inform LCAP actions aimed at strengthening community relationships and fostering inclusive, safe, equitable, culturally responsive, and healthy learning environments for all students. Actions to address areas for improvement include expansion of  programs that promote inclusivity such as Where Everyone Belongs (WEB) and Link Crew and increased trainings around building safe environment for student learning.|Met||2026-06-23|2026
34674470112169|California Montessori Project-San Juan Campuses|6|CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring.  This survey is a crucial tool in shaping the future of our educational community.  Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved.    Key strengths emerging from the Spring 2026 data include:  Elementary Students (Grades 3-6): 91% of students reported that their school wants them to do well, and 84% reported that their school has clear rules for behavior. 83% of students reported feeling safe at school, an increase from 74% in Spring 2025. 83% agreed there is an adult at school who will help them if needed.  Middle School Students (Grades 7-8): Middle school students reported strong scores in social/civic learning, with 95% agreeing they believe in helping others, 94% reporting they treat other students fairly, and 92% indicating that honesty and openness to different perspectives are important to them. 89% reported getting along well with other students, and 82% reported feeling safe from physical concerns at school — an improvement from prior years.|The Spring 2026 school climate survey data was shared with families and staff. Key learnings are summarized below. Elementary Students (Grades 3-6) — Strengths:  My school wants me to do well (91%) My school has clear rules for behavior (84%) Teachers treat me with respect (83%) I feel safe at school (80%, up from 74% in Spring 2025)  Elementary Students (Grades 3-6) — Areas for Growth:  Students in my class behave so teachers can teach (36%) Students treat each other well (54%) Good behavior is noticed at my school (57%)  Middle School Students (Grades 7-8) — Strengths:  I believe in helping others (95%) I treat other students fairly (94%) I get along with other students (89%) My school has clear rules for behavior (80%)  Middle School Students (Grades 7-8) — Areas for Growth:  Most days I look forward to going to school (47%) Students take pride in keeping our school building in good condition (28%) The behaviors in my classroom allow teachers to teach (55%)  Families — Strengths:  I attend parent/teacher conferences (98%) My student feels safe going to and from school (97%) Teachers keep their classrooms clean and organized (97%)  Families — Areas for Growth:  School rules are consistently enforced (69%) All students are treated fairly (75%) Staff communicate well with parents (79%)  Staff — Strengths:  I get along well with other staff members (96%) I enjoy working in teams (95%) Teachers treat students fairly regardless of race, ethnicity, or culture (93%)  Staff — Areas for Growth:  Students demonstrate behaviors that allow teachers to teach (60%) If I report unsafe or dangerous behaviors, the problem will be addressed (73%) Students take pride in keeping our school building in good condition (28%)  Key Takeaways:  Consistent themes emerge across all groups. Classroom behavior and its impact on learning is the most persistent concern, flagged by students, staff, and educational partners alike. Recognition of good behavior and consistent rule enforcement remain areas for growth. Family feedback also points to a desire for improved communication regarding student incidents. These findings will inform CMP's 2026-27 goal-setting, particularly around PBIS implementation, restorative practices, and enrichment programming.|CMP will use the findings from the Spring 2026 school climate survey and educational partner feedback to inform continuous improvement efforts across the network for the 2026-27 school year.  In response to persistent concerns around classroom behavior and its impact on the learning environment — identified across student, family, and staff survey responses as well as open-ended educational partner feedback — CMP will continue to strengthen its PBIS implementation at all tiers. PBIS Tier 2 teams will continue meeting monthly to review student progress, and intervention teams will continue meeting monthly with administration to monitor program implementation. RTI review meetings will be held with staff to ensure consistent progress monitoring across the school year.  CMP's Restorative Practices Coordinator will continue supporting staff in building restorative practices into the school culture, with a focus on consistent rule enforcement, improved supervision, and strengthening relationships between students and adults — areas directly reflected in both survey data and educational partner feedback.  In response to family and student feedback expressing a desire for expanded enrichment opportunities, CMP will explore growth in music, athletics, visual and performing arts, and hands-on learning experiences such as gardening. Expanding enrichment programming is also recognized as a strategy for engaging underrepresented families and supporting the whole child.  CMP will reintroduce Parent Cafes in 2026-27 as a structured forum for ongoing family input, with topics informed by educational partner feedback. This, combined with continued use of annual culture and climate surveys and virtual LCAP engagement sessions, will ensure that educational partner voices continue to shape school improvement planning on an ongoing basis.|Met||2026-06-22|2026
34674470114983|Golden Valley River|6|All teachers and staff, parents, and students in grades 5-8 were given the opportunity to take the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI) to measure the current school climate.   The LEA scored the following on the survey:  Overall Dimension Results (River)	Staff	    Parents   Students Physical Environment	                3.30	    3.98	   3.20 Teacher Relations	                        4.30	    --	           -- Student Interactions	                3.98	   4.03	   3.61 Leadership	                                4.01	   3.72	   -- Management Discipline	                4.05	   4.12	   3.44 Learning/Assessment	                3.96	   4.26	   3.43 Social-Emotional Culture	        4.26    4.17	   3.41 Community	                                3.92	   4.52	   4.15 Overall School Climate Rating	3.97	   4.11	   3.54|Golden Valley River’s Spring 2026 ASSC SCAI data show strong improvement in teacher/staff and parent perceptions, while student ratings declined and indicate a need for closer attention to students’ daily experience.  Overall teacher/staff ratings increased from 3.54 in 2025 to 3.97 in 2026, and parent ratings increased from 3.99 to 4.11. Strong adult and parent results appeared in leadership, staff relations, discipline, learning and assessment, social-emotional culture, and community relations. Teacher/staff Leadership ratings rose sharply from 2.76 to 4.01, and Faculty and Staff Relations increased from 3.68 to 4.30, suggesting stronger shared vision, collaboration, respect, and staff coherence.  The primary area of need is student perception. Student ratings declined overall from 3.78 to 3.54, creating a gap between adult/parent perceptions and student experience. The most significant student decline was in Physical Environment, which dropped from 3.71 to 3.20, with concerns related to student ownership of campus appearance, things working, and graffiti.  Student ratings also declined in Social-Emotional Culture, Discipline Environment, and Learning and Assessment. Areas needing attention include student voice, belonging, peer culture, abusive language, school pride, comfort talking with adults, stress, student-generated ideas, community-building discipline practices, engaging instruction, teamwork, in-depth learning, and clear assessment targets.  Community Relations remains a clear strength. Parent ratings increased from 4.46 to 4.52, teacher/staff ratings rose from 3.77 to 3.92, and student ratings remained high at 4.15, indicating that River continues to be experienced as welcoming and connected to families and the broader community.  The report does not provide results by demographic student group. River student participation included 49 respondents: 28 sixth graders and 21 seventh graders, with no fifth or eighth grade respondents reported. Because some grade levels were not represented, student findings should be interpreted with caution and supplemented with additional local data where available.  Overall, River shows strong adult and parent confidence, especially in leadership, staff culture, discipline, learning, social-emotional supports, and community relations. Continuous improvement should focus on ensuring these positive systems are also experienced consistently and meaningfully by students.|Based on ASSC’s Spring 2026 SCAI findings, the LEA will refine existing plans, policies, and procedures at Golden Valley River to sustain areas of strength while addressing needs in student experience, physical environment, and consistency of implementation. Overall ratings improved for teachers/staff from 3.54 in 2025 to 3.97 in 2026 and for parents from 3.99 to 4.11, suggesting growth in leadership, staff collaboration, discipline, learning, social-emotional culture, and community relations. However, student ratings declined from 3.78 to 3.54, indicating the need to better understand and improve students’ daily experience.  The LEA will continue site-level continuous improvement practices, with emphasis on areas where student data show need. In Physical Environment, student ratings declined from 3.71 to 3.20, with concerns related to campus appearance, things working, and graffiti. River will review facilities, maintenance, classroom environment, and campus beautification procedures, including systems for reporting concerns and increasing student ownership of shared spaces.  The LEA will also strengthen student voice, belonging, and peer culture. Student ratings in Social-Emotional Culture declined from 3.65 to 3.40, with concerns related to abusive language, school pride, student voice, comfort talking to adults, and stress. River will strengthen advisory, class meeting, restorative, and student leadership structures so students can share concerns, contribute ideas, and help shape school culture.  Discipline and classroom management procedures will be refined to improve consistency and student ownership. Although teacher/staff and parent ratings improved, student ratings declined from 3.66 to 3.44. River will emphasize consistent expectations, restorative and developmental responses, consequences that teach rather than punish, and opportunities for student self-direction.  In Learning and Assessment, adult and parent ratings improved, but student ratings declined from 3.76 to 3.43. The LEA will continue professional learning focused on engaging instruction, clear learning targets, meaningful assessment, student reflection, teamwork, and higher-order dialogue so students experience learning and assessment as purposeful and growth-oriented.  For continuous improvement, River will review item-level SCAI data with staff, compare year-over-year trends, and identify gaps between adult and student perceptions. This review will inform staff collaboration, leadership planning, and school improvement cycles. Overall, the LEA will sharpen implementation by focusing on student experience, consistency of adult practice, campus stewardship, student voice, and ongoing data review while maintaining gains in staff, parent, leadership, community, and school climate indicators.|Met||2026-06-03|2026
34674470120469|Aspire Alexander Twilight College Preparatory Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
34674470121467|Aspire Alexander Twilight Secondary Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
34674470128124|Gateway International|6|DATA 2025-26 Stakeholder and Staff Survey Data: 83% agree the school provides a well-rounded curriculum 90% agree that school encourages students to participate in extra-curricular activities 90% agree that students from different cultural backgrounds become friends 79% agree that students feel safe at school 77% agree that students are comfortable talking to school staff  2025-26 Student Data: [Elementary] 90% agree that teachers greet students with a smile as they enter class each day 72% agree that teachers celebrate when students do something good 76% agree that they have good relationships with their teachers 70% agree that they are comfortable talking to their teacher about a problem [Middle] 53% agree that teachers greet students with a smile as they enter class each day 36% agree that teachers celebrate when students do something good 52% agree that they have good relationships with their teachers 30% agree that they are comfortable talking to their teacher about a problem|Analysis of the 2025–26 stakeholder, staff, and student survey data shows several important areas of strength, as well as clear needs for continued improvement. Overall, families and staff report positive perceptions of the school’s academic and social environment. A strong majority agree that GIS provides a well-rounded curriculum, with 83% indicating agreement. Additionally, 90% agree that the school encourages students to participate in extracurricular activities, demonstrating strength in providing students with opportunities beyond the core academic program. The data also reflects a positive sense of inclusion across cultural backgrounds, with 90% agreeing that students from different cultural backgrounds become friends. Survey results also indicate that many students and families experience GIS as a safe and supportive school environment, though this remains an area for continued attention. Among stakeholders and staff, 79% agree that students feel safe at school, and 77% agree that students are comfortable talking to school staff. These results suggest that while most respondents view the school climate positively, there is continued need to strengthen student-adult relationships and ensure that all students feel connected to trusted adults on campus.  Student data shows notable differences between elementary and middle school responses. Elementary students reported stronger levels of connection with teachers. For example, 90% of elementary students agree that teachers greet students with a smile each day, 72% agree that teachers celebrate when students do something good, 76% agree that they have good relationships with their teachers, and 70% agree that they are comfortable talking to their teacher about a problem. These results indicate that relationship-building practices are a strength at the elementary level. Middle school student responses identify a significant area of need. Only 53% of middle school students agree that teachers greet students with a smile each day, 36% agree that teachers celebrate when students do something good, 52% agree that they have good relationships with their teachers, and 30% agree that they are comfortable talking to their teacher about a problem. When compared to elementary student responses, the middle school data suggests a need to strengthen relationship-building, positive recognition, and student comfort in seeking support from adults. Based on the available data disaggregated by student level, GIS has identified strong schoolwide assets in curriculum, extracurricular opportunities, cultural inclusion, and elementary student-teacher relationships. At the same time, the data highlights the need to focus more intentionally on middle school student connectedness, positive staff-student interactions, and opportunities for students to build trusting relationships with adults. These findings will help guide continued efforts to strengthen school climate, student belonging, and supportive relationships.|Based on the analysis of local survey data, GIS identified a need to strengthen student connectedness, positive recognition, and students’ comfort seeking support from adults, particularly in the middle school grades. To address this need, GIS will continue implementing Capturing Kids’ Hearts practices schoolwide while reinforcing consistent relationship-building routines, including daily greetings, positive student recognition, classroom social contracts, and intentional opportunities for students to connect with staff. GIS will use staff meeting and professional learning time to review student survey data, discuss grade-span trends, and identify practical strategies for improving student-teacher relationships. The school will also continue collecting and monitoring student feedback to evaluate progress over time.|Met||2026-06-16|2026
34674470132399|Golden Valley Orchard|6|All teachers and staff, parents, and students in grades 5-8 were given the opportunity to take the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI) to measure the current school climate. The demographics of the students that participated in the survey were as follows:    The LEA scored the following on the survey: Overall Dimension Results (Orchard)	Staff	      Parents    Students Physical Environment	                          3.34	3.39	       3.62 Teacher Relations	                                  3.75	--	       -- Student Interactions	                          3.15	3.34	       3.59 Leadership	                                          2.61	2.81	       -- Management Discipline	                          3.37	3.31	       3.32 Learning/Assessment	                          4.16       3.76        3.34 Social-Emotional Culture	                  3.61	3.32	      3.33 Community	                                          3.55	3.78	      3.87 Overall School Climate Rating	          3.75	3.39	      3.51|Golden Valley Orchard’s Spring 2026 ASSC SCAI data show a broad decline in school climate perceptions across teachers/staff, students, and parents. Overall ratings dropped for all groups: teachers/staff from 3.84 to 3.44, students from 3.75 to 3.51, and parents from 4.16 to 3.39. Because the decline appears across all stakeholder groups, the data suggest a sitewide climate concern.  The most significant needs are leadership trust, shared vision, and consistency in discipline. Leadership ratings declined sharply for teachers/staff and parents, with concerns related to vision, accountability, recognition, shared decision-making, and leaders’ attention to climate. Discipline ratings also declined across all groups, with teachers/staff rating consistent discipline policy and consistent expectations at 2.14. Orchard should clarify schoolwide expectations, apply behavior systems consistently, and strengthen student ownership.  The data also point to concerns in peer culture, belonging, and social-emotional safety. Lower-rated areas include put-downs, subgroup interactions, bullying, abusive language, student voice, school pride, comfort talking with adults, belonging, and student stress. These results indicate a need for stronger supervision, student leadership, inclusion practices, and trusted adult relationships.  Family confidence and community relations also declined, especially among parents, with concerns about communication, welcoming practices, event participation, and volunteer engagement. Facilities are another operational concern, as parents and teachers/staff rated “things work” below 3.00.  Orchard’s clearest strength is Learning and Assessment, which increased for teachers/staff from 4.09 to 4.16. Staff reported strong teamwork, attention to learning styles, reflection, and growth mindset. Students also continued to report relative strengths in community connection, traditions, safety from violence, and welcoming practices.  The report does not provide results disaggregated by demographic student groups. Student data are reported by grade level only, with uneven participation: 32 fifth graders, 1 sixth grader, 25 seventh graders, and 4 eighth graders. Student results should therefore be interpreted with caution and supplemented with other local data where available.|The LEA will make targeted revisions to existing plans, policies, and procedures to address declines in Orchard’s school climate indicators, especially in leadership, discipline, student interactions, social-emotional culture, community relations, and parent confidence. Overall SCAI ratings declined from 2025 to 2026 for teachers/staff from 3.84 to 3.44, students from 3.75 to 3.51, and parents from 4.16 to 3.39, indicating the need for a focused continuous improvement response. Orchard will revise site-based leadership and communication practices to rebuild trust, clarify shared vision, and increase transparency. Leadership ratings declined sharply for teachers/staff from 3.60 to 2.61 and for parents from 4.01 to 2.81, with concerns related to vision, mission-driven decisions, accountability, respect for leadership, and leaders being in tune with the community. The site will strengthen decision-making communication, staff input, and feedback loops. The LEA will also improve staff collaboration, teacher leadership, and internal communication by using staff meetings and professional development to review SCAI item-level data, identify root causes, and follow up on staff feedback. Student interactions and peer culture will be addressed through stronger supervision, social inclusion, bullying prevention, restorative practices, and adult responses to peer conflict. Discipline and behavior support practices will be revised to improve consistency and student ownership. Management Discipline declined across all groups, including teachers/staff from 3.94 to 3.37, students from 3.66 to 3.32, and parents from 4.23 to 3.31. Orchard will clarify schoolwide expectations, align discipline procedures across settings, and increase student participation in developing norms, repairing harm, and building community. The LEA will strengthen student voice and social-emotional supports through advisory, class meetings, student leadership, and restorative circles. These revisions will address concerns related to bullying, abusive language, belonging, school pride, student stress, and comfort talking with adults. Family engagement and community communication will also be improved. Community Relations declined for all groups, including parents from 4.35 to 3.78. Orchard will review communication routines, family feedback loops, volunteer systems, and community-building events so families receive timely information and have accessible opportunities for partnership. For continuous improvement, Orchard will review item-level SCAI data, compare year-over-year trends, and supplement results with attendance, discipline, family feedback, staff input, student listening sessions, and classroom observation data. While staff participation was lower than the prior year, the consistency and magnitude of the declines warrant action.|Met||2026-06-03|2026
34674470165431|New Pacific Charter - Arden Arcade|6|In the spring of 2026, New Pacific Arden Arcade conducted a survey among students in grades 2-3 to assess their perceptions of school connectedness and safety. Given the small number of students at the school there was no participation.|One key insight to be learned from the parent survey is that the majority of parents are happy with the school.|New Pacific Arden Arcade is committed to ensuring that all students experience a strong sense of safety, connection, and belonging. As part of this commitment, the school will conduct a focused review of interactions and school climate data to identify areas of strength and improvement specific to the experiences of Black students. This includes gathering student voice through surveys and listening sessions, reviewing discipline and engagement data, and providing staff with professional development on culturally responsive practices.|Met||2026-06-08|2026
34674473430691|Options for Youth-San Juan|6|The 2025–26 Altitude School Climate Survey was administered to students, families, and staff to assess perceptions of school climate, safety, connectedness, engagement, inclusion, and relationships. Participation included 514 student responses (64.2%), 150 family responses (18.7%), and 71 staff responses (94.7%), providing meaningful representation across educational partner groups.  Survey results indicate generally positive perceptions across all respondent groups. Family responses were particularly strong, with average ratings ranging from 3.81 to 4.42 out of 5. The highest-rated family dimensions were Student Connections with Teachers (4.42), Social Emotional & Physical Safety (4.39), and Inclusion (4.35). Student ratings were strongest in Social Emotional & Physical Safety (4.24), School Rules & Environment (4.15), Student Connections with Teachers (4.10), and Inclusion (4.05). Areas receiving comparatively lower student ratings included Connection & Belonging (3.82), Student & Family Engagement (3.89), Student Connections with Students (3.65), and Peer Pressure (3.85). Staff ratings were consistently positive, ranging from 4.05 to 4.36 across major climate dimensions, with Professionalism and Leadership both scoring 4.18.|Survey findings demonstrate that OFY San Juan maintains a positive and supportive school climate. Educational partners consistently identified Social Emotional & Physical Safety, Inclusion, and Student Connections with Teachers as areas of strength. Family responses reflected particularly strong confidence in teacher support, communication, and the school’s inclusive culture. Staff responses further reinforced positive perceptions regarding school climate, student support, professionalism, and leadership. The analysis also identified opportunities for continued growth. Student perceptions of Connection & Belonging, Student Connections with Students, Student & Family Engagement, and Peer Pressure were lower than other dimensions, suggesting a need to strengthen peer-to-peer relationships, increase opportunities for student engagement, and continue supporting students in navigating social influences. While these areas remained generally positive, they represent the greatest opportunities for improving students’ overall sense of connectedness and engagement.|Based on survey findings, OFY San Juan will continue implementing strategies that promote safe and supportive learning environments while strengthening student connectedness and engagement. The school will maintain practices that support positive student-teacher relationships, family communication, and inclusive school culture.   LCAP Goal 4 Action 2: Educational Partner Connectedness. Overall the success we have examined with implementing this action is an increased sense of community and involvement in the charter's activities as evident in positive school climate scores for all educational partners.  LCAP Goal 4 Action 3: Social Emotional Development, Learning, and Resources to Build School Connectedness. In the past year, the charter has increased student activities with more local field trips, pathways trips, and traveling for sports. We have seen an increase in participation in center events as well.  LCAP Goal 4 Action 1: Develop Workshops and programs to increase awareness of online safety and the importance of positive peer relationships.  Staff will continue monitoring climate data, gathering educational partner feedback, and using survey results to inform ongoing school improvement efforts designed to enhance student connectedness, engagement, and overall school climate.|Met||2026-06-26|2026
34674473430717|Visions In Education|6|In the category of Relationships & Connectedness, all parents, including those from EL and SED backgrounds, expressed a strong sense of support and connection within the Visions community, with an overall agreement rate of 98%. Specifically, EL parents rated their experience with an average of 4.4, while SED parents also rate theirs at 4.6, resulting in an average of 4.5 across all parent/guardians. This indicates a generally positive perception of the care, respect, and engagement provided by Visions among all groups. In terms of Safety, Academic Progress, Family/Parent/Guardian Engagement, and College and Career Readiness, similar patterns emerge. All parents reported high levels of agreement across these categories, with overall agreement rates  of 98%. Within these categories, EL parents tended to rate their experiences slightly lower than SED parents, but the differences were minimal. Overall, these results suggest that Visions is successful in fostering a sense of safety, academic support, family engagement, and college and career readiness among all groups. In the Satisfaction category, all parents reported high levels of satisfaction with their overall experience at Visions, with an agreement rate of 99%. EL and SED parents rated their satisfaction at 4.6 and 4.7, resulting in an average of 4.6 across all parents. This indicates that while there may be some minor variations in satisfaction levels among different groups, overall satisfaction remains consistently high across the board.  In the category of Relationships & Connectedness, all students expressed a strong sense of connectedness within the Visions community, with an overall agreement rate of 98%. EL and SED students rated their experience with an average of 4.5, resulting in an average of 4.5 across all students. This suggests a generally positive perception of the supportive relationships and connections fostered within the school environment. In terms of Safety, Academic Progress, Student Engagement, College and Career Readiness, and Satisfaction, similar trends are observed. All students reported high levels of agreement across these categories, with overall agreement rates ranging from 94% to 98%. Within these categories, EL students tended to rate their experiences slightly higher than SED students, but the differences were relatively minor. Overall, these results indicate that Visions is successful in providing a safe, academically supportive, engaging, and satisfying environment for all students. In the Satisfaction category, all students reported high levels of satisfaction with their overall experience at Visions, with an agreement rate of 98%. EL and SED students rated their satisfaction at 4.6 resulting in an average of 4.6 across all students. This suggests that while there may be some minor variations in satisfaction levels among different demographic groups, overall satisfaction remains consistently high among students.|Key learnings from the analysis of data include the identification of both needs and areas of strength within the Visions educational community. The data revealed strong levels of agreement across various categories, indicating a positive overall experience and high levels of community engagement among both parents/guardians and students. However, minor variations were observed when disaggregated by student group, highlighting the importance of targeted support to address specific needs of subgroups such as English Learners (EL) and Socioeconomically Disadvantaged (SED) students. Despite these differences, the consistent high levels of satisfaction and support underscore Visions' commitment to fostering an inclusive and nurturing learning environment for all members of the school community.|In response to the identified need for enhancing engagement and communication, Visions In Education is implementing changes to its existing plans and procedures. To foster collaborative partnerships and promote transparency, trust, and shared responsibility, we are enhancing both internal and external communication channels. This includes offering regular updates and opportunities for feedback, and creating more inclusive platforms for engagement among staff, parents/guardians, and other educational partners. Additionally, we are organizing more frequent and varied opportunities for engagement to ensure that all voices are heard and valued in decision-making processes. These revisions align with our commitment to continuous improvement and our goal of creating a supportive and inclusive environment where all stakeholders feel empowered and engaged in supporting student success.|Met||2026-06-25|2026
34674473430758|San Juan Choices Charter|6|Survey data indicates that Choices fosters a strong sense of safety, acceptance, and inclusion among students, who report positive educational experiences and supportive staff relationships. Parents express high satisfaction with their students’ experiences and school communication, and feel encouraged to share their perspectives. Students with Disabilities report that the CCS program effectively supports their needs, contributing to a sense of safety and reduced anxiety.  School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong.  In 2025:  97% of students felt that their experience at Choices was positive during the previous year 100% of students felt safe at Choices *  95% of students stated that their feelings about their education had become more positive since enrolling at Choices *  99% of students felt that the staff is caring and responsive to student needs 98% of students stated that the CCS program serves all students in an equitable fashion 99% of students felt accepted and included *   99% of parents stated that they have had opportunities to provide input about the school program *  100% of parents were satisfied with how the school keeps them informed about their students' academic progress *  100% of parents felt that the educational program at Choices met their expectations *  99% of parents stated that their student had made satisfactory progress in learning during the previous year *  100% of parents felt that Choices provides a positive educational experience *   97% of Students with Disabilities felt safe at Choices *  72% of Students with Disabilities reported that they have experienced less anxiety since attending Choices *   100% of graduates stated that they would recommend Choices Charter to other students *  50% of graduates reported that they believe that they would not have graduated if they had not attended Choices 100% of graduates felt that there was a teacher or some other adult at Choices who cared about them, listened to them when they had something to say, and wanted them to do their best *   *While all data points are extremely positive, metrics identified with an asterisk (*) reflect all-time high results.|Survey data reflects consistently high satisfaction with the Choices program. Some data fluctuation occurs over time, but no metric activity shows long-term trends that are of particular concern.|Choices will continue to implement the actions in the annual LCAP that support student success. Goal 3 of the current LCAP focuses on optimizing school conditions and climate and includes a variety of academic and mental health support services. In 2026-27, Choices will strengthen onboarding practices for new students and families, expand in-person meetings with students, implement a new Tiered Re-engagement Framework, and enhance communication with families about school programs.|Met||2026-06-23|2026
34739730000000|Center Joint Unified|6|The CJUSD used Panorama surveys to collect data.  The results are summarized below.  Elementary Students (Grades 3–5) Results show steady improvement across all categories. The strongest area is Teacher-student relationships (68%). School safety is the next strongest area (57%). Engagement is the lowest-scoring area at 43%, though it did show improvement from the previous cycle.  Secondary Students (Grades 6–12) Results show meaningful gains, with school safety increasing by five percentage points to become the highest scoring area (52%). Belonging, school climate, and teacher-student relationships also improved. Student engagement remains an area of concern at 25%, despite a slight increase from the previous survey. The overall trend suggests students increasingly feel safer and more connected at school.  Parents Survey results remained very positive and showed continued improvement. School safety (71%) and school climate (70%) both increased by five percentage points. These scores indicate families feel confident and are noticing positive improvements in the overall learning environment.|Grades 3-5 Survey Results  For student results in grades 3 through 5, we continue to see steady improvement across all categories. Teacher-student relationships remain the strongest area at 68%, followed by school safety at 57%. The district also saw increases in belonging, school climate, and engagement. While engagement remains the lowest-scoring area at 43%, it still showed improvement from the previous survey cycle.|The CJUSD will continue to implement restorative practices across all school sites and hire a new Communications Director to continue the work of effectively communicating with district students, staff, and families.|Met||2026-06-17|2026
34745000000000|Sacramento County ROP|6||||Not Met|||2026
34752830000000|Natomas Unified|6|Local Climate Survey Summary Natomas Unified administers a social-emotional culture and climate survey each fall and spring to students in grades 4-12. The purpose of this survey is to gauge student perceptions related to school safety, sense of connectedness, and overall well-being, while also helping to identify students who may benefit from additional social-emotional support. In spring 2026, a total of 6,090 students participated, representing an 89% response rate.  In spring 2026, student perceptions of safety remained strong across groups, with favorable response rates ranging from 87% among Black/African American students to 95% among American Indian/Alaskan Native students. Most student groups reported favorable ratings between 89% and 93%. A similar pattern was observed for connectedness, where most groups fell within the 87%-91% range. Black/African American students reported the lowest level of connectedness at 84%, while American Indian/Alaskan Native students reported the highest at 95%.  Compared to spring 2025, overall perceptions of safety improved by four percentage points, increasing from 87% to 91%. Connectedness also showed a modest gain, rising from 87% to 89%. Many student groups experienced increases of four percentage points or more in safety, with the exception of White students (+1.4%), multiracial students (-0.7%), and students experiencing homelessness (-0.8%). Notably, Hispanic/Latino students improved by 5%, and Asian students by 6%.  Changes in connectedness were more mixed across student groups. The largest gains were observed among White students (+3.3%), students with disabilities (+4%), and foster youth (+9%). Meanwhile, Pacific Islander students (-5.3%), English learners (+0.3%), and students experiencing homelessness (-0.7%) showed minimal change or slight declines.  These trends, disaggregated by student group, are reported in the District’s biannual District Progress Report (https://www.natomasunified.org/our-district/district-progress-report) and are also reflected in the Local Control and Accountability Plan (LCAP), which can be found on the District website.|School Climate Trends Overview Overall, the school climate survey results indicate that NUSD students continue to report strong perceptions of both safety and connectedness on their campuses. As reflected in the data above, the majority of students, and the majority of student groups, report favorable ratings at or near the 90% level.  A notable pattern in the most recent data is the continued improvement in students’ perceptions of safety from spring to spring, along with relatively consistent results between the fall and spring survey administrations. This represents a departure from prior years, when results typically declined from fall to spring. Connectedness outcomes followed a similar, though more variable, pattern, with a slight overall increase from spring to spring and largely stable results across the fall-to-spring window, again differing from historical trends that showed decreases over that same period.  Between fall 2025 and spring 2026, perceptions of safety increased slightly by 0.1%, while connectedness rose by 0.2%. Although these overall changes were modest, several student groups experienced more pronounced gains. In safety, the largest increases were observed among students with disabilities (+1.4%), Foster Youth (+24.6%), and American Indian/Alaskan Native students (+13.1%). For connectedness, the most notable increases occurred among Filipino students (+3.4%), Foster Youth (+3.4%), multiracial students (+2.4%), and American Indian/Alaskan Native students (+13.1%).  Improving student experiences related to safety and connectedness remains a key district priority, aligned with Goals 2 and 3. Ongoing efforts are particularly focused on addressing areas such as suspension rates and other culture and climate factors that may influence differences in perception across student groups.|To enhance students' sense of safety and connectedness, NUSD continues to implement several key initiatives: -Each school site prioritizes an onboarding process to ensure new students are oriented to the wide range of social-emotional and behavioral supports available. -Social workers and school psychologists are staffed at every school to provide a full spectrum of mental health and wellness resources. -Assistant principals have been hired at each K-8 school and two elementary schools to enhance leadership and student support. -The newly developed Safety and Safe Schools department continues to expand, with increased campus safety staffing, training, and facility improvements, including updated visitor procedures, new fencing, and security cameras. -NUSD remains committed to implementing restorative practices and delivering explicit social-emotional learning (SEL) curriculum, fostering student understanding of the five core SEL competencies: Social Awareness, Responsible Decision-Making, Self-Awareness, Self-Management, and Relationship Skills. -Positive Behavior Interventions and Supports (PBIS) and bullying prevention efforts continue to be prioritized on each campus. -Enhancements to school climate and culture are also supported through athletics programs (grades 4-12), school assemblies, diverse extracurricular opportunities, and the expansion of the Expanded Learning Opportunities Program (ELOP). These ongoing efforts reflect NUSD’s dedication to fostering a safe, inclusive, and supportive learning environment for all students.|Met||2026-06-24|2026
34752830108860|Westlake Charter|6|Westlake Charter School administered the California Healthy Kids Survey (CHKS) in spring 2026 to students in grades 5, 7, 9, and 11. The survey measured student perceptions of key school climate indicators, including Caring Adult Relationships, School Connectedness, Feeling Safe at School, and Meaningful Participation. Among 5th graders at the K-8 campus, 77% reported having caring adult relationships, 77% felt connected to school, and 78% felt safe at school. Seventh-grade responses showed 60% for caring adult relationships, 54% for school connectedness, and 60% for feeling safe at school. At the high school campus, 73% of 9th graders and 65% of 11th graders indicated positive relationships with adults. School connectedness was reported by 63% of 9th graders and 67% of 11th graders. Students reporting that they feel safe or very safe at school included 77% of 9th graders and 75% of 11th graders. Across grades 7, 9, and 11, meaningful participation ranged from 25% to 31%, indicating a continued opportunity to strengthen student voice and engagement in school decision-making.|The 2026 California Healthy Kids Survey results reflect both enduring strengths and continued areas for growth across Westlake Charter School's K-12 program. Elementary students continue to demonstrate high levels of school connectedness and safety, with 77% of 5th graders reporting positive results across caring adult relationships, school connectedness, and feeling safe. These results affirm that the school's culture of trust and support remains strong in the early grades. At the secondary level, 7th-grade results show a decrease across some indicators, reflecting the natural challenges students face during the middle school transition. High school students showed encouraging results, with connectedness and safety scores in the 63-77% range across 9th and 11th grades, suggesting that intentional relationship-building and school culture development efforts on our high school campus are having a positive impact on students. Meaningful participation remains a persistent area for growth across all secondary grades, with scores ranging from 25% to 31% in grades 7, 9, and 11. This pattern signals that while students feel safe and connected to caring adults, many do not yet feel that their voices meaningfully shape their school experience. This consistency across grade levels reinforces Westlake's commitment to growing student voice as a priority area in the years ahead. Taken together, the data reinforces Westlake's strengths in adult-student relationships and physical safety while highlighting the importance of deepening student agency and belonging — especially during key transition years.|School site leadership and on-campus mental health professionals have reviewed the 2026 California Healthy Kids Survey data to identify actionable steps for continuous improvement. Westlake Charter School remains committed to ensuring all staff are trained in Responsive Classroom practices, prioritizing social-emotional learning and the development of positive school relationships across all grade levels. In comparing results from previous years, we have identified areas of decline or slower growth, particularly around school connectedness and meaningful participation at the secondary level. To address this, we will continue to rely on our robust MTSS system of support to identify and serve students who may benefit from additional initiatives focused on connection and belonging. Safety protocols and practices will continue to be regularly reviewed and updated based on ongoing feedback from students, staff, and families. This year, in direct response to our survey findings, Westlake has been actively working to identify and adopt an SEL curriculum for grades K-8. In the coming year, we will also place a targeted focus on student behavior as it relates to school safety and connectedness. This effort will be led in collaboration with our PBIS team and an outside behavior consultant to ensure a coordinated, data-informed approach. To strengthen student-adult relationships, we will continue prioritizing relationship-building through professional development for all staff. Regularly administering the California Healthy Kids Survey, alongside other local climate surveys, will allow us to monitor progress and adjust our strategies as needed. Establishing ongoing feedback opportunities for students throughout the school year will further support our commitment to a positive and inclusive school climate.|Met||2026-06-11|2026
34752830112425|Natomas Pacific Pathways Prep|6|NP3 administers parent and student surveys annually. The parent survey was designed to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. Our survey results indicate that 100% of parents felt like their child was safe on campus and 100% feel welcome at school.  81% of parents also reported that they feel their ideas are valued and included in school plans and 95% feel confident that the school provides adequate support to students’ families to help their students succeed.|NP3 stands out for its supportive relationships, inclusive culture, and shared commitment to helping every student grow and succeed. Strong relationships & community: NP3 is described as a “family-like” environment where students, staff, and families feel connected, supported, and valued. Being a smaller school helps everyone know each other well.  Dedicated, caring staff: Teachers and staff are consistently praised for genuinely caring about students’ academic, social, and emotional growth, and for going above and beyond to support them.  Commitment to diversity & inclusion: Many highlight the school’s diversity and its respect for different cultures, perspectives, and student needs.  Focus on the whole child: NP3 emphasizes both academic rigor and social-emotional development Collaborative and supportive culture: Staff feel supported by colleagues and administration, with a strong sense of teamwork, shared purpose, and continuous improvement.  Positive learning environment: Families and students appreciate the safe, welcoming atmosphere, strong communication, and engaging academic program.    Why students like being part of the NP3 Community Strong sense of safety, belonging, and emotional comfort—students feel accepted, & able to be themselves  Caring, supportive teachers and staff who build relationships and provide academic help Importance of friendships and peer relationships as a central positive experience  A highly valued diverse and inclusive community that respects cultures and identities  A small, tight-knit environment where students know each other and feel connected Opportunities for student voice, leadership, and involvement (clubs, student government, events)  Positive school culture and spirit, including events, traditions, and shared identity  Access to strong academics and college-preparatory opportunities (AP, dual enrollment, etc.) Balance of academic rigor with support systems (reassessments, relationships, resources) What would make NP3 better for the future? C?onsistent call for sports teams and athletic programs (across all grade levels)  Improve school lunch quality, nutrition, and variety  Increase events, field trips, and engaging extracurricular opportunities  Expand clubs, electives, and course offerings (arts, music, languages, career pathways)  Strengthen student voice and responsiveness (listening to feedback, involving students in decisions)  Address student behavior issues (bullying, racism, disrespect, classroom disruptions)  Improve facilities and campus conditions (cleanliness, bathrooms, fields, buildings, space)  Enhance teaching practices and consistency (engagement, clarity, fairness, support)  Better balance student workload, stress, and well-being (homework, schedules, major projects)|NP3 has cultivated a strong positive culture as evidenced by survey feedback and will continue to invest resources of time and staff in maintaining this positive climate.|Met||2026-06-02|2026
34752830120113|Natomas Pacific Pathways Prep Middle|6|In a survey given to all NP3 Middle School students at the end of this school year, students shared that they value advisory and feel that it’s an important class and the main purpose of the class is to build community and to create and monitor their learning. 92% of our students report feeling safe, and 78% feel staff build trusting relationships with students at school.|Philosophically, NP3 wants to help build internal motivation in students. The biggest take away was that students reported that the thing that motivates them to be successful in school is their grades and themselves, followed by family and teachers. This shows that we are accomplishing our goal of building internal motivation and that the relationships they have with adults in their lives, on or off campus, are important to them.|A strength of NP3 Middle School is the relationships that have been built on campus. Students understand the purpose and reason why we do things, such as Advisory. We are a Leader in Me school and students are encouraged to practice using the Leader in Me 7 Habits. Although we practice these habits on campus, a quarter of our students report that they feel they do not apply the 7 Habits in their life or at school. We will create a goal to address this challenge, as we feel the 7 Habits are habits that impact student success, not just in school, but throughout their life.  NP3 Middle School's administrative team reviews data and student needs and continues to maintain the Advisory Program, which was a significant part of the successful support of students throughout the pandemic.  Based on students’ requests for more enrichment activities, staff implemented a variety of enrichment activities, competitions, trivia nights, experiences, and other engagement opportunities throughout the school year.|Met||2026-06-02|2026
34752830126060|Leroy Greene Academy|6|Based on the LGA Annual School Survey, local climate data indicate that school stakeholders generally perceive the school as safe, welcoming, and supportive. Survey responses were disaggregated by race/ethnicity and stakeholder groups (students, teachers, family members, and other staff), providing insight into the experiences of different populations. A total of 211 respondents participated in the survey, including 158 students, 27 teachers, 23 family members, and 5 other staff members. School safety emerged as a significant strength. Ninety-six percent of respondents reported feeling safe overall at LGA, with similarly high ratings for safety during passing periods (95%), before school (93%), during lunch (93%), and in classrooms (93%). Most student groups reported safety ratings above 90%, although perceptions of after-school safety were somewhat lower (89% overall), particularly among Filipino students (73%). School connectedness and family engagement were also viewed positively. Ninety-one percent of respondents agreed that LGA provides a welcoming environment for families and that staff build trusting and respectful relationships with families. Eighty-eight percent reported feeling safe at school, and 87% reported feeling welcomed at school. Communication with families was another area of strength, with 87% agreeing that LGA communicates effectively with families and 86% indicating it is easy for families to communicate with teachers. The survey also identified areas for growth. While overall ratings remained positive, lower levels of agreement were reported regarding multilingual resources (75%), support for students needing mental health services (74%), connections to community partnerships (70%), support for high-achieving/GATE students (67%), mentoring opportunities (67%), and opportunities for students to volunteer in the community (67%). Respondents also expressed less confidence that their input is reflected in school plans (78%) and that the school effectively seeks input from underrepresented groups (81%).|A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support.|Through an analysis of student data and stakeholder engagement, a number of areas of need have emerged for LGA moving forward, including areas such as: expanding supports to prepare students for college/career, adding advanced coursework to provide rigorous challenging college-level classes, improving math performance, expanding course taking and intervention opportunities for students, increasing the A-G completion/pass rates, improving campus climate/culture and increasing authentic communication with families.|Met||2026-06-11|2026
34752830134049|Natomas Pacific Pathways Prep Elementary|6|The local climate survey given during the 2025-2026 school year highlighted the continued focus on student safety and wellness with all parents saying (100%) saying school is safe and they feel welcome at school (97%).  Also, 93% students in the survey reported that they feel safe at school and 79% said they feel comfortable to be themselves at school.  Together, these survey results show that our students and their families believe our school is safe and welcoming.|Through our surveys we continue to learn about the perceptions of our students, staff and families.  Some of the strengths include:  Kind, supportive, and caring teachers and staff who help students learn, feel valued, and build confidence A strong sense of safety, belonging, acceptance, and emotional support for all students Positive peer relationships and friendships that contribute to a welcoming school environment A diverse and inclusive community that respects cultures, identities, languages, and backgrounds Strong commitment to equity, diversity, and culturally responsive practices Opportunities for student leadership, student voice, and participation through programs such as Leader in Me Engaging learning experiences supported by strong academic resources and instructional support Availability of enrichment opportunities including arts, PE, clubs, events, sports, and family activities A collaborative school culture focused on continuous improvement, innovation, and lifelong learning Strong relationships between students, staff, and families that create a close-knit community High levels of family engagement, communication, and partnership with the school Students and staff feel respected, included, and supported in school decision-making and planning Appreciation for restorative practices and focus on the “whole child” through social-emotional learning A generally positive, fun, and engaging school culture where students enjoy learning and participating Recognition that NP3 Elementary provides a nurturing, academically supportive, and community-centered environment for students and families|NP3 has cultivated a strong positive culture as evidenced by survey feedback and will continue to invest resources of time and staff in maintaining this positive climate.|Met||2026-06-02|2026
34752833430659|Natomas Charter|6|NCS completes an annual Student Culture Survey, this comprehensive school climate assessment captured responses from 500+ students across grades 5-12, providing valuable insights into student experiences and perceptions. The survey achieved strong participation with students representing diverse backgrounds: 41% White, 14% identifying as two or more ethnicities, 16% Black or African-American, and 28% Hispanic or Latino students. Gender distribution was 59% female, 35% male, and 5% non-binary.  Several areas demonstrated particularly positive climate indicators. Safety and emergency preparedness showed strong results, 85% of students demonstrating confidence in staff knowing emergency procedures and an impressive 84% of students feel safe at school. Teacher support emerged as another strength, with high levels of perceived teacher care and availability reflected  with 89% of students feeling there's an adult available when they need help. The sense of belonging and inclusion was notably strong, with 80% of students reported feeling they belong at school and 83% expressed happiness about being there. However, certain areas showed room for improvement. Facility conditions presented challenges, particularly 70% of students are concerned about bathroom cleanliness. Substance use rates were reported as low at 16%. The survey revealed generally positive equity indicators, with 90% of students agreed that all students are treated equally by adults regardless of their families' economic status, cultural background, or gender identities.  Additionally, 84% of students agree that all students are treated equally by students regardless of their families' economic status, cultural background, or gender identities.|Families participated in an annual school climate survey to provide feedback on school climate and provide feedback on the school environment, educational support, and school safety. Key findings from the parent survey include: Over 90% of parents reported feeling satisfied overall with Natomas Charter School. Over 92% of parents/families reported feeling satisfied with the levels of safety at the school. 89% of parents reported that Teachers are dedicated to helping students learn.  88% of parents/families reported that it is easy to communicate and work with staff.  89% of parents reported that their students are satisfied overall with Natomas Charter School. 84% of parents report that their family is treated equally at NCS. Disaggregated belonging data shows that belonging is consistent across ethnicities: African American/Black = 84%, Hispanic = 92%, Asian = 100%, white = 90%, and Two or More Races = 77%.|Natomas Charter School  will continue to use parent/family and student feedback  each year to refine our practices. Overall, Natomas Charter School tends to perform well in all areas measured under school climate. The school will continue to invest in programs that ensure students are well connected to school, such as WEB and Link Crew. Additionally, the school is focusing all professional development on implementing effective strategies to support academic, behavioral, and socioemotional learning. There has been a specific focus on staff training in PBIS and MTSS. We expect these professional development activities to help us sustain and grow in the areas of school climate.|Met|Natomas Charter School prides itself in creating small, supportive learning environments for all students. Students have opportunities to be involved in school decisions. The overall small school environment creates a place in which students are treated and respected as individuals. To assist with this effort, NCS has six social emotional counselors and collaborates with California State University to host  counseling interns each school year. The school continues to refine initiatives such as WEB (Where Everyone Belongs) in middle school and Link Crew in high school to provide additional student leadership opportunities and peer-to-peer mentoring. These programs were expanded to have peer-to-peer academic support as well.|2026-06-17|2026
34765050000000|Twin Rivers Unified|6|Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 6 68% Grade 7 53% Grade 8 50% Grade 9 46% Grade 10 40% Grade 11 41% Grade 12 43% Staff 87%  Academic Motivation Grade 6 82%  Grade 7 66% Grade 8 60% Grade 9 55% Grade 10 56% Grade 11 59% Grade 12 57% Staff 69%  Caring adult relationships Grade 6: 64% Grade 7 57% Grade 8 55% Grade 9 50% Grade 10 49% Grade 11 56% Grade 12 58% Staff 96%  KELVIN Data Collected Locally: Percentage of students, families, and staff responding favorably on surveys measuring school safety and connectedness.  80% staff (63% responded) 86% Families (16% responded) -86% Hispanic -91% Asian -85% White -84% African American -90% Pacific Islander|What we have learned from this data is that the perception of the adults is vastly different than that of the students. It is evident that an area of improvement will be the connection between students and their campuses. This data is one way that actions were informed that are in our LCAP. The district implemented Kelvin to monitor student connectedness and climate data. This action is continued as and will serve as a real time monitoring tool for individual student needs and also school climate and culture. Utilizing these tools to act on the data in real-time is a step toward bridging the gap between adult and student perceptions. Additionally, student engagement-especially that for unduplicated students--is a focus that can be seen in the expansion of activities such as VAPA, athletics, clubs, and programs for newcomers. We are expanding programs to service students TK-12 with before and after school enrichment based on student needs and interests. Mentoring programs and community outreach are expanding as well. This year, we have expanded to include youth workforce that serve as peer mentors and Certified Wellness Coaches contracted through APPA Health to support high school students.  A robust MTSS department has expanded to offer additional intervention for students in secondary grades and focused on 9th grade achievement. Educational Partner input ranked mental health and school culture responses in the top 5 in our LCAP engagement process. We will continue to monitor and prioritize climate and culture. Through CYBHI and other initiatives, we plan to continue or expand services to our students.|Twin Rivers continues to implement solutions to address mental and behavioral health in our schools. In our LCAP, additional Counselors, Psychologists, MTSS and adoption of health curriculum are present. Outside funding with other sources include additional training for all staff, additional health professionals during and beyond the school day, and programs with community partners and families to continue to connect the school community with the greater community. Improvements in monitoring behavior and mental health have increased the frequency of reporting but have also allowed our system to be more responsive to these needs as they arise.|Met||2026-06-23|2026
34765050101766|Community Outreach Academy|6|Community Outreach Academy (COA) annually administers local climate surveys to students, parents, and staff to gather feedback regarding school safety, connectedness, relationships, engagement, and overall school climate. Survey results, along with additional stakeholder input and local data, are reviewed as part of the school's continuous improvement process and help inform Local Control and Accountability Plan (LCAP) development and schoolwide decision-making.  Data collected through the most recent climate surveys indicate generally positive perceptions of school conditions and climate among students, families, and staff. Results from the Hanover Research climate survey and local student surveys show that most respondents believe students feel safe at school, school rules are fair, collaboration among students is encouraged, and students have opportunities to be heard by adults on campus. Students also reported positive relationships with teachers and indicated that classroom instruction is engaging and relevant.  Student survey results continue to demonstrate a high level of overall satisfaction with the school experience. Families and staff similarly report positive perceptions regarding communication, student support, and the welcoming nature of the school environment. These findings suggest that COA has maintained a positive school climate that supports student learning, engagement, and well-being.  In addition to survey data, COA reviews attendance data, chronic absenteeism trends, discipline data, student support referrals, and stakeholder feedback from meetings, advisory groups, and surveys to monitor school climate and identify areas for improvement. These data sources help the school evaluate the effectiveness of current programs and supports while identifying opportunities to strengthen student connectedness and engagement.  Where available, survey responses and other local data are reviewed by student groups to identify trends and ensure equitable access to a positive and supportive school environment. Findings from these data sources are used to inform school climate initiatives, student support services, family engagement efforts, and ongoing continuous improvement planning.  Overall, local climate survey results and related data indicate that students, families, and staff continue to experience a positive school environment characterized by safety, supportive relationships, engagement, and a strong sense of community.|Analysis of local climate survey data, stakeholder feedback, and other local indicators identified several key strengths as well as opportunities for continued growth at Community Outreach Academy. Survey results continue to demonstrate that students, families, and staff perceive COA as a safe, supportive, and welcoming school environment. Students consistently report feeling safe at school, respected by staff, and engaged in classroom learning. Parent survey responses indicate strong confidence in the school's commitment to student success, with families reporting that their children enjoy attending school and feel supported by teachers and staff. These findings reflect the strong relationships that have been established among students, families, and school personnel. A significant area of strength identified through stakeholder feedback is the school's emphasis on student recognition and celebration. Students and families consistently express appreciation for schoolwide celebrations, assemblies, recognition programs, performances, and other activities that promote student engagement and foster a positive sense of belonging. Survey data also indicate that enrichment opportunities such as visual and performing arts programs, music instruction, after-school programs, tutoring, field trips, and other extracurricular activities contribute positively to student engagement and school connectedness. Analysis of survey results also highlights the effectiveness of COA's efforts to create a supportive learning environment where students feel encouraged to participate, collaborate, and succeed academically. Stakeholders continue to view school staff as caring, approachable, and committed to helping students achieve their goals. An area identified for continued growth is strengthening awareness and appreciation of the diverse backgrounds, experiences, and perspectives represented within the school community. While COA was founded with a focus on serving the Slavic community and preserving heritage languages and culture, the school continues to welcome students and families from a variety of backgrounds. As the school community evolves, COA recognizes the importance of promoting cultural understanding, inclusiveness, and opportunities for all students and families to feel represented and valued. Overall, the data indicate that COA's current programs, supports, and school climate initiatives are having a positive impact on student engagement, safety, connectedness, and satisfaction. The school will continue to build upon these strengths while addressing identified areas for growth through ongoing stakeholder engagement, continuous improvement efforts, and targeted support programs.|Based on the analysis of local climate survey data and stakeholder feedback, Community Outreach Academy will continue implementing strategies that strengthen inclusiveness, cultural awareness, student engagement, and school connectedness. The school will maintain many of the programs and activities identified as strengths by students, families, and staff, including student recognition programs, enrichment opportunities, extracurricular activities, and family engagement events that contribute to a positive school climate.  To address the identified need for greater awareness and understanding of the diverse backgrounds represented within the school community, COA will continue to expand opportunities for cultural learning and appreciation among students, staff, and families. The school will work to increase representation and visibility of the various cultural, linguistic, and national backgrounds that make up its community while fostering an environment where all students feel welcomed, respected, and valued.  COA will also continue to strengthen its commitment to multilingualism and language development through its World Language program. In addition to supporting heritage language preservation, the school will continue offering Russian, Ukrainian, and Spanish language instruction to promote language acquisition, cultural understanding, and global awareness. These opportunities support both academic growth and student connectedness by helping students develop an appreciation for diverse cultures and perspectives.  The school will continue reviewing climate survey results, stakeholder feedback, attendance data, and other local indicators to monitor progress and identify additional opportunities for improvement. Information gathered through surveys, School Site Council meetings, DELAC meetings, Governing Board meetings, and other stakeholder engagement activities will continue to inform school planning, program development, and resource allocation decisions.  Through these continuous improvement efforts, COA seeks to maintain a safe, supportive, and engaging school environment while strengthening inclusiveness, cultural understanding, and positive outcomes for all students.|Met||2026-06-16|2026
34765050101832|Futures High|6|Survey results show that Futures High School continues to have strong perceptions around student success, college and career preparation, high expectations, and extracurricular involvement. Overall, 81% of respondents agreed or strongly agreed that the school wants students to succeed. In addition, 77% agreed or strongly agreed that the school prepares students for success in college or a career, and 72% agreed or strongly agreed that the school sets high expectations for student achievement.  The data also shows areas where Futures can continue to improve. While 67% of respondents agreed or strongly agreed that the school offers challenging classes, only 61% agreed or strongly agreed that the school provides a well rounded curriculum. In addition, 54% agreed or strongly agreed that the school focuses on students’ character, and 61% agreed or strongly agreed that the school encourages a healthy lifestyle. These results suggest that while families, students, and staff see Futures as a school that supports student success, there is still a need to strengthen the overall student experience beyond academics. Hanover Data  81% of those surveyed agree or strongly agree that the school wants students to succeed.  77% of those surveyed agree or strongly agree that the school prepares students for success in college or a career.  72% of those surveyed agree or strongly agree that the school sets high expectations for student achievement.  72% of those surveyed agree or strongly agree that the school encourages students to participate in extracurricular activities.  68% of those surveyed agree or strongly agree that the school encourages special education students to participate in school activities.  67% of those surveyed agree or strongly agree that the school offers challenging classes.  61% of those surveyed agree or strongly agree that the school provides a well rounded curriculum.  61% of those surveyed agree or strongly agree that the school encourages a healthy lifestyle.  54% of those surveyed agree or strongly agree that the school focuses on students’ character.  CKH Survey Futures Score 3.8   Baseline Score 4.3 Students report that teachers treat them with respect.  Futures Score 3.4   Baseline Score 3.7 Students report having good relationships with their teachers.  Futures Score 3.2   Baseline Score 3.6 Students report that teachers encourage them to be the best student they can be.|The local climate survey data shows that Futures High School has several clear strengths connected to student success, college and career readiness, high expectations, and extracurricular involvement. The strongest area was the belief that Futures wants students to succeed, with 81% of respondents agreeing or strongly agreeing. In addition, 77% agreed or strongly agreed that the school prepares students for success in college or a career, and 72% agreed or strongly agreed that the school sets high expectations for student achievement. This shows that students, families, and staff recognize the school’s focus on helping students graduate with a clear direction and preparation for life after high school.  The data also shows that Futures has a positive foundation in student relationships and adult support. CKH survey results showed that students rated teachers treating them with respect at 3.8 compared to the 4.3 baseline. Students also rated having good relationships with teachers at 3.4 compared to the 3.7 baseline, and teachers encouraging them to be the best student they can be at 3.2 compared to the 3.6 baseline. While these scores are below the CKH baseline, they show that students are identifying positive relationships with adults as part of the school culture.  The key area of need is strengthening the overall student experience beyond academics. While 67% of respondents agreed or strongly agreed that the school offers challenging classes, only 61% agreed or strongly agreed that the school provides a well rounded curriculum. In addition, 61% agreed or strongly agreed that the school encourages a healthy lifestyle, and 54% agreed or strongly agreed that the school focuses on students’ character. This suggests that Futures needs to continue developing stronger systems for character development, wellness, student leadership, belonging, and whole child supports.  Available student group data also shows a need to continue improving access and participation for students with disabilities. While 68% agreed or strongly agreed that the school encourages special education students to participate in school activities, this remains an area for growth. Futures will continue working to make extracurricular activities, leadership opportunities, and schoolwide experiences more accessible and visible for all student groups.  Overall, the data shows that Futures is viewed as a school that cares about students and prepares them for the future. The next step is to strengthen consistency across classrooms and programs so that every student experiences strong relationships, high expectations, character development, healthy habits, and meaningful opportunities to connect to school.|Based on the local climate survey data, Futures High School will continue to strengthen existing plans, policies, and procedures connected to school climate, student support, and whole child development. The data shows strong perceptions around student success, college and career readiness, and high expectations, so Futures will continue building on its Early College and career readiness focus while also expanding the student experience beyond academics.  To address the need for a more well rounded student experience, Futures will continue refining course offerings, student activities, clubs, and leadership opportunities. This includes expanding student voice, increasing student participation in extracurricular activities, and making school events and activities more accessible to all students, including students with disabilities. Futures will also continue reviewing master schedule options and program pathways to ensure students have access to challenging classes, college and career preparation, and meaningful electives.  To address the lower results connected to character development and healthy lifestyle, Futures will continue strengthening schoolwide expectations, CKH practices, and student support systems. Staff will focus on consistent use of relationship building routines, classroom Social Contracts, positive greetings, student recognition, and restorative conversations. The goal is to make these practices more consistent across classrooms so that students experience respect, connection, and support throughout the school day.  Futures will also continue improving whole child supports through counseling, social emotional supports, intervention systems, and family engagement. Staff will monitor student needs through academic, behavioral, attendance, and climate data, then use that information to adjust supports. This includes continuing work with MTSS, PBIS, counseling services, intervention supports, and family communication systems.  For continuous improvement, Futures will review local climate survey data, CKH survey results, attendance trends, discipline data, and student participation data throughout the year. Leadership teams will use this information to identify gaps, adjust supports, and monitor progress. These actions are intended to create a more consistent, connected, and supportive school climate where students feel challenged, respected, involved, and prepared for their future.|Met||2026-06-16|2026
34765050108415|Heritage Peak Charter|6|n the spring of 2026, Heritage Peak administered a comprehensive survey to students in grades 3 through 12 to evaluate their perceptions of school connectedness and overall safety. The results provide valuable insights into how students across various demographic groups experience the school environment.  In the most recent survey in March of 2026 80% of students report overall satisfaction, 93% report it is easy to use online tools, 87% felt they know how to get help on assignments, and 91% express happiness at being enrolled at HP.  Other student groups demonstrated satisfaction rates that were only slightly below the overall average, with Asian students reporting 77%, and SED students reporting 78%, Hispanic students, at 83%, and EL students at 87%, reported more satisfaction than students overall.  Black students, who reported a 65% overall satisfaction rate were the one group to score substantially lower.   These results indicate that Heritage Peak is maintaining a generally positive school climate across all student groups, with particularly high ratings among several subgroups. The school remains committed to addressing areas where support can be strengthened to ensure all students feel equally connected, supported, and safe.|Areas of Strength: High Overall Student Satisfaction: With 80% of students in grades 3–12 reporting that they feel connected and safe at school, the data reflects a strong, supportive climate across the school community.  Exceptional Satisfaction Among American Indian Students: American Indian students reported the highest satisfaction level at 90%, significantly above the overall average. This suggests that the supports and relationships in place for this group are especially effective and may serve as a model for broader implementation.  Consistent Satisfaction Among SED and Hispanic Students: Both Socioeconomically Disadvantaged (SED) students and Hispanic students reported satisfaction levels greater than the schoolwide average (79%), indicating that these groups are experiencing equitable levels of connection and safety.  Identified Needs and Areas for Improvement: Targeted Support for Black and Asian Students: While still within a moderate range, satisfaction among Black students (77%) and Asian students (65%) fell below the schoolwide average. These results highlight the need for a closer examination of school experiences for these student groups to identify and address barriers to connectedness or perceptions of safety.  Opportunity for Strategic Replication: The exceptionally high satisfaction score among American Indian students presents an opportunity for the school to study and replicate effective strategies—such as culturally responsive practices, relationship-building approaches, or targeted supports—that may be contributing to their strong sense of safety and belonging.|Heritage Peak will continue implementing the actions outlined in the current Local Control and Accountability Plan (LCAP) to support a positive and inclusive school climate. This includes the ongoing administration of annual student climate and safety surveys, with data disaggregated by subgroup to identify trends and ensure equity in student experiences. In addition, the school will host regular family engagement nights designed to foster meaningful dialogue around key topics such as school safety, student connectedness, and shared values within the school community. Success will be measured by increased participation in both student surveys and stakeholder engagement events, as well as year-over-year improvement in satisfaction rates at both the schoolwide and subgroup levels.|Met||2026-06-08|2026
34765050108795|Creative Connections Arts Academy|6|Creative Connections Arts Academy (CCAA) in North Highlands, California, has been utilizing the California Healthy Kids Survey (CHKS) to gather valuable data on school climate and student well-being. The CHKS provides an overall score as well as disaggregated data by various student groups, allowing CCAA to identify areas of strength and areas for improvement. According to the most recent CHKS data, the overall school climate score for CCAA is 78%, indicating a generally positive school environment. However, when disaggregated by student groups, some disparities become apparent. For example, the school climate score for English Language Learners (ELLs) is 71%, which is lower than the overall score. This suggests that ELLs may face unique challenges or perceive the school climate differently than their non-ELL peers. CCAA recognizes the importance of supporting ELLs and fostering an inclusive environment where they feel welcomed and supported. Additionally, the data reveals that the school climate score for students with disabilities is 69%, which is also lower than the overall score. This highlights the need for CCAA to examine its practices and ensure that students with disabilities have equitable access to resources and feel fully included in the school community. On a positive note, the school climate score for students from low-income backgrounds is 82%, which is higher than the overall score. This suggests that CCAA's efforts to support and engage students from economically disadvantaged backgrounds have been effective in creating a positive school climate for this student group. In addition to the CHKS, CCAA has also utilized supplementary data collection tools, such as focus groups and student surveys, to gain deeper insights into specific aspects of school climate. For instance, a recent survey on student engagement revealed that while many students feel connected to their teachers and peers, there is room for improvement in providing opportunities for student voice and leadership.|Based on the analysis of the school climate data from the California Healthy Kids Survey (CHKS) and other supplementary data collection tools, Creative Connections Arts Academy (CCAA) has identified several key learnings, needs, and areas of strength. These insights will inform the school's efforts to continually improve the learning environment and address the unique needs of different student groups. Identified Needs:  Supporting English Language Learners (ELLs): With a school climate score of 71% for ELLs, which is lower than the overall score, CCAA recognizes the need to provide additional support and resources to ensure that ELLs feel welcomed, included, and able to thrive academically and socially. Targeted professional development for teachers on culturally responsive practices and strategies for English language acquisition could help address this need. Fostering Inclusion for Students with Disabilities: The data shows that students with disabilities have a school climate score of 69%, indicating a need for CCAA to evaluate its practices and identify areas for improvement in creating an inclusive and supportive environment for this student group. This may involve providing additional training for staff, ensuring access to necessary accommodations and resources, and promoting a culture of acceptance and understanding. Enhancing Student Voice and Leadership Opportunities: While students generally feel connected to their teachers and peers, the supplementary data revealed a desire for more opportunities for student voice and leadership. CCAA recognizes the importance of empowering students and involving them in decision-making processes to foster a sense of ownership and buy-in.  Areas of Strength:  Positive School Climate for Low-Income Students: With a school climate score of 82% for students from low-income backgrounds, which is higher than the overall score, CCAA can celebrate its efforts in supporting and engaging this student group. The school should continue to build on these strengths and identify best practices that can be replicated or expanded to benefit other student groups. Overall Positive School Climate: The overall school climate score of 78% indicates that CCAA has established a generally positive and supportive learning environment. This foundation provides a solid base upon which the school can continue to make targeted improvements and address identified areas of need.|Revisions to the Professional Development Plan:  CCAA will revise its professional development plan to include training for all teachers and staff on culturally responsive pedagogy, strategies for supporting English Language Learners (ELLs), and inclusive practices for students with disabilities. The revised plan will also include ongoing professional learning opportunities focused on creating a positive school climate, building relationships with diverse student populations, and promoting student voice and leadership.  Review and Revision of Inclusion Policies and Procedures:  CCAA will initiate a comprehensive review of its existing policies and procedures related to the inclusion of students with disabilities. This review will involve collaboration with advocates and experts in the field to identify areas for improvement and ensure that the school is fully compliant with state and federal regulations. Revisions will be made to policies and procedures as needed to ensure equitable access, appropriate accommodations, and a supportive learning environment for students with disabilities.  Continuous Data Monitoring and Evaluation:  CCAA will implement a robust system for continuous data monitoring and evaluation to track progress and evaluate the effectiveness of the implemented changes and initiatives. This will involve regular collection and analysis of school climate data, disaggregated by student groups, to identify emerging trends and areas that may require further attention or adjustment.|Met||2026-06-23|2026
34765050108837|Community Collaborative Charter|6|CCCS was recognized as a Capturing Kids' Hearts (CKH) National Showcase School for the ninth consecutive year, demonstrating our school's ongoing commitment to building a positive, relationship-driven culture and climate. As part of the National Showcase School evaluation process, students, families, and staff are surveyed to assess perceptions of school culture, connectedness, and overall satisfaction. The 2025-2026 CKH End-of-Year Survey results reflected strong levels of support and positive relationships across the school community. Family survey respondents rated CCCS at 4.2 out of 5, exceeding the National Showcase School baseline score of 3.7, while student survey respondents reported a score of 3.3 out of 5. Families particularly noted feeling welcome at the school, believing the school cares about their students, and feeling comfortable communicating with teachers and administration.  Family survey results included:  100% (5.0/5) reported feeling welcome at their student's school. 100% (5.0/5) agreed that the school cares for their student. 100% (5.0/5) indicated they would feel comfortable discussing concerns or ideas with teachers or school administration. 90% (4.5/5) agreed that the school communicates consistently with families. 90% (4.5/5) agreed that the school partners with them to encourage, motivate, and support student success. 90% (4.5/5) reported that the school celebrates positive events and accomplishments within the school community.  Student survey results also reflected positive relationships between students and staff:  Students rated 4.7/5 when asked whether teachers greet them with a smile and positive tone each day. Students rated 4.6/5 regarding whether teachers treat them with respect. Students rated 4.2/5 regarding whether teachers encourage them to be the best students they can be. Students rated 4.0/5 when asked whether their teachers care about them. Students rated 3.8/5 regarding understanding classroom expectations and consequences through Social Contracts.  These results demonstrate CCCS's continued focus on fostering meaningful relationships, creating a welcoming environment for students and families, and maintaining a school culture grounded in the Capturing Kids' Hearts process.|Strengths: Families report feeling welcomed, supported, and comfortable communicating with school staff. Survey results indicate that families believe CCCS cares about their students and partners with them to support student success. Students also report positive relationships with teachers, noting that staff treat them with respect, care about them, and encourage them to do their best. These results reflect the strong culture and climate that has contributed to CCCS being recognized as a CKH National Showcase School for the ninth consecutive year.  Areas of Need: CCCS will continue to focus on increasing student engagement and connectedness to school. Student survey results indicate opportunities to strengthen student leadership, increase participation in school culture activities, and improve students' comfort in seeking support from staff when needed. The school will continue to implement and strengthen Capturing Kids' Hearts practices to foster meaningful relationships, increase student voice, and ensure a positive and supportive learning environment for all students.|Goal 3 in our new LCAP focuses on student engagement and retention. There is a direct tie from parent engagement to student engagement. CCCS will focus on student high needs captured in areas of need.|Met||2026-06-16|2026
34765050113878|Higher Learning Academy|6|In the 2025–26 school year, culture survey results continued to reflect strong relationships between families and staff. A total of 83% of respondents reported that teachers help their child when they do not understand something, demonstrating continued confidence in the academic support provided by staff. Additionally, 86% of respondents indicated that teachers keep them informed of their child’s progress, reflecting strong communication between home and school.  Family engagement and shared decision-making remain areas of focus. While 79% of respondents reported that HLA offers parents a voice in the decision-making process, only 63% reported that HLA has highly involved parents. Although families generally feel informed and included, these results suggest an opportunity to increase participation and engagement among a broader range of families.  Overall, survey data indicate that HLA continues to foster supportive relationships and effective communication with families while prioritizing efforts to strengthen parent involvement and engagement in school programs and decision-making processes.  83% reported that teachers help their child when they do not understand something. 63% believe that HLA has highly involved parents. 79% reported that HLA offers parents a say in the decision-making process. 86% reported that teachers keep them informed of their child's progress.|HLA is demonstrating meaningful progress in areas of teacher-student support, family communication, and inclusive decision-making. However, the school must prioritize initiatives aimed at improving student peer relationships and fostering a culture of mutual respect. Integrating restorative practices, equity and access programs, and targeted SEL strategies may help address this persistent concern. Continued analysis of disaggregated data will be essential to ensure that all student groups benefit from these improvements and that equity remains central to the school’s culture-building efforts.|In order to improve student-to-student relationships next year, we are increasing support for our PBIS Tier I and Tier II teams. We believe that with greater teacher participation, stronger buy-in, and increased collective expertise, our classrooms and campus culture will more closely reflect our schoolwide expectations.  In addition, we are creating schoolwide student jobs to empower students, build responsibility, and provide them with greater ownership of the campus community.|Met||2026-06-16|2026
34765050114272|SAVA - Sacramento Academic and Vocational Academy|6|Based on the 2025 Hanover local climate survey, SAVA Twin Rivers (TRUSD) demonstrates strong results in fostering a safe and respectful learning environment, particularly among students and certificated staff. Key findings include:   84% reported students are treated fairly.  88% reported students feel safe at school.  84% reported students feel comfortable talking to staff.  88% reported students feel they receive the resources and support they need.  89% reported staff feel safe at school  90% reported students from different background become friends.  75% reported parents have a say in the decision making process.|Analysis of the 2025 Hanover survey data for SAVA TRUSD reinforces several key strengths in school climate while also highlighting important areas for continued growth. A major strength continues to be the positive perception among students and families regarding respect, safety, and adult support. Over 80% of students reported feeling safe at school and stated that students are treated fairly, while over 75% of parents agreed that they have input and voice in the decision making processes. This reflects the strong relational culture built through SAVA’s personalized learning model, student support systems, and intentional staff-student connections.  Another key area of strength is the increased engagement in School Site Council (SSC), student-led activities, and input-driven program design. Students are increasingly participating in shaping their school experiences through SST/504/IEP processes, club leadership, and program feedback opportunities. Families, too, have shown higher rates of participation in advisory and feedback structures like SSC and ELAC, indicating stronger trust and connection with school leadership.  However, disaggregated data and local academic trends reveal several continued needs:  Rigorous Academic Preparation: While school climate is strong, there remains a need to expand challenging coursework, especially in math. This aligns with CAASPP data showing that only 2.94% of SAVA students are proficient in math, compared to 20.29% in ELA. The gap in math performance across all subgroups, particularly among socioeconomically disadvantaged students, underscores the need to deepen Tier 1 instruction and implement targeted math interventions through SAVA’s MTSS framework.  College and Career Readiness: SAVA’s one-year cohort graduation rate at TRUSD remains high (88%), but the percentage of students graduating College and Career Prepared (CCI Prepared) is still below goal. As part of our three-year plan, we are focused on expanding access to rigorous academics, dual enrollment, and high-quality CTE pathways to meet our goal of 100% of students graduating CCI Prepared by 2027.  Student Voice in Problem-Solving: While students are actively involved in events and support processes, survey data suggest a need to further engage them in schoolwide problem-solving and planning. SAVA will continue to build systems for student leadership and feedback loops to ensure their voices shape policy, classroom design, and cultural norms.  In response to these findings, SAVA TRUSD is investing in strategic academic interventions, expanding its MTSS model, and embedding family and student engagement into school improvement efforts. These next steps reflect both the progress and challenges of serving an academically vulnerable student population while continuing to build a culture of excellence, equity, and connection.|Based on the analysis of local survey data and identified learner needs, SAVA TRUSD will implement several refinements to its current plans and procedures to ensure continuous improvement across school climate, academic outcomes, and college and career readiness. These changes are focused on addressing the ongoing need for academic rigor, improved math outcomes, and deeper engagement from underrepresented families and students.  Key actions include:  Strengthening Math Instruction and Intervention: In response to consistently low math proficiency (2.94%) and the identified need for more rigorous coursework, SAVA will expand its Tier 2 and Tier 3 math interventions within the MTSS framework. Professional development for staff will focus on math instructional strategies, including use of diagnostic tools, scaffolded curriculum, and small group instruction.  Deepening Dual Enrollment and CTE Access: To meet our goal of 100% of students graduating College and Career Prepared by 2027, SAVA will increase access to dual enrollment courses and career technical education (CTE) pathways. This includes launching a CTE-linked BYF (Build Your Future) support course and offering additional on-site DE sections aligned with student interests and labor market demands.  Improving Early Grade and Middle School Pathway Exploration: In order to increase long-term student engagement, SAVA will implement more structured college and career exploration in middle school and 9th grade. This includes field trips, hands-on exposure to pathways, and integration of CCR discussions into advisory periods and cohort lessons.  Enhancing Student Voice and Problem-Solving Structures: While students are actively engaged in events and support plans, we will formalize more student-led spaces for feedback, including student advisory panels and structured participation in schoolwide planning conversations (e.g., master scheduling, engagement strategies, and restorative practices).  Family Engagement Systems: To build on the increase in SSC and ELAC participation, SAVA will adopt clearer systems for family communication and outreach, especially for underrepresented families. These include multilingual outreach tools, proactive use of interpreters, home visits, and family workshops centered on graduation planning, academic support, and mental health services.  Together, these changes reflect a targeted effort to respond to climate survey insights, academic performance gaps, and stakeholder feedback. They will be embedded into our School Plan for Student Achievement (SPSA), LCAP goals, and site-level continuous improvement cycles.|Met||2026-06-16|2026
34765050130757|Highlands Community Charter|6|LEARNING & INSTRUCTION ---------------------- I have the learning materials (pencils, notebooks, binders, books) I need to learn.   99% The school tells me important information regularly.                            	                    97% Lessons help me in my daily life.                                              		                    96% I know what I need to do to make progress in my classes.                                         96% The school, classrooms, and buildings are clean and in good condition.                   96% I have the technology I need in the classroom to learn.                                              95% Lessons are interesting.                                                                                              93% Lessons (in person or online) help me learn.                                                              93%     SCHOOL CULTURE & INCLUSION -------------------------- All students from different backgrounds and countries are treated kindly.              99% My teachers really care about me and respect me.                                                99% All students from different cultural backgrounds, races, or ethnicities  respect each other at school.                                                                                 98% My counselor cares about me and respects me.                                                    87% The school helps me turn my college and career goals into a plan.                       84%     WELLBEING & BELONGING --------------------- I feel safe at school.                                                                 				98% I feel connected to the school, my classmates, and teachers.               		        92% I know how to get help if I feel sad, stressed, lonely, or depressed.   		        84% I want to learn more about mental health and how to deal with stress.                  66%     TECHNOLOGY ACCESS & SKILLS -------------------------- I know how to log in and check my student email.                                                  96% I know how to log in to my online learning tools.                                                     91% Highlands helps me learn to use technology by giving mobile devices  and digital literacy training.                                                                                     77%|Students report strong access to materials, technology, and relevant, interesting lessons — suggesting the instructional program is well-resourced and well-received. Most students report a positive school climate , with nearly universal agreement that students from different backgrounds are treated kindly and that teachers genuinely care (both at 99%). Wellbeing & Belonging shows students feel physically safe (98%) and connected (92%). In Technology Access, students report high confidence with email and online tools (91–96%).   84% say they know how to get help if they feel sad or stressed, leaving roughly 1 in 6 uncertain about available support. Counselor connection lags behind teacher connection (87% vs. 99%), suggesting students may not feel the same sense of care or accessibility from counseling staff. College and career planning shows room to grow at 84%.|HCCS has two actions in the LCAP intended to expand student access to college and career counselors in order to address the potential gap in counselor support and improve college and career readiness. The LCAP also contains funding for student service navigators to improve access to and understanding of mental health options.|Met||2026-06-18|2026
34765050139584|California Innovative Career Academy|6|Percentage of students who Agree or Strongly Agree with each statement:   LEARNING & INSTRUCTION ---------------------------------------------- Lessons help me in my daily life.                                                     95% Lessons are interesting.                                                                  93% I know what I need to do to make progress in my classes.             94% Lessons (in person or online) help me learn.                                  96%   SCHOOL RESOURCES ---------------------------------------------- I have the learning materials (chromebook) I need to learn.          98% I have the technology I need at home to learn.                              93% The school, classrooms, and buildings are clean and in good       89%   good condition. The school tells me important information regularly                         96%   (holidays, school announcements, events).   SCHOOL CULTURE & RELATIONSHIPS ---------------------------------------------- All students from different backgrounds and countries are                  99%   treated kindly. All students from different cultural backgrounds, races, or                  97%   ethnicities respect each other at school. My teacher really cares about me and respects me.                           99% My counselor cares about me and respects me.                                 93% The school helps me turn my college and career goals into a plan.    92% I feel connected to the school, my classmates, and my teacher.         91% I feel safe at school.                                                                             95%   WELLNESS & MENTAL HEALTH ---------------------------------------------- I know how to get help if I feel sad, stressed, lonely,                         89%   or depressed. I want to learn more about mental health and how to deal                62%   with stress.   TECHNOLOGY ACCESS & SKILLS ---------------------------------------------- I know how to log in and check my student email.                          98% I know how to log in to my online learning tools.                             96% Highlands helps me learn to use technology by giving mobile        91%   devices and digital literacy training.|Students report strong access to materials, technology, and relevant, interesting lessons — suggesting the instructional program is well-resourced and well-received. Most students report a positive school climate , with nearly universal agreement that students from different backgrounds are treated kindly and that teachers genuinely care (both at 99%). Wellbeing & Belonging shows students feel physically safe (95%) and connected (91%). In Technology Access, students report high confidence with email and online tools (96–98%). 88% say they know how to get help if they feel sad or stressed, leaving roughly 1 in 10 uncertain about available support. The school helps me turn my college and career goals into a plan is strong at 92% we believe this could be stronger. A 62% to I want to learn more about mental health and how to deal indicates that the majority of respondents feel the need for more information on the topic.|CICA has two actions in the LCAP intended to expand student access to college and career counselors in order to address the potential gap in counselor support and improve college and career readiness. The LCAP also contains funding for student service navigators to improve access to and understanding of mental health options and conduct  further investigation and research into the mental health and wellbeing of CICA students|Met||2026-06-18|2026
34765056033336|Smythe Academy of Arts and Sciences|6|Based on the CHK Survey, 83% of 6th graders, 70% of 7th grader and 62% of 8th graders perceive school as a very safe or safe place. 86% of 6th graders, 65% of 7th graders and 56% of 8th graders have a positive connection with school.|While a majority of students report the highest levels of connectedness and safety, there are other areas such as bullying that negatively impact student sense of safety. Areas of need- a need to increase perceptions of safety and school connectedness LEA wide. One area of need is getting more detailed and timely data from students to address perceived unsafe areas on campus and identify source of unsafe perceptions. Strengths- a high number of students report adults on campus have high expectations for them.|More SEL instruction school-wide. More attention to PBIS Tier 1 and Tier 2 instruction. Continued support of campus supervisor positions, campus safety specialists at the Middle School, and more timely communication and collaboration with parents to improve student behavior and engagement.|Met||2026-06-23|2026
34765056112643|Westside Preparatory Charter|6|Data gathered from the California Healthy Kids Survey: School connectedness: 58%  Meaningful participation: 31%  Safe school perception: 62%  Decrease harassment/bullying: 37%  Decrease mean rumors/lies: 35%|Compared to last year our safe school perception remained the same.  After the results of the survey were analyzed we will continue with our Safe School Ambassadors Program.  Students are recommended by teachers and met meet monthly with the school counselor to discuss safety at school.  Students also had a google form available to them to anonymously report bullying or other concerns to help students feel more safe.|As a result of our school perception metric staying the same the Safe School Ambassadors program will be available at all four campuses for the 2025-2026 school year.|Met||2026-06-23|2026
35103550000000|San Benito County Office of Education|6|Survey data indicates strong perceptions of safety and connectedness among students. Overall, 89% of students reported feeling safe and connected at school. In addition, 79.7% of students reported feeling physically safe, and 79.7% reported feeling emotionally safe. These results suggest a generally positive school climate, while also highlighting opportunities to strengthen both physical and emotional safety supports to ensure all students experience a consistently safe and connected learning environment.|Analysis of student perception data indicates a strong overall sense of belonging, with 89% of students reporting feeling safe and connected at school. In addition, 79.7% of students reported feeling physically safe and 79.7% reported feeling emotionally safe. These results reflect a key strength in school climate and suggest that most students experience supportive and connected school environments. At the same time, the data highlights an important area of need in strengthening both physical and emotional safety for the approximately 20% of students who do not yet report these experiences. This points to the need for continued focus on consistent implementation of safety practices, relationship-building, and access to student support systems.|Based on local student perception data, the LEA is making targeted refinements to strengthen student safety, connectedness, and school climate. While results are positive—89% of students report feeling safe and connected, and 79.7% report feeling physically and emotionally safe—the data also highlights an opportunity to better support the approximately 20% of students who do not yet report consistent feelings of safety. A key strength this year is the implementation of PBIS, led by the BCBA, which has strengthened schoolwide expectations, improved consistency in behavior supports, and increased student connectedness. This system provides a strong foundation for proactive, relationship-centered practices. To build on this work, the LEA will further strengthen PBIS implementation through ongoing staff coaching, training, and consistent application across sites. Continued social-emotional learning supports will also be expanded, including access to the Wellness Center and monthly SEL lessons to reinforce student coping skills, relationships, and emotional regulation. Student perception data will continue to be used to guide timely supports, and collaboration time during weekly minimum days will support staff in reviewing data and aligning interventions. Overall, these actions build on strong PBIS practices while expanding SEL supports to ensure all students experience safe, supportive, and connected learning environments.|Met||2026-06-25|2026
35103550142489|Polytechnic Academy|6|Polytechnic Academy administered a local school climate survey. The available data indicate progress toward a safer, more welcoming, and family-oriented environment, including stronger student-staff relationships and improved access to academic and social-emotional support. Areas for continued improvement include attendance, student connectedness, consistent expectations, and family participation. Because the school is new and has a small enrollment, survey results could not be reliably disaggregated by student group without potentially identifying individual students. As participation increases, the school will establish baseline measures and analyze results for applicable student groups.|In an analysis of the local climate survey, Polytechnic Academy’s key strengths are: strong student-staff relationships, personalized support, and progress in creating a safer and more welcoming school climate. Identified needs include improving attendance, student connectedness, consistent schoolwide expectations, and family participation. Because enrollment and survey participation were small, data could not be reliably disaggregated by student group without risking identification of individual students. The school will increase survey participation and establish baseline measures to monitor experiences and outcomes for applicable student groups.|Polytechnic Academy will strengthen its school climate plan by establishing more consistent schoolwide expectations, restorative practices, attendance interventions, and student and family engagement procedures. The school will implement regular climate surveys and student check-ins, improve documentation and review of attendance and discipline data, and expand structured opportunities for families and students to provide input. Staff professional development will focus on trauma-informed practices, culturally responsive family engagement, restorative approaches, and consistent implementation of behavior expectations. Survey and local data will be reviewed regularly to evaluate progress, identify disparities among student groups when sample sizes permit, and adjust supports, resources, and procedures as part of continuous improvement.|Met||2026-06-23|2026
35674540000000|Bitterwater-Tully Elementary|6|Our school sent our Local Climate Surveys to Parents, Students, and Staff. Sixty-five percent of our parents completed the survey while we had 100 percent completed surveys from students and staff.|Overall our students and families reported feeling safe at school. Majority of the overall feedback was positive, students feel that they are getting the academic support when needed, and students enjoy attending Bitterwater-Tully School. Areas of need are to increase the cleanliness of the facilities, improve chronic absenteeism , and build family engagement.|An area that we are continuing to strengthen is our CAASPP ELA & Math scores. We implemented new ELA and Math curriculum in the 2023-2024 school year and we are starting to see an increase in both local scores and state scores. Another area of focus is to improve students' writing abilities. Cleanliness of the facilities is being manage by staff and outside contractors. Chronic Absenteeism will be addressed at Back to School night informing parents the importance of their child/children attending school on a regular basis and sending home absent verification slips. To build family engagement, we will continue to offer literacy events and other family events. We will continue to host meetings both in-person and virtually.|Met||2026-06-24|2026
35674620000000|Cienega Union Elementary|6||||Not Met|||2026
35674700000000|Hollister|6|"Hollister School District monitors school climate through Kelvin Pulse Surveys. Kelvin data is disaggregated by grade spans (2–3 and 4–8) to track sentiment regarding School Connectedness, School Safety, and Adult Care. Kelvin Pulse Survey Data (2023–2026) The district observed significant perception gaps between younger and older students. Metric Gr. 2–3 (2025–26) Gr. 4–8 (2025–26) Feel Connected 86% 73% Feel School is Safe 84% 68% Feel Adults Care 88% 80% Analysis of Findings: Safety Concerns: While safety perceptions improved for younger students, there is a notable downward trend for grades 4–8, which dropped from 77% in 2023–24 to 68% in 2025–26. Strength in Relationships: The ""Adult Care"" metric remains the highest-rated indicator across all levels, identifying teacher-student relationships as a core district strength. Developmental Perception Gap: Younger students (grades 2–3) consistently report a higher sense of safety and connectedness than their older peers. CHKS Data (5th Grade, 2022) CHKS results serve as a secondary measure, revealing high levels of respect and expectations among elementary students: Treated with Respect: 84% Adult High Expectations: 82% Academic Motivation: 78% School Connectedness: 71% Disaggregated Student Group Insights English Learners (EL): Generally report feeling safe and productive, with high levels of positive engagement at the elementary level. Long-Term English Learners (LTEL): Climate data for this group is contextualized by a high 11.3% suspension rate, nearly three times the district average, indicating a critical need for targeted behavioral and engagement supports. Students with Disabilities (SWD) and Homeless Students: These groups are ""Red"" indicators for chronic absenteeism (26.8% and 27.8%, respectively) and suspensions (6.4% and 5.0%), which negatively impacts their reported climate experience. Foster Youth: While showing localized gains in reading (35.9%), they face disproportionate challenges in attendance that affect their sense of school stability."|"For the Hollister School District, these Kelvin Pulse Survey results provide a vital internal ""barometer"" for school climate, guiding strategic LCAP investments and operational shifts. 1. A Strong Relational Foundation (Adult Care) With 88% of younger students and 80% of older students feeling that adults care about them, teacher-student relationships are HSD’s greatest institutional strength. Implication: Programs like Capturing Kids' Hearts (CKH) are successfully fostering empathy and rapport. This foundational trust provides the necessary ""safety net"" to implement more rigorous academic and behavioral interventions district-wide. 2. Successful Early Integration (Grades 2–3) Younger students report high levels of connectedness (86%) and safety (84%). Implication: HSD is providing an effective ""on-ramp"" to the educational experience. Elementary social-emotional supports and nurturing primary classroom environments are working as intended for the district’s youngest learners. 3. A Safety Warning for Middle Grades (Grades 4–8) Safety perceptions for 4th–8th graders dropped significantly, from 77% in 2023 to 68% in 2025. Implication: This ""Critical Learning"" correlates with rising suspension rates at the middle school level. For HSD, it identifies the transition to middle school (specifically at Maze and Rancho San Justo) as a point where student security begins to erode. Action: This data directly drives the LCAP funding for ""Safe Spaces"" on campus during breaks and the expansion of Positive Behavioral Interventions and Supports (PBIS). 4. Addressing the Parent ""Engagement Gap"" Parent survey participation plummeted from 37% to 19% year-over-year. Implication: This represents a significant breakdown in gathering representative input for district decision-making. Action: HSD is shifting from purely digital communication to a multi-modal outreach strategy, including phone calls in Spanish and evening meetings, to reach ""underrepresented families"" who feel disconnected from current feedback loops. This data confirms that while staff members personally care for students, the systemic climate for older students is becoming more challenging. HSD’s priority is to leverage foundational ""Adult Care"" to bridge the safety gap in middle grades and implement more accessible family engagement tools to bring parents back into the conversation."|"In response to climate survey data and rising suspension rates among vulnerable subgroups, HSD is shifting from punitive to supportive behavioral policies: Expansion of PBIS: The district is expanding Positive Behavioral Interventions and Supports (PBIS) from its middle schools to include elementary sites, with six of ten schools currently implementing the framework through CalHOPE grant support. Restorative Practices: Administrators and staff are receiving expanded training in Restorative Practices to provide alternatives to off-campus suspensions and foster a more inclusive school climate. Safety Perception Focus: Due to a downward trend in safety perceptions among 4th–8th graders (dropping from 77% to 68%), the district is prioritizing the creation of ""Safe Spaces"" on campus during breaks and lunches through dedicated LCAP funding."|Met||2026-06-23|2026
35674700127688|Hollister Prep|6|Hollister Prep School administers the Panorama SEL survey to assess students’ perceptions of school safety, connectedness to adults, self-efficacy, and self-regulation. Survey results indicate strong performance in school safety and adult-student connection. Most elementary and middle school students reported having supportive relationships with adults on campus and feeling safe at school. When results were disaggregated by gender, grade level, race, and English learner status, there was minimal variation in perceptions of connectedness. However, students in the Confidentiality Protected subgroup reported lower levels of adult connectedness than their peers.|Analysis of the survey data identified several strengths and areas for growth. A key strength is that most students reported feeling safe at school and connected to supportive adults on campus. An identified need is that a subset of students reported feeling safe only some of the time or not at all. Additionally, students identifying with two or more races and students in the Confidentiality Protected subgroup were less likely to report feeling connected to an adult at school. These findings highlight the importance of continuing efforts to strengthen student-adult relationships and ensure all students feel safe, supported, and included.|In response to these findings, Hollister Prep will implement several actions to improve school climate and student well-being. Teachers in grades K-8 will administer weekly social-emotional surveys to monitor student perceptions of safety and identify concerns. Survey data will be used to provide targeted social-emotional supports and referrals when needed. The school will continue daily classroom community meetings using a structured SEL curriculum to strengthen relationships, build trust, and foster a safe and inclusive learning environment. Hollister Prep will also conduct additional analysis of data for students in the Confidentiality Protected subgroup and provide professional learning focused on culturally responsive teaching practices to strengthen student-adult connections and improve belonging for all students.|Met|Hollister Prep remains committed to maintaining a safe, welcoming, and inclusive school environment for all students. School climate data are regularly reviewed to inform decision-making and continuous improvement efforts. Through social-emotional learning, positive school culture initiatives, strong student-adult relationships, and ongoing family engagement, the school continues to strengthen conditions that support student well-being, connectedness, and academic success.|2026-06-15|2026
35674880000000|Jefferson Elementary|6||||Not Met For Two or More Years|||2026
35675040000000|North County Joint Union Elementary|6|The District uses ADA average daily attendance as one form of measuring the local climate of the school.  When students feel safe, they come to school.  The Districts annual ADA for 2025-2026 is 96.51%.   The District also uses student discipline referrals and suspensions as another way to measure safety on the campus.   For the 2025-2026 school year, there were 9 suspensions and 133 student referrals.  The data is tracked and presented to the Board of Trustees. Based on the Google survey, students in all grade levels feel that having our School Resource Officer on campus every day helps them to feel safe.|1- Students come to school which is a strength. 96.51% 2- Having a School Resource Office on campus promotes a positive school culture.  100% of students, staff, and parents agree based on the Google Survey. 3- Discipline has been consistent in the past year years from the referral data. Over 50% of the referrals are due to students receiving 3 behavior reports for minor infractions.|At this time, the District will continue with its current plan.   However, more peer conflict resolution will be implemented to support students and the Healthy Kids Survey will be used in 2026-2027|Met|School climate is a high priority for the District.  The District has created a powerpoint to give students examples and supports on Integrity, Respect, and Responsibility. This is shared with all students throughout the school year.  A handbook on student safety, policies and procedures has also been created and implemented.  The District is also in the process of revising all Board Policies that relate to school climate and safety through CSBA/Gamut.|2026-06-23|2026
35675200000000|Panoche Elementary|6|During the 2025-2026 school year, Panoche School administered a School Climate Survey to 100% of enrolled students in grades TK-8. The survey data showed that 100% of students felt happy to be at school each day and cared for by their teacher.|Data is not disaggregated by student group due to privacy issues, as Panoche had an enrollment of 6 students TK-8 when the survey was administered. Key learnings included that the vast majority of students feel safe in the school and supported in their learning.|Positive Findings: 100% student participation in the survey All students reported feeling happy at school and cared for by teachers Most students feel safe and supported in their learning Data Limitations: Unable to disaggregate data due to small enrollment (6 students) Limited sample size may affect result reliability  Potential Changes and Actions:  1. Maintain Current Practices: Continue and reinforce practices contributing to students' positive feelings.  2. Individualized Attention: Develop or enhance personalized learning plans for each student, taking advantage of the small class size.  3. Anonymous Feedback System: Implement an ongoing, anonymous feedback mechanism to capture any issues throughout the year.  4. Expand Survey Scope: Include more detailed questions about specific aspects of school life, academic challenges, and social-emotional well-being.  5. Include Stakeholder Input: Gather perspectives from parents, teachers, and staff to create a more comprehensive view of the school climate. 6. Continuous Monitoring: Conduct frequent, informal check-ins with students to ensure the positive climate is maintained.  7. Professional Development: Provide ongoing training for teachers and staff to enhance their skills in creating a supportive learning environment.  8. Community Engagement: Develop strategies to involve the broader community in school activities, enhancing the overall school experience.  9. Prepare for Growth: Develop plans to maintain the positive school climate if enrollment increases in the future.  10. Long-term Tracking: Establish a system to track these metrics over multiple years to identify trends and ensure sustained positive outcomes. Implementation Approach:  1. Prioritize Actions: Review the suggested changes and prioritize based on the school's specific context, resources, and long-term goals.  2. Develop Action Plan: Create a detailed plan for implementing priority changes, including timelines, responsible parties, and required resources.  3. Communication: Share the survey results and planned actions with all stakeholders (students, parents, staff, and community) to maintain transparency and gather support. 4. Regular Review: Set up a schedule to regularly review the effectiveness of implemented changes and make adjustments as needed.  5. Resource Allocation: Allocate necessary resources (time, budget, personnel) to support the implementation of new initiatives. 6. Collaboration: Foster collaboration among staff members to share best practices and ensure consistent implementation of new strategies.  7. Documentation: Keep detailed records of changes made and their outcomes to inform future decision-making and demonstrate continuous improvement efforts.|Met||2026-06-15|2026
35675380000000|San Benito High|6|San Benito High School District (SBHSD) administers the Panorama Student Survey and social-emotional learning screener during the school year to assess student connectedness, supportive relationships, social-emotional well-being, and overall school climate. The district analyzes these results alongside attendance, behavior, academic performance, wellness referrals, and other Multi-Tiered Systems of Support data to develop a more complete understanding of students’ experiences and needs.  The 2025–26 results demonstrate substantial improvement in several areas of school climate. At baseline, 65% of students responded favorably when asked whether they had a teacher or another adult at school whom they could count on for help. This increased to 80% in November and 81% in January. The percentage of students reporting that they had a friend at school whom they could count on increased from 84% at baseline to 90% in spring 2026. These results demonstrate meaningful growth in supportive relationships, student connectedness, and students’ access to trusted peers and adults.  Family survey data also showed progress. The percentage of families who reported feeling comfortable asking the school for help with school-related challenges increased from 33% at baseline to 47% in spring 2026. This improvement reflects continued efforts to strengthen family-school relationships and make student support systems more accessible.  Additional indicators also demonstrate positive changes in school climate. Average daily attendance increased from 93.12% in 2023–24 to 94.73% in 2024–25 and 95.06% in 2025–26. Behavior data showed reductions in more serious disciplinary outcomes and in the number of students experiencing multiple discipline incidents. The district also maintained a comprehensive continuum of wellness, attendance, behavior, and academic supports through its MTSS framework.  Panorama and district data can be disaggregated by student group, including English Learners, Students with Disabilities, Foster Youth, Migrant students, and socioeconomically disadvantaged students. SBHSD uses disaggregated data to identify differences in student experiences, prioritize students requiring additional support, and provide targeted Tier 2 and Tier 3 interventions. The district continues to examine student-group outcomes to ensure that improvements in school climate are experienced equitably by all students.|The analysis of local climate, attendance, behavior, wellness, and academic data demonstrates that SBHSD has made substantial progress over the past two years. A key strength is the increase in students’ sense of connection to adults and peers on campus. Growth from 65% to 81% favorable responses regarding access to a trusted adult indicates that intentional relationship-building strategies are having a positive impact. The increase from 84% to 90% of students reporting that they have a friend they can count on further reflects a stronger sense of belonging and connection.  These improvements are closely connected to the district’s Differentiated Assistance and MTSS work. SBHSD has established more consistent Tier 1 practices, including schoolwide sessions, classroom social-emotional and restorative practices, Habits of Learning, wellness breaks, SEL screening, and proactive attendance messaging. Teachers also used Panorama results through a structured data-analysis cycle to identify students, select strategies focused on supportive relationships, implement those strategies, and review their effectiveness.  Student behavior is another area of strength. The district’s behavior continuum includes universal restorative and social-emotional practices, targeted ninth-grade HST cohorts, On-Campus Intervention, behavioral Student Study Teams, community-based case management, and intensive supports through Baler Bridges. Data showing reductions in serious and repeated discipline incidents suggest that these supports are helping the district respond to student behavior through intervention, relationship-building, and problem-solving rather than relying solely on exclusionary discipline.  Attendance has also improved significantly, with average daily attendance increasing to 95.06% in 2025–26. This progress reflects stronger attendance monitoring, earlier outreach, attendance conferences and contracts, home visits, positive attendance campaigns, and targeted support for students experiencing more significant barriers.  The district’s wellness system is another important strength. Students have access to universal wellness supports, targeted check-ins and support groups, school-based counseling, case management, risk assessments, safety and re-entry plans, and crisis services. Partnerships with community-based organizations, universities, and district programs further expand the services available to students.  Despite these positive trends, the district recognizes that continued improvement is needed. Disaggregated data must continue to be reviewed to determine whether English Learners, Students with Disabilities, Foster Youth, Migrant students, and socioeconomically disadvantaged students experience the same improvements as the overall student population. The family survey also indicates that, although comfort in asking the school for help increased, more work is needed to ensure that all families understand how to access support.|Based on the analysis of local data and the district’s Differentiated Assistance work, SBHSD will continue strengthening and refining its MTSS structures rather than developing separate or disconnected initiatives. The district will build upon the practices that have contributed to improved student connectedness, attendance, behavior, and access to support.  A primary next step is the implementation of an Early Warning data-tracking system through Aeries Analytics. This system will provide staff with a consistent structure for identifying students experiencing risk factors in attendance, behavior, academics, and wellness. By reviewing multiple indicators together, staff will be better positioned to identify student needs early, coordinate interventions, and monitor whether supports are producing the intended results.  The district will also provide additional training for support managers, the On-Campus Intervention teacher, counselors, and other staff responsible for Tier 2 and Tier 3 interventions. Training will focus on using data to identify student cohorts, facilitating targeted small-group supports, monitoring student progress, and adjusting interventions when students are not demonstrating improvement.  SBHSD will continue its structured use of SEL data. Teachers and support staff will review survey results, identify students in need of stronger supportive relationships, implement targeted strategies, and examine changes in student responses. This continuous improvement process will help ensure that survey data leads to direct action rather than being reviewed only as an annual compliance measure.  Attendance practices will continue to emphasize early identification and personalized intervention. The district will maintain timely attendance reporting, automated family notification, early phone calls, truancy letters, conferences and contracts, Attendance Student Study Teams, home visits, County SARB referrals, and case management. Disaggregated attendance data will be reviewed regularly to ensure that student groups experiencing disproportionate chronic absenteeism receive timely and culturally responsive support.  To maintain improvements in behavior, SBHSD will continue refining restorative and social-emotional practices, On-Campus Intervention, behavioral Student Study Teams, ninth-grade HST cohorts, and Baler Bridges. Staff will use behavior data to examine the frequency and intensity of incidents, identify students with repeated concerns, and determine whether interventions are reducing the need for more intensive disciplinary responses.  The district will also implement a parent-support component for families participating in Baler Bridges. Parent workshops and individualized support will help families understand program expectations, available resources, and strategies for supporting student attendance, behavior, wellness, and academic progress.|Met||2026-06-23|2026
35675530000000|Southside Elementary|6||||Not Met|||2026
35675610000000|Tres Pinos Union Elementary|6|A Local Climate Survey was conducted for the 2025-2026 year. 94.1 % of students felt safe at school (100% of ELs/Hispanic, 94% of social economically disadvantaged, 100% of foster/homeless student). Also a subset of the Kelvin student survey related to school conditions and climate. Kelvin data reflected that 94% of students viewed adults as caring at school (100% English Language Learners, . 76% of students felt the rules were the same for all (100% English Language Learners, and adults took action when students were mean (100% English Language Learners,.|The data showed that our Wellness Center, PATHs therapists, Calming Corners within classrooms, and Character education in the has had a positive effect on student climate at school. The initial fall CalHOPE survey showed 88% favorable responses and in the spring of 2025 the Local Climate survey showed a 94% favorable response overall.|The LEA will continue to pursue Wellness practices, PBIS systems, and review the local Safety Plan for modifications to address survey concerns from the students.|Met||2026-06-11|2026
35675790000000|Willow Grove Union Elementary|6|Our local climate survey data includes how students feel about safety, connections, and help they receive from others. We had a 90% or above in student responses on our climate survey.|Although student responses were 90% or above, our lowest percentage fell under safety. Because we are a rural school, students felt that there was a chance of fire in the countryside or delayed response from safety personnel like fire or police.|Our LEA intends to remain consistent with our safety procedures and outreach to families. Monthly drills and discussions around safety will help students feel safe and aware of their surroundings.|Met||2026-06-16|2026
35752590000000|Aromas - San Juan Unified|6|In the 2025–2026 school year, Aromas-San Juan Unified School District (ASJUSD) administered the Kelvin CalHOPE School Climate Surveys to students, staff, and families to assess perceptions of school connectedness, safety, and overall satisfaction.  Student Survey results reflected an 80% response rate for grades 4–8. Students reported that 80% feel connected at school, and 77% feel their school is a safe place. In grades 9–12, the response rate was 63%, with 79% of students reporting feeling connected at school and 64% indicating that their school is a safe place. These results highlight strong overall connectedness across grade spans and indicate a continued need to strengthen perceptions of safety at the high school level.  Staff Survey results showed a 63% response rate and an overall satisfaction rating of 77%, reflecting a generally positive staff perception of the school climate, with opportunities for continued growth in engagement and support.  Parent Survey results included a 13% response rate with an overall satisfaction rating of 76%. While satisfaction remains relatively strong, the district recognizes the need to significantly increase family participation to ensure broader and more representative input, particularly from underrepresented families.  Together, this data provides a comprehensive view of school climate across stakeholder groups. ASJUSD will use these results to inform actions in its Local Control and Accountability Plan (LCAP), with a particular focus on strengthening perceptions of student safety, sustaining high levels of student connectedness, and increasing meaningful engagement opportunities for staff and families.|Analysis of school climate survey data across the past three years has revealed clear trends in student perceptions of school engagement and safety in the Aromas-San Juan Unified School District (ASJUSD). These insights, drawn from the 2023–2024 and 2024–2025 Kelvin surveys, prior CHKS data, and the 2025–2026 Kelvin CalHOPE results, help highlight both areas of strength and areas in need of improvement.  School safety continues to be a districtwide strength. In 2025–2026, 77% of students in grades 4–8 and 64% of students in grades 9–12 reported feeling safe at school. In addition, 79% of high school students reported feeling connected at school, while 80% of students in grades 4–8 reported feeling connected. These results are consistent with prior years’ findings, reinforcing that most students across grade levels continue to experience school as a supportive environment. Additionally, staff and family survey results in 2025–2026 reflect continued positive perceptions of school climate, with staff reporting 77% overall satisfaction and parents reporting 76%. Although parent response rates remain low (13%), the data still suggest a generally positive perception of schools among respondents and a foundation for ongoing trust-building.   Despite overall positive climate indicators, the data continue to reflect a need to strengthen student perceptions of safety at the secondary level, as only 64% of students in grades 9–12 reported feeling safe in 2025–2026. While student connectedness at the high school level remains relatively strong (79%), earlier data show variability over time, particularly when compared to lower grade levels, where connectedness remains higher and more stable. Parent engagement also remains a significant area for improvement, as evidenced by the low survey response rate in 2025–2026. This limits the district’s ability to fully capture families' perspectives, particularly those from underrepresented groups.  A key takeaway from the multi-year trend data is the importance of sustaining and strengthening engagement and safety efforts as students progress into and through high school. This includes increasing access to extracurricular opportunities, leadership pathways, peer mentoring, and inclusive school advisory structures. In addition, the district must continue to expand strategies to increase meaningful family engagement and improve response rates, ensuring that feedback is representative of all communities. Continued disaggregation of data by student group remains essential to ensure that English Learners, students with disabilities, and socioeconomically disadvantaged students experience school as both safe and connected.  These learnings are guiding ASJUSD’s ongoing efforts to strengthen a positive and inclusive school climate, with targeted LCAP goals and actions focused on increasing student engagement, improving perceptions of safety at the secondary level, and expanding authentic family participation.|Based on the analysis of local survey data and key learnings from the past three years, the Aromas-San Juan Unified School District (ASJUSD) has identified student engagement—particularly among high school students—as a priority area for improvement. While perceptions of safety have remained relatively strong across grade levels, the most recent 2025–2026 Kelvin CalHOPE survey data continue to show variability in student experiences, particularly at the secondary level. In 2025–2026, 80% of students in grades 4–8 reported feeling connected at school, compared to 79% of students in grades 9–12. However, only 64% of high school students reported feeling safe at school, indicating an ongoing need to strengthen safety and a sense of belonging at the secondary level.  Earlier data from the 2023–2024 and 2024–2025 Kelvin surveys show a consistent pattern of stronger connectedness in lower grades compared to secondary grades, reinforcing the need for sustained attention to engagement as students progress through school.  In response, ASJUSD has revised its Local Control and Accountability Plan (LCAP) to strengthen its focus on student engagement, safety, and connectedness. Planned actions include expanding access to extracurricular activities, leadership opportunities, peer support structures, and student advisory councils at the middle and high school levels. The district is also enhancing its approach to data analysis by disaggregating climate survey results by student group to better identify and respond to disparities in engagement and school experience.  To support a positive school climate, ASJUSD will continue investing in mental health supports, including counseling services and wellness programming. The district is also reviewing existing policies and site-based procedures to ensure they are inclusive and responsive to the needs of all student groups.  These changes reflect ASJUSD’s commitment to continuous improvement and to creating safe, inclusive, and engaging learning environments where every student feels connected, supported, and able to succeed.|Met||2026-06-17|2026
36103630000000|San Bernardino County Office of Education|6|The 2025–26 Student LCAP Local Climate Survey provides detailed data on student perceptions of school climate, safety, engagement, connectedness, and access to supports. A total of 387 students responded, with data available for multiple student groups identified in Education Code 52052, including ethnicity, English learners, students qualifying for free or reduced-price meals, and foster youth.      Overall results indicate a generally positive school climate across SBCSS programs, with an average favorability score of 88%. Students report strong perceptions of academic instruction, with 93% agreeing that their school provides strong academic instruction and 95% indicating that teachers clearly explain course material. Engagement remains an area of strength, with 81% of students reporting that their school keeps them interested in learning and 75% indicating that they enjoy going to school.      School safety and campus conditions remain generally positive, with 79% of students indicating that their campus is a place where they feel safe and protected. Additionally, 86% of students report that their school campus is clean and in good condition. Relationships and adult support are a notable strength, as 91% of students report having a good relationship with one or more teachers and that there is at least one adult at school they can count on for help.   Connectedness and belonging continue to be important focus areas. While 72% of students report feeling a sense of belonging at school, approximately 25% disagree, indicating an opportunity to strengthen inclusivity and student connection across programs.      Disaggregated data highlight key equity considerations. Sixty-eight percent of respondents identify as qualifying for free or reduced-price meals, indicating continued socioeconomic need. Nearly half of respondents (48%) identify as English learners, underscoring the importance of language development and culturally responsive instruction. Thirteen percent report receiving foster youth services, reinforcing the need for targeted academic and social-emotional supports. Additionally, 35% of students indicate that transportation impacts their ability to attend school, affecting access and continuity of engagement.      Collectively, the 2025–26 local climate survey data demonstrate strengths in relationships, instruction, and engagement, while identifying areas such as transportation, belonging, and student voice awareness that will guide continuous improvement efforts under LCFF Priority 6.|Analysis of the 2025–26 Student LCAP Local Climate Survey reveals continued strengths in instructional quality, adult support, and student engagement across SBCSS programs, while also identifying areas of need that build upon and refine findings from the 2024–25 survey. Reviewing trends across years supports a clearer understanding of both sustained successes and emerging priorities for improvement.      Areas of Strength:  Consistent with 2024–25 findings, students continue to report positive perceptions of classroom instruction and relationships with staff. In 2025–26, 93% of students agreed that their school provides strong academic instruction, and 95% indicated that teachers clearly explain course material, reinforcing prior conclusions about effective instructional practices. Adult connectedness remains a significant strength, with 91% of students reporting they have a good relationship with one or more teachers and at least one adult on campus they can rely on for support, supporting student self-efficacy and well-being.      Student engagement also remains an area of strength. Eighty-one percent of students reported that their school keeps them interested in learning, and 75% indicated that they enjoy going to school. Additionally, most students perceive their school environment as orderly and maintained, with 86% reporting that campuses are clean and in good condition. These findings affirm the ongoing effectiveness of schoolwide supports, staff commitment, and learning environments noted in 2024–25.      Identified Needs and Areas for Growth:  While overall perceptions remain positive, the 2025–26 data highlight several areas requiring focused attention. Student perceptions of safety, while still generally favorable, with 79% of students reporting that they feel safe and protected on campus.      Sense of belonging continues to emerge as a area for improvement. Although 72% of students report feeling that they belong at their school, approximately one-quarter of respondents do not, indicating the need for intentional strategies that strengthen inclusion, connection, and student voice. This finding builds on prior equity discussions and highlights the importance of culturally responsive practices, trauma-informed supports, and student engagement structures.      Disaggregated data further emphasize equity-related needs. Sixty-eight percent of respondents identify as qualifying for free or reduced-price meals, 48% identify as English learners, and 13% report receiving foster youth services. These student groups may experience compounding academic, social-emotional, and logistical barriers. Additionally, 35% of students report that transportation affects their ability to attend school, identifying a tangible access barrier that may disproportionately impact vulnerable student populations.|Based on the analysis of the 2025–26 Student LCAP Local Climate Survey and identified key learnings, SBCSS has refined and expanded existing plans, policies, and procedures to address areas of need while sustaining areas of strength. These adjustments build upon actions identified in the 2024–25 LCAP and reflect a continued commitment to continuous improvement under LCFF Priority 6.      Strengthening Student Engagement and Instructional Practices:  To maintain high levels of academic engagement and instructional clarity, SBCSS will continue to support professional development focused on student-centered, engaging instructional strategies, including hands-on learning opportunities, differentiated instruction, and culturally responsive teaching practices. Site leadership will be encouraged to prioritize instructional practices that foster student voice, relevance, and motivation, particularly for students who report lower levels of enjoyment or engagement in school.      Enhancing Safety, Belonging, and Inclusive School Climate:  In response to student perceptions related to safety and belonging, SBCSS will review and refine schoolwide climate practices, including supervision, relationship-building strategies, and trauma-informed approaches. Schools will be encouraged to strengthen inclusive practices that promote connection and student belonging, particularly for English learners, foster youth, and students experiencing socioeconomic challenges. Efforts to increase awareness of student voice opportunities, such as School Site Councils and other feedback mechanisms, will also be emphasized.      Addressing Access and Equity Barriers:  SBCSS will also continue prioritizing equitable access to academic, social-emotional, and behavioral supports, including counseling services, learning recovery supports, and targeted interventions for student groups with identified needs.      Ongoing Monitoring and Continuous Improvement:  SBCSS will continue to annually administer and analyze local climate surveys, disaggregate data by student group, and review results alongside other local indicators. Stakeholder input—including student feedback—will be used to guide decision-making, adjust actions and services, and monitor effectiveness over time. This systematic review process ensures that policies, practices, and supports remain responsive to student experiences and evolving needs.|Met||2026-06-08|2026
36103630115808|Norton Science and Language Academy|6|Annual climate surveys administered to both students and families provide the school with information to support current practices and feedback on areas of improvement.  Students highlighted the following areas where they feel the school is doing well:  -90% of students stated their teachers treat them with respect -85% of students note that there are clear rules and consequences for behavior -90% of students feel safe at school  Students highlighted the following areas where improvements need to be made:  -75% of students feel they have the opportunity to express themselves -62% of students feel they are able to handle disagreements with other students -69% of students state they try their best even when the work is difficult  Families highlighted the following areas where they feel the school is doing well:  -91% of families surveyed feel their child is safe at school -86% of families surveyed feel the school values the diversity of their child's background -92% of families surveyed feel the school staff is respectful to students  Families highlighted the following areas where improvements need to be made: -Support for students who are English only -Better communication and feedback taken into consideration for future decisions  Families commented that the increased security makes them feel the school is safer.|Both families and students enjoy the school and feel safe attending. Consistency in rules and consequences is apparent to our students, and they note that their teachers are respectful. This is especially encouraging as we continue our implementation of both Capturing Kids' Hearts (CKH) and Navigate 360, our SEL curriculum. Students also feel they need the opportunity to express themselves at school. Many of the comments referred to the uniform policy and their dislike of it. Families would like to be more involved in schoolwide decisions, and there is a need for monolingual English students to receive more support.|In gaining an understanding of the feedback provided throughout the year from both students and their families, the school will be adding additional actions to its LCAP to support the needs identified. To support staff-student relationships and student-to-student relationships, staff will be participating in two initiatives. Staff will be attending annual training through Capturing Kids Hearts to develop a culture of respect for staff to students and students to students. This research-based program shows a decline in referrals, an increase in attendance, and an increase in academic performance. The implementation of CKH and Navigate 360 (SEL curriculum) will be used to help work with students to solve disagreements in a safe manner.   To increase partnerships, the school is adding to its community events, including Noche de las Estrellas, Multi-cultural Festival, Family Literacy Nights, and other events throughout the school year. We will increase the opportunities this year to facilitate family voice in supporting future decisions. The school will also work to support English-only students as our school continues to grow in enrollment.|Met||2026-06-08|2026
36103630139147|Sycamore Academy of Science and Cultural Arts - Chino Valley|6|Based on local climate survey results and student feedback, Sycamore Academy continues to demonstrate a positive school climate that supports student engagement, connection, and overall well-being. Student survey data indicate that most students feel safe at school, have positive relationships with staff, and feel respected and supported by their teachers.  Student responses also reflect a strong sense of belonging and connection to the school community. Positive teacher-student relationships remain a key strength, creating an environment where students feel valued, encouraged, and supported in their academic growth.  While overall student perceptions remain positive, the data also highlight opportunities for continued improvement. Sycamore will continue focusing on strengthening bullying prevention efforts, expanding social-emotional supports, and ensuring all students feel included and connected. Disaggregated student data will continue to be reviewed to identify trends, address potential disparities, and provide targeted supports based on student needs.  Sycamore Academy remains committed to using climate data to guide continuous improvement efforts, strengthen student support systems, and maintain a safe, inclusive, and engaging learning environment where all students can succeed academically, socially, and emotionally.|Based on analysis of local data, including disaggregated student group data, Sycamore Academy has identified key strengths and areas for continued growth to support student success and equity.  Areas for Growth:  Equity and Access: Data highlights continued achievement gaps among student groups, particularly for students with disabilities and students experiencing socioeconomic challenges. Sycamore will continue focusing on equitable access to resources, interventions, and opportunities to support all learners.  English Learner Support: Data indicates a need to continue strengthening language development and academic supports for English Learners to ensure full access and success across all learning experiences.  Social-Emotional Supports: Student data reflects an ongoing need to expand social-emotional learning and behavioral supports, particularly for students facing additional barriers. Continued focus on student wellness and support systems will help improve outcomes.  Family Engagement: While family partnerships remain a strength, there is an opportunity to increase engagement among diverse families and strengthen participation in school events and decision-making opportunities.  Areas of Strength:  Student-Staff Relationships: Students consistently report positive relationships with teachers and staff, reflecting a supportive school culture built on trust and respect.  School Climate and Safety: Most students report feeling safe and connected at school, demonstrating the effectiveness of schoolwide practices that promote a positive learning environment.  Student Engagement and Community Partnerships: Students demonstrate commitment to learning, and Sycamore’s strong partnerships with community organizations and local businesses provide valuable resources and opportunities that enhance student experiences.  Overall, the analysis of student group data provides valuable insight into Sycamore’s strengths and priorities for improvement. Moving forward, Sycamore will continue using data-driven strategies to address inequities, strengthen support systems, and ensure an inclusive, student-centered environment where all learners can thrive.|Drawing from local data analysis and educational partner feedback, Sycamore Academy continues to refine its plans, policies, and practices to address identified needs and support continuous improvement. The school remains focused on implementing intentional strategies that promote equity, strengthen student supports, and improve outcomes for all learners.  Key areas of focus include:  Equity and Inclusion: Continuing to identify and reduce barriers to ensure all students have equitable access to resources, opportunities, and supports.  English Learner Support: Strengthening language development strategies and academic supports to increase access, engagement, and success for multilingual learners.  Social-Emotional Learning and Student Supports: Expanding systems that promote student wellness, positive behavior, belonging, and a safe, inclusive learning environment.  Family and Community Engagement: Strengthening communication and partnerships to increase meaningful involvement and collaboration with families and community stakeholders.  Continuous Monitoring and Evaluation: Regularly reviewing data, monitoring progress, and adjusting strategies to ensure initiatives effectively meet student needs.  Data-Informed Decision Making: Using multiple data sources to identify trends, guide instructional practices, and support organizational improvement.  Stakeholder Feedback: Continuing to provide opportunities for students, families, staff, and community partners to share input and inform school improvement efforts.  These efforts reflect Sycamore’s commitment to continuous growth through purposeful planning, responsive practices, and collaborative partnerships. By using data to guide decisions and strengthening systems of support, Sycamore continues to work toward an equitable, inclusive, and student-centered environment where all learners can succeed.|Met||2026-06-16|2026
36103630140012|Entrepreneur High Fontana|6|Overall Student Score: 70% of students reported feeling safe and connected to the school, indicating a positive school environment but also highlighting areas for improvement, particularly among specific student groups. Overall Teacher Score: 75% of teachers expressed satisfaction with the school environment, reflecting a generally positive working environment, though some areas for improvement exist, especially around collegiality and involvement in decision-making. Overall Parent Score: 72% of parents felt positive about the school’s climate and conditions, suggesting a good level of communication and respect between the school and parents, though there is room to enhance parental involvement, especially in more active roles. Specific Student Groups: Students with Disabilities: Only 60% of students with disabilities reported feeling safe and supported. This suggests a significant gap in ensuring their full integration and support in the school environment, calling for targeted interventions to improve their experience. English Learners: While 75% of English learners reported feeling engaged and connected, only 71% felt academically supported. This highlights a gap in tailored academic resources or teaching strategies that address the specific needs of English learners. Low-Income Students: 78% of low-income students reported feeling safe at school, but only 72% felt a strong sense of connectedness. This suggests that while safety is a concern, there is a need to enhance social support systems and engagement efforts to strengthen their connection to the school. Students of Color: 76% of students of color reported a positive school climate, but only 68% felt that cultural inclusivity was adequately addressed. This points to a need for more culturally responsive practices to ensure that all students feel fully supported and represented within the school environment. Safety: Overall Safety: While 70% of all students reported feeling safe at school, safety perceptions were slightly lower for students with disabilities (70%) and English learners (73%). There is a need to address safety concerns for these groups to ensure an inclusive and secure school environment for all. Engagement: Overall Engagement: 75% of students felt engaged in their learning, but this figure dropped to 65% for low-income students, indicating a need for improved strategies to boost engagement, particularly for economically disadvantaged students. Support: Overall Academic Support: 88% of students reported feeling they had access to sufficient academic support, with students with disabilities and English learners particularly highlighting the need for more tailored academic resources. Connectedness: Overall Connectedness: 92% of students felt a sense of belonging, though this was lower for low-income students (82%) and students of color (86%). These gaps suggest that more efforts are needed to foster a greater sense of community and belonging, particularly for these groups.|The updated data reflect generally positive outcomes for students, teachers, and parents in terms of school climate and engagement. However, certain groups, such as students with disabilities, English learners, low-income students, and students of color, report lower levels of safety, support, and connectedness. These disparities highlight the need for targeted interventions to provide tailored academic, social, and emotional support, as well as to strengthen cultural inclusivity and foster a stronger sense of belonging for all students.|Enhancing Support for Students with Disabilities   Implement targeted professional development for teachers and staff on inclusive practices and differentiated instruction.   Increase the availability of specialized support staff, such as counselors and paraprofessionals, to provide individualized support.   Create peer mentorship programs to foster stronger connections and a more inclusive environment.   Strengthening Academic Support for English Learners   Expand access to bilingual and culturally responsive instructional materials.   Provide additional professional development focused on strategies for supporting English learners in the classroom.   Increase outreach to families of English learners to ensure they have the necessary resources to support their children's academic growth.   Improving Engagement and Connectedness for Low-Income Students   Develop targeted extracurricular programs, including mentoring and after-school activities, to strengthen engagement.   Enhance student leadership opportunities to promote a stronger sense of school connectedness.   Partner with community organizations to provide additional social-emotional support and resources for low-income students.   Promoting Cultural Inclusivity for Students of Color   Integrate culturally responsive teaching practices across all subjects to ensure diverse perspectives are represented.   Expand student-led initiatives that celebrate cultural diversity and foster inclusivity.   Conduct equity audits to identify and address any systemic barriers to inclusivity within school policies and practices.   Improving School Safety and Climate   Conduct safety audits and gather student feedback to identify specific concerns and implement targeted improvements.   Increase the presence of trained counselors and mental health professionals to provide social-emotional support.   Refine restorative justice practices to address conflicts and build a more positive school climate.   Enhancing Teacher Involvement in Decision-Making   Create teacher advisory councils to provide input on key school policies and initiatives.   Implement regular collaboration meetings focused on improving collegiality and shared decision-making.   Provide more opportunities for teachers to engage in leadership roles within the school.   Increasing Parental Engagement   Expand parent education programs to equip families with tools to support student success.   Strengthen communication channels between the school and families, ensuring transparency and accessibility.   Establish more opportunities for parents to take active roles in school governance and decision-making.|Met||2026-06-17|2026
36103630142547|Inland Empire Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|"On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average. By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. Analysis of the High School data (71% average) revealed a specific need for improved personalization, as students rated classroom agency and ""student voice"" items lower than other spans. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably."|"On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average. By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. Analysis of the High School data (71% average) revealed a specific need for improved personalization, as students rated classroom agency and ""student voice"" items lower than other spans. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably."|Met||2026-06-11|2026
36103630165258|Scholarship Prep - San Bernardino County|6|Scholarship Prep administers an internally developed local climate survey to students in grades 3–8 to gather feedback on school safety, connectedness, relationships with adults, and overall school experience. The survey includes questions related to student belonging, access to support, school culture, academic experience, and engagement.  Survey results are reviewed across grade spans and student groups when available to identify strengths and areas for growth. Overall, student feedback reflected positive perceptions of relationships with teachers and school staff, with many students reporting that they feel supported, cared for, and comfortable asking teachers for help when needed. Students also reported generally positive perceptions of school safety and connectedness.  Survey results showed some differences by grade level. Older students were less likely than younger students to report that homework helps them learn, suggesting a need to better understand how homework is perceived and experienced in upper grades. Student feedback also identified school meals as an area where students would like to see improvement. These findings, along with other survey responses, are used alongside additional local data sources to better understand school climate and student experience.|A key strength identified through the local climate survey is the positive relationship students have with teachers and staff. Students consistently reported feeling supported by adults at school and comfortable seeking help when they need it. This reflects Scholarship Prep’s focus on building a safe, supportive, and relationship-centered school culture.  Survey results also showed that students generally feel connected to school and safe on campus. Student feedback indicated that relationships with teachers remain an important contributor to positive school climate and student engagement.  An identified area of need is student perception of homework in upper grades. Older students were less likely to feel that homework supports learning, suggesting an opportunity to review homework practices and ensure assignments are meaningful and connected to classroom instruction. Student feedback also highlighted a desire for improvements to school meals, which may impact overall student experience and school satisfaction.|Based on local climate survey findings, Scholarship Prep will continue strengthening the relationship-centered practices that contribute to positive student experiences and strong connections with teachers and staff. Schools will continue emphasizing safe, supportive classroom environments and encouraging students to seek help when needed.  To address identified areas of need, SP will review homework practices, particularly in upper grades, to ensure assignments are purposeful, appropriately aligned to learning goals, and supportive of student understanding. Scholarship Prep will also continue gathering student feedback related to school meals and work with nutrition providers to explore opportunities for improvement.  Survey findings will continue to be reviewed alongside other local data to support continuous improvement efforts and strengthen overall school climate and student experience.|Met||2026-06-18|2026
36103633630761|Excelsior Charter|6|Excelsior Charter Schools utilizes local climate survey tools, including student, family, and staff surveys, to measure perceptions of school safety, connectedness, and overall learning conditions across all grade spans served. Survey administration occurs annually and includes items aligned to key indicators such as sense of belonging, adult support, respect, and school safety.  Results indicate generally positive perceptions across the LEA, with strong ratings in areas related to student safety and staff support. Students report that they feel physically safe at school and are able to identify at least one trusted adult on campus. Family and staff responses similarly reflect positive perceptions of school climate and communication.  Disaggregated data by student group shows overall consistency in responses; however, some variation exists in measures of connectedness and engagement. Certain student groups report slightly lower levels of belonging or awareness of available supports. In addition to survey data, the LEA reviews related local indicators such as attendance, chronic absenteeism, and discipline data to provide a more comprehensive view of school climate conditions.|Analysis of survey results and supporting data indicates that Excelsior Charter Schools has established a safe and supportive learning environment, with positive relationships between students and staff serving as a key strength. High levels of reported safety and access to adult support suggest that foundational climate conditions are in place across sites.  At the same time, the data highlights opportunities to improve the consistency of student experience, particularly in the area of connectedness. While most students report a positive sense of belonging, some variation across student groups suggests that not all students experience the same level of engagement or connection to the school community.  Additionally, survey feedback indicates that some students and families may not be fully aware of available supports, resources, or opportunities for involvement. This points to a need for clearer and more consistent communication.  Overall, the key learnings emphasize maintaining strong safety and support systems while strengthening student connectedness and improving awareness of resources across all student groups.|In response to these findings, Excelsior Charter Schools will implement targeted actions to improve student connectedness and ensure consistent access to supports across all student groups. The LEA will expand strategies that promote stronger student engagement, including increased staff-student interactions, structured check-ins, and opportunities for student involvement.  To address identified communication gaps, the LEA will enhance how information about supports and resources is shared with students and families. This includes improving clarity, frequency, and accessibility of communication across multiple platforms.  The LEA will also strengthen its use of climate data by more systematically reviewing survey results alongside attendance and engagement data to identify trends and monitor progress over time. Site-level staff will use this data to inform targeted interventions and supports for students who may be less connected.  These actions are intended to build on existing strengths while addressing identified needs, supporting continuous improvement in school climate across all sites.|Met||2026-06-23|2026
36103636111918|Desert Trails Preparatory Academy|6|Desert Trails Preparatory Academy administered a local school climate survey to scholars in grades 3–6 during the 2025–2026 school year, with 203–207 responses collected across survey items. Overall results indicate that scholars report positive relationships with staff and a strong sense of academic support. Approximately 73% of scholars agreed or strongly agreed that what they are learning at Desert Trails will help them in the future, while 88.4% reported that the school always wants them to do well academically. Additionally, 76.1% indicated that teachers always treat them with respect, 70.9% reported there is always an adult at school who will help them if needed, and 71.8% stated that the school always has clear rules for behavior. Scholars also reported confidence in their academic success, with 72.9% responding that they always or often do well in school.|Analysis of the local climate survey demonstrates that Desert Trails Preparatory Academy has established a positive and supportive learning environment characterized by strong relationships between scholars and staff. Scholars overwhelmingly believe that the school wants them to succeed academically, that respect is demonstrated by teachers, and that caring adults are available to provide support when needed. These findings reflect the continued implementation of Positive Behavioral Interventions and Supports (PBIS), social-emotional learning (SEL), and schoolwide relationship-building practices that contribute to a positive school culture. The survey also identified that one-third of scholars indicated that positive behavior is not consistently recognized. These findings suggest a need for greater consistency in schoolwide behavior expectations and positive reinforcement practices. LEA will continue monitoring additional local indicators, attendance, behavior, and academic performance to ensure all student groups experience equitable school climate outcomes.|Based on the analysis of the local climate survey, Desert Trails Preparatory Academy will continue strengthening its Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), and social-emotional learning (SEL) practices to improve school climate and ensure all scholars experience safe, supportive learning environments. The LEA will increase the consistency of schoolwide behavior expectations through ongoing staff professional development, regular monitoring of classroom behavior systems, and implementation of common behavior management practices across classrooms. The school will also expand opportunities to recognize and celebrate positive scholar behavior through consistent classroom and schoolwide acknowledgment systems. Additional SEL lessons and relationship-building activities will be incorporated to strengthen scholars' sense of belonging, emotional safety, and connectedness with trusted adults. Administrators will continue conducting classroom walkthroughs to monitor implementation of PBIS expectations and provide coaching to teachers as needed.|Met||2026-06-25|2026
36675870000000|Adelanto Elementary|6|"The Adelanto Elementary School District annually administers the California Healthy Kids Survey (CHKS) to students in grades 5, 7, and 8, providing a comprehensive measure of student perceptions of school safety and connectedness across all grade spans served.  Overall Scores (2025-2026 Academic Year): •	District-wide: 68% of students reported feeling safe at school (School Safety) •	Elementary (Grade 5): 82% •	Middle School (Grade 7): 58% •	Middle School (Grade 8): 65% •	District-wide: 61.6% of students reported feeling connectedness (Connectedness)       o	Elementary (Grade 5): 74%       o	Middle School (Grade 7): 52%       o	Middle School (Grade 8): 59%  Further analysis of specific California Healthy Kids Survey (CHKS) items revealed that, across all grade levels, students reported a district-wide average of 62% positive relationships with adults on campus, as exemplified by the item ""Adults at school care about me."" Student perceptions across 5th, 7th, and 8th grades also reveal significant and escalating safety concerns, with verbal and social aggression, physical altercations, cyberbullying, and weapon presence being pervasive issues. Alarmingly, 5th graders experience higher rates of verbal harassment (50% called names/jokes, 42% rumors), physical aggression (30% hit/pushed), and weapon sightings (10%) than their older peers. While concerns shift slightly with age, 7th and 8th graders still face substantial issues with harassment (37.5% ) cyberbullying (31.5%), and fear of physical violence (19.5% afraid of being beat up). The 2025-2026 California Healthy Kids Survey for the Adelanto Elementary School District reveals a significant ""middle school slump,"" characterized by a sharp decline in student connectedness and safety perceptions as they transition from elementary to middle school. While 82% of 5th graders report feeling safe, this figure drops to just 58% by 7th grade, and school connectedness plummeting from 74% to 52% in that same span. Paradoxically, 5th graders report the highest rates of physical victimization—including a 30% rate of being hit or pushed and a 10% weapon sighting rate—suggesting that while elementary students feel safer, they are actually more exposed to physical aggression. Conversely, older students face more modernized threats, with 31.5% experiencing cyberbullying and nearly 20% living in fear of physical violence. With only 62% of students overall feeling that adults on campus care about them, the data underscores an urgent need for targeted transition support, improved playground supervision in elementary schools, and a district-wide initiative to strengthen adult-student relationships and digital safety."|"The analysis of the CHKS data reveals several key learnings, identifying both areas of strength and areas needing improvement in our school climate. Areas of Strength: CHKS Data Key Learnings - Areas of Strength (5th Grade): In-School Engagement and Supports:       o	Motivation: 87% of students report high levels.       o	High Expectations: 89% of students perceive high expectations from educators.       o	Parental Involvement in School: 83% indicates robust home-school partnerships.       o	Emotional Well-being: 74% of students ""Feel Good and Happy."" School Disciplinary Environment:       o	Clarity of Rules: 85% of students understand school rules.       o	Treated with Respect: 81% of students feel treated with respect. CHKS Data Key Learnings - Middle School (7th and 8th Grade): For School Engagement and Supports the following yielded higher percentages of student indicators of success:       o	Academic Motivation 63.5%       o	High Expectations 69.5% For Social and Emotional Health Life Satisfaction yielded a 67% Identified Needs: 1.	Positive Relationships with Adults: Only 62% of students across all grade levels report positive relationships with adults on campus, indicating a need for stronger connections and mentorship between students and staff. 2.	Safety Concerns: There are significant and escalating safety concerns among students, including:       o	Verbal and Social Aggression: High rates of verbal harassment, such as name-calling and rumors, particularly     among 5th graders (50% called names/jokes, 42% rumors).       o	Physical Altercations: Physical aggression is a concern, with 30% of 5th graders reporting being hit or pushed.       o	Cyberbullying: Notable levels of cyberbullying in 7th (34%) and 8th grades (29%). 3.	Fear of Physical Violence: A significant percentage of students, especially in 7th (22%) and 8th grades (17%), report being afraid of physical violence, such as being beaten up. 4.	Age-Appropriate Strategies Needed: There is a need for comprehensive strategies that are specifically tailored to different age groups, given the shift in concerns as students progress from elementary to middle school. 5.	Anti-Harassment Programs: A need for programs to address harassment in all its forms, including verbal, physical, and cyber. 6.	Conflict Resolution Training: Implementing training to help students resolve conflicts constructively and reduce aggression. 7.	Mental Health Support: Increased access to mental health resources to support students' emotional well-being. 8.	Enhanced Security and Communication: Strengthening security measures and ensuring open, effective communication channels for students to report safety concerns.  In conclusion, CHKS data shows strengths in school climate, especially at the elementary level, while also highlighting needs to strengthen adult–student relationships, improve safety measures, and expand targeted supports to ensure a safe and supportive environment for all students."|"Based on the key learnings and identified needs from our school climate data analysis, the Adelanto Elementary School District will implement changes to existing plans, policies, and procedures for continuous improvement.  To address the findings from the California Healthy Kids Survey, the Adelanto Elementary School District (AESD) will shift its strategic focus toward enhancing the middle school experience and improving physical safety in elementary settings. Key policy changes will include the implementation of targeted transition programs for 6th and 7th graders to combat the sharp decline in school connectedness and safety perceptions. To address the ""safety discrepancy"" in 5th grade—where students report high safety feelings despite high rates of physical aggression—the district will update playground supervision protocols and PBIS (Positive Behavioral Interventions and Supports) frameworks to reduce physical altercations.  Additionally, AESD will revise its Digital Citizenship policies to better address the rise of cyberbullying in older grades and mandate staff professional development focused on fostering supportive adult-student connections. This initiative aims to increase the percentage of students who feel they have a caring adult on campus, moving beyond the current 62% average to create a more supportive and responsive school climate across all grade levels.  These changes are designed to bridge the gap between student perceptions and their actual experiences, ensuring that every child in the district—from the playground to the digital classroom—feels protected, valued, and empowered to succeed."|Met||2026-06-23|2026
36675870128462|Taylion High Desert Academy/Adelanto|6|Taylion has expanded its efforts to increase student and family participation, recognizing that meaningful feedback is  essential to the school’s growth and improvement. During the 2025–26 school year, surveys were collected to gather  valuable input from families. Taylion hosted several large events where students and their families were invited to  meet staff and engage with the school community, and during these events, participants completed a survey that  included open-ended items about their educational experience.    Annual Survey  Based on the Fall 2025 Family Survey, approximately two thirds of parents (65-70%) expressed satisfaction with  Taylion’s curriculum.  Across all groups, approximately 50% of students participate in activities most comparable to clubs, events, or  extracurriculars. (Source: AdvancED® Certified Taylion Student and Family Surveys, conducted October 17, 2025).  According to the AdvancED® Educator Surveys conducted October 17, 2025, between 80–85% of Taylion staff  reported overall satisfaction with their professional environment and development.  According to the AdvancED® Certified Taylion Family and Student Surveys conducted October 17, 2025,  approximately 85–90% of parents and 70–75% of students agreed that harassment, bullying, and racial/ethnic  conflict are not a problem at Taylion.  According to the AdvancED® Certified Taylion Student and Family Surveys conducted October 17, 2025,  approximately 70% of students and 60–65% of parents agreed that they feel safe at school.  Based on the AdvancED® Certified Taylion Student and Family Surveys conducted October 17, 2025, approximately  half of students identify that they participate in school activities during the school year, with parents reporting slightly  higher levels of engagement.  According to the AdvancED® Certified Taylion Family Survey conducted October 17, 2025, approximately 90% of  parents reported feeling welcome to participate at Taylion, and 80-90% agreed that school staff take them seriously.|As a result of Taylion’s survey findings, several key areas were identified for future professional development and  reflection, including math skills growth, student engagement, teacher lesson planning, application of data results, and  student grading and feedback.|Taylion will be adding a math focus to the 2026–27 MTSS program, which has previously centered on supporting  students’ reading development. In addition, because Taylion actively welcomes input from all parents and caregivers,  families are continually encouraged to bring questions or concerns to staff and teachers for support, collaboration,  and shared problem-solving. As Taylion’s family events have continued to grow, it has become clear that these  gatherings are among the most effective ways to foster parent involvement and engagement. For this reason,  Taylion plans to further expand these events to strengthen school communication, climate, and culture.|Met||2026-06-29|2026
36675950000000|Alta Loma Elementary|6|The Alta Loma School District (ALSD) prioritizes creating safe, inclusive, and welcoming school environments. In 2025–26, the District incorporated school climate questions into its annual Educational Partner Survey, which gathered input from staff, students, and families across all school sites.  Survey results indicated that a majority of stakeholders feel physically safe on campus. Specifically, 87% of parents, 87% of staff and 76% of students reported feeling physically safe at school. In terms of emotional safety and comfort, 81% of parents,89% of staff and 64% of students indicated they felt emotionally safe. The discrepancy between student emotional and physical safety highlights a key area for improvement.  Disaggregated data revealed that emotional safety was perceived lower among some student groups, particularly students with disabilities and those from racially diverse backgrounds. These insights underscored the need to expand social-emotional support and implement culturally responsive practices. In addition to the District survey, families shared input through other school-specific surveys and engagement opportunities such as the LCAP Advisory Committee, Parent Engagement Series, District English Learner Advisory Committee (DELAC), School Site Councils (SSC), Coffee with the Principal events, and one-on-one meetings. These forums helped contextualize survey findings and allowed for deeper conversations on school climate concerns. These consistent priorities emerged from educational partner input:  Anti-Bullying and Anti-Drug Programs, Positive Behavior Intervention and Supports (PBIS) and Character Strong Implementation School counseling and mental health support Safe and well-maintained facilities Training to build inclusive, culturally responsive school and classroom environments  These priority areas have been incorporated into the District’s Local Control and Accountability Plan (LCAP) and School Plans for Student Achievement (SPSAs). For example, the District is expanding access to mental health professionals, reinforcing PBIS implementation, enhancing staff training on cultural competency, and increasing site-specific safety measures. By using both survey data and community input, ALSD is committed to continuously improving school climate. The District will continue monitoring disaggregated data, expanding outreach, and ensuring that all student voices, particularly those from underrepresented groups, inform decisions that shape safe and supportive learning environments.|Based on the 2025-26 Educational Partner Survey and input collected through site-level meetings and advisory groups, the Alta Loma School District (ALSD) identified both strengths and areas for continued improvement in supporting student success and well-being.  An area of strength identified was the District’s ability to gather broad stakeholder feedback, as evidenced by over 3200 responses. The variety of engagement formats (surveys, forums, advisory committees) ensured diverse voices were heard, including families of English learners, foster youth, students with disabilities, and those experiencing homelessness.  An area of learning was the discrepancy in perceptions of school safety and emotional well-being across stakeholder groups. While 87% of parents and 87% of staff reported feeling physically safe at school, only 76% of students expressed the same. The gap widened in perceptions of emotional safety, with 81% of parents and 89% of staff reporting they felt emotionally safe and comfortable, compared to only 64% of students. Disaggregated student data revealed even lower levels of emotional safety reported by students with disabilities and those from racially and linguistically diverse backgrounds.|This feedback validated the District’s continued focus on school climate and student well-being as a priority area in the 2026–27 LCAP. In response, ALSD will continue to:  Continue to seek input from educational partners Regularly update and implement comprehensive school safety plans Reinforce Positive Behavioral Interventions and Supports (PBIS) to promote respectful, inclusive environments Implement Character Strong Expand access to counseling and mental health supports across all school; Provide staff training focused on social-emotional learning, cultural proficiency, and trauma-informed practices  ALSD remains committed to using these findings to refine supports, close perception gaps, and build school communities where all students feel physically and emotionally safe, supported, and valued.|Met||2026-06-17|2026
36676110000000|Barstow Unified|6|Key Indicators for Belonging & Engagement (positive responses) Elementary Grades Do you feel safe at school? - 65% Does your teacher want you to do your best? - 91% Secondary Grades Most students are friendly - 7th & 8th (60%) 9-12 (56%) Do you feel safe at school? - 7th & 8th (47%) 9-12 (38%) Key Indicators for Relationships & Culture (positive responses) Elementary Grades Does your teacher care about you? - 84% Do students treat the teacher with respect? - 42% Secondary Grades Teacher believes in you - 7&8 (74%), HS (67%) Adults treat students with respect - 7&8(54%), HS (46%) Key Indicators for Engagement, Relationships, Culture My school sets high expectations for students - Elem. 69%/ MS 41% /HS 42%  Students and staff care about each other - Elem. 78%/MS 57%/HS 59%  Discipline in this school is fair - Elem. 51%/MS 34%/HS 44% Key Indicators for Engagement, Relationships, Culture I feel engaged with my school. Elementary - N/A 7 & 8 - 56% HS - 42% Discipline in this school is fair. Elementary - N/A 7 & 8 - 61% HS - 42%|Based on insights from a diverse range of stakeholders, this objective embodies our shared vision of cultivating an educational setting where each student can excel academically, socially, and emotionally. By integrating this comprehensive objective and its measures into the LCAP, the district sets clear benchmarks for gauging progress towards creating a secure and supportive learning atmosphere. Regularly tracking and evaluating these measures enables the district to gauge the effectiveness of its approaches and interventions, make informed decisions based on data, and continuously enhance practices to better address student needs and enhance their overall well-being. Ultimately, these endeavors contribute to the district's commitment to serving the community respectfully by addressing the distinct academic, behavioral, and socio-emotional requirements of all students, empowering them to flourish in an evolving world. Incorporating key metrics such as reducing suspension rates, decreasing chronic absenteeism, increasing overall attendance, and improving qualitative survey results into the local control and accountability plan (LCAP) ensures accountability and provides measurable indicators of progress toward the goal of providing a safe and nurturing learning environment. Here's why these metrics are important: 1. **Reducing Suspension Rates**: High suspension rates can be indicative of disciplinary issues and may suggest an unsafe or unsupportive learning environment. By setting a goal to reduce suspension rates, the district aims to create a positive and inclusive school culture where disciplinary actions are used as a last resort, promoting alternative approaches to conflict resolution and behavior management. With an overall rate of 9% in 24-25 BUSD has maintained it's rate from the previous year and needs to continue the efforts to align with county and state averages. 2. **Decreasing Chronic Absenteeism**: Chronic absenteeism can be a sign of disengagement, academic struggles, or barriers to attendance such as safety concerns or health issues. By targeting a reduction in chronic absenteeism, the district seeks to ensure that all students have equitable access to education and support systems to address barriers to attendance, ultimately fostering a safe and supportive environment where students feel motivated and encouraged to attend school regularly. With an overall district rate of over 44% in 2024/2025the community felt it was important to focus on this area. 3. **Improving Qualitative Survey Results**: Qualitative surveys provide valuable insights into the perceptions and experiences of students, parents, teachers, and staff regarding school safety, supportiveness, and overall climate. By focusing on improving qualitative survey results related to safety and nurturing, the district can gather feedback from stakeholders and identify areas for improvement, ensuring that efforts to create a positive learning environment.|Across all of our schools in the Barstow Unified School District, it is evident from the data that it is imperative that we improve the social emotional learning and behavioral learning opportunities at all sites. A large number of our students do not feel safe at school and have witnessed or experienced harassment and/or bullying during the school day. School disconnectedness is an area of concern as well. The data reveals that too many students feel a lack of academic motivation and meaningful participation while at our schools. USE: In response to this data, BUSD has included more resources for students in the area of social emotional and behavioral learning. Each elementary school site now has a counselor and are part of a district-wide counseling network. The secondary schools also each have multiple counselors and a peer counselor that helps students help each other through difficult times. As a district, BUSD administers a Culturally Responsive Positive Behavior Interventions & Supports system. There is a district coach to support school site CR-PBIS coaches with implementation and resources.|Met||2026-06-23|2026
36676370000000|Bear Valley Unified|6|The Comprehensive Counselor Survey consists of questions addressing students' feelings of peer and family connections, and the students’ ability to deal with their own mental health. Overall the percentages of students expressing the need for help and support have shown a slight decrease. At Big Bear High School, 24% (30% in 2025) needed strategies for dealing with sadness and depression, and 24% (41% in 2025) expressed a need for strategies to deal with anxiety and stress, both very significant improvments. At Chautauqua High School, 20% (26% in 2025) needed strategies for dealing with sadness and depression, however 5% (53% in 2025) expressed a need for strategies to deal with anxiety and stress, a significant decrease. At Big Bear Middle School the results showed 90% enjoy school (40% in 2025), 90% have the academic support they need (71% in 2025), 90% feel safe at school (88% in 2025), and 90% are comfortable talking with their counselor (76% in 2025). At the elementary level, the questions were different but addressed the same social emotional needs. There was a slight decrease in the percentage of K/1/2 students who like school from 85% to 78%, and a slight increase in those feeling safe at school from 85% to 95%. For grades 3-5, there is a decrease in students feeling they belong from 85% to 68%, but a significant improvement in students feeling safe.  In April, 2026, the Youth Truth Survey was administered 6-8 at Big Bear Middle School, 9-12 Big Bear High school and Chautauqua High School. This survey is not administered at the elementary level. At Big Bear High School and Big Bear Middle School, there was a significant positive increase in all of the targeted areas: Engagement, Academic Challenge, Culture, Belonging and Peer Collaboration, Relationships. The College and Career Readiness section showed a slight decrease at Big Bear High School. Chautauqua High School also showed improvement as a result of a completely new staff and overall culture change.  This data is not broken down by student groups, so is looked at as a whole.|Based on the data posted above, the comprehensive counseling survey shows significant increased abilities of students to deal with stress, relationships, anxiety, and school work, particularly at Big Bear Middler School. The positive growth is due to the placement of full time counselors and deans (elementary)/student support specialists (secondary) at each site, increasing the availability of support for students at each site. The Youth Truth Survey showed great growth in the culture at both Big Bear High School, Big Bear Middle School, and Chautauqua High School. This continues to be an area of focus for the administration and staff.|As evidenced by the data, some positive growth has been shown as well as some challenges. We are committed to keeping full time counselors at all sites, a Dean of Students at each elementary school, and Student Support Specialists at both the Middle School and High School as an extra support person for the principal in dealing with students' social and emotional well being. As well, the Social Emotional Team, consisting of the Elementary counselors, administration, and staff, will continue to work in conjunction with the Behavior Intervention and Support personnel from Lutheran Social Services. At Chautauqua High School, a Wellness Center was added to address the increasing needs of students for support with social emotional wellbeing. This provides a safe space for students to work with the social worker on staff.|Met||2026-06-17|2026
36676450000000|Central Elementary|6|Analysis of the climate survey data identified several key strengths and areas of need related to school conditions and student experiences. A primary strength is that students report feeling safe and supported at school, with the vast majority indicating a strong sense of safety and positive peer relationships. Students also report low levels of boredom, suggesting that the school environment is engaging and supports active participation and consistent attendance. Disaggregated data shows that English Learners and non-English Learners report similar levels of school connectedness (approximately 73%), indicating generally equitable experiences across these groups. This consistency reflects a strong foundation in providing inclusive environments for diverse student populations. A key area of need is student social-emotional well-being, as a notable percentage of students report experiencing feelings of sadness. This highlights the need to strengthen supports related to mental health, student connectedness, and overall well-being. Additionally, the lack of participation from students experiencing homelessness and foster youth indicates a gap in data collection. Increasing engagement from these groups will be important to ensure their experiences are represented and addressed. Overall, while the data reflects a positive and safe school climate, it also identifies the need to deepen efforts in social-emotional supports and increase connectedness for all students, particularly those from underrepresented student groups.|Key learnings from the analysis of local climate survey data highlight several strengths in school conditions as well as areas that require continued attention. A primary strength is that students consistently report feeling safe and happy at school, indicating that schools are providing supportive and secure learning environments. High levels of positive peer relationships and low levels of boredom further suggest that students are engaged in their learning, which contributes to stronger attendance and participation. Disaggregated data shows that English Learners and non-English Learners report similar levels of school connectedness, reflecting relatively equitable experiences across these student groups. This consistency is an important strength, demonstrating that core systems of support are reaching diverse student populations. However, the data also identified important areas of need. A significant portion of students report feelings of sadness, indicating a need to strengthen social-emotional supports and mental health resources. Additionally, while connectedness levels are consistent across groups, overall connectedness is an area for growth for all students. Another key learning is the limited participation from students experiencing homelessness and foster youth, which creates a gap in understanding the experiences of these groups. Increasing participation will be critical to ensure their needs are addressed. Overall, the findings indicate a strong foundation of safety and engagement, alongside a need to deepen efforts in student well-being, connectedness, and inclusion of underrepresented student voices.|To address the need for improved monitoring of student well-being, engagement, and connectedness, the district implemented the eduCLIMBER whole child data platform during the 2025–2026 school year. This system integrates academic, attendance, behavior, and social-emotional data, allowing staff to more effectively identify students in need of additional support and ensure timely, targeted interventions. To support this implementation, the district has provided professional development for staff focused on using eduCLIMBER to analyze data, monitor trends, and inform decision-making. This training strengthens staff capacity to consistently apply data-driven practices across sites and align supports within the Multi-Tiered System of Supports (MTSS). The district has also refined existing procedures by strengthening social-emotional supports and school climate initiatives, including continued implementation of trauma-informed practices and social-emotional learning (SEL) strategies. These efforts directly respond to data indicating a need to better support student well-being. In addition, the district is working to improve data collection and participation from underrepresented student groups, including students experiencing homelessness and foster youth, to ensure a more comprehensive understanding of student experiences. Adjustments to survey administration and outreach efforts will support increased participation. Through these actions, the district is building a more cohesive, data-driven system that aligns programs, services, and resources to identified student needs. These revisions support ongoing continuous improvement and ensure that all students have access to safe, supportive, and engaging learning environments.|Met||2026-06-11|2026
36676520000000|Chaffey Joint Union High|6|The District is committed to engaging students to gather feedback about conditions of learning, school safety, and school climate. In 2025–2026, the District administered its LCAP survey to 10,947 students and received the following results: In 2025–2026, 80% of students agree/strongly agree that they feel a sense of belonging in their school, with 80% of EL students, 77% of Foster Youth students, 75% of Low Income students, 68% of Students with Disabilities, and 45% of Homeless Youth students agreeing/strongly agreeing. In 2025–2026, 94% of students agree/strongly agree that their school provides the counseling and support resources they need to support their mental wellness, with 92% of EL students, 79% of Foster Youth students, 93% of Low Income students, 86% of Students with Disabilities, and 62% of Homeless Youth students agreeing/strongly agreeing. In 2025–2026, 86% of students agree/strongly agree that their school provides the social-emotional supports they need, with 86% of EL students, 74% of Foster Youth students, 83% of Low Income students, 75% of Students with Disabilities, and 54% of Homeless Youth students agreeing/strongly agreeing. In 2025–2026, 87% of students agree/strongly agree that their school provides a caring learning environment, with 87% of EL students, 77% of Foster Youth students, 85% of Low Income students, 81% of Students with Disabilities, and 61% of Homeless Youth students agreeing/strongly agreeing. In 2025–2026, 91% of students agree/strongly agree that their school provides a physically safe learning environment, and 83% agree/strongly agree that their school provides an emotionally safe learning environment, with 89% and 83% of EL students, 77% and 77% of Foster Youth students, 88% and 79% of Low Income students, 84% and 73% of Students with Disabilities, and 64% and 48% of Homeless Youth students agreeing/strongly agreeing, respectively. In 2025–2026, 90% of students agree/strongly agree that they have a staff member on campus who cares about them, with 88% of EL students, 79% of Foster Youth students, 88% of Low Income students, 86% of Students with Disabilities, and 64% of Homeless Youth students agreeing/strongly agreeing. In 2025–2026, 85% of students agree/strongly agree that adults at their school treat students respectfully, with 85% of EL students, 74% of Foster Youth students, 80% of Low Income students, 80% of Students with Disabilities, and 58% of Homeless Youth students agreeing/strongly agreeing. In 2025–2026, 86% of students agree/strongly agree that adults in their school promote the importance of belonging for all students, with 87% of EL students, 76% of Foster Youth students, 83% of Low Income students, 76% of Students with Disabilities, and 58% of Homeless Youth students agreeing/strongly agreeing. In 2025–2026, 80% of students agree/strongly agree that their school encourages students to understand how others think and feel, with 84% of EL students, 79% of Foster Youth students, 76% of Low|Through the analysis of 2025–2026 student survey data, several key strengths and areas for continued growth have been identified. A notable strength across the student population is consistent confidence in school safety and support structures. Ninety-four percent of students report access to the counseling and mental wellness resources they need, and 90% identify a staff member on campus who genuinely cares about them—both high points of the survey. Physical safety remains strong at 91%, and 87% of students feel their school provides a caring learning environment. These results reflect the sustained effectiveness of the District's investment in student wellbeing, mental health staffing, and campus culture. The data also reflects meaningful progress in equity and inclusion: 86% of students agree that adults promote belonging for all students, and 89% report that their school values student diversity. The District's commitment to culturally responsive instruction is evident, with 78% of students agreeing that instructional materials reflect their culture or ethnicity—rising to 84% among EL students. Additionally, 87% of students report that their school creates a welcoming environment for them and their families. At the same time, the data highlights areas where the District continues to direct intentional effort. Belonging (80% overall) and emotional safety (83%) represent opportunities to further deepen students' sense of connection and security. Encouragement of perspective-taking and empathy (80%) is another area where continued programming can yield meaningful growth. This data reaffirms the District's commitment to ensuring that all students—especially those facing the greatest challenges—have equitable access to safety, support, and community.|Based on the analysis of local climate data, CJUHSD is committed to building on its demonstrated strengths while deepening targeted efforts to ensure all students experience a strong sense of belonging, safety, and connection to their school community. The District will continue to prioritize the emotional and social wellbeing of all students through sustained implementation of schoolwide social-emotional learning (SEL) programs and trauma-informed practices. Dedicated staffing, resources, and physical spaces tailored to mental health needs—including campus Wellness Centers—will remain central to this work. Staff will continue to receive training in identifying and responding to student trauma, ensuring consistent and compassionate support across all campuses. To further strengthen belonging districtwide, the District will expand efforts to cultivate inclusive classroom and campus cultures that reflect and honor the full diversity of the student body. Curriculum diversification initiatives will continue to be supported through professional learning and sustained funding, with the goal of ensuring that more students see their identities, cultures, and communities meaningfully reflected in their daily learning experiences. Targeted interventions will be intensified for groups for whom the data continues to signal the greatest need. The District will continue to invest in specialized counseling, dedicated outreach staffing, and mentorship programs designed to address the unique academic, social, and emotional challenges these students face. Community Health Education Workers will continue to serve as essential connectors, helping to remove barriers that limit these students' full access to campus supports. The District remains committed to ongoing self-reflection and data-driven continuous improvement. Survey results will continue to be disaggregated and analyzed at the student group level so that patterns of disparity are identified proactively and addressed through responsive, evidence-based action. This approach reflects the District's foundational belief that all students—regardless of background or circumstance—deserve to feel safe, seen, and supported throughout their educational experience.|Met||2026-06-10|2026
36676780000000|Chino Valley Unified|6|The School Quality Survey was administered during the 2025-2026 school year to students in grades 6-12. Based on the responses from 10,505 students, 82% reported that they feel safe at school, and 77% of the students reported they feel that they belong at their school. These percentages represent increased student perceptions of safety and belonging in comparison to the previous school year. These high percentages of student responses exemplify our District’s commitment to providing a positive learning environment for all students.|Positive Behavior Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS) is an area of strength across the District, as all schools across the District have receive state-wide recognition at the Platinum level for their successful implementation of socio-emotional, behavioral, and mental health supports to all students in grades TK-12th during the 2025-2026 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers highly benefit from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships.   Based on results from the School Quality Survey administered during the 2025-2026 school year, an area of identified need includes continuing to increase students’ feelings of emotional safety in the classroom setting. While data from the School Quality Survey administered during the 2025-2026 school year indicate an increase in student responses regarding feelings of emotional safety in and outside of the classroom setting in comparison to data collected from the School Quality Survey administered during the 2024-2025 school year, each school site is dedicated to continuously strengthening their implementation of PBIS by clearly defining positive behavioral expectations for students, specific to the classroom setting. All staff, including the District’s K-12 Intervention Counselors, continue to support PBIS by participating in trainings, conducting classroom lessons, holding student assemblies, and implementing a schoolwide rewards system to acknowledge positive behavior, all of which contribute to increasing the emotional safety of students.|To ensure continuous improvement for students across the District, each school site has developed a PBIS SMART goal, which is also included in each school site’s School Plan for Student Achievement (SPSA) as an area of focus. In addition, the District continues to support all school sites with a full-time K-12 Intervention Counselor to increase socio-emotional, behavioral, and mental health supports to students across the District. Finally, the District continues to increase awareness and accessibility to resources and supports for students and families focusing on safety, harassment and bullying, and social, emotional, and mental health, through the District’s “One-Stop-Shop” webpage available on the District website and all school site websites. These actions allow the District to continuously improve its commitment to ensuring all students are provided a positive school climate.|Met||2026-06-18|2026
36676780137547|Allegiance STEAM Academy - Thrive|6|ASA Chino utilizes local climate survey data, stakeholder feedback, attendance data, and student behavior data to monitor school climate and guide continuous improvement efforts. During the 2025–26 school year, survey results reflected positive perceptions of school safety, connectedness, communication, and support among families. Parent survey results indicated that 91% of respondents agreed or strongly agreed that their child is seen as a valued member of the school community, 91% agreed or strongly agreed that their child’s physical safety is protected at school, and 89% agreed or strongly agreed that their child’s social-emotional well-being is supported. Additionally, 93% of respondents agreed or strongly agreed that their child’s teacher knows their child’s strengths and needs, while 88% reported feeling connected to the school community. These results suggest strong levels of trust, belonging, and positive relationships throughout the school community. The school also reviewed attendance, suspension, and other student engagement data as part of its climate monitoring process. Survey results and local data were reviewed across student groups when available to identify trends, strengths, and areas for continued growth. Overall, findings indicate that students and families experience ASA Chino as a safe, supportive, and welcoming learning environment. ASA Chino will continue utilizing survey data and other local indicators to monitor school climate, support student well-being, and inform continuous improvement efforts.|Analysis of local climate survey data and other school climate indicators identified several areas of strength at ASA Chino. Survey results indicate that families view the school as a safe, supportive, and welcoming environment where students are valued and cared for. High levels of agreement regarding student safety, social-emotional well-being, teacher relationships, and school connectedness suggest that the school has established a positive climate that supports student engagement and success. The data also demonstrate strong relationships between families and school staff. Families reported high levels of access to teachers and administrators, confidence in school communication, and a strong sense of connection to the school community. These findings reflect the school's ongoing efforts to build positive relationships and maintain open lines of communication with stakeholders. Analysis of survey responses and local data also identified opportunities for continued growth. ASA Chino seeks to further strengthen student connectedness, increase participation in school climate surveys and engagement activities, and continue ensuring that all student groups and families feel represented and heard. The school will continue reviewing available data by student group to identify potential disparities and ensure supports are responsive to student and family needs. Overall, the data indicate that ASA Chino maintains a positive school climate while remaining committed to continuous improvement in support of student well-being, engagement, and success.|Based on the analysis of local climate survey data and other school climate indicators, ASA Chino will continue implementing strategies that strengthen student connectedness, family engagement, and overall school culture. While survey results indicate strong perceptions of safety, belonging, and support, the school recognizes the importance of continuous improvement and ongoing monitoring of school climate data. ASA Chino will continue refining communication and engagement practices to encourage greater participation in surveys and stakeholder feedback opportunities. The school will also continue reviewing attendance, behavior, and climate data to identify trends and ensure that supports are responsive to student and family needs. To further strengthen school climate, ASA Chino will continue implementing initiatives that promote positive student relationships, student recognition, social-emotional well-being, and meaningful connections between students and staff. The school will also maintain opportunities for families to provide feedback and participate in discussions regarding school programs, policies, and priorities. No significant changes to existing policies or procedures were identified as necessary at this time. Instead, ASA Chino will focus on strengthening and refining current practices, using local data and stakeholder feedback to guide continuous improvement efforts and maintain a safe, supportive, and engaging learning environment for all students.|Met||2026-06-08|2026
36676860000000|Colton Joint Unified|6|CJUSD administers the PBIS School Climate Survey to students in grades 3-12. The survey is part of PBIS Assessment, which is part of PBISAPPS.ORG. The survey measures student perception of school climate. Examples of questions include, but are not limited to: I like school, Teachers treat me with respect, I feel safe at school, Students treat each other well etc. The mean scores are from 1 (lowest) to 4 (highest).   Elementary Schools: Overall mean score = 3.04 which is the same as 2024. Overall mean scores for subgroups: Hispanic Students = 3.05 which is the same as 2024. Black/African American Students = 2.96 which is a slight decrease from 2024. White Students = 3.07 which is a slight increase from 2024. Sample overall scores for Elementary questions: Q5 - Teachers treat me with respect = 3.46 which is a slight increase from 2024. Q8 - I feel safe at school = 3.06 which is an increase from 2024. Q10 - There is an adult at school that I can talk to if I need help = 3.45 which is a slight decrease from 2024.  Middle Schools: Overall mean score = 2.91which is an increase from 2024. Overall mean scores for subgroups: Hispanic Students = 2.92 which is an increase from 2024. Black/African American Students = 2.78 which is a slight decrease from 2024. White Students = 3.0 which is an increase from 2024. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.27 which is a slight increase from 2024. Q8- I feel safe at school = 2.75 which is an increase from 2024. Q9- There is an adult at school that I can talk to if I need help = 3.08 which is an increase from 2024.  Comprehensive High Schools: Overall mean score = 2.95 which is an increase from 2024. Overall mean scores for subgroups: Hispanic Students = 2.97 which is an increase from 2024. Black/African American Students = 2.84 which is an increase from 2024. White Students = 2.93 which is an increase from 2024. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.26 which is a decrease from 2024. Q8- I feel safe at school = 2.76 which is an increase from 2024. Q9- There is an adult at school that I can talk to if I need help = 3.04 which is an increase from 2024.  Alt Ed Schools: Overall mean score = 3.08 which is a slight decrease from 2024. Overall mean scores for subgroups:  Hispanic Students = 3.09 which is a slight decrease from 2024. Black/African American Students = 3.04 which cannot be compared to 2023 due to no student answers in 2023. White Students = 3.25 which is a slight decrease from 2024. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.46 which is an increase from 2024. Q8- I feel safe at school = 2.92 which is a slight decrease from 2024. Q9- There is an adult at school that I can talk to if I need help = 3.17 which is a slight decrease from 2024.|The Fall 2025 scores on the PBIS School Climate Survey show an increase compared to the Fall 2024 scores. Students at all levels, except one alternative school, report an increase in feeling safe at school. Despite the 2025 score, we continue to have a need to focus on creating a climate where students feel safe at school - specifically at the comprehensive secondary school sites. This continues to be our lowest scoring area.  Elementary school sites’ and Alternative Education school sites’ data show that students have a higher perception of positive school climate in all areas than do comprehensive secondary students. The data also shows that the perception of school climate as positive declines from elementary to middle and middle to high school scores are similar. One area of strength is that students at our two alternative school sites have a significantly higher perception of positive school climate than students at all comprehensive secondary sites. Another highlight is that students overall report feeling safer at school. Secondary school sites need to focus on improving Tier 1 PBIS practices related to school climate (revisit expectations, 5:1 positive to negative feedback, recognizing and reinforcing expected behaviors), and addressing students who are not responding to Tier 1. Our comprehensive secondary sites are our biggest area of concern when it comes to a positive school climate. Overall scores for our Black/African American students showed a slight decrease so all schools should focus on improving students’ connectedness to school. All secondary sites need to work to address students’ feeling of safety at school. All secondary sites scored below a “3” in this area which is our goal.|CJUSD will continue to implement PBIS across all school settings with the goal of all schools implementing all 3 tiers of PBIS at 70% or higher as measured on the PBIS Tiered Fidelity Inventory 2.1. In 2025-2026 Restorative Practices began to be implemented, including Restorative Conversations/Conferencing, in order to promote a positive, restorative culture and climate across the District. Site administrators were trained in Community Building circles in 2024-2025 in order to model Circles for classroom teachers. Implementing community Building circles is needed in classrooms at all levels to improve a sense of belonging and   positive school climate. Bullying Prevention efforts continue to have an increased focus on promoting RESPECT at all school sites and will also continue to be implemented. Student voice will also be included to determine WHY students do not feel safe at school. Based on student feedback, action steps will be created to address student concerns. Student voice and feedback will also be used to determine next steps in increasing Black/African American students’ perception of a positive school climate.  CJUSD actively fosters parental involvement in decision-making processes through various parent and community committees. As part of the CJUSD Design Plan, parents and community members were engaged in strategic planning, revising the district’s vision, and identifying key focus areas. The Parent Professional Learning Team has been established to offer recommendations on enhancing parental and community support. Parent committees, including DPAC, DELAC, AAPAC, LCAP Parent Committee, DIPN, and Community Cabinet, along with site-based School Site Councils and ELACs, serve as platforms for input collection. The LCAP Parent Committee ensures parental input on LCAP fund allocation, goal setting, and performance metrics, as well as reviewing CA Dashboard data relevant to CJUSD’s student success. Additionally, CJUSD provides online and in-person workshops and webinars facilitated by a dedicated parent manager to support parents and keep them informed about educational updates. Moving forward, CJUSD aims to bolster participation in the parent portal to enhance communication regarding enrollment, student information, and feedback mechanisms.|Met||2026-06-18|2026
36676940000000|Cucamonga Elementary|6|This local climate survey reflects responses from 896 students across grades 3–8—with representation from 3rd (13%), 4th (19%), 5th (20%), 6th (17%), 7th (16%), and 8th (15%) grades—enrolled at RCMS (48%), LAES (23%), TOCS (15%), and CES (14%). Available student group data disaggregated by race and ethnicity highlights a diverse student population, including Hispanic or Latino (44%), African American/Black (18%), White (16%), Two or More Races (11%), Asian (5%), Filipino (4%), American Indian or Alaska Native (2%), Native Hawaiian or Pacific Islander (1%), and Other (8%), with 14% preferring not to answer. An analysis of specific survey items reveals highly encouraging trends across key school conditions, particularly regarding safety and belonging, where a strong majority of students feel safe at school (79% mostly/totally true) and feel a sense of belonging and fitting in (70%). Furthermore, family-school communication is a clear point of pride, with 75% of respondents seeing communication as strong. Students also report high levels of adult support, with more than three-quarters (76%) affirming they have a trusted adult at school to turn to for help, and a majority (58%) feeling comfortable seeking assistance when stressed, worried, or upset. Clarity around school expectations is exceptionally high, as over 90% of students thoroughly understand the school rules, and 71% feel they are applied fairly and consistently. Finally, teaching, learning, and extracurricular engagement show overwhelmingly positive trends; approximately 80% of students report a solid understanding of their lessons, know why their learning is important, and feel supported with academic help when the work is challenging. This positive engagement carries over to school activities, where 76% of students joyfully participate in activities they like, and the majority find that these opportunities successfully keep them motivated and excited about learning.|An analysis of the local climate survey data reveals significant organizational strengths alongside clear, actionable areas of need to help guide school improvement. The primary strengths are centered on clear academic and behavioral expectations, as over 90% of students thoroughly understand the school rules, and approximately 80% report a strong understanding of their daily lessons, know why their learning is important, and feel supported with extra help when coursework is challenging. Furthermore, core school conditions are highly positive, highlighted by a strong general sense of physical safety, solid family-school communication foundations, accessible student activities, and the widespread availability of trusted adults on campus. Conversely, distinct areas of concern emerge regarding students' emotional well-being and perceptions of fairness. While physical safety is high, emotional safety and inclusion require attention, as nearly 30% of students report low or absent feelings of belonging and fitting in, and a significant 43% express discomfort or hesitation in seeking adult support when experiencing stress, worry, or anxiety. This highlights a critical gap between the structural availability of supportive adults and a student's emotional readiness or trust to utilize them for mental health needs. Additionally, nearly 30% of students perceive inconsistency or unfairness in how school rules are applied, signaling a need to review equity in disciplinary practices. Finally, student motivation remains a critical need; despite strong access to enjoyable extracurricular activities, a sizable 42% of students indicate that these opportunities fail to meaningfully translate into an ongoing excitement or motivation for learning, showing a clear need to deepen the connection between school engagement and academic enthusiasm.|To address areas of growth and promote continuous improvement, the LEA is implementing inspiring enhancements to its existing plans, policies, and student support procedures. Building on our strong foundation of adult availability, the LEA will refine its Multi-Tiered System of Supports (MTSS) process to ensure streamlined, proactive interventions while implementing structured student-led peer programs that encourage open, positive discussions around emotional well-being. To further elevate our inclusive culture and support student connectivity, the LEA will enhance professional development for teachers and staff, ensuring everyone is thoroughly equipped with the skills needed to create welcoming, respectful, and culturally affirming learning environments. Furthermore, the LEA will introduce regular student feedback mechanisms to celebrate progress and dynamically adjust strategies along the way. Collectively, these collaborative actions are designed to create an even more equitable and uplifting school community that values, honors, and protects the safety, inclusion, and cultural respect of every student.|Met||2026-06-11|2026
36677020000000|Etiwanda Elementary|6|Each fall, the Etiwanda School District administers a survey to gather input from educational partners, including students in grades 3–8 who participate with parent permission. In 2025–26, 7,060 students completed the survey, providing broad student voice across elementary and intermediate grade spans. The student survey included items related to school safety, connectedness, relationships with staff, peer respect, behavior expectations, character development, and instructional engagement.  Results reflect positive perceptions of school climate. 90% percent of students reported feeling safe at school, 89% reported feeling welcomed and cared for, and 88% indicated they would recommend their school to friends. Students also reported strong connections to school staff and learning environments, with 93% indicating they understand who to contact if they need help, 81% reporting they feel comfortable talking to school staff when they have a question or need help, and 96% reporting that teachers promote teamwork and table discussion. In addition, 95% of students reported that consistent expectations for student behavior are in place, and 92% agreed that their school helps students build character and encourages positive behavior.  Grade-span results showed generally positive responses, with elementary students reporting higher levels of favorability in several areas. Elementary students reported a 92.6% positive response rate for feeling safe at school, compared with 87.8% for intermediate students. For feeling welcomed and cared for, elementary students reported 91.4% positive responses, compared with 85.0% for intermediate students. For feeling comfortable talking to school staff, elementary students reported 84.9% positive responses, compared with 78.0% for intermediate students. For recommending their school to friends, elementary students reported 91.6% positive responses, compared with 84.3% for intermediate students.  Peer relationships and respect for differences remain an area for continued attention. Districtwide, 76% of students agreed that students usually get along well and respect each other’s differences. Elementary students reported 81.3% positive responses on this item, compared with 69.8% for intermediate students. At the same time, 96% of students reported having friends from different cultural backgrounds, including 95.4% of elementary students and 97.0% of intermediate students.  Peer collaboration remains a strength, with 96% of students agreeing that their teacher promotes teamwork and table discussion. A review of demographic response patterns showed that positive responses were represented across student groups, supporting the district’s continued emphasis on inclusive instructional practices and collaborative classroom routines. Overall, the data show that students perceive schools as safe, welcoming, and supportive, while identifying peer respect, connectedness.|Analysis of the 2025–26 school climate survey results shows several important strengths. Students continue to report positive perceptions of safety, belonging, adult support, and consistent behavior expectations. Ninety percent of students reported feeling safe at school, 89% reported feeling welcomed and cared for, and 95% reported that consistent expectations for student behavior are in place. These results indicate that districtwide systems related to supervision, PBIS, character development, and positive school culture are contributing to safe and supportive learning environments.  The data also show strong student perceptions of instructional connection and adult support. 96% of students reported that teachers promote teamwork and table discussion opportunities, 94% reported that teachers explain difficult concepts and provide support when they do not understand something, and 93% reported that teachers understand learning needs and strive to address them. These results suggest that students experience classrooms where collaboration, support, and high expectations are consistently present.  A key learning from the grade-span data is that elementary and intermediate students both report positive experiences, but intermediate students report somewhat lower positive responses in several areas connected to belonging and peer relationships. For example, 92.6% of elementary students reported feeling safe compared with 87.8% of intermediate students. Similarly, 91.4% of elementary students reported feeling welcomed and cared for compared with 85.0% of intermediate students. The largest difference was related to peer respect, where 81.3% of elementary students and 69.8% of intermediate students reported that students usually get along well and respect each other’s differences.  These findings reinforce the importance of continuing differentiated school climate supports by grade span. At the elementary level, the district will continue sustaining strong practices related to belonging, safety, character development, and adult-student relationships. At the intermediate level, the district will continue focusing on peer relationships, student connectedness, restorative practices, PBIS reinforcement, and opportunities for students to build positive relationships with staff and one another.  Overall, the survey results affirm that the district’s school climate efforts are working, while also identifying the need to continue strengthening peer respect, student belonging, and connectedness, particularly at the intermediate level.|Based on the 2025–26 school climate survey results and related student feedback analysis, the Etiwanda School District will continue building on the systems that contribute to safe, welcoming, and inclusive school environments. Students reported strong perceptions of safety, adult support, teamwork, and consistent behavior expectations, which affirms the value of ongoing investments in PBIS, character development, classroom engagement structures, campus supervision, counseling supports, and visible school leadership.  The district’s review of student feedback highlighted several opportunities to extend these strengths. Strategic priorities include continuing to strengthen peer relationships and respect for differences, helping students feel increasingly comfortable seeking support from trusted adults, maintaining clear and consistent behavior expectations, supporting friendships across diverse backgrounds, and deepening students’ sense of belonging, pride, and school identity. These priorities will help the district continue expanding the positive school experiences already reflected in the survey results, particularly as students transition into the intermediate grade span.  To support this work, district and site leaders will continue reviewing site-level and grade-span data to identify effective practices and determine where additional support may be helpful. This may include reinforcing schoolwide behavior expectations, strengthening relationship-building practices, expanding opportunities for student voice, maintaining visible school leadership, and continuing staff training related to restorative practices, de-escalation, trauma-informed responses, and Culturally Responsive Teaching and Learning.  The district will also continue using advisory structures and student input opportunities to better understand and respond to student experiences. Student Engagement Advisory Committee input, site leadership discussions, student leadership groups, and open-ended survey responses will help identify themes related to belonging, peer interactions, safety, and support.  These actions align with the district’s broader commitment to continuous improvement and support the ongoing implementation of LCAP actions related to safe school environments, PBIS, counseling, restorative practices, engagement structures, student supervision, and culturally responsive learning environments. Through these efforts, ESD will continue working to ensure all students feel safe, welcomed, respected, and connected at school.|Met||2026-06-11|2026
36677100000000|Fontana Unified|6|Fontana Unified School District measures School Connections via two indicators on its annual Social Emotional Survey: Sense of Belonging and Teacher/Student Relationships.  Each indicator contains a set of questions measuring student perceptions on specific items pertaining to the overall topic.  All students in grades 3-12 take this survey in the Fall.  School Safety is measured via the School Safety indicator on the School Climate Survey, which is administered to the same students in the Winter.    In the 25-26 school year, 58% of All Students responded positively to most questions pertaining to Sense of Belonging.  All other student groups had similar responses, except for Long-Term English Learners, who only had 49% respond positively.  Elementary students had the most favorable responses, followed by high school students, while middle school students had the lowest rate of positive responses.  Overall, students had favorable responses around items such as whether they were proud of, felt welcome at, and had friends at school.  However, responses were more negative about whether they liked or felt like an important part of their school.  Regarding Teacher/Student Relationships, 63% of students responded positively.  All other student groups had similar response rates, except for African American students, who had 59% of students respond positively.  Elementary students had the most favorable responses, followed by high school students, while middle school students had the lowest rate of positive responses.  Many students indicated that adults at their school listened to and respected them.  However, fewer students reported that adults cared about how they felt, understood their culture or background, or treated all students the same when they broke a rule.    In terms of School Safety, 73% of All Students indicated they felt safe at school.  This number was consistent across most student groups, except for African American students, who had 67% responding positively to questions around safety.  Most students provided favorable responses around feeling safe at school, traveling to or from school, and attending after school events.  However, many students also indicated their schools had issues with violence or theft.|This year, Fontana Unified School District collaborated with Hanover Research to revise the items in its Social Emotional and Climate surveys because the previous questions were vague and/or provide scant actionable data.  The new survey questions were easier for students to comprehend and offered clearer data points around which site and district leaders could take action.  Regarding Sense of Belonging, most elementary students indicated feeling connected to their school sites.  However, middle school students indicated the opposite experience.  Fortunately, these numbers increased at the high school level.  Regardless of school level, while many students reported feeling welcome at their sites, fewer students reported liking school or feeling important.  This suggests that sites should focus on making students feel like a more relevant part of school, particular at the middle school level and for Long-Term English Learners.  As for Student/Teacher Relationships, again elementary students had the highest rate of positive responses while middle school students had the lowest.  Despite these differences, students at all levels overwhelmingly indicated that adults respected them and listened to them.  However, even though adults listened to them, many students, particularly at the middle and high school level, reported that adults didn’t seem to care about how they felt.  Additionally, many students reported that adults didn’t always treat them fairly or treat all students the same when they broke a rule.  This suggests that sites should focus on adults showing more empathy when interacting with students and increase awareness of potential bias impacting how they deal with behaviors, particularly related to African American students.  Finally, regardless of school level, most students indicated feeling a sense of School Safety.  However, despite feeling safe, many students also reported issues with violence and theft at school.   Also, it should be noted that fewer African American students report feeling safe.  This suggests that sites should focus on increasing students’ ability to solve conflicts by using words or seeking adult help rather than engaging in physical conflict.|Most of the conclusions drawn from this year’s Social Emotional and Climate Surveys are not new.  Data from the past few years shows that middle school students tend to have the lowest results.  Fontana Unified School District has used this data to increase supports at the middle school level in the form of deans and climate and culture specialists.  These two positions help address behavior issues by implementing increased social emotional supports and restorative practices.  Behavioral data shows these measures have proven to be effective, as the rates of behavioral incidents and suspensions have generally decreased.  The disparities amongst African American students and Long-Term English Learners are also not new.  Fontana Unified School District continues to have LCAP actions prioritizing equity and providing professional development to staff around improving students’ sense of belonging.  Many of these actions principally target these student groups.  However, with the change in questions posed to students based on these indicators, Fontana now has more precise information to help guide its efforts.  Currently, Fontana is working with the National Center on Education and the Economy (NCEE) to develop a Learner Profile designed to shift learning practices to become more student focused.  These shifts should help students feel more valued as an important part of their schools and making learning more enjoyable, thus increasing their Sense of Belonging.    To help improve the empathy teachers show for students, Fontana Unified continues to prioritize social emotional learning.  This year, it began providing aggregate results to teachers on how their classes responded on Social Emotional and Climate surveys.  Recently, Fontana has also rolled out an “It’s OK to Not Be OK” mental health awareness campaign.  These efforts build awareness for teachers of students’ social emotional needs and emphasize the growing importance for teachers to be aware of these needs.  Finally, to reduce occurrences of violence, Fontana Unified’s School Police have made structural changes to increase the visibility of officers on campus and at school events.  Hopefully, this will contribute towards increased feelings of school safety.|Met||2026-06-24|2026
36677100141952|Allegiance STEAM Academy - Thrive, Fontana|6|ASA Fontana utilizes local climate survey data, stakeholder feedback, attendance data, and student behavior data to monitor school climate and guide continuous improvement efforts. During the 2025–26 school year, survey results reflected positive perceptions of school safety, connectedness, communication, and support among families. Parent survey results indicated that 86% of respondents agreed or strongly agreed that their child is seen as a valued member of the school community, 86% agreed or strongly agreed that their child’s physical safety is protected at school, and 82% agreed or strongly agreed that their child’s social-emotional well-being is supported. Additionally, 89% of respondents agreed or strongly agreed that their child’s teacher knows their child’s strengths and needs, while 86% reported feeling connected to the school community. These results suggest strong levels of trust, belonging, and positive relationships throughout the school community. The school also reviewed attendance, suspension, and other student engagement data as part of its climate monitoring process. Survey results and local data were reviewed across student groups when available to identify trends, strengths, and areas for continued growth. Overall, findings indicate that students and families experience ASA Fontana as a safe, supportive, and welcoming learning environment. ASA Fontana will continue utilizing survey data and other local indicators to monitor school climate, support student well-being, and inform continuous improvement efforts.|Analysis of local climate survey data and other school climate indicators identified several areas of strength at ASA Fontana. Survey results indicate that families view the school as a safe, supportive, and welcoming environment where students are valued and cared for. High levels of agreement regarding student safety, teacher relationships, academic support, and school connectedness suggest that the school has established a positive climate that supports student engagement and success. The data also demonstrate strong relationships between families and school staff. Families reported high levels of access to teachers and administrators, confidence in school communication, and opportunities to be involved in the school community. These findings reflect the school's ongoing efforts to build positive relationships and maintain open lines of communication with stakeholders. Analysis of survey responses and local data also identified opportunities for continued growth. While overall perceptions of school climate remain positive, survey results suggest opportunities to further strengthen students’ sense of belonging and social-emotional well-being, as well as continue increasing family connectedness and engagement. The school will continue reviewing available data by student group to identify potential disparities and ensure supports are responsive to student and family needs. Overall, the data indicate that ASA Fontana maintains a positive school climate while remaining committed to continuous improvement in support of student well-being, engagement, and success.|Based on the analysis of local climate survey data and other school climate indicators, ASA Fontana will continue implementing strategies that strengthen student connectedness, family engagement, and overall school culture. While survey results indicate positive perceptions of safety, belonging, and support, the school recognizes opportunities to further strengthen students’ social-emotional well-being and families’ sense of connection to the school community. ASA Fontana will continue refining communication and engagement practices to encourage greater participation in surveys, school events, and stakeholder feedback opportunities. The school will also continue reviewing attendance, behavior, and climate data to identify trends and ensure that supports are responsive to student and family needs. To further strengthen school climate, ASA Fontana will continue implementing initiatives that promote positive student relationships, student recognition, social-emotional well-being, and meaningful connections between students and staff. The school will also maintain opportunities for families to provide feedback and participate in discussions regarding school programs, policies, and priorities. No significant changes to existing policies or procedures were identified as necessary at this time. Instead, ASA Fontana will focus on strengthening and refining current practices, using local data and stakeholder feedback to guide continuous improvement efforts and maintain a safe, supportive, and engaging learning environment for all students.|Met||2026-06-08|2026
36677360000000|Helendale Elementary|6|HSD administers an annual climate survey through the Panorama platform, in conjunction with the annual LCAP survey, to measure student, parent, and staff perceptions of school climate, safety, and social-emotional well-being. Surveys are administered to students in grades 3–12, and results are shared at annual educational partner meetings to inform LCAP development and strategic planning.   Overall, perceptions of school safety have remained stable, with no significant upward or downward trends. Students report feeling safe at school overall, with bullying noted as a minor concern by some students rather than a widespread issue, and parent responses similarly indicate that families feel their students are safe at school.   Panorama results from Spring 2026 were disaggregated by student group across the social-emotional competencies of self-management, social awareness, and emotion regulation. Both female and male students in grades 3–5 declined across all three competencies, and female students in grades 6–12 declined by two to five percentage points across all three areas, while males in grades 6–12 increased in social awareness. English Learners in grades 3–5 showed notable growth in self-management (+20 percentage points) and social awareness (+4), though emotion regulation declined at both grade spans. Hispanic students declined in most areas across both grade spans. Students with disabilities in grades 6–12 increased in all three competencies, including a five-percentage-point gain in social awareness. African American students showed gains in emotion regulation in grades 3–5. These disaggregated results provide the district with actionable insight into which student groups require targeted social-emotional support.|Analysis of the Spring 2026 Panorama data yielded several key learnings across student groups.    Students with disabilities in grades 6–12 demonstrate a strong and improving sense of self-management, social awareness, and emotion regulation, with scores in most competencies remaining consistently in the 60–70% range — a stable trend across the years HSD has administered Panorama. This consistency suggests that supports in place for students with disabilities are sustaining positive social-emotional outcomes.    English Learners in the elementary grades showed notable growth, including a 20-percentage-point increase in self-management, with improvement across nearly all self-management items. The exception was the item measuring how often students remain calm when someone is bothering them or saying bad things, which declined by 17 percentage points — indicating that some students have not yet developed strategies for regulating emotions in moments of conflict. Item-level analysis also identified an area of need around completing work right away rather than waiting until the last minute (54% favorable), pointing to organizational skills, prioritization, and procrastination as growth areas. These findings present an opportunity to embed explicit strategies within ELD instruction that help students organize their thoughts and begin tasks promptly.    Hispanic/Latino students, like several other groups, showed mixed results across competencies. Taken together with the data, these results affirm that student mental health and counseling needs remain a significant factor, and that school climate must continue to be a district priority.    In response, HSD will continue leveraging PBIS strategies and MTSS meetings — including engaging families as part of those conversations — to ensure that mental health support is positioned as a regular, accessible part of the school experience rather than something carrying stigma.|Based on the analysis of local climate data and the key learnings identified, HSD has determined several changes to existing plans, policies, and procedures to support continuous improvement in school climate and student mental health.    First, the district will revise Board policies, administrative regulations, and related procedures to incorporate mental health and to update language so that mental health is framed as a common, accessible support for all students rather than a specialized or stigmatized service. This policy-level work formalizes the district's commitment to normalizing mental health support.    Second, HSD will develop a mental health and counseling committee charged with establishing safety procedures and a clear referral process, ensuring students are connected to assistance and support in a timely, consistent manner.    Third, the district will provide professional development for staff on the MTSS referral process across attendance, academics, and behavior, so that all staff understand how to identify students in need and connect them to the appropriate tier of support.    Finally, the district will ensure that the special education team is fully aware of the mental health supports available to students, including external partners such as Daybreak Health, Care Solace, and Desert/Mountain Children's Center, as well as internal supports provided through the district's mental health clinician, school counselors, and social work interns. Strengthening staff knowledge of these resources ensures that identified needs — including the social-emotional needs surfaced in the disaggregated Panorama data — are met through coordinated, well-understood systems of support.|Met||2026-06-24|2026
36677360116723|Academy of Careers and Exploration|6|ACE administers an annual climate survey through the Panorama platform, in conjunction with the annual LCAP survey, to measure student, parent, and staff perceptions of school climate, safety, and social-emotional well-being.   Panorama results from Spring 2026 were disaggregated by student group across the social-emotional competencies of self-management, social awareness, and emotion regulation. Female students declined slightly in self-management (-2 percentage points) and social awareness (-1), while improving in emotion regulation (+2). Male students declined in self-management (-2) but improved in both social awareness and emotion regulation (+2 each). Black/African American students improved across all three competencies, including four-percentage-point gains in both self-management and social awareness. Hispanic/Latino students declined slightly in self-management (-2) while improving in social awareness (+1) and emotion regulation (+2). Students with disabilities improved in self-management (+1) and showed a notable nine-percentage-point gain in social awareness, while maintaining emotion regulation. The most significant area of concern is English Learners, who declined fourteen percentage points in self-management and fifteen percentage points in emotion regulation, despite a six-point gain in social awareness. These disaggregated results provide ACE with actionable insight into which student groups require targeted social-emotional support.|Analysis of the Spring 2026 Panorama data yielded several key learnings for ACE across student groups.    Areas of strength include the growth demonstrated by Black/African American students, who improved across all three social-emotional competencies, including four-percentage-point gains in both self-management and social awareness. Students with disabilities also showed encouraging progress, with a notable nine-percentage-point increase in social awareness alongside gains in self-management — suggesting that the supports and structures in place for these students, including ACE's small community environment and strong IEP support, are contributing to positive social-emotional outcomes. Additionally, both male and female students improved in emotion regulation, and males improved in social awareness.    The most significant identified need involves English Learners, who declined fourteen percentage points in self-management and fifteen percentage points in emotion regulation. These declines are particularly noteworthy when considered alongside English Learner progress on the ELPI, indicating that ACE's English Learner population is experiencing challenges that span both language acquisition and social-emotional well-being. This finding underscores the need for integrated support that addresses the whole child — combining designated and integrated ELD instruction with explicit social-emotional skill development and access to counseling and mental health resources.    A secondary learning is the modest decline in self-management across several student groups, including female, male, and Hispanic/Latino students. While these declines are small, the consistency of the pattern suggests that self-management — including organization, task initiation, and follow-through — is an area where schoolwide strategies could benefit all students.|Based on the analysis of local climate data and the key learnings identified, ACE has determined several changes to existing plans, policies, and procedures to support continuous improvement in school climate and student mental health.    First, the district will revise Board policies, administrative regulations, and related procedures to incorporate mental health and to update language so that mental health is framed as a common, accessible support for all students rather than a specialized or stigmatized service. This policy-level work formalizes the district's commitment to normalizing mental health support.    Second, we will develop a mental health and counseling committee charged with establishing safety procedures and a clear referral process, ensuring students are connected to assistance and support in a timely, consistent manner.    Third, ACE will provide professional development for staff on the MTSS referral process across attendance, academics, and behavior, so that all staff understand how to identify students in need and connect them to the appropriate tier of support.    Finally, we will ensure that the special education team is fully aware of the mental health supports available to students, including external partners such as Daybreak Health, Care Solace, and Desert/Mountain Children's Center, as well as internal supports provided through the district's mental health clinician, school counselors, and social work interns. Strengthening staff knowledge of these resources ensures that identified needs — including the social-emotional needs surfaced in the disaggregated Panorama data — are met through coordinated, well-understood systems of support.|Met||2026-06-24|2026
36677360128439|Empire Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|"On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average.  By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. Analysis of the High School data (71% average) revealed a specific need for improved personalization, as students rated classroom agency and ""student voice"" items lower than other spans. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably."|"Staff continue participating in restorative practice training as leadership develops a database of alternative discipline options and increases training on policies and documentation.  The school has strengthened its commitment to English Learner (EL) students by increasing dedicated staffing. These specialists facilitate expanded professional development for educators and foster frequent communication with parents to enhance the EL educational experience.  School leaders are also expanding mental health resources and the ""train the trainer"" behavior management model. Staff will utilize Branching Minds to document and communicate MTSS progress.  Branching Minds includes resources to address issues and share with families.   To further improve student agency, which received 44% and 46% ratings, students will now lead their own progress conferences and tuning meetings. This initiative grants students greater autonomy to demonstrate progress and responsible decision-making."|Met||2026-06-11|2026
36677360130948|Independence Charter Academy|6|ICA administers an annual climate survey through the Panorama platform, in conjunction with the annual LCAP survey, to measure student perceptions of school climate, safety, and social-emotional well-being. In Spring 2026, the survey was administered to students in grades 3–12, with 24 responses in grades 3–5 and 39 responses in grades 6–12. Results are shared at annual educational partner meetings to inform LCAP development and strategic planning. Given ICA's small enrollment, some student group data falls below confidentiality thresholds and is suppressed, including results for English Learners at both grade spans; participation also varies across groups, so results should be interpreted with sample size in mind.    Spring 2026 marked the first year of survey administration for grades 3–5, establishing baseline data. Baseline favorable scores for self-management and social awareness ranged from the mid-50s to low 70s in percentage terms across student groups, while emotion regulation emerged as a clear area of need, with favorable scores of 42% for males, 38% for females, 35% for Hispanic/Latino students, and 17% for students with disabilities.    In grades 6–12, results declined from the prior year across nearly all student groups and competencies. Female students declined two percentage points in self-management, seventeen in social awareness, and fifteen in emotion regulation, while male students declined one, three, and twelve percentage points, respectively. Hispanic/Latino students declined across all three competencies, most notably eight percentage points in emotion regulation. Black/African American students (seven respondents) showed directional declines across all three areas. Students with disabilities were the most stable group, improving two percentage points in social awareness and maintaining emotion regulation, with a decline in self-management. These disaggregated results provide ICA with clear, actionable insight into the social-emotional needs of its students.|Analysis of the Spring 2026 Panorama data yielded several key learnings for ICA across student groups.    The primary area of relative strength is the stability demonstrated by students with disabilities in grades 6–12, who improved two percentage points in social awareness and maintained emotion regulation while most other groups declined. This suggests that the individualized supports and IEP services in place for these students are helping sustain their social-emotional well-being. The first-year administration of the survey in grades 3–5 is itself an area of progress, establishing baseline data that will allow ICA to measure growth in the elementary grades going forward.    The most significant identified need is emotion regulation in the elementary grades, where baseline favorable scores were low across all student groups — ranging from 42% to 35% — and notably low for students with disabilities at 17%. This indicates that ICA's youngest students, particularly those with exceptional needs, require explicit, structured support in developing emotion regulation skills.    A second key learning is the broad decline across student groups and competencies in grades 6–12. Female students experienced the sharpest declines, including seventeen percentage points in social awareness and fifteen in emotion regulation, while male students declined twelve percentage points in emotion regulation. Hispanic/Latino students and Black/African American students also declined across all three competencies. The consistency of these declines across groups suggests that the need is schoolwide rather than isolated to a single population, and that secondary students would benefit from systematic social-emotional support integrated into ICA's independent-study model — including regular connection points with credentialed staff, access to counseling and mental health resources, and intentional opportunities for peer interaction and social skill development.    Finally, the suppression of English Learner data at both grade spans due to confidentiality thresholds means ICA cannot yet draw conclusions about this group, underscoring the importance of monitoring English Learners' social-emotional needs through other means, such as teacher check-ins and family input.|Based on the analysis of local climate data and the key learnings identified, ICA has determined several changes to existing plans, policies, and procedures to support continuous improvement in school climate and student mental health.    First, the district will revise Board policies, administrative regulations, and related procedures to incorporate mental health and to update language so that mental health is framed as a common, accessible support for all students rather than a specialized or stigmatized service. This policy-level work formalizes the district's commitment to normalizing mental health support.    Second, we will develop a mental health and counseling committee charged with establishing safety procedures and a clear referral process, ensuring students are connected to assistance and support in a timely, consistent manner.    Third, ICA will provide professional development for staff on the MTSS referral process across attendance, academics, and behavior, so that all staff understand how to identify students in need and connect them to the appropriate tier of support.    Finally, we will ensure that the special education team is fully aware of the mental health supports available to students, including external partners such as Daybreak Health, Care Solace, and Desert/Mountain Children's Center, as well as internal supports provided through the district's mental health clinician, school counselors, and social work interns. Strengthening staff knowledge of these resources ensures that identified needs — including the social-emotional needs surfaced in the disaggregated Panorama data — are met through coordinated, well-understood systems of support.|Met||2026-06-24|2026
36677360136069|Sage Oak Charter|6|Sage Oak Charter School annually administers a comprehensive local climate survey to parents, students, and staff to assess perceptions of school safety, connection, and engagement. The most recent data reflect strong outcomes across all stakeholder groups, with particular strengths in areas tied to safety, respectful environments, and curriculum quality. Parent Survey Highlights: 98% of parents believe the curriculum and resources provide a robust, well-rounded educational experience. 92% feel connected to the school’s mission of empowering students to lead purposeful and productive lives. 94% feel Sage Oak effectively provides opportunities for involvement and input, reflecting healthy engagement levels. 98% agree the school prioritizes safety, value, and respect. 92% are informed about student social-emotional and mental health support resources. Staff Survey Highlights: 97% believe the school’s curriculum is rigorous and well-rounded. 97% of teachers and EAs feel equipped to prepare students for the next grade band. 97% feel English Learners have adequate access to academic supports. 98% feel connected to the school’s mission. 96% believe they have opportunities for involvement and input  98% affirm the school prioritizes safety, value, and respect. 97% feel professionally equipped through PD offerings. 95% are informed of student support resources. Student Survey Highlights: 98% report that curriculum and resources are challenging and well-rounded. 91% feel connected to the school’s mission. 92% feel they are given opportunities for input and involvement. 98% agree the school prioritizes a safe, respectful learning environment. 91% are aware of available mental health and social-emotional supports.|Analysis of educational partner survey data demonstrates several areas of strength related to school climate, engagement, communication, and access to resources across all educational partner groups. Parent, student, and staff responses indicate a consistently positive perception of Sage Oak’s learning environment and educational program. Survey results show that 98% of parents, 97% of staff, and 98% of students believe the curriculum and resources provide a challenging, rigorous, and well-rounded educational experience, reflecting strong confidence in the school’s academic program and instructional supports. Additionally, 92% of parents, 98% of staff, and 91% of students reported feeling connected to the school’s mission, indicating strong alignment with Sage Oak’s vision and values.  Educational partner feedback also reflects strong school climate and engagement outcomes. 94% of parents, 96% of staff, and 92% of students reported having opportunities for involvement and input in school decision-making processes. Furthermore, 98% of parents, staff, and students agreed the school prioritizes safety, value, and respect, demonstrating a consistently positive and supportive school culture. Data also highlights strengths in communication and support systems, with 92% of parents, 95% of staff, and 91% of students indicating awareness of available social-emotional and mental health support resources. Staff survey data additionally revealed strong confidence in professional learning and instructional preparation, with 97% of staff reporting they feel professionally equipped through professional development opportunities and prepared to support students transitioning to the next grade level.  While survey results demonstrate overall positive trends, analysis of educational partner feedback identified areas for continued growth. Although engagement levels remain high overall, participation rates in advisory committees and family engagement opportunities indicate a need to continue expanding outreach efforts to ensure broader representation from underrepresented student groups and families. Feedback also supports continued efforts to increase awareness of available academic, mental health, and intervention supports, particularly for families who may be less connected to school engagement opportunities. Educational partner input reinforced the importance of maintaining strong communication practices, expanding synchronous learning opportunities, and continuing professional development focused on instructional supports, student engagement, and social-emotional well-being.|Based on the analysis of educational partner feedback and local survey data, Sage Oak Charter School will continue implementing and refining practices that support school connectedness, engagement, communication, and student success. The school will maintain its focus on providing rigorous curriculum options, professional development opportunities, and accessible student support systems while continuing to strengthen partnerships with families and students.  To address identified areas of need, the school will expand outreach and communication efforts to increase participation among underrepresented families and educational partners. Sage Oak will continue promoting involvement in advisory groups such as the Parent Advisory Committee (PAC), English Learner Advisory Committee (ELAC), Student Advisory Committee (STAC), and the recently launched Sage Connections Committee (SCC). In addition, the school plans to implement a Teacher Advisory Committee (TAC) during the 2026–27 school year to further strengthen staff voice and collaboration in school improvement efforts.  The school will also continue enhancing communication regarding available academic, intervention, and social-emotional support services through newsletters, Parent Summits, social media, live trainings, and direct outreach from staff. To support continuous improvement, Sage Oak will maintain ongoing survey opportunities and educational partner feedback processes to monitor school climate, engagement, and support needs throughout the year.  Additionally, Sage Oak will continue expanding synchronous instructional opportunities and professional development designed to support student engagement, grade-level transitions, and instructional effectiveness. The school will also continue refining culturally responsive communication practices, translation supports, and flexible participation options to reduce barriers to engagement and ensure all educational partners have meaningful opportunities to participate in school planning and decision-making processes.|Met||2026-06-18|2026
36677360136937|Vista Norte Public Charter|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *98% of students reported that they felt connected to an adult at the school|This was very meaningful feedback to the school because the faculty and leadership are committed to ensuring that each student experiences a safe, trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students enroll in our school with unique needs that require additional, individualized attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us.|Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 95% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|Met||2026-06-05|2026
36677360139576|Excel Academy Charter|6|Annual LCAP Survey Overall Satisfaction Report: Based on 377 student responses (grades 6-12). Student feedback reflects exceptionally strong perceptions of instructional effectiveness and school support systems. Overall, 96% of students report satisfaction with the school, and key indicators of instructional quality remain very high:  99% of survey respondents agree that their teacher is available to speak with them when they need guidance. 93% of survey respondents agree that the curriculum provides challenging grade level instruction and assessment of their academic progress. 89% of survey respondents agree that the curriculum and instruction are engaging and they are able to complete the coursework on time. 100% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed. 97% of survey respondents feel the school does a good job communicating through all forms of communication. 98% of students feel safe and welcome to meet with teachers to discuss academic progress. 83% report knowing at least one adult at school they can talk to for support.  These results indicate a strong instructional program supported by highly positive teacher-student relationships and effective communication systems, and students have a strong sense of safety and belonging.  Social Emotional Learning Student Survey Results - Grades 3-12 - 366 respondents The SEL survey was provided to garner a sense of understanding as to how the students were feeling about themselves and their progress in school. Counselors were able to get a pulse on how the students were feeling to offer necessary support and/or to plan interventions.  84% of students do feel positive energy frequently, which is a strong protective factor. 86% of students are opposed to seeking out counseling support. 92% of students feel consistently safe and cared for with family as the dominant protective anchor. 95% of students feel they have a strong support system with an adult to speak with. 92% of students report they have a friend whom they can be their authentic self with.  Intervention Student Survey Results Intervention program survey results reflect universally positive perceptions of program effectiveness and instructional quality: 100% of survey respondents agree that they are satisfied with teacher communications. 100% of survey respondents agree that students are receiving quality instruction. 100% of survey respondents feel that the provided classes have given their students a sense of belonging.  Qualitative feedback consistently highlights improvements in student academic performance, particularly in reading comprehension, math skills, and student confidence. Additionally, respondents frequently note positive teacher attributes such as patience, clarity of instruction, and supportive classroom environments. These findings suggest that intervention programs are effectively supporting both academic growth and student engagement.|Key Learnings from Data Analysis (Including Student Group Considerations) Survey results and feedback were shared with educational partners through ELAC, SSC, and staff and department meetings, in addition to the EACS newsletters, to review trends in student experience, school climate, and instructional effectiveness. Across data sources, no trends or educational partner input required changes to existing LCAP goals or actions.  Areas of Strength Educational partner feedback reflected high satisfaction with EACS and strong appreciation for staff, instruction, and school supports. Respondents reported positive experiences with teacher communication, responsiveness, instructional quality, and strong perceptions of safety, belonging, and supportive adults.  Key strengths include: • High satisfaction with the school and educational program • Strong teacher communication and accessibility • Positive perceptions of instruction and academic support • Strong sense of safety and belonging • High satisfaction with the WIN (What I Need) intervention program, including reported growth in reading, writing, mathematics, and student confidence • Appreciation for family resources and support  Qualitative feedback consistently highlighted gratitude for staff efforts and recognition of student academic progress.  Identified Needs and Areas for Continued Focus While feedback was highly positive, some families expressed interest in expanded targeted academic support, particularly in reading, writing, and mathematics. This reflects continued interest in strengthening intervention and enrichment opportunities. Social-emotional survey data indicates students generally feel supported and safe but may sometimes experience stress and difficulty with emotional regulation. The school continues monitoring student wellbeing and providing supports through existing systems and staff.  Student Group Considerations/Disaggregation Survey data did not reveal significant differences across student groups requiring changes to LCAP goals or actions. Satisfaction, safety, and perceived support remained consistent. The school continues monitoring outcomes for all student groups, including English Learners, students with disabilities, and other targeted populations to ensure equitable access to academic and social-emotional supports.  Summary Overall, data reflects a positive school environment characterized by strong instructional quality, high satisfaction, and strong systems of support. The most consistent trend was appreciation for EACS staff, programs, and resources. The school will continue building on these strengths while enhancing targeted academic supports and monitoring student social-emotional wellbeing through the WIN program and existing intervention systems.|USE: Changes to Existing Plans, Policies, and Procedures for Continuous Improvement -  EACS is committed to continuous improvement through ongoing analysis of curriculum effectiveness, internal assessment data, and educational partner feedback to ensure all students receive a high-quality education that meets their individual academic and developmental needs. This process includes a comprehensive needs assessment and regular review of student achievement data, instructional practices, and social-emotional learning supports to inform decision-making and refine instructional programs.  Based on current data analysis and identified areas of need, EACS will continue to strengthen its internal assessment system to ensure comprehensive coverage of all core academic areas. The i-Ready assessment system remains an effective tool for measuring student progress in mathematics and reading and for guiding targeted instructional support. However, current data indicates a need to further develop and strengthen the assessment and instruction of student writing skills, as existing systems do not fully capture written expression growth.  To address this need, EACS will have a cohort of administrative personnel and teachers to research, design, and develop an internal writing program during the 2026–27 school year. This collaborative team will focus on creating a structured framework for writing instruction, aligned assessments, and consistent scoring practices to support student growth in written expression across grade levels. The goal is to fully implement an internal writing program in the 2027–28 school year. Once implemented, it will provide a consistent system for measuring student writing proficiency, tracking growth over time, and informing instructional practices and intervention strategies. This initiative is intended to strengthen alignment between instruction, assessment, and student learning outcomes in literacy.  In addition, EACS will continue to use educational partner feedback and internal performance data to guide ongoing improvements in instructional practices and student support systems. Continued focus will be placed on strengthening academic intervention programs, supporting social-emotional development, ensuring equitable access to high-quality instruction and graduation preparedness for all students.  These planned changes reflect EACS’s commitment to data-driven decision-making, continuous improvement, and ensuring that all students are supported in achieving academic success and developing strong foundational skills across all subject areas.|Met||2026-06-18|2026
36677770000000|Morongo Unified|6|Morongo Unified School District uses multiple local measures to monitor school climate, including Panorama surveys and LCAP educational partner surveys (students, parents, and staff), which provide a comprehensive, multi-perspective view of school conditions.  Panorama Family-School Relationships data (661 responses) highlight strengths in home learning conditions and reduced barriers to engagement. Family Support was 71% favorable (approximately the 70th percentile), and 88% of families reported frequent conversations with their children about learning. Barriers to Engagement were 81% favorable (around the 60th percentile), indicating relatively low structural barriers, though busy schedules remain a challenge. In contrast, School Climate was 55% favorable (around the 20th percentile) and declined, with lower ratings in student enjoyment and motivation. Family Engagement scored 24% but aligned with national benchmarks.  Additional Panorama data includes student, staff, and teacher perception results with grade-span disaggregation. School Safety was higher in grades 3–5 (60%) than in grades 6–12 (52%). Sense of Belonging showed a notable gap, with 54% in grades 3–5 compared to 35% in grades 6–12 (below the 10th percentile). Teacher–Student Relationships followed a similar trend (63% grades 3–5; 42% grades 6–12). Academic self-efficacy was also lower among older students, particularly in math (36% in grades 6–12 vs. 49% in grades 3–5). Staff and teacher perception data showed School Climate at 57% (staff) and 59% (teacher), Staff–Family Relationships at 54% (staff) and 60% (teacher), and Resources as an area of need at 37% (staff) and 32% (teacher).  LCAP parent survey data (494 responses) indicate strong perceptions of welcoming environments (88%) and access to instructional materials (90%).  However, safety perceptions are mixed: 16% disagree that campuses are safe.  Participation barriers include scheduling conflicts (27%) and lack of awareness of opportunities (9%).  Parent responses also include student group representation, with 23% identified as low-income and 14% as students with disabilities, although item-level disaggregation is limited due to privacy protections.  LCAP student survey results (2,720 responses) show generally positive perceptions of relationships and learning supports, including 85% favorability for staff respect and 87% for access to materials.  However, climate-related concerns remain, including bullying reported as a problem by 54% of students and only 66% reporting feeling safe at school.  Students also identified facility concerns, with 61% indicating restrooms need improvement.   LCAP staff survey data (409 responses) reflect positive perceptions of respect (64% agree that students treat peers respectfully) but also identify areas of concern, including student behavior expectations (48% needing improvement) and facility conditions.  Overall, local climate data show strengths in relationships, family support, and acc|A primary strength is the presence of strong relationships and supportive learning conditions, particularly for younger students and families. Family survey data show high levels of engagement in supporting learning at home, with strong ratings for family support and frequent communication about classroom learning. Student survey results reinforce this, with high favorability for teacher respect (85%) and access to instructional materials (87%), indicating that students feel supported and have access to essential resources. Staff data also reflects positive interactions, suggesting a strong foundation of relationships and instructional support across the district.  Another strength is the reduction of structural barriers to family engagement. Panorama data indicates positive perceptions of school welcoming environments and relatively few reported barriers. While participation in formal engagement opportunities is lower, this appears to be influenced more by external factors, such as time constraints, than by negative perceptions of schools.  Several areas of need emerge across data sources. The most significant is school climate and students’ sense of belonging, particularly at the secondary level. Panorama data indicates declines in school climate and lower belonging for grades 6–12 compared to elementary grades. Student feedback highlights concerns about bullying, safety, and the overall school experience, with 54% identifying bullying as a problem and only 66% reporting feeling safe. These findings point to a need to strengthen inclusive and supportive environments, especially for older students.  Consistency in school climate across grade spans and sites is another area for improvement. Differences between elementary and secondary responses regarding safety, belonging, and relationships suggest the need for targeted strategies in middle and high school. Staff feedback supports this, with nearly half identifying student behavior expectations as an area for growth.  Family engagement at the school level also remains an opportunity. While families actively support learning at home, participation in school-based activities is limited by scheduling and awareness challenges. This indicates a need for more flexible and accessible engagement opportunities.  Finally, school conditions and facilities were identified as impacting climate. Student feedback highlights concerns with cleanliness and maintenance, particularly restrooms, and staff also identified facilities as a priority. These factors may influence perceptions of safety, belonging, and overall school climate.  Overall, the district demonstrates strong relational foundations and family support, while key priorities include improving school climate, especially in secondary grades, strengthening belonging and safety, expanding equitable family engagement, and addressing facility-related concerns.|Based on analysis of local climate survey data and identified key learnings, Morongo Unified School District will implement targeted adjustments to strengthen school climate, student belonging, family engagement, and learning environments. To address concerns related to school climate, safety, and bullying—particularly at the secondary level—the district will expand Multi-Tiered Systems of Support (MTSS) and strengthen Positive Behavioral Interventions and Supports (PBIS). This includes increasing access to social-emotional learning (SEL), counseling services, and consistent behavior expectations across sites, with a focus on improving sense of belonging and reducing behavioral incidents.  To address lower levels of belonging and weaker student–adult relationships identified in middle and high school data, the district will enhance student connection strategies, including expanded advisory structures, increased extracurricular and enrichment opportunities, and continued professional learning for staff focused on culturally responsive practices and relationship-building. These efforts are intended to strengthen engagement, improve motivation, and create more inclusive school environments across grade spans.  In response to identified barriers to family engagement, the district will refine communication and outreach systems to ensure more equitable access to participation. This includes expanding flexible engagement opportunities such as virtual and hybrid meetings, offering varied meeting times, and strengthening communication across multiple platforms to increase awareness of engagement opportunities. Additional efforts will focus on improving the way academic information is shared with families, including clearer communication about student progress, expectations, and available supports.  To address school condition concerns that impact climate, particularly cleanliness and facilities, the district will prioritize improvements in maintenance and supervision, as well as long-term facility upgrades. These actions are intended to support safe, functional, and welcoming learning environments that positively influence student perceptions of school climate.  Staff-identified needs related to resources and instructional support will be addressed through continued investments in materials, technology, staffing, and professional development focused on instructional quality and meeting diverse student needs. Finally, the district will strengthen continuous improvement processes by regularly reviewing survey data, including grade-span differences, and using findings to inform LCAP updates and site-level actions. Emphasis will be placed on monitoring implementation and outcomes to ensure efforts result in improved school climate, increased student belonging, and stronger engagement across all groups.|Met||2026-06-16|2026
36677850000000|Mountain View Elementary|6|"For the local climate survey, Mountain View School District utilizes the California Healthy Kids Survey (CalSCHLS). This survey is administered to 5th grade students in an elementary setting and 7th grade students in the junior high setting. The CalSCHLS survey allows us to see the data for the individual grade level groups, but not individual student groups. The CalSCHLS survey was administered to 5th and 7th grade students between February 3rd and February 5th, 2026.  For school safety, the results showed that 79% of 5th grade students stated that they feel safe at school either ""all of the time"" or ""most of the time"".  The results showed that 58% of 7th grade students stated, when asked if they perceive school as a safe place, as either ""agree"" or ""strongly agree"".    For school connectedness, the results showed that 72% the 5th grade students stated that they feel connected at school either ""all of the time"" or ""most of the time"".  The results showed that 61% of 7th grade students stated that they feel connected at school as either ""agree"" or ""strongly agree""."|Our key learning from the CalSCHLS surveys includes a comparison to historical data. For school safety, our 5th graders increased in feeling of school safety while our 7th graders remained the same. Although we see the increase of the feeling of school safety as a strength, we would like this number to increase and strive for 100%. This area received higher percents pre-pandemic and are close to returning to previous levels. Conversations with students have informed us that many students felt unsafe returning to campus because of the pandemic periods of schools being virtual and additional media coverage of schools as unsafe locations for pandemic transmission. For school connectedness, both groups took a small drop in the negative direction. This is listed as a weakness.|To improve the area of school safety and connectedness, the district will look to bolster our PBIS implementations and strategies. Our site administrators will analyze their site data and work with their leadership groups to do a root cause analysis specific to their campus.|Met||2026-06-11|2026
36677930000000|Mt. Baldy Joint Elementary|6|Mt. Baldy Joint Elementary School District annually administers local climate surveys to students, staff, and families to measure perceptions of school safety, connectedness, engagement, and social-emotional well- being.  The district administers climate surveys across grade spans, including grades 3–8, and uses the results to guide continuous improvement planning and LCAP development.  Summary of Climate Survey Results and Progress Local data demonstrates several positive trends related to school climate and student engagement: Student self-efficacy increased from 52% favorable responses to 67% favorable responses. Teacher climate survey results increased from 81% favorable to 93% favorable. Chronic absenteeism improved significantly, decreasing from 26% to 10.3% districtwide. Student leadership opportunities expanded, with students leading 75% of special events and regular morning movement activities.|The district continues implementing: Social-emotional learning programs Morning meetings and structured movement Neuroeducation strategies Student leadership opportunities Attendance monitoring and outreach Restorative and relationship-centered behavior practices The district identified suspension rates as an area requiring continued focus, particularly for White students, who were identified in the Red performance level on the California Dashboard for Suspension Rate.|In response, the district will continue strengthening: Positive behavior supports Consistent behavior intervention systems Staff professional development Restorative discipline practices Student connection and engagement strategies The district remains committed to creating a safe, welcoming, engaging learning environment where all students feel connected, supported, and ready to learn.|Met||2026-06-04|2026
36678010000000|Needles Unified|6|Of students who were mostly in grades 6-11 (about 60% of those students) as they responded to the survey when compared to staff (about 35% of all staff).  94% want to do well in school vs. 74% of staff who believe students want to do well in school  79% come to class prepared vs. 44% of staff who believe students come to class prepared  70% care about their school vs. 71% of staff who believe students care about their school  41% like going to school vs. 72% of staff who enjoy the work they do|A key learning from the past year is the significant improvement in school connectedness and student motivation, as reflected in stakeholder feedback. The percentage of students who reported that they care about their school increased from 33% to 41%, and those who said they care about their school rose from 61% to 70%. Additionally, staff perceptions aligned with these positive trends, with an increase from 59% to 71% in staff who believe students care about their school. Another important insight is the rise in staff who believe that students want to do well in school, which increased from 60% to 74%. These gains highlight a growing sense of student engagement and a more positive school climate.|To increase student enjoyment of school, the local educational agency plans to expand extracurricular offerings by adding more interest-based clubs and increasing access to college and trade school visits, as well as providing additional field trips. These efforts aim to engage students beyond the classroom and connect learning to real-world experiences. Additionally, the agency will continue to reinforce clear class expectations and preparation guidelines to support a consistent and positive learning environment for all students.|Met||2026-06-24|2026
36678190000000|Ontario-Montclair|6|"2025-2026 California Healthy Kids Survey (CHKS) Grade 5 - School Connectedness  Students in grade 5 were asked five questions on CHKS: • Do you feel close to people at/from this school? • Are you happy to be at/with this school? • Do you feel like you are part of this school? • Do teachers treat students fairly? • Do you feel safe at school?  An average percent of responses to these questions that were ""Yes, most of the time"" or ""Yes, all of the time"" were used to calculate an overall percentage for school connectedness. Using students' selfreported demographics on the survey, following are the results overall and for available student groups.  All Students: 72% (+1%)  *Student Groups*  American Indian or Alaska Native 81%  Asian or Asian American 76%  Black or African American 70%  Hispanic or Latinx 72%  White 77%  Mixed (two or more) ethnics 59%  Female 72%  Male 72% Grade 7 - School Connectedness  Students in grade 7 were asked five questions on CHKS: • Do you feel close to people at/from this school? • Are you happy to be at/with this school? • Do you feel like you are part of this school? • Do teachers treat students fairly? • Do you feel safe at school?  An average percent of responses to these questions that were ""Yes, most of the time"" or ""Yes, all of the time"" were used to calculate an overall percentage for school connectedness. Using students' selfreported demographics on the survey, following are the results overall and for available student groups  All Students: 64% (+8%)  *Student Groups*  American Indian or Alaska Native 72%  Asian or Asian American 60%  Black or African American 54%  Hispanic or Latinx 65%  White 72%  Mixed (two or more) ethnics 58%  Female 61%  Male 68%  Nonbinary 45%  English Learner 66%  Students with Disabilities 70%"|A key learning included is the need to improve foundational positive behavioral and social-emotional instructional strategies to increase student connectedness for greater access to the learning environment. Elementary 5th grade students feel 9% more connected than Middle School 7th grade students, so there is a need to investigate why there is a significantly reduced amount for Middle school students. In addition, there is a particular need for understanding the discrepancy between 72% of female 5th grade students feeling connected versus 61% of female 7th grade students. Areas of strength for 5th grade students are in the following student groups: American Indian or Alaska Native, Asian or Asian American, Black or African American, Hispanic or Latino/a, and White. Areas of strength for 7th grade students are in the following student groups: American Indian or Alaska Native, Hispanic or Latino/a, and White. Our LEA site administrators will be setting goals to increase school connectedness for students to increase a positive school climate. In addition, our LEA will leverage our Community Schools work to increase student school connectedness at all schools. Each schools Community School Implementation Plan is aligned to the School Plan for Student Achievement (SPSA), which is also aligned to our LEA’s LCAP.|Our LEA site administrators will be setting goals to increase school connectedness for students to increase a positive school climate. In addition, our LEA will leverage our Community Schools work in identifying the Site Coordinator (known as the Outreach Consultant) as the lead to increase student school connectedness at all schools. Each school's Community School Implementation Plan is aligned to the School Plan for Student Achievement (SPSA), which is also aligned to our LEA's LCAP.|Met||2026-06-18|2026
36678270000000|Oro Grande|6|Oro Grande School District administers a yearly school climate survey to all parents/guardian and students in grades 3-12 in order to gauge overall feelings of safety and connectedness. The student survey revealed that 86.8% of students report they feel safe on Oro Grande School District campuses, and 88.9% of students feel connected to at least one staff member across all campuses. The parent survey revealed that 100% of parent/guardians surveyed feel that their child is safe on Oro Grande School District campuses, and 100% feel that their child is connected to a trusted staff member.|Oro Grande School District will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12th is provided through school counselors, school psychologists, LVNs and social workers who are directly assigned to all three campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through ASB and student-led activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school day in grades TK-8th.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Oro Grande School District, so there are no significant changes planned for the upcoming school year.|Met||2026-06-17|2026
36678270113928|Riverside Preparatory|6|Riverside Preparatory School administers a yearly school climate survey to all parents/guardian and students in grades 3-12  in order to gauge overall feelings of safety and connectedness. The student survey revealed that 86.8% of students report they feel safe on Riverside Preparatory School campuses, and 88.9% of students feel connected to at least one staff member across all campuses. The parent survey revealed that 95% of parent/guardians feel that their child is safe on Riverside Preparatory School campuses, and 97.5% feel that their child is connected to a trusted staff member.|Riverside Preparatory School will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, and social workers who are directly assigned to all three campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through ASB and student-led activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school day in grades TK-8.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Riverside Preparatory School campuses, so there are no significant changes planned for the upcoming school year.|Met||2026-06-17|2026
36678270137174|Mojave River Academy - Gold Canyon|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in all grades in order to gauge overall feelings of safety and connectedness. The student survey revealed that 97.2% feel they have a trusted adult on campus; 97.7% feel physically safe on campus; and 96.0% feel mentally/emotionally safe on campus.  The parent survey revealed that 99.6% of parents/guardians surveyed feel that their child is safe on MRA school campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, marriage/family therapists and social workers who are directly assigned to all campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through clubs and extracurricular activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school program.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2026-06-18|2026
36678270137182|Mojave River Academy - National Trails|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in all grades in order to gauge overall feelings of safety and connectedness. The student survey revealed that 97.2% feel they have a trusted adult on campus; 97.7% feel physically safe on campus; and 96.0% feel mentally/emotionally safe on campus.  The parent survey revealed that 99.6% of parents/guardians surveyed feel that their child is safe on MRA school campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, marriage/family therapists and social workers who are directly assigned to all campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through clubs and extracurricular activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school program.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2026-06-18|2026
36678270137190|Mojave River Academy - Oro Grande|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in all grades in order to gauge overall feelings of safety and connectedness. The student survey revealed that 97.2% feel they have a trusted adult on campus; 97.7% feel physically safe on campus; and 96.0% feel mentally/emotionally safe on campus.  The parent survey revealed that 99.6% of parents/guardians surveyed feel that their child is safe on MRA school campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, marriage/family therapists and social workers who are directly assigned to all campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through clubs and extracurricular activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school program.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2026-06-18|2026
36678270137208|Mojave River Academy - Route 66|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in all grades in order to gauge overall feelings of safety and connectedness. The student survey revealed that 97.2% feel they have a trusted adult on campus; 97.7% feel physically safe on campus; and 96.0% feel mentally/emotionally safe on campus.  The parent survey revealed that 99.6% of parents/guardians surveyed feel that their child is safe on MRA school campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, marriage/family therapists and social workers who are directly assigned to all campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through clubs and extracurricular activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school program.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2026-06-18|2026
36678270137216|Mojave River Academy - Rockview Park|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in all grades in order to gauge overall feelings of safety and connectedness. The student survey revealed that 97.2% feel they have a trusted adult on campus; 97.7% feel physically safe on campus; and 96.0% feel mentally/emotionally safe on campus.  The parent survey revealed that 99.6% of parents/guardians surveyed feel that their child is safe on MRA school campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, marriage/family therapists and social workers who are directly assigned to all campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through clubs and extracurricular activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school program.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2026-06-18|2026
36678270137224|Mojave River Academy - Silver Mountain|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in all grades in order to gauge overall feelings of safety and connectedness. The student survey revealed that 97.2% feel they have a trusted adult on campus; 97.7% feel physically safe on campus; and 96.0% feel mentally/emotionally safe on campus.  The parent survey revealed that 99.6% of parents/guardians surveyed feel that their child is safe on MRA school campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, marriage/family therapists and social workers who are directly assigned to all campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through clubs and extracurricular activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school program.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2026-06-18|2026
36678270137232|Mojave River Academy - Marble City|6|Mojave River Academy Schools administers a yearly school climate survey to all parents/guardians and students in all grades in order to gauge overall feelings of safety and connectedness. The student survey revealed that 97.2% feel they have a trusted adult on campus; 97.7% feel physically safe on campus; and 96.0% feel mentally/emotionally safe on campus.  The parent survey revealed that 99.6% of parents/guardians surveyed feel that their child is safe on MRA school campuses, and 98.4% feel that their child is connected to a trusted staff member.|Mojave River Academy Schools will continue to find ways to promote connectedness and support a safe school environment for our students. Additional staff support for all students in grades TK-12 is provided through school counselors, school psychologists, LVNs, marriage/family therapists and social workers who are directly assigned to all campuses, as well as a School Resource Officer and an outside security company trained to keep our campuses secure. Students have multiple opportunities to connect to decision-making on our campuses through clubs and extracurricular activities, and each campus hosts counseling groups and provides students with access to spaces that are dedicated to mental health and wellness. Students also have access to social-emotional curriculum as part of their regular school program.|The school climate indicators show a consistent percentage of students and parents reporting that they feel safe and connected to Mojave River Academy Schools, so there are no significant changes planned for the upcoming school year.|Met||2026-06-18|2026
36678430000000|Redlands Unified|6|The district administered the Kelvin Pulse Survey between March 11 and March 17 to students in grades 3-12, yielding a strong participation rate with 7,662 total student responses. The survey measures student perceptions of school safety and connectedness across five core dimensions: Physical Safety, Discipline, Academic Goals, Behavior Supports, and School Climate and Culture. Overall, the district achieved a 66% favorable rating across all questions. When disaggregated by race/ethnicity, the data reveals varying levels of connectedness and satisfaction among different student groups:  Asian: 71% Favorable Hispanic: 67% Favorable White: 66% Favorable American Indian: 66% Favorable Two or more races: 65% Favorable African American: 64% Favorable|"Areas of Strength: The district's highest-rated dimensions are Physical Safety (75% favorable) and Discipline (73% favorable). A significant majority of students understand campus expectations, with 77% agreeing that their school clearly communicates rules for student behavior. Additionally, students generally hold positive views regarding their Academic Goals, which received a 72% favorable rating across the district.  Identified Needs: School Climate and Culture is the lowest-performing dimension at 61% favorable, followed closely by Behavior Supports at 63%. The specific question breakdowns highlight significant cultural challenges regarding peer interactions: only 51% to 61% of students agree that ""students at my school treat each other with respect"". Furthermore, there is a clear need to improve conflict resolution, as only 59% to 66% of students feel their school effectively addresses teasing and bullying. Additionally, 58% of respondents in one survey subset identified student drug and alcohol use as a problem on campus.  When analyzing the disaggregated data, it is evident that African American students and students of Two or More Races are experiencing the lowest levels of connectedness. African American students reported a 58% favorable rating in School Climate and Culture, while students of Two or More Races reported a 59% in the same category and a district-low 60% in Behavior Supports."|To address these key learnings and improve overall school connectedness, the district is initiating a comprehensive review of our current behavioral and cultural programs. Because peer-to-peer respect and bullying intervention were identified as the lowest-scoring areas, we will prioritize working alongside site administrators, educational partners, and students to conduct a root cause analysis.  Individual site goal setting will focus on closing the experience gap for the different student groups, who reported the lowest favorability in Behavior Supports and School Climate. To facilitate these changes, schools will work with site leadership on PBIS, Behavioral and Mental Health Supports, MTSS Supports, focusing on restorative practices, effective bullying intervention, and strategies for building a more inclusive and respectful campus culture where every student feels adults take their problems seriously.|Met||2026-06-23|2026
36678433630928|Grove|6|The Grove school engaged families, students, and administrative, certificated, and classified staff the California Healthy Kids Survey (CHKS) to collect data regarding school climate. A summary of the data was shared out to all educational partners during the Board Meeting, and during staff professional development.   CHKS showed that academic motivation, facilities upkeep, school connectedness, parental involvement, and is a place for meaningful participation is up compared to previous years. Fewer students reported having trouble focusing, believing that school is a waste of time or boring than in previous years. Reports of cyberbullying increased, and alongside a decreased sense of safety on campus, harassment on school property in most grades also increased.  The overall student wellness index was slightly higher than previous reporting years. Life satisfaction increased in most grades, and optimism scores improved over the previous school year. Emotional distress, and chronic sadness varied across grade levels, with some reporting increases and others reporting decreases, mostly in direct relationship to each other (either both down, or both up, for most grades).  The school also engaged students, and administrative, certificated, and classified staff in a Yale RULER survey and in the fall and spring. Surveys about LCAP progress were sent in April and May. Level leads were selected for the middle and high school, and met weekly with the Assistant Head of School to provide input and guide communication to all staff. The Head of School hosted a staff listening session in the fall and spring for staff to come and specifically give feedback about school climate.   A new Student Advisory Committee was formed and met twice per month to report out student needs collected from their student input form sent before each meeting to all students, and to discuss goals, progress and action plans, including the LCAP. Additionally, the Head of School hosted fall and spring student listening sessions for students to come and specifically give feedback about school climate. The Head of School also holds standing office hours twice per week for students to come and provide feedback and share concerns.  A Parent Advisory Committee was formed and met for four quarterly meetings to discuss goals, progress and action plans. The Heads of School hosted a listening session in the fall and spring for parents to come and specifically give feedback about school climate. The School Site Council met in May to complete a Needs Assessment and generate a School Plan for Student Achievement (SPSA).  All stakeholder feedback was summarized in a shared LCAP reflection shared during June staff inservice, and that data was to make appropriate modifications to the new LCAP. All staff were able to make comments and suggestions on the LCAP draft before it was finalized.|Grove continues to show success in the areas of local indicators. Educational partners continue to score Grove as successful in all areas of the local indicators. Data from the California Healthy Kids Survey and committee reports indicate the majority of students are excited to attend school and feel they are supported by staff. Parents indicated that they feel involved and invited to participate in school events, and are happy with their child attending Grove. There is a high number of students who reported experiencing harassment and a lower than expected number who reported meaningful engagement at school.  A summary of all educational partner feedback is below: Goal 1  Overall Rating: Making Expected Progress.  Parents expressed being pleased with the progress made on Career Technical Education (CTE) programs.  Key areas for improvement Parents: Academics & Integration: One parent suggested shifting toward a curriculum with more book-reading and less computer work, as well as physically separating out honors courses from traditional class tracks. Intervention & Feedback: Parents noted that while there was a good plan for identifying low-performing students and providing intervention, resources had to be diverted to cover classes due to budget constraints. They asked if interventions could still be provided using existing resources. Additionally, a request was made to share the quality of student work through deeper feedback rather than just tracking assignment completion. Staff Members: Intervention Transparency: Staff voiced uncertainty regarding how low-performing students are identified outside of general grades and class performance, stating it remains unclear what specific academic supports have been made available to those students. Technology Barriers: A significant concern was raised regarding the elimination of student loaner computers. Because students do not consistently bring their laptops and chargers to school, it creates severe barriers for them to access digital curriculum during class. Planning Time: A staff member requested better organization and allocation of time regarding department and committee planning, noting that dedicated curriculum development time is currently too limited. Students Course and Program Variety: Students requested a more diverse selection of college and career pathways. Specifically, they noted that while there are plenty of art-related classes, there are notable gaps for students interested in fields like medical sciences or psychology. College and Career Preparation: There is a call to further educate students on practical real-world scenarios, such as the logistics of applying for colleges and programs, as well as how to find and secure a job. Dual Enrollment & Study Tracks: Suggestions included offering more AP and dual-enrollment opportunities, creating more time for non-technology-based study halls, and providing a wider range of educational materials and opportunities to work on assignments.|Goal 1 Shifts in Response to Feedback: Focus on refining MTSS Integration of a Tiered Instruction Matrix in alignment with 6 year curriculum maps Further exploration of Co-Teaching models Restructured Teacher Collaboration Time Schedule dedicated intervention instructional blocks Full or part time intervention teacher Integration of more non-technology based learning Purchase new/replacement chromebooks  Tutoring Provision of after-school tutoring 5 days/week Attendance recovery classes 1-3 hr/day after school   Goal 2 Shifts in Response to Feedback: Further implementation of strategic attendance supports Provide more anti-bullying and anti-harassment training for all students Continued implementation RAP for middle school cohorts Restructured staff development time Continued parent education nights Revised weekly schedule Continued exploration of campus renovation and design Continued campus improvement projects Creation of staff committees for shared decision making and governance Creation of DEIB staff, student, and parent committee focused on improving campus climate Goal 3 Shifts in Response to Feedback: Continue working for farm campus land acquisition completion Secure funding for expansion Engagement with a Project Management firm with a phased approach to growth Creation of a staff growth and expansion committee and plan  Upgrade student technology|Met||2026-06-08|2026
36678500000000|Rialto Unified|6|During the 2025-26 school year, Rialto USD administered a local climate survey to students in grades 3–6 and grades 7–12 to measure perceptions of school safety, connectedness, belonging, academic support, and overall school climate. Because the survey instrument was revised for 2025-26, results are not directly comparable to prior years and will serve as a new baseline for future analyses.  Overall, students reported positive perceptions of school climate across both grade spans. Elementary students generally indicated strong feelings of belonging and physical safety, positive relationships with adults, and access to engaging learning opportunities. Secondary students also reported positive perceptions of physical and emotional safety, support from adults, and understanding of academic expectations. Across both grade spans, students consistently identified supportive relationships with adults as a strength of their school experience.  Survey results disaggregated by student group revealed similar patterns. English Learners, Homeless Youth, Students with Disabilities, African American students, and Hispanic students generally reported positive perceptions of belonging, safety, and adult support. Many students across groups indicated that adults care about their well-being, encourage academic success, and provide a welcoming school environment. Students also reported understanding academic expectations and having opportunities to engage in meaningful learning experiences.  Several common themes emerged across student groups. Physical safety was generally rated more positively than emotional safety, and students consistently reported stronger perceptions of support from adults than from peers. Peer interactions, including kindness and respect among students, emerged as a concern across multiple student groups. Additionally, many students reported stress related to academic performance and school assignments, particularly at the secondary level. Students with Disabilities, Homeless Youth, African American students, and English Learners reported similar concerns regarding stress, emotional well-being, and the consistency of academic support. These results provide important insights into students' perceptions of school climate and will inform continuous improvement efforts across the district.|Analysis of the local climate survey data revealed several strengths and areas of need that will inform future planning and continuous improvement efforts. Across grade spans and student groups, students generally reported positive perceptions of school safety, belonging, and relationships with adults. A consistent strength was students' belief that adults on campus care about their well-being, provide encouragement, and support their academic success. Many students also reported understanding academic expectations and feeling connected to their school communities, indicating that schools are fostering positive learning environments where students feel welcomed and supported.  The data also identified several areas for continued growth. Across multiple student groups, emotional safety was rated lower than physical safety, suggesting a need to further strengthen social-emotional supports and student wellness efforts. Peer interactions emerged as a common concern, with many students reporting that kindness, respect, and positive interactions among peers are not consistently experienced. In addition, students across grade spans reported concerns related to stress, anxiety, and academic pressure, particularly regarding assignments and academic performance. Secondary students, as well as several student groups including English Learners, Homeless Youth, Students with Disabilities, and African American students, also identified the need for more consistent academic and emotional support.  As the first administration of the revised survey, these results establish a baseline for future analyses and provide valuable insight into students' experiences. The findings suggest that the district's efforts to foster supportive relationships, belonging, and safety are having a positive impact while also highlighting opportunities to strengthen peer relationships, emotional well-being, and access to timely supports for all students.|In response to the findings from the 2025-26 local climate survey, Rialto USD will continue implementing strategies designed to strengthen school connectedness, student well-being, and positive learning environments across all schools. Survey results highlighted the importance of maintaining strong relationships between students and trusted adults while also strengthening peer interactions, emotional safety, and supports for students experiencing academic stress. As a result, the district will continue to invest in social-emotional learning, student wellness initiatives, and school climate efforts that promote belonging, inclusion, and positive student relationships.  The district will also continue supporting schools in implementing Positive Behavioral Interventions and Supports (PBIS) and other evidence-based practices that foster safe, respectful, and supportive school environments. Schools will use local climate survey results to identify site-specific areas of need and develop targeted actions to address concerns related to peer interactions, emotional well-being, and student engagement. In addition, schools will continue utilizing social-emotional learning curricula and wellness resources to help students build self-awareness, resilience, relationship skills, and effective coping strategies.  To support continuous improvement, district and school leaders will regularly review climate data and disaggregate results by student group to identify disparities and monitor progress over time. Because the 2025-26 survey serves as a new baseline, future administrations will be used to evaluate the effectiveness of current practices and inform adjustments to programs, supports, and services. These actions reflect the district’s commitment to ensuring that all students feel safe, supported, connected, and prepared for success.|Met||2026-06-24|2026
36678680000000|Rim of the World Unified|6|During the self-reflection process, the district acknowledged that some underrepresented families have historically experienced barriers to participation and connection within the educational system. However, local data from the 2025–2026 Kelvin Climate Pulse surveys demonstrated significant progress in both participation and favorable perceptions from families. Family participation rates increased to 32% during the 2025–2026 school year, with 81% of family responses identified as favorable. Additionally, student participation reached 61% with 71% favorable responses, while staff participation reached 64% with 76% favorable responses.  The increase in favorable family feedback reflects continued progress in strengthening relationships, communication, and engagement opportunities between schools and families. Despite this progress, the district recognizes the continued need to expand meaningful participation opportunities for underrepresented families and increase representation in decision-making processes. The district remains committed to strengthening family-school partnerships by continuing to provide both in-person and virtual engagement opportunities, increasing multilingual communication and outreach, and developing targeted strategies to encourage participation from underrepresented families in forums such as School Site Council (SSC), PTA, ELAC, DELAC, and LCAP educational partner meetings.|During the self-reflection process, the district acknowledged that some underrepresented families have historically experienced barriers to participation and connection within the educational system. However, local data from the 2025–2026 Kelvin Climate Pulse surveys demonstrated significant progress in both participation and favorable perceptions from families. Family participation rates increased to 32% during the 2025–2026 school year, with 81% of family responses identified as favorable. Additionally, student participation reached 61% with 71% favorable responses, while staff participation reached 64% with 76% favorable responses.  The increase in favorable family feedback reflects continued progress in strengthening relationships, communication, and engagement opportunities between schools and families. Despite this progress, the district recognizes the continued need to expand meaningful participation opportunities for underrepresented families and increase representation in decision-making processes. The district remains committed to strengthening family-school partnerships by continuing to provide both in-person and virtual engagement opportunities, increasing multilingual communication and outreach, and developing targeted strategies to encourage participation from underrepresented families in forums such as School Site Council (SSC), PTA, ELAC, DELAC, and LCAP educational partner meetings.|Based on the analysis of local climate survey data and identified areas of need related to student connectedness, growth mindset, and engagement, Rim of the World Unified School District continues to refine and strengthen school climate supports through districtwide PBIS and Multi-Tiered System of Support (MTSS) implementation. School sites are expanding MTSS practices to provide a more comprehensive system of academic, behavioral, and social-emotional support for students across all grade spans.  The district continues to strengthen partnerships with local mental health and community-based agencies to increase access to counseling, wellness, and social-emotional supports for students and families. Elementary schools continue implementation of programs such as The Leader in Me to promote leadership, positive behavior, relationship skills, and school connectedness. Secondary schools continue to receive professional development and support in MTSS, restorative practices, inclusive instructional strategies, schoolwide AVID practices, and Youth Mental Health First Aid training to strengthen staff capacity to recognize and respond to student mental health needs. Additionally, wellness centers at all secondary schools are planned for the 2026–27 school year to expand student access to wellness, counseling, and social-emotional supports.  As part of continuous improvement efforts, school sites regularly review climate survey results, attendance data, discipline data, and student engagement measures during PBIS, MTSS, counseling, and School Leadership Team meetings to identify trends and adjust supports. The district has also increased focus on student voice, relationship-building strategies, and inclusive school activities to strengthen school connectedness and growth mindset outcomes identified in the Kelvin survey data. These ongoing actions are intended to support positive school climate, reduce behavioral incidents, improve attendance, and ensure students experience safe, supportive, and engaging learning environments.|Met||2026-06-25|2026
36678760000000|San Bernardino City Unified|6|SBCUSD utilizes the Panorama Student Survey, which provides comparables to the CORE districts in California. In 2025-26, 8,692 students were surveyed in grades 3-5. Student Sense of Safety maintained at 63% favorable. Current Sense of Safety results rank us near the 30th percentile when compared with other CORE districts. The student groups with positive outlier scores include: Gifted/Talented students at 72%, 5th grade students at 66%, Chinese and Asian Indian students, both groups reporting at 74% favorable. Students with the lowest rates of favorable responses in this area include: Foster Youth 57% (increase of +1%), African-American 55%, and Special Ed 57%. The elementary overall district results increased to 72% favorable responses in Sense of Belonging/School Connectedness. When compared to CORE districts, we continued in the 30th percentile. The student groups with above district average favorable Sense of Belonging include: Chinese students at 97%, Vietnamese students at 82%, and Gifted/Talented students at 73%. Student groups with the lowest rates of favorable responses in this area include Chronically Absent students 69%, Special Education students at 68%, Foster students at 68%, African-American 69% (but increased by +4 percentage points). At the secondary level, 17,540 grades 6-12 students completed the Panorama Student Survey. Student opinions of Safety increased to 69%, which is an increase of 2 percentage points.  This puts SBCUSD near the 60th percentile when compared to the CORE districts performance in this area. The student groups with above district average favorable Sense of Safety include: Gifted/Talented with 74% (increase of +2%), High school students (9th - 72%, 10th - 73%, 11th and 12th - 78%), Chinese at 78% and Hmong at 76%.  Student groups with less favorable opinions of Safety, include LGBTQIA+ 56% (+1%), English Learners, Foster and Homeless identified students are reporting 65% (+5) and Laotian 58%.  For Sense of Belonging/School Connectedness, student favorable responses are reported at 58%, which is an increase of +4% from the previous year, moving SBCUSD from the 30th into the 40th percentile, as compared to other CORE districts. The student groups with above district average Sense of Belonging include: Gifted/Talented at 62% (+6), Socioeconomically disadvantaged at 55%, Foster Youth at 62% (+6), 6th grade at 58%,  12th grade at 59%, and Asian students at 57% favorable. The student groups that performed below the district average include: Homeless 55% (+1), LGBTQIA+ 52% (+2), Chronically Absent 49% (2), African Americans 53% (+3) and Laotian at 20% favorable.  It is important to note that several of our underperforming groups still made gains as compared to the previous year, however they remain below the district average.|The long-term effects of the COVID-19 pandemic remain visible in the student experience. While many underperforming groups made year-over-year gains, a gap between the district average and individual subgroups has decreased with experience more aligned to the average experience on our campuses with some overall improvements. Consequently, SBCUSD continues to support and refine its social-emotional-behavioral Multi-Tiered System of Support (MTSS) to provide differentiated wellness resources, trainings and implementation support and evaluation. MTSS Implementation Status (2025-26) ? Tier 1 (Universal): 68 of 72 schools are fully implementing schoolwide supports, including social-emotional curriculum and Positive Behavior Interventions and Supports (PBIS). ? Tier 2 (Targeted): 48 of 72 schools offer evidence-based interventions for students with anxiety, depression, or a need for increased adult attention. ? Tier 3 (Intensive): 8 of 72 schools have established individual student behavior intervention processes. For schools that are not ready to implement the early or intensive interventions, the district provides staff to support the development and respond to the student needs at each school. Key Actions and Expanded Services SBCUSD has intensified its focus on mental health and inclusivity through several strategic initiatives: ? Mental Health Partnerships: ? Expanded referrals to district therapists and community partners. ? New contracted partnerships to provide therapeutic services at continuation schools and several elementary, middle and high schools. ? Developing 3 School-Based Health Centers (SBHC) at Pacific, Indian Springs High Schools and a central location ? Piloting a Social Work Intern program to create a pipeline of mental health service to grow into associates and then licensed clinicians. ? Targeted Support for LGBTQIA+ Students: All middle and high schools have completed professional development to increase staff awareness of the specific rights and needs of LGBTQIA+ youth. Dedicated additional time and resources to the Gender and Sexualities Alliance (GSA) club advisors at middle and high schools. ? Sustainability: The Student Wellness and Support Services department continues implementing Medi-Cal billing processes (LEA BOP and CYBHI) for nursing and therapy services to ensure long-term funding for these positions.  Additionally, billable services have been identified for school counselors to submit for reimbursement through the CYBHI program. Note: For a comprehensive view of these programs, please visit the Student Wellness and Support Services (SWSS) Website: https://www.sbcusd.com/departments/student-services-division/student-wellness-support-services.|"Based on the 2025-26 Panorama Student Survey, SBCUSD is leveraging data from over 26,000 students to refine its school climate strategies. While the district saw positive growth in secondary sense of belonging (increasing to 58%) and maintained elementary safety levels at 63%, significant achievement gaps remain for Foster Youth, African-American, and LGBTQIA+ students. In response, the Student Wellness and Support Services department has launched a new three-year goal specifically targeting ""Sense of Belonging"" through differentiated support and expanded mental health partnerships, including clinical services with multiple contracted partnerships and the development of high school-based health centers. To address the unique challenges of underperforming student groups, the district is prioritizing trauma-informed practices and inclusive school cultures. This includes revitalizing Gay and Sexuality Alliances (GSAs) at all secondary schools and conducting student listening sessions to better understand the needs of LGBTQIA+ youth. Furthermore, the district is scaling its Multi-Tiered System of Support (MTSS) by integrating Tier 3 behavior interventions into the Panorama progress monitoring platform and securing sustainable funding through Medi-Cal billing for clinical and nursing services, ensuring that 100% of schools eventually move beyond universal Tier 1 practices toward targeted, evidence-based care."|Met||2026-06-16|2026
36678760107730|ASA Charter|6|"High expectations – adults in school” (e.g., Do adults at school expect you to do your best? Do they believe you can be successful?)  92% say “yes, most/all of the time.”  Caring adults in school (e.g., Do teachers and other grown-ups at school care about you, notice when you’re gone, and listen to you?)  85% say “yes, most/all of the time.”  Social-emotional learning supports  “Social and emotional learning supports” (e.g., Does your school teach you how to handle your feelings, get along with others, and solve problems?)  91% say “yes, most/all of the time.”  Feeling safe at school  Question: “Do you feel safe at school?”  88% report feeling safe at school “most or all of the time.”  Facilities upkeep – school buildings and grounds  ""Does your school have clean and well-maintained buildings and property?”   91% say “yes, most/all of the time.”  Antibullying climate  “Antibullying climate” (e.g., Do teachers make it clear bullying is not okay, step in to help, and do students try to stop bullying?)  88% say “yes, most/all of the time.”  Parent involvement in schooling  “Parent involvement in schooling” (e.g., Do your parents help with schoolwork, talk with you about school, and make sure you get your homework done?)  82% say “yes, most/all of the time.  ""Each day I look forward to having a lot of fun""  90% - True or somewhat true  ""A teacher or some other adult from my school checks on how I am feeling.""  82% - True or somewhat true  “I am always trying to do better in my schoolwork.”  91% - Strongly Agree/Agree"|Areas of strength: Students recognize that we have a clean and well-maintained campus, Students feel safe on our campus, Students feel teachers have high expectations for them,  Teacher-Parent communication continues to improve, Teachers treat students fairly, Conflict resolution between students, Students feel ASA has an Antibullying climate, Teachers and grown-ups care about our students.   The main area of need that we have identified based on student surveys is that students feel that they should have more input regarding school/class activities, lessons, and rule-making.|ASA Charter School has created a student ambassador committee where each class 4th - 8th grades, has 2 representatives who will meet bi-monthly, with admin and teachers to discuss areas of growth and provide valuable input. This has helped to create a stronger student voice and make students more included in the decision making process and make them feel heard.|Met||2026-06-23|2026
36678760109850|Public Safety Academy|6|The YouthTruth survey was distributed to all students, staff, and families in February 2026.  88% of students completed the survey, 85% of staff responded, and 133 parents responded.  In grades 6-8, the topics surveyed that showed an increase from the year before were engagement, academic challenge, culture, belonging & peer collaboration, and relationships. No topics showed a decrease. In grades 9-12, the topics surveyed that showed an increase were engagement, and college & career readiness.  Topics that showed a decrease in grades 9-12 were academic challenge and culture.  Topics that remained stagnant were belonging & peer collaboration and relationships.  The staff survey showed an increase in engagement. There was a decrease in culture and relationships.  School safety and professional development & support remained unchanged.  Significant subgroup findings showed that 9th grade students and families experience a decrease in all topics.  12th grade students and families reported that they feel that the school supports college and career readiness and exploration.|PSA needs to increase the academic rigor in both middle and high school.  PSA also needs to increase community partnerships.|PSA will increase the academic rigor in both middle and high school.  PSA will increase community partnerships.|Met||2026-06-17|2026
36678760117192|SOAR Charter Academy|6|To continue building school culture, we maintained contracts with canine detection teams and have three security guards to support a safe environment. Feedback from students and staff suggests their presence has increased feelings of safety on campus. Parent engagement remained strong. We have now done surveying through Panorama the last two years and saw a small drop in the survey participation rate again to 21% for MRA and 14% for Panorama Survey. Our family survey data from May 2026 shows 78% satisfaction compared to 85% the previous year. School Safety, Sense of Belonging, and Screen Time Management all declined according to our survey data. The highest rated areas by parents were Grit, School Climate, and Supportive Relationships with the most growth in Grit (+10). According to Panorama student response data, favorable responses increased in the areas of School Learning Strategies, School Engagement, and School Belonging. The areas we declined in favorable responses were School Climate (rule fairness), Emotional Regulation (impulse control), and Social Awareness (challenges with diversity). 50% of students participated in at least one extracurricular or leadership activity. We want to increase access to these leadership positions, especially in grades k - 3. Data from multiple metrics indicate that our students continue to face significant social-emotional challenges. Panorama staff survey showed the largest declines in favorable responses from staff regarding School Rigorous Expectations (goals), Readiness for Learning (useful feedback), Social Awareness (mental health needs and staff well being), and School Engagement (students helping students). These results highlight the need for sustained mental health and social-emotional supports to improve school connectedness, reduce behavior issues, and support students' emotional well-being. Student behavior is the number one concern. Staff will be having some professional development on trauma informed practices and handling atypical behaviors. Additionally, Leader in Me MRA data remained stable with no measurable increase, suggesting further intentional effort is needed to support student agency and leadership growth for unduplicated pupils. Leader in Me MRA scores showed steady overall ratings.|According to these survey results, our parents, students and staff are happy overall with our school climate and culture. Our culture is a strength of ours. We will continue to try to get more parents to participate in surveys and attend meetings to get feedback from them about all areas and programs. We had 3 Donuts with Directors this year along with a New Family Orientation every month to make sure parents had more opportunities to share feedback. We learned we need to continue to invest in our students' mental well being, along with focusing on academic growth through our counseling program, wellness center, and intervention program.|We look at the survey data each year to see what we need to address. This information helps guide our actions in our LCAP and other school planning. We definitely see and feel the impact our programs have on our students and our culture. We will continue to put things in place that we know address their academic, social, and emotional needs. We became a Leader in Me school in 2016 and we were recognized as a Leader in Me Lighthouse School in June 2019. The Leader in Me program has given our whole school a framework for our character education, community service, and leadership focus. We will continue working on instilling the 8 habits in our students K-8 and building leadership in all students and staff. Their leadership is becoming more and more evident on our campus in all areas. We will attempt to provide even more opportunities for student and staff leadership roles. We will continue tracking the number of students in leadership roles. Our plan is to start a parent action team to be trained to work with our struggling students in the classroom as well.|Met||2026-06-16|2026
36678760120006|New Vision Middle|6|The 7th Grade Healthy Kids Survey data indicates that while 41% of students reported feeling that school is “safe” or “very safe,” a significant number of students also reported concerns related to bullying, harassment, and campus safety. These findings highlight the need to continue strengthening school climate, student connectedness, and systems of support to ensure all students feel physically and emotionally secure on campus. Survey results showed that 38% of students experienced harassment or bullying, and 40% reported having mean rumors or lies spread about them. Additionally, 38% of students reported experiencing cyberbullying, demonstrating that peer conflict and negative interactions extend beyond the school day and into online spaces. These trends suggest a continued need for social-emotional learning opportunities, restorative practices, digital citizenship education, and proactive interventions focused on student relationships and conflict resolution. The survey also revealed that 19% of students reported being afraid of being beaten up, 18% reported being involved in a physical fight, and 7% reported seeing a weapon on campus. While the percentage reporting weapons is lower, the data still emphasizes the importance of maintaining strong campus supervision, violence prevention efforts, student reporting systems, and mental health supports. These findings will help guide LCFF priorities focused on improving school safety, student wellness, and creating a positive and inclusive learning environment for all students.|Student data indicate that while many students feel safe at New Vision Middle School, community violence continues to influence their sense of safety and well-being. Experiences outside of school can contribute to stress, anxiety, and heightened sensitivity to conflict. As a result, NVMS must continue providing a safe, supportive, and welcoming environment where students feel secure and connected.  To address these challenges, the school will continue strengthening consistency across classrooms and schoolwide systems. Clear expectations, predictable routines, and fair implementation of behavioral supports help build trust, reduce anxiety, and promote positive student behavior.  NVMS will also continue prioritizing student belonging through relationship-building, inclusive practices, student-centered programs, and opportunities for student voice. Efforts such as advisory, restorative practices, peer support, and culturally responsive activities help create a positive school culture where all students feel valued, respected, and supported.|NVMS is committed to strengthening its school climate through a multifaceted approach that prioritizes both student well-being and staff capacity. One key strategy is ongoing teacher and staff training focused on understanding and responding to student trauma. By equipping educators with tools to recognize trauma-related behaviors and respond with empathy and consistency, the school creates a more supportive and inclusive environment. Additionally, NVMS will continue to expand and empower its student leadership teams, giving students a voice in shaping their school culture and fostering a sense of ownership and pride. The implementation and refinement of the PBIS token economy, utilizing Minga system also play a vital role in reinforcing positive behavior and celebrating student success. Complementing these efforts, the schoolwide Solutions Teams will continue to provide collaborative spaces for staff to address challenges, share best practices, and develop proactive strategies to support student growth. Together, these initiatives create a cohesive framework that promotes a safe, respectful, and engaging learning environment for all.|Met||2026-06-17|2026
36678760120568|Options for Youth-San Bernardino|6|OFY San Bernardino utilized both the Spring 2026 LCAP Educational Partner Survey and the Altitude School Climate Survey to gather feedback from students, parents, and staff regarding school climate, safety, connectedness, engagement, and support systems.  The Spring 2026 LCAP Survey included responses from 513 students, 30 parents, and 104 staff members.  Student survey results reflected highly positive perceptions across most school climate indicators. Approximately 90 percent of students responded positively regarding feeling safe at school, being treated respectfully by teachers and staff, receiving enough support when needed, and feeling their opinions are listened to by school staff.  Parent survey responses similarly reflected strong positive perceptions. Approximately 90 to 95 percent of parents responded positively regarding school communication, student safety, academic support, emotional support, and equitable access to programs and resources.  Staff survey responses reflected strong alignment with school vision and goals, positive perceptions of school climate, and confidence in instructional resources and professional development opportunities.  The Altitude School Climate Survey reflected strong ratings in Social Emotional and Physical Safety, Connection and Belonging, and Student and Family Engagement.  These findings align with Goal 1, Metric 4, which aims for at least 80 percent of students, parents, and staff to report positive school connectedness and school climate annually. Spring 2025 survey results exceeded this target with 93 percent of staff, 91 percent of students, and 92 percent of families reporting positive connectedness and school climate.  Areas identified for continued growth included peer pressure and social media concerns, student teacher relationships, workload balance, and expansion of extracurricular and career pathway opportunities.|Analysis of local climate survey data demonstrates that OFY San Bernardino continues maintaining a strong, supportive, and inclusive school environment where students, families, and staff feel connected and valued.  Survey findings reflected particularly strong perceptions related to school safety, respectful relationships, emotional support, and school connectedness. These findings demonstrate progress toward Goal 1 related to improving attendance, retention, school climate, and connectedness.  Students reported strong trust in school staff and a positive sense of belonging within the school community. Parents expressed high levels of satisfaction with school communication systems, academic support, and student well being. Staff responses reflected strong confidence in the school’s vision, instructional systems, and leadership support.  Educational partner feedback also identified opportunities for continuous improvement. Students and families expressed interest in additional enrichment opportunities including athletics, clubs, arts programs, field trips, and Career Technical Education pathways.  These findings support continued implementation of Goal 1, Action 3 and Goal 4, Action 1 focused on increasing school connectedness and expanding postsecondary opportunities. Survey responses related to peer pressure and social media also highlighted the continued need to strengthen digital citizenship education, social emotional support, and mental health resources for students and families.|In response to educational partner feedback and analysis of local climate survey data, OFY San Bernardino will continue strengthening school climate initiatives through expanded student engagement opportunities, social emotional support, and educational partner outreach.  The LEA will continue expanding extracurricular opportunities including clubs, field trips, student activities, and Career Technical Education pathways aligned to student interests identified in survey feedback.  These efforts align with Goal 1, Actions 3 and 5, Goal 1, Action 6, and Goal 4, Actions 1 and 5. The LEA will also continue partnering with organizations such as Daybreak and Prep for Success to provide mental health webinars, Parent Rights training, special education workshops, and social emotional support for students and families.  Additional efforts will focus on strengthening digital citizenship education and increasing support related to social media awareness, peer pressure, emotional wellness, and student resilience.  Leadership will continue reviewing workload balance, staffing support systems, communication practices, and professional development opportunities aligned to staff needs. Survey findings will continue informing LCAP development, intervention planning, professional learning priorities, and continuous improvement efforts across all centers.|Met||2026-06-26|2026
36678760121343|iEmpire Academy|6|Our LEA utilized the California Healthy Kids Survey (CHKS) to gather comprehensive data on school climate and conditions. This survey included responses from students, teachers, and parents, providing a well-rounded perspective on the overall school environment. The data collected is disaggregated by various student groups to ensure a thorough understanding of the different experiences and needs within our school community. Below are some bulleted data points collected from the surveys: School Engagement & Support: 85% of students feel adults believe in them and want them to succeed  84% indicating that most students report persistence and effort in their schoolwork.  71% feel supported and cared for by adults on campus.  Anti Bullying Climate & Safety Perception:   74% of students believe that teachers and staff make it clear that bullying is not allowed. 74% of students believe adults take bullying seriously. Social-Emotional Learning Supports: 72% of students acknowledged that their school provides SEL efforts at school (i.e. conflict resolution and emotional learning support?).|Analysis of the 2025–2026 California Healthy Kids Survey (CHKS) data revealed several key learnings, strengths and need areas which included: Areas of Strength Survey findings indicate that students generally perceive adults on campus as caring, supportive, and invested in their success. Indicators related to adult relationships and academic encouragement were consistently strong: Academic motivation scored 84%, demonstrating that most students report persistence and effort in completing schoolwork. High expectations from adults scored 85%, indicating students believe school staff expect them to succeed and support their academic growth. Caring adults in school scored 71%, reflecting positive adult-student relationships across campus. Parent involvement scored 81%, suggesting strong family engagement and support for student learning. Rule clarity scored 82%, showing students generally understand school expectations and behavioral standards. Antibullying climate scored 74%, indicating students perceive that adults communicate that bullying is not acceptable. SEL supports scored 72%, with many students reporting instruction related to respect, responsibility, and caring for others. Students also reported relatively positive experiences with adult emotional support: 60% stated adults check on their feelings “most” or “all of the time.” Over half of students reported consistent instruction regarding respect for others and taking responsibility for actions. Identified Needs Despite positive perceptions of adults, the data identified several concerns related to peer culture, student engagement, emotional wellness, and school connectedness. The most significant area of concern, which scored only 42%, indicated students felt they had limited opportunities to influence classroom activities, or contribute to school rules and policies. This indicates that while students are academically motivated, many do not feel empowered or connected to their learning environment. Additional engagement concerns included: School boredom at 57%, with 43% reporting they feel bored “all of the time.” Attendance concerns, with only 49% of students reporting no absences in the past 30 days and 14% missing three or more days.|Based on analysis of the 2025–2026 California Healthy Kids Survey data, iEmpire has identified several priority areas requiring revisions to existing practices, systems, and student supports. Planned actions focus on strengthening student voice, improving peer culture and school safety, expanding social-emotional learning implementation, and increasing student connectedness and belonging.   Strengthening Student Voice and Meaningful Participation Due to low scores in meaningful participation and moderate school connectedness, iEmpire will implement strategies designed to increase student agency and ownership in the school environment. Planned actions include: expand student leadership and advisory opportunities increase student participation in school climate discussions and decision-making processes incorporate student feedback into classroom and campus improvement initiatives, create additional structures for student voice through surveys, focus groups, and student-led activities Expanding Social-Emotional Learning Supports Although foundational SEL systems are in place, survey data indicates the need for more consistent implementation focused on peer empathy, emotional wellness, and relationship skills. As a result, iEmpire will: strengthen SEL instruction across grade levels increase opportunities for explicit instruction in empathy, emotional regulation, and conflict resolution provide staff with additional professional learning related to trauma-informed and relationship-centered practices expand systems for regular student emotional wellness check-ins|Met||2026-06-17|2026
36678760122317|Hardy Brown College Prep|6|We received 132 grade 3-8 responses to our scholar survey in May 2026, achieving an impressive 89% response rate. Below are the results by topic and student group for grades 3-5.  The % listed indicates the percent of positive responses (i.e. quite or extremely) for questions within that topic.  Subgroups are listed only when their % positive is significantly different (plus or minus 5%) from the group average. Academic Motivation = 98% Academic Challenge = 88% A Caring Adult = 87% School Climate = 85% Social Emotional = 68% Engaging Work = 58% Incidents = 44%  Below are the results by topic and student group for grades 6-8.   Academic Motivation = 90% Academic Challenge = 82% A Caring Adult = 74% School Climate = 58% Incidents = 54% Social Emotional = 52% Engaging Work = 39%|In grades 3-8, the areas of highest need are:   - Improve social-emotional skills, especially in middle school   - Make assignments more engaging and relevant, especially in middle school.   - Continue to make efforts to decrease the # of incidents at school, especially in grades 3-5.  In grades 3-8, the areas of strength are:   - Academic motivation   - Academic challenge   - A caring adult|We plan to build on our strength: most scholars report having at least one caring adult at school who they trust, who they can talk to, and who can help them when they need extra assistance.  These caring adults are the ones best situated to help scholars learn social emotional skills.  Scholars already are taught these skills through a social emotional curriculum.  Our plan is to ask staff to reinforce these skills when talking to students individually or in small groups.  Our theory of action is that this will improve social emotional skills and indirectly decrease the # of incidents at school.|Met||2026-06-25|2026
36678760126714|Woodward Leadership Academy|6|Our local climate survey is given at the beginning of the year, middle of the year and at the end of the year. The After School (ASES) program also conducts a survey twice a year.|Each survey references all areas of the campus, security, cleanliness, teaching staff, office staff, and after school. The ASES survey mainly focuses on the after school program. But the local climate survey focuses on each department within the LEA.|There are no planned changes to existing plans, policies or procedures to address the areas of need.|Met||2026-06-29|2026
36678760133892|Ballington Academy for the Arts and Sciences - San Bernardino|6|Our LEA is committed to fostering a school environment where every student feels safe, valued, and supported. We administer a local survey annually to students in grades 3, 4 and 5. The survey provides valuable insight into students' experiences and perceptions of their school environment, including feelings of safety and connection to caring adults. Survey data from the most recent administration show that most students feel physical and emotionally safe at school. 89% of students feel safe, 89% have at least one adult at school they feel close to, 74% feel connected to their school community.|The survey data from both students and parents underscore a shared desire for increased opportunities for student voice and choice in the school experience. Specifically, apThis feedback points to the need the school to more actively involve students in shaping their learning environments, making decisions that affect them, and having meaningful options in how they engage with academic and extracurricular activities.|The 2025-2026 LCAP contains an additional action for Goal 3: All students, families, and staff will feel connected to the school community, engaged in their respective work, and supported to be their best. This action, Action 3.7- Learner Agency- will focus on creating more opportunities for Student Voice and Choice within the instructional day. This will include student-led programs, such as student council or yearbook, depending on student decisions for such programs.|Met||2026-05-26|2026
36678760136952|Entrepreneur High|6|Some of the key positive learnings from the 2025–26 Panorama Student Survey results are: Sense of Belonging recovered strongly: approximately 74% of students reported positive responses on the Student Engagement Index, recovering from 53% in Year 1 and approaching our 80% Year 3 target (baseline: 70%) Our school emphasizes the academic success of all students and our students are treated with respect by staff Our students are provided with quality counseling and social-emotional support including Tier 2/3 CICO check-ins and restorative circles Expulsion rate continued to decline positively from 3% (baseline) to approximately 2%, indicating appropriate use of the most severe disciplinary response ParentSquare multilingual communications improved parent perceptions of transparency and school-family communication AAPAC engagement with behavior data strengthened community trust and cultural responsiveness in discipline  Some of our key learnings as far as improvements are: Suspension rates increased from 15.1% to 18.6% in Year 1. African American: 27% suspension rate; Students with Disabilities: 15.2%; Socioeconomically Disadvantaged: 14.8% — these disproportionate rates are our highest-priority equity concern Chronic absenteeism remains nearly twice the state average at approximately 30% in Year 2, though improving from 40% at baseline Transportation and socioeconomic barriers continue to affect attendance, particularly for our most vulnerable students|After disaggregating the data, the results highlighted specific areas of strength, growth, and barriers. Our areas of strength are: Recovering school connectedness and sense of belonging (53% ? ~74%, approaching 80% Year 3 target) Teacher professional growth through in-person PD, CHALK walkthroughs, and Mosaic evaluations Strong CTE programming and college-preparatory outcomes (A-G at 95%, graduation plan completion ~92%) Hands-on and project-based learning that builds student engagement across all five CTE pathways  Our areas for Growth: Reducing disproportionate suspension rates for African American and SWD students through Phase 3 restorative practices Building full staff fidelity to restorative alternatives to suspension — multi-year culture change in progress Increasing attendance and reducing chronic absenteeism through community transportation partnerships Strengthening PBIS Tier 2/3 supports using real-time PBIS software data  Our barriers: Transportation and socioeconomic factors continue to drive absenteeism Staff capacity for restorative facilitation continues to develop; full fidelity requires ongoing training|The actions that the LEA will implement in response to the results for continuous improvement purposes will be to communicate continuously with all of our stakeholders to notify them of any changes or improvements that will be happening at our school.  By using transparent communication we will be able to get everyone’s input and see if the improvements are causing a positive or negative effect for our student population.|Met||2026-06-17|2026
36678760137935|Savant Preparatory Academy of Business|6|Savant Preparatory Academy of Business administered an annual student climate survey to students in grades 3–6 to gather feedback regarding school safety, connectedness, fairness, and overall school climate. The survey results indicate that students generally have positive perceptions of the school environment.  Overall, 100% of students reported that the school building is neat and clean and that teachers and staff care about them. Additionally, 96.9% of students reported having opportunities to participate in interesting activities at school, 90.5% believed school rules are fair, 96.8% reported feeling safe at school, and 94.8% indicated that staff would take action if bullying was reported. The area with the lowest overall score was school connectedness, with 73.7% of students reporting that they feel like they are part of the school community.  Survey data disaggregated by grade level revealed consistently positive perceptions across student groups. Students in grades 5 and 6 reported particularly strong results, with 100% of fifth-grade students responding positively to all survey questions. Sixth-grade students also reported high levels of satisfaction, with 100% positive responses in several categories, including school connectedness, school cleanliness, staff caring, safety, and bullying response. Third- and fourth-grade students similarly reported positive perceptions, although responses regarding fairness of school rules and staff response to bullying were slightly lower than other survey areas.  The survey results suggest that the school's emphasis on social-emotional learning and positive school culture has contributed to a safe, supportive, and engaging learning environment. Moving forward, the school will continue to strengthen students' sense of belonging and connectedness while maintaining high levels of safety, support, and student engagement.|Analysis of the student climate survey data revealed several key strengths and areas for continued growth. Overall, students reported highly positive perceptions of their school environment, indicating that Savant Preparatory Academy of Business provides a safe, supportive, and engaging learning environment.  A significant strength identified through the survey was students' perception of adult support. One hundred percent of students reported that teachers and staff care about them, demonstrating strong relationships between students and school personnel. Additionally, all students reported that the school building is neat and clean, reflecting a positive and well-maintained learning environment. Students also reported high levels of safety, with 96.8% indicating they feel safe at school and 94.8% believing staff would respond appropriately to reports of bullying.  Disaggregated data by grade level revealed consistently positive responses across all grade levels, with fifth-grade students reporting 100% positive responses in every survey category. Fourth-, fifth-, and sixth-grade students reported particularly strong perceptions of school safety, staff support, and school climate. These findings suggest that the school's continued emphasis on social-emotional learning and positive behavior supports has had a positive impact on students' experiences.  The primary area of identified need was students' sense of school connectedness. While most survey indicators exceeded 90%, only 73.7% of students reported feeling like they are part of the school community. This suggests an opportunity to further strengthen students' sense of belonging, engagement, and connection to the school. The school will continue to implement social-emotional learning activities, schoolwide community-building events, student leadership opportunities, and positive recognition programs to increase students' feelings of connectedness and belonging.  Overall, the survey data demonstrates that students feel supported, safe, and valued at school. The results will guide ongoing efforts to maintain these strengths while strategically addressing opportunities to improve student connectedness and engagement.|Based on the analysis of student climate survey data, Savant Preparatory Academy of Business will continue to implement and refine practices that promote a positive school culture while addressing areas identified for growth. Survey results indicated strong perceptions of safety, staff support, and school climate; however, student connectedness emerged as an area requiring additional attention.  To address this need, the school will expand opportunities for students to develop a stronger sense of belonging and connection to the school community. Planned actions include increasing student leadership opportunities, implementing additional schoolwide community-building activities, recognizing student achievements through positive behavior and academic recognition programs, and continuing to strengthen social-emotional learning instruction. The school will also explore opportunities for increased student voice through surveys, classroom discussions, and participation in school decision-making processes.  The LEA will maintain existing policies and procedures that have contributed to positive outcomes, including the implementation of social-emotional learning lessons, positive behavior supports, anti-bullying practices, and school safety procedures. Staff will continue to monitor student climate data annually and use the results to inform decision-making and continuous improvement efforts.  Additionally, the school will review survey results with staff to identify grade-level trends and develop targeted strategies to improve students' sense of connectedness. Progress will be monitored through future student climate surveys, behavioral data, attendance data, and ongoing stakeholder feedback to ensure that implemented actions are effective in meeting student needs and improving overall school climate.  These revisions and continuous improvement efforts are intended to strengthen student engagement, foster a greater sense of belonging, and ensure all students continue to experience a safe, supportive, and inclusive learning environment.|Met||2026-06-16|2026
36678763630993|Provisional Accelerated Learning Academy|6|Based on the PAL Charter Academy School Climate Student Survey results, students rated the school climate positively in several key areas. Students reported high motivation to learn, felt encouraged to take responsibility for their actions, and agreed that the school has helped them explore future career options. PAL Charter Academy plans to continue promoting student motivation, responsibility, and career pathways based on these strengths. However, the survey also highlighted areas for improvement. Some students feel that school rules are too strict, and many believe they do not have enough time to eat lunch. Most school rules are designed to ensure student safety. To address these concerns, the Executive Director meets monthly with the Student Advisory Team (SAT) to understand students' views on school climate, including why some feel the rules are strict. During these meetings, students also provide feedback on field trips, lunch, school activities, and more. Importantly, students report feeling safe at PAL Charter Academy, indicating that safety remains a strong priority for the school.|Based on the analysis of PAL Charter Academy's School Climate Student Survey results, several key learnings have emerged that highlight the school's strengths and guide areas for growth. Students reported positive experiences that reflect a strong and supportive school climate. Many expressed a high level of motivation to learn, indicating that PAL Charter Academy fosters an academic environment that promotes engagement and a desire to succeed. In addition, students feel encouraged to take responsibility for their actions, helping to build a culture of accountability, maturity, and personal growth across the campus. Another significant strength lies in the school's career readiness programs, which students noted as helpful in thinking about and preparing for future careers. These efforts support both college and career pathways and empower students to set meaningful goals. Importantly, students also consistently reported feeling safe at school, highlighting a strong foundation of physical and emotional security essential to learning and well-being. To ensure equity and responsiveness, PAL Charter Academy recognizes the importance of examining survey data disaggregated by student groups, such as grade level, gender, ethnicity, English learners, and students with disabilities. This deeper analysis will help identify specific needs and disparities, ensuring that support and resources are tailored to all student populations. The survey results affirm that PAL Charter Academy is making a positive impact in key areas and should continue to invest in programs that foster motivation, accountability, and career exploration. The school also values student voice through monthly meetings with the Student Advisory Team (SAT), where students are encouraged to share their perspectives and contribute to school planning and improvement efforts. In summary, the climate survey has provided valuable insights that reinforce PAL Charter Academy's strengths and inform future directions. Through ongoing data review, inclusive practices, and genuine student engagement, PCA remains committed to creating a school environment where every student feels safe, supported, and prepared for long-term success.|Based on the analysis of local data and key learnings from the PAL Charter Academy School Climate Student Survey, several important changes have been made to address areas of need and support ongoing school improvement efforts. One major area of focus was the perception of the 2024 Survey was that school rules were too strict (W15). In response, PAL Charter Academy conducted a comprehensive review of its policies in collaboration with the Student Advisory Team (SAT). As a result, the administrative team made several updates: the school schedule was expanded, suspension policies were revised to prioritize restorative practices, and behavioral interventions were introduced. These include offering Social Emotional Learning (SEL) resources, providing Behavioral Health support instead of strictly punitive measures, and establishing a new School Wellness Center. These changes have created a more supportive and student-centered environment while still maintaining safety and structure. To address concerns about limited lunchtime (W44), PCA evaluated both the lunch schedule and food service processes. The school streamlined cafeteria operations to give students more time to enjoy their meals and also hired a school chef to prepare nutritious, customized meals. These adjustments have improved the overall lunch experience and addressed student wellness. Additionally, the school has worked to strengthen communication with students, families, and staff. By providing clear and consistent updates on policies, procedures, and changes resulting from student feedback, PCA aims to build transparency and trust across the school community. Finally, PCA continues to expand student voice and leadership opportunities through the SAT and other student-led initiatives. These platforms allow students to take part in school decision-making, express their ideas, and feel more connected to the campus culture. Through these strategic changes, PAL Charter Academy is actively responding to student input and fostering a more inclusive, positive, and responsive school climate. The school remains committed to regularly gathering feedback from all stakeholders to ensure that evolving needs are met and that continuous improvement remains a core focus.|Met||2026-06-25|2026
36678920000000|Trona Joint Unified|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. TJUSD remains in the developmental phase of collecting, analyzing, and disaggregating local data related to school culture and climate. To date, much of the district’s information has been gathered through anecdotal feedback and informal input from students, staff, families, and school leaders. This feedback has highlighted the need to continue prioritizing student engagement, school connectedness, positive mindsets, and supportive relationships across all grade levels. Given recent transitions in district and site leadership, this area represents an important opportunity for continued growth, improved data collection, and systemwide improvement.|Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group. Anecdotal data and local input indicate a clear need to strengthen student engagement and school connectedness across the district. TJUSD is particularly focused on reducing chronic absenteeism by continuing to implement strategies that promote student connection, participation, and belonging. The district recognizes that improved engagement is closely connected to attendance, academic progress, and overall student well-being. Improved Average Daily Attendance (ADA), reduced chronic absenteeism, and increased student participation will serve as measurable indicators of success in these efforts.|Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes. The district will continue to emphasize improved student engagement as a shared responsibility across all departments and aspects of school operations. TJUSD will strengthen its processes for gathering and using input from students, staff, families, the Board of Education, and community members to better understand barriers to engagement, attendance, and school connectedness. The district will also continue to refine strategies that support positive school climate, including proactive outreach, student and family check-ins, collaborative problem-solving, and targeted supports for students who demonstrate signs of disengagement. Through this inclusive and continuous improvement approach, TJUSD aims to build a shared commitment to engagement, increase Average Daily Attendance (ADA), reduce chronic absenteeism, and strengthen school climate across all grade levels.|Met||2026-06-25|2026
36679180000000|Victor Elementary|6|"VESD students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 89.8% of our students are reported as low risk in the 2025-26 survey conducted in May. Our desired outcome continues to be 95% low risk. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 88.2% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 95.3% of students believe that their teacher cares about how well they are doing in school, while 98.5% of students responded yes to “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 84.2% of students responded yes to, “At my school, students help each other.” These data show a year over year increase in positive student responses."|In comparing student responses and outcomes over the last two years, Victor Elementary School District has seen a broad improvement in positive feedback. Adult to student relationships remain an area of strength. Student peer relationships, while strong overall, do lag behind other metrics. VESD continues to explore ways to encourage stronger peer relationships among students. Even though the district has seen an increase in students’ perception of safety at their schools, this is also an opportunity for improvement.|Based on the analysis of local data and stakeholder feedback, Victor Elementary School District continues to strengthen its systems of support for student well-being and school climate. District and site administrators regularly review student data and participate in monthly management meetings focused on social-emotional learning (SEL) and student support practices. To better address student needs, the district has enhanced data tools for school teams, added additional noon duty supervisors to increase student support and supervision, and continues to provide school psychologist services at each site to support self-regulation and conflict resolution. These actions reflect the district’s commitment to continuous improvement through the use of data and stakeholder input.|Met||2026-06-24|2026
36679186101927|Sixth Street Prep|6|"SSP students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 95.1% of our students are reported as low risk in the 2025/2026 survey conducted in May. Our desired outcome continues to be 95% low risk. SSP students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 93.2% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 98.1% of students believe that their teacher cares about how well they are doing in school, while 99.4% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 93.8% of students responded yes to, “At my school, students help each other.” These data show that we are maintaining meeting our goals."|In comparing student responses and outcomes over the last two years, SSP has seen an overall maintaining in positive feedback. That being said, there is still room for improvement in student perceptions of school safety and community.|SSP continues to use the results and analyze our data in this area to strengthen capacity and reflection. SSP uses noon duty supervisors to increase monitoring and support. SSP has a psychologist to work with individual and small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback. SSP works with a School Resource Officer to increase overall safety.|Met||2026-06-24|2026
36679186118350|Mountain View Montessori Charter|6|"Mountain View Montessori students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 82% of our students are reported as low risk in the 2025-26 survey conducted in May. Our desired outcome continues to be 90% or above low risk. MVM students in grades 2-6 also take an annual survey. Results from 2024-25 on the question, ""I feel safe at school"" reflect that 88.61% of students agreed with this statement. Other questions that also reflect school climate were analyzed. 98.1% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 87.34% of students responded yes to, “""I feel safe going to an adult at my school if I have a problem."" These data show a year over year increase in positive student responses."|In comparing student responses and outcomes over the last two years, Mountain View Montessori has seen a broad improvement in positive feedback regarding adult expectations at school. However, there is still room for improvement in student perceptions of school safety, adult support with school-based problems, and positive student-to-student relationships.|Our district, VESD, continues to use the results and analyze our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. MVM has hired additional Safety Monitors (proctors) to increase behavior monitoring and support. MVM employs a part-time school psychologist to work with small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback at the site and district level, VESD added a School Resource Officer to help support the ELO-P programs.|Met||2026-06-24|2026
36679340000000|Victor Valley Union High|6|Local climate survey data from the Panorama Survey indicates positive growth in several areas related to social-emotional learning, school connectedness, and academic support. In the area of SEL Growth Mindset, the percentage of students demonstrating a positive growth mindset increased by 6% for all students and 6% for English Learners. School Connectedness, which measures students’ sense of belonging, also showed improvement, with all students increasing by 7% and English Learners increasing by 5%. These results indicate continued progress in creating supportive and inclusive school environments where students feel connected to their schools. In the area of Support for Academic Learning, student responses increased by 3% for all students and 1% for English Learners, reflecting continued efforts to strengthen academic support systems and classroom relationships. Family survey responses related to support for academic learning remained stable for all families and low-income families, while English Learner families increased by 1%. Staff responses declined slightly by 1%, indicating an area the district will continue to monitor and address through ongoing support and engagement efforts.|The Panorama Survey data demonstrates that students are increasingly feeling connected, supported, and engaged within their school environments. Growth in the areas of SEL Growth Mindset, School Connectedness, and Support for Academic Learning suggests that district efforts focused on student wellness, relationship-building, and school safety are positively impacting student experiences across the district, including for English Learners. The district attributes much of this progress to the ongoing work of the Student Services department and school-based support teams, which have expanded efforts related to student wellness, counseling supports, restorative practices, and family outreach. In addition, advisory groups and educational partner engagement opportunities have provided valuable feedback that has informed school climate initiatives and student support systems. The district has also continued prioritizing school safety as part of creating positive learning environments. The addition of the Evolv safety system and increased police presence on school campuses have helped improve students’ sense of security and overall school connectedness. Educational partner feedback indicates that students and families value safe, structured school environments that support both academic learning and student well-being. While family responses remained stable and staff responses declined slightly, the district recognizes the importance of continuing to strengthen communication, staff support, and educational partner engagement to sustain and build upon these positive outcomes.|The LEA does not anticipate any major changes to plans, policies or procedures.|Met||2026-06-25|2026
36679343630670|Options for Youth-Victor Valley Charter|6|OFY Victor Valley administered the Altitude School Climate Survey during the 2025-26 school year to gather feedback from students, families, and staff regarding school safety, connectedness, engagement, inclusion, and overall school climate. Participation included 370 students (40.4%), 70 staff members (82.4%), and 68 parents/guardians (7.4%).  Survey results indicate generally positive perceptions across all educational partner groups. Students reported strong ratings in Student Connections with Students (4.24), Connection and Belonging (4.17), Social Emotional and Physical Safety (4.16), and Inclusion (4.08). Areas receiving lower student ratings included Peer Pressure (3.67), Student Connections with Teachers (3.98), and School Rules and Environment (3.93).  Parents reported positive perceptions across all dimensions, with the highest ratings in Social Emotional and Physical Safety (4.27), Student Connections with Teachers (4.24), School Rules and Environment (4.20), and Inclusion (4.17). Parent ratings for Peer Pressure (3.83) and Student Connections with Students (3.96) were comparatively lower but remained near the positive range.  Staff responses reflected strong perceptions of school climate, including Student and Family Engagement (4.52), Inclusion (4.50), Connection and Belonging (4.51), and Social Emotional and Physical Safety (4.43). Professionalism (4.29) and Leadership (4.23) were also rated positively. Peer Pressure received the lowest staff rating at 3.05, indicating an area requiring additional attention.|Survey results demonstrate that OFY Victor Valley maintains a positive and supportive school climate. Across all educational partner groups, respondents reported strong perceptions of safety, belonging, inclusion, and engagement. The consistency of positive ratings across students, families, and staff suggests that educational partners generally feel welcomed, respected, and connected to the school community. High ratings in student and family engagement, inclusion, and connection indicate that the school continues to foster meaningful relationships and supportive learning environments.  The survey also identified opportunities for growth. Peer Pressure was the lowest-rated dimension among students, parents, and staff, suggesting that social influences and social media continue to affect some students' experiences. Student ratings for School Rules and Environment and Student Connections with Teachers were slightly lower than other dimensions, indicating opportunities to further strengthen student relationships, communication, and school connectedness.|The results of the 2025-26 Altitude School Climate Survey will be used to guide continuous improvement efforts focused on maintaining strengths while addressing identified areas of need. OFY Victor Valley will continue implementing practices that promote safe and inclusive learning environments, foster student belonging, and strengthen engagement among students and families.  Based on survey findings, the school will place additional emphasis on supporting students in navigating peer pressure and social media influences. Staff will continue providing opportunities for relationship-building, student engagement, and positive peer interactions while reinforcing schoolwide supports that promote student well-being and connectedness. The school will also continue reviewing climate survey data annually to monitor progress, evaluate the effectiveness of current practices, and ensure that improvement efforts remain responsive to educational partner feedback.|Met||2026-06-26|2026
36679590000000|Yucaipa-Calimesa Joint Unified|6|Based on the analysis of our local School Climate Survey, the data provides critical insights into student perceptions of School Safety, School Connectedness, and Academic Success/Engagement. The available data is disaggregated by key school-level student groups—Elementary, Middle, and High School—revealing clear trends across the district's grade spans.  Overall, the data demonstrates that positive perceptions are highest at the elementary level and gradually decline as students progress into middle and high school.   Elementary School Climate Data: Our elementary students reported the highest overall levels of satisfaction and security across all three domains:  School Safety: 86% Positive, 10% Neutral, 4% Negative  School Connectedness: 80% Positive, 16% Neutral, 4% Negative  Academic Success/Engagement: 76% Positive, 16% Neutral, 5% Negative   Middle School Climate Data At the middle school level, while favorable responses remain strong, there is a noticeable shift toward neutral and negative perceptions:  School Safety: 78% Positive, 14% Neutral, 8% Negative  School Connectedness: 71% Positive, 23% Neutral, 6% Negative  Academic Success/Engagement: 67% Positive, 20% Neutral, 13% Negative.  High School Climate Data High school survey responses highlight our most critical areas for growth, as positive sentiment drops and neutral or negative responses increase significantly:  School Safety: 59% Positive, 23% Neutral, 18% Negative  School Connectedness: 52% Positive, 32% Neutral, 16% Negative  Academic Success/Engagement: 51% Positive, 27% Neutral, 22% Negative|Data Analysis and Key Take aways: An analysis of these subsets reveals that School Safety consistently tracks as the strongest indicator across all grade spans, retaining a majority positive view even at the high school level (59%). Conversely, Academic Success/Engagement presents a district-wide area of focus, dropping to just 51% positive at the high school level, with 22% of students expressing negative perceptions.  This progressive decline from elementary to secondary sites highlights a clear systemic need. The district will utilize these findings to target secondary school environments, implementing specific frameworks to bolster school connectedness and academic engagement for our older student populations. The feedback paints a picture of a district that is highly successful in creating a nurturing, connected, and holistic educational environment. The overwhelming sentiment is that the district's greatest asset is its people. Staff dedication, combined with robust social-emotional and academic frameworks, is driving positive school culture. However, the feedback also serves as a critical warning indicator: the current level of success relies heavily on immense human effort, which is beginning to strain staff capacity, particularly concerning Special Education and post-pandemic academic expectations.|"To ensure continuous growth and effectively support our entire educational community, the district must address several critical areas for improvement, beginning with accountability and behavioral safety. A safe and structured campus is foundational to learning, and there is a recognized need to address disruptive behaviors more effectively to prevent them from undermining instructional time. Moving forward, the district must implement stricter, more consistent discipline protocols. Additionally, there is an urgent call to expand the visible, daily presence of site administrators and hire more 1:1 behavioral aides, with a specific focus on supporting early education classrooms like TK and first grade.  Beyond campus safety, elevating instructional support and academic rigor is vital to guaranteeing that every student is truly college and career ready. Feedback indicates that outdated instructional materials in core subjects like ELA, Math, and History need to be replaced to align with current academic standards. Furthermore, the district must shift away from a passive, ""waiting room"" intervention model. By hiring dedicated Reading Specialists and implementing proactive, targeted academic supports, we can ensure that our instructional frameworks actively accelerate student growth rather than stalling it.  The success of these academic and behavioral initiatives relies heavily on the dedication of our educators and classified staff, making staff value and retention a crucial focus area. Current operational demands, particularly the execution of inclusion mandates without adequate assistance, are contributing to burnout and lowering morale. To build a more sustainable environment, the district must provide the necessary classroom aides and resources to support these mandates. Additionally, reducing tedious administrative paperwork, lowering class sizes, and increasing compensation for both teaching and classified staff are necessary steps toward respecting our professionals' judgment and improving long-term retention.  Finally, fostering a truly inclusive district requires intentional action to promote equity and diversity, ensuring all student subgroups feel represented and supported. The district must actively celebrate our diverse community through established recognition periods, such as Hispanic Heritage and Black History months, integrating these cultural celebrations into everyday school life. Furthermore, creating specific, equitable support systems and academic pathways for students of color and those attending alternative school sites will ensure that marginalized groups receive the targeted resources they need to thrive both academically and socially across the district."|Met||2026-06-23|2026
36679590114256|Inland Leaders Charter|6|"ILCS administers a comprehensive annual school climate survey covering student, parent, and staff perspectives. Overall school climate and safety satisfaction rates exceed 97% across all respondent groups. Student survey results are particularly strong: in grades 1–8, 94% of students feel engaged in class lessons; 88% feel there is an adult they trust to help them with any issues; 94% feel teachers treat them with respect; 92% agree that adults at the school care about them; and 94% state that teachers believe in them and know that they can learn. In the middle school grades (5–8), 88% of students feel school is safe and 89% feel welcomed. The one area where student feedback indicates room for improvement is peer interactions: students in grades 5–8 feel that students could treat each other with more respect. Suspension data from the 2025–2026 school year shows a suspension rate of 1.28% for all students. No students were expelled. Suspension rates by group show 0.82% for Hispanic/Latino students, 0.00% for English Learners, 1.37% for socioeconomically disadvantaged students, and 2.78% for students with disabilities. The chronic absenteeism rate for all students is 3.0%, significantly below state averages, with a 0.0% rate for English Learners and 2.4% for socioeconomically disadvantaged students. Facility inspection results (January 2026) yielded an overall ""Good"" rating, with an average score above 90%."|Key learnings from survey analysis confirm that school climate and safety are a primary strength of ILCS. The WASC review team provided high accolades during the 2023–2024 review cycle for the school environment, specifically citing student-to-student rapport as well as positive interactions among staff and parents — an external validation of what internal surveys consistently reflect. Areas of facility-related need identified by stakeholders include restroom conditions at the California Street Campus and maintenance at the Yucaipa Boulevard Campus, both of which are being addressed through the facilities improvement process. The data on peer respect in grades 5–8 represents an identified area of need: while overall climate is strong, students themselves indicate that peer-to-peer interactions could be more consistently respectful. Student discipline data is closely monitored, and behavior patterns are addressed through a multi-tiered system including contract accountability meetings, Student Success Teams, on-site counseling and health services, community resources, suicide prevention planning, anti-bullying campaigns, social media workshops, and student wellness initiatives. Surveys also reveal a clear need for expanded parent support and training on topics beyond academic instruction, including mental health, growth mindset, social media guidance, and general parenting skills — a finding that connects the school climate work to the family engagement goals in Priority 3.|Based on findings from climate surveys, stakeholder input, and external review, ILCS has implemented and is planning the following changes. In response to middle school students' feedback on peer interactions, ILCS developed a focused effort on two specific areas of need: leadership behaviors and a clear curriculum and instructional program to address leadership development — including the addition of a new leadership teacher position in the middle school grades. In response to the identified need for increased mental health supports, ILCS is actively working to implement strategies that support not only students but parents as well, recognizing that family well-being is foundational to school climate. Stakeholders received new seminars on healthy technology use and supporting students in balancing their digital lives, addressing the social media concerns raised in survey feedback. Classes analyze grade-level behavior data on an ongoing basis and develop targeted action steps to address negative patterns. The Comprehensive School Safety Plan was reviewed in December 2025 and approved by the governing board in January 2026. ILCS conducts regular emergency drills, maintains 24-hour video surveillance, on-site security personnel, and controlled access gates, and serves as a designated Red Cross shelter site. ILCS also recognizes the need to increase student supports in the area of career readiness and global service learning to broaden perspective and opportunity for students in the community.|Met|School Climate Indicator Results Overall school climate and safety satisfaction 97%+ Middle school students who feel school is safe 88% Middle school students who feel welcomed 89% Students who feel engaged in class lessons (Gr. 1–8) 94% Students who trust an adult at school to help them 88% ILCS suspension rate (2025–2026) 1.28% Student expulsions (2025–2026) 0 Chronic absenteeism rate — all students 3.0% Average overall facility inspection score 90%+|2026-06-29|2026
36679590124032|Competitive Edge Charter Academy (CECA)|6|Based on the analysis of our local School Climate Survey, the data provides critical insights into student perceptions of School Safety, School Connectedness, and Academic Success/Engagement. The available data is disaggregated by key school-level student groups—Elementary, Middle, and High School—revealing clear trends across the district's grade spans.  Overall, the data demonstrates that positive perceptions are highest at the elementary level and gradually decline as students progress into middle and high school.   Elementary School Climate Data: Our elementary students reported the highest overall levels of satisfaction and security across all three domains:  School Safety: 86% Positive, 10% Neutral, 4% Negative  School Connectedness: 80% Positive, 16% Neutral, 4% Negative  Academic Success/Engagement: 76% Positive, 16% Neutral, 5% Negative   Middle School Climate Data At the middle school level, while favorable responses remain strong, there is a noticeable shift toward neutral and negative perceptions:  School Safety: 78% Positive, 14% Neutral, 8% Negative  School Connectedness: 71% Positive, 23% Neutral, 6% Negative  Academic Success/Engagement: 67% Positive, 20% Neutral, 13% Negative.  High School Climate Data High school survey responses highlight our most critical areas for growth, as positive sentiment drops and neutral or negative responses increase significantly:  School Safety: 59% Positive, 23% Neutral, 18% Negative  School Connectedness: 52% Positive, 32% Neutral, 16% Negative  Academic Success/Engagement: 51% Positive, 27% Neutral, 22% Negative|Data Analysis and Key Take aways: An analysis of these subsets reveals that School Safety consistently tracks as the strongest indicator across all grade spans, retaining a majority positive view even at the high school level (59%). Conversely, Academic Success/Engagement presents a district-wide area of focus, dropping to just 51% positive at the high school level, with 22% of students expressing negative perceptions.  This progressive decline from elementary to secondary sites highlights a clear systemic need. The district will utilize these findings to target secondary school environments, implementing specific frameworks to bolster school connectedness and academic engagement for our older student populations. The feedback paints a picture of a district that is highly successful in creating a nurturing, connected, and holistic educational environment. The overwhelming sentiment is that the district's greatest asset is its people. Staff dedication, combined with robust social-emotional and academic frameworks, is driving positive school culture. However, the feedback also serves as a critical warning indicator: the current level of success relies heavily on immense human effort, which is beginning to strain staff capacity, particularly concerning Special Education and post-pandemic academic expectations.|"To ensure continuous growth and effectively support our entire educational community, the district must address several critical areas for improvement, beginning with accountability and behavioral safety. A safe and structured campus is foundational to learning, and there is a recognized need to address disruptive behaviors more effectively to prevent them from undermining instructional time. Moving forward, the district must implement stricter, more consistent discipline protocols. Additionally, there is an urgent call to expand the visible, daily presence of site administrators and hire more 1:1 behavioral aides, with a specific focus on supporting early education classrooms like TK and first grade.  Beyond campus safety, elevating instructional support and academic rigor is vital to guaranteeing that every student is truly college and career ready. Feedback indicates that outdated instructional materials in core subjects like ELA, Math, and History need to be replaced to align with current academic standards. Furthermore, the district must shift away from a passive, ""waiting room"" intervention model. By hiring dedicated Reading Specialists and implementing proactive, targeted academic supports, we can ensure that our instructional frameworks actively accelerate student growth rather than stalling it.  The success of these academic and behavioral initiatives relies heavily on the dedication of our educators and classified staff, making staff value and retention a crucial focus area. Current operational demands, particularly the execution of inclusion mandates without adequate assistance, are contributing to burnout and lowering morale. To build a more sustainable environment, the district must provide the necessary classroom aides and resources to support these mandates. Additionally, reducing tedious administrative paperwork, lowering class sizes, and increasing compensation for both teaching and classified staff are necessary steps toward respecting our professionals' judgment and improving long-term retention.  Finally, fostering a truly inclusive district requires intentional action to promote equity and diversity, ensuring all student subgroups feel represented and supported. The district must actively celebrate our diverse community through established recognition periods, such as Hispanic Heritage and Black History months, integrating these cultural celebrations into everyday school life. Furthermore, creating specific, equitable support systems and academic pathways for students of color and those attending alternative school sites will ensure that marginalized groups receive the targeted resources they need to thrive both academically and socially across the district."|Met||2026-06-23|2026
36738580000000|Baker Valley Unified|6|Local surveys were implemented and collected by BVUSD administration to better understand the needs of students, families, and the community. Following the review and analysis of the survey data, stakeholders identified a significant need for increased mental health and medical services within the community. Survey results indicated that many students and families currently must travel more than 70 miles to access the nearest medical and mental health facilities, creating substantial barriers to receiving timely and consistent care. In response, the district continues to explore partnerships and resources aimed at improving access to support services for students and families. These findings have helped guide ongoing discussions and planning efforts focused on addressing student wellness, expanding available supports, and reducing barriers to essential healthcare services within the community.|The BVUSD will continue to build strong relationships with families while also prioritizing access to essential student support services. The district remains committed to ensuring that students have access to the mental health resources they need to support their overall well-being. In addition, BVUSD is dedicated to addressing the physical, mental, and emotional health of all students. The district will continue working to identify, develop, and connect students and families with appropriate resources and services as needs arise, ensuring that supports are accessible and responsive.|The BVUSD will continue to work closely with students to listen to their needs and ensure their voices are heard. In partnership with community resources, the district remains committed to expanding access to medical and mental health services for students. Through ongoing collaboration and support systems, BVUSD aims to connect students with appropriate services that promote their overall well-being and academic success. These efforts reflect the district’s continued dedication to addressing the physical, mental, and emotional health needs of all students.|Met||2026-06-18|2026
36738900000000|Silver Valley Unified|6|Silver Valley USD administered the 2026 Panorama Annual Student Surveys to students in grades 3–12, with 448 responses from grades 3–5 and 671 responses from grades 6–12. Overall, results show positive perceptions of school climate, belonging, safety, engagement, and adult support, with stronger results at the elementary level than at the secondary level. For grades 3–5, favorable results included School Climate at 81%, School Belonging at 86%, School Safety at 84%, School Engagement at 91%, Learning Behaviors at 93%, Rigorous Expectations at 97%, and School Fit at 79%. Elementary students reported strong adult support, including 92% favorable for having an adult who cares about them, 93% for having an adult who tells them when they do a good job, and 97% for adults encouraging them to do their best. Areas for continued attention include students’ sense of belonging, with 80% reporting they feel part of the school, and school fit, with 79% reporting they are happy to be at school.  For grades 6–12, favorable results included School Belonging at 82%, School Climate at 77%, School Engagement at 76%, and School Fit at 55%. Secondary students also reported positive adult connections, with 87% indicating an adult cares about them, 87% indicating an adult believes they will be successful, and 90% indicating an adult tells them when they do a good job. Areas for improvement include perceived fairness, with 64% favorable; knowing an adult to talk to about non-academic challenges, with 71% favorable; feeling safe at school, with 79% favorable; and school fit, with 55% reporting they would recommend their school and 61% reporting they are happy to be at school.  The reports provide available disaggregation by grade span and school attended, but do not include results by state-defined student groups such as English learners, foster youth, students with disabilities, socioeconomically disadvantaged students, race/ethnicity, or homeless youth. Based on the available data, the district will continue to prioritize student connectedness, perceived fairness, safety, trusted adult relationships, and overall school fit, particularly for students in grades 6–12.|A key strength is positive student-adult relationships. In grades 3–5, 92% of students reported that an adult at school really cares about them, 93% reported that an adult tells them when they do a good job and 97% reported that adults encourage them to do their best. In grades 6–12, 87% reported that an adult cares about them, 87% reported that an adult believes they will be successful, and 90% reported that an adult tells them when they do a good job.  Elementary students also reported high levels of engagement and support, including 91% favorable for School Engagement, 93% for Learning Behaviors, 86% for School Belonging, and 84% for School Safety. These results suggest that elementary students generally feel supported, connected, and safe at school.  Identified needs are more evident at the secondary level. Grades 6–12 results were lower for School Fit at 55%, student happiness at school at 61%, perceived fairness at 64%, and knowing an adult to talk to about non-academic challenges at 71%. These data indicate a need to strengthen student voice, fairness, belonging, access to trusted adults, and overall school connectedness, particularly for students in grades 6–12.|The district will use survey findings to guide site-level planning and LCAP implementation. Secondary sites will expand student voice opportunities, such as surveys, focus groups, advisory discussions, and student leadership input, to better understand student experiences and identify solutions. The district will also reinforce consistent expectations for respectful interactions, relationship-building and supportive school environments. Panorama results will be monitored annually by grade span and school site. Because current reports do not include state-defined student group data, the district will explore expanded disaggregation in future survey reporting to better target supports and actions.|Met||2026-06-16|2026
36739570000000|Snowline Joint Unified|6|Based on the 2026 Hanover LCAP Survey Analysis, Snowline Joint Unified School District collected local climate survey data from students in grades 6 through 12 to measure perceptions related to school connectedness, relationships, fairness, safety, and overall school climate. Survey findings indicate strengths in peer relationships and inclusiveness, along with identified areas for continued growth related to fairness, bullying, and school safety.  Based on the 2026 Hanover LCAP Survey Analysis, Snowline Joint Unified School District collected local climate survey data from students in grades 6–12 to measure perceptions of school connectedness, relationships, fairness, safety, and overall school climate. Results indicate strengths in student connectedness and peer relationships, while highlighting areas for continued growth related to fairness, bullying, and school safety.  Student connectedness remains a notable strength. Overall, 84% of students report having friends at school, ranging from 81% to 92% across student groups. Additionally, 82% report that students from different cultural backgrounds become friends, with results ranging from 80% to 88% among racial and ethnic groups.  Survey results also identified concerns regarding fairness and equitable treatment. Overall, 57% of students report that school rules are fair. Responses varied significantly by subgroup, ranging from 35% among Multi-racial students to 81% among Asian students. Similarly, 51% of students report that all students are treated fairly, with subgroup results ranging from 29% to 52%.  Student perceptions of respect and relationships indicate additional opportunities for improvement. Overall, 53% of students report that students respect teachers and staff, while 48% report that students get along with one another and respect differences. Responses across student groups generally ranged from the mid-30% to mid-60% levels.  School safety and student support were also identified as areas of focus. Overall, 59% of students report feeling safe at school, with subgroup results ranging from 45% to 69%. Likewise, 59% report feeling comfortable talking to school staff, with responses ranging from 45% to 68% among student groups.  Bullying emerged as the most significant concern. Only 30% of students overall report that bullying is not a problem at school. Across student groups, responses ranged from 25% to 38%, indicating a widespread perception that bullying remains an issue.  Overall, the local climate survey data demonstrate strong student connectedness and positive peer relationships while identifying ongoing needs related to bullying prevention, fairness, respectful interactions, and ensuring all students experience safe, equitable, and supportive learning environments.|Based on the analysis of the 2026 Hanover LCAP Survey data, Snowline JUSD identified several key strengths related to student connectedness, peer relationships, and supportive school environments, along with areas requiring continued improvement to strengthen overall school climate.  A major strength is students’ sense of belonging and peer connection. Eighty-four percent of students report having friends at school, and 82% indicate that students from different cultural backgrounds become friends. These findings suggest that many students experience positive peer relationships and inclusive social interactions across school campuses. Additionally, 59% of students report feeling safe at school, while 59% feel comfortable talking with school staff, indicating that many students identify trusted adults and supportive relationships within the school environment.  The district also recognizes several important areas of need. Student perceptions regarding fairness and equitable treatment continue to require attention, as only 57% of students believe school rules are fair and 51% believe all students are treated fairly. Similarly, only 53% of students report that students respect teachers and staff, and 48% indicate students get along and respect differences. These findings suggest a continued need to strengthen school culture, student accountability, respectful interactions, and relationship-building practices across campuses.  Bullying remains a significant concern identified through the survey data. Only 30% of students believe bullying is not a problem at school, indicating the need for continued focus on bullying prevention, intervention, supervision, and social-emotional supports. Although students report strong peer friendships overall, the district recognizes the importance of ensuring all students consistently experience emotionally and physically safe learning environments.  Overall, the survey findings demonstrate that Snowline JUSD continues to build positive and connected school environments while also identifying clear opportunities to strengthen fairness, safety, student relationships, and school climate systems districtwide.|LCAP Goal 2 for Snowline Joint Unified School District states: “All students will have a safe, orderly, and inviting learning environment.” The analysis of the 2026 Hanover LCAP Survey data identified several areas where the district will continue refining and strengthening existing plans, practices, and procedures to support continuous improvement in school climate and student well-being.  Survey findings indicate strong student connectedness and peer relationships, with 84% of students reporting they have friends at school and 82% indicating students from different cultural backgrounds become friends. The district will continue supporting programs and practices that foster inclusion, student connectedness, relationship-building, and positive school culture across all campuses.  At the same time, survey results identified continued areas of need related to fairness, student behavior, bullying, and respectful interactions. Only 57% of students report that school rules are fair, while 51% believe all students are treated fairly. Additionally, only 30% of students believe bullying is not a problem at school. In response, the district will continue strengthening Positive Behavioral Interventions and Supports (PBIS), restorative practices, and social-emotional learning supports districtwide. Schools will continue emphasizing consistent expectations, relationship-centered practices, and proactive interventions designed to strengthen school climate and student behavior.  The district will also continue providing professional learning for staff focused on relationship-building, culturally responsive practices, student engagement, restorative approaches, and effective classroom management strategies. Additional emphasis will be placed on strengthening student voice and connectedness through advisory opportunities, student leadership, mentoring supports, and relationship-building structures that help students feel safe and supported on campus.  Because 59% of students report feeling safe at school and 59% feel comfortable talking to school staff, the district recognizes the importance of continuing to strengthen trusted adult relationships and student support systems. Schools will continue increasing access to counseling, wellness, behavioral, and intervention supports while reinforcing systems that encourage students to seek help when needed.  Snowline JUSD will continue utilizing educational partner feedback, climate survey data, student input, and local data measures to monitor progress and guide future actions. Through these ongoing efforts, the district remains committed to creating safe, respectful, equitable, and welcoming learning environments that support the success and well-being of all students.|Met||2026-06-30|2026
36741380000000|Colton-Redlands-Yucaipa ROP|6||||Not Met|||2026
36742110000000|Baldy View ROP|6||||Not Met|||2026
36745180000000|San Bernardino County ROP|6||||Not Met|||2026
36750440000000|Hesperia Unified|6|During the 2025-2026 school year, the district administered the Youth Truth Survey across grade levels 4th-12th. Survey results indicated that some of the strengths across our district were in the areas below.  Elementary: Instructional Methods - The degree to which the teacher uses techniques that probe for understanding and provide effective support for students. Culture - The degree to which students experience an orderly and respectful classroom environment.  Secondary: College and Career Readiness - The degree to which students feel equipped to pursue college and careers. Academic Challenge - The degree to which students feel they are challenged by coursework and teachers.  Some of the areas for growth included the areas below.  Elementary: Engagement - The degree to which students perceive themselves as engaged with their school and their education. Belonging - The degree to which students feel a sense of belonging during school.  Secondary:  Culture - The degree to which students feel belonging and respect within their school culture.  Relationships - The degree to which they feel they receive support and personal attention from their teachers.|The data shows that our students are being challenged academically and that they feel safe in their schools. Students are also leaving our schools feeling well-equipped to pursue college and career opportunities. A key next step is to bolster student engagement and relationships, ensuring students feel more connected and involved with their teachers, school, and education. We will continue to focus on fostering a stronger sense of belonging and relationships for all students, so they feel more connected and integrated within their school communities.|Our recent analysis identified student engagement, belonging, and relationships as key areas for growth across our schools. Each site will now use this valuable information to reflect on current practices, directly informing specific, actionable steps to be included in their School Plan for Student Achievement (SPSA). This ensures we are not just acknowledging areas for improvement but actively committing to making changes that will foster deeper student connection and involvement within our school communities.|Met||2026-06-10|2026
36750440107516|Summit Leadership Academy-High Desert|6|Summit Leadership Academy used Sown To Grow (STG) data to monitor school climate, belonging, and student connectedness during 2025–26. The platform included 245 active students, 29 active teachers, and 3,907 student reflections. Schoolwide data showed that students’ reported sense of belonging increased from 46% in 2024-25 to 62% in 2025-26, a 16-percentage-point gain. Students identified as experiencing challenges were referred to Wellness Center staff and received counseling, psychoeducation, and other targeted supports to promote mental health, wellness, and school success. Teacher engagement indicators, including read rates, response rates, and alert response rates, ranged from 69% to 100%, showing strong staff participation in reviewing and responding to student reflections. Available data is currently reported at the schoolwide level; disaggregated data by student group was not included in the snapshot. The LEA will continue exploring opportunities to analyze climate and belonging data by subgroup as available.|The data shows several strengths, including increased student belonging, strong student participation, and meaningful teacher engagement. The 16-point increase in sense of belonging suggests that schoolwide efforts to build student connection and adult-student relationships are having a positive impact. Nearly 4,000 reflections show that students consistently engaged in self-reflection, while strong teacher read and response rates indicate that staff used the data to support students. A key strength was the school's 100% response rate to student alerts. Timely referrals to Wellness Center staff ensured students received counseling and other supports when needed. This proactive intervention system helped address student needs and likely contributed to improved belonging, wellness, and school connectedness. SLA identified a need for more consistent implementation routines, regular progress monitoring, and access to disaggregated data to better understand whether all student groups are experiencing similar outcomes.|Based on the data, Summit Leadership Academy will strengthen implementation routines to support student belonging and school climate. The LEA will deliver supplemental professional development to faculty, provide staff reminders, and use schoolwide communication to increase consistency. School leaders will review STG data regularly during leadership and staff meetings to monitor progress, identify trends, and celebrate successes. Staff will continue monitoring alert data to ensure timely follow-up for students needing support. The LEA will also work with the vendor to explore options for disaggregating climate and belonging data by student group to better identify potential disparities. These actions are intended to sustain gains in belonging, strengthen student-adult relationships, improve implementation fidelity, and support continuous improvement in school climate.|Met||2026-06-10|2026
36750440112441|Pathways to College K8|6|Pathways to College K-8 administered the California Healthy Kids Survey (CAHKS) during the 2025-26 school year to gather information regarding school climate, safety, connectedness, and student well-being. The following summarizes key indicators for elementary and middle school students. School Climate Indicator	Elementary	Hispanic (Elementary)	Middle School	Hispanic (Middle School) Overall School Connectedness	67%*	66.5%	55.6%**	55.6% Students Reporting They Feel Safe at School	73%*	63.5%	61.6%**	63% Students Reporting Positive Relationships with Adults at School (Caring Adults)	78%*	73%	58.3%**	57% 			 *Elementary values represent the combined average of Grade 3 and Grade 5 survey results: School Connectedness (71% and 64%), Feeling Safe at School (72% and 74%), and Caring Adults in School (81% and 75%).  **Middle School values represent the combined average of Grades 6-8 survey results: School Connectedness (56%, 53% and 58%), Feeling Safe at School (52%, 68% and 65%), and Caring Adults in School (62%, 48% and 65%).|Analysis of the 2025–2026 California Healthy Kids Survey data identified several strengths as well as opportunities for continued growth in school climate across both elementary and middle school grade spans. At the elementary level, students reported relatively positive perceptions of school climate, with 67% reporting a strong sense of school connectedness, 73% indicating they feel safe at school, and 78% reporting positive relationships with caring adults. Hispanic elementary students reported similar levels of school connectedness (66.5%) and positive relationships with adults (73%), although their reported sense of safety (63.5%) was notably lower than the elementary average. Middle school survey results reflected lower levels of positive perceptions across all three indicators. Overall school connectedness was 55.6%, while 61.6% of students reported feeling safe at school and 58.3% reported positive relationships with caring adults. Hispanic middle school students reported nearly identical outcomes, including 55.6% for school connectedness, 63% for feeling safe, and 57% for positive relationships with adults, suggesting that these experiences are consistent across the broader middle school population rather than isolated to one student group. Overall, the data suggest that students generally experience a more positive sense of belonging, safety, and adult support in the elementary grades than in middle school. The relatively strong elementary results, particularly regarding caring adult relationships, represent an important foundation on which to build. At the same time, the decline in perceptions of connectedness and adult relationships among middle school students highlights a need to strengthen student engagement, foster stronger relationships between students and trusted adults, and continue efforts to ensure that all students feel safe and connected at school. For Hispanic students, results closely mirrored those of the overall student population, indicating that school climate initiatives should continue to focus on improving outcomes for all students while maintaining culturally responsive practices and ensuring equitable access to supportive relationships and inclusive school environments. This analysis reinforces the importance of continuing strategies that promote positive school climate, strengthen student-adult connections, and support students' sense of belonging and safety, particularly during the transition into and throughout the middle school grades.|Based on the analysis of local school climate data and key learnings from educational partner input, the LEA has determined that continued refinement of existing plans, policies, and procedures is needed to strengthen students’ sense of belonging, safety, and connection with caring adults. The LEA will continue prioritizing school climate initiatives that promote positive relationships, student engagement, and inclusive learning environments, with particular attention to expanding supports for middle school students. To address identified needs, the LEA will revise and strengthen existing student support practices by increasing opportunities for positive relationship-building through advisory activities, restorative practices, and structured student voice opportunities. These actions are intended to help students feel more connected to school, increase trust between students and staff, and provide students with meaningful opportunities to share their experiences and needs. The LEA will also continue implementing social-emotional learning strategies across the school and will provide professional learning for staff focused on inclusive classroom practices, positive behavior supports, culturally responsive practices, and relationship-centered approaches. These refinements will support staff in creating safe, welcoming, and supportive classrooms where all students feel valued and respected. Overall, the LEA will use local climate data and educational partner input to guide continuous improvement by strengthening advisory, restorative practices, SEL implementation, student voice, and professional learning. These changes are intended to improve school connectedness, support student well-being, and ensure that school climate practices are responsive to the needs identified through the self-reflection process.|Met||2026-06-16|2026
36750440114389|Altus Schools Mirus|6|Altus Schools Mirus (Mirus) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that a key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Mirus’ LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, Mirus exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHKS survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Mirus’s response rate on the CHKS at each grade level was Grade 7 (67%), Grade 9 (23%), and Grade 11 (53%) for CHYS Core and Grade 7 (58%), Grade 9 (21%), and Grade 11 (50%) for CHYS Behavioral Health.|In 2025-2026, 97.2% of students reported that they felt safe at Mirus and 98.5% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 Mirus’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Mirus didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group except Hispanic.  Key learnings included that 30% of 9th graders and 18% of 11th reported experiencing sadness/hopelessness  and 0% of 9th and 0% of 11th graders reported having considered attempting suicide in the past 12 months.  For Hispanic students,  23% of 11th experiencing sadness/hopelessness and 0% of 11th having considered suicide in the past 12 months.  0% of students in 9th and 0% in 11th reported having used alcohol or drugs in the past 30 days.  For Hispanic students 0% of 11th reported drug or alcohol use in the past 30 days and 0% of 11th reported vaping in the past 30 days.  50% of students in 9th and 42% in 11th reported bedtime of 12am or later, and 60% of students in 9th and 63% in 11th reported eating breakfast today.  Most students (87% in 9th and 86% in 11th) reported having caring adult relationships at school.  Among Hispanic students the results and 95% in grade 11th.  90% of students in 9th and 94% in 11th report that teachers at the school treat students fairly.  92% of 9th and 81% of 11th graders reported overall life satisfaction and  for Hispanic, 85% of 11th graders reported life satisfaction.   In the past 12 months 20% of 9th and 18% of 11th grade students reported wanting to receive mental health services,  30% of 9th and 12% if 11th reported receiving mental health services and 10% of 9th and 24% of 11th reported barriers to receiving services.|Altus Schools Mirus administers the California Healthy Kids Survey (CHKS) in addition to an annual LCAP Educational Partner Engagement Survey to evaluate students’ perceptions of mental health, social-emotional health, school climate, and connectedness. Based on the results of the CHKS, the school’s educational partners have indicated that students continue to have academic, physical, emotional, and mental health needs, including elevated needs for mental health services. To address these needs, Mirus operates a school meal program and provides an annual Family Resource Night to inform parents and family members about available programs and services. The school also provides a Healthy Youth Therapist to deliver targeted counseling services and referrals, as well as a Homeless and Foster Youth Liaison to proactively support students’ academic, physical, mental health, and social-emotional needs. These supports contribute to improved educational outcomes, promote stability, and foster a supportive and inclusive environment for these student groups. While students continue to have social-emotional and health-related needs, over 90% of students surveyed continue to report high levels of satisfaction with school safety and their overall experience at Mirus.|Met||2026-06-24|2026
36750440116707|Encore Jr./Sr. High School for the Performing and Visual Arts|6||||Not Met For Two or More Years|||2026
36750440118059|LaVerne Elementary Preparatory Academy|6|The scholars of LEPA are surveyed in an annual school climate survey. Last year, surveys were provided to scholars in grades 3 and 6. According to these surveys, scholars at LEPA feel supported, safe, and provided with a sound education by staff who care. Our scholars state that LEPA recognizes their academic and behavioral achievements. They feel the school has high standards for both academic and social skills.|Scholars at LEPA feel that the school has high standards for achievement and strong character. They also indicated that the staff feels they are capable of achieving their academic goals. Scholars feel LEPA is a safe place to learn and most enjoy coming to school. Scholars identified needs include a continued commitment to build scholars'self-awareness and confidence, and interpersonal relationships. A continued commitment to character development and positive behavior strategies was also a key learning from student survey data. Scholars stated they feel safe at school and know at least one adult they can go to if they need support or encouragement.|The plans currently in place have improved outcomes in regard to the areas indicated in the data presented above. Scholar assemblies and individual and group support will continue to be a focus, along with increased attention to positive behaviors in and out of the classroom.|Met||2026-06-26|2026
36750510000000|Lucerne Valley Unified|6|We surveyed students asking how they felt about their school. Here are the results: 91% agreed that they like school   86% agreed that they feel successful at school  89% agreed that the school has high standards for achievement   92% agreed that the school sets clear rules for behavior   90% agreed that teachers and staff treat them with respect   86% agreed that students are frequently recognized for good behavior   91% agreed that staff is working to keep the school and myself safe   88% agreed that they know an adult they can talk to if they need help|The data showed a high level of engagement by all student groups. There were no measurable differences between student groups.|The LEA plans to increase student recognition and awards for positive performance. We believe this will help with student performance.|Met||2026-06-12|2026
36750510115089|Sky Mountain Charter|6|In the Spring of 2025, all Sky Mountain students in grades 5, 8, and 12 were given an opportunity to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety.  Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Consistently high across all grade levels is support from students’ teachers, with 98% of students in each grade level reporting that their teacher encourages them to do their best. Similarly, 94% of students report feeling safe at school-sponsored activities and events. Survey data also supports positive peer relationships.|Grade level-specific findings include: 5th Grade: 96% feel school rules are fair. 96% rate school as a positive experience. 96% say their ES encourages them to do their best. There is also a strong sense of belonging and adult care is also reported. 54% report participating in school-sponsored activities. 8th Grade: 100% feel encouraged by their ES. 93% feel adults are interested in them and their interests. 93% also feel school is a positive experience. Perceptions of fairness begin to decline, though still remain high at 86%. Only 14% of students reported participation in school-sponsored activities. 12th Grade: 100% feel encouraged by their ES, and 100% rate school as a positive experience. Feelings of adult-student connections remain high at over 93%. Like grade 8, we also see a low rate of participation in school activities at 14%.|Participation in school-sponsored activities continues to be our lowest outcome. To address this need, we continue to increase the number of field trips and school clubs offered. We also implemented regular park days in strategic locations throughout our service area, which will continue through summer. We can further address this by developing more activities geared toward our higher grade levels.|Met||2026-06-04|2026
36750510136432|Alta Vista Innovation High|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *97% of students reported that they felt connected to an adult at the school|This was very meaningful feedback to the school because the faculty and leadership are committed to ensuring that each student experiences a safe, trustworthy, and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students enroll in our school with unique needs that require additional, individualized attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us.|Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 98% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.  In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-26|2026
36750510136960|Elite Academic Academy - Lucerne|6|At Elite Academic Academy, we collect data through multiple mini-surveys administered at the end of each learning period. These surveys are designed to gauge student, parent, and staff satisfaction across various aspects of the educational experience. Below are the results from the most recent surveys:  Satisfied with curriculum: 96.8% Satisfied with communication and responsiveness: 99.3% Satisfied with opportunities such as field trips and extracurriculars: 88.2% Feel connected to the school: 91.8% Satisfied with experience with our teacher: 100% Satisfied with overall experience at Elite: 98.2%  Throughout the year, we focused on monitoring student wellness, school climate, and connection. The Student Support Team distributed Elite Cares Surveys to all student stakeholders to measure student engagement and feelings of connection. Each survey response was followed up with direct communication from the teacher, MTSS Director, or school counselor based on student needs.  These surveys provided valuable insights that guided several changes. For example, students expressed feelings of loneliness and boredom, which led to the creation of more clubs and enrichment opportunities, including a Student Leadership Club. Additionally, we identified that some students felt disconnected from their teachers or the school, prompting outreach from our Support Team, resulting in students feeling valued and seeing improvements in their academic progress.  From the surveys, we also gathered data on student progress:  59% of middle and high school students were on track with their work 30% were a little behind but receiving support 11% needed additional help  In direct response to these results, we offer a virtual study hall for students to receive academic support and connect with their teachers. This initiative addressed the concerns raised by students about needing more academic guidance and connection with their teachers.|Key Learnings and Identified Needs:  Student Well-being and Engagement: Feedback from Elite Cares Surveys revealed significant insights into students' emotional and social well-being, particularly regarding feelings of loneliness and boredom. These findings underscore the need for enhanced social connections and additional enrichment opportunities to foster a more engaging school environment.  Academic Progress and Support: Survey data highlighted that 30% of students were slightly behind in their academic work, while 11% required more substantial support. In response, the school introduced initiatives like virtual study halls to provide targeted academic support and strengthen student-teacher relationships.  School Climate and Communication: While students and families reported high satisfaction with communication, particularly regarding family-school interactions, there is still room to increase engagement in school activities and further improve school climate.  Areas of Strength:  Diverse Educational Offerings: One of our key strengths is the variety of state-approved curricula available at Elite Academic Academy, ensuring students have access to UC/A-G courses, CTE pathways, and high school diploma tracks. Our ability to document personalized learning choices reflects our commitment to individualized education.  Personalized Approach to Education: Our use of student interest surveys and incorporating student feedback in course creation allows us to tailor education to individual needs, fostering a more relevant and engaging academic experience.  Areas for Improvement:  Expansion of Career Technical Education (CTE) Pathways: We are actively expanding our CTE offerings, providing a wider range of pathways to better equip students with practical skills and career opportunities. This is an ongoing effort to strengthen and align our programs with student needs and workforce demands.  Broaden English Learner (EL) Curriculum: We are enhancing our EL curriculum from TK-12 to ensure comprehensive support for our diverse student population. This aligns with our goal of providing equitable educational opportunities for all students and continues to be a key area of focus.  Increase VAPA and Physical Fitness Options: We are adding more Visual and Performing Arts (VAPA) and Physical Fitness offerings to ensure a well-rounded, holistic education for our students. These additions complement our core academic curriculum and are aligned with our mission to support all aspects of student development.  Support for Student Wellness: In addition to academic and extracurricular expansions, we have introduced more group counseling programs focused on growth mindset, anxiety, and grief. These programs aim to support students' emotional well-being, further aligning our offerings with the needs of our school community.|Expansion of Enrichment Opportunities: In response to students' feelings of loneliness and boredom, Elite will continue to expand clubs and enrichment opportunities. This may involve revising existing policies to allocate resources and time for the development and promotion of additional extracurricular activities that cater to diverse student interests.|Met||2026-06-18|2026
36750510137794|Gorman Learning Center San Bernardino/Santa Clarita|6|According to the Gorman Learning Charter Network (GLCN) Parent Satisfaction Survey, families continue to report a positive perception of the school's climate and learning environment. Overall, 98% of parents indicated that Gorman provides a positive learning environment for all students. Additionally, 98.2% of parents reported that Gorman fosters a welcoming and inclusive environment for all parents and guardians. Furthermore, 92.9% of parents expressed satisfaction with how much their child is learning at Gorman.  These survey results demonstrate positive school climate perceptions among families and highlight the LEA's continued commitment to maintaining a safe, inclusive, and supportive learning environment that promotes student success.|While the survey results are highly favorable, the LEA recognizes the importance of continuous improvement. Gorman will continue to strengthen family engagement by expanding opportunities for parent participation, increasing communication, and gathering additional feedback from underrepresented student groups to ensure all families have equitable opportunities to share their perspectives. These efforts will help the LEA identify and address the unique needs of all students while maintaining a positive and inclusive school climate.|To better support underrepresented families, the LEA will continue to strengthen communication through the Homeless and Foster Youth Liaison, the English Learner (EL) Coordinator, the Special Education (SPED) team, and the Multi-Tiered System of Supports (MTSS) team. Parent surveys and ongoing feedback opportunities will be incorporated into family workshops and meetings to ensure educational partner input informs future planning and decision-making.  The LEA will regularly review survey results, participation data, and educational partner feedback to evaluate the effectiveness of these efforts and make adjustments as needed. These actions support Gorman's commitment to continuous improvement by strengthening family partnerships, increasing equitable access to resources, and maintaining a positive, inclusive school climate.|Met||2026-06-18|2026
36750510138107|Southern California Flex Academy|6|The 2025-2026 Climate and Connectedness surveys were completed by students, parents/guardians, teachers, staff, and administrators. The school received 395 responses to the Climate and Connectedness surveys. The survey data showed the following:   Overall Scores by Educational Partner:  - 95% of students surveyed feel that SCFA is a welcoming place for them and their family - 91% of all parents/guardians gave the school a rating of a 4 or a 5 out of 5  Scores Disaggregated by Student Group:  - 94% of English language learners and families gave the school a rating of 4 or 5 out of 5 - 100% of foster youth and families gave the school a rating of 4 or 5 out of 5 - 100% of MKV (Unhoused) students and families gave the school a rating of 4 or 5 out of 5 - 100% of students and families who identify as Asian gave the school a rating of 4 or 5 out of 5 - 94% of students and families who identify as Black or African American gave the school a rating of 4 or 5 out of 5 - 94% of students and families who identify as Hispanic or Latino gave the school a rating of 4 or 5 out of 5 - 100% of students and families who identify as Native American or Alaska Native gave the school a rating of 4 or 5 out of 5 - 91% of students and families who identify as White gave the school a rating of 4 or 5 out of 5 - 100% of students and families who qualify for Free or Reduced Price Meals (FRPM) gave the school a rating of 4 or 5 out of 5|"Areas of Strength:   1. High General Satisfaction Across Demographics  - The school maintains an exceptionally high baseline of satisfaction. 93.7% of all respondents rated their overall experience as a 4 or 5.  - This positive sentiment remains consistent across our underserved student groups, with 100% of Foster Youth, Unhoused (MKV) families, Asian, and Native American respondents giving a 4 or 5 rating.  - Families with a household income under $30,000 reported a 100% positive rating, indicating that the school is meeting the needs of its most economically vulnerable populations.  2. Welcoming Environment and Student Safety  - 92.9% of parents agree or strongly agree that they feel welcome at the school.  - An even higher margin (94.6%) of students feel welcome, with 83.9% choosing ""Strongly Agree.""  - The vast majority of community partners express deep trust in the school’s ability to protect students' well-being and handle safety concerns appropriately.  3. Policy Transparency  - 94.7% of respondents understand school expectations and policies. This clarity is a cornerstone of the school’s organizational strength, ensuring that families, students, and staff are aligned on operational standards.   Identified Needs:   1. Strengthen the ""Feedback Loop"" with Community Partners  - While scores are high, SCFA can improve communications to show how parent feedback directly influences decisions.  2. Strengthening Engagement with White and Black/African American Families  - While still high, satisfaction rates for these groups were slightly lower than the school average.  At Southern California Flex Academy, we strive to address the specific needs of our underrepresented student groups. Overall, the results of the 2025-2026 Climate and Connectedness survey data were very positive. We discovered that the great majority of our students, parents/guardians, staff, teachers, and administrators would rate our school very high on a scale of 1-5. Within the data, the results showed areas of improvement, specifically for engagement with our Black or African American and White student groups."|The data from the 2025-2026 Climate and Connectedness surveys showed that educational partners at Southern California Flex Academy are overwhelmingly satisfied to a high degree with the school. To increase the overall satisfaction of the school, SCFA will increase the cadence of Town Hall meetings and encourage students and school staff to participate. The school will continue to offer the Student Success Coach program and the MTSS program to all students. The school will continue to offer access to our Mental Health Counselor and MKV Liaison to all students.|Met||2026-06-10|2026
36750510139188|Granite Mountain Charter|6|Granite Mountain continues to use local climate surveys as an important way to gather feedback from students, families, and staff, and overall results show a very positive school climate across all groups. Parent survey data shows strong satisfaction, with over 90% of families agreeing or strongly agreeing that the school communicates expectations clearly (96.9%), provides access to materials (96.5%), and supports their child’s learning and social-emotional needs (over 90%), while 93.5% of families report feeling safe at school events. Student survey data also reflects a positive experience, with 84% of students feeling connected to staff and peers, 96.9% reporting they are happy at GMCS, and over 97% sharing they try their best each day and feel staff care about them; additionally, over 97% of students report teachers encourage them to do their best and listen to their questions and concerns.   When looking at specific student groups, responses remain consistently positive across all racial/ethnic groups, with the majority of students in each subgroup reporting that teachers encourage them and listen to them, typically ranging from about 90–100% agree or strongly agree. Staff data further supports this positive climate, with over 99% agreeing that GMCS promotes academic success and strong family partnerships, including over 80% strongly agreeing that the special education program effectively collaborates with families and supports student needs. While the data shows strong connections, safety, and support across all groups, survey feedback also highlights areas for continued growth, including increasing opportunities for in-person connection, expanding academic supports such as tutoring and math help, and improving communication clarity, especially around programs and student progress. Overall, GMCS uses this feedback each year to make improvements and ensure all students and families feel supported, connected, and successful.  Student Wellness Survey data: 84.4% of students feel connected to students and staff (39.1% strongly agree + 45.3% agree) 96.9% of students feel happy at GMCS (59.7% strongly agree + 37.2% agree) 97.1% of students feel they do their best each day (61.9% strongly agree + 35.2% agree) 97.7% of students feel staff care about them and encourage them (64.0% strongly agree + 33.7% agree)  My teacher(s) encourage(s) me to strive to do my absolute best. All Students: Strongly Agree: 68.0%; Agree: 29.4%  My teacher(s) listen(s) to my questions, comments, and concerns. All Students: Strongly Agree: 66.5%; Agree: 29.0%  My opinion matters at my school. All Students: Strongly Agree: 44.3%; Agree: 40.4%|Analysis of the 2025–26 local climate survey data highlights several key strengths and areas for growth at Granite Mountain. Overall, students report a very positive school experience, with 84% feeling connected to staff and peers, 96.9% feeling happy at school, and over 97% sharing that they do their best each day and feel cared for and encouraged by staff. In addition, 97.4% of students report that teachers encourage them to strive for their best, and 95.5% feel that teachers listen to their questions and concerns, showing strong relationships and a supportive learning environment. Parent and staff data also reflect high levels of satisfaction, with over 90% of families reporting positive experiences with communication, safety, and support, and over 99% of staff agreeing that the school promotes academic success and strong family partnerships. Data across student groups remains consistently positive, indicating that students from different backgrounds experience similar levels of support, encouragement, and connection.  At the same time, the data highlights areas for continued growth. While a strong majority of students feel their opinions matter (84.7%), this is slightly lower than other areas, indicating an opportunity to further strengthen student voice and involvement. Feedback from students and families also points to a need for more in-person opportunities, increased academic supports such as tutoring and math help, and clearer communication around programs, expectations, and student progress. Overall, the key learning is that Granite Mountain has built a strong, supportive school culture across all student groups, and will continue to focus on increasing engagement, expanding supports, and strengthening communication to ensure all students and families feel connected and supported in their success.|Based on the analysis of local climate survey data and educational partner feedback, Granite Mountain will continue to strengthen partnerships and improve student outcomes by building on prior efforts and implementing targeted enhancements. To address the need for increased student voice, GMCS will provide more structured opportunities for feedback through surveys, Learning Period meetings, and student groups, while continuing to communicate how input is used in decision-making. In response to consistent family feedback, GMCS remains committed to expanding both in-person and virtual opportunities, including additional community events, academic workshops, and extracurricular activities such as athletics and field trips to increase engagement and connection across regions. Communication systems will be strengthened through the continued use and refinement of ParentSquare to ensure families receive clear, timely, and relevant information. GMCS will also continue refining staffing and supports for multilingual learners through expanded English Language Development services and increased outreach, including more in-person opportunities, while strengthening individualized monitoring and support systems for McKinney-Vento, foster, and low socioeconomic students. In addition, collaboration between general education, Special Education, and Multilingual Learning teams will be enhanced to ensure more aligned and consistent support for students and families. Together, these actions reflect GMCS’s commitment to continuous improvement by increasing access, strengthening communication, and ensuring all students are supported academically and socially.|Met||2026-06-17|2026
36750690000000|Upland Unified|6|Results by school continue to vary along age/grade lines, with overall high school favorability responses ranking 4th out of all 14 schools. There is a disparity in favorable responses between the two junior high campuses, which are situated in geographically and socioeconomically distinct areas. The favorability scores of the elementary scores have slight differences as well and are generally aligned with the differences between the two junior high schools. However, there are several outliers within the elementary favorability data. Some schools that feed into a junior high with lower favorability have higher favorability data than other elementary schools.|When compared to our overall student responses, our socio-economically disadvantaged students reported slightly higher favorable results on the student survey at 80%, English Learners had a favorability rate of 78%, and Students with Disabilities was at 77 percent. We will continue to focus on restorative practices and SEL initiatives to increase engagement of all our student groups.|Our schools continue to strengthen their implementation of positive behavioral intervention and supports (PBIS) as means of proactively creating environments that are conducive to behaviors that allow students to learn. As these practices continue to take root in our schools, we expect to see continued improvements in suspension rates and chronic absenteeism as has been the trend based on the CA Dashboard data.|Met||2026-06-17|2026
36750770000000|Apple Valley Unified|6|Based on a rigorous comprehensive needs assessment and reflection, Apple Valley Unified School District (AVUSD) utilizes the YouthTruth Survey each November as our primary local instrument to evaluate school conditions and climate through the eyes of students, families, and staff. In our most recent evaluation window, family and guardian participation surged from a 15% baseline to 25% of households district-wide, while eligible staff participation reached 81%. At the student level, our high school advisory sessions engaged over 3,400 participants, and our elementary and middle school windows captured feedback from over 5,900 students. While this local instrument does not provide a single overall score, the district evaluates specific items reported as a percentage of positive responses to identify systemic trends, celebrate organizational strengths, and pivot toward targeted focus areas.|Our local climate data highlights significant progress in school safety perceptions. The percentage of positive responses to safety items grew across nearly all surveyed groups from their baselines, with high school students rising to 62% positive, elementary parents reaching 80% positive, and high school parents climbing to 72% positive. On-campus safety perceptions among elementary staff and high school staff also improved significantly to 76% and 77% positive respectively. These positive climate trends match our broader state metrics, which include moving our district graduation rate into the highest performance tier (93.0% - Blue) and achieving an 8.3% district-wide reduction in chronic absenteeism. However, our self-reflection process has illuminated critical grade-span and subgroup discrepancies that serve as our primary focus areas for improvement. While elementary parent engagement rose by 12 percentage points and culture indicators grew by 7 points, high school parent engagement declined by 4 points, and high school parent culture perceptions dropped by 2 points. Most notably, high school families reporting that they feel valued by their school faced a critical 15 percentage point decline, dropping to 44%. Furthermore, parents of students with special needs reported sharp drops in feeling valued by their schools, decreasing by 8 percentage points at the elementary level and by 17 percentage points at the high school level from their 2024 baselines.|These local insights, combined with localized attendance spikes among Long-Term English Learners and Foster Youth, are reviewed thoroughly by school site teams, district directors, and the District Advisory Committee. This recursive data review ensures that our final action plan aligns our restricted operational budget—such as our targeted Learning Recovery Emergency Block Grant funds—directly with community voice before final submission to the Board of Trustees. In addition, key insights from parents, staff, and students have led to the continued growth of our cell-phone usage policy at all school sites with great support from all parties.|Met||2026-06-11|2026
36750773631207|Academy for Academic Excellence|6|Annual climate surveys administered to both students and families provide the school with information to support current practices and feedback on areas of improvement. Students highlighted the following areas where they feel the school is doing well: -92% of students feel they have many opportunities to get involved in sports, clubs, and other activities outside of school -83% of students feel teachers are encouraging and helpful in their learning -87% of students stated their teachers are respectful Students highlighted the following areas where improvements need to be made: -62% of students feel that other students think it is OK to cheat if other students are cheating. -61% of students feel harassment, intimidation, and bullying by other students is a problem at the school. Families highlighted the following areas where they feel the school is doing well: -94% of families feel their child is safe at school -91% of families feel their child is respected at school by staff -88% of families feel their child enjoys going to school Families highlighted the following areas where improvements need to be made: -Families mentioned they would like more teacher communication from the secondary grade levels -Increase opportunities for socializing and promoting friendships on campus|Overall, students feel they are treated respectfully by staff and are encouraged to learn. They have many opportunities outside of school to be involved in sports, clubs, and activities. However, students do see a rise in cheating and the acceptance of the act. They also see a rise in harassment and bullying as being a problem at school. Families would like to see more consistency in communication and promoting socialization on campus.|In gaining an understanding of the feedback provided throughout the year from both students and their families, the school will be adding additional actions to its LCAP to support the needs identified. To support staff-to-student relationships, staff-to-families, and student-to-student relationships, staff will be participating in its annual training through Capturing Kids Hearts (CKH) to develop a culture of respect for all community partners. This research-based program shows a decline in referrals, an increase in attendance, and an increase in academic performance. The school will also review with our CKH partners the concerns some parents brought to our attention about developing friendships. With the addition of our new SEL program, Navigate 360, we can further design the curriculum to support anti-bullying and cheating. Additional communication training and expectations will take place for staff to better inform families of the information needed, including grades, events, and updates.|Met||2026-06-08|2026
37103710000000|San Diego County Office of Education|6|Evidence: The LEA administers a survey, as specified, and reports the results to its local governing board and through the local data selection option in the Dashboard. JCCS Overall Connectedness 72% of students feel adults have High Expectation (+4) 61% of students feel they that there are caring adults in school (+8) 55% School Connectedness (+6) 60% of students feel that teachers treat students fairly (+12) School Safety •72% of students feel safe at school (+6)|This school year we showed a growth in all areas. Most areas had an increase of 6% or more. Our biggest growth was 12% in students feeling they are treated fairly and the second being an 8% increase with students feeling they having caring adults in school.|To increase buy-in and build trust that the survey is anonymous to get more honest responses. Finally, assign personnel and resources to improve our connectedness, belonging and engagement in the program via our MTSS Structures.|Met|This data is from our  2025-26 California Healthy Kids Survey (CHKS) SDCOE.|2026-06-10|2026
37103710108548|Iftin Charter|6|During the 2025–26 school year, Iftin Charter School administered a local Student School Climate and Wellness Survey to students in grades TK–8 to assess perceptions of safety, connectedness, adult support, student relationships, and overall school climate. Survey results were reviewed alongside attendance data, behavioral records, stakeholder surveys, and student feedback to provide a comprehensive understanding of school climate.  Survey findings indicate that students generally experience a positive and supportive learning environment. A majority of students reported feeling safe, respected, and supported at school, and many identified stron relationships with teachers and staff. Students consistently reported that teachers encourage them to do their best, provide help when needed, and create learning environments that support academic growth. Most students also indicated that they are motivated to learn, take pride in their accomplishments, and feel encouraged to succeed.  Student-adult relationships continue to be a significant strength. Many students reported having a trusted adult on campus whom they can approach for support, guidance, or assistance. Students also reported positive interactions with peers and a strong sense of belonging within the school community. Responses suggest that school staff foster a welcoming environment where students feel valued and connected.  The survey further demonstrated that students recognize the school's commitment to maintaining a safe and respectful campus. Most students reported that school staff address concerns appropriately, communicate clear expectations for behavior, and actively promote a culture of kindness, respect, and inclusion.  Additional climate data collected through family surveys, staff feedback, attendance records, and student leadership discussions reinforced these findings. Families generally reported positive perceptions of school safety, communication, and responsiveness while expressing interest in continued opportunities for student leadership and family engagement.  Overall, the data indicate that Iftin Charter School maintains a positive school climate characterized by supportive relationships, strong student engagement, and a commitment to student well-being. The results will continue to inform efforts to strengthen connectedness, belonging, and academic success for all students.|Analysis of the 2025–26 school climate data indicates that Iftin Charter School continues to foster a positive, safe, and supportive learning environment where students feel connected to adults and motivated to succeed. Survey responses, attendance data, behavioral records, and stakeholder feedback demonstrate that students generally experience positive relationships with staff, clear behavioral expectations, and a strong sense of support within the school community.  A significant strength identified through the data is the quality of student-staff relationships. Many students reported having trusted adults on campus who provide encouragement, guidance, and assistance when needed. Students also indicated that teachers promote high expectations and create learning environments that support both academic and personal growth. These findings reflect the school's ongoing commitment to building meaningful relationships and fostering a culture of belonging.  Additional strengths include effective campus supervision, consistent implementation of schoolwide expectations, and the use of Positive Behavioral Interventions and Supports (PBIS) to recognize and reinforce positive behavior. Structured procedures during arrival, dismissal, recess, and transitions contribute to an orderly and safe school environment. Student recognition programs, including Student of the Week and Student of the Month, continue to promote positive school culture and student engagement.  The data also identified opportunities for continued growth. While students generally reported positive experiences, the school seeks to increase opportunities for student leadership, voice, and participation in schoolwide decision making. Data also suggest the importance of continuing to strengthen social-emotional supports and inclusion practices for English Learners, newcomer students, and other student groups who may benefit from additional opportunities to build connections and engagement. Additionally, the school will continue expanding restorative practices and targeted behavior supports to strengthen positive relationships and address student needs proactively.  Overall, the findings demonstrate that Iftin Charter School has established a strong foundation for a positive school climate and will continue using data-driven practices to strengthen student belonging, engagement, safety, and academic success for all students.|Based on the analysis of school climate data and educational partner feedback, Iftin Charter School will continue implementing and strengthening initiatives that support a safe, inclusive, and supportive learning environment for all students. The school’s continuous improvement efforts are designed to build on existing strengths while expanding opportunities for student engagement, belonging, and success.  **Strengthening Positive School Climate and Student Support: Iftin will continue expanding restorative practices and proactive behavior support systems through staff training in conflict resolution, relationship-building, and positive behavior interventions. These efforts are intended to strengthen student relationships, promote accountability, and support students before disciplinary concerns escalate.  **Expanding Student Leadership and Voice: The school will provide additional opportunities for students to participate in leadership activities, student advisory groups, surveys, and schoolwide events. These opportunities will help students contribute to decisions that impact school culture and strengthen their sense of ownership and belonging.  **Maintaining Safe and Supportive Learning Environments:** Iftin will continue refining supervision systems through clearly defined procedures, assigned supervision areas, and ongoing monitoring during transitions and unstructured times. The school will also continue using data to identify trends and inform proactive interventions that support student well-being.  **Promoting Inclusion and Connectedness: To further strengthen school connectedness, the school will continue hosting cultural celebrations, family engagement events, and targeted supports for English Learners, newcomer students, and other student groups. Small-group mentoring, student check-ins, and community-building activities will help ensure all students feel welcomed, valued, and included.  **Enhancing Family Partnerships: The Parent Liaison and Outreach Coordinator will continue providing family engagement opportunities focused on school climate, student wellness, attendance, and positive behavior supports. Communication will remain accessible through multilingual resources, interpretation services, and multiple communication platforms to ensure families remain informed and engaged.  These actions align with Iftin Charter School’s LCAP goals and demonstrate the school’s commitment to continuous improvement, student well-being, and creating a positive learning environment where every student feels safe, supported, connected, and prepared for academic success.|Met||2026-06-18|2026
37103710114678|High Tech High Chula Vista|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710114694|High Tech High North County|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710119271|High Tech Middle North County|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710123042|High Tech Middle Chula Vista|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710123059|High Tech Elementary Chula Vista|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710124321|Howard Gardner Community Charter|6|"Here is the updated narrative and data based on the 2025-2026 California Healthy Kids Survey (CHKS) reports for Howard Gardner Community Charter School.  Notable structural adjustments have been made to accurately reflect the available data from the current reports: Grade 6 is evaluated within the secondary dataset, data trends align with specific racial breakdowns available for Hispanic or Latino/a student populations, and elementary indicators now reflect Grades 3, 4, and 5.  School Climate Survey Data Overview (2025-2026) Howard Gardner Community Charter School utilizes the California Healthy Kids Survey (CHKS) to gather local climate survey data for both its elementary and secondary levels for the 2025-2026 school year, providing comprehensive insights into school conditions and climate. The CHKS offers valuable data on key indicators such as student engagement, developmental supports, perceived school safety, and student well-being. While a single overall ""score"" for the entire survey isn't explicitly presented, the reports provide a ""Summary of Key Indicators"" that collectively represent overall school climate.  Crucially, the data is extensively disaggregated by various student groups, which is a strength of the survey. For secondary students (which spans Grades 6, 7, and 8 in this report), data is broken down by Race/Ethnicity, Gender, Parental Education, English Learner status, Long-Term English Learner (LTEL) status, Special Education, and Living Situation. For elementary students (Grades 3, 4, and 5), disaggregation is provided by Race/Ethnicity and Gender. This detailed breakdown allows for a nuanced understanding of school conditions and climate across diverse student populations, enabling targeted interventions and support. Specific items analyzed from the survey include health routines, social-emotional health, and substance use, with insights into how these factors vary among student subgroups, highlighting both areas of strength and identified needs among specific student populations.  Secondary School Indicators (Grades 6–8) Meaningful Participation at School Grade Breakdown (Hispanic or Latino/a): In Grade 6, 30% of Hispanic or Latino/a students reported meaningful participation, compared to 48% in Grade 7 and 26% in Grade 8.  Social Emotional Distress Subgroup Data (Hispanic or Latino/a): Among Hispanic or Latino/a secondary students, 40% in Grade 6, 33% in Grade 7, and 34% in Grade 8 reported social emotional distress.  Experienced Chronic Sadness/Hopelessness Grade Progressions (Hispanic or Latino/a): In Grade 6, 58% of Hispanic or Latino/a students experienced chronic sadness/hopelessness, compared to 60% in Grade 7 and 50% in Grade 8.  Considered Suicide Subgroup Data (Hispanic or Latino/a): Among Hispanic or Latino/a students, 8% in Grade 6, 27% in Grade 7, and 22% in Grade 8 seriously considered suicide in the past 12 months."|Areas of Strength 1. Robust Elementary School Climate and Growth Mindset High Academic Motivation: Elementary students exhibit strong cognitive engagement, with academic motivation peaking at **83%** in Grade 5 and **80%** in Grade 3. Strong Social-Emotional Supports: A significant majority of elementary students feel their school teaches them to care about each other and treat others with respect, with scale averages reaching **86%** by Grade 5. Clarity of Expectations: Elementary students demonstrate an increasing understanding of school expectations, with rule clarity moving from **50%** in Grade 3 up to **89%** by Grade 5. Perceived Safety: General physical safety is a strong asset at the elementary level; **89%** of Grade 5 students and **86%** of Grade 4 students report feeling safe at school most or all of the time. 2. Supportive Environments and High Expectations Adult High Expectations: Secondary educators maintain a strong culture of high expectations, which peaks in Grade 7 with **77%** of students reporting that an adult at school always wants them to do their best and believes they will be a success. At the elementary level, this metric is exceptional, reaching **100%** in Grade 4. Parental Involvement: Elementary students perceive strong alignment between home and school, reporting a peak of **79%** parental involvement in Grade 4. For secondary students, **62%** of Grade 7 students feel the school successfully promotes parental involvement.   Identified Needs & Vulnerabilities 1. The Grade 8 Secondary Disengagement Trend A clear developmental decline in engagement, performance, and well-being occurs as students transition into Grade 8: School Connectedness & Motivation: School connectedness drops severely from **68%** in Grade 6 to a low of **43%** in Grade 8. Concurrently, academic motivation plunges to its lowest level (**53%**) in Grade 8. Pervasive Boredom: **47%** of Grade 8 students rate school boredom as high (scoring 7–10 out of 10). Furthermore, **11%** of Grade 8 students explicitly view school as completely worthless and a waste of time. Focus Obstacles: Chronic difficulty focusing on schoolwork climbs steadily from **25%** in Grade 6, to **54%** in Grade 7, and reaches a peak of **63%** in Grade 8. 2. Mental Health and Well-Being Concerns Data disaggregated by race/ethnicity and gender reveals urgent social-emotional intervention needs: Chronic Sadness among Hispanic or Latino/a Students: More than half of all Hispanic or Latino/a secondary students experience chronic sadness or hopelessness, peaking at **60%** in Grade 7. Suicidal Ideation: Contemplation of suicide is notably elevated among Hispanic or Latino/a secondary populations, spiking sharply to **27%** in Grade 7 and remaining high at **22%** in Grade 8. Plunging Life Satisfaction: Overall optimism drops to a low of 20%** by Grade 8, while general life satisfaction collapses from 69% in Grade 7 to just 28% in Grade 8. 3. Vulnerable Subgroup Disparities|To address these data-driven insights and ensure continuous improvement, the LEA will leverage and expand its robust internal counseling team and wellness assets. To proactively counter the mental health concerns and chronic sadness observed in the middle school grades, our full-time school psychologist and full-time Wellness Coach will collaborate to refine our localized social-emotional support groups. These targeted small-group interventions will focus heavily on building optimism and coping mechanisms for secondary student groups experiencing high emotional distress. Furthermore, our certified therapy dog, Thunder, will be strategically integrated into counseling routines and scheduled middle school advisory periods to lower student anxiety and rebuild school connectedness among disengaged cohorts. Recognizing the early drop-off in meaningful participation and the value of early intervention, the LEA will expand these counselor-led social-emotional groups to include 4th, 5th, and 6th-grade students in the upcoming school year, ensuring a smoother emotional transition into middle school.  In tandem with these wellness interventions, the LEA will implement practical instructional modifications to support classroom focus and attendance. To directly assist the 63% of Grade 8 students facing attention limitations, teaching procedures will focus on scaffolded lessons, routine focus checks, and flexible classroom seating options to maximize engagement. To mitigate the high boredom rates, teachers will incorporate more choice-driven student activities into their lesson plans to boost academic motivation and meaningful participation. Finally, to dismantle the barriers driving the 62% chronic absenteeism rate among current English Learners, the LEA will revise its attendance procedures. Staff will shift from standard truancy tracking to a collaborative outreach method, coordinating with the multi-lingual counseling team to connect families with bilingual school resources and community supports to ease the non-academic factors keeping these students away from campus.|Met||2026-06-17|2026
37103710127605|High Tech Elementary North County|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710134577|Altus Schools Coastal|6|Altus Schools Coastal administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Altus Schools Coastal’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, Altus Schools Coastal exceeded this metric.   Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHKS survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Altus Schools Coastal’s response rate on the CHKS Core was 67% for grade 7, 19% for grade 9 and 26% for grade 11, and for CHKS Behavioral Health was 67% for grade 7, 17% for grade 9 and 16% for grade 11.|In 2025-2026, 100% of students reported that they felt safe at Altus Schools Coastal and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 Altus Schools Coastal’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group.  Altus Schools Coastal didn’t receive disaggregated results for EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. Key learnings from the CHKS included that 27% of grade 9  students reported having every used alcohol or drugs in their lifetime. 27% reported current alcohol or drug use.  9% of students reported they currently use tobacco and 9% have tried vaping. On the CHKS, 88% of students in grade 9 reported caring adult relationships in school. 42% of students in grade 9 reported eating breakfast today. 50% of students in grade 9 reported a bedtime of 12am or later. 22% of grade 9 students reported social emotional stress in the past year, 27% chronic sadness/hopelessness and 18% considered suicide. In this year’s CHKS survey there were an insufficient number of responses to disaggregate the results for students reporting wanting to receive mental health services, reporting receiving mental health services and reporting barriers to receiving services, or reporting life satisfaction.|Altus Schools Coastal has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHKS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Altus Schools Coastal has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, 100% of students surveyed report high levels of satisfaction with school safety and their overall experience at Altus Schools Coastal.|Met||2026-06-24|2026
37103710136085|Scholarship Prep - Oceanside|6|Scholarship Prep administers an internally developed local climate survey to students in grades 3–8 to gather feedback on school safety, connectedness, relationships with adults, and overall school experience. The survey includes questions related to student belonging, access to support, school culture, academic experience, and engagement.  Survey results are reviewed across grade spans and student groups when available to identify strengths and areas for growth. Overall, student feedback reflected positive perceptions of relationships with teachers and school staff, with many students reporting that they feel supported, cared for, and comfortable asking teachers for help when needed. Students also reported generally positive perceptions of school safety and connectedness.  Survey results showed some differences by grade level. Older students were less likely than younger students to report that homework helps them learn, suggesting a need to better understand how homework is perceived and experienced in upper grades. Student feedback also identified school meals as an area where students would like to see improvement. These findings, along with other survey responses, are used alongside additional local data sources to better understand school climate and student experience.|A key strength identified through the local climate survey is the positive relationship students have with teachers and staff. Students consistently reported feeling supported by adults at school and comfortable seeking help when they need it. This reflects Scholarship Prep’s focus on building a safe, supportive, and relationship-centered school culture.  Survey results also showed that students generally feel connected to school and safe on campus. Student feedback indicated that relationships with teachers remain an important contributor to positive school climate and student engagement.  An identified area of need is student perception of homework in upper grades. Older students were less likely to feel that homework supports learning, suggesting an opportunity to review homework practices and ensure assignments are meaningful and connected to classroom instruction. Student feedback also highlighted a desire for improvements to school meals, which may impact overall student experience and school satisfaction.|Based on local climate survey findings, Scholarship Prep will continue strengthening the relationship-centered practices that contribute to positive student experiences and strong connections with teachers and staff. Schools will continue emphasizing safe, supportive classroom environments and encouraging students to seek help when needed.  To address identified areas of need, SP will review homework practices, particularly in upper grades, to ensure assignments are purposeful, appropriately aligned to learning goals, and supportive of student understanding. Scholarship Prep will also continue gathering student feedback related to school meals and work with nutrition providers to explore opportunities for improvement.  Survey findings will continue to be reviewed alongside other local data to support continuous improvement efforts and strengthen overall school climate and student experience.|Met||2026-06-18|2026
37103710136473|Altus Schools South Bay|6|Altus Schools South Bay (ASSB) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Youth Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASSB’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, ASSB exceeded this metric.  Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHKS survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASSB’s response rate on the CHKS at each grade level was Grade 7 (8 responses), Grade 9 (14 responses), and Grade 11 (9 responses) for CHKS Core and Grade 7 (5 responses), Grade 9 (11 responses), and Grade 11 (7 responses) for CHKS Behavioral Health.|In 2025-2026, 100% of students reported that they felt safe at ASSB and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 ASSB’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. Due to small school size, this means ASSB didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group. Key insights gleaned from the 2026 CHKS survey are as follows: •	97% of students in grade 9 reported caring relationships with adults in school. •	27% of students in grade 9 reported lifetime drug or alcohol use.  •	9% of students in grade 9 reported current alcohol or drug use.  •	18% of students in grade 9 reported lifetime tobacco use. •	27% of students in grade 9 reported socioemotional distress. •	45% of students in grade 9 reported chronic sadness or hopeless feelings in the past 12 months. •	9% of students in grade 9 reported considering suicide in the past 12 months. •	75% of students in grade 9 reported being satisfied or very satisfied with life. •	38% of students in grade 9 reported eating breakfast today. •	31% of students in grade 9 reported a bedtime of 12 am or later. •	45% of students in grade 9 reported trouble sleeping •	59% of students in grade 9 reported feeling loneliness sometimes or often. •	45% of students in grade 9 reported being dissatisfied or very dissatisfied with their body image.|Altus Schools South Bay administers the California Healthy Kids Survey (CHKS) in addition to an annual LCAP Educational Partner Engagement Survey to evaluate students’ perceptions of mental health, social-emotional health, school climate, and connectedness. Based on the results of the CHKS, the school’s educational partners have indicated that students continue to have academic, physical, emotional, and mental health needs, including elevated needs for mental health services. To address these needs, ASSB operates a school meal program and provides an annual Family Resource Night to inform parents and family members about available programs and services. The school also provides a Healthy Youth Therapist to deliver targeted counseling services and referrals, as well as a Homeless and Foster Youth Liaison to proactively support students’ academic, physical, mental health, and social-emotional needs. These supports contribute to improved educational outcomes, promote stability, and foster a supportive and inclusive environment for these student groups. While students continue to have social-emotional and health-related needs, over 90% of students surveyed continue to report high levels of satisfaction with school safety and their overall experience at ASSB.|Met||2026-06-24|2026
37103710137067|High Tech High Mesa|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710137695|Community Montessori|6|Community Montessori administers an annual student climate survey to gather feedback regarding school conditions, educational support, learning environments, student engagement, and overall school climate. During the 2025-26 school year, surveys were administered to students in grades 3-5 and grades 6-12. Responses were collected using a four-point Likert scale and averaged to provide quantitative insight into student perceptions. ----------------- Grades 3-5 Educational Facilitation and Learning: Mean Score 3.41 Learning goals: 3.46 Feedback and improvement: 3.35 Access to help: 3.50  Learning Environment and Resources: Mean Score 3.30 Learning tools support learning: 3.57 Clean and welcoming environment: 3.13 Access to resources at home: 3.19  School Connectedness and Engagement: Mean Score 3.40 Understanding expectations: 3.43 Engagement with teacher: 3.55 Feeling respected and welcome: 3.38 Opportunities to share ideas: 3.25 ----------------------------------------------- Grades 6-12 High-Quality Teachers and Montessori Program Implementation: Mean Score 3.26 Clear learning goals: 3.27 Montessori lessons support progress: 3.22 Timely feedback: 3.07 Access to academic help: 3.47  Facilities Supporting Montessori Pedagogy: Mean Score 3.28 Learning environment: 3.22 Learning materials and devices: 3.40 Access to off-site resources: 3.22  Engagement of the School Community: Mean Score 3.41 Understanding expectations: 3.50 Engagement with teacher: 3.43 Feeling respected and welcome: 3.38 Opportunities to provide feedback: 3.35  Overall, results indicate positive student perceptions regarding educational support, learning resources, school connectedness, and overall school climate across both grade spans.|Analysis of the 2025-26 student climate survey indicates that Community Montessori continues to provide a positive and supportive learning environment. Average scores ranged from 3.26 to 3.41 on a four-point scale across both grade spans.  Key strengths included strong student-Educational Facilitator relationships, access to academic support, learning resources, and a strong sense of school connectedness. Students reported high confidence in accessing help, understanding expectations, and feeling respected and welcomed.  Areas for continued growth include expanding opportunities for student voice and strengthening feedback practices.|Based on the 2025-26 student climate survey results, Community Montessori will continue practices that promote strong student-teacher relationships, academic support, and access to learning resources. To address areas for growth, the school will continue expanding opportunities for student voice and emphasizing timely, actionable feedback from Educational Facilitators. Survey results and other local data will be monitored annually to evaluate effectiveness and inform continuous improvement efforts. No major policy changes are required at this time.|Met||2026-06-26|2026
37103710137752|Dimensions Collaborative|6|Dimensions Collaborative School administers an annual student climate survey to gather feedback regarding instructional support, student engagement, communication, and overall school climate. During the 2025-26 school year, surveys were administered to students in grades 3-5 and grades 6-12. Responses were collected using a four-point Likert scale and averaged to provide quantitative insight into student perceptions. --------------------------- Grades 3-5 Support for Learning: Mean Score 3.51 EF (teacher) helps set and track learning goals: 3.48 Course activities help me make progress: 3.48 I know how I am doing and what to do next: 3.32 I know how to get help when I need it: 3.76  Learning Environment and Resources: Mean Score 3.56 Learning space is clean and nice: 3.40 Technology and tools help me learn: 3.72  School Connectedness: Mean Score 3.51 I know what is expected of me: 3.44 I know how to reach my EF (teacher) and get a response: 3.64 I feel respected and welcome: 3.64 I get to share my ideas and opinions: 3.32 ------------------------------------------------- Grades 6-12  Support for Learning: Mean Score 3.36 EF (teacher) helps set and track clear learning goals: 3.37 I receive timely feedback and know my next steps: 3.27 I can access help when I am stuck: 3.45  School Connectedness and Communication: Mean Score 3.23 I understand learning center expectations: 3.04 I know how to contact my EF (teacher) and receive a response: 3.43 I have opportunities to share ideas and provide feedback: 3.21  Understanding Academic Progress: Mean Score 3.20 I receive updates about my progress: 3.09 I understand my growth and next steps: 3.30  Overall, students across both grade spans reported positive perceptions regarding instructional support, access to assistance, communication with Educational Facilitators, and their overall educational experience.|Analysis of the 2025-26 student climate survey indicates that DCS students have positive perceptions of their educational experience. Average scores ranged from 3.20 to 3.56 on a four-point scale.  Key strengths included strong relationships with Educational Facilitators, access to academic support, and a welcoming learning environment. Students reported high levels of confidence in getting help when needed, communicating with their Educational Facilitators, and feeling respected and supported.  Areas for continued growth include strengthening communication regarding student progress, increasing opportunities for student voice, and ensuring students clearly understand expectations and next steps in their learning. Survey results will be used to guide continuous improvement efforts and future LCAP actions.|Based on the 2025-26 student climate survey results, DCS will continue practices that promote strong student-Educational Facilitator relationships, academic support, and personalized learning. To address identified areas for growth, Educational Facilitators will continue emphasizing clear communication regarding student progress, learning expectations, and next steps, while expanding opportunities for student feedback and input. Survey results and other local data will be reviewed annually to inform continuous improvement efforts. No major policy changes are required at this time.|Met||2026-06-26|2026
37103710138016|Pacific Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average. By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably.|"Staff continue participating in restorative practice training as leadership develops a database of alternative discipline options and increases training on policies and documentation. The school has strengthened its commitment to English Learner (EL) students by increasing dedicated staffing. These specialists facilitate expanded professional development for educators and foster frequent communication with parents to enhance the EL educational experience.  School leaders are also expanding mental health resources and the ""train the trainer"" behavior management model. Staff will utilize Branching Minds to document and communicate MTSS progress.  Branching Minds includes resources to address issues and share with families.  To further improve student agency, which received 44% and 46% ratings, students will now lead their own progress conferences and tuning meetings. This initiative grants students greater autonomy to demonstrate progress and responsible decision-making."|Met||2026-06-11|2026
37103710138404|Classical Academy Vista|6|Data from the social-emotional learning survey In the spring of 2026, students in grades 5-8 participated in an in-house Social-Emotional survey at all sites.  Our schools continue to focus on school belonging and feeling successful through our PBIS program and school counselors, all of which are supported by our LCAP. Classical Academy Vista measures students' school belongingness and feelings of school success through a survey created by our counselors.|5th-8th graders 71% strongly agree/agree they feel successful at school 5th-8th graders 73% strongly agree/agree they have a sense of belonging Feeling successful at School 5th-8th graders 71% strongly agree/agree they feel successful at school  School Belonging 5th-8th graders 73% strongly agree/agree they have a sense of belonging|N/A|Met||2026-05-29|2026
37103710138594|Dual Language Immersion North County|6|DLINC administers annual climate surveys to students, families, teachers, and support staff to assess perceptions of safety, relationships, communication, and overall school conditions. The 2026 survey cycle reflects strongly positive climate indicators across all groups, with particularly high levels of satisfaction in safety, respect, and instructional quality.  Student Climate Data (Grades 5–8) A total of 71 students completed the satisfaction survey. Results indicate high levels of academic engagement and positive teacher-student relationships.  95.8% of students agreed that teachers teach content important for them to learn .  88.7% agreed that classwork makes them think, and 88.7% agreed that teachers ask them to explain their answers .  94.4% agreed they must work hard to earn good grades .  Respect indicators were also strong: 87.3% reported classmates are respectful to them, and 88.6% reported classmates are respectful to teachers .  Areas of lower satisfaction included enjoyment of school (81.7% agree) and perceptions of the school building (81.7% agree) .  Student open-ended responses highlighted strong relationships with teachers, especially in math and science, and a desire for improved facilities, more activities, and enhanced playground spaces.  Parent Climate Data 73 families completed the Parent Satisfaction Survey. Overall, parents expressed high confidence in school safety, communication, and academic progress.  53.5% strongly agreed their child feels safe at school, with an additional 19.7% agreeing .  34.7% strongly agreed and 20.8% agreed that school communication is clear and timely .  55.6% strongly agreed their child is learning and making academic progress, with another 20.8% agreeing .  98.6% agreed that staff treat students with respect .  75% of families expressed overall satisfaction with their child’s school experience (strongly agree + agree) .  Open-ended responses emphasized strong community, caring staff, bilingual program quality, and consistent communication. Areas for improvement included facilities, playground upgrades, communication timing, and increased supervision.  Teacher Climate Data 14 teachers completed the staff survey.  78.6% reported feeling respected and valued (ratings 4–5) .  71.4% agreed the school provides a positive and supportive work environment (ratings 3–5) .  64.3% agreed communication from leadership is clear and timely (ratings 3–5) .  85.7% reported feeling comfortable sharing feedback with leadership .  Teachers identified strengths in collaboration, student growth, and responsiveness to feedback, while noting needs in facilities, communication consistency, and access to materials.  Support Staff Climate Data 9 support staff members completed the survey.  77.7% felt respected and valued (ratings 3–5) .  66.6% agreed the school provides a positive and supportive work environment (ratings 3–5) .  77.7% reported receiving clear communication about expectations (ratings 3–5)|Analysis of DLINC’s 2026 climate surveys shows strong school climate indicators across students, families, teachers, and support staff. Major strengths include high levels of academic engagement and instructional quality, with 95.8% of students agreeing that teachers teach important content and 88.7% agreeing that classwork challenges them to think (DLINC Student Satisfaction Survey Grades 5–8). Parents also reported strong confidence in safety and respect, with 98.6% agreeing that staff treat students respectfully and 76% agreeing their child is making academic progress (Parent Satisfaction Survey April 2026). Teachers and support staff reported positive relationships and trust, with 85.7% of teachers and 88.9% of support staff feeling comfortable sharing feedback with leadership (Teacher and Support Staff Surveys April 2026).  Identified needs include improving peer-to-peer interactions, as 72.9% of students agreed classmates are respectful to one another, and addressing facility concerns such as playground upgrades, cleanliness, and shade. Families and staff also noted the need for more consistent and timely communication, clearer role definitions, and strengthened behavior systems. Some parents and staff raised concerns about supervision and consistency of consequences.  The surveys did not collect demographic identifiers, so disaggregated data by student group is not available. DLINC will explore adding optional demographic questions in future survey cycles to better understand the experiences of specific student groups.|Based on the analysis of climate survey data, DLINC has identified several adjustments to strengthen school conditions and address areas of need. In response to consistent feedback from students, families, and staff regarding the physical environment, the LEA is implementing facility improvements, including interior and exterior painting during summer 2026, with additional upgrades planned as resources allow. To address concerns about communication timing and consistency, DLINC is refining its schoolwide communication procedures, including earlier release of calendars, clearer advance notice of schedule changes, and more consistent updates across classrooms and programs. The LEA is also reviewing and strengthening schoolwide behavior expectations and supervision procedures to improve peer interactions and ensure consistent responses to behavior concerns. Finally, DLINC will continue to refine staff roles and internal communication systems to improve clarity and support. These revisions reflect the LEA’s commitment to continuous improvement and responsiveness to stakeholder input.|Met|Over the past several years, DLINC has been intensely focused on improving student outcomes in preparation for charter renewal, and this work has been successful. The school now performs at a high academic level, and the systems built to support instructional improvement have created stability across classrooms and grade levels. As a result, DLINC is now able to place more intentional attention on school climate priorities identified through recent survey data. This includes strengthening peer interactions, improving facilities, and refining communication and behavior systems. The school’s strong academic foundation and consistent stakeholder engagement structures position DLINC to continue making steady progress in these climate-related areas.|2026-06-15|2026
37103710138768|High Tech Middle Mesa|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710138776|High Tech Elementary Mesa|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37103710138792|JCS - Manzanita|6|The Fall 2025 Holistic Student Assessment (HSA) of 91 JCS-Manzanita students in grades 4–12 identified significant social-emotional and academic support needs. Nearly half of the students (46.2%) were identified as Tier 3, indicating high levels of need. Students averaged 4.3 challenges and 1.8 strengths, with strengths most commonly found in emotion control, empathy, and peer relationships. Key challenges included academic motivation, relationships with adults, assertiveness, perseverance, and reflection, suggesting many students struggle with engagement, confidence, persistence, and school connectedness.  Equity analyses revealed important differences across student groups. Girls demonstrated greater support needs than boys, particularly in assertiveness, optimism, school bonding, and relationships with adults, indicating a need for targeted supports focused on confidence, belonging, and engagement. Hispanic/Latino students demonstrated strengths in emotion control, peer relationships, school bonding, and adult relationships, but continued to experience challenges in assertiveness, optimism, academic motivation, and relationships with adults, highlighting the importance of culturally responsive practices and language-access supports.  Students with disabilities emerged as one of the highest-need groups, with more than half identified in Tier 3. These students reported challenges in perseverance, academic motivation, critical thinking, and relationships with peers and adults, underscoring the need for inclusive, strengths-based, and trauma-informed supports. Low-income students demonstrated the greatest needs, with 85.7% identified in Tier 3 and high levels of challenges related to reflection, learning interest, perseverance, empathy, academic motivation, and adult relationships. Findings suggest poverty-related stressors may significantly affect student well-being, engagement, and access to supportive relationships.  Program comparisons revealed that Academy students experienced greater challenges in school bonding, adult relationships, perseverance, and assertiveness, while Home Study students demonstrated stronger emotional and relational strengths but greater needs related to academic motivation, executive functioning, and independent learning skills.  Overall, the HSA findings highlight the need for comprehensive, equity-centered supports focused on relationship-building, academic engagement, perseverance, student voice, and emotional well-being. At the same time, strengths in emotion control, empathy, and peer relationships provide a strong foundation for building resilient, supportive, and inclusive school communities.|Analysis of JCS-Manzanita’s Holistic Student Assessment (HSA) data identified significant social-emotional and academic needs across multiple student groups. Overall, 46.2% of students were identified as Tier 3, with students averaging 4.3 challenges and 1.8 strengths. Key areas of need included academic motivation, perseverance, school engagement, optimism, reflection, and relationships with adults.  Emotion control emerged as the strongest protective factor across student groups, while empathy and peer relationships were also common strengths. Hispanic students demonstrated strengths in peer relationships, school bonding, and relationships with adults, suggesting positive impacts from relational and culturally responsive supports. Home Study students also showed stronger emotional regulation, trust, and school connectedness than Academy students.  Despite these strengths, several challenges were consistent across groups. Academic motivation, perseverance, learning interest, reflection, and adult relationships were identified as significant concerns, indicating that many students struggle with engagement, confidence, persistence, and connectedness within school settings.  Disaggregated data revealed notable equity gaps. Girls demonstrated greater needs than boys, particularly in assertiveness, optimism, school bonding, and relationships with adults. Students with disabilities were among the highest-need groups, with 53.8% identified as Tier 3 and elevated challenges in perseverance, academic motivation, critical thinking, and peer and adult relationships. Low-income students demonstrated the greatest needs, with 85.7% identified as Tier 3, and very few reported strengths. This group experienced significant challenges related to reflection, learning interest, perseverance, empathy, and academic motivation, suggesting that poverty-related stressors may affect student well-being, engagement, and access to supportive relationships.  Program comparisons also revealed important differences. Academy students demonstrated greater needs related to school bonding, perseverance, assertiveness, and relationships with adults, while Home Study students showed stronger relational strengths but greater challenges in academic motivation, critical thinking, and independent learning skills.  Overall, the findings highlight the need for comprehensive, equity-focused supports that strengthen adult-student relationships, increase engagement and academic motivation, promote perseverance and self-advocacy, and foster culturally responsive, inclusive environments where all students feel connected and supported. At the same time, students’ strengths in emotion control, empathy, and peer relationships provide a strong foundation for building resilient and supportive school communities.|Analysis of the 2025–26 Holistic Student Assessment (HSA) identified significant social-emotional and academic needs among JCS-Manzanita students, particularly girls, students with disabilities, low-income students, Hispanic/Latino students, and Academy students. Common challenges included academic motivation, perseverance, relationships with adults, reflection, optimism, learning interest, and assertiveness. In response, the school has identified opportunities to strengthen and refine existing LCAP actions to better address equity gaps and improve student outcomes.  JCS-Manzanita will continue expanding HSA and SEL support services by using student data to provide targeted, tiered interventions focused on engagement, self-advocacy, school connectedness, and emotional well-being. Professional development will emphasize trauma-informed practices, restorative approaches, culturally responsive instruction, student engagement, and relationship-centered strategies, with particular attention to strengthening adult-student relationships.  To address the elevated needs of students with disabilities, the school will strengthen collaboration with SELPA, expand professional development, and enhance special education supports focused on inclusive practices, executive functioning, differentiated instruction, and self-determination. Family engagement and culturally responsive outreach will also be expanded to better support low-income, multilingual, and Hispanic/Latino students through increased communication, participation opportunities, and targeted English Learner supports.  Because academic motivation, learning interest, and perseverance emerged as widespread challenges, the school will strengthen core instruction, intervention programs, tutoring, and expanded learning opportunities. Professional Learning Communities and instructional coaching will focus on culturally relevant teaching, student voice, differentiated support, and engagement strategies that build persistence and academic confidence. Enrichment opportunities, including tutoring, field trips, arts and music programs, and the Beyond fifth-day program, will continue to be expanded to promote engagement and school connectedness.  The school will continue using HSA data, benchmark assessments, attendance and engagement measures, ParsecGO, and Beyond SST to monitor progress, evaluate interventions, and identify equity gaps. Regular disaggregation of data will guide decision-making and ensure supports remain responsive to student needs. Overall, the findings affirm that existing LCAP actions are aligned with identified needs but require increased intensity, coordination, and targeted implementation to improve engagement, social-emotional well-being, and equitable outcomes for all students.|Met|N/A|2026-06-12|2026
37103716119119|Literacy First Charter|6|The local climate survey we used was designed to seek input from students while fitting in with the mission, vision and values of Literacy First Charter Schools. The survey consisted of diverse questions about school climate, academics, character education and social emotional learning. The school climate survey was administered the first week of June to students in grades 3, 7, and 10. Overall, the data suggested that our students are happy and thriving at LFCS. Over 90% of students said they feel safe at school. 89% of students said that our school teaches them to be responsible for their actions. 85% shared that teachers and grown-ups make clear that bullying is not allowed. When asked if school is hard for them, 4.2% said it is very hard and 6.1% said it is somewhat hard for them. Finally, 66% of the students say they are helpful at school.|The percentage of students feeling safe at school is very encouraging. We strive to create a positive nurturing environment where every child is known. We have shifted our character education the last two years and the benefits are being seen. Our decline in the percentage of students finding school hard for them is something we have been purposeful with through our intervention program as well as creating an environment where students feel safe to ask questions and take risks. We work hard at cultivating students who are respectful and show integrity. These are two areas that are very important to us and are always areas we work on to improve upon.|The data is showing us that our revamped character education plan is working, however, we do need to continue working on ensuring a safe environment for all students and making sure that students know that any disrespectful behavior is not tolerated. We will continue to revise the program to aid in educating the staff, students, and parents in character education. We have been purposeful to include the character traits and descriptions in information we send home to parents so we can all be using a common language for things. So what they are hearing at school is mirrored at home. Our goal is always for our students to be better people the day they walk out our doors than the day they walked in.|Met||2026-06-10|2026
37679670000000|Alpine Union Elementary|6|The District uses a climate survey that is administered to students, staff, and families as well as an LCAP survey that is administered to families and staff to identify key learnings and needs of growth.  The following data reflects the overall analysis:  89% of elementary and 87% of secondary students feel their school sets clear rules for behavior  57% of elementary students and 56% of secondary students feel that students are recognized for good behavior  79% of elementary and 70% of secondary students feel safe at school  38% of elementary and 56% of secondary students feel that the behaviors in class allow the teachers to teach  69% of elementary and 80% of secondary students feel successful at school  86% of elementary and 73% of secondary students know there is an adult on campus who can help them  Percentage of AUSD staff who agree that they feel safe at school - 91%  Percentage of AUSD staff who agree that they feel connected to the teachers and staff at their school - 91%|Overall, the climate survey data indicate positive school climate conditions across AUSD, with several areas showing strong outcomes and continued growth from the prior year.  A high percentage of students report that their schools have clear expectations for behavior (89% elementary, 87% secondary), reflecting consistent implementation of PBIS practices. Additionally, most students report feeling safe at school (79% elementary, 70% secondary), which, along with 91% of staff also reporting feeling safe, suggests a stable and supportive learning environment.  There are also encouraging indicators of student connection and success. A majority of students report feeling successful at school (69% elementary, 80% secondary), and a large percentage know there is a trusted adult on campus to support them (86% elementary, 73% secondary). Staff data further reinforces this positive climate, with 91% reporting a strong sense of connection with colleagues.  Importantly, the data reflects improvement from the prior year in several key areas, particularly in students’ sense of success and access to supportive adults, indicating that ongoing PBIS and relationship-building efforts are having a positive impact.  At the same time, the data highlights areas for continued growth. Fewer students report that positive behavior is consistently recognized (57% elementary, 56% secondary), and there is variability in whether classroom behavior supports learning (38% elementary, 56% secondary). These areas will remain a focus moving forward to ensure that all students experience a consistent, positive, and productive classroom environment.  Overall, the data demonstrates meaningful progress while also guiding next steps to strengthen school climate and student experience across all sites.|In response to areas of need identified through local data and stakeholder input, AUSD will continue to implement and refine key LCAP actions and systems to support continuous improvement in student behavior, safety, and overall wellness.   -Continuation of Social Workers, Wellness Coaches, and Wellness Coach Interns at All Sites: In the 2026–2027 school year, AUSD will continue to fund social workers, wellness coaches, and wellness coach interns across all school sites. These staff members, along with established Wellness Centers, provide direct support to students’ social-emotional needs, help build positive relationships, and proactively address behavioral and mental health concerns. -Continuation of the BASE Program for Tier 2 and Tier 3 Support: The district will continue using the BASE platform to provide targeted interventions for students requiring additional behavioral support. This structured approach ensures consistent strategies are in place for students with more intensive needs. -Ongoing Implementation of MTSS and PBIS Across All Sites: AUSD will maintain a strong focus on Multi-Tiered System of Supports (MTSS) and -Positive Behavioral Interventions and Supports (PBIS) to promote consistent behavior expectations, improve classroom environments, and increase recognition of positive student behavior. This includes continued professional development, progress monitoring, and alignment across sites to ensure fidelity of implementation. -Increased Focus on Positive Behavior Recognition: Based on survey data indicating a need for improved recognition of positive behavior, schools will strengthen systems to acknowledge and reinforce appropriate student behaviors in both classroom and school-wide settings. -Strengthening Classroom Management and Instructional Practices: The district will continue to support teachers in implementing effective classroom management strategies and high-engagement instructional practices (e.g., increasing opportunities to respond), which contribute to improved student behavior and more productive learning environments.  Through these aligned efforts, AUSD will continue to build safe, supportive, and engaging school environments that promote both academic success and student well-being.|Met||2026-06-24|2026
37679830000000|Borrego Springs Unified|6|Borrego Springs Unified School District (BSUSD) conducted its annual School Climate Survey on March 10, 2026, gathering input from students (grades 3–12), parents, and staff.  Student safety:73.2% reported feeling safe; 85.5% engaged in activities; 50.3.7% reported class participation—increase from 36.7%.  Parent feedback: 82.3% said schools are safe, 100% noted a positive climate, and 90.9% felt the district provides quality education. 90.9% felt students were college/career ready.  Staff feedback: 96.2% felt safe and valued; 83.5% felt valued; 86.1% reported a positive climate. Concerns included staff shortages and internal communication.  Suspension rates decreased to 4.1%, while dropout (9.4%) and chronic absenteeism (19.7%) improved. Survey data is reviewed by student subgroup where available to inform ongoing improvement and equity efforts.|To improve school climate and engagement, BSUSD will expand professional development for teachers, increase targeted academic supports, and enhance college and career readiness opportunities. The district will strengthen social-emotional services, restorative practices, and attendance initiatives to address behavior and chronic absenteeism. Parent involvement and communication efforts will be expanded, and recruitment of qualified staff will remain a priority to support all learners, especially high-needs students.|"We want to continue to have safe schools for our students, staff, and families.  Security measures are in place with frequent drills and safety plans.  PBIS professional development will continue to be an area we work with for teachers and staff to establish strong expectations and guidelines for students to be successful in school.  There are currently no changes to existing plans, only furthering the development of our current status of PBIS and structures for students.  Due to the lack of applicants for social workers on our school sites, we are hiring counselors to help staff implant for MTSS strategies, specifically in the area of PBIS as well as facilitate ""friend"" groups and push in support for classrooms to help with social situations which causes some students to not enjoy school."|Met||2026-06-25|2026
37679830134890|San Diego Workforce Innovation High|6|During the first semester of 2052-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *98% of students reported that they felt connected to an adult at the school|This feedback mattered a great deal to the school, as both staff and leadership place a strong emphasis on creating an environment where students feel safe, respected, and genuinely welcomed. Building a positive school culture is not just a goal—it’s central to who we are and what we aim to provide for our students. We also understand that many of our students need additional outreach and support in order to feel connected, especially given the disruptions and challenges they have experienced in recent years, including the impact of the pandemic and prior school settings. In response, we continue to strengthen our use of trauma-informed practices across the school. During the school year, 99% of staff reported feeling safe, and 99% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-05-26|2026
37679910000000|Cajon Valley Union|6|Cajon Valley Union School District uses a local Priority 6 survey. The local Priority 6 survey was administered twice during the 2025/2026 school year and includes responses from 4th-8th grade students at all of our Cajon Valley sites. It was administered once in the Fall and once in the Spring. This survey was designed to meet the reporting requirements around LCFF Priority 6 as well as generate system-level discussions around student safety and belonging at both the site and district level. This is the third year of implementation of Cajon Valley’s local Priority 6 survey.|Findings from the 2025–2026 Spring Priority 6 Survey reveal positive growth in student engagement, alongside clear areas for targeted support. Overall, 67% of students indicate that “the things I’m learning in school are important to me,” and 71% indicate that “the things that I am learning in school are important to my future”—both representing increases from the previous school year. This upward trend is particularly pronounced among English Learners, where agreement rises to 74% for “the things I’m learning in school are important to me,” and 76% for “the things that I am learning in school are important to my future.” Conversely, responses from Students with Disabilities showed a slight decline, with 65% and 68% agreement in these respective categories. A critical area for growth centers on school culture: only 58% of students agreed or strongly agreed with the question “I feel like I belong at school.” We saw a slight decrease in responses for English Learners, at 57% agreeing or strongly agreeing, and for Students with Disabilities, at 54% agreeing or strongly agreeing, highlighting a need for focus on the student support process for all students.|Based on this data, social and behavioral skills instruction remains a district priority. School sites continue to implement curriculum and interventions that help students learn the skills necessary to navigate expected social and behavioral challenges, in conjunction with the World of Work curriculum, to support all students in feeling safe and connected to our schools. Additionally, a focus for the 2025/2026 school year, 10 school sites participated in Student Support Group meetings, where site administrators, counselors, and other support staff met regularly to identify effective systems and structures to respond to student behavior, and maximize systems for high quality instructional leadership.|Met||2026-06-30|2026
37679910108563|EJE Elementary Academy Charter|6|EJE Dual Language Academy (EJEDLA) administered the Panorama Student Survey to students in grades 3-5 and grades 6-12 during Spring 2026 to measure student perceptions of school conditions and climate. Results are reported by topic as a favorability percentage and as a national percentile benchmark. Grades 3-5 (168 responses): School Teacher-Student Relationships, 60% (40th-59th percentile), down 22 points since the last survey. School Belonging, 49% (20th-39th percentile), down 20 points. School Safety, 48% (0th-19th percentile), down 10 points. School Climate, 41% (20th-39th percentile), down 20 points. School Engagement, 36% (40th-59th percentile), down 19 points. Grades 6-12 (199 responses): School Safety, 51% (20th-39th percentile), no change. School Teacher-Student Relationships, 43% (0th-19th percentile), down 4 points. School Belonging, 39% (0th-19th percentile), down 3 points. School Climate, 33% (0th-19th percentile), down 1 point. School Engagement, 22% (0th-19th percentile), no change. Item-level analysis identifies specific areas of concern. In grades 3-5, only 20% of students reported students follow school rules well, 25% reported people are rarely disrespectful, 34% reported students show respect, and 22% reported they talk about class ideas outside school. In grades 6-12, only 12% reported excitement about going to class, 13% reported excitement to participate, 14% reported talking about class ideas outside school, 20% reported students follow rules well, and 20% reported the rules are fair. Bullying access to adult help remained an identified need at both grade spans (44% favorable in 3-5; 46% in 6-12). Areas of relative strength include teacher respect (76% favorable in 3-5; 69% in 6-12) and limited likelihood of online bullying (66% in 3-5; 59% in 6-12). Worry about violence and physical fights remained lower-frequency concerns at both grade spans. The Panorama reports provide school-level results only and do not disaggregate by English Learner status, students with disabilities, socioeconomically disadvantaged, foster youth, or other student groups. The school will, where feasible, examine results by student group through the platform’s filtering capability or supplement Panorama with disaggregated local data collected through MTSS team review of attendance, behavior, and counseling participation. Across both grade spans, the data identify school engagement, climate, and belonging as priority areas, with declines from the prior administration in grades 3-5 most pronounced and persistent low favorability in grades 6-12 most concerning. Results inform the school’s MTSS, PBIS, Restorative Practices, CASEL, Counselor, and School Psychologist work under Goal 1, Action 4.|Analysis of the Spring 2026 Panorama Student Survey, alongside California School Dashboard and local data, surfaces several key learnings about school conditions and climate at EJE Dual Language Academy (EJEDLA). The most pronounced learning is the across-the-board decline in grades 3-5. All five Panorama topics fell by 10 to 22 points since the prior administration, with the steepest declines in Teacher-Student Relationships (-22), Belonging (-20), and Climate (-20). The simultaneous decline across topics indicates a schoolwide elementary climate shift rather than isolated topic-specific concerns and identifies the elementary grades as the highest-priority climate focus for 2026-27. A second key learning is persistent low favorability in grades 6-12, which did not decline but remained at or near the 0th-19th national percentile across four of five topics. Engagement at 22% and Climate at 33% are most concerning, with item-level data showing only 12% of middle school students excited about going to class and 13% excited to participate. This identifies middle school engagement as a separate, structural priority distinct from the elementary decline. A third learning is that Safety, while neither group’s lowest topic, sits at the 0th-19th percentile in grades 3-5 and the 20th-39th percentile in grades 6-12, with bullying access to adult help an identified need at both grade spans (44% and 46% favorable). The need is not violence or fighting, which remain lower-frequency concerns, but adult responsiveness when students seek help. Identified strengths include teacher respect (76% in 3-5; 69% in 6-12), low likelihood of online bullying (66% in 3-5; 59% in 6-12), and the relative stability of Safety in grades 6-12. These indicate that the foundation of teacher-student respect and the school’s broader safety infrastructure remain intact even as climate and engagement weakened. Disaggregation by student group is limited. The Panorama reports provide school-level data only and do not disaggregate by English Learner, students with disabilities, socioeconomically disadvantaged, foster youth, or other groups. Given that unduplicated students constitute the majority of EJEDLA’s enrollment, the schoolwide declines almost certainly reflect declines for unduplicated student groups, but the magnitude for specific groups cannot be determined from these reports alone. The school will pursue group-level disaggregation through Panorama filtering where feasible and through MTSS review of attendance, behavior, counseling, and academic data disaggregated by group. The data collectively identify climate, engagement, and belonging as priority needs, with adult responsiveness to bullying and the elementary-grade decline requiring particular focus.|In response to the key learnings identified through the Spring 2026 Panorama Student Survey and supporting local data, EJE Dual Language Academy (EJEDLA) is implementing several revisions to plans, policies, and procedures for the 2026-27 school year. These changes are reflected in the adopted LCAP and are organized around the priority needs identified in school climate, engagement, belonging, adult responsiveness to bullying, and the elementary-grade decline. To address the schoolwide elementary climate decline, EJEDLA is revising staffing and instructional plans under Goal 1, Action 4. The Counselor will lead many of the school’s social-emotional learning and behavior initiatives, including small-group counseling, parent workshops, and schoolwide assemblies, and a School Psychologist is being added to work with families and serve on the Multi-Tiered System of Supports (MTSS) team. The Principal will oversee discipline and SEL implementation across both sites, and Second Step will be braided into daily instruction rather than delivered as a standalone block to reinforce SEL skills continuously across the school day. To address the low favorability in middle school engagement and climate, EJEDLA is revising Goal 1, Action 3 and Goal 3, Action 1. The middle school master schedule has been adjusted so that passing periods provide sufficient time for restroom use, protecting instructional minutes. Minga, a digital hall pass system, will be implemented in every classroom to monitor student movement and reduce lost instructional time. Student Leadership and Journalism electives, expanded music offerings, and additional clubs through the Expanded Learning Opportunities Program are being added to deepen engagement and student voice. To address bullying access to adult help, EJEDLA is sustaining and strengthening its peer mediation club after school, integrating CASEL competencies into daily instruction, and continuing Restorative Practices and Community Circles. The Counselor and School Psychologist are positioned to ensure that students seeking adult help receive timely, consistent response. To address the disaggregation gap, EJEDLA is revising its data review procedures. The MTSS team, restructured and co-led by the Executive Director and Principal, will examine Panorama results by student group through the platform’s filtering capability where feasible and will pair the data with disaggregated attendance, behavior, and counseling participation data to identify needs by English Learner, students with disabilities, socioeconomically disadvantaged, and foster youth groups. These revisions support EJEDLA’s continuous improvement under the California Community Schools Framework and the LCAP.|Met||2026-06-29|2026
37679910119255|EJE Middle Academy|6|EJE Dual Language Academy (EJEDLA) administered the Panorama Student Survey to students in grades 3-5 and grades 6-12 during Spring 2026 to measure student perceptions of school conditions and climate. Results are reported by topic as a favorability percentage and as a national percentile benchmark. Grades 3-5 (168 responses): School Teacher-Student Relationships, 60% (40th-59th percentile), down 22 points since the last survey. School Belonging, 49% (20th-39th percentile), down 20 points. School Safety, 48% (0th-19th percentile), down 10 points. School Climate, 41% (20th-39th percentile), down 20 points. School Engagement, 36% (40th-59th percentile), down 19 points. Grades 6-12 (199 responses): School Safety, 51% (20th-39th percentile), no change. School Teacher-Student Relationships, 43% (0th-19th percentile), down 4 points. School Belonging, 39% (0th-19th percentile), down 3 points. School Climate, 33% (0th-19th percentile), down 1 point. School Engagement, 22% (0th-19th percentile), no change. Item-level analysis identifies specific areas of concern. In grades 3-5, only 20% of students reported students follow school rules well, 25% reported people are rarely disrespectful, 34% reported students show respect, and 22% reported they talk about class ideas outside school. In grades 6-12, only 12% reported excitement about going to class, 13% reported excitement to participate, 14% reported talking about class ideas outside school, 20% reported students follow rules well, and 20% reported the rules are fair. Bullying access to adult help remained an identified need at both grade spans (44% favorable in 3-5; 46% in 6-12). Areas of relative strength include teacher respect (76% favorable in 3-5; 69% in 6-12) and limited likelihood of online bullying (66% in 3-5; 59% in 6-12). Worry about violence and physical fights remained lower-frequency concerns at both grade spans. The Panorama reports provide school-level results only and do not disaggregate by English Learner status, students with disabilities, socioeconomically disadvantaged, foster youth, or other student groups. The school will, where feasible, examine results by student group through the platform’s filtering capability or supplement Panorama with disaggregated local data collected through MTSS team review of attendance, behavior, and counseling participation. Across both grade spans, the data identify school engagement, climate, and belonging as priority areas, with declines from the prior administration in grades 3-5 most pronounced and persistent low favorability in grades 6-12 most concerning. Results inform the school’s MTSS, PBIS, Restorative Practices, CASEL, Counselor, and School Psychologist work under Goal 1, Action 4.|Analysis of the Spring 2026 Panorama Student Survey, alongside California School Dashboard and local data, surfaces several key learnings about school conditions and climate at EJE Dual Language Academy (EJEDLA). The most pronounced learning is the across-the-board decline in grades 3-5. All five Panorama topics fell by 10 to 22 points since the prior administration, with the steepest declines in Teacher-Student Relationships (-22), Belonging (-20), and Climate (-20). The simultaneous decline across topics indicates a schoolwide elementary climate shift rather than isolated topic-specific concerns and identifies the elementary grades as the highest-priority climate focus for 2026-27. A second key learning is persistent low favorability in grades 6-12, which did not decline but remained at or near the 0th-19th national percentile across four of five topics. Engagement at 22% and Climate at 33% are most concerning, with item-level data showing only 12% of middle school students excited about going to class and 13% excited to participate. This identifies middle school engagement as a separate, structural priority distinct from the elementary decline. A third learning is that Safety, while neither group’s lowest topic, sits at the 0th-19th percentile in grades 3-5 and the 20th-39th percentile in grades 6-12, with bullying access to adult help an identified need at both grade spans (44% and 46% favorable). The need is not violence or fighting, which remain lower-frequency concerns, but adult responsiveness when students seek help. Identified strengths include teacher respect (76% in 3-5; 69% in 6-12), low likelihood of online bullying (66% in 3-5; 59% in 6-12), and the relative stability of Safety in grades 6-12. These indicate that the foundation of teacher-student respect and the school’s broader safety infrastructure remain intact even as climate and engagement weakened. Disaggregation by student group is limited. The Panorama reports provide school-level data only and do not disaggregate by English Learner, students with disabilities, socioeconomically disadvantaged, foster youth, or other groups. Given that unduplicated students constitute the majority of EJEDLA’s enrollment, the schoolwide declines almost certainly reflect declines for unduplicated student groups, but the magnitude for specific groups cannot be determined from these reports alone. The school will pursue group-level disaggregation through Panorama filtering where feasible and through MTSS review of attendance, behavior, counseling, and academic data disaggregated by group. The data collectively identify climate, engagement, and belonging as priority needs, with adult responsiveness to bullying and the elementary-grade decline requiring particular focus.|In response to the key learnings identified through the Spring 2026 Panorama Student Survey and supporting local data, EJE Dual Language Academy (EJEDLA) is implementing several revisions to plans, policies, and procedures for the 2026-27 school year. These changes are reflected in the adopted LCAP and are organized around the priority needs identified in school climate, engagement, belonging, adult responsiveness to bullying, and the elementary-grade decline. To address the schoolwide elementary climate decline, EJEDLA is revising staffing and instructional plans under Goal 1, Action 4. The Counselor will lead many of the school’s social-emotional learning and behavior initiatives, including small-group counseling, parent workshops, and schoolwide assemblies, and a School Psychologist is being added to work with families and serve on the Multi-Tiered System of Supports (MTSS) team. The Principal will oversee discipline and SEL implementation across both sites, and Second Step will be braided into daily instruction rather than delivered as a standalone block to reinforce SEL skills continuously across the school day. To address the low favorability in middle school engagement and climate, EJEDLA is revising Goal 1, Action 3 and Goal 3, Action 1. The middle school master schedule has been adjusted so that passing periods provide sufficient time for restroom use, protecting instructional minutes. Minga, a digital hall pass system, will be implemented in every classroom to monitor student movement and reduce lost instructional time. Student Leadership and Journalism electives, expanded music offerings, and additional clubs through the Expanded Learning Opportunities Program are being added to deepen engagement and student voice. To address bullying access to adult help, EJEDLA is sustaining and strengthening its peer mediation club after school, integrating CASEL competencies into daily instruction, and continuing Restorative Practices and Community Circles. The Counselor and School Psychologist are positioned to ensure that students seeking adult help receive timely, consistent response. To address the disaggregation gap, EJEDLA is revising its data review procedures. The MTSS team, restructured and co-led by the Executive Director and Principal, will examine Panorama results by student group through the platform’s filtering capability where feasible and will pair the data with disaggregated attendance, behavior, and counseling participation data to identify needs by English Learner, students with disabilities, socioeconomically disadvantaged, and foster youth groups. These revisions support EJEDLA’s continuous improvement under the California Community Schools Framework and the LCAP.|Met||2026-06-29|2026
37679910139394|Kidinnu Academy|6|North (TK–4th): TK–1 scores strong: 91% like school, 91% feel safe, 92% have friends, 94% feel cared for. 2nd–4th softens: 65% enjoy learning, 77% feel safe — though 95% feel known by teachers, 94% have a trusted adult. Behavior: 88% see clear rules, only 63% say classroom behavior supports teaching. Only 58% feel challenged despite 90% saying teachers understand their needs. Growth areas: trusted-adult access, play spaces, culturally responsive SEL.  Central (TK–2nd): Highest early-grade scores of the three: 96.6% like school, 98.3% feel safe/have friends, 100% feel cared for. 2nd grade: 82.4% safe, 94.1% enjoy school — but friends drops sharply to 62.7%, the biggest outlier in the data. Teacher understanding of needs is lower (70.6% vs. North's 90%), though more feel challenged (64.7%). Growth areas: 2nd-grade peer relationships, safety, consistent challenge.  South (all grades, no breakdown): 86.1% feel safe, 91.7% have friends, 86.2% report strong teacher relationships. But only 70% feel adults care about them — the lowest figure across all campuses. South's report skips connectedness, behavior, and challenge data, and doesn't break out by grade.|"North (TK–4th): Strengths: Strong adult relationships (94% TK–1 feel cared for; 95% of 2–4 feel known by teachers, 94% have a trusted adult). Strong peer belonging (92% TK–1, 91% grades 2–4 have friends). Clear behavior expectations (88% agree rules are clear, 76% get positive recognition). High teacher awareness of student needs (90%). Needs: Classroom behavior undermines instruction — only 63% say classroom behavior supports effective teaching despite clear rules. Sharp drop in enjoyment from TK–1 (91%) to 2–4 (65%). Low academic challenge (58% of 2–4 feel appropriately challenged). Safety perceptions fall from 91% (TK–1) to 77% (2–4), suggesting transitions/unstructured time as likely pressure points.  Central (TK–2nd): Strengths: Exceptional teacher-student relationships — 100% of both TK–1 and 2nd graders feel known and cared for by teachers; ""kind & caring"" is the top-cited favorite attribute. TK–1 climate is uniformly strong, with no indicator below 95%. Enrichment (Robotics, PE) drives strong engagement. Needs: Major 2nd-grade peer-connection drop — social comfort at recess falls from 98% (TK–1) to 65% (2nd), with 29% of 2nd graders only ""sometimes"" having friends at recess. Safety drops from 98% (TK–1) to 76% (2nd); 18% feel safe only ""some of the time"" and one student (6%) reports ""none of the time"" — flagged for immediate follow-up. About 30% of 2nd graders don't consistently feel challenged (24% ""some of the time,"" 6% ""none""), pointing to a need for differentiation/extension work. Students also want more hands-on learning — science experiments, space/earth topics, and better playground resources.  South (all grades, high-level only): Strengths: Strong peer and adult connections and overall enjoyment of learning; students feel adults understand them and recognize their strengths. Needs: Reaching students who feel disconnected or unsupported — ensuring every student has an adult on campus who knows them, cares for them, and challenges them academically. (Less granular than North/Central; no percentage breakdowns provided.)"|"North (TK–4th): Three focus areas.  Classroom behavior/safety (63% say behavior supports teaching; safety drops 91%?77% TK–1 to 2–4): strengthen PBIS Tier 1/2 with PD on low-level disruptions, apply positive-behavior recognition more consistently, add daily restorative community circles. Academic rigor (90% feel understood by teachers, only 58% feel challenged): train teachers on formative-data-driven tiered assignments/choice boards; introduce student data folders with self-tracked ""reach goals."" Upper-grade connectedness (enjoyment drops 91%?65%): launch a grades 2–4 Student Council/feedback committee to boost voice and school pride.  Central (TK–2nd): Four focus areas.  Safety monitoring: small-group/individual check-ins, especially with 2nd graders, plus anonymous feedback tools. Peer connection (2nd-grade friendship gap): structured recess activities, peer buddy program, expanded SEL supports. Academic challenge: review instructional materials/practices; add extension activities, project-based learning, differentiated instruction. Enrichment: continue investing in high-engagement programs (Robotics, PE), expand participation and showcase events.  South (all grades):  Targeted support: daily Advisory period for Trust Circles, goal-setting, and academic/social support without cutting into instructional time; Principal's Advisory Board of high-social-capital students for regular input on culture and operations. Staff training: reinforce adult-student relationship-building campus-wide; increase Tier 1 rigor via project-based learning; shift counselor role from behavior management toward SEL and academic counseling; strengthen personalized instruction for students needing more challenge or support. Climate/culture: more school and classroom celebrations; upgraded, cleaner recess equipment/games matched to student interests; bullying-awareness and sensitivity education for staff and students.  Cross-Campus Themes:  All three campuses are responding to the same underlying patterns from the climate data: softer safety/engagement scores in older grades, a gap between teacher awareness and student challenge, and a need for stronger peer/adult connection structures. Relationship-building formats differ by site — restorative circles (North), peer buddies (Central), Advisory period (South) — but share the same goal. Academic rigor is addressed everywhere via differentiation, though Central and North lean on formative data and PBL while South ties it to Tier 1 instruction reform. Student voice is a common thread: North's Student Council, Central's feedback tools, and South's Principal's Advisory Board all aim to give students input on school experience."|Met||2026-06-18|2026
37679910140558|Bostonia Global|6|"Bostonia Global annually administers local school climate surveys across the TK–12 continuum and reviews additional indicators including attendance, suspension rates, family engagement, and facilities data to evaluate school climate and student well-being.  The 2025–26 Priority 6 survey demonstrated continued improvement in student perceptions of school climate:  ""I feel safe at school"" increased from 62% to 68%. ""I feel like I belong at school"" increased from 51% to 60%. ""My classmates treat me with respect"" increased from 52% to 57%.  Additional local indicators demonstrated positive outcomes:  The suspension rate decreased to 2.4%, moving Bostonia Global from Red to Blue on the California Dashboard. Every student subgroup demonstrated improvement in suspension outcomes. 100% of campuses earned a rating of ""Good"" or higher on the Facilities Inspection Tool (FIT). Average Daily Attendance reached 94% at the elementary level, 93% at the middle school level, and 91% at the high school level. Family engagement remained strong, with 88.8% of Broadway families and 78.6% of Emerald families reporting they were fully engaged with their child's school. Additionally, 85% of newcomer families participated in Newcomer Welcome meetings. The LEA also reviewed survey responses alongside attendance, family feedback, and other local measures to better understand school climate across grade spans and student populations."|Analysis of the 2025–26 data indicates that Bostonia Global continues to make meaningful progress in creating a safe, supportive, and inclusive school environment.  The reduction in suspension rates, combined with improvements across every student subgroup, reflects the effectiveness of restorative practices, counseling supports, campus supervision, and proactive student support systems. The improvement from Red to Blue on the California Dashboard demonstrates substantial progress toward creating positive learning environments.  Student perception data also show encouraging gains. More students reported feeling safe at school, experiencing a greater sense of belonging, and feeling respected by their classmates than in the previous year. These improvements suggest that intentional investments in school culture and relationship-building are having a positive impact.  While progress is evident, the data also identify important areas for continued improvement. Secondary students continue to report lower levels of belonging and connectedness than elementary students, and only 55% of students in grades 7–12 reported that classmates treat them with respect. Chronic absenteeism remains a significant challenge, particularly for Students with Disabilities, English Learners, Long-Term English Learners, and socioeconomically disadvantaged students.  Family feedback also identified opportunities to strengthen outreach to underrepresented families, improve perceptions of campus cleanliness and appearance, and expand opportunities for student voice and engagement.  These findings reinforce that while Bostonia Global has established strong systems supporting school climate, continued attention is needed to ensure every student experiences a strong sense of belonging, respect, and connection.|Bostonia Global will use these findings to strengthen existing systems while focusing improvement efforts on the areas identified through local data.  During the 2026–27 school year, the LEA will prioritize:  Reducing chronic absenteeism through earlier intervention, family outreach, and individualized attendance supports. Increasing student belonging and connectedness, particularly for secondary students. Expanding student voice through advisory, leadership opportunities, exhibitions, and project-based learning experiences. Continuing implementation of restorative practices, counseling supports, campus supervision, and multi-tiered student support systems. Strengthening family outreach, with particular attention to underrepresented student groups. Monitoring climate data throughout the year to identify trends and adjust supports as needed.  The LEA will continue reviewing survey results alongside attendance, discipline, and family engagement data to evaluate progress and ensure continuous improvement.|Met||2026-06-30|2026
37680070000000|Cardiff Elementary|6|Based on the local climate survey data in the Local Indicators June 2026 document, Cardiff School District utilizes the California Healthy Kids Survey annually with fifth-grade students to measure their sense of safety and connectedness, while also gathering data from annual Local Control and Accountability Plan surveys and student focus groups. In the 2024–25 school year, ninety-three percent of student groups indicated they felt connected to their school, and ninety-two percent of student groups reported feeling safe. In the 2025–26 school year, the overall school connectedness percentage dropped to eighty percent. However, further disaggregated items from the survey reveal that one hundred percent of the surveyed students felt like they were a part of the school and close to someone at the campus, ninety-three percent reported they were happy to be at the school, and ninety-one percent of surveyed students explicitly felt safe at school.    The district also relies on attendance and chronic absenteeism rates as additional, highly relevant data collection tools to measure the social-emotional growth of students and their overall connectedness to school. The baseline districtwide attendance rate experienced a slight increase, moving from ninety-five point eighty-two percent up to ninety-five point eighty-four percent. Concurrently, the district achieved a significant reduction in chronic absenteeism, dropping its baseline rate from fourteen point three percent down to six point six percent.    To supplement these findings, the district analyzed data from the 2026 LCAP survey, where ninety-eight percent of parents and staff reported feeling both safe and connected to the schools. This broader partner feedback highlighted that the district maintains a warm, welcoming, collaborative, and engaging culture. The feedback also reinforced the ongoing need for social-emotional learning curriculum and counselor support, validating the district's three-year implementation of its specific curriculum, The Cardiff Way, and its counseling referral tracking system as key areas of strength for the school climate.|Based on the analysis of the California Healthy Kids Survey, attendance metrics, and educational partner feedback in the Local Indicators June 2026 document, Cardiff School District has identified distinct areas of strength and specific needs regarding its school climate. A primary area of strength is the exceptionally high sense of safety and belonging among students and the broader community. When evaluating specific items from the fifth-grade survey data, one hundred percent of surveyed students reported feeling like they were a part of the school and close to someone on campus, ninety-three percent felt happy to be at school, and ninety-one percent felt safe. This positive climate is mirrored by parents and staff, with ninety-eight percent reporting that they feel both safe and connected to the schools. Additionally, the district demonstrated remarkable progress in its attendance data, successfully driving down the chronic absenteeism rate from a baseline of fourteen point three percent to six point six percent through targeted outreach and incentive contracts. Partner feedback strongly validated the district's three-year implementation of its social-emotional learning curriculum, The Cardiff Way, and its counseling referral tracking system as major institutional strengths.    Conversely, the data analysis highlighted critical learnings and identified needs that the district must address to maintain a supportive environment. The most prominent need emerged from the disaggregated student data, which revealed that the overall school connectedness percentage dropped significantly from ninety-three percent in the 2024–25 school year down to eighty percent in the 2025–26 school year. This decline indicates a clear need for ongoing monitoring and enhanced student engagement strategies. Furthermore, educational partner feedback identified a need for increased academic challenge through rigorous instruction and acceleration, alongside a desire for closer monitoring of students on digital devices. Student focus groups also voiced specific needs for expanding school activities and infrastructure, including requests for a school newspaper, longer snack times, a peace path at Ada Harris, a volleyball court, and additional playground swings. Finally, the district recognized a continuous need to proactively identify students at risk of becoming chronically absent earlier in the school year to provide immediate resources to their families.|"Based on the analysis of local data and key learnings in the Local Indicators June 2026 document, Cardiff School District has determined several changes and actions necessary to address identified needs and ensure continuous improvement. To address the drop in overall student connectedness from ninety-three percent to eighty percent, the district will continue to use the California Healthy Kids Survey and student focus groups to closely monitor student feelings of safety and belonging. The social-emotional learning counselor position will remain a full-time role shared between the two school sites, and the district will enter its third year of implementing the counseling referral system to gather more precise data on specific areas of student need. Furthermore, the district's Wraparound Wellness initiative will deepen its implementation through regular meetings with staff and parents, resulting in specific changes such as additional scratch-made menu options, improved campus signage, and a focus on shared themes and language across specialty classes.    To address attendance needs and proactively prevent chronic absenteeism, the district's bilingual office assistants and attendance clerks will modify their procedures to collaborate with classroom teachers much earlier in the school year. This change will allow them to identify at-risk students sooner and provide more frequent outreach and specific resources to meet family needs. School administration will also continue to execute direct interventions, including home visits and the creation of attendance incentive contracts when necessary.    To address parent requests for more academic challenge and resolve the ongoing scheduling barrier of pulling general education students from core content for Tier 2 and Tier 3 interventions, the district is reinforcing its synchronized core instruction model. Moving into next year, all grade-level teachers across both sites will teach the same core content simultaneously. This strategic ""Walk to Learn"" scheduling model ensures that special education and intervention students can receive targeted pull-out services across multiple classes without missing out on grade-level curriculum. Finally, to streamline communication and improve data tracking, the district will fully transition next year to Google Classroom as its single, unified districtwide learning management system, replacing the multi-platform use of Seesaw and Schoology."|Met||2026-06-08|2026
37680230000000|Chula Vista Elementary|6|"Each school year the Hanover Survey is administered to CVESD students, staff and parents/guardians as part of our LCAP process. During the 2025-26 school year, Hanover school climate data was collected across all school sites to assess our educational partners’ sense of school safety and sense of connectedness.  Hanover data shows that 91% of students agree with the statement: ""Do students feel safe at school?"" Further analysis of this prompt indicates that following ethnic student groups responded accordingly, 100% of Black students agree, 88% of Filipino student, 92% of Latino students agree, 90% of White students agree, and 90% of Multiracial students agree, 81% of Asian student. In addition to this survey, student input sessions were conducted at top 10 sites with the highest number of unduplicated students."|Key learnings from our student input sessions revealed that students overwhelmingly value the strong relationships they have with teachers and staff, describing schools as places where caring adults provide support, encouragement, and high expectations. These trusting relationships help students feel safe, motivated, and confident in taking academic risks. Students also appreciate opportunities for engagement and self-expression through clubs, sports, visual and performing arts, field trips, and other special programs that foster creativity, teamwork, and exploration of personal interests and future careers. Together with welcoming campuses, positive peer relationships, and inclusive school communities, these experiences create a strong sense of belonging, school pride, and overall well-being.   At the same time, students identified several areas for improvement. Concerns about food quality, clean and safe facilities, functioning of water fountains, adequate seating, and more shade and greenery reflect the importance of meeting students’ basic needs to support health, focus, and equity. Students also want discipline practices that are more consistent, fair, and respectful, with clearer expectations and appropriate responses to serious issues such as bullying. Additionally, they seek greater opportunities to have their voices heard in school decisions, along with expanded access to clubs, electives, hands-on learning experiences, field trips, and inclusive support for English learners and students with disabilities. These changes would strengthen engagement, trust, and students’ sense of empowerment within their schools.|Student input sessions and the 2025-26 Hanover End of Year Survey identified continued needs around discipline consistency and family/district engagement. In response, CVESD will: 1) provide site leaders and staff with training and clear protocols to support consistent, fair, and restorative discipline practices that ensure student safety, while continuing efforts to support regular attendance; and 2) continue to strengthen family-school partnerships and increase district leadership visibility at school sites, consistent with the recommendations of the 2025-26 Hanover End of Year Survey report.|Met||2026-06-17|2026
37680230119594|Leonardo da Vinci Health Sciences Charter|6|LdVCS administers an annual student climate survey to gather student perceptions of school safety, connectedness, belonging, and overall school experience. The climate survey is one of several local indicators used to monitor school climate alongside parent and staff climate surveys and the California School Dashboard Suspension Rate Indicator. For the 2025-26 school year, LdVCS implemented a new survey platform, Parsec Go, to collect student feedback and expand response options for accessibility. Students were able to respond using written, video, audio, or text-based formats to better support diverse communication needs, including students receiving Special Education services. The survey was administered across all grade levels in grades TK through 6. Participation was higher in grades 3 through 6, while TK through 2 response rates were more limited. The majority of respondents identified as Hispanic, reflecting the school's overall student population. While the new platform provided flexible and accessible response options, it presented limitations in disaggregating student group data, making it more difficult to analyze results by individual student groups. As a result, LdVCS will transition to a different survey platform in future cycles to ensure more reliable subgroup reporting and stronger data analysis. The school is also evaluating the use of the California Healthy Kids Survey (CHKS) for applicable grade levels to provide validated, comparable overall and subgroup scores in future cycles. Despite the disaggregation limitations, overall findings indicate that students at LdVCS feel a strong sense of belonging, safety, and connection to the school community. Student feedback consistently highlighted positive relationships with teachers, supportive peer interactions, and appreciation for engaging school experiences. These findings are consistent with the school's strong performance on the 2025 California School Dashboard Suspension Rate Indicator (0.7% for All Students, Blue performance level). Key takeaways from the 2025-26 climate survey emphasize the following priorities: empowering student-led kindness initiatives to strengthen belonging, balancing structured and unstructured social time to support friendships and emotional well-being, expanding hands-on enrichment in art, garden, and physical education, continuing staff professional development to sustain a positive school environment, and maintaining schoolwide traditions such as Olympic Day and Día de los Muertos. Climate survey results inform refinements to the school's social-emotional learning, counseling services, behavioral supports, family engagement work, and student engagement initiatives.|The 2025-26 climate survey was administered using Parsec Go, a new platform adopted to increase accessibility and expand student voice. The platform allowed students to respond in multiple formats (written, audio, video, and text), which captured more authentic feedback from a wider range of learners, including students receiving Special Education services. The school intentionally worked to increase participation from younger students in TK through 2 by providing additional support and accessible response options. Despite these efforts, response rates remained stronger in grades 3 through 6, with lower participation among younger students. While the tool broadened participation methods, it did not allow for reliable disaggregation by student group or consistent breakdowns by grade level, limiting the school's ability to fully analyze differences across student populations. Areas of Strength Even with these limitations, the qualitative feedback collected provided meaningful insight into student experiences. Students consistently described feeling safe, welcomed, and supported at school. Many emphasized strong relationships with teachers who are caring, approachable, and helpful in both academic and social-emotional areas. Students also highlighted positive peer relationships and a school environment that encourages belonging and engagement. Engaging, hands-on experiences such as art, gardening, physical education, and schoolwide events like Olympic Day and Día de los Muertos were frequently mentioned as important contributors to a positive school climate. Identified Needs A key learning from the 2025-26 administration is the need to better align inclusive data collection methods with tools that produce actionable, disaggregated results. While the expanded response options helped elevate student voice, particularly for students who benefit from alternative formats and for younger learners, the lack of subgroup and grade-level reporting limited the school's ability to identify targeted strengths and areas for growth, particularly for English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. Lower TK through 2 participation also limited insight into the experiences of the school's youngest learners. Next Steps Moving forward, LdVCS will prioritize adopting a survey system that maintains multiple response modalities while allowing for accurate disaggregation by student group and grade span. This will strengthen the school's ability to understand patterns among younger students and unduplicated student groups, ensuring that future climate data is more effectively used to guide targeted supports and continuous improvement.|Based on the analysis of 2025-26 climate data, LdVCS has identified several necessary changes to existing practices to better support continuous improvement and ensure that climate data more meaningfully informs decision-making. Transition to a New Survey Platform LdVCS will transition away from the current survey platform (Parsec Go) to a system that allows for reliable disaggregation of student data by student group and grade level. While the prior platform improved accessibility by allowing multiple response formats (written, audio, video, and text), it did not provide the level of reporting needed to identify targeted needs across student populations. The revised approach will prioritize both accessibility and data usability so that student voice can be meaningfully analyzed to inform decision-making. The school is also evaluating the California Healthy Kids Survey (CHKS) for applicable grade levels to provide validated, comparable overall and subgroup scores. Increased Participation for Younger Students LdVCS will implement changes to increase participation from younger students, particularly in TK through 2. This includes revising survey administration procedures to provide more structured support during survey completion, increased adult facilitation where appropriate, and developmentally appropriate tools to ensure younger students can fully participate. These adjustments are intended to strengthen representation across all grade levels and ensure that early elementary perspectives are more accurately reflected in schoolwide data. The school will also refine communication strategies to encourage broader participation across all student groups and ensure families and staff understand the purpose and importance of the survey process. Strengthened Data-Use Practices LdVCS will strengthen its overall data-use practices by formalizing how climate and engagement data are reviewed and acted upon. This includes establishing clearer processes for reviewing subgroup trends once a new survey system is in place, sharing findings with the Parent Advisory Council (PAC), the English Learner Advisory Council (ELAC), the Parent Leadership Team, the Board of Trustees, and staff, and ensuring that findings are directly connected to schoolwide improvement planning. Continued Refinement of Climate Supports LdVCS will continue refining supports identified through student feedback, including strengthening behavior systems, expanding student-led engagement opportunities, and maintaining positive school climate practices such as enrichment programs, after-school clubs, and schoolwide traditions like Olympic Day and Día de los Muertos.|Met||2026-06-25|2026
37680230138073|Learning Choice Academy - Chula Vista|6|The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness.  A total of 28 students in grades 5 and 6 completed the survey (44% response rate)  The below data points represent findings related to school safety and connectedness:  96% of students strongly agreed or agreed that they feel close to people at this school 89% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 85% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 96% of students strongly agreed or agreed that they are happy to be at this school 100% of students feel safe or very safe at school 96% of students strongly agree or agree that they feel like they are part of this school 93% of students said they were satisfied or very satisfied with their friendships 96% of students strongly agreed or agreed that teachers at TLC treat students fairly  A total of 128 students in grades 7 through 12 completed the survey (a 49% response rate).  The below data points represent findings related to school safety and connectedness:  80% of students strongly agreed or agreed that they feel close to people at this school 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 78% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 84% of students strongly agreed or agreed that they are happy to be at this school 69% of students felt very safe or safe while at school 75% of students strongly agree or agree that they feel like they are part of this school 69% of students said they were satisfied or very satisfied with their friendships  87% of students strongly agreed or agreed that teachers at TLC treat students fairly|"To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site. The school will continue to offer student clubs, Student Council, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor."|In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in December 2025. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results.|Met||2026-06-17|2026
37680236037956|Feaster (Mae L.) Charter|6|Feaster Charter School utilizes the California Healthy Kids Survey (CHKS), School Climate Report Card data, Mental Health Reports, Satchel Pulse SEL screeners, and local climate surveys to monitor school climate, student wellness, safety, engagement, and connectedness. Participation Data: Elementary CHKS response rate: 100% Middle School CHKS response rate: 82% Grade 7 Mental Health Survey response rate: 78%  Middle School Climate Highlights: School Connectedness: 64% (above state average) Academic Motivation: 68% Caring Adult Relationships: 68% High Expectations: 81% Two or Fewer Absences per Month: 90% Promotion of Parent Involvement: 80% No Substance Use at School: 97%  Areas of Concern: Perceived School Safety decreased from 74% (2025) to 65% (2026) Harassment/Bullying increased from 25% to 47% Students reporting school is “really boring” increased to 48% Students reporting school is clean and tidy decreased to 44%  Mental Health Data (Grade 7): California Student Wellness Index: 104.7 (above state average) Life Satisfaction: 73% Optimism: 64% Chronic Sadness increased from 17% to 29% Students Considering Suicide increased from 6% to 10% Social and Emotional Distress increased from 16% to 24%  Elementary Climate Highlights: Strong student reports of adult support and school connectedness Over 80% of students reported adults regularly check on their well-being Positive ratings in academic motivation and emotional supports  Disaggregated Student Group Findings: English Learners (EL), Long-Term English Learners (LTELs), Students with Disabilities (SWD), and students experiencing homelessness reported: Lower school connectedness Lower meaningful participation Lower perceptions of school safety Higher emotional distress and chronic sadness rates compared to schoolwide averages|Analysis of CHKS data, School Climate Reports, Mental Health Reports, and educational partner feedback identified several strengths and areas of need related to school climate, safety, engagement, and student wellness.  Key Areas of Strength:  Strong student-adult relationships: High Expectations: 81% Caring Adult Relationships: 68% Positive family engagement trends: Parent involvement indicators increased to 80% Families continue reporting feeling welcomed and connected Strong attendance outcomes: 90% of students reported two or fewer absences monthly Positive student wellness indicators: California Student Wellness Index remained above state average at 104.7 Life Satisfaction remained stable at 73% Optimism remained high at 64%  Identified Needs:  School safety concerns: Perceived School Safety declined from 74% to 65% Harassment/Bullying increased from 25% to 47% Student engagement concerns: “School is really boring” increased to 48% Declines in perceptions of campus cleanliness Mental health concerns: Chronic Sadness increased from 17% to 29% Suicide consideration increased from 6% to 10% Social and Emotional Distress increased from 16% to 24%  Disaggregated Student Group Needs:  EL, LTEL, SWD, and homeless students reported: Lower connectedness Lower participation levels Higher emotional distress Lower perceptions of safety and belonging  Overall, the data demonstrate that Feaster Charter School continues to maintain a supportive learning environment while identifying important areas requiring continued focus, particularly student safety, engagement, belonging, and mental health supports.|Based on analysis of CHKS data, Mental Health Reports, local climate data, and educational partner feedback, Feaster Charter School identified several changes and actions for continuous improvement during the 2026–2027 school year.  School Safety and Bullying Prevention:  Implement revised schoolwide Bullying Prevention policy Strengthen PBIS systems and restorative practices Increase structured recess and lunchtime activities Increase supervision in unstructured settings  Mental Health and Wellness Supports:  Expand Tier 2 and Tier 3 counseling supports through LCAP Action 2.3 Refine counseling referral and follow-up systems Continue proactive wellness check-ins Increase targeted social-emotional interventions for at-risk students  Student Engagement and Connectedness:  Expand student leadership and student voice opportunities Increase student focus groups and feedback opportunities Improve middle school enrichment and engagement activities Increase opportunities for meaningful student participation  MTSS and Targeted Student Supports:  Continue refining Tier 1, Tier 2, and Tier 3 MTSS systems Strengthen SST processes and intervention pathways Continue targeted supports for: English Learners (EL) Long-Term English Learners (LTELs) Students with Disabilities (SWD) Students experiencing homelessness  Campus Environment Improvements:  Revise campus supervision systems Strengthen custodial monitoring and responsiveness Improve cleanliness and overall campus environment  Continuous Improvement and Monitoring:  Continue monitoring CHKS, wellness, attendance, and behavior data Review progress through: LCAP monitoring Leadership meetings PTO/DELAC meetings Governing Board presentations Adjust supports annually based on disaggregated student data and educational partner feedback|Met||2026-06-10|2026
37680236037980|Mueller Charter (Robert L.)|6|Local data as of April 2026, has our suspension rate below 1%.This has been an area of strength due to increased monitoring, restorative practices and preventative efforts school wide. We partnered with Boys To Men, a mentoring program for young men in grades (6-12) to improve student connection and a support network. School Counselors meet with any student that has been suspended to provide additional support and counseling services. We continue to monitor student behavioral referrals and suspensions at weekly support staff meetings. We are also integrating an educational component to address the trends seen in behavior and discipline referrals.  Student School Climate Surveys (2026) indicated some strengths and continued areas of improvement. While some areas showed some decline, mental health indicators showed some improvements in students being able to access mental health supports on campus.  California Healthy Kids Survey  CHKS (April 2026)  HIGH EXPECTATIONS  84% of 5th graders surveyed reported high expectations -adults in school  69% of 7th graders surveyed reported high expectations -adults in school  ACADEMIC MOTIVATION  81% 5th graders surveyed reported academic motivation  65% 7th graders surveyed reported academic motivation  SCHOOL CONNECTEDNESS  68% 5th graders surveyed reported school connectedness  64% 7th graders surveyed reported school connectedness  CHKS  April 2026  HIGH EXPECTATIONS  75% of 9th graders surveyed reported high expectations -adults in school  71% of 11th graders surveyed reported high expectations -adults in school  OPPORTUNITIES  MEANINGFUL PARTICIPATION  24% of 9th grade  25% of 11th grade  CARING ADULT RELATIONSHIPS  60% of 9th grade  64% of 11th grade  Mental health module indicators have shown improvements across grade levels 5th, 7th, 9th and 11th grade due to mental health programming, social emotional guidance lessons and mental health partnerships.  Leader in Me MRA 2026 (Grades 4-8) data indicated the following data points for students|Based on our analysis of metrics and outcomes, the implementation of actions demonstrated varying levels of effectiveness in achieving Goal 2 as outlined in our LCAP, which reflects our holistic approach to education through both quantitative data and qualitative indicators. Many intentional actions contributed to improving students’ sense of belonging, participation in school programs such as after-school sports, and engagement in community partnerships. We recognize that when students feel connected to school, there are direct implications for improved attendance, reduced suspension rates, and stronger school climate outcomes. To monitor progress, we utilize California Healthy Kids Survey data for grades 5, 7, 9, and 11, focusing on High Expectations, Opportunities for Meaningful Participation, Caring Adult Relationships, Academic Motivation, and School Connectedness. While CHKS data showed some areas of strength high expectations across grade levels (5th 84% , 9th, 75% and 11th, 71%). We saw a slight decrease in 7th grade at 69%, which indicates an area of focus. Opportunities for Meaningful Participation has been an area of continued focus. We have increased opportunities for leadership or students, after school activities, clubs and sports programming, however this continues to be an area of focused attention. The work as a Leader in Me School assists in assuring that students TK-8 feel their leadership abilities and voice.  As an organization, Mueller and Bayfront take pride in providing intervention and support services while focusing on the whole child as part of the educational experience. LCAP Goal 2 underscores our commitment to a comprehensive UTK–12 system of services that promote students’ social-emotional, psychological, and physical health and well-being. Investments in full-time school counselors, nurses, and school psychologists directly contribute to the positive outcomes we are seeing. Moving forward, we will continue supporting students’ social-emotional growth through the implementation of structured SEL lessons and activities, with the School Counseling department delivering classroom guidance lessons and school-wide assemblies, while also expanding efforts to increase students’ sense of meaningful participation and engagement across all grade levels. Counseling departments across both school sites, utilize CHKS data trends and other climate indicators to develop strategic actions using a Multi Tiered Systems Support approach.|Mueller/Bayfront will increase opportunities for meaningful participation by way of student organizations and the increasing of leadership opportunities such as student councils and student advisory boards. We will also continue to offer a robust athletics program, clubs and after school enrichment programs. We have expanded after school programming, summer school and winter intersession programs for students. We have also continued to implement the Leader in Me curriculum to foster leadership in all of our students, enhance student voice and increase school connectedness. At the high school, we have continued to implement various clubs, after school programming and athletic programming.|Met||2026-06-08|2026
37680236111322|Discovery Charter|6|Percentage of students in 3rd - 8th grades (521) who... - like school was 65% - feel supported at school was 79% - feel safe at school was 75% - feel their teachers care about them was 87% - know an adult at school they can talk to for help 82%|One key learning from this survey is that the percentage of our students that feel safe, respected and cared for at Discovery is still the vast majority but the percentage has decreased from the previous year. This is clearly an area of strength but needs further discussion with students, staff and parents as to how to reach the other students that do not feel the same way. An area of need is clearly the students that do not like school overall. Another area of need is for us as a staff to get more information from the few students who do not feel safe and cared for to better understand why and what we can do to better support them.|We have determined that it is necessary to ask different questions that will provide better information about students' social-emotional well being while at school to better understand how to provide more specific support in the areas of need. We will also continue to focus on our new Kindness campaign school wide to provide a safer more welcoming and inclusive environment for our whole school community.|Met||2026-06-09|2026
37680236115778|Chula Vista Learning Community Charter|6|The Chula Vista Learning Community Charter School annually monitors educational partner input through the Parent Needs Assessment & Local Control Accountability Plan Survey. Results of the survey reveal that school climate and safety is highly rated with an average 4.83 out of 5 stars.|Key findings include providing additional academic and social emotional support, enrichment programs, timely communication, parent workshops, increase volunteer opportunities and connecting families to community resources.|As a result of findings, the Chula Learning Community Charter continues employing an additional psychologist and social workers to support student social emotional needs and connecting families to community resources, expanding after school and intersession academic/enrichment programs, and increasing in-person workshops and volunteer opportunities for families. One of the barriers/challenges that the middle and high school campuses face is the lack of space for extra-curricular activities. The school currently partners with city parks and recreation departments to provide facility use.|Met||2026-06-08|2026
37680236116859|Arroyo Vista Charter|6|Arroyo Vista Charter uses a variety of surveys throughout the year to monitor progress on school climate and student well-being. Survey results indicate that 86% of our students feel included and welcome at school, 82% feel connected to an adult and 80% feel safe. Families reported that strength areas are: teachers are caring and dedicated to students, high expectations for student performance and students feel safe and welcome at school. Students in grades TK-6 participated in a school created survey in the fall and spring. Over 90% of TK-2 grade students reported that they know they can ask for help from an adult, know when they are doing a good job at school, believe they can do well at school and feel they are an important part of their class. Over 84% of 3rd - 6th grade students responded usually/always to the following questions: I believe I can be successful in school., I feel respected by the adults at school., My class is a safe place to make mistakes., I feel comfortable asking for help., and I am able to recognize my own accomplishments.|"Our data shows that we are making gains in students feeling welcome and respected at school, however, we realize that 9% of students are still reporting ""never or occasionally"" so this is an area of improvement needed especially in grades 5-8. Families report that their children are happy, safe and making academic gains at school. Families also shared appreciation for additional academic supports provided to students working to reach grade level expectations in addition to the VAPA program provided for all grades."|"The school team realizes the importance of ""belonging at school"" and will continue to focus on our upper grade and middle school students at the beginning of the new school year to ensure that students are building relationships with peers and accessing support from school staff as needed. A student survey will be conducted at the end of the first quarter to analyze programs and supports provided during the first nine weeks of the school year. Survey results will be reviewed by the MTSS (Multi-Tiered System of Supports) Team and action steps for quarter 2 will be developed."|Met||2026-06-01|2026
37680310000000|Coronado Unified|6|The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from spring 2021, spring 2023, and spring 2025 CHKS administrations.  Spring 2021 Participation Rate:          School Connectedness:              Caring Adult Relationships:             Feel Safe at School: Grade 5: 78%                 Grade 5: 82%                              Grade 5: 79%                                  Grade 5: 95% Grade 7: 77%                 Grade 7: 65%                              Grade 7: 63%                                  Grade 7: 81% Grade 9: 91%                 Grade 9: 68%                              Grade 9: 59%                                  Grade 9: 83% Grade 11: 50%               Grade 11: 60%                            Grade 11: 60%                                 Grade 11: 76%  Spring 2023 Participation Rate:                                 School Connectedness:              Caring Adult Relationships:             Feel Safe at School: Grade 5 (VES/SSES): 45%/97%           Grade 5: 45%/88%                     Grade 5: 75%/93%                          Grade 5: 87%/82% Grade 7: 92%                                        Grade 7: 68%                              Grade 7: 73%                                  Grade 7: 73% Grade 9: 91%                                        Grade 9: 68%                              Grade 9: 63%                                  Grade 9: 79% Grade 11: 84%                                      Grade 11: 67%                            Grade 11: 68%                                 Grade 11: 77%  Spring 2025 Participation Rate:                                 School Connectedness:              Caring Adult Relationships:             Feel Safe at School: Grade 5 (VES/SSES): 65%/74%           Grade 5: 74%/83%                     Grade 5: 67%/81%                          Grade 5: 79%/97% Grade 7: 94%                                        Grade 7: 71%                              Grade 7: 67%                                  Grade 7: 72% Grade 9: 89%                                        Grade 9: 65%                              Grade 9: 60%                                  Grade 9: 72% Grade 11: 86%                                      Grade 11: 70%                            Grade 11: 72%                                 Grade 11: 76%  A comparison of the overall percentages from the 2021, 2023 and 2025 CHKS administrations show increases or maintenance in most categories at each participating grade level. CUSD is continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories.|A comparison of the overall percentages from the 2021, 2023 and 2025 CHKS administrations show increases or maintenance in most categories at each participating grade level. CUSD is continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories.|CUSD is continuing to facilitate universal screeners for all students K-8 to administer at the beginning of the school year and is piloting tools for social/emotional health check in order to determine what individual students may need more supports or interventions. This will provide an important local, annual measure that can be compared to the biannual administration of the CHKS. CUSD is also continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories.|Met||2026-06-18|2026
37680490000000|Dehesa Elementary|6|Based on school climate survey (Fall Survey) we had positive responses from our students and staff, in all the areas of the survey including how both students and staff liked school and the connections built at our school. The parent suvey responses were very low but parents input at parent meetings was high. Student reported how teachers treat them with respect and how safe students feel at school. The only area with students concerns in all areas of District was students behavior towards one another.|Identified	Needs: 1.	Behavior/Unkind Words •	Address the issue of classroom playground disruptions caused by student behavior •	Implement programs that promote positive behavior and peer interactions, including Thursday Gatherings 2.	Support Systems in School: •	Strengthen support systems to ensure school students feel they can talk to an adult when needed. 3. Continuous Improvement of School Climate •	Regularly review and discuss school policies and student decision making to maintain and improve the positive aspects of the school climate. •	Develop targeted groups to address the specific needs of students, ensuring all students feel supported.  Areas of Strength: 1. Belonging and Safety •	Students feel safe and respected by adults at school, contributing to a supportive and conducive learning environment. Students noted that the teachers care about them. By focusing on these identified needs and leveraging the areas of strength, Dehesa Elementary School can continue to improve its school climate and support the well-being and success of all its students.|Based on the analysis of local data and the identification of key learnings from the school climate results, Dehesa School District has determined several continual changes to existing plans, policies, and procedures necessary to address the identified areas of need. These changes aim to foster continuous improvement in the school climate and support student well-being and academic success. 1.  Postive Behavioral Interventions and Supports (PBIS) under the umbrella of MTSS. 2.  Enhancing the role of student voice and student leaders 3.  Check-Ins with high needs students 4.  Parent and Community Engagement and Leadership 5.  Ongoing professional development opportunities for staff on cultural competency, students engagement, and serving students with learning differences. 6.  Implement targeted interventions and support programs for students from diverse backgrounds, including socioeconomic status, English language learners (ELL), and special education students.  Revisions, Decisions, and Actions for Continuous Improvement: •	Continued work on school volunteer team and paperwork process •	Developing and implementing district-wide MTSS Hub •	Utilize a variety of methods to capture end of the year survey results from parents and community •	School-wide professional learning focus on building resilient learning •	Continue to improve safety plan on campus in all aspects of student life, including wellness  By implementing these changes, the District aims to address the identified areas of need and continuously improve the school climate, ensuring a supportive, safe, and effective learning environment for all students.|Met||2026-06-24|2026
37680490127118|The Heights Charter|6|The Heights Charter administers a local climate survey every year that provides a valid measure of perceptions of school safety and connectedness. There were no significant areas of concern identified on the completed/returned surveys. 100% of the surveys received stated that they “were satisfied with their child(ren)’s enrollment at The Heights Charter.” Feedback on all questions was 98% positive. Effective parent/family communication continues to be a goal at The Heights and that has really helped our working relationship with all educational partners. 90.2% of parents responded that their correspondences with The Heights were answered in a timely manner. We will continue to send out monthly updates from the teachers which will include letting parents know when their child has done something exceptional. Last year’s emerging area of concern was the potential of cyber-bullying through the various avenues of technology. This year, that concern seems to have been mitigated by The Heights’ efforts to address this concern. Overall, the students and families have a positive sense of connection and support within the school environment. Students feel connected to their peers and value having trusted adults they can turn to for guidance and support. Additionally, students enjoyed connecting with friends and appreciated the challenges presented in their academic journey. The survey results underscore a nurturing and engaging school climate where students feel supported, challenged, and valued as part of the school community.|"A continuing area of strength was that The Heights Charter encourages parents to be an active partner in educating their children. None of the respondents stated that they felt “unwelcome” when they visited the Resource Center.  The response to ""Teaching staff make academic updates available to parents"" was 98% positive in completed surveys while 2% stated that it was slightly easy. No one stated that it was difficult. Both elementary and middle school students have a generally positive view of their school experience. Students feel safe and respected at school, contributing to a supportive and conducive learning environment. Implementing restorative practices, student support systems, and proactive interventions has encouraged positive results regarding student discipline."|Add additional parent/teacher conference times as needed and schedule an additional Open House in the evening per parent survey requests.  Continue to encourage underrepresented families to be active participants in student activities. Continue to refine support and interventions to meet the unique needs of all student groups, ensuring they feel included and supported. Continue to ensure equitable access to support and resources for students from different socio-economic and ethnic backgrounds.  Continue to provide additional resources and support for students with special needs to ensure they thrive in the school environment.  Continue to refine our restorative practices approach by providing additional/ongoing training for staff.|Met||2026-06-22|2026
37680490129221|MethodSchools|6|Method Schools uses Fall and Spring parent surveys to understand school climate, family engagement, and overall satisfaction. Survey responses included about 26–28 families across multiple grade levels and programs. Overall, most families report positive experiences. In the Spring survey, about 83% of families said they were “somewhat” or “very satisfied,” with over half reporting they were “very satisfied.” Fall results were also mostly positive, though they showed some higher levels of dissatisfaction, indicating varied experiences across programs. Families also report strong relationships with teachers, with most describing them as supportive. At the same time, many families expressed a desire to be more involved in their child’s education. Survey data highlights key areas for improvement, especially around communication. Many families want clearer guidance on curriculum and more direct communication with teachers. Overall, the data shows a positive school climate with strong relationships, while also identifying communication and consistency as areas to improve.|Analysis of local climate survey data highlights several key strengths and areas of need for Method Schools. A major strength is overall family satisfaction and positive relationships with staff. Most families report being satisfied with their experience, and survey data reflects strong perceptions of teacher support and responsiveness. Families also express a high desire to be involved in their child’s education, indicating a strong foundation for partnership. At the same time, the data identifies communication as a key area for improvement. Across both survey periods, families consistently reported a need for clearer guidance on curriculum and assignments, as well as more direct and consistent communication with teachers. Qualitative feedback further highlights concerns related to organization, academic workload, and consistency across programs, suggesting that experiences may vary by student group or program setting. Additionally, while disaggregated data is limited, responses from families in different programs (including sports-based and special education settings) indicate varying levels of satisfaction and unique needs, particularly around scheduling, academic balance, and communication. Overall, the key learning is that Method Schools has a strong, positive school climate and engaged families, but must continue to improve communication, consistency, and targeted supports to better meet the diverse needs of all student groups.|Based on the analysis of local climate survey data and identified key learnings, Method Schools will implement several improvements to strengthen communication, consistency, and family engagement. To address the need for clearer communication, the LEA will refine systems for sharing information about curriculum, assignments, and student progress. This includes providing more consistent guidance through teacher communication, progress monitoring tools, and parent-facing resources. Method will also enhance structures for family engagement by expanding opportunities for involvement, such as Connection Sessions, parent workshops, and more intentional outreach to ensure families feel informed and included in decision-making. To improve consistency across programs, the LEA will work to align expectations around academic workload, scheduling, and instructional practices, particularly in specialized programs such as sports-based settings. Additionally, Method will continue to strengthen its MTSS framework and parent-teacher conference structures to ensure families are active partners in supporting student success. Ongoing use of survey data and feedback cycles will guide continuous improvement efforts and help the LEA monitor the effectiveness of these changes over time.|Met||2026-06-03|2026
37680490132506|Cabrillo Point Academy|6|We administer annual internal climate surveys to parents/guardians, students, and staff members. Results from the 2025-26 school-year survey indicate that most of our students report high levels of safety and connectedness at our school. All students: 97% agree or strongly agree that they feel safe at school, and 77% agree or strongly agree that they feel connected to the school. Grades 4-5: 97% agree or strongly agree that they feel safe at school, and 81% agree or strongly agree that they feel connected to the school. Grades 6-8: 97% agree or strongly agree that they feel safe at school, and 73% agree or strongly agree that they feel connected to the school. Grades 9-12: 95% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. Student groups with 11 or more survey responses:  American Indian or Alaska Native: 93% agree or strongly agree that they feel safe at school, and 57% agree or strongly agree that they feel connected to the school. Asian: 96% agree or strongly agree that they feel safe at school, and 85% agree or strongly agree that they feel connected to the school. Asian Indian: 4 responses Black or African-American: 7 responses Filipino: 6 responses Hispanic or Latino: 92% agree or strongly agree that they feel safe at school, and 86% agree or strongly agree that they feel connected to the school. Middle Eastern: 6 responses Native Hawaiian or Pacific Islander: 2 responses Two or More Races: 98% agree or strongly agree that they feel safe at school, and 87% agree or strongly agree that they feel connected to the school. White: 99% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. Other: 5 responses English Learners: 7 responses Homeless Youth or Those Living in Temporary Housing: 2 responses Foster Youth: 2 responses Students with Disabilities: 93% agree or strongly agree that they feel safe at school, and 79% agree or strongly agree that they feel connected to the school. Socioeconomically Disadvantaged Students: 93% agree or strongly agree that they feel safe at school, and 73% agree or strongly agree that they feel connected to the school.|Cabrillo Point Academy students feel safe while participating in online courses and in-person activities offered by the school. Many students shared that they enjoy working with their Homeschool Teachers and HQTs and appreciate the high levels of support they receive from teachers and other staff members. Students report that their teachers know and care about them and want them to succeed in school.|Cabrillo Point Academy staff members made minor adjustments to our LCAP based on the analysis of local data and educational partner feedback. Changes include expanding student engagement and enrichment opportunities, improving multilingual communication, and continuing technology support for students and families. We also plan to continue curriculum coaching, expand professional development activities, and improve awareness of our social-emotional and academic support systems (Goal 1). Changes to Goal 2 include expanded outreach regarding AP, CTE, concurrent enrollment, and A-G pathways; increased college and career planning for middle school students; and increased tutoring opportunities, particularly in mathematics and advanced coursework. For Goal 3, we plan to expand support for our English Learners, refine our MTSS processes, and expand literacy and digital library resources.   Our staff members will continue to strive to provide a safe and welcoming school environment for all students. Teachers will continue to offer progress monitoring, standards-based instructional resources, online classes, and tutoring to ensure all students can meet their academic goals.|Met||2026-06-05|2026
37680490136416|Pacific Coast Academy|6|We administer annual internal climate surveys to parents/guardians, students, and staff members. Results from the 2025-26 school-year survey indicate that most of our students report high levels of safety and connectedness at our school. All students: 96% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. Grades 4-5: 95% agree or strongly agree that they feel safe at school, and 83% agree or strongly agree that they feel connected to the school. Grades 6-8: 95% agree or strongly agree that they feel safe at school, and 74% agree or strongly agree that they feel connected to the school. Grades 9-12: 97% agree or strongly agree that they feel safe at school, and 80% agree or strongly agree that they feel connected to the school. Student groups with 11 or more survey responses:  American Indian or Alaska Native: 85% agree or strongly agree that they feel safe at school and feel connected to the school. Asian: 100% agree or strongly agree that they feel safe at school, and 71% agree or strongly agree that they feel connected to the school. Asian Indian: 1 response Black or African-American: 8 responses Filipino: 89% agree or strongly agree that they feel safe at school, and 61% agree or strongly agree that they feel connected to the school. Hispanic or Latino: 96% agree or strongly agree that they feel safe at school, and 83% agree or strongly agree that they feel connected to the school. Middle Eastern: 5 responses Native Hawaiian or Pacific Islander: No responses Two or More Races: 98% agree or strongly agree that they feel safe at school, and 88% agree or strongly agree that they feel connected to the school. White: 98% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. Other: 8 responses English Learners: 6 responses Homeless Youth or Those Living in Temporary Housing: No responses Students with Disabilities: 96% agree or strongly agree that they feel safe at school, and 83% agree or strongly agree that they feel connected to the school. Socioeconomically Disadvantaged Students: 100% agree or strongly agree that they feel safe at school, and 78% agree or strongly agree that they feel connected to the school. No foster youth were enrolled at PCA during the 2025-26 school year.|Pacific Coast Academy students feel safe while participating in online courses and in-person activities offered by the school. Many students shared that they enjoy working with their PCA Homeschool Teachers and HQTs and appreciate the high levels of support they receive from teachers and other staff members. Students report that their teachers know and care about them and want them to succeed in school.|Based on student, family, and staff feedback, Pacific Coast Academy staff members made slight updates to Goal 1 of our LCAP for 2026-27. We plan to strengthen student connectedness and community by increasing routine opportunities for student interaction, expanding community-building efforts beyond one-time events, and integrating engaging practices, including collaborative activities and student clubs. PCA staff members will continue to strive to provide a safe and welcoming school environment for all students. Teachers will continue to provide progress monitoring, standards-based instructional resources, online classes, and tutoring to ensure all students can meet their academic goals.|Met||2026-06-03|2026
37680490165290|Method Summit Academy|6|Local climate survey data from the 2025–26 Method Parent and Student Surveys reflects generally positive perceptions of school climate, student support, and school-family relationships. Parent survey results showed that 80% of respondents reported being either “Somewhat Satisfied” or “Extremely Satisfied” with Method, with 60% selecting “Extremely Satisfied.” Parents also reported positive experiences with teacher communication, accountability, and support for student success. Student survey results similarly reflected a positive school climate, with approximately 77% of students reporting they were “Happy” with their experience at Method and an additional 21% reporting they were “Neither happy nor unhappy.” Students frequently described teachers and coaches as supportive, helpful, and encouraging. Survey data was also reviewed by grade-level participation groups. Parent survey responses included students in grades 8–11, while student survey responses represented grades 8–11, with the largest participation from 9th grade students. Feedback identified strengths in communication, student support, and school connectedness, while also highlighting areas for growth related to clearer academic instructions, increased academic support, campus cleanliness, and additional opportunities for student engagement and activities. Method will continue using educational partner feedback and local climate data to strengthen school climate, improve communication systems, and support positive student experiences for all student groups.|Analysis of the 2025–26 local climate survey data identified several key strengths and areas of need related to school climate, student support, and family engagement. Survey results reflected positive overall perceptions of Method Summit, with most parents and students reporting satisfaction with their educational experience. Parents highlighted strong communication from teachers, increased student accountability, and supportive relationships with staff, while students frequently described teachers and coaches as helpful, encouraging, and supportive of both academic and personal growth. These findings demonstrate strengths in relationship-building, student connectedness, and staff support systems across participating grade levels. The analysis also identified areas for improvement, including the need for clearer academic instructions and curriculum guidance, increased academic and technology support, expanded student activities and engagement opportunities, and continued improvements to campus conditions and communication systems. Feedback from both parents and students emphasized the importance of strengthening two-way communication and ensuring families feel informed and supported. Data reviewed by grade-level groups showed generally consistent positive perceptions across student groups, while also identifying ongoing needs related to academic support, school climate, and student engagement. Method will use these findings to guide continuous improvement efforts focused on strengthening communication, increasing educational partner engagement, and supporting positive student outcomes for all students.|Based on the analysis of local climate survey data and educational partner feedback, Method identified the need to strengthen communication systems, expand academic and technology support resources, and increase opportunities for student and family engagement. In response, the LEA will continue refining communication practices to provide families with clearer guidance regarding curriculum expectations, assignments, and student progress. Method will also enhance outreach efforts and opportunities for two-way communication to ensure families feel informed, supported, and included in school decision-making processes. Additionally, the LEA will continue implementing strategies to improve school climate and student support systems by expanding academic interventions, increasing access to support resources, and reviewing campus procedures related to student safety and cleanliness. Feedback from students and families also highlighted the importance of maintaining supportive teacher and coach relationships while creating additional opportunities for student involvement and engagement. Method will use ongoing survey data, educational partner feedback, and continuous reflection processes to monitor progress, adjust practices, and guide continuous improvement efforts focused on positive student outcomes and school connectedness for all students.|Met||2026-06-03|2026
37680560000000|Del Mar Union Elementary|6|The Del Mar Union School District annually administers the Insights Social-Emotional Assessment, which includes a climate survey to measure students' perceptions of school safety and connectedness. This instrument was administered to all students in grades K-6. The following are outcomes for the Spring 2026 administration.  All Students: 92% of students are at or above expectations in SEL skills. 92% feel safe at school, 82% believe rules are fair, 92% feel teachers care about them, 77% feel students care about them, 93% report teachers help them learn, and 93% feel adults encourage them to work hard. Asian Students: 93% of Asian students meet or exceed SEL expectations. 93% feel safe, 84% find rules fair, 92% feel teachers care, 77% feel student support, 94% report teachers help them learn, and 94% feel encouraged by adults. Black/African American Students: 91% meet SEL expectations. 98% feel safe, 93% find rules fair, 98% feel teachers care, 75% feel student support, 98% report teachers help them learn, and 100% feel encouraged by adults. Hispanic Students: 92% meet SEL expectations. 90% feel safe, 80% find rules fair, 92% feel teachers care, 74% feel student support, 91% report teachers help them learn, and 93% feel encouraged by adults. Students of Two or More Races: 96% meet SEL expectations. 92% feel safe, 82% find rules fair, 91% feel teachers care, 79% feel student support, 91% report teachers help them learn, and 99% feel encouraged by adults. White Students: 91% meet SEL expectations. 92% feel safe, 81% find rules fair, 92% feel teachers care, 77% feel student support, 93% report teachers help them learn, and 93% feel encouraged by adults. English Learners: 85% meet SEL expectations. 87% feel safe, 77% find rules fair, 88% feel teachers care, 72% feel student support, 90% report teachers help them learn, and 88% feel encouraged by adults. Socioeconomically Disadvantaged Students: 88% meet SEL expectations. 89% feel safe, 77% find rules fair, 88% feel teachers care, 72% feel student support, 93% report teachers help them learn, and 90% feel encouraged by adults. Special Education Students: 82% meet SEL expectations. 86% feel safe, 75% find rules fair, 89% feel teachers care, 73% feel student support, 89% report teachers help them learn, and 88% feel encouraged by adults.|"Key Learnings  - Strength Collectively, these results indicate a strong climate of safety, encouragement, and belonging for students, including those from historically underserved backgrounds. Comparing the 2025 and 2026 datasets shows that these strong outcomes are highly stable, with positive upward trends in key areas. Overall SEL Performance Gains: The percentage of students performing at or above expectations in SEL skills rose overall from 90.0% to 92.%. This growth was particularly strong among historically lower-performing student groups, including English Learners (rising from 81% to 85%), and Special Education (SPED) students (rising from 81% to 82%). Strong Teacher Relationships: Students report very high levels of connection with their teachers. Overall, 93% of students feel that teachers encourage them to work hard, and 92% feel that teachers care about them. Strong Sense of Safety and Support: Student safety is a major strength, with 93% of students feeling safe. Similarly, 93% reported that teachers help them learn. Key Learnings - Identified Need The indicator ""Kids care about me"" remains the lowest-rated climate measure across all student groups, despite a slight overall increase from 75.0% to 77%."|Principals at each school will work with staff to analyze school-specific data to identify trends and incorporate goals into their School Plan for Student Achievement and Comprehensive Safe Schools Plan, as appropriate. Additionally, school counselors will review this data to inform their support of students and teachers in connection with Second Step implementation.|Met||2026-06-24|2026
37680800000000|Encinitas Union Elementary|6|"87.1% of students (3rd-6th grade) report: ""I feel safe""; according to the EUSD LCAP survey. When asked to rate the statement, ""I know that people care about me at my school,"" 611 out of 799 students strong agreed or agreed."|EUSD students love their teachers, feel connected to school, and love the additional lunch-time activities available most days of the week. EUSD students, through the Superintendent Advisory Panel, expressed concerns about bathrooms and student behavior at lunchtime.|EUSD will be allocating additional noon supervisors to schools, and all schools will have a Lead Noon Supervisor position to support lunch safety and wellbeing.|Met||2026-05-19|2026
37680980000000|Escondido Union|6|EUSD utilized the California Healthy Kids Survey to assess students' perceptions of school safety and connectedness among all students in grades 5 through 7.  Perception of School Safety: Overall Scores 5th Grade: The overall school safety score for 5th-grade students was 77%. 7th Grade: The overall school safety score for 7th-grade students was 62%.  Perception of School Safety by Race/Ethnicity 5th Grade: White students reported the highest perception of safety at 84%, followed by Hispanic students at 76%, African American students at 74%, and Asian students at 71%. 7th Grade: White students had the highest perception of safety at 67%, followed by Asian students at 63%, Hispanic students at 62%, and African American students at 50%.  Perception of School Safety by Gender 5th Grade: Male students reported a higher perception of safety at 79% compared to female students at 75%. 7th Grade: Male students also reported a higher perception of safety at 67% compared to female students at 57%, and something else students at 8%.  Feel Connected to School: Overall Scores 5th Grade: The overall school connectedness score for 5th-grade students was 69%. 7th Grade: The overall school connectedness score for 7th-grade students was 55%.  Feel Connected to School by Race/Ethnicity 5th Grade: White students reported the highest connectedness at 80%, followed by Asian students at 69%, Hispanic students at 68%, and African American students at 61%. 7th Grade: White students reported the highest connectedness at 63%, followed by African American students at 60%, Asian students at 58%, and Hispanic students at 54%.  Feel Connected to School by Gender 5th Grade: Female students reported a higher feeling of connectedness at 71% than male students at 68%. 7th Grade: Male students reported a higher feeling of connectedness at 62% than female students at 50%|"An analysis of the CHKS data reveals clear strengths in EUSD’s elementary foundation alongside critical student group disparities that emerge during the transition to middle school. A key systemic strength is the high baseline of safety and connectedness in fifth grade, led by White students (84% safety, 80% connectedness) and male students (79% safety). Additionally, African American students demonstrated remarkable resilience in school connectedness, which remained virtually stable between fifth (61%) and seventh grade (60%). However, the data highlights urgent areas of need characterized by an overall middle school ""transition dip"" where safety drops by 15% and connectedness by 14% district-wide. Disaggregated data points to highly vulnerable student groups in seventh grade: students identifying as ""something else"" reported critically low levels of safety (8%) and connectedness (19%), African American students experienced a severe 24% decline in safety perception (dropping to 50%), and female students suffered a disproportionate 21% drop in school connectedness (falling to 50%). These findings indicate a pressing need for targeted, culturally responsive transition supports and identity-safe school climate interventions for middle school students, particularly gender-diverse, female, and African American youth."|"An analysis of the survey data reveals a strong foundation in 5th grade, where students across all demographics report high baseline levels of safety and connectedness. In particular, 5th-grade girls lead their peers in feeling connected, while White and Hispanic students report the highest overall safety scores. Additionally, African American students demonstrate remarkable resilience during the transition to middle school; despite other challenges, their sense of school connectedness remains stable, dropping by only one percentage point between 5th and 7th grade, pointing to strong existing peer or cultural support systems.  However, the transition to 7th grade exposes critical vulnerabilities, characterized by steep declines in both safety and belonging. African American students experience the sharpest drop in safety perception, which plummets by twenty-four percentage points, leaving only half feeling safe by 7th grade. Simultaneously, a severe gender gap emerges as female connectedness drops twenty-one points, reversing their 5th-grade advantage over male peers. Furthermore, Hispanic students experience double-digit declines in both areas, highlighting a systemic need for targeted, culturally responsive middle school engagement.  The most acute crisis exists for 7th-grade students identifying their gender as ""something else,"" who report an alarmingly low safety score of eight percent and a connectedness score of nineteen percent. This extreme vulnerability signals an urgent need for gender-inclusive support systems, staff training, and robust anti-bullying protections. Ultimately, these findings show that middle schools must move away from one-size-fits-all strategies and instead implement targeted, identity-specific interventions to support female, African American, and gender-nonconforming youth through this difficult transition."|Met||2026-06-25|2026
37680980101535|Heritage K-8 Charter|6|Heritage K-8 Charter School (HK8) recently conducted its annual school climate survey among 8th-grade students, emphasizing key aspects such as school safety, student-teacher relationships, academic support, and access to services. Portions of the California Healthy Kids Survey (CHKS) were adapted to assess these elements. The survey focused on: 1) perceptions of campus safety and cleanliness, 2) the quality of student-teacher relationships, and 3) access to academic and emotional support resources. Students rated their experiences on a five-point scale, with five representing the most favorable response.  HK8 is pleased to report that the overall rating across all categories averaged 4.1 out of 5.0, demonstrating very positive sentiment among students. In questions related to safety and facility conditions, the school earned a score of 3.8 out of 5.0. Student feedback suggests that this rating was influenced more by concerns related to restroom conditions and student hygiene practices than by concerns about overall campus facilities and safety. HK8 will continue to reinforce a secure and supportive environment through ongoing safety efforts, such as H.E.R.O. training, while also maintaining focus on facility cleanliness and restroom conditions across HK8 campuses.  Students’ feedback regarding their relationships with teachers is particularly heartening. Ninety-two percent of students reported that their teachers genuinely care about them and want them to succeed. In addition, students indicated that they feel there is someone at school who listens to them, providing a rating of 4.2 out of 5.0.  When it comes to academic offerings, students clearly believe that HK8 provides the courses they need to graduate and be successful in high school, rating the school 4.2 out of 5.0. Students also rate opportunities for additional learning outside of class at an impressive 4.4 out of 5.0.. All students reported having access to appropriate instructional materials, textbooks, and learning resources.  Through its Multi-Tiered System of Supports (MTSS), students reported feeling confident that they know who to turn to when they need help, reflecting the school’s ongoing commitment to providing a supportive and responsive environment. This success would not be possible without the remarkable cooperation among the school’s educational partners, whose collective efforts continue to produce significant accomplishments despite the complexities and challenges encountered.|HK8 takes pride in its positive school climate, as evidenced by the recent school climate survey among 8th grade students. The school continues to strengthen campus safety through initiatives such as H.E.R.O. training, which supports a secure and orderly learning environment. At the same time, HK8 continues to focus on facility conditions through ongoing attention to cleanliness, maintenance, and the overall quality of student spaces, supported by the dedicated work of the maintenance team. In addition, teacher student relationships remain a notable strength, with more than 92% of students affirming that their teachers genuinely care about their success and listen to their concerns.  Looking ahead, HK8 recognizes the opportunity to provide additional social-emotional support for students through the Multi-Tiered System of Supports (MTSS). By integrating more targeted social-emotional programs and resources, the school can address diverse student needs more effectively. As HK8 continues its long-term strategy for post-pandemic recovery, a focus on holistic student well-being and sustained academic excellence will ensure that all students thrive in a supportive and enriching educational environment.|In response to the analysis of local data and the identification of key learnings, the LEA determines that no substantive changes to existing plans, policies, or procedures are necessary at this time. The school will maintain its purposeful course, continuing to build on its current strengths. To further support students, the LEA will continue its implementation of an MTSS framework, which will enhance the school's ability to provide targeted academic, behavioral, and social-emotional support and address diverse student needs effectively. This commitment to continuous improvement ensures that all students receive the comprehensive support they need to thrive.|Met||2026-06-15|2026
37680986116776|Classical Academy|6|In the spring of 2026, students in grades 5-12 participated in an in-house Social-Emotional survey at all sites.  Our schools continue to focus on school belonging and feeling successful through our PBIS program and school counselors, all of which are supported by our LCAP. The Classical Academies measures students' school belongingness and feelings of school success through a survey created by our counselors.    Below is the data for school belonging and feeling successful at school by site. Feel Successful at School:  78% of 5th/6th graders strongly agree/agree they feel successful at school 78% of 7th/8th graders strongly agree/agree they feel successful at school School Belonging:  98% of 5th/6th graders strongly agree/agree they have a sense of belonging 99% of 7th/8th graders strongly agree/agree they have a sense of belonging|Our schools continue to focus on school belonging and feeling successful through our PBIS program and school counselors, all of which are supported by our LCAP. The Classical Academies measures students' school belongingness and feelings of school success through a survey created by our counselors.|N/A|Met||2026-05-29|2026
37681060000000|Escondido Union High|6|School Climate Report Card (SCRC)    EUHSD gained valuable insights from the 2025-26 California Healthy Kids Survey (CHKS) and the (qualtrics) Competency & Well-Being Survey, highlighting key strengths and areas for growth across high school sites.    Strengths:    · School connectedness: Approximately 59% of students report feeling connected to their school, reflecting a slight increase from the previous year. Consistent with prior trends, 12th-grade students report higher levels of connectedness than 11th-grade students, suggesting that relationships strengthen over time.    · Supportive Relationships: Between 91–93% of students report having supportive relationships with trusted adults or peers. Disaggregated data indicates consistently high levels across most student groups:    o	American Indian: 85%  o	Asian: 89%  o	Black: 92%   o	Filipino: 91%   o	Hispanic: 88–90%  o	Two or More Races: 94–95%  o	White: 91–92%   o	Confidential: 67%    · Safety: Approximately 75–78% of students report feeling safe at school, with low reported exposure to bullying, violence, and substance use. Disaggregated results show variation across groups:    o	American Indian: 30%  o	Asian: 79–82%  o	Black: 50–55%  o	Filipino: 82–85%  o	Hispanic: 73–76%  o	Two or More Races: 90–92%  o	White: 75–78%  o	Confidential: 85–88%    These findings reflect overall strong school climate conditions, particularly in the areas of relationships and safety.    Areas for Improvement:  · Emotional Well-Being: Students report moderate levels of stress and emotional challenges, with “challenging feelings” identified as the lowest-performing domain in the qualtrics survey.  · Emotion Regulation: Students indicate they are only sometimes able to effectively manage emotions, suggesting a need for strengthened coping and self-management skills.    · Student Experience: Positive emotions such as happiness and excitement are also reported as occurring “sometimes,” indicating that while students feel supported, they are not consistently thriving.      Student Voice Highlights: Students identified several key challenges:    · Academic workload and pressure   · Uncertainty about the future   · Fatigue and daily routines   Students also consistently requested:  · More staff check-ins  · Greater empathy and patience  · Clearer communication  · Increased academic and emotional support  Overall, the 2025 data indicates that EUHSD provides a safe and supportive environment grounded in strong relationships; however, continued attention to social-emotional supports and student voice is needed to ensure students thrive both academically and emotionally. Attendance data, including participation in the RAISE Network, further supports these findings, as improved attendance rates reflect increased student engagement, connection, and overall positive school climate conditions.|Analysis of the 2025-26 CHKS and qualtrics survey results, including disaggregated data, reveals key strengths and areas of need in school climate across EUHSD.    Areas of Strength:    · School connectedness: With approximately 59% of students reporting a sense of connection, a majority of students experience belonging and engagement, supporting both well-being and academic success.   · Supportive relationships: Over 90% of students report strong relationships with trusted adults or peers. These results are consistent across most student groups, reinforcing that relationship-building is a well-established strength across EUHSD sites.  · Safety: Approximately 75–78% of students report feeling safe at school, with low levels of reported bullying and violence. While overall safety is strong, variation among student groups suggests differing experiences that warrant attention.  Areas of Growth:  · Connectedness across student groups: Differences in connectedness across grade levels and student groups indicate a need for targeted strategies to ensure earlier and more consistent engagement for all students.  · Emotional Well-Being: “challenging feelings” remains the lowest-performing domain, reflecting ongoing student stress related to academics, graduation requirements, and post-secondary planning.  · Emotion Regulation: Students reported ability to manage emotions is moderate, highlighting an opportunity to strengthen social-emotional competencies such as coping, self-regulation, and resilience.    Challenges and Barriers:   · Despite strong relationships and safe environments, maintaining consistent engagement and well-being across all student groups remains a challenge. Disaggregated data indicates that some student groups experience lower levels of safety and belonging.    Student-Identified Barriers:  · Academic pressure and workload  · Stress related to graduation and future plans  · Fatigue and daily routines  · Need for clearer communication and increased support    Students consistently request more frequent check-ins, empathy, and clarity from staff, indicating a need to deepen adult-student connections and ensure equitable access to support systems.|Based on findings from the 2025–26 California Healthy Kids Survey (CHKS) and Qualtrics surveys, EUHSD will continue to prioritize student voice, social-emotional well-being, and equitable school climate practices. While survey results reflect positive perceptions of safety, relationships, and school connectedness, they also identify opportunities to strengthen supports related to stress management, emotional regulation, and equitable experiences across student groups.  To support continuous improvement, the district will continue efforts to increase participation in CHKS and Qualtrics surveys to ensure broader representation across all schools and student groups. Expanded participation will strengthen disaggregated data analysis and support more responsive, data-informed decision-making.  EUHSD will strengthen Tier 1 Social-Emotional Learning (SEL) practices and continue expanding its Multi-Tiered System of Supports (MTSS) to improve identification and intervention for students experiencing academic, attendance, behavioral, or social-emotional challenges. Schools will utilize data systems to monitor student engagement and provide targeted supports, including mentoring, small-group interventions, and check-in/check-out systems.  As part of its ongoing participation in the RAISE Network, EUHSD will continue implementing data-driven attendance improvement strategies. During the 2025–26 reporting period, districtwide chronic absenteeism decreased from 24.0% to 20.2%. Three of five schools demonstrated statistically significant improvement beyond historical trends. Despite this progress, students with disabilities and English Learners continue to experience higher rates of chronic absenteeism than the district average and will remain a focus for targeted supports.  The district will continue analyzing disaggregated data to identify and address disparities in safety, belonging, connectedness, and attendance while supporting site-based actions that foster safe, inclusive, and engaging learning environments. Schools will also strengthen relationship-building practices through intentional staff-student connections, clear communication regarding available supports, and direct responses to student feedback.  Collectively, these actions reflect EUHSD’s commitment to fostering positive and equitable school climates that support student engagement, well-being, attendance, and success.|Met||2026-06-23|2026
37681060111195|Classical Academy High|6|In the spring of 2026, students in grades 9-12 participated in an in-house Social-Emotional survey.  Our schools continue to focus on school belonging and feeling successful through our PBIS program and school counselors, all of which are supported by our LCAP.|Classical Academies measures students' school belongingness and feelings of school success through a survey created by our counselors.    Below is the data for school belonging and feeling successful at school:  Studio: 9-12 grades 74% strongly agree/agree they feel successful at school 71% stongly agree/agree they have a sense of belonging PL 66% strongly agree/agree they feel successful at school 62% stongly agree/agree they have a sense of belonging|N/A|Met||2026-05-29|2026
37681060137034|Altus Schools North County|6|Altus Schools North County (ASNC) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASNC’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, ASNC exceeded this metric.   Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASNC’s response rate on the CHKS was (100%) for grade 7 (44%), (34%) for grade 9 and (88%) for grade 11 for CHKS Core and (38%) for CHYS Behavioral Health was (57%) for grade 7, (28%) for grade 9 and (62%) for grade 11.|In 2025-2026, 100% of students reported that they felt safe at ASNC and 96.7% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 ASNC’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. ASNC didn’t receive disaggregated results on the CHKS for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. The following applies to the students at ASNC who completed the CHKS. Key learnings from the CHKS included that in the past 12 months. In years when the 10 or more responses threshold at a grade level or student group level are met, the school is able to report out on elements of engagement, safety, substance use, health routines, and socio-emotional health.|Altus Schools North County (ASNC) administers the California Healthy Kids Survey (CHKS) in addition to an annual LCAP Educational Partner Engagement Survey to evaluate students’ perceptions of mental health, social-emotional health, school climate, and connectedness. Based on the results of the CHKS, the school’s educational partners have indicated that students continue to have academic, physical, emotional, and mental health needs, including elevated needs for mental health services. To address these needs, ASNC operates a school meal program and provides an annual Family Resource Night to inform parents and family members about available programs and services. The school also provides a Healthy Youth Therapist to deliver targeted counseling services and referrals, as well as a Homeless and Foster Youth Liaison to proactively support students’ academic, physical, mental health, and social-emotional needs. These supports contribute to improved educational outcomes, promote stability, and foster a supportive and inclusive environment for these student groups. While students continue to have social-emotional and health-related needs, over 90% of students surveyed continue to report high levels of satisfaction with school safety and their overall experience at ASNC.|Met||2026-06-24|2026
37681063731023|Escondido Charter High|6|Escondido Charter High School (ECHS) administered a school climate survey to the 12th grade class, focusing on portions of the California Healthy Kids Survey (CHKS) related to school safety and connectedness. The questions addressed three main areas: 1) safety and condition of the facilities, 2) relationships with teachers, and 3) academic opportunities. Students rated the school on a five-point scale, with five being the highest rating.  The overall rating for all categories was 4.4 out of 5.0. In terms of safety and condition of facilities, students scored this category 4.3 out of 5.0, an improvement from last year’s rating. While this reflects a generally positive and stable perception of the facilities, restroom cleanliness continues to present some challenges, largely due to issues related to student misuse and personal hygiene. Relationships between students and their teachers remain one of the most important areas measured in the survey, and the school performed well in this category. Students gave a strong rating of 4.6 out of 5.0 for having a teacher or other person at the school who really cares about them. The school attributes this strength to its small campus environment and class sizes capped at 25 students. In addition, the school sustained a strong accountability rating of 4.5 out of 5.0 for conduct and discipline standards being clearly defined and consistently applied.  The overall rating for academic opportunities and support was 4.8 out of 5.0. Students continued to express strong satisfaction with opportunities for additional learning outside of class, maintaining a high rating of 4.7 out of 5.0. ECHS students unanimously expressed confidence that the school provides all the courses required to meet both University of California and California State University entrance requirements. While students expressed appreciation for the school’s expanded counseling services, responses to questions about setting academic and personal goals with an academic advisor or mentor teacher averaged 4.0 out of 5.0. This suggests there is still room for growth in this area.  Regarding the availability of appropriate instructional materials, textbooks, and access to learning, all ECHS students reported having these resources. Additionally, the school maintained strong marks in supporting students’ social and emotional well-being, earning a excellent score of 4.3 out of 5.0. Through its Multi-Tiered System of Supports (MTSS), students reported feeling confident that they know who to turn to when they need help, reflecting the school’s ongoing commitment to providing a supportive and responsive environment.|The survey results underscore several key strengths at Escondido Charter High School, reflecting high levels of student satisfaction across multiple areas. Students reported strong relationships with caring adults on campus, with scores of 4.6 out of 5.0 for knowing that someone cares about them and believes in their success. Access to instructional materials received one of the highest ratings at 4.6, and opportunities for additional learning outside the classroom scored 4.7—clear evidence of the school’s commitment to academic enrichment. Students also expressed confidence in the availability of required courses for graduation (4.8 out of 5.0) and clarity in behavioral expectations (4.5 out of 5.0). Overall, these high scores reflect the school’s supportive learning environment and its strong focus on student achievement and well-being.  While overall performance was very strong, two areas emerged where improvements may be realized. Students rated support for setting academic and personal goals lower than other categories, with scores of 3.8 and 4.1 out of 5.0, respectively. This suggests a continued need to enhance the structure and impact of academic advising and mentoring. Additionally, while safety and cleanliness received a solid rating of 4.3 out of 5.0, this score was lower relative to other areas, reinforcing prior survey feedback and the continued need to focus on facility cleanliness and maintenance, especially restrooms. Addressing these areas will help ensure an even more comprehensive and responsive educational experience.|Based on our analysis of recent survey data and student feedback, ECHS recognizes the opportunity to expand structured engagement between students and their Academic Advisors. In the coming year, the school will continue to develop additional opportunities for students to set academic and personal goals with their advisors, while also increasing student awareness of the available support services. These efforts aim to ensure that every student is more connected to meaningful guidance relationships throughout the school year.  Facilities maintenance continues to be a priority in creating a safe and welcoming campus. This summer, ECHS has scheduled key improvements, including the installation of new carpeting in designated areas, to enhance both the appearance and functionality of the school environment.  Finally, the school is entering the next phase of its Multi-Tiered System of Supports (MTSS) implementation. This iteration will formalize the integration of all staff into the MTSS process, ensuring a schoolwide commitment to data-informed instruction and whole-student support.|Met||2026-06-15|2026
37681140000000|Fallbrook Union Elementary|6|Fallbrook Union Elementary School District (FUESD) annually surveys its 5th and 7th graders using the California Healthy Kids Survey (CHKS), K-8 with an SEL Screener, and surveys parents regarding feelings of welcome and school safety. to measure their perceptions of school climate, safety, and connectedness.   2025-26 Data from District Needs Assessment: 95% of parents/families reported that school is a safe place  2025-26 Panorama Student Survey (Winter):  Emotional Regulation K-2 72% (Favorable)  Student Engagement K-2 72% (Favorable)   Supportive Relationships 3rd-5th 86% (Favorable)   Supportive Relationships 6th-8th 82% (Favorable)   2025-2026 CHKS (5th/7th): 68% of students in grade 5 reported school connectedness (most/all of the time) 52% of students in grade 7 reported school connectedness (agree/strongly agree)  2025-2026 CHKS/Staff -  94% of staff agreed/strongly agreed that the school is a safe place for staff 85% agreed/strongly agreed that the school is a supportive and inviting place to work|"Key Learnings: Our data analysis demonstrates that a systemic focus on multi-tiered supports, positive behavior interventions, and robust facility care yields measurable success across the district.  Positive Behavior & Attendance Success: The strategic implementation of Multi-Tiered Systems of Supports (MTSS) and Positive Behavior Interventions and Supports (PBIS) fundamentally improved school climate. This approach resulted in a low 1.2% suspension rate, zero expulsions, a 10.5% reduction in chronic absenteeism, and a 2.01% increase in average daily attendance.  Safe and High-Quality Facilities: FUESD successfully sustained high facility standards, with 100% of campuses earning a ""Good Repair"" rating on the annual Facility Inspection Tool (FIT) report.  Comprehensive Mental Health & SEL Frameworks: Classroom-wide, weekly social-emotional learning (SEL) delivery by school counselors effectively supported both educators and students. This sustained effort maintained a high 95% parent perception of school safety.  Positive Staff & Community Culture: Staff safety perceptions increased by 3% on the California Healthy Kids Survey (CHKS), reinforcing FUESD's reputation as an inviting and supportive workplace. Furthermore, the District Wellness Committee exceeded its baseline goals by delivering multiple districtwide wellness initiatives.  Areas of Continued Need: While foundational baselines remain stable, specific metrics indicate a need for more precise, targeted interventions moving forward.  Inconsistent School Connectedness Data: Student feedback regarding ""school connectedness"" on both the Panorama and CHKS surveys was inconsistent and fell short of our district growth targets. Although we successfully maintained our 2023–24 baseline data, there is an ongoing need to convert this stability into growth.  Targeted Engagement Strategies: To improve student connectedness, FUESD needs to design and implement targeted, classroom-level strategies. Future efforts must focus on building deeper, more authentic peer-to-peer relationships and stronger bonds between students and their overall school community.  In the areas of Chronic Absenteeism we will continue to support our Long-Term English Learners and our White student groups and our Homeless group for Suspension."|Based on our data analysis and identified successes, FUESD will implement the following strategies for continuous improvement:  Sustaining and Expanding Successful Practices Comprehensive Tiered Support: Maintain our robust support model by placing full-time counselors and social workers on every campus—a strategy that has demonstrated measurable success in improving daily attendance and reducing chronic absenteeism.  Social-Emotional Learning (SEL): Continue our focus on targeted SEL classroom instruction and character development, building upon the positive trends observed in 5th grade school connectedness.  Restorative Practices: Expand our districtwide restorative practices model to further strengthen and sustain a positive, supportive disciplinary environment.  Targeted Interventions for Areas of Need Intermediate Transition Support: Develop and implement enhanced transition programs for students moving from elementary to intermediate grades, specifically targeting the identified decline in 7th grade school connectedness.|Met||2026-06-18|2026
37681220000000|Fallbrook Union High|6|Fallbrook Union High School District utilizes the California Healthy Kids Survey (CHKS) as its primary local climate survey and supplements these findings with suspension and expulsion data, educational partner feedback, attendance trends, and site-level engagement data to monitor school safety, school connectedness, meaningful participation, and positive relationships between students and adults.  Local discipline data indicates that the district continues to maintain relatively low suspension and expulsion rates compared to pre-pandemic levels, although increases occurred during the 2024-2025 school year. The district suspension rate increased by 1.9 percentage points, from 2.5% in 2023-2024 to 4.4% in 2024-2025. English learner suspension rates increased by 3.0 percentage points, from 3.2% to 6.2%, while the suspension rate for students with disabilities remained relatively stable at 7.0%. Despite these increases, rates remain below pre-pandemic levels when the district suspension rate was 6.0%, English learner suspension rates were 11.5%, and students with disabilities were suspended at a rate of 9.3%. Expulsion rates remain very low, increasing by 0.24 percentage points from 0.05% in 2023-2024 to 0.29% in 2024-2025.  The California Healthy Kids Survey provides additional insight into student perceptions of school climate. During the 2024-2025 school year, 49% of 9th-grade students and 48% of 11th-grade students reported feeling connected to school. Twenty-seven percent of 9th-grade students and 24% of 11th-grade students reported high levels of meaningful participation, while 57% of 9th-grade students and 58% of 11th-grade students reported positive relationships with caring adults on campus. Additionally, 50% of 9th-grade students and 52% of 11th-grade students reported feeling safe at school.  2025-2026 CHKS results demonstrate encouraging improvements across several indicators when compared to 2024-2025 results. School connectedness increased by 6 percentage points for 9th-grade students (49% to 55%) and by 12 percentage points for 11th-grade students (48% to 60%). Meaningful participation increased by 6 percentage points for 9th-grade students (27% to 33%) and by 1 percentage point for 11th-grade students (24% to 25%). Positive relationships with caring adults increased by 5 percentage points for 9th-grade students (57% to 62%) and by 8 percentage points for 11th-grade students (58% to 66%). Student perceptions of safety increased by 5 percentage points for 9th-grade students (50% to 55%) and by 12 percentage points for 11th-grade students (52% to 64%).  These results suggest that district efforts focused on student connection, belonging, and school engagement are yielding positive outcomes. The district will continue to monitor school climate through CHKS data, suspension and expulsion trends, and educational partner feedback to evaluate the effectiveness of interventions such as Warrior PRIDE Time, Freshman Seminar development, expande|Analysis of local climate data identified several areas of strength as well as areas requiring continued attention. One significant strength is that district suspension rates remain below pre-pandemic levels despite an increase during the 2024-2025 school year. While the overall suspension rate increased from 2.5% to 4.4%, it remains below the pre-pandemic rate of 6.0%. Similarly, English learner suspension rates, while increasing to 6.2%, remain substantially lower than the pre-pandemic rate of 11.5%. Expulsion rates remain very low at 0.29%, indicating that schools continue to prioritize interventions, relationship-building, and restorative practices before utilizing exclusionary disciplinary measures.  Analysis of disaggregated data indicates that English learners and students with disabilities continue to experience suspension rates higher than the district average. This remains an identified area of need and reinforces the district's continued investment in Multi-Tiered Systems of Support (MTSS), restorative practices, counseling services, intervention programs, and Warrior PRIDE Time.  California Healthy Kids Survey data also demonstrates several positive trends over the past four years. Ninth-grade students have shown overall growth in their transition into high school. Since 2022-2023, caring adult relationships increased by 9 percentage points (53% to 62%), high expectations increased by 3 percentage points (70% to 73%), academic motivation increased by 10 percentage points (58% to 68%), and perceptions of safety increased by 6 percentage points (49% to 55%). School connectedness has remained relatively stable over time, increasing from 49% in 2022-2023 to 55% in 2025-2026 despite some year-to-year fluctuations. These trends suggest that systems such as Warrior PRIDE Time, counseling supports, intervention services, and targeted freshman transition supports are positively impacting students' experiences as they enter high school. Ninth grade will continue to be a priority area as the district develops a Freshman Seminar course and expands opportunities to connect English learners and students with disabilities to school resources, peers, and adults on campus.  Eleventh-grade data demonstrates some of the most significant improvements over the past four years, particularly in school connectedness and safety. Since 2022-2023, caring adult relationships increased by 2 percentage points (64% to 66%), high expectations increased by 9 percentage points (67% to 76%), school connectedness increased by 18 percentage points (42% to 60%), academic motivation increased by 7 percentage points (57% to 64%), and perceptions of safety increased by 25 percentage points (39% to 64%). While these trends are encouraging, educational partner feedback continues to indicate that not all upper-grade students feel connected to existing opportunities. Although the district offers numerous programs including Advanced Placement, International Baccalaureate, Career|In response to local climate data and educational partner feedback, Fallbrook Union High School District will continue implementing and refining supports designed to strengthen student belonging, school connectedness, meaningful participation, and positive relationships with caring adults. Analysis of California Healthy Kids Survey data indicates that while many indicators have improved over the past four years, there remains an opportunity to intentionally support students who are not connected to existing programs, activities, or school resources.  Warrior PRIDE Time will continue to serve as a schoolwide intervention, enrichment, and relationship-building period. The district will further refine its implementation to ensure students receive not only academic support, but also intentional opportunities to build connections with peers, trusted adults, and school resources. Additional emphasis will be placed on utilizing Warrior PRIDE Time to support English learners and students with disabilities, as these student groups continue to experience suspension rates above the district average and may benefit from increased opportunities for belonging and school connection.  To further strengthen supports, the district will continue implementation of the English Learner Facilitator and Multi-Tiered Systems of Support (MTSS) Teacher on Special Assignment positions. These positions help staff identify students in need of intervention, coordinate academic, behavioral, and social-emotional supports, and provide targeted systems of assistance to improve student outcomes. These positions also increase students' access to trusted adults on campus, which aligns with improving trends in caring adult relationships identified through the California Healthy Kids Survey.  Analysis of four years of CHKS data also confirms that ninth grade remains a critical transition period for establishing a sense of belonging and setting the foundation for future success. As a result, the district is planning to implement a Freshman Seminar course designed to support students' successful transition into high school. The course will focus on academic success skills, social-emotional learning, college and career exploration, digital citizenship, goal setting, and relationship building while intentionally creating opportunities for students to develop meaningful connections with peers, staff, and campus programs.  For upper-grade students, data indicates significant growth in school connectedness and perceptions of safety; however, educational partner feedback suggests there remains a subset of students who do not actively participate in the many opportunities available on campus. As a result, the district will continue to expand efforts to connect students to Advanced Placement, International Baccalaureate, Career Technical Education pathways, Dual Enrollment, athletics, visual and performing arts, leadership opportunities, clubs, and other extracurricular activities. Additional em|Met||2026-06-24|2026
37681300000000|Grossmont Union High|6|The Grossmont Union High School District (GUHSD) uses the California Healthy Kids Survey (CHKS) to measure and monitor school climate on an annual basis in grades 9 , 10 & 11.|According to the most recent School Climate Index Report Card, the District has seen an increase in students feeling connected to school. In grades 9, 10, and 11, 60%, 59%, and 58% of students report feeling connected to school, respectively. All grades also report 60% or more of students reporting having a caring adult relationship on campus, with 66% of 11th graders having a caring relationship.|Over the past several years, the District has focused multiple initiatives on increasing connectedness, increasing engagement, and addressing mental health for all students. The District continues to provide student access to therapists, while also creating a school counselor position focused on building connections and supporting students at the tier 2 level. This year we approved our “Portrait of a Graduate” student, adult, and system portraits. Next year, we begin the strategic planning phase. We recognized based on this work that student connection and mental health support were a priority for almost all members of our community. As a result, we will be not only continuing access to counselors and mental health services, but we are looking at places where we need to systematize access and tiered services to ensure that all students district-wide have the support they need.|Met||2026-06-23|2026
37681300136077|Altus Schools East County|6|Altus Schools East County (ASEC) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASEC’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, ASEC exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHKS survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASEC’s response rate on the CHKS at each grade level was Grade 7 (29%), Grade 9 (20%), and Grade 11 (56%) for CHKS Core and Grade 7 (29%), Grade 9 (18%), and Grade 11 (41%) for CHYS Behavioral Health.|In 2025-2026, 97% of students reported that they felt safe at ASEC and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 ASEC’s suspension rate was 0% and expulsion rate was 0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. ASEC didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group due to insufficient number of responses which are required for disaggregation. Additionally, there were insufficient numbers of respondents to receive student group disaggregation for the behavioral health indicators on the 2026 CHKS. Key insights gleaned from the 2026 CHKS survey are as follows:  •	56% of students in grade 9 and 65% of students in grade 11 reported caring relationships with adults in school. •	23% of students in grade 9 and 29% of students in grade 11 reported lifetime drug or alcohol use. 8% of students in grade 9 and 14% in grade 11 reported current alcohol or drug use.  •	31% of students in grade 9 and 21% of students in grade 11 reported lifetime tobacco use. •	32% of students in grade 9 and 19% of students in grade 11 reported socioemotional distress. •	54% of students in grade 9 and 79% of students in grade 11 reported chronic sad or hopeless feelings in the past 12 months. •	85% of students in grade 9 and 79% of students in grade 11 reported considering suicide in the past 12 months. •	65% of students in grade 9 and 69% of students in grade 11 reported being satisfied or very satisfied with life. •	62% of students in grade 9 and 47% of students in grade 11 reported eating breakfast today. •	46% of students in grade 9 and 38% of students in grade 11 reported a bedtime of 12 am or later. •	20% of students in grade 9 and 23% of students in grade 11 reported wanting to get mental health services. •	30% of students in grade 9 and 23% of students in grade 11 reported receiving mental health services. •	30% of students in grade 9 and 25% of students in grade 11 reported barriers to receiving services. •	59% of students in grade 9 and 46% of students in grade 11 reported feeling loneliness sometimes or often. •	45% of students in grade 9 and 31% of students in grade 11 reported being dissatisfied or very dissatisfied with their body image.|ASEC administers the California Healthy Kids Survey (CHKS) in addition to an annual LCAP Educational Partner Engagement Survey to evaluate students’ perceptions of mental health, social-emotional health, school climate, and connectedness. Based on the results of the CHKS, the school’s educational partners have indicated that students continue to have academic, physical, emotional, and mental health needs, including elevated needs for mental health services. To address these needs, ASEC operates a school meal program and provides an annual Family Resource Night to inform parents and family members about available programs and services. The school also provides a Healthy Youth Therapist to deliver targeted counseling services and referrals, as well as a Homeless and Foster Youth Liaison to proactively support students’ academic, physical, mental health, and social-emotional needs. These supports contribute to improved educational outcomes, promote stability, and foster a supportive and inclusive environment for these student groups. While students continue to have social-emotional and health-related needs, over 90% of students surveyed continue to report high levels of satisfaction with school safety and their overall experience at ASEC.|Met||2026-06-24|2026
37681300139063|The Learning Choice Academy - East County|6|The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness.  A total of 19 students in grades 5 and 6 completed the survey (23% response rate)  The below data points represent findings related to school safety and connectedness:  89% of students strongly agreed or agreed that they feel close to people at this school 88% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 89% of students strongly agreed or agreed that they are happy to be at this school 79% of students feel safe or very safe at school 89% of students strongly agree or agree that they feel like they are part of this school 76% of students said they were satisfied or very satisfied with their friendships 89% of students strongly agreed or agreed that teachers at TLC treat students fairly  A total of 127 students in grades 7 through 12 completed the survey (a 47% response rate).  The below data points represent findings related to school safety and connectedness:  76% of students strongly agreed or agreed that they feel close to people at this school 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 76% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 80% of students strongly agreed or agreed that they are happy to be at this school 70% of students felt very safe or safe while at school 70% of students strongly agree or agree that they feel like they are part of this school 75% of students said they were satisfied or very satisfied with their friendships  81% of students strongly agreed or agreed that teachers at TLC treat students fairly|"To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site. The school will continue to offer student clubs, Student Council, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor."|In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in December 2025. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results.|Met||2026-06-17|2026
37681303731262|Steele Canyon High|6|Steele Canyon High School utilizes the YouthTruth Survey to annually collect school climate data from all students, families, and staff. Unlike the California Healthy Kids Survey, which is administered on a rotating basis, YouthTruth allows the school to gather feedback from students every year, providing more timely and actionable data to inform continuous improvement efforts.  Overall, YouthTruth results indicate that students, families, and staff report positive perceptions of school climate and relationships. Students identified strong connections with teachers and trusted adults, appreciation for the variety of academic and extracurricular opportunities available, and confidence in the school’s ability to prepare them for college and career success. Families expressed satisfaction with the quality of instruction, caring staff, and the overall educational experience provided to students. Staff members reported positive professional relationships and a supportive culture focused on student success.  Disaggregated survey data and analysis of student comments revealed areas of strength and opportunities for improvement across student groups. Positive trends included high levels of teacher support, academic expectations, and access to future readiness opportunities. Areas identified for continued growth included strengthening students’ sense of belonging, increasing student voice, promoting respectful peer interactions, and expanding support for students experiencing stress and mental health challenges.  Additional stakeholder feedback highlighted the importance of creating an inclusive school culture and ensuring that all students, including English learners, students with disabilities, foster youth, and students from historically underserved groups, feel connected and supported. These findings are reinforced through other local data sources, including attendance, chronic absenteeism, discipline data, and stakeholder engagement surveys.  Steele Canyon High School uses YouthTruth results and other local indicators to monitor school climate trends over time and to guide the implementation of programs and supports that promote student engagement, belonging, safety, and overall well-being.|Analysis of YouthTruth survey results and other local data sources identified several strengths and areas for continued growth related to school climate and conditions. Overall, students, families, and staff reported positive perceptions of the school environment and highlighted strong relationships between students and adults as a significant strength. Students indicated that teachers and staff members are supportive, approachable, and invested in their success. Families expressed confidence in the school’s academic programs and appreciation for the caring and dedicated staff, while staff members described a positive professional culture and strong commitment to student achievement.  The analysis also demonstrated that students value the wide variety of academic opportunities, extracurricular activities, and college and career pathways available at Steele Canyon High School. Educational partners consistently identified future readiness and student support as areas of strength.  Disaggregated survey data and analysis of stakeholder comments revealed several areas for improvement. Students emphasized the importance of belonging, respectful peer interactions, and emotional well-being. Responses highlighted concerns related to stress, anxiety, social pressures, and the desire for a stronger sense of inclusion and connection among all students. Families expressed interest in expanded mental health supports, increased communication, and continued attention to student wellness. Staff members identified opportunities to improve communication, strengthen collaboration, and provide professional learning that is responsive to the diverse needs of students.  Analysis of available data for English learners, students with disabilities, foster youth, and other historically underserved student groups reinforced the importance of ensuring equitable access to supports and promoting a school culture where every student feels valued, connected, and supported. These findings are consistent with trends observed in attendance, chronic absenteeism, and other local indicators and have informed the school's ongoing efforts to strengthen its Multi-Tiered System of Supports (MTSS).  Overall, the data indicate that Steele Canyon High School has a strong foundation of positive relationships and academic opportunity. At the same time, stakeholder feedback identified opportunities to further enhance student belonging, emotional wellness, engagement, and inclusive practices to ensure positive outcomes for all students.|As a result of the analysis of YouthTruth survey data and other local indicators, Steele Canyon High School has identified several areas for continuous improvement and will continue to refine existing plans, policies, and practices to better support positive school climate and student outcomes.  Stakeholder feedback highlighted the importance of strengthening students’ sense of belonging, promoting respectful peer interactions, and expanding support for student mental health and emotional well-being. In response, the school will continue to strengthen its Multi-Tiered System of Supports (MTSS) by providing tiered academic, behavioral, and social-emotional interventions and increasing collaboration among counselors, administrators, teachers, and support personnel to address student needs proactively.  The school will continue to implement programs and practices designed to foster a safe, welcoming, and inclusive learning environment. Efforts to promote positive school culture, student connectedness, and respectful relationships will remain priorities. Student voice opportunities will continue to be expanded through leadership groups, surveys, and other forums that provide students with meaningful input regarding school climate and programs.  Feedback from families and staff identified opportunities to improve communication and collaboration. In response, the school will continue to utilize multiple communication platforms and engagement structures to increase transparency and strengthen partnerships with families and educational partners. Additional efforts will focus on increasing participation among historically underrepresented families and ensuring that diverse perspectives are reflected in school decisions.  Staff feedback also highlighted the importance of ongoing professional learning and collaboration. As a result, the school will continue to provide professional development and structured opportunities for collaboration that support inclusive practices, effective instructional strategies, and the implementation of MTSS.  These continuous improvement efforts are reflected in the Local Control and Accountability Plan (LCAP) and are supported through actions focused on academic support, social-emotional learning, college and career readiness, and family engagement. Steele Canyon High School will continue to monitor YouthTruth results and other local data annually to evaluate progress and make adjustments as needed to ensure that all students experience a positive, supportive, and engaging school environment.|Met||2026-06-17|2026
37681303732732|Helix High|6|Helix conducts the California Healthy Kids Survey (CHKS) annually to gauge the perceptions of students and staff regarding school climate and safety. This survey aims to provide a comprehensive understanding of the school environment from multiple perspectives.|Key Learnings from 2025-2026 CHKS data:  Staff Perceptions of Safety: • Students' Safety: 100% of staff members believe that students  are safe and secure on campus. Same as prior year.. • Staff Safety: 100% of staff members feel safe and secure themselves on campus. 2% increase from prior year.  Student Perceptions of Safety: • Overall Feeling of Safety: 81.25% of students reported feeling Safe or Very Safe on campus. • Students Neutral Findings on Feeling Safe: 16.5% of students indicated they did not feel safe or felt neutral about their safety on campus. 2% or students indicated they did not feel safe. All areas showing growing in the desired areas.  Racial/Ethnic Subgroup Analysis: • Asian and Multiracial, non-Hispanic Students: These groups reported a slightly higher percentage (2-3%) of not feeling safe compared to other racial/ethnic subgroups.|Based on the analysis of the 2025–26 California Healthy Kids Survey (CHKS) data, Helix Charter High School will continue implementing its existing safety, wellness, and student support systems, as the results indicate a strong and positive school climate. Staff perceptions of safety remain exceptionally high, with 100% of staff reporting that both students and staff are safe and secure on campus. Student perceptions also showed continued improvement, with more than 81% of students reporting feeling safe or very safe at school.  To address the needs identified through the data, Helix will focus on students who reported neutral or negative perceptions of safety, as well as the slight disparities reported by Asian and Multiracial non-Hispanic students. The school will continue gathering student feedback through surveys, focus groups, and student leadership opportunities to better understand and address factors that may impact students’ sense of safety and belonging.  Helix will maintain and strengthen programs that promote school connectedness, inclusion, and social-emotional well-being, including counseling services, Wellness Center supports, restorative practices, and relationship-building initiatives. Grade Level Teams, Academic Coaches, counselors, and administrators will continue collaborating to identify students needing additional support and provide timely interventions.  The school will also continue reviewing campus supervision, communication systems, and student support structures to ensure they effectively meet the needs of all students. Ongoing staff professional development will emphasize inclusive practices, student engagement, and fostering positive school relationships.  Helix will monitor CHKS results and other local data annually to evaluate the effectiveness of these efforts and inform future planning. These actions support the school’s commitment to continuous improvement and ensuring that all students feel safe, connected, and supported throughout their educational experience.|Met||2026-06-29|2026
37681550000000|Jamul-Dulzura Union Elementary|6|In 2024–25, JDUSD returned to using the California Healthy Kids Survey to gather student, staff, and parent feedback related to school climate. Based on the 2025–26 survey results, elementary students reported 70% favorability for school connectedness, a decrease of 1%, and 83% favorability for feeling safe at school, an increase of 13%. At the middle school level, students reported 43% favorability for school connectedness, an increase of 2%, and 43% reporting that they feel safe or very safe at school, a decrease of 9%.  JDUSD has also administered the Measurable Results Assessment through the Leader in Me program from 2020 through 2026. The assessment was completed at each school site by students, staff, and families. Survey results over the past three years indicate steady growth in the areas of school leadership, school culture, and academics, as reported by students, families, teachers, and staff. Most recently, the elementary school scored 80% in the area of culture, an increase of 3%, placing it within the effective range. In addition, the elementary school was recognized as a Leader in Me Lighthouse School this spring.  In June 2025, JDUSD was notified that both schools received Platinum recognition from an external evaluator for their PBIS implementation. The district maintained Platinum-level recognition throughout the 2025–26 school year.  Additionally, a student engagement survey conducted with focus students showed 84% favorability among students in grades TK/K–3 and 62% favorability among students in grades 4–8.|A key learning from the data is that JDUSD must continue its efforts to ensure that all students are meaningfully engaged in their learning. While overall district results demonstrate positive progress, a closer examination of student group data highlights opportunities to better support specific populations.  In particular, the district will continue to focus on increasing engagement among Native American and Pacific Islander students while also strengthening engagement for all student groups and their families. Although JDUSD's student subgroups are small due to the size of the district, every student’s experience and success are important. Therefore, the district remains committed to examining subgroup data, identifying areas of need, and implementing targeted supports to ensure that all students feel connected, engaged, and supported in their educational experience.  Moving forward, JDUSD will continue to prioritize equitable practices and responsive interventions that address the unique needs of each student group, recognizing that meaningful engagement is essential to both academic success and overall well-being.|One of the most significant actions JDUSD has taken in response to survey results and local data has been the addition of targeted staff positions designed to strengthen student support systems, enhance school culture, and provide resources for families. These positions include a Behavior Support Specialist, a full-time Social Worker, and a Social Work Intern assigned to support services at the district’s other school site.  These investments reflect the district’s commitment to addressing the social, emotional, and behavioral needs of students while fostering positive relationships among students, staff, and families. JDUSD will continue to monitor data and evaluate the effectiveness of current supports while exploring the potential need for additional positions and services as warranted.  Furthermore, JDUSD remains committed to its renewed emphasis on Positive Behavioral Interventions and Supports (PBIS) through its School Transformation Grant and Community Engagement Initiative (CEI) work. These efforts are intended to strengthen school culture, increase student engagement, and ensure that all students have access to a safe, supportive, and inclusive learning environment.|Met||2026-06-25|2026
37681556117303|Greater San Diego Academy|6|Due to a history of low participation in the CA Healthy Kids Survey, GSDA engaged in alternative survey methods throughout the year.  Students provided feedback on their perceptions of school safety and connectedness via surveys, student meetings, and classroom discussions. Overall students report that they feel safe while on our campus.  Students who participated in morning meetings, enrichment classes, field trips, and/or schoolwide events reported a higher level of connectedness with the GSDA community.|Analysis of student feedback shows that students that engage in GSDA offerings beyond their homeschool curriculum feel a greater sense of connectedness with the GSDA community.  An area of need is ensuring that all students, whether participating in GSDA activities or not feel connected to GSDA as a whole.|GSDA plans to increase awareness of the opportunities to connect virtually for students that do not attend in-person events.  There are plans in place to create new policy and procedure manuals related to the virtual learning environment to continually improve all students' perceptions of GSDA as a safe learning environment.|Met||2026-06-25|2026
37681630000000|Julian Union Elementary|6|Survey rates students overall perception of school campus climate including student's sense of safety and connectedness. Ratings are on a scale from 1 (negative climate) - 4 (positive climate) Grade 3 - 3.35 Grade 4 - 3.60 Grade 5 - 3.13 Grade 6-8 2.40 (grades 6-8 combined on this year's survey)  This compares with baseline data from 2023-24: Grade 3 - 3.17 Grade 4 - 2.89 Grade 5 - 3.16 Grade 6 - 2.81 Grade 7 - 2.72 Grade 8 - 2.68|Student responses show broad improvements across most elementary grade levels, and a decrease in student perception in middle grades (6, 7 and 8). Percent difference from baseline: Student Survey Grade 3 5.7% increase Grade 4 24.6% increase Grade 5 -0.9% decline Grade 6, 7 & 8 (combined) -12.3% decline  An analysis of student data from middle grades shows a need for more positive recognition, and the need to establish a shared understanding of student expectations/school rules.|"The student manual ('Rules of the Pack"") for middle grades (Junior High) has been rewritten to address needs. In addition, the district is adopting 'The Leader In Me' 7-Habits as a school character education program to build a sense of common purpose and shared language around character and school expectations."|Met||2026-06-12|2026
37681630128421|Harbor Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|"On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average. By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%. Analysis of the High School data (71% average) revealed a specific need for improved personalization, as students rated classroom agency and ""student voice"" items lower than other spans. The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably."|"Staff continue participating in restorative practice training as leadership develops a database of alternative discipline options and increases training on policies and documentation.  The school has strengthened its commitment to English Learner (EL) students by increasing dedicated staffing. These specialists facilitate expanded professional development for educators and foster frequent communication with parents to enhance the EL educational experience.  School leaders are also expanding mental health resources and the ""train the trainer"" behavior management model. Staff will utilize Branching Minds to document and communicate MTSS progress.  Branching Minds includes resources to address issues and share with families.   To further improve student agency, which received 44% and 46% ratings, students will now lead their own progress conferences and tuning meetings. This initiative grants students greater autonomy to demonstrate progress and responsible decision-making."|Met||2026-06-11|2026
37681630137109|Diego Valley East Public Charter|6||||Not Met|||2026
37681630138156|JCS - Mountain Oaks|6|The Fall 2025 Holistic Student Assessment (HSA) was administered to 147 JCS-Mountain Oaks students in grades 4–12 to assess social-emotional strengths, challenges, and support needs across resiliency, relationships, and school engagement domains. Using a three-tiered framework, results showed that 39.5% of students were identified in Tier 1, 34.7% in Tier 2, and 25.9% in Tier 3, indicating that more than half of students may benefit from moderate to intensive support.  Students averaged 2.8 strengths and 3.0 challenges. The most common strengths were emotion control (38.1%), empathy (31.3%), peer relationships (26.5%), and action orientation (25.2%). The most frequently identified challenges were learning interest (30.6%), perseverance (27.9%), optimism (27.9%), and critical thinking (25.9%), suggesting a need for increased support in motivation, engagement, persistence, and higher-order thinking skills.  The survey population represented students in grades 4–8, with the largest groups in grades 6 and 7. Gender representation was relatively balanced, and most students reported English as their primary language. The student population reflected diverse racial and ethnic backgrounds, with White/Caucasian students comprising the largest identified group and many students choosing to self-describe or not report race/ethnicity.  Overall, the HSA data indicate that JCS-Mountain Oaks students demonstrate strengths in emotional regulation, empathy, and peer relationships while also showing notable needs related to academic engagement, perseverance, optimism, and critical thinking. These findings provide important information for planning targeted social-emotional and academic supports to improve student well-being and success.|The Holistic Student Assessment (HSA) data for Mountain Oaks highlights both strengths and areas of need in students’ social-emotional wellness and academic engagement. Overall, 60.6% of students were identified in Tier 2 or Tier 3, indicating many may benefit from targeted interventions and additional support. Students averaged 3.0 challenges and 2.8 strengths, with the greatest needs in learning interest, perseverance, optimism, critical thinking, and academic motivation. Key strengths included emotion control, empathy, peer relationships, action orientation, and school bonding.  Equity analyses revealed important differences among student groups. Boys reported higher challenge levels and were more likely than girls to be identified in Tier 3, particularly in perseverance, reflection, critical thinking, and optimism. Girls demonstrated stronger emotional regulation and empathy but experienced greater challenges in assertiveness and relationships with adults.  Students with disabilities demonstrated the greatest needs of any subgroup. Only 20% were identified in Tier 1, while 40% fell into Tier 3. Compared to students without disabilities, they reported significantly more challenges and fewer strengths, especially in optimism, perseverance, learning interest, reflection, and academic motivation. These findings highlight the need for inclusive, relationship-centered supports that strengthen engagement, confidence, and self-efficacy.  Low-income students demonstrated both resilience and vulnerability. Many showed strengths in school bonding, empathy, action orientation, and relationships with adults, while also experiencing challenges related to learning interest, optimism, and trust. Strong relationships and school connectedness appear to be important protective factors for this group.  Racial and ethnic equity analyses revealed disparities among historically underserved students, including Black/African American, Native American, and Hispanic/Latino students. These students reported higher rates of Tier 3 support needs and greater challenges in perseverance, learning interest, trust, and relationships with adults. However, they also demonstrated strengths in action orientation, emotion control, and school bonding, highlighting the value of culturally responsive practices and relationship-based supports.  Overall, the findings indicate that while Mountain Oaks students possess important social-emotional strengths, equity gaps remain across gender, disability status, income level, and race/ethnicity. Continued investment in social-emotional learning, culturally responsive practices, relationship-centered interventions, and inclusive academic supports will be essential to improving outcomes and ensuring all students have opportunities to succeed.|Analysis of the Holistic Student Assessment (HSA) data identified key needs related to student engagement, perseverance, academic motivation, optimism, and relationship-building, particularly among boys, Students with Disabilities (SwD), historically underserved student groups, and students requiring Tier 2 and Tier 3 supports. In response, Mountain Oaks will continue refining LCAP actions to strengthen equitable access to academic, social-emotional, and behavioral supports.  To address elevated support needs, the school will strengthen MTSS implementation through Beyond SST, Tier II instructional supports in ELA and Math, SELPA collaboration, and professional development for staff serving students with disabilities. These efforts will improve early identification, intervention tracking, and personalized support for students experiencing challenges with engagement, motivation, perseverance, and reflection. The school will continue using benchmark assessments, HSA results, and ParsecGO data to monitor progress, identify equity gaps, and adjust interventions.  Given the disparities identified among Students with Disabilities and historically underserved student groups, Mountain Oaks will continue emphasizing culturally responsive and inclusive practices. Professional learning focused on effective instruction, SEL, restorative practices, de-escalation strategies, and student re-engagement will strengthen staff capacity to support students with social-emotional and academic needs. Restorative approaches will also continue to promote school connectedness and reduce exclusionary discipline practices.  The HSA also identified strengths in emotion control, empathy, peer relationships, and school bonding. To build on these strengths, the school will continue implementing Leader in Me, annual HSA administration, tiered SEL supports, arts and music programs, field trips, real-world learning experiences, and expanded learning opportunities through after-school programs and the CoLab Commons Learning Center. These initiatives are intended to strengthen engagement, leadership, belonging, and social-emotional growth.  To address needs related to attendance, trust, and family connectedness, the school will continue strengthening family engagement and communication efforts, particularly for Students with Disabilities, English Learners, Foster Youth, students experiencing homelessness, and socioeconomically disadvantaged students. Attendance and engagement data will be monitored regularly, and support services will continue to reduce barriers to participation and increase access to resources.  As part of its continuous improvement process, JCS-Mountain Oaks will continue using HSA, assessment, attendance, behavior, and subgroup performance data to evaluate programs, guide decision-making, and ensure all students have equitable opportunities to succeed academically, socially, and emotionally.|Met|N/A|2026-06-12|2026
37681630138628|JCS - Cedar Cove|6|In Fall 2025, JCS–Cedar Cove administered PEAR’s Holistic Student Assessment (HSA) to 18 students in grades 4–12 to evaluate social-emotional strengths, challenges, and support needs. Results showed 26.7% of students in Tier 1 (thriving), 40% in Tier 2 (moderate support), and 33.3% in Tier 3 (intensive support), indicating a significant need for social-emotional interventions. Students averaged 2.3 strengths and 3.0 challenges, with strengths in school bonding, emotion control, optimism, trust, and peer relationships. Common challenges included empathy, assertiveness, critical thinking, perseverance, reflection, and academic motivation.  Gender analysis showed boys generally demonstrated stronger social-emotional outcomes than girls, with more strengths and greater representation in Tier 1. Girls showed fewer strengths overall and greater challenges related to emotional regulation, critical thinking, self-advocacy, and academic motivation. Findings suggest a need for targeted supports that build girls’ confidence, leadership, emotional expression, and academic engagement while continuing to strengthen empathy, perseverance, and reflection among boys.  Latino/Hispanic students, who comprised about one-third of respondents, demonstrated strengths in school bonding, reflection, optimism, emotion control, and learning interest. However, they reported fewer strengths overall than the school average and faced challenges in empathy, perseverance, assertiveness, critical thinking, and academic motivation. These results highlight the importance of culturally responsive, identity-affirming supports that promote belonging, student voice, leadership, and academic engagement.  Program comparisons revealed notable differences between Academy and Home Study students. Home Study students demonstrated stronger social-emotional outcomes, averaging 2.9 strengths per student and lower levels of intensive support needs. Academy students averaged only 1.3 strengths and 3.3 challenges, with half falling into Tier 3. Academy students showed greater needs in empathy, reflection, critical thinking, resilience, and belonging, and were more linguistically and racially diverse. The findings indicate a need for enhanced relationship-centered, culturally responsive social-emotional supports, particularly for Academy students.|The 2025–26 Holistic Student Assessment (HSA) identified key strengths and areas of need among Cedar Cove students. Overall, students demonstrated strong school bonding, emotion control, optimism, trust, peer relationships, and learning interest, indicating positive connections to school and foundational social-emotional skills. However, many students showed challenges in empathy, assertiveness, critical thinking, perseverance, reflection, and academic motivation. Students averaged 2.3 strengths and 3.0 challenges, with 40% requiring Tier 2 supports and 33.3% requiring Tier 3 supports, suggesting a substantial need for additional social-emotional intervention.  Gender analysis revealed that boys demonstrated stronger overall social-emotional outcomes, particularly in emotion control, optimism, and school bonding. Girls showed strengths primarily in action orientation and school bonding but demonstrated greater needs in critical thinking, self-advocacy, emotional regulation, and academic confidence. Both groups identified empathy and assertiveness as common challenges, highlighting the need for targeted supports that build leadership, confidence, emotional expression, and perseverance.  Latino/Hispanic students demonstrated strengths in school bonding, reflection, optimism, emotion control, and learning interest, reflecting resilience and positive school connections. However, they reported fewer strengths overall than the school average and showed challenges in empathy, assertiveness, perseverance, critical thinking, and academic motivation. Findings support the need for culturally responsive, identity-affirming practices that strengthen belonging, leadership, communication skills, and student voice.  Program-level comparisons showed the largest disparities between Academy and Home Study students. Home Study students demonstrated stronger social-emotional functioning, averaging 2.9 strengths per student and lower levels of intensive support needs. Academy students averaged 1.3 strengths and 3.3 challenges, with half identified in Tier 3. Academy students showed greater needs in empathy, reflection, critical thinking, and overall resilience and represented a more diverse population, including more multilingual learners. These findings suggest a need for enhanced, relationship-centered and culturally responsive supports for Academy students.  Overall, the HSA results indicate that while school connectedness and emotional regulation are significant strengths, targeted interventions are needed to address empathy, perseverance, critical thinking, assertiveness, and academic confidence. The data also identified equity gaps among girls, Latino students, Academy students, multilingual learners, and students requiring Tier 2 and Tier 3 supports. Continued use of disaggregated HSA data will help guide equitable, data-informed social-emotional supports and continuous improvement efforts.|Analysis of Cedar Cove’s 2025–26 Holistic Student Assessment (HSA) data identified both strengths and areas of need that will guide revisions to programs, policies, and continuous improvement efforts. While students demonstrated strengths in school bonding, emotion control, and optimism, many showed needs in empathy, assertiveness, perseverance, critical thinking, reflection, and academic motivation. With 40% of students identified for Tier 2 supports and 33.3% for Tier 3 supports, the school determined that expanded social-emotional and academic interventions are needed, particularly for girls, Latino/Hispanic students, Academy students, multilingual learners, and other underserved groups.  To address these needs, Cedar Cove will strengthen its Multi-Tiered System of Supports (MTSS) through ongoing HSA administration, data analysis, SEL interventions, and professional development focused on restorative practices, culturally responsive instruction, student engagement, and de-escalation strategies. The school will also expand identity-affirming and culturally responsive programs, including bilingual supports, Spanish immersion, culturally relevant curriculum, and family engagement opportunities to improve belonging, participation, and academic engagement.  Targeted interventions will be enhanced through expanded academic support services, improved SST processes, stronger progress monitoring, data-driven decision-making, tutoring, enrichment opportunities, and continued collaboration with SELPA to support students with disabilities and struggling learners. Cedar Cove will also continue leadership, arts, enrichment, recognition, attendance, and family engagement initiatives to strengthen school connectedness, student voice, and overall engagement.  As part of its continuous improvement process, the school will continue using disaggregated HSA and achievement data to monitor effectiveness, identify equity gaps, refine interventions, and allocate resources strategically. Ongoing collaboration among staff, families, and educational partners will help ensure programs remain responsive to student needs and support equitable social-emotional and academic outcomes for all students.|Met|N/A|2026-06-12|2026
37681630139402|Brookfield Engineering Science Technology Academy|6|BEST Academy's local climate survey data provides valuable insights into the overall school climate and the well-being of our students, families, and staff. The survey results indicate a high level of teacher caring and school support for students and families, reflecting our commitment to fostering a nurturing, supportive learning environment. However, the data also highlight concerning trends regarding student social-emotional distress, with high percentages of students reporting symptoms of distress|All students' overall scores on the local climate survey indicate a positive perception of teachers' caring and school support. This suggests students feel supported and valued by their teachers and the school community. The data for 7th grade shows higher levels of distress in various social-emotional issues|In response to the high percentages of student social-emotional distress revealed by the survey data, we plan to allocate resources to provide a second full-time counselor and additional office staff. We have created two new TOSA positions to help address some concerns. One for MTSS and another for testing. These professionals will continuously address the issues learned from the data, providing targeted support and interventions to students and families in need.|Met||2026-06-09|2026
37681633731239|Julian Charter|6|The school administered PEAR’s Holistic Student Assessment (HSA) to students in grades 4–12 during Fall 2026. Results from 124 completed surveys showed that 42.7% of students were identified in Tier 1, 38.7% in Tier 2, and 18.5% in Tier 3, indicating that while many students are thriving, a substantial number require targeted support. Students averaged 2.7 strengths and 2.5 challenges. Key strengths included school bonding, empathy, and positive relationships with adults and peers, while common challenges included learning interest, assertiveness, critical thinking, action orientation, and academic motivation.  Equity analyses revealed meaningful differences among student groups. Girls were slightly more likely to be identified in Tier 1 and demonstrated strengths in school bonding and empathy, while boys showed higher Tier 3 representation and greater challenges related to assertiveness, academic motivation, learning interest, and critical thinking. These findings suggest a need for support focused on engagement, confidence, and self-management.  Hispanic/Latino students demonstrated fewer strengths and more challenges than the overall student population and were more likely to fall within Tier 2 and Tier 3 support levels. Key challenges included learning interest, assertiveness, action orientation, academic motivation, and peer relationships. These findings highlight the importance of culturally responsive practices, bilingual resources, and strong family engagement.  Students with disabilities demonstrated lower overall strengths despite positive relationships with adults and peers. Elevated challenges in learning interest, academic motivation, assertiveness, and executive functioning skills suggest a need for interventions that promote self-advocacy, engagement, and academic confidence.  Low-income students demonstrated resilience through strengths in perseverance and critical thinking, but reported challenges related to trust, optimism, relationships with adults, assertiveness, empathy, reflection, and learning interest. These findings point to the need for mentoring, relationship-building, and social-emotional supports that strengthen belonging and confidence.  Across all groups, school bonding and supportive relationships emerged as important protective factors, while learning interest, academic motivation, assertiveness, and action orientation were recurring areas of need. Overall, the data indicate that students possess important social-emotional strengths, but disparities remain across historically underserved groups. The findings support continued implementation of targeted, culturally responsive, and student-centered interventions that strengthen engagement, belonging, confidence, and equitable access to support systems.|Analysis of the 2025–2026 Holistic Student Assessment (HSA) data for the LIVE program identified important trends across the student population and key student groups. Students averaged 2.7 strengths and 2.5 challenges per student. School bonding, empathy, and relationships with adults emerged as major strengths, while learning interest, assertiveness, academic motivation, and critical thinking were the most common challenges. Although 42.7% of students were identified in Tier 1, more than half fell within Tier 2 or Tier 3 supports, indicating a need for targeted social-emotional and academic interventions.  Gender analysis revealed meaningful differences. Girls were more likely to fall within Tier 1 and demonstrated strengths in school bonding and empathy, but experienced greater challenges related to action orientation and optimism. Boys showed higher Tier 3 representation and greater challenges in assertiveness, academic motivation, and learning interest, suggesting a need for supports focused on confidence, engagement, and self-management.  Hispanic/Latino students reported fewer strengths and more challenges than the overall population and were more likely to fall within Tier 2 and Tier 3 supports. Key concerns included learning interest, assertiveness, academic motivation, and peer relationships, highlighting the importance of culturally responsive practices, bilingual resources, and family engagement.  Students with disabilities demonstrated lower overall strengths but maintained positive relationships with adults and peers. Challenges in learning interest, academic motivation, assertiveness, and executive functioning suggest a need for interventions that strengthen self-advocacy, engagement, and academic confidence.  Low-income students demonstrated resilience in perseverance and critical thinking but reported challenges related to trust, optimism, relationships with adults, assertiveness, and learning interest. These findings point to the need for mentoring, relationship-building, and social-emotional support.  Overall, school bonding and supportive relationships were key strengths across groups, while motivation, engagement, and assertiveness remained common challenges. The findings support continued implementation of culturally responsive, trauma-informed, and student-centered practices that strengthen belonging, resilience, and equitable access to support systems.|Analysis of the 2025–2026 Holistic Student Assessment (HSA) data identified priority areas for improvement related to student engagement, academic motivation, assertiveness, learning interest, and equitable access to social-emotional supports. While school bonding, empathy, and relationships with adults emerged as strengths, more than half of the students fell within Tier 2 or Tier 3 support levels. Elevated needs were identified among Hispanic/Latino students, students with disabilities, boys, and low-income students, particularly in engagement, self-efficacy, and access to culturally responsive supports.  In response, the school will continue implementing Action 3.2 (HSA & SEL Support Services) by using annual HSA data to guide tiered social-emotional interventions and monitor student progress. Additional emphasis will be placed on aligning supports to the needs of student groups demonstrating elevated support needs.  To address challenges related to learning interest, academic motivation, and engagement, the school will strengthen Action 2.1 (PD – Tier I Practices for Academic Outcomes) and Action 3.3 (PD – SEL & Engagement). Professional development will focus on culturally responsive instruction, trauma-informed practices, restorative approaches, student engagement strategies, de-escalation techniques, and executive functioning supports. Staff collaboration and coaching will continue to strengthen Tier I instruction and intervention practices.  To support Hispanic/Latino and multilingual students, the school will continue implementing Action 2.8 (EL Coordinator & ELD Teacher), Action 3.17 (EL Parent Engagement), and Action 2.12 (Current, Culturally Relevant Curriculum). These efforts will strengthen bilingual services, family engagement, culturally affirming practices, and equitable access to learning opportunities.  For students with disabilities, the school will continue Action 2.6 (SELPA Collaboration), Action 2.7 (SwD Professional Development), and Action 1.8 (Programs & Services) to strengthen inclusive practices, service coordination, executive functioning supports, and staff capacity to address diverse learning needs. MTSS and SST processes will continue to monitor interventions and ensure timely support.  The school will also maintain support for socioeconomically disadvantaged students through technology access, Foster/Homeless Youth services, attendance and engagement supports, and relationship-based interventions designed to reduce barriers and strengthen student connectedness.  As part of continuous improvement efforts, staff will regularly review HSA, attendance, engagement, and academic data through ParsecGO, MTSS, and other monitoring systems to evaluate program effectiveness and guide adjustments to instruction, student supports, family engagement, and professional development. These efforts will help ensure equitable access to meaningful opportunities and positive outcomes for all students.|Met|N/A|2026-06-12|2026
37681710000000|Julian Union High|6|For the 2025–26 school year, Julian Union High School District utilized local climate survey data from students, staff, and families to assess school connectedness, safety, engagement, and overall school climate. Survey results indicate that many students feel connected to school, report positive relationships with staff, and identify trusted adults on campus who support their academic and social-emotional well-being. Students also reported feeling safe at school and valued opportunities to participate in school activities and decision-making. Staff survey results reflected positive perceptions of school safety, staff collegiality, caring relationships with students, and high expectations for student success. Staff also identified areas for continued improvement, including student engagement, attendance, social-emotional supports, and addressing concerns related to vaping, substance use, and student mental health. Family feedback indicated positive perceptions regarding school communication, accessibility of staff, and opportunities for involvement in school activities and district planning processes. Families reported valuing the strong relationships between students, staff, and the community. Due to the district's small enrollment and confidentiality requirements, student group data are limited and not always reportable. However, JUHSD reviews available survey results alongside attendance, discipline, academic, and student support data to monitor outcomes for all student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and homeless youth. Overall, local climate survey data indicate that JUHSD maintains a safe, supportive, and welcoming learning environment. The district will continue to use survey results and other local indicators to strengthen student engagement, improve attendance, support student wellness, and promote positive school climate conditions for all students.|Analysis of local climate survey data, along with attendance, discipline, academic, and student support data, identified several areas of strength within JUHSD. Survey results indicate that many students feel safe at school, have positive relationships with staff, and have access to trusted adults who support their academic and social-emotional well-being. Families reported positive perceptions of communication and school accessibility, while staff identified strong collegial relationships, a positive working environment, and high expectations for student success. These findings reflect JUHSD's commitment to maintaining a safe, supportive, and student-centered learning environment. The analysis also identified areas for continued growth. Student engagement, attendance, and school connectedness remain priorities as the district works to ensure all students are actively engaged in learning and school activities. Survey and local data also highlighted the importance of continuing to strengthen supports related to student mental health, social-emotional well-being, and substance use prevention. Staff identified concerns regarding student motivation, readiness to learn, and the impact of vaping and other substance use on student success. Due to the district's small enrollment and confidentiality requirements, disaggregated survey data for individual student groups are limited. However, JUHSD continues to monitor available data for English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and homeless youth to identify potential disparities and ensure equitable access to academic, behavioral, and social-emotional supports. The district will continue using survey results and other local indicators to guide continuous improvement efforts and promote positive outcomes for all students.|Based on the analysis of local climate survey data and other local indicators, JUHSD will continue to strengthen efforts that support student engagement, attendance, connectedness, and overall well-being. The district will maintain and refine existing practices that promote positive relationships between students and staff, provide social-emotional supports, and create a safe and welcoming school environment. To address identified areas of need, JUHSD will continue implementing strategies designed to improve student attendance and engagement, including regular monitoring of attendance data, early intervention for students demonstrating attendance concerns, and increased communication with families regarding student progress and support services. The district will also continue to provide counseling, mental health resources, and wellness supports to address student social-emotional needs. Beginning in the 2026–27 school year, JUHSD will implement expanded restrictions on student cell phone use during the school day. This effort is intended to reduce distractions, increase student engagement, improve peer-to-peer interactions, and support students' social-emotional well-being. The district believes that limiting access to personal devices during instructional time will help foster stronger relationships, improve focus on learning, and create a more connected school environment. In response to concerns related to substance use and vaping, JUHSD will continue prevention and awareness efforts through student education, counseling supports, and collaboration with community partners when appropriate. The district will also continue to review school climate, attendance, discipline, and survey data to evaluate the effectiveness of current programs and identify opportunities for improvement. JUHSD remains committed to continuous improvement and will use stakeholder feedback, local data, and ongoing evaluation of programs and services to inform future decisions that support positive school climate conditions and improved outcomes for all students.|Met|JUHSD continues to prioritize the creation of a safe, supportive, and positive school environment that promotes student learning and well-being. The district utilizes multiple measures, including climate surveys, attendance data, discipline data, and stakeholder feedback, to monitor school climate and inform continuous improvement efforts. As part of its commitment to supporting student engagement and social-emotional wellness, JUHSD will continue implementing strategies that foster positive relationships, student connectedness, and a sense of belonging. Beginning in the 2026–27 school year, the district will expand restrictions on student cell phone use during the school day to reduce distractions, increase student engagement, encourage face-to-face interactions, and support students' social-emotional development. JUHSD remains committed to working collaboratively with students, families, staff, and community partners to maintain a positive school climate and support the success of all students.|2026-06-18|2026
37681890000000|Lakeside Union|6|Lakeside Union School District (LUSD) administered the California Healthy Kids Survey (CHKS) to students in fifth and seventh grade last Fall.The following are the percent favorable by topic as reported in the student survey administered for each grade level surveyed:  Grade 5 (Overall) - All Students   School Connectedness: 75% Sense of Safety: 84%  Grade 5 (Disaggregated student group data) - Race/Ethnicity  American Indian or Alaska Native - No data available due to less than 10 student responses  Asian or Asian American -  No data available due to less than 10 student responses  Black or African American -  School Connectedness: 62% Sense of Safety: 73%  Hispanic or Latinx -  School Connectedness: 82% Sense of Safety: 91%  Native Hawaiian or Pacific Islander - No data available due to less than 10 student responses  White -  School Connectedness: 71% Sense of Safety: 76%  Mixed (two or more races) -  School Connectedness: 87% Sense of Safety: 100%  Something else (Other) -  School Connectedness: 67% Sense of Safety: 83%      Grade 7 (Overall) - All students School Connectedness - 59% Sense of Safety - 56%  Grade 7 (Disaggregated student group data) - Race/Ethnicity  American Indian or Native Hawaiian - No data available due to less than 10 student responses  Asian or Asian American -  School Connectedness: 68% Sense of Safety: 69%  Black or African American -  School Connectedness: 57% Sense of Safety: 64%  Hispanic or Latinx -  School Connectedness: 52% Sense of Safety: 51%  Native Hawaiian or Pacific Islander - No data available due to less than 10 student responses  White -  School Connectedness: 63% Sense of Safety: 60%  Multiracial (two or more races) -  School Connectedness: 59% Sense of Safety: 51%  Something else (Other) -  School Connectedness: 58% Sense of Safety: 56%  Grade 7 (Disaggregated student group data)- EL/LTEL & SWD  English Learners (EL) -  School Connectedness: 65% Sense of Safety: 62%  Long-term English Learners (LTEL) -  School Connectedness: 60% Sense of Safety: 50%  Students with Disabilities (SWD) -  School Connectedness: 56% Sense of Safety: 56%|Overall, students at both grade levels feel more connected and more safe at school than they have been in previous years.    After analyzing disaggregated data of student groups based on race/ethnicity, students reported the following on the annual CHKS survey: Mixed 5th grade students reported feeling the most safe at school, while our black students felt less safe.  Mixed race 5th grade students felt the most connected at school while black students felt the least connected at school. Asian/Asian American 7th grade students reported feeling the most safe at school, while students who reported as being Hispanic/Latinx and Multiracial felt the least safe at school. Asian/Asian American 7th students reported feeling the most connected as school, while students who reported as being Hispanic/Latinx felt the least connected.  When analyzing disaggregated data of 7th grade student groups based on program, the following conclusions were made: EL students reported feeling the most safe and connected at school, while LTEL students felt the least safe and connected based on the data collected.|LUSD is responding by examining the root causes of certain student groups not feeling as connected and safe at school in comparison to their peers. We will continue the process of continuous improvement through the lens of the Multi-tiered system of support (MTSS) to address the academic, social-emotional, and behavioral needs of all students across the district.   In addition, we will continue to collect street data through empathy interviews, student shadows/observations, focus groups, etc. to better understand the perceptions of our students from certain groups around school connectedness and safety.|Met||2026-06-18|2026
37681893731072|River Valley Charter|6|River Valley Charter School gathers data each year as part of the Local Control Accountability Plan process. The data come from a variety of formal and informal mechanisms. These focus on specific areas including physical campus grounds and classroom atmosphere, as well as students’ and parents’ views on the non-quantifiable aspects of the educational atmosphere of the school. In June, the results of the data collection are presented to the River Valley board of directors and administrative team, and play a large role in the school site Improvement plan in both short and long-term aspects of continual Improvement of the school culture. Examples of this in past years can be seen in the creation of improved common outdoor spaces for students to study as well as socialize, and the implementation of structured non-academic activities on campus during the school day as a means of providing opportunities for students to engage in social activities with their peers. RVCS is also in its fourth year of partnership with two local outreach agencies who provide counseling as well as training for students in recognizing the signs of emotional distress in their peers.|All three of these implemented actions have yielded positive and encouraging results in a post-pandemic educational climate, where students have had to re-learn aspects of social engagement with both peers and educators. We still see this as an area of need. For the 2025/26 school year, River Valley focused on expanding students' access to mental health supports by increasing the hours of the therapist RVCS partners with to provide these supports. RVCS would like to implement two more programs focused on student well-being and personal achievement. The first being a student and family-centered series of community engagement activities to be held off-campus and in the local community. The second program is multifaceted, and includes opportunities for current students to gain understanding and insight into post-secondary life through a series of discussions with alumni from River Valley working in various fields and career choices. RVCS hired a new school counselor in February 2025 who was singlehandedly put together a Trade and Career Fair for our students, which was the first Trade and Career Fair hosted by RVCS. This exposure to the Trade and Career Fair will lead to future implementation of a job shadow program in which high school students will be able to gain a greater understanding of the expectations of the workforce/career and post-secondary educational goals through firsthand experiences in various local trades and careers. There is the intent to incorporate Career Technical Education courses at RVCS over the course of the next two years.|Based on input from educational partners in recent years, RVCS believes that current and future students will benefit greatly from an understanding and open discussion about what life will be like after graduating high school. The aim of these programs is to ensure that students not only feel safe on River Valley's campus but also feel safe and confident in their actions and decisions as they venture into their post-secondary lives.|Met||2026-06-15|2026
37681896120901|Barona Charter|6|Barona Charter School's annual staff, student and parent climate survey results indicate a highly positive perception of the school climate, educational program, and overall school experience. Using a five-point response scale ranging from -2 (Extremely Dissatisfied) to +2 (Extremely Satisfied), the survey produced an overall average score of 1.77 out of 2.0, demonstrating strong parent satisfaction across all measured areas.  Parents reported the highest levels of satisfaction in the areas of Safe and Supportive Environment (1.97), Timely Teacher Communication (1.97), and Respectful Treatment of Parents (1.97). Additional highly rated areas included Informed About Student Progress (1.93), Parental Involvement Encouraged (1.90), Opportunities for Parent Involvement (1.90), Meeting Academic Needs (1.90), and Student Support (1.86). These results reflect parents' confidence in the school's ability to provide a positive learning environment, strong family partnerships, and meaningful support for student success.  Survey comments reinforced these findings, with many parents expressing appreciation for the school's family-oriented atmosphere, supportive staff, educational opportunities, field trips, museum partnerships, and overall sense of community. Several parents noted that Barona Charter School provides experiences and personal connections that are often unavailable in larger school settings and expressed high levels of satisfaction with their children's academic and social growth. Due to the school's small enrollment and the need to protect student confidentiality, survey results were not disaggregated by student group. Overall, the survey data demonstrates that parents feel welcomed, respected, connected, and supported by the Barona Charter School community. The school will continue to build upon these strengths while focusing on enhancing communication, increasing stakeholder engagement, and ensuring that all students and families remain active partners in the educational process.|Barona Charter School received overwhelmingly positive feedback from parents regarding the quality of education, school climate, student support, and overall satisfaction with the school. Survey responses indicate that parents believe the school provides a safe and supportive learning environment, meets students' academic needs, fosters social-emotional development, and delivers high-quality instruction. Parents also expressed strong confidence in the school's staff, leadership, and commitment to students.  Many respondents highlighted the positive relationships they have with teachers and staff, noting that Barona Charter School offers opportunities and experiences that may not be available in larger school settings. Families specifically praised the school's field trips, museum partnerships, welcoming atmosphere, and strong sense of community. Several parents commented that they are very happy with the school both academically and socially and encouraged the school to continue its current efforts.  While overall feedback was highly favorable, a common theme emerged regarding communication. Several parents requested earlier notification of school events, activities, and important dates so families have more time to plan and participate. Parents acknowledged improvements through ParentSquare but expressed a desire for announcements and updates to be shared further in advance. Additional feedback included requests for increased communication regarding student progress in special education services, clarification on follow-up items related to school programs, consideration of academic rigor for some students, and a review of attendance incentive programs to ensure they are inclusive of all students. Overall, the survey results demonstrate strong parent satisfaction with Barona Charter School and reflect a school community that values its educational program, staff, and family partnerships. Moving forward, the school will continue to build upon these strengths while exploring opportunities to enhance communication, stakeholder engagement, and responsiveness to parent feedback.|Based on the analysis of local climate survey data, Barona Charter School identified communication as the primary area for improvement. While parents expressed high levels of satisfaction with the school's educational program, staff, and overall school climate, several respondents indicated a desire for earlier notification of school events, activities, and important dates to allow families additional time for planning and participation.  To address this need, the school will continue to strengthen communication practices by providing event information further in advance through ParentSquare, the school calendar, newsletters, and other communication platforms. Administration will work to establish more consistent timelines for sharing school announcements and event details to improve family engagement and participation.  Additionally, the school will explore opportunities to increase communication regarding student progress, particularly for students receiving specialized services, and will continue seeking stakeholder feedback through surveys, meetings, and school events. Barona Charter School remains committed to fostering meaningful family involvement and maintaining a welcoming school environment where parents feel informed, valued, and connected to the educational process.  The survey results also reinforced the importance of maintaining the strong school culture and supportive environment that families value. The school will continue implementing practices that promote positive relationships among students, families, and staff while using stakeholder feedback as part of its continuous improvement process. These efforts will help ensure that Barona Charter School remains responsive to the needs of its community and focused on supporting positive outcomes for all students.|Met||2026-06-24|2026
37681970000000|La Mesa-Spring Valley|6|The La Mesa-Spring Valley School District is committed to ensuring positive school climates for students, parents, and staff. We use three different assessments to measure school safety and connectedness: 1) the California Healthy Kids Survey, 2) a parent/family annual survey, and 3) the CORE Social-Emotional survey. Some school sites also conduct empathy interviews with their students that spotlight student voices on a variety of topics.  The district’s parent survey was administered in March 2026 to all district families TK through 8. The key findings from the 2025-2026 Parent Survey indicate that overall parent satisfaction was high in all three categories (Support for Academic Learning – 91%, Sense of Community – 90%, Sense of Safety – 85%).  The highest percentages were found in the areas of school staff treating parents with respect (95%), my child feels welcome at school (95%), and the school provides high quality instruction to my child (94%). School staff welcoming parents’ suggestions was the statement with the lowest percentage of parents agreeing (76%).    We measure our student’s socio-emotional growth through two different surveys. The California Healthy Kids Survey (CHKS) is administered in Spring each year with results becoming available in late Summer. It includes responses from students in grades 5 and 7. The Panorama Social-Emotional survey was administered in the Fall of 2025 and again in the Spring of 2026 to students in grades 4-8.  The results of both surveys are compared to determine growth in each of the four domains assessed (Growth Mindset, Self-Efficacy, Self-Management, Social Awareness).    Results from the California Healthy Kids Survey (CHKS) administered in Spring 2026 indicate that a majority of students feel a sense of connectedness with staff at their schools. Specifically, 71% of 5th graders and 64% of 7th graders reported feeling connected to caring adults on campus.  At the elementary level, there were slight differences by gender, with 70% of 5th grade males and 73% of 5th grade females reporting connections with caring adults at school. At the middle school level, perceptions of connectedness also varied across gender identities. Among 7th graders, 65% of males, 66% of females, and 62% of students identifying as something else reported having caring adult relationships at school.  These findings suggest that while many students feel supported by adults on campus, there are variations that may warrant further attention to ensure all students experience strong connections with school staff.  Our Spring 2026 Panorama SEL survey indicated the following: 88.8% of students surveyed demonstrate having supportive relationships, 67% show indications of social awareness and the ability to self-manage, and 62% demonstrate a sense of belonging in their responses.|Analysis of the district’s climate and social-emotional learning data identified several strengths in school connectedness, family satisfaction, and supportive relationships. Parent survey results demonstrate high levels of satisfaction with support for academic learning (91%), sense of community (90%), and sense of safety (85%). Parents also reported strong confidence in school staff, with 95% indicating that staff treat parents with respect and 95% reporting that their child feels welcome at school. Student survey data further indicate that most students experience positive relationships at school, with 88.8% of students reporting supportive relationships on the Panorama SEL survey and a majority of students reporting connections with caring adults through the California Healthy Kids Survey. The data also highlight areas for continued growth. Similar to prior years, student connectedness is stronger at the elementary level than at the middle school level, with 71% of fifth-grade students reporting connections to caring adults compared to 64% of seventh-grade students. These findings reinforce the need to continue strengthening relationship-building practices and student belonging at the middle school level, particularly as students transition from elementary school. While most students report supportive relationships, only 62% reported a strong sense of belonging on the Panorama SEL survey, suggesting that additional efforts are needed to ensure all students feel connected, valued, and included in their school communities. Analysis of the social-emotional learning data also indicates opportunities to strengthen student self-management and social awareness skills, with 67% of students demonstrating positive outcomes in these areas. In addition, variation in connectedness across student groups, including differences by gender identity reported through the California Healthy Kids Survey, highlights the importance of continuing to examine student experiences through an equity lens and ensuring that all students have access to supportive adult relationships and inclusive learning environments. As a result of these findings, the district will continue to prioritize relationship-centered practices, social-emotional learning, student voice opportunities, and family engagement efforts. The district will also continue to review and refine Tier I supports, monitor climate and connectedness data, and implement strategies designed to strengthen student belonging, improve school engagement, and promote positive outcomes for all student groups.|In response to these findings, the district will continue to strengthen school climate, student connectedness, and social-emotional learning through ongoing staff development and targeted supports. To address the need for stronger student belonging and supportive adult relationships, particularly at the middle school level, staff will continue to receive training in Trauma-Informed Practices, behavior supports, and Restorative Practices to promote positive school climates and strengthen student-adult connections. To address identified needs in social awareness, self-management, and sense of belonging, social workers will continue implementation of the Second Step social-emotional learning curriculum and provide support for Tier I social-emotional instruction across school sites. District leadership will also continue learning and implementation efforts related to the CASEL framework to strengthen the connection between academic instruction and social-emotional learning and ensure a more consistent approach to supporting students' social-emotional development. In response to parent survey feedback indicating an opportunity to strengthen family voice and partnership, the district will continue to expand opportunities for family engagement, educational partner feedback, and student voice through surveys, empathy interviews, and site-level engagement activities. These efforts will support continuous improvement by ensuring that school and district decisions are informed by the experiences and perspectives of students, families, and staff.|Met||2026-06-16|2026
37681970136408|Sparrow Academy|6|Per the Spring 2026 Parent Climate Survey, the following data was collected: Most or all of the time... 82% of parents stated that their child feels safe at school 85% of parents are satisfied with school safety 73% of parents agree that Sparrow is actively preventing bullying Per the Spring 2026 Staff Climate Survey, the following data was collected: Most or all of the time... 79% of staff feel that Sparrow offers adequate counseling and support services for students 86% of staff feel that student discipline is handled fairly 57% of staff agree that it is a supportive and inviting work environment 79% of staff feel safe at school 93% of staff feel students are safe at school|The move to a new campus has provided Sparrow Academy with a facility that all educational partners feel is safe for everyone. This is clearly a strength.|Given the lower rating where only 57% of staff agree that it is a safe and supportive work environment, the leadership team will continue to investigate ways to improve their leadership skills.|Met||2026-06-22|2026
37682050000000|Lemon Grove|6|Spring 2026 Student SEL Survey for Elementary 3rd - 5th Grade Percent of Favorable Responses by Category (Point difference from Spring 2024)  Supportive Relationships: 88% (+1 points) Positive Feelings: 65% (-2 points)   Spring 2026 Student SEL Survey for Secondary 6th - 8th Grade Percent of Favorable Responses by Category (Point difference from Spring 2024)  Supportive Relationships: 80% (+1 points) Positive Feelings: 61% (-2 points)   CHKS 25-26 elementary averages:  School Connectedness 66.5% Caring Relationships 65.5% High Expectations 80.5% Meaningful Participation 41% Perceived School Safety 72.5%|From the first pilot Student SEL Survey in Winter 2021 to the most recent survey in Spring 2026, we have learned that students tend to have higher scores in the fall, and lower scores in the spring. We realized the best way to determine effectiveness was to compare Fall to Fall, and Spring to Spring. When reviewing the data, we also saw consistent participation rates for our elementary groups, but more inconsistent participation rates for our secondary students, which made the patterns between fall to fall and spring to spring still difficult to compare for secondary. That said, in general, the data shows that elementary students have continued progress and growth in their SEL scores, demonstrated year over year. When reviewing elementary teacher schedules, talking to school administrators and conducting teacher surveys and interviews, it also appeared that elementary teachers were much more consistent in SEL lessons and delivery than their secondary partners. In general, we found that where teachers were following the SEL curriculum with fidelity, SEL scores were much higher, and where teachers were not following or consistently teaching the curriculum, scores suffered from year to year. We have identified that secondary teachers are not as familiar with the SEL curriculum, and we will be providing more targeted training and optional pilot curriculum adoption for teachers at the secondary level in years to come to support higher fidelity of SEL implementation.|Through the SEL curriculum adoption process that was undertaken in the 23-24 school year, we have identified that teachers are not as familiar with all of the resources provided by our SEL curriculum, Second Step. Therefore, our district Social Worker will be providing training on Second Step curriculum, in particular to our secondary teachers or teachers who are not as familiar with it. In addition to the staff training. the social workers will provide individual coaching and co-teaching the lessons as needed.|Met||2026-06-23|2026
37682130000000|Mountain Empire Unified|6|Mountain Empire Unified School District administers the California Healthy Kids Survey (CHKS) to measure student perceptions of school climate, including School Connectedness, School Safety, and Caring Adult Relationships in School. During 2025–26, student survey results showed School Connectedness at 54%, School Safety at 60%, and Caring Adult Relationships in School at 59.5%.  Results varied by grade span. Elementary students reported School Connectedness at 65.5%, School Safety at 72.5%, and Caring Adult Relationships in School at 60%. Secondary students reported School Connectedness at 48%, School Safety at 51%, and Caring Adult Relationships in School at 63%.  Compared to baseline data, School Connectedness increased by 4.6 percentage points, School Safety increased by 4.6 percentage points, and Caring Adult Relationships in School increased by 5.5 percentage points. These results provide the district with information regarding student perceptions of safety, belonging, and supportive relationships with adults and are used to monitor school climate and inform continuous improvement efforts.|Analysis of the California Healthy Kids Survey data identified several strengths and areas for continued improvement. Student perceptions improved across all measured areas, including School Connectedness, School Safety, and Caring Adult Relationships in School. The increase in these measures suggests that students are experiencing stronger relationships with adults, increased feelings of belonging, and improved perceptions of safety within the school environment.  Elementary students reported particularly strong perceptions of connectedness and safety, indicating that school climate efforts are positively supporting younger students. Students also reported positive perceptions of relationships with caring adults, suggesting that staff continue to build supportive connections that contribute to student engagement and well-being.  At the same time, survey results indicate opportunities for continued improvement at the secondary level, where students reported lower levels of School Connectedness and School Safety than elementary students. These findings suggest a need to continue strengthening student engagement, relationship-building opportunities, and school climate supports to ensure all students experience a safe, supportive, and connected learning environment.|Based on analysis of the California Healthy Kids Survey data, Mountain Empire Unified School District will continue implementing and refining strategies designed to strengthen school climate, student connectedness, safety, and positive relationships between students and staff. The district will maintain its focus on Community Schools initiatives, social-emotional supports, attendance interventions, student engagement opportunities, and school safety planning processes.  To address identified needs, particularly at the secondary level, the district will continue expanding opportunities for student voice, leadership, mentoring, and relationship-building activities that promote a sense of belonging and connection to school. Schools will continue reviewing local climate data to inform site-based planning and identify strategies that address the unique needs of students.  The district will also continue implementing Comprehensive School Safety Plans, Community School Safety Planning meetings, and other proactive measures designed to promote safe and supportive learning environments. Annual climate survey results will be reviewed alongside other local and state data to monitor progress, identify emerging needs, and guide continuous improvement efforts that support positive school climate outcomes for all students.|Met||2026-06-16|2026
37682130123224|San Diego Virtual|6|San Diego Virtual School annually reviews local climate survey data, student engagement information, attendance trends, counseling data, and stakeholder feedback to monitor school climate and student connectedness. Student, parent, and staff surveys provide valuable feedback regarding school safety, communication, support services, connectedness, and overall satisfaction with the school environment. Survey results and stakeholder feedback indicate that many students and families feel supported by school staff and value the personalized attention provided through the independent study model. Families and students consistently identify positive relationships with teachers, counselors, and support staff as strengths of the program. Students also report appreciation for the flexibility, individualized support, and academic options available through SDVS. SDVS also monitors participation in counseling services, student engagement opportunities, workshops, clubs, field trips, and other school activities designed to strengthen school connectedness and student wellbeing. SDVS reviews available data to identify trends and areas of need among student groups and continues working to ensure equitable access to supports and services for all students.|Analysis of local climate survey data and stakeholder feedback identified several areas of strength within San Diego Virtual School’s educational program. Strengths include positive relationships between students and staff, strong communication with families, responsive counseling and academic support services, and increased opportunities for student engagement through clubs, field trips, workshops, and school activities. The data also reflect that students value the flexibility and individualized learning environment provided through independent study. Families report feeling informed and supported through ongoing communication and personalized interventions designed to support student success. Areas identified for continued growth include increasing student connectedness and participation in school activities, particularly for students who may experience isolation in a virtual learning environment. SDVS also recognizes the importance of continuing to expand opportunities for peer interaction, social-emotional supports, and meaningful engagement for all student groups. SDVS will continue focusing on improving attendance, student engagement, and school connectedness while strengthening supports for students experiencing academic or social-emotional challenges.|Based on analysis of local climate survey data and stakeholder feedback, San Diego Virtual School will continue implementing strategies to strengthen student connectedness, engagement, and the overall school climate. SDVS plans to continue expanding opportunities for students to participate in clubs, field trips, workshops, counseling services, and schoolwide activities that promote relationship-building and community connection. SDVS will also continue strengthening communication and outreach efforts with students and families through individualized support, regular progress monitoring, and increased opportunities for stakeholder engagement. Additional focus will be placed on expanding social-emotional supports, improving student participation in school activities, and increasing access to resources that support student well-being and academic success. SDVS will continue reviewing climate survey data, attendance trends, and stakeholder feedback annually to guide continuous improvement efforts and inform future planning decisions. SDVS remains committed to maintaining a safe, supportive, and inclusive learning environment where all students feel connected, respected, and supported in achieving their academic and personal goals.|Met||2026-06-05|2026
37682130127084|Compass Charter Schools of San Diego|6|"This year, the school again used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate was less than 20%-- low, but double last year’s 10% participation rate. Results of the mental health and school climate questions: Some data points of measuring student perceptions of student safety and connectedness are: ""who really cares about me"": Gr. 3–5: 50.0%, down from 24–25’s: 87.9%; Gr. 6–8: 50.0%, down from 24–25’s: 55.3%; Gr. 9–12: 79.5%, up from 24–25’s: 62.3%; ""who notices when I’m not there"": Gr. 3–5: 50.0%, down from 24–25’s: 66.7%; Gr. 6–8: 50.0%, down from 24–25’s: 53.2%; Gr. 9–12: 69.2%, down from 24–25’s: 72.5%; ""who listens to me when I have something to say"": Gr. 3–5: 100.0%, up from 24–25’s: 84.8%; Gr. 6–8: 50.0%, down from 24–25’s: 76.6%; Gr. 9–12: 69.2%, down from 24–25’s: 79.7%; I feel… “close to people at this school” (Strongly Agree/Agree): Gr. 3–5: 72.7%, down from 24–25’s: 75.0%; Gr. 6–8: 50.0%, up from 24–25’s: 41.2%; Gr. 9–12: 82.1%, up from 24–25’s: 63.4%; “like I am part of this school” (Strongly Agree/Agree): Gr. 3–5: 90.9%, up from 24–25’s: 90.6%; Gr. 6–8: 86.4%, down from 24–25’s: 88.2%; Gr. 9–12: 92.5%, down from 24–25’s: 92.9%; “safe in my school” (Strongly Agree/Agree): Gr. 3–5: 100.0%, up from 24–25’s: 96.9%; Gr. 6–8: 90.9%, down from 24–25’s: 96.1%; Gr. 9–12: 100.0%, up from 24–25’s: 95.7%; The data on student perceptions of safety and connectedness provide important insights into the school environment across different grade levels. This data compares from last year to see trends. Seeing a dip in ""an adult who really cares about me"" and ""who listens to me when i have something to say,"" while a rise in ""who notices when I'm not there"" is puzzling and could be related to ST switches or student attrition and enrollments throughout the year. Our academic leadership team will make this a priority for staff in the next school year. Additionally, a dip in students feeling close to to other people at this school, but a slight rise in feeling ""a part of this school"" is also interesting. One wonder is if the staff training and application on ensuring standard based curriculum is assigned, learned and assessed may be an influence on these trends. 2026-27 Local Performance Indicator Self-Reflection for Compass Charter Schools of San Diego Page 18 of 22 Compass is moving to internalize speech therapy positions, and last year contracted with Care Solace to provide additional mental health support. Further, Compass started weekly WIT (Whatever It Takes) meetings that focus on scholars identified by staff as needing attention. Our belief is that as these initiatives grow, the indicators on scholar connectedness will also improve. Scholars continue to feel safe at Compass."|In conclusion, while the overall perception of safety is robust, there are areas that need attention, particularly the decline in perceived care and the decreasing sense of peer connectedness. To address these issues, schools should consider enhancing support systems (including WIT, Care Solace) during the transitional middle school years, improving attendance monitoring and engagement strategies, and implementing programs that foster stronger peer relationships, especially as students advance to higher grades. By focusing on these areas, the school can work towards creating a more supportive, connected, and engaging environment for all students.|Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. This school year, Compass administered mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards getting more participation to surveys to support school climate.. With consistent and present data, Compass will better leverage its engagement opportunities and support services.|Met||2026-06-13|2026
37682130129668|Motivated Youth Academy|6|MY Academy utilized Parsec Reels surveys to gather school climate feedback from students and families. Parent responses highlighted appreciation for the school's individualized approach, personalized learning opportunities, supportive staff, and access to resources. Families reported that MY Academy provides a safe and respectful learning environment and values student voice and participation.  Student responses indicated that MY Academy provides a well-rounded educational experience through flexible digital learning, Headrush modules, and student-driven learning supported by personalized teacher guidance. Students reported feeling comfortable reaching out to staff for assistance and identified strong support for individualized learning. Students also reported that the school fosters a safe and respectful learning environment and provides guidance related to career exploration, college planning, and future goals.|Analysis of survey data indicates that MY Academy's greatest strengths are its personalized learning model, student-driven learning approach, supportive staff, positive school climate, and commitment to student voice. Both students and families reported feeling supported, respected, and connected to the school community. Survey responses also demonstrate that students value the flexibility of the school's educational program and the individualized support they receive from staff.  A key area of continued focus is ensuring all students fully engage in student-driven learning opportunities and available academic, college, and career readiness supports. MY Academy will continue strengthening student connections, engagement, and opportunities for meaningful participation in their educational experience.|Based on survey feedback, MY Academy will continue implementing practices that promote strong relationships, student voice, and student-driven learning. The school will maintain its focus on individualized support, flexible learning opportunities, and college and career readiness planning. MY Academy will also continue gathering educational partner feedback through surveys and advisory groups to inform continuous improvement efforts and ensure students and families remain active partners in the educational process.|Met||2026-06-18|2026
37682130136978|Elite Academic Academy - Mountain Empire|6|At Elite Academic Academy, we collect data through multiple mini-surveys administered at the end of each learning period. These surveys are designed to gauge student, parent, and staff satisfaction across various aspects of the educational experience. Below are the results from the most recent surveys:  Satisfied with curriculum: 96.8% Satisfied with communication and responsiveness: 99.3% Satisfied with opportunities such as field trips and extracurriculars: 88.2% Feel connected to the school: 91.8% Satisfied with experience with our teacher: 100% Satisfied with overall experience at Elite: 98.2%  Throughout the year, we focused on monitoring student wellness, school climate, and connection. The Student Support Team distributed Elite Cares Surveys to all student stakeholders to measure student engagement and feelings of connection. Each survey response was followed up with direct communication from the teacher, MTSS Director, or school counselor based on student needs.  These surveys provided valuable insights that guided several changes. For example, students expressed feelings of loneliness and boredom, which led to the creation of more clubs and enrichment opportunities, including a Student Leadership Club. Additionally, we identified that some students felt disconnected from their teachers or the school, prompting outreach from our Support Team, resulting in students feeling valued and seeing improvements in their academic progress.  From the surveys, we also gathered data on student progress:  59% of middle and high school students were on track with their work 30% were a little behind but receiving support 11% needed additional help  In direct response to these results, we offer a virtual study hall for students to receive academic support and connect with their teachers. This initiative addressed the concerns raised by students about needing more academic guidance and connection with their teachers.|Key Learnings and Identified Needs:  Student Well-being and Engagement: Feedback from Elite Cares Surveys revealed significant insights into students' emotional and social well-being, particularly regarding feelings of loneliness and boredom. These findings underscore the need for enhanced social connections and additional enrichment opportunities to foster a more engaging school environment.  Academic Progress and Support: Survey data highlighted that 30% of students were slightly behind in their academic work, while 11% required more substantial support. In response, the school introduced initiatives like virtual study halls to provide targeted academic support and strengthen student-teacher relationships.  School Climate and Communication: While students and families reported high satisfaction with communication, particularly regarding family-school interactions, there is still room to increase engagement in school activities and further improve school climate.  Areas of Strength:  Diverse Educational Offerings: One of our key strengths is the variety of state-approved curricula available at Elite Academic Academy, ensuring students have access to UC/A-G courses, CTE pathways, and high school diploma tracks. Our ability to document personalized learning choices reflects our commitment to individualized education.  Personalized Approach to Education: Our use of student interest surveys and incorporating student feedback in course creation allows us to tailor education to individual needs, fostering a more relevant and engaging academic experience.  Areas for Improvement:  Expansion of Career Technical Education (CTE) Pathways: We are actively expanding our CTE offerings, providing a wider range of pathways to better equip students with practical skills and career opportunities. This is an ongoing effort to strengthen and align our programs with student needs and workforce demands.  Broaden English Learner (EL) Curriculum: We are enhancing our EL curriculum from TK-12 to ensure comprehensive support for our diverse student population. This aligns with our goal of providing equitable educational opportunities for all students and continues to be a key area of focus.  Increase VAPA and Physical Fitness Options: We are adding more Visual and Performing Arts (VAPA) and Physical Fitness offerings to ensure a well-rounded, holistic education for our students. These additions complement our core academic curriculum and are aligned with our mission to support all aspects of student development.  Support for Student Wellness: In addition to academic and extracurricular expansions, we have introduced more group counseling programs focused on growth mindset, anxiety, and grief. These programs aim to support students' emotional well-being, further aligning our offerings with the needs of our school community.|Expansion of Enrichment Opportunities: In response to students' feelings of loneliness and boredom, Elite will continue to expand clubs and enrichment opportunities. This may involve revising existing policies to allocate resources and time for the development and promotion of additional extracurricular activities that cater to diverse student interests.|Met||2026-06-17|2026
37682130138636|JCS - Pine Valley|6|The school administered PEAR’s Holistic Student Assessment (HSA) to students in grades 4–12 during Fall 2025 to assess social-emotional development across resiliency, relationships, and school engagement domains. A total of 90 students completed the survey. Results showed that 25.6% of students were identified in Tier 1, 45.6% in Tier 2, and 28.9% in Tier 3, indicating that most students may benefit from targeted or intensive social-emotional and academic supports. Students averaged 2.0 strengths and 3.6 challenges each. Key strengths included empathy, action orientation, school bonding, peer relationships, emotion control, optimism, and positive relationships with adults. The most common challenges were learning interest, assertiveness, academic motivation, critical thinking, and perseverance, highlighting a need to strengthen student engagement, confidence, and academic resilience.  The student population represented diverse grade levels and backgrounds, with relatively balanced gender representation and the majority of students identifying English as their primary language. The largest racial and ethnic groups were White/Caucasian, Latino/Hispanic, and American Indian/Alaska Native students.  Overall, the HSA findings indicate that students possess meaningful social-emotional strengths, particularly in relationships and empathy, while also demonstrating significant needs related to motivation, engagement, perseverance, and higher-order thinking skills. These results provide important information for guiding targeted interventions, social-emotional supports, and continuous improvement efforts aimed at improving student well-being, engagement, and academic success.|The Holistic Student Assessment (HSA) data for JCS–Pine Valley indicates that many students experience significant social-emotional and academic support needs, with nearly three-quarters identified in Tier 2 or Tier 3. Schoolwide challenges were most evident in learning interest, academic motivation, assertiveness, perseverance, and critical thinking, suggesting that many students struggle with engagement, confidence, resilience, and sustained academic effort.  Despite these challenges, students demonstrated important strengths. Empathy emerged as the strongest asset across the school, along with school bonding, action orientation, peer relationships, optimism, and positive relationships with adults. These strengths provide a foundation for relationship-centered, trauma-informed, and culturally responsive practices that promote belonging, resilience, and student success.  Subgroup analyses revealed meaningful differences among student populations. Boys demonstrated stronger peer relationships, school bonding, and action orientation, while girls showed stronger empathy and relationships with adults. Both groups, however, experienced challenges related to academic motivation and learning interest. Hispanic students demonstrated higher levels of challenge than non-Hispanic students, particularly in assertiveness, trust, relationships with adults, and learning interest, indicating a need for supports that strengthen belonging, confidence, and engagement.  Students with disabilities (SwD) demonstrated substantially greater needs than their peers, especially in academic motivation, perseverance, optimism, and peer relationships, while also exhibiting strong empathy and relational strengths. Economically disadvantaged (SED) students reported elevated challenges in academic motivation, perseverance, trust, and school bonding, highlighting the need for targeted mentorship, relationship-building, and resilience-focused supports.  Program comparisons showed that Academy students experienced greater social-emotional and academic challenges than Home Study students, including higher needs related to assertiveness, learning interest, critical thinking, perseverance, and relationships with adults. Home Study students demonstrated stronger school bonding, empathy, and adult relationships, reflecting stronger protective factors overall.  Overall, the findings indicate that students benefit from strong interpersonal connections and empathy but continue to struggle with motivation, confidence, perseverance, and engagement. Higher-need groups—including Hispanic students, SwD students, SED students, and Academy students—demonstrated elevated needs related to trust, self-confidence, emotional safety, and adult relationships. These results support continued implementation of differentiated, inclusive, and relationship-centered practices that strengthen student voice, belonging, resilience, and academic engagement while building on students’ existing strengths.|Analysis of the HSA data and current LCAP actions indicates that JCS–Pine Valley will continue strengthening supports related to student engagement, motivation, social-emotional wellness, and equitable access to learning. HSA results showed elevated needs among Academy students, Hispanic students, Students with Disabilities (SwD), and socioeconomically disadvantaged (SED) students, particularly in learning interest, academic motivation, perseverance, assertiveness, critical thinking, and relationships with adults.  The school will continue refining its Multi-Tiered System of Supports (MTSS), academic interventions, and social-emotional learning programs. Professional development focused on effective instruction, student engagement, formative assessment, and intervention systems will support improved outcomes and instructional consistency. Expanded Tier II interventions, tutoring, SST processes, and data-driven supports will help address challenges in motivation, engagement, and perseverance.  To address social-emotional needs, the school will continue administering the HSA, implementing tiered SEL interventions, and using data to guide support services and professional learning. The Leader in Me framework will remain a key strategy for promoting leadership, confidence, student voice, and school connectedness. Family engagement efforts, student recognition programs, mentoring opportunities, and relationship-building activities will further strengthen student well-being and adult connections.  Targeted services for unduplicated student groups will continue through English Learner supports, Foster/Homeless Youth services, SELPA collaboration, special education professional development, and increased family engagement opportunities. Technology, internet access, and instructional materials will remain available to reduce barriers for SED and foster/homeless youth students.  To improve engagement and belonging, the school will continue expanding enrichment opportunities, electives, field trips, arts and music programs, physical education, and college and career readiness pathways. Particular attention will be given to Academy students, who demonstrated higher levels of disengagement and lower school bonding. Attendance, retention, and engagement data will also be monitored to identify barriers and improve participation.  Overall, the HSA findings reinforce the importance of maintaining and refining systems that support student engagement, social-emotional wellness, academic intervention, and equitable access. The school will continue using local data, stakeholder feedback, and progress-monitoring systems to evaluate effectiveness and guide continuous improvement for all students.|Met|N/A|2026-06-12|2026
37682210000000|National Elementary|6|Each year the National School District administers the California Healthy Kids Survey to fifth grade students, teachers and families to collect data on student perceptions and opinions of school climate. The preliminary results from the 2024-2025 survey show there was an average response rate of 62%.   The data for this year shows an increase in the area of positive school climate.  In terms of school connectedness, overall 70% of students feel strongly connected to their school, which reflects response data from the related questions: 83% indicated there are high expectations from adults at school  77%  agreed that they are motivated to learn  Data from disaggregated groups (race/ethnicity and gender) vary. Most ethnic groups (Hispanic/Latinx, Asian, Something else) results show a range between 84% and 69% indicating that they feel connected at school. Specifically, 84% of students that identify as Mixed ethnicity feel connected which is promising data. When comparing genders, the differences are almost negligible with 69% of females and 70% of males feeling connected to school.    There was minimal disparity between ethnic groups in regards to academic motivation. Rates ranged between 77% to 83%. The largest ethnic/racial groups in the district both reported high levels of motivation: 77% Hispanic/Latinx students and 79% Asian/Asian American. High expectations were rated positively among all groups, with a range between 76% (white) and 92% (mixed [two or more] ethnic groups).. In terms of gender, 75% of females and 78% of  males are motivated academically. 83% of both genders felt that adults had high expectations.  Another important data point was regarding how safe students feel at school. Overall, 71% of students feel safe at school and 73% feel that there are social and emotional learning supports. When looking at disaggregated data in terms of ethnicity, 91% of mixed ethnic groups and 81% of Asian/Asian American students feel safe at school while all other ethnic groups reported percentages between 67% and 79% with Hispanic/Latinx students reporting the lowest level of agreement at 67%. This disparity is concerning and is a matter that needs to be addressed by the district.   There is also a gap between the perceptions of different ethnic groups in terms of the social and emotional supports at school. Asian/Asian American (79%) and Mixed ethnicities (84%) students felt that “Yes,” they had access to social and emotional supports. In comparison, Hispanic (73%) and White (63%) students had lower perceptions that their school had those supports. Gender breakdowns reveal minute differences in these areas: 71% of both genders reported feeling safe. Furthermore, 73% of females and 74% of males agree that there are social and emotional learning supports.|Based on analysis of the data, NSD will work closely with the counseling and psychologist teams at each school to audit and address school practices that may be negatively impacting students' perceptions. Specifically they will look at groups where the data was disproportionately less positive compared to other groups in the areas of school connectedness, school safety and school engagement. The counselor and school psychologists will then make recommendations of practices and strategies to address the identified needs.  Additionally, districtwide efforts have been put in place to address the climate and culture of the District and the schools. Some examples of these efforts include districtwide PBIS implementation and staffing a counselor at every school. Another practice that fosters a culture of safety and belonging is Tier 1 SEL at all schools. Although the results of these practices seem to be having a positive impact on most student groups, it is important to find the ways to ensure all student groups feel connected, motivated and safe at school.|NSD is committed to the mental health and well-being of all students, staff and families. Each school has a counselor and psychologist. There are partnerships with outside agencies to support the social and emotional health of the NSD community. In response to the need for continuous improvement and based on the data analysis, the NSD will maintain these positions and partnerships. These practices allow the district to be responsive to the mental health needs of the school and work to improve outcomes for all groups.|Met||2026-06-24|2026
37682210101360|Integrity Charter|6|Grades K-8 K-13.9%, 1-9.4%, 2-13.5%, 3-15.8%, 4-6.8%, 5-0%, 6-14.3%, 7-14.7%, 8-11.7% 97% of students say that Integrity provides a good education. 98.5% of students say that teachers are respectful towards each other. 92.8% of students say that their school provides them the materials they need for learning. 90.6% of students say that their school provides them with college and career supports. 74.4% of students say that they look forward to school each day. 87.2% of students say that they feel safe and connected at school. 94.4% of students say that they feel that their school works with their parents to support their learning. 96.3% of students say that they respect their teachers. 81.2% of students say that their classes are challenging. 88% of students say that they feel like they belong at school. 98.9% of students say Common core standards are being taught to all students at my school including students who are learning English, students with disabilities, and those who are gifted.|Something that stood out from the student survey is student connectedness and their desire to come to school. As a school, we will need to work on improving this for students.|When building our LCAP, we need to take into account the social emotional well being of our students. We need to create systems that provide them that support and also encourage students to come to school and also to be happy when they are here.|Met||2026-06-08|2026
37682960000000|Poway Unified|6|Poway Unified School District uses the California Healthy Kids Survey (CHKS) as one of multiple measures to assess indicators of a positive school climate. The CHKS was administered in March 2026 to students in grades 5, 7, 9, and 11.  Results indicate that a majority of students report feeling safe at school across grade levels. At the elementary level, 87% of grade 5 students reported feeling safe at school. Student groups reporting results three percentage points or more below the grade-level average included African American students (77%) and Latino/a students (83%).  At the secondary level, 76% of grade 7 students, 77% of grade 9 students, and 80% of grade 11 students reported that school is a safe place. Student groups reporting results three percentage points or more below the grade-level average included:  Grade 7: American Indian (70%), Latino/a (71%), and Mixed Race (72%) students Grade 9: African American (67%) and Other (69%) student groups Grade 11: African American (67%), Latino/a (77%), and Other (69%) student groups  School connectedness is another key indicator of school climate. At the elementary level, 80% of grade 5 students reported a positive sense of school connectedness. Student groups reporting results three percentage points or more below the grade-level average included African American students (71%) and Latino/a students (77%).  At the secondary level, 73% of grade 7 students and 72% of grade 9 and grade 11 students reported a positive sense of school connectedness. Student groups reporting results three percentage points or more below the grade-level average included:  Grade 7: Latino/a students (69%) Grade 9: African American (66%), Latino/a (67%), and Other (63%) student groups Grade 11: Latino/a (68%) and Other (66%) student groups  PUSD will continue to monitor school climate data alongside other local measures to better understand student experiences and identify opportunities to strengthen safe, supportive, and engaging learning environments for all students.|Analysis of local climate data, including the California Healthy Kids Survey (CHKS), Kelvin survey results, and educational partner input, provides valuable insight into student experiences and informs school and district improvement efforts. These measures help identify both strengths and areas of need and are used to inform school-level goals and actions within each School Plan for Student Achievement (SPSA).  Survey results indicate that most students report positive perceptions of school safety and connectedness, reflecting strengths in the supportive environments established across Poway Unified School District (PUSD) schools. The District continues to invest in comprehensive systems of support to promote student wellness and belonging, including school counseling services at all grade levels, Student Support Services personnel, Mending Matters social workers at secondary schools, school psychologist supports, Positive Behavioral Interventions and Supports (PBIS), and prevention and peer-support programs such as Bring Change to Mind, HOPE Squad, and Start With Hello.  At the same time, disaggregated CHKS and Kelvin data, along with feedback from students, families, and staff, continue to identify opportunities to strengthen the experiences of some student groups, particularly American Indian/Alaska Native, African American, and Latino/a students, who reported lower perceptions of school safety and connectedness in some grade levels. These findings continue to inform district and school efforts to improve access, engagement, and student support systems.  An identified area of need centered on strengthening social-emotional learning supports at the elementary level. In response, the District evaluated its current social-emotional learning model and selected a new curriculum and instructional delivery model for implementation in the 2026–2027 school year to better integrate social-emotional learning into daily classroom lessons.  To strengthen partnerships between home and school, PUSD continues to expand family supports through the Special Education Parent Ambassador Program, family support services through the Caring Connections Center, and bilingual community liaisons at school sites serving larger populations of Spanish-speaking families. These supports help reduce barriers to engagement and improve access to resources, communication, and educational opportunities for families.|To address needs identified through local data and key learnings, Poway Unified School District (PUSD) is refining existing plans and implementing targeted actions to support continuous improvement in school climate, student connectedness, and equitable access to supports.  Chronic absenteeism and poor attendance have been identified as important indicators of student engagement and may signal that students feel disconnected from school or require additional support. Each school site maintains an attendance team responsible for monitoring attendance data, conducting outreach, and developing individualized plans to improve student attendance and engagement. Schools with student groups identified in the red performance level for chronic absenteeism on the 2025 California School Dashboard are required to include targeted attendance goals, strategies, and actions within their School Plan for Student Achievement (SPSA). In response to districtwide attendance data, the English Learner and Youth in Transition/Homeless program teams are developing targeted strategies and supports to improve student attendance, engagement, and access to school.  Districtwide, PUSD continues to focus on two core priorities: fostering positive, inclusive school environments where students feel connected and supported, and ensuring access to high-quality instruction for all students. Professional learning for administrators and staff is aligned to these priorities and includes strategies to strengthen school climate, student engagement, and inclusive practices.  Additionally, the District continues to strengthen Multi-Tiered Systems of Support (MTSS) implementation across all school sites. School MTSS teams include staff with expertise in restorative practices, equity, intervention systems, and student supports to strengthen collaborative decision-making and ensure students receive timely and targeted support. Local climate data, student outcomes, and educational partner feedback continue to inform site and district improvement efforts.|Met||2026-06-15|2026
37683040000000|Ramona City Unified|6|RUSD uses the LCAP Survey to assess school climate.  In the Winter of 2026, 1959 students responded to the survey (a decrease of 333 from last year).  47% were secondary students (SS) (Grades 7-12) and 53% were elementary students (ES) (Grades 3-6). Their responses to school climate questions are as follows: (Change rate from Winter of 2025 Survey results.) How well does your school make you feel like you belong and are cared about? Elementary students who responded Well/Very Well = 89% (+2%) & Secondary students who responded Well/Very Well = 86% (-3%) Elementary specific student group responses to Well/Very Well: EL: 91% (-2%%) LTEL: 88% (-12%) HI: 91% (+2%) HOM: 93% (17%) SED: 87% (-1%) SWD: 92% (+5%) Secondary specific student group responses to Well/Very Well: EL: 92% (-2%) LTEL: 94% (+2%) HI: 89% (+4%) HOM: 92% (+1%) SED: 91% (+5%) SWD: 81% (+2%)  How well do you feel like you are a part of the school?	 Elementary students who responded Well/Very Well = 86% (+1%) & Secondary students who responded Well/Very Well = 82% (-1%) Elementary specific student group responses to Well/Very Well: EL: 86% (-2%) LTEL: 94% (-3%) HI: 87% (+2%) HOM: 92% (+31%) SED: 86% (+2%) SWD: 83% (+1%) Secondary specific student group responses to Well/Very Well: EL: 87% (-3%) LTEL: 87% (+0%) HI: 86% (+1%) HOM: 79% (+/- 0%) SED: 89% (+4%) SWD: 83% (+11%)  How well does your school keep students safe from physical harm? Elementary students who responded Well/Very Well = 83% (+2%) & Secondary students who responded Well/Very Well = 79% (+3%) Elementary specific student group responses to Well/Very Well: EL: 95% (+10%) LTEL: 88% (+4%) HI: 86% (+2%) HOM: 92% (+7%) SED: 85% (+4%) SWD: 89% (+8%) Secondary specific student group responses to Well/Very Well: EL: 87% (+6%) LTEL: 85% (+4%) HI: 82% (+9%) HOM: 100% (+33%) SED: 82% (+5%) SWD: 74% (+/-0%)  How well does your school promote the prevention of bullying? Elementary students who responded Well/Very Well = 75% (+5%) & Secondary students who responded Well/Very Well = 69% (+1%) Elementary specific student group responses to Well/Very Well: EL: 85% (+7%) LTEL: 72% (+/-0%) HI: 77% (+4%) HOM: 72% (-6%) SED: 77% (+6%) SWD: 77% (+9%) Secondary specific student group responses to Well/Very Well: EL: 88% (-3%) LTEL: 75% (-9%) HI: 74% (+2%) HOM: 92% (+24%) SED: 75% (+5%) SWD: 77% (+11%)|Analysis of the Winter 2026 LCAP School Climate Survey reveals both strengths and critical areas for growth in fostering a safe, inclusive, and supportive school environment across RUSD.  Areas of Strength: - Overall school connectedness remains high across both elementary and secondary grade spans. Elementary students reported strong rates of feeling cared about (89%) and part of the school (86%), while secondary students also reported positive perceptions in these areas at 86% and 82%, respectively. - Significant gains were seen among several historically underserved student groups. Elementary Homeless (HOM) students demonstrated substantial increases in feeling part of the school (+31%) and feeling cared about (+17%), while Secondary Homeless students reported strong gains in bullying prevention (+24%) and safety (+33%), indicating that targeted supports and relationship-based interventions may be positively impacting school climate experiences. - Secondary Students with Disabilities (SWD) showed continued improvement in multiple areas, including an 11% increase in feeling part of the school and an 11% increase in perceptions that schools promote bullying prevention. Elementary SWD students also demonstrated gains in feeling cared about (+5%), safety (+8%), and bullying prevention (+9%). - Perceptions of physical safety improved across nearly all student groups and grade spans. Elementary EL students reported a 10% increase in safety perceptions, and secondary Hispanic/Latino (HI), SED, and EL students all demonstrated meaningful gains in safety-related responses.  Identified Needs: - Although overall belonging indicators remain strong, several student groups experienced declines that warrant attention. Elementary Long-Term English Learners (LTEL) showed a notable decline in feeling cared about (-12%), and secondary EL students demonstrated small declines in both belonging and connectedness indicators. - Bullying prevention continues to be the lowest-rated climate indicator across both grade spans, particularly among secondary students overall (69%) and elementary students overall (75%). Secondary LTEL students reported a 9% decline in perceptions that schools effectively prevent bullying, while elementary HOM students also reported a decrease (-6%) in this area. - Secondary SWD students continue to report lower perceptions of physical safety (74%) compared to peers, despite stable year-over-year performance, indicating a continued need for targeted supports and inclusive safety practices.  Trend Insights: This year’s results reflect generally positive and steady school climate outcomes across RUSD, with many student groups showing meaningful growth compared to the prior year. Elementary students continued to report high levels of belonging and connection to school, while several secondary student groups demonstrated encouraging improvements in feelings of safety, connectedness, and perceptions of bullying prevention efforts. At the same time,|In response to the key learnings from the Winter 2026 climate data analysis, RUSD will implement the following continuous improvement actions to strengthen school climate, behavior supports, and student connectedness:  - Expand behavioral support staffing to proactively address the increase in classroom disruptions and strengthen early intervention support for students with significant behavioral needs within general education settings. - Increase in-class implementation support for individualized behavior plans through additional staff who will work alongside the district Behavior Specialist to model evidence-based behavior strategies and build staff capacity. - Refine professional learning opportunities by shifting away from broad asynchronous training modules and toward more focused, site-based implementation of de-escalation, relationship-building, and behavior support practices that better align with staff needs and available collaboration time.  Including targeted professional learning for campus safety officers focused on PBIS, relationship-building, and positive student engagement strategies in response to student feedback indicating that interactions with supervision staff can significantly impact students’ sense of belonging and school connectedness. - Emphasizing relationship-based engagement and intervention strategies, including 2x10 relationship-building practices and student affirmations, to strengthen students’ sense of belonging, connection, and support at school. - Strengthen MTSS systems by increasing collaboration within school teams to more consistently monitor climate, behavior, attendance, and discipline data in order to identify students needing additional support earlier. This more coordinated and proactive approach will help ensure targeted interventions, student check-ins, family outreach, and behavioral supports are implemented in a timely manner, strengthening students’ sense of safety, belonging, and connection before concerns escalate.|Met||2026-06-25|2026
37683120000000|Rancho Santa Fe Elementary|6|The District created a survey with questions associated with a sense of safety and school connectedness and gave it to all 4th - eighth grade students (234 students).  76% of students agree that they feel safe at school 69% of students agree that they feel like they belong 47% of students agree they have experienced or observed bullying behavior 75% of students agree that teachers expect me to do my best at all times 92% of students agree that they understand what the expected behaviors are 82% of students agree that the they understand the corrective actions and consequences when engaging in unexpected behavior  We continued the WEB Program this year with excellent results. We trained eighth graders to be WEB leaders and they planned an orientation and ongoing support throughout the year for our sixth graders and middle school students who were new to the district. We believe the program has made a huge difference in our students' comfort level as they transitioned. The program also provided a leadership opportunity to eighth graders, something identified as a need on surveys. We will definitely continue the program next year. Additionally, we continued to invest in the Lighthouse Leadership Team as a part of the Leader in Me program affording middle school students the opportunity to guide school activities and connection through Pep Rallies, Action Teams, and district wide events celebrating community. This program was very successful with students, staff, and families engaging in planning and implementation of events supporting student well being and connectedness.|According to survey results, students feel safe on campus and believe that teachers genuinely want them to succeed. The data indicates that students also show a keen interest in campus activities and events, suggesting a strong sense of engagement within the community. Moreover, the survey reveals that the majority of students feel a sense of belonging, emphasizing the inclusive and supportive environment fostered on campus. Overall, the feedback from the surveys reflects a positive and encouraging educational experience for students, highlighting the importance of safety, support, engagement, and a sense of belonging in creating a conducive learning environment. The data does show that the district continues to have room for growth regarding how students treat one another while on campus. By addressing these concerns and making necessary changes, the district can enhance its overall effectiveness and foster a more positive and inclusive atmosphere for everyone involved.|The district plans to continue with the current programs available. By maintaining the existing initiatives, such as mentoring programs, counseling services, and extracurricular activities, we can build a strong foundation for students' overall development. The Leader in Me program empowers students to take ownership of their learning, cultivate leadership skills, and foster a positive school culture. This comprehensive approach will provide students with the necessary support and resources to thrive academically and socially, ultimately preparing them for success in school and beyond. Additional the district implemented a successful Positive School Culture Plan which provides a systematic framework for students and staff to learn, practice, model and coach social, emotional and positive behavioral skills. This framework aims to supplement existing practice and build capacity across the K-8 school setting.|Met||2026-06-23|2026
37683380000000|San Diego Unified|6|"The district historically conducted a census administration of the California Healthy Kids Survey (CHKS) at the secondary level for many years, initially on an every-other-year basis. Starting in 2016, the Grade 5 survey was introduced and administration switched to an annual format. However, in response to feedback from site and district leaders about limitations in the CHKS instrument and participation rates that remained between 69.5% and 72.1% over the prior three years in grades 5, 7, 9, and 11, the district developed and administered the SDUSD Student Survey in lieu of the CHKS beginning in 2024-25.  In 2025-26, its second year, the SDUSD Student Survey was administered to students in grades 3-12 in two windows — a fall/winter administration in January 2026 and a spring administration in May 2026 — allowing the district to measure school climate at two points across the year. The January administration reached 53,222 students for an 80.5% participation rate, and the May administration reached 43,805 students for a 66.2% participation rate. The survey was conducted primarily on district Chromebooks to ensure seamless access, with minimal opt-outs reported.  The survey used a 5-point Likert scale where positive responses are defined as students selecting ""4"" (Agree) or ""5"" (Strongly Agree). Results reflect the percentage of students who responded positively to key school climate indicators aligned with LCAP Priority 6 requirements. Consistent with the district's LCAP reporting, the spring administration serves as the year-end outcome measure (school safety 66.2%, sense of belonging 60.4%).  School Safety by grade level (% feeling safe / % with trusted adult): Grade 5: 71% / 65%; Grade 7: 57% / 53%; Grade 9: 62% / 56%; Grade 11: 64% / 62%; Overall: 66% / 62%.  School Safety by race/ethnicity (% feeling safe): American Indian or Alaska Native 51%; Asian 69%; Black or African American 59%; Hispanic or Latinx 64%; Filipino 70%; Native Hawaiian or Pacific Islander 62%; White 70%; Two or More Races 67%; Overall 66%.  School Connectedness by grade level (school belonging / teacher support): Grade 5: 65% / 64%; Grade 7: 56% / 50%; Grade 9: 57% / 51%; Grade 11: 53% / 54%; Overall: 60% / 59%.  School Connectedness by race/ethnicity (school belonging): American Indian or Alaska Native 51%; Asian 62%; Black or African American 56%; Hispanic or Latinx 57%; Filipino 63%; Native Hawaiian or Pacific Islander 59%; White 65%; Two or More Races 61%; Overall 60%."|The overall results show areas of strength and opportunities for improvement in school climate across the district. Districtwide, 66% of students reported feeling safe at school and 60% reported a sense of belonging. For school safety, Grade 5 students report the highest levels of feeling safe (71%) among the secondary-comparison grades, with a notable decline in Grade 7 (57%) before modest improvements in Grades 9 (62%) and 11 (64%). This pattern is similar to trends typically observed in CHKS data nationally, where middle school represents a challenging transition period.  Results for racial/ethnic groups reveal that White and Filipino students report the highest levels of feeling safe (70%), while American Indian or Alaska Native students report the lowest levels (51%). Black or African American students (59%) and Hispanic or Latinx students (64%) show safety perceptions below the district average, indicating areas for targeted intervention.  For school connectedness, Grade 5 shows the strongest results among the secondary-comparison grades for both belonging (65%) and teacher support (64%), with the upper grade levels showing lower percentages. The racial/ethnic group results for belonging mirror the safety patterns, with American Indian or Alaska Native students reporting the lowest sense of belonging (51%) and White students reporting the highest (65%).  The SDUSD Student Survey provides additional insights beyond traditional safety and connectedness measures, exploring eight critical areas: School Climate, Sense of Belonging, Teacher-Student Relationships, School Safety, Grit, Growth Mindset, Self-Efficacy, and Self-Management. Key findings from the comprehensive survey include: Growth Mindset — 73% of students believe they can improve if they try; Goal Persistence — 68% of students are likely to try again if they fail to reach an important goal; Teacher Care — 68% of students feel their teachers care about their success; Academic Confidence — 62% of students feel confident in achieving their academic goals.|Schools have been provided with interactive dashboards and data analysis protocols to facilitate site-level analysis and action planning. The survey results will be integrated into Single Plans for Student Achievement (SPSA) to ensure data-driven improvements in school climate.  Areas for continued focus include: supporting middle school transitions, particularly in Grade 7 where multiple indicators show declines; addressing disparities experienced by American Indian or Alaska Native students and other underrepresented groups; strengthening help-seeking behaviors and adult connections for students across all grade levels; and building students' self-management and task management skills.  The district will continue to use this annual survey data to track progress on school climate improvement initiatives and implement supports and programs to address the needs of individual students and groups of students, fulfilling the requirements of LCAP Priority 6 while providing actionable data for continuous improvement.|Met||2026-06-23|2026
37683380101204|High Tech Middle|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37683380101345|KIPP Adelante Preparatory Academy|6|"Each year, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall to Winter 2025-2026 survey on school safety and connectedness are included below:  82.4% of students responded ""Yes"" to ""I have a trusted adult I can go to when I need help”"|The survey results provided an overview of student experiences at KIPP SoCal during the 2025-26 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions.  Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences.|In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary.|Met||2026-06-11|2026
37683380106732|High Tech High International|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37683380106799|Learning Choice Academy|6|The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness.  A total of 2 students in grades 5 and 6 completed the survey (6% response rate)  The below data points represent findings related to school safety and connectedness:  100% of students strongly agreed or agreed that they feel close to people at this school 100% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 100% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 100% of students strongly agreed or agreed that they are happy to be at this school 100% of students feel safe or very safe at school 100% of students strongly agree or agree that they feel like they are part of this school 100% of students said they were satisfied or very satisfied with their friendships 100% of students strongly agreed or agreed that teachers at TLC treat students fairly  A total of 8 students in grades 7 through 12 completed the survey (a 10% response rate)  The below data points represent findings related to school safety and connectedness:  63% of students strongly agreed or agreed that they feel close to people at this school 100% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 100% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 100% of students strongly agreed or agreed that they are happy to be at this school 75% of students felt very safe or safe while at school 88% of students strongly agree or agree that they feel like they are part of this school 88% of students said they were satisfied or very satisfied with their friendships  100% of students strongly agreed or agreed that teachers at TLC treat students fairly|"To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site. The school will continue to offer student clubs, Student Council, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor."|In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in December 2025. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results.|Met||2026-06-17|2026
37683380107573|High Tech Middle Media Arts|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37683380108787|High Tech High Media Arts|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37683380109033|King-Chavez Arts and Athletics Academy|6||||Not Met|||2026
37683380109157|Magnolia Science Academy San Diego|6|Student:  For students, two notable data points stand out in the areas of  Climate and Sense of Belonging (School Connectedness), with a 4-point increase in the former and a 10-point increase in the latter. These gains appear to reflect the intentional investment teachers make each Monday when facilitating a common restorative practice (RP) prompt. It is evident that there is a  strong link between student connectedness, classroom climate, and academic achievement. As a result, our sustained focus on fostering a supportive and connected school environment has contributed to meaningful gains in both student experience and academic outcomes, culminating in our school being recognized for three consecutive cycles as a California Distinguished School and most recently as a National Blue Ribbon School. At the same time, a closer look at the safety data reveals a picture of our students’ low favorability perception. While the overall favorability rate for safety is relatively low at 56%, a sub-question within this category scored a 76% favorability  when students were asked, “Does your school do things to help students feel safe?”. This suggests that the school has proactive and preventative measures in place to support student safety.  Family:  For families, our approval rating dropped significantly (-9 points)  from 2024-25 to 2025-26 school year.  However, the individual category percentages do not seem to support this overall experience change.  The biggest change was in the ‘Knowledge and Fairness of Discipline, Rules, and Norms” category. Based on the comments, it seems that many families are not sure if the rules are consistent. Some families felt that they didn’t have the proper information to answer that question fairly.  The change from Panorama to Kelvin Ed could have had some impact, but it’s difficult to say with any certainty.  Feedback during school meetings, and Student Led Conferences are typically positive.  Without additional comments specifying the concerns of the parents, the reason for the sharp decline is unknown.  Staff:  For staff, the average approval rate in Spring 2026 was 80%, a decrease of 2  percentage points from 82% in Spring 2025. Although MSA-San Diego's staff approval remains higher than many other MPS sites?, the continued downward trend is an area to analyze and get further staff feedback.   Additionally, while strengths such as Climate of Support for Academic Learning, Intimacy, Commaraderie and Justice, areas such as equity, clear expectations, and perceptions of the caring/safe environment emerged as opportunities for improvement? again the second year in a row.  This is also a trend across all MPS schools.|Survey results show several strengths and identified needs across students, families, and staff.  For students, the highest overall favorability rating was in Climate at 82%. A key strength was student voice, with 87% of students agreeing that teachers give them chances to share ideas and participate in class. Belonging was also strong at 75%, with nearly 80% of students reporting they feel connected to people at school. In addition, 84% agreed that adults help students know and understand the rules. To maintain these strengths, the school will continue Monday restorative practice prompts, Thursday SEL lessons, rigor strategies from The Center for Model Schools, and regular review of “The WIZARD Way” through SSR and the daily “DONUTS in the Morning” broadcast.  Family results were strongest in safety and climate of support for academic learning, both at 97%. Families reported feeling connected to a strong school community through after-school clubs, school events, and regular communication. They also noted that teachers, staff, and the special education department are attentive and invested in student learning.  Staff results remained positive overall, with approval at 80%, despite a 2-point decrease and the transition to the more rigorous Great Place to Work survey. Staff reported strong personal job satisfaction, trust in leadership, and connection with colleagues. Supportive leadership and a clear vision were also noted as strengths. The school will continue strengthening communication and use GPTW feedback to develop action plans that support clarity, fairness, and staff well-being.  Identified student needs include concerns about rumors, teasing, negative peer interactions, and personal property. The school will address these through SEL lessons focused on empathy, conflict resolution, responsible decision-making, and digital citizenship. SSR circles will address gossip, boundaries, accountability, and repairing harm. Assemblies after major breaks and daily broadcast reminders will reinforce expectations and positive behaviors.  Family feedback showed the largest drop in knowledge and fairness of discipline, rules, and norms, down 3 points. Some families questioned whether rules are enforced consistently and cited classroom management concerns. Administration will focus on supporting teachers with classroom management and consistent consequences for disruptive behavior and inappropriate language.  Staff identified needs include equity, clarity of expectations, and perceptions of caring. Equity was the lowest area at 61%, followed by clear expectations and fair enforcement at 65%, and safe and respectful at 71%. These results suggest a need to improve communication, consistency, support across roles, and attention to staff concerns related to compensation and workplace climate.|Based on the analysis of local data and our Ed Partners surveys, we will focus on 4 main areas:  1. Strengthen student relationships, safety, and anti-bullying efforts:  To to this we will strengthen our current Social-Emotional Learning (SEL) lessons focused on: Empathy, Conflict resolution,  Responsible decision-making, Digital citizenship.  We will also use structured circle discussions (SSR classes) on Gossip and rumors, Respect and boundaries, Accountability and repairing harm.  Laslty, we will utilize our Wizard Student Council to prepare anti-bullying and relationship-building lessons.  2. Improve discipline consistency and fairness:  To do this we will support teachers with stronger classroom management strategies by providing PD and reviewing our behavior flow charts, review and apply consistent consequences for behavior, and revisit and reinforce schoolwide rules and expectations regularly  3. Enhance communication with families:  To do this we will adjust communication systems to reduce excessive messaging as well as improve clarity and timing of information.  4. Support staff needs (clarity, equity, and discipline systems):  To support we will meet with our teacher leadership team to develop action plans based on staff survey feedback and work to improve clarity of staff expectations, fairness and consistency, communication across team and increase staff collaboration during our PLCs as well as more opportunities for input and feedback|Met||2026-06-17|2026
37683380111898|Albert Einstein Academies|6|AEA administered a school climate survey to students in grades 3-8 using the Kelvin survey platform.  According to survey data from grades 3-5, 77% of students reported feeling comfortable, safe, and supported in the classroom; 77% reported knowing who to go to when they have questions about their learning; and 77% reported that teachers and staff make an effort to get to know them. Additionally, 84% of students reported having a teacher or staff member they can talk to when they need support.|Survey data from grades 6-8 indicate that 80% of students reported that their teachers care about them, 80% reported having at least one adult at school they can reach out to for help, and 79% reported being treated fairly by their teachers. Additionally, 74% of students reported that one or more teachers built positive relationships with them.|AEA continues to partner with the San Diego County Office of Education to strengthen its Multi-Tiered System of Supports (MTSS) framework and provide academic, behavioral, and social-emotional supports for students. Staff continues to implement Responsive Classroom practices, restorative approaches, Positive Behavioral Interventions and Supports (PBIS), Safe School Ambassadors, and wellness services/CYBHI to foster a safe, inclusive, and supportive learning environment. These efforts remain focused on strengthening student connectedness, positive relationships, and a strong sense of belonging across both campuses.|Met||2026-07-20|2026
37683380111906|King-Chavez Preparatory Academy|6||||Not Met|||2026
37683380114462|Health Sciences High and Middle College|6|HSHMC strives to maintain a welcoming, inclusive climate and culture that honors student voice and community input. Through our continued work in Restorative Practices, efforts to create conditions that support students' aspirations, building student-teacher relationships, honoring student voice both inside and outside the classroom environment, and increasing attendance of parent involvement in leadership and school-wide activities, students will feel welcomed and valued. HSHMC utilizes the California Healthy Kids Survey (CHKS) to formally gather school climate data. We also utilize a Parent Survey (created by HSHMC) to get input and feedback from parents.  Specifically, the 2025-26 CHKS data demonstrated that 63% of students reported feeling connected to school, 69% of respondents have caring relationships with adults in school, and 73% reported feeling safe or very safe at school. Parents reported feeling welcome and valued (88%) and believe HSHMC encourages collaboration for inclusion and support for students (88%).|Survey data show HSHMC works to foster a school climate that makes students and parents feel welcome. To continue to improve school conditions and climate, HSHMC invests in Restorative Practices (RP) by providing all staff professional development for implementing RP, providing Student Engagement Team (SET) members to support RP during the school day, and by providing additional supports for students’ social-emotional wellbeing. In 2025-26, student well-being services have significantly expanded with the opening of the Fred MacFarlane Wellness Center, which provides dedicated space and staffing to support student mental health. Partnerships with organizations such as Opsam Health and Community Wraparound bring additional counseling and other relevant services directly to students. HSHMC also works to provide school events that welcome community members, such as our Open House and Internship Symposium.|HSHMC will strive to increase the number of responses from the surveys, and to gather information from a broader, representative group of educational partners. There will also be increased sharing of the responses and more reflection on their meaning. Our focus will center on increasing student involvement with the data to better understand what the data results mean through student discussion, circles, focus groups and more.|Met||2026-05-26|2026
37683380118083|Innovations Academy|6|The 2025-26 Student Climate and SEL Survey enabled 289 students in grades 3-8 to provide input on the educational program. Using a 1-5 agreement scale (where a score of 4.3 out of 5 equates to less than 85% satisfaction), the survey yielded an overall average of 4.2. This indicates generally positive perceptions across major domains but also highlights clear opportunities for growth that align closely with family input. Specifically, students are asked to respond to statements regarding: -Their learning experience -Climate and Culture -Safety and Connectedness -Self-Awareness and Management -Social Awareness & Relationship Skills, and -Out-of-School Habits and Well-Being. For the purpose of Local Indicator Priority 6, only Safety and Connectedness are reported, with an overall average agreement of 80%. The following are the individual statement agreement rates: 70% I feel safe sharing my thoughts and feelings with a trusted adult. 76% I feel safe sharing my thoughts and feelings at school with my friends. 80% I feel safe and supported in my classroom. 84% I think my teacher notices when I try my best. 80% I think my teacher understands me. 84% I think my teacher likes having me in class. 92% I have at least one friend at school. 82% I feel included when I play with others. 80% I feel included when I work with others. 82% I feel like I belong in my class. 80% I feel comfortable being myself at school. 78% I feel respected by others in my class. 76% I feel that I am an important member of my class. 76% I think my classmates like having me in class.|Analysis of the individual statements in this domain reveals the following key learnings: Areas of Strength Peer relationships and friendships are a notable strength. 92% of students agreed they have at least one friend at school, with 82% feeling included when playing with others and 80% feeling included when working with others. These results highlight that students experience a solid foundation of peer connection. Teacher support and caring relationships also scored well: 84% agreed that their teacher notices when they try their best; 84% felt their teacher likes having them in class; 80% believed their teacher understands them; and 80% felt comfortable being themselves at school and felt safe and supported in their classroom. These findings demonstrate positive adult-student relationships that serve as a strong foundation for student experience. Opportunities for Continued Growth Students reported strong inclusion in activities, along with opportunities to further strengthen a sense of belonging and feeling valued. 76% of students agreed they feel like an important member of their class, and 76% agreed that their classmates like having them in class. Additionally, 78% felt respected by others in their class. Building on the existing sense of inclusion can help more students feel deeply valued and central to their classroom community. Emotional safety when sharing thoughts and feelings presents an opportunity for growth, with 70% agreement to share with a trusted adult and 76% with friends at school. Strengthening this area can help students feel even more confident expressing themselves openly. When viewed alongside the broader survey results in other categories, this feedback reinforces the idea that teacher caring and peer inclusion are foundational strengths. Continuing to build on these strengths in belonging, emotional safety, and feeling valued will further support student well-being, engagement, and the overall school climate.|While peer relationships and teacher support remain notable strengths, opportunities exist to deepen a sense of belonging, feeling valued/respected, and emotional safety when sharing thoughts/feelings. Findings provide quantitative evidence validating three 2026-27 LCAP priorities. Aligned 2026-27 Priorities Outlined in the LCAP Reflection: -Priority 1: Instructional planning and differentiation procedures explicitly incorporate belonging and emotional safety when designing interventions and project-based learning. -Priority 2: Expand student voice and leadership through revised advisory structures, new student-led forums, and consistent SEL routines that build on existing Social Awareness strengths to improve belonging and emotional safety. -Priority 3: Refine attendance and communication procedures to include proactive outreach that is focused on engagement and belonging for identified student groups.|Met||2026-06-16|2026
37683380118851|King-Chavez Community High|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective.   Disaggregating data by race/ethnicity, English Learner status, and socio-economic status is difficult in a small school with a homogenous population. 94% of students are Hispanic/Latino, 97% are socio-economically disadvantaged, and there were not enough English Learners in most grades to form a statistically significant group. Instead, we focused on grade levels to drill deeper into the data.  An average of 70% of students perceive the school as safe or very safe, which was almost identical to the previous year. The rates of perceived safety differed across the grades.  The highest rates were in 10th and 11th grade, while the lowest rates were in grades 9 and 12.  Both parents (85%) and staff (100%) perceive the school as safe.   An average of 57% of students reported high levels of school connectedness, a 2% decrease from the previous year.  Connectivity rates ranged from 66% in grade 10 to 48% in grade 12.  80% of parents and 97% of staff feel the school has adults who really care about students.  The median average of students reporting a caring adult relationship was 62%.|Key learnings include an area of strength in adult perceptions of school safety and caring among students, parents, and staff. This is encouraging, since the school completed a major relocation just before this school year.    Despite being significantly above the baseline, the rate of students reporting high levels of connectedness remains an area of need.  In previous years, the trend has been for students to become more connected to the school as they advance through the grades.  This year, seniors are the most disconnected.  We hypothesize that this may be due in part to the relocation and subsequent disruption.|School connectedness is related to our school’s mission of Love.  We will continue to implement, expand, and/or refine our programming and support resources since our current approach has led to improved results.  Our new site is closer to where most students live, so we hope to see greater student and family attendance at school events.   Highlights of planned actions include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness.  We also plan to solicit feedback from students throughout the school year to monitor the effectiveness of our programs.|Met||2026-06-03|2026
37683380119610|Gompers Preparatory Academy|6|At Gompers Preparatory Academy (GPA) student, parent, teacher and staff perception of a safe school climate is reflected through ongoing WASC and LCAP surveys. Results from our Spring 2026 LCAP Survey include: GPA is a safe school: 94% of students agree 99% of parents agree 100% of staff agree GPA staff are supportive: 97% of students agree 98% of parents agree 98% of staff agree GPA is providing a high-quality education: 97% of students agree 99% of parents agree 100% of staff agree SWD are supported at GPA: 87% of students agree 88% of parents agree 98% of staff agree English Learners are supported at GPA: 94% of students agree 91%of parents agree 96% of staff agree Street Data interviews for EL and SWD based on their initial student survey data responses: • EL students' key takeaways: Teachers to provide more targeted support; examples; and time for them to practice their English skills. • SWD's key takeaways: Teachers to explain information more, provide more examples, focus on students who need more time or are getting lost. Top 3 Priorities Parents Chose: High Graduation Rate (55%) Improve Student Achievement (53%) Positive School Climate (48%)  Top 3 Priorities Staff Chose: Improve Student Achievement (75%) Positive Climate at GPA (52%) Recruit and Retain High Quality Staff (32%)|School Safety: Efforts to improve include continuing to focus on our strong school culture that puts students and safety first, providing ongoing training for staff, engaging in restorative justice practices for students, and providing education opportunities for parents/families, while also continuing to partner with local agencies to provide full wrap around services. Supportive Climate: Efforts to improve include maintaining our 1:1 chromebook policy, providing access to research-based and vetted software learning programs to increase literacy, numeracy, social-emotional learning and problem-solving skills. In addition, providing access to specific resources needed for each subject, and ensure students who need additional support with wifi have access to resources, as well as professional development, tutoring and increased collaboration. High Quality Education: Efforts to improve include push-in supports during the school day with our co-teach model, targeted small group instruction, differentiated learning opportunities, and after school tutoring programs. Efforts to improve include ongoing professional development for staff on backwards design of lesson plans and unit maps that incorporate the CCSS, as well as training on how to provide students with appropriate scaffolds to help them reach their grade level standards. GPA implemented the pivotal and highly impactful Alignment Essentials that focuses on alignment for all staff grades 6-12 on the first 10, citizenship, balancing assignments, modeling the GPA binder and planner, standing to speak, and purposeful seating. In addition, providing teachers with direct feedback to increase student engagement and achievement. Reading conferences take place during the first 10 minutes of class, as an added support to increasing literacy skills, not just in English class, but in all subjects. In addition ELA and non-ELA teachers focus on incorporating nonfiction reading skills and strategies. Efforts to improve include analyzing current data from state-wide assessments and in-school assessments to determine areas for improvement, provide professional development to support all staff in understanding where the skill gaps are and what the school will need to do to address them, share data and the plan for improvement with parents and educational partners, provide small group targeted instruction, provide tutoring, and differentiated instruction. SWD are supported: Efforts to improve include ongoing professional development for Education Specialists, Support teachers, School psychologist, and speech pathologist, scaffolding and interventions, co-teach model in ELA and math classrooms in all grade levels, learning center and academic enrichment classes, mild/moderate ELA and Math course offerings in middle school, all-inclusive high school access to A-G, academic enrichment courses for high school students, and continued parental involvement/training.|GPA is no longer part of the Differentiated Assistance (DA) and Additional Targeted Support and Interventions (ATSI) accountability and monitoring systems for improvement. GPA will continue to monitor and adjust accordingly to ensure the targeted subgroups continue to improve and flourish. GPA is entering the next cycle of the Compliance Improvement Monitoring (CIM) focusing on Special Education outcomes. GPA has updated the 26/27 LCAP to continue to address the specific needs of students, parents and staff. GPA LCAP goals include Student Achievement, School Culture and Climate, Increasing academic performance of SWDs, and Increasing the academic performance of our ELs. Key learnings that helped guide our 26/27 LCAP goals include, but are not limited to, targeted interventions and supports, professional development, and recruiting and retaining high quality staff.|Met||2026-06-16|2026
37683380121681|San Diego Global Vision Academy|6|SDGVA administers the California Healthy Kids Survey (CHKS), developed by WestEd for the California Department of Education, with developmentally appropriate instruments for Elementary (TK-5) and Middle School (6-8) students. CHKS measures caring adult relationships, belonging, safety, fairness, and victimization. Middle School items also capture mental health indicators and perceived safety. Results inform State Priority 6 reporting and are reviewed by the Leadership Team, PAC, and ELAC.  Elementary results indicate strong adult relationships and high expectations, with 98% to 100% of students reporting that adults want them to do their best, 92% to 95% reporting that adults believe in them, and 84% to 88% reporting positive feedback Most or All of the Time.  Belonging, safety, and fairness items returned strong results, with 95% feeling connected to the school, 98% feeling safe and treated fairly, and 100% reporting that the school teaches respect and caring. Victimization data identifies the most actionable area: 60% of elementary students reported being called bad names or being the target of mean jokes, and 40% reported rumors or lies, while cyberbullying (10%) and physical aggression (15%) were lower. The school's anti- bullying climate is strong (98% report staff will help; 96% report peers intervene), providing a foundation for 2026-27 Tier 1 work on relational aggression.  Middle School results show 80% of students reporting that adults believe they will be successful and 86% reporting positive feedback. Belonging items show 70% to 80% agreement with 15% to 25% neutral responses, identifying a subset of students for Tier 2 belonging supports. Safety is strong (85% feel safe; 0% disagree). Mental health indicators warrant focused attention: 30% reported chronic sadness or hopelessness and 15% reported seriously considering suicide in the past 12 months, supporting School Counselor staffing and Tier 2/Tier 3 caseload in the MTSS SEL action. Victimization patterns show cyberbullying increasing to 35%, rumors at 40%, and sexual gestures or words at 15%, while physical victimization decreased to 10%.  The cross-grade pattern indicates that relational victimization (40% to 60%) is the highest- reported climate concern across both grade spans and will be a 2026-27 Tier 1 focus through SEL instruction and unstructured-time supervision.  CHKS data is currently aggregated at the grade-span level. SDGVA is expanding disaggregation by English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, Homeless Youth, and racial and ethnic groups, with disaggregated results to be incorporated into the LCAP mid-year update.|SDGVA will continue to use Culturally Responsive Teaching Practices & The Brain (Z Hammond) to sustain learning partnerships with students that cultivate a sense of belonging. SDGVA will continue to prioritize professional development that explicitly addresses ways for educators to be culturally responsive warm demanders, time to plan and set expectations, procedures and protocols for their learning environment.  SDGVA will continue to adhere to systemic management protocols that include high structured and supervised experiences outside the classroom utilizing educators, instructional coaches, administration and instructional associates for duties overseeing the cafeteria, lunch time, recess time and pick-up and drop-off process.  SDGVA will continue to form positive and productive relationships with students and families through communication, events, and a culture of care.|SDGVA will bring the student safety data to the SDGVA Student Advisory Council (SAC) and the SDGVA School Counselor to propose solutions to help both elementary and middle school students to feel safe and connected to their peers in positive ways while attending school daily. Together they will design and implement a peer-to-peer program that will to address the higher percentages of students who experience rumors, gossip and being called mean names as jokes. SDGVA will use Collaborative Fridays between Classroom Educators, RTI Team, ELD Team, Counselor and Instructional Coaches to check-in on every student to verify they have had a trusting adult listen to their needs and make them aware of our pride in their progress. SDGVA will join the “Coffee with Kane” (PAC Meetings) and Parent University Model to support family math development strategies at 3 sessions (TK/Kinder, 1st & 2nd Grade, 3rd-5th Grade).|Met||2026-06-10|2026
37683380122788|School for Entrepreneurship and Technology|6|In a recent survey, 93% of SET Parents and 93% of SET students believe the school is headed in the right direction (3, 4 or 5 on a 5 point likert scale) and 96% of parents and 94% of students believe their school is a safe place to learn. We also learned that the majority of SET students believe their teachers care strongly about them and, for the most part, are fairly to very satisfied with the progress in the areas of history/social science, science, writing, mathematics, and reading.|Areas of strength include school connectedness, safety and connection with staff.|There are students who are expressing concerns of not being heard, despite our efforts to offer more student voice through the SET Senate.  There are also students who perceive that decisions are not made fairly.  We will implement a suggestion box to help provide another easy avenue for students to offer suggestions or register complaints.  The fairness element is difficult to address because student privacy prevents full transparency when explaining decisions.|Met||2026-06-10|2026
37683380123778|Old Town Academy K-8 Charter|6|While the survey shows some areas for growth, the overall takeaway is that OTA is doing well in key areas like overall satisfaction, school safety, and academic quality.|N/A|We have reviewed our results and have already started making changes for next school year, including improvements to field trip opportunities and academic programs.|Met||2026-07-13|2026
37683380124347|City Heights Preparatory Charter|6|The data reported on the California Dashboard, including results from the Local Climate Survey, indicates that City Heights Prep has shown overall improvement from the student perspective in both school conditions and climate. Student feedback identified a desire for more elective courses and Advanced Placement (AP) opportunities, which the school responded to by expanding elective offerings for both middle and high school students in which an AP Geography, AP Cybersecurity and even an IT: Systems and Support class . We are also looking into offering an AP class within the History department based on student and teacher input, as well as growing our CTE department. Since the 2018–2019 school year, we have introduced school-wide assemblies to celebrate student achievements, host guest speakers, host Earth and Career Days, and foster unity across campus. These initiatives aim to build a stronger sense of belonging and community among students. This year, during the 2025 - 6 We have intentionally incorporated student voice into our decision-making processes to ensure students feel heard and valued. Student feedback has directly informed the addition of new extracurricular activities supported through the Expanded Learning Opportunities Program (ELO-P). New clubs such as guitar, boxing, soccer, and volleyball have generated enthusiasm and strengthened student engagement. Through ELO-P funding, we have also added basketball, boxing and with music grant we have expanded to offering Choir and a drum classes, all which have been successful. To further build a college-going culture, students participate in annual college visits and are exposed to various postsecondary opportunities. This year, we are proud to host our first-ever prom—an event students have long requested. School spirit has also grown through expanded spirit week activities and increased student participation in themed days and lunchtime events. Through data analysis, we recognized the importance of providing students with safe spaces to express concerns, interests, and ideas for improvement. In response, we have collaborated with students during Family Meetings, ASB, and AVID classes to better understand their needs and implement meaningful changes. We remain committed to strengthening school climate by continuing to center student voice in planning and decision-making. Based on California Healthy Kids Survey data and our strengthened whole-child approach, City Heights Prep qualified for the Community Schools Partnership Program (CCSPP). This funding has allowed us to implement expanded social-emotional learning (SEL) supports, including: Weekly emotional check-ins A middle school SEL elective curriculum Restorative Practices Resiliency groups for students who have experienced trauma Staff-wide SEL training We utilize several platforms to support these efforts. Sown to Grow is a weekly online SEL check-in platform used in AVID classes, allowing students to reflect and teachers to respond.|"Through the analysis of the data, we were able to see the importance of giving students a safe space to express their concerns, interests, and desired changes at their school. Not only did we analyze their input, but we also worked with the students at Family meetings, in ASB club and through their AVID classes to understand and implement the changes they wanted to see, creating a better environment for them. We can continue to improve the current community climate by considering students' suggestions in decision-making processes and maintaining extracurricular activities. Based on California Healthy Kids Survey data and our improved ""whole child"" approach, our school qualified for the Community Schools Partnership Program (CCSPP). This funding has helped implement SEL resources such as weekly emotional check in platform, SEL Curriculum for middle school elective, Resiliency Groups for support for students have experienced trauma, SEL training for staff to better support student's school wide. Additional platforms we use, such as Sown to Grown, Care Solace and Wayfinder. Sown To Grow is an online social emotional learning check in platform completed weekly by students in their AVID classes. AVID teachers have access to student reflections in which they can read and also respond to students. Once a week, reflections are reviewed by a school counselor and a student support coordinator. Student meetings are conducted with concerning student reflections. Care Solace is an online platform to assist families in finding mental health supports, food banks and shelters. Once a parent gives their consent, a ""Warm Handoff"" is given, so a Care Solace employee can reach out to the parent to help them find services that works with their insurance or are provided free services. Wayfinder is an online socio emotional learning curriculum platform used for our SEL Middle school elective. It helps students focus on building life skills, meaning, self-awareness, empathy and exploring post-secondary education. All teachers grades 6-12 have access to this platform and can use Wayfinder for SEL activities and lessons.This has fostered more positivity and increased students' desire to be at school. It has made school about more than just academics by including social-emotional support and activities that help students learn valuable skills both inside and outside of school, ultimately making school a more enjoyable experience for them."|2026-27 Local Performance Indicator Self-Reflection for City Heights Preparatory Charter School Page 17 of 21 The school staff will continue to seek input from students, and as a result, we have made adjustments to our school's safety plan to ensure a secure learning environment. We have also made changes to the school campus to create more space for activities and student use. Additionally, we have adjusted our positive behavior practices, incorporated more social-emotional supports, and added more student engagement opportunities. This year, the facilities manager upgraded the garden to create a grassy picnic area where students can socialize and enjoy their lunch with others. Picnic tables were added to this area to allow students to work outside as well. Based on student input, we also purchased a marquee to post important school updates, and acquired a new outdoor sound system for announcements and music to help build the school community and increase student engagement. We have also added two foosball tables as well as a ping pong table. We have also developed a high school mentoring program where high schoolers can volunteer to become mentors to selected middle school students, providing mental, emotional, and academic support. Teachers conduct daily socio-emotional check-ins and host weekly circles to build classroom and school culture. Additionally, we have developed weekly voluntary resiliency groups to help students learn skills to cope with trauma. In addition, City Heights Prep School Counselor has given multiple presentations to support students well being such as: anti-bullying presentation, drug awareness, tutoring and the importance of school attendance. We also had our annual spirit week where students participated in multiple activities during lunch such as: musical chairs, tight rope and easter eggs hunting. Furthermore, throughout the week students participated in jersey day, pajama day, twin day and school spirit day. Students who showed excellence were able to win incentives throughout the semester such as; winning prizes for perfect attendance, student of the month and pizza party for their classroom. All these changes were implemented based on feedback from the survey to address students' mental and emotional health.|Met||2026-06-05|2026
37683380126730|Kavod Charter|6|Kavod  administers the annual Healthy Kids Survey to gather student feedback regarding school connectedness, safety, relationships with adults, respect, and overall school climate. During the 2025–2026 school year, 110 elementary students (Grades 3–5) and 94 middle school students (Grades 6–8) participated in the survey. Survey results indicate that students generally report a positive and supportive school climate across both grade spans. Elementary students reported strong levels of school connectedness and positive relationships with adults. More than 81% of students indicated they have good friends at school most or all of the time, while approximately 94% reported that teachers and other adults care about them most or all of the time. Nearly 93% stated that adults believe they can do a good job, and over 93% reported being happy at school most or all of the time. Students also demonstrated strong social responsibility, with over 85% reporting they are respectful to classmates and 84% reporting they are respectful to teachers and staff. Approximately 70% identified a trusted adult on campus they could turn to for support. Middle school survey results reflected similarly positive perceptions of school climate. Approximately 91% of students reported having good friends or feeling close to others at school most or all of the time. Nearly 87% indicated that school adults care about them most or all of the time, and approximately 89% reported that teachers believe they can do a good job. Respectful behavior remained a strength, with approximately 84% of students reporting they are respectful to classmates and nearly 90% reporting they are respectful to teachers and staff. About 68% reported having a trusted adult at school for support, and over 93% reported being happy at school at least most of the time. Approximately 97% of students also reported feeling safe at school either typically or always. Survey responses also identified areas for continued improvement. While most students reported positive experiences, perceptions of fairness in school discipline and opportunities for engaging classroom activities were somewhat less positive than other climate indicators. Middle school responses also suggest continued attention should be given to bullying prevention, peer intervention, and strengthening students' confidence in conflict resolution supports. These findings will continue to inform schoolwide social-emotional learning, restorative practices, positive behavior supports, and staff professional development.  The survey collected demographic information by gender and grade level; however, the available summary reports provide only schoolwide aggregate results and do not include disaggregated climate outcomes by student group; that data is completed locally to add contextual data which helps in strategic improvement outcomes.|Analysis of the 2025–2026 Healthy Kids Survey data identified several strengths in school climate as well as opportunities for continued growth. Overall, students across both elementary and middle school reported positive relationships with peers and adults, a strong sense of belonging, and high levels of respect within the school community. One of the LEA's greatest strengths is the positive relationships students have with school staff. Across both grade spans, the majority of students reported that teachers and other adults care about them, believe in their ability to succeed, and treat students with respect. Students also reported feeling connected to their peers, with most indicating they have good friends at school and are generally happy to attend school. High percentages of students reported respectful behavior toward classmates and staff, reflecting the effectiveness of the school's character education, OLAM values, and social-emotional learning initiatives. Additionally, approximately two-thirds of students at both the elementary and middle school levels identified at least one trusted adult they could turn to for support, demonstrating a strong foundation of student-adult relationships. Student responses also indicate that the school provides a physically and emotionally safe learning environment. Nearly all middle school students reported feeling safe at school, while elementary students similarly reported positive perceptions of school safety. Students recognized that the school promotes empathy, respect, and responsibility through its OLAM values and conflict resolution programs, suggesting that schoolwide climate initiatives are positively influencing student behavior and relationships. The survey results also identified several areas of need. Although overall perceptions were positive, students expressed comparatively lower ratings regarding the fairness and consistency of school discipline and behavior expectations. Middle school students also indicated opportunities to strengthen bullying prevention efforts, encourage students to intervene when witnessing bullying or peer mistreatment, and improve confidence in conflict resolution supports. Elementary and middle school students reported that engaging classroom activities and student motivation could be strengthened, suggesting continued opportunities to increase instructional engagement and student voice. Overall, the survey findings demonstrate that the LEA maintains a positive, caring, and supportive school climate while identifying opportunities to further strengthen student engagement, equitable disciplinary practices, bullying prevention, and access to trusted adult supports for all students.|At the moment there are no identified changes from existing plans or policies. However we have gathered feedback especially in the areas around school safety and instructional support to realign our resources to better support our students.  On the safety front, we have reconvened the Safety Committee to explore revenue streams and grants to offset security measures and make our emergency response more robust and efficient. In the area of improving instructional support we have activated three reimbursement streams that will help the LEA bill for reimbursements so that that money can be put back into staffing and increased services.|Met||2026-06-16|2026
37683380127647|e3 Civic High|6|e3 Civic High issues a climate survey to students, staff, and families each year. The 2026 survey results show a generally positive shift from 2025, especially among staff and parents. Staff overall ratings improved meaningfully, with 85.3% of staff rating the school an A or B in 2026, compared with approximately 64.1% in 2025. Staff willingness to recommend e3 also increased from 69.2% in 2025 to 82% in 2026, suggesting a recovery in overall staff confidence. Parent perceptions also remained very strong: 95.2% of parents rated the school an A or B in 2026, with 71.4% assigning an A. This is stronger than 2025 and approaches the high levels seen in earlier representative years, particularly 2021 and 2022. The 2026 survey included 34 staff, 21 parents, and 218 scholars, and the report notes that response rates can be considered representative of the stakeholder groups.  Parent perceptions of the school environment were very strong in 2026. Parents expressed high confidence in scholar safety, with 95.3% agreeing or strongly agreeing that the school takes action to ensure safety. Parents also reported feeling welcomed as volunteers, with 66.7% strongly agreeing, the highest level shown across the timeline. The overall school environment was also rated very positively, with 95.2% agreement or strong agreement. Compared to 2025, parent perceptions remain strong and in some areas improved, particularly around feeling welcomed.   Scholar perceptions of the school environment were more mixed than parent perceptions. Scholars were most positive about leadership opportunities, with about 90% agreeing or strongly agreeing that e3 offers leadership opportunities such as student council. Safety perceptions were also generally positive, with approximately 84% agreeing or strongly agreeing that they feel safe at school. However, perceptions of equity and social justice declined compared to 2025, with positive agreement around 71%. The most concerning item was recommending e3 to a friend or someone else: only about 52% agreed or strongly agreed, while a sizable percentage disagreed or strongly disagreed.|The school environment remains a significant strength. Parents reported very high confidence in scholar safety, with 95.3% agreeing or strongly agreeing that e3 takes action to ensure scholar safety. Parents also described the school as welcoming, inclusive, and supportive. Scholars similarly identified friendships, teachers, school community, and the small-school setting as key strengths. However, scholar survey results were more mixed than parent results. While scholars were generally positive about safety and leadership opportunities, only about 52% agreed or strongly agreed that they would recommend e3 to a friend or someone else. Open-ended scholar responses suggest that student engagement, school pride, activities, fairness, and student voice are important areas for continued attention. The academic program is viewed positively overall, especially by parents. Parent survey results showed strong confidence in college and career preparation, A-G support, individualized instruction, rigorous work, and design thinking/project-based learning. Staff also reported improvements in several academic practices compared to 2025, including encouraging creativity and supporting scholars with time management. At the same time, both staff and scholars identified a need for greater academic consistency, rigor, relevance, and clarity. Staff open-ended responses emphasized the importance of stronger academic expectations, improved intervention systems, literacy support, clearer curriculum alignment, and more 4 consistent accountability. Scholar responses similarly called for clearer instruction, more course options, stronger feedback, and more engaging learning experiences. Leadership perceptions differed by stakeholder group. Parents generally expressed confidence in the Leadership Team, particularly around timely communication and overall effectiveness. Staff ratings were positive in several areas, especially for the Principal, Assistant Principal, and Instructional Leadership Team, while open-ended staff responses pointed to continued needs around communication, transparency, planning, staff voice, evaluation clarity, and followthrough. Scholar perceptions of leadership were the most concerning. Compared with 2025, scholars reported lower confidence in leadership accessibility and fairness, particularly around whether they can talk to Assistant Principals or the Principal when they have a problem and whether consequences for negative behavior are determined fairly.|Results of the survey are shared with the board and are analyzed by the leadership team. Based on the analysis, the leadership team is looking to make policy and systemic changes in the following areas: First, the school should continue to build on its strongest asset: relationships. Across staff, parent, and scholar responses, the school’s small community, caring adults, and student-centered mission stand out as major strengths. These relationships provide a strong foundation for academic growth, school culture, and family trust. Second, e3 should continue strengthening communication, transparency, and shared decisionmaking. Staff repeatedly identified communication, planning, and follow-through as areas for improvement, while scholars asked for greater voice, respect, and clarity around decisions. Creating predictable communication routines, including staff and scholar voice earlier in planning, and explaining the rationale behind major decisions could strengthen trust and alignment. Third, the school should focus on academic rigor, consistency, and intervention systems. Staff called for clearer expectations, stronger accountability, improved curriculum alignment, more consistent grading and deadlines, and stronger MTSS/intervention supports. Scholars similarly asked for clearer instruction, more class options, and more engaging learning experiences. Strengthening academic systems while preserving teacher-student relationships can support stronger outcomes for all scholars. Fourth, e3 should continue improving student accountability and fairness. Staff and scholars both raised concerns about consistent behavior expectations, discipline, technology use, and fairness. A shared, transparent approach to expectations and consequences can help create a learning environment that feels both supportive and consistent. Finally, the school should invest in scholar engagement and school pride. Scholars want more clubs, sports, field trips, spirit events, and opportunities to feel connected to school life. Expanding enrichment opportunities can help improve scholar satisfaction, belonging, and willingness to recommend e3 to others. Together, these focus areas can help e3 build on its strong relational foundation while improving consistency, clarity, and outcomes across the school community.|Met||2026-06-22|2026
37683380129387|Empower Language Academy|6|Students, parents, and staff take annual surveys to measure perceptions of school safety and connectedness.  The rate of positive perceptions of school safety among students was 77%.  91% of parents agree that the school is safe.   Indicators of student connectedness were mixed, but overall high (79%).   95% of students and 97% of parents report that adults at school really care about students.   Student perceptions of active involvement were relatively lower. 17% of students feel adults at school did not ask them for their ideas, and 16% feel they do not have chances to help decide things at school.|Areas of strength include over 9 in 10 parents feeling that the school is safe, and that almost all students and parents agree that the school has adults who care about students.  An identified need is that some students do not feel like they have opportunities to share their voices and solve school problems. These rates have improved from last year, but they are still an area of need.|The school will increase student involvement in decision-making that impacts them by strengthening student leadership groups and providing structured opportunities to shape classroom rules.  The LEA will build on existing strategies that have proven successful in building school connectedness and perceptions of caring.   These include school celebrations/events, student-centered academic engagement strategies, and a restorative approach to discipline.|Met||2026-06-17|2026
37683380129395|Elevate|6|Elevate administered an end-of-year (EOY) local climate survey to upper-grade students in spring 2026, generating 149 complete responses across grades 4 (n=48), 6 (n=17), 7 (n=46), and 8 (n=38). The instrument measures three core climate constructs: school safety, connection to others at school, and the size of each student's trusted-adult support network at school. The survey also includes two open-ended prompts asking students what they want Elevate to continue and what they would change. On safety, 97.3% of respondents agree or strongly agree that they feel safe at school. Agreement is high across every grade level and ranges from 95.7% in grade 7 to 100% in grade 6, with grades 4 and 8 at 97.9% and 97.4% respectively. On connection, 90.6% of respondents agree or strongly agree that they feel connected to others at school. Disaggregation by grade level reveals a developmental pattern: connection rises with grade, from 85.4% in grade 4 and 82.4% in grade 6 to 93.5% in grade 7 and 97.4% in grade 8. The grade 6 dip is small in absolute respondent count (n=17) but is consistent with the family and Parent Advisory Committee feedback identifying transitions between campuses as a belonging concern, and it supports Elevate's planned 3rd-to-4th and middle school onboarding investments. On trusted-adult support, 97.3% of students report having at least one adult at school they feel comfortable asking for help when struggling, and 73.2% report three or more such adults. By grade, the share reporting three or more trusted adults is 68.8% in grade 4, 70.6% in grade 6, 78.3% in grade 7, and 73.7% in grade 8, indicating that adult-student trust networks deepen as students move through the program. Only 2.7% of respondents school-wide report zero trusted adults, with grade 8 at 0%. Open-ended responses reinforce these quantitative findings. Students most frequently affirm Elevate's caring teachers and staff, the Leader in Me program and leadership opportunities, STEAM and Project-Based Learning, sports, socials, and friendships. The most common change requests center on school lunch quality, dress code flexibility, expanded elective and club options, more student voice in decisions, and additional physical education time, all of which inform LCAP action priorities for engagement, climate, and student voice. A noted limitation of this instrument is that the dataset captures grade-level disaggregation but does not capture demographic identifiers for English Learners, Socioeconomically Disadvantaged students, Students with Disabilities, Foster Youth, or race and ethnicity, so student-group-specific climate scores cannot be reported from this survey. Elevate triangulates this EOY data with the 2026 MRA/Leader in Me Survey (227 grade 4-8 respondents), the Family LCAP Survey, and Student Advisory Committee input to surface student-group perspective.|Analysis of the 2026 EOY Upper Grade Climate Survey, triangulated with the 2026 MRA/Leader in Me Survey, the Family LCAP Survey, and Student Advisory Committee input, surfaces clear strengths and needs that inform Elevate's 2026-27 LCAP priorities. The clearest strength is school safety. 97.3% of students agree or strongly agree that they feel safe at school, with agreement at or above 95.7% in every grade. This aligns with the Family LCAP Survey finding that 98.4% of families agree their child is safe and reflects the cumulative impact of the Raptor Visitor Management System, School Safety Plan review, drill protocols, and student participation in safety practices. A second strength is the depth of student-adult trust networks. 97.3% of students report at least one adult they feel comfortable asking for help, and 73.2% report three or more, with 0% in grade 8 reporting zero trusted adults. The MRA/Leader in Me Survey reinforces this: 78% of grade 4-8 students report high-trust relationships with adults at school, up 5 percentage points from 2025, and 80% feel cared about and understood, up 2 percentage points. Open-ended responses consistently affirm caring teachers, the Leader in Me program, STEAM and Project-Based Learning, leadership opportunities, and student-led events as the program elements students most value. The clearest identified need is strengthening connection in earlier and transition grades. Overall connection is 90.6%, but the grade pattern shows 85.4% in grade 4 and 82.4% in grade 6, compared with 93.5% in grade 7 and 97.4% in grade 8. This aligns with PAC feedback that transitions between campuses are difficult and with Family LCAP Survey findings identifying family-to-family connection as a growth area. These sources indicate that the 3rd-to-4th transition, the move into middle school, and cross-campus belonging warrant targeted action, including buddy system expansion, increased on-campus family opportunities, and events such as the Fall Festival. Additional needs from open-ended student responses include expanded elective and club options with student voice in selection, more physical education time, longer lunch and recess, and improvements to school lunch quality. These themes informed SAC input on clubs and cross-grade connection. An analytic limitation is that the EOY instrument does not capture demographic identifiers for English Learners, Socioeconomically Disadvantaged students, Students with Disabilities, Foster Youth, or race and ethnicity, so student-group climate scores cannot be derived directly. Elevate addresses this by cross-referencing findings with the 2025 California School Dashboard, which shows academic and chronic absenteeism variation by student group, and by weighting PAC, ELAC, SELPA, and SAC input in the needs assessment alongside survey data.|Based on the analysis of local climate survey data and the key learnings identified, Elevate has made or will make the following revisions to existing plans, policies, and procedures to address identified needs and drive continuous improvement in 2026-27. Strengthening Connection in Earlier and Transition Grades. In response to the grade-level connection pattern (85.4% in grade 4 and 82.4% in grade 6, compared with 97.4% in grade 8) and aligned PAC and Family LCAP Survey feedback, Elevate will revise its student onboarding procedures to include a formal buddy system that pairs new and returning students to accelerate peer connection. The school will also bring new focus to the 3rd-to-4th grade transition through increased opportunities for family members to be on campus during the transition window. The Men of Value and Purpose (MVP) program, previously offered only at middle school, will be expanded to the TK-3 and 4-5 campuses to broaden mentorship and connection at earlier grade levels. Expanding Family Engagement Access. In response to Family LCAP Survey findings on family-to-family connection and ELAC feedback, Elevate will revise its ELAC meeting schedule to offer morning, afternoon, and evening sessions. Evening meetings will include dinner and childcare to remove practical participation barriers. The Thursday Family Newsletter will be redesigned as a one-stop communication resource based on PAC feedback that families experience information gaps and survey fatigue. Responding to Student Voice. In response to open-ended student feedback requesting expanded electives, more student voice in club selection, and additional PE time, the SAC will continue to lead initiatives such as Show Your Leadership and will inform decisions about after-school club offerings, allowing students to vote on club focus areas. Elevate will also refine workshop topics, event formats, and outreach strategies based on family feedback to increase representation and accessibility. Monitoring Technology Use. In response to student feedback requesting alternatives to heavy educational technology reliance, Elevate will devote continued attention to assessing student screen time and adjusting digital learning practices to maintain balance between technology-supported and direct instruction. Strengthening the EOY Survey Instrument. To address the limitation that the EOY survey does not capture demographic identifiers, Elevate will review the 2026-27 instrument to consider optional demographic items, in consultation with the PAC and SAC, so future climate findings can be disaggregated by student group alongside Dashboard data.|Met||2026-06-08|2026
37683380131565|High Tech Elementary|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37683380131979|Ingenuity Charter|6|California Healthy Kids Survey data for the 2023-2024 school year indicated a 39% school connectedness rate.  2024-2025 California Healthy Kids Survey results indicate a significant 14% improvement in this area with a 53% school connectedness rate.|There is still significant room for improvement to reach a 75% outcome, however other qualitative data such as student interviews and educational partner input indicate strong improvement in the area of school connectedness and welcoming environments.  Student group data is not available given student sample size.  Students and families have reported that in person classes, workshops and tutoring have resulted in stronger feelings of connectedness.  Students have also reported that enrichment events have allowed them to form more social bonds.|The 2024-2027 LCAP cycle focuses on the areas listed above.  For example, a specific goal was established in the area of academic relevance and engaging educational experiences. In addition, another LCAP goal was created to focus on a sense of belonging and strong relationships.  Action steps in both of these goals are based on feedback from students and families.|Met||2026-06-03|2026
37683380135913|Urban Discovery Academy Charter|6|In 2025, the school administered both the CA Healthy Kids Survey. With regards to school connectedness, on the CA Health Kids survey, 57% of middle school students responded positively. High school numbers were not statistically significant. On the local school climate survey, 95% of families reported that they believe their students feel safe at school. Parents report that their student feels a sense of belonging at school: 95% for elementary students; 75% for middle/high school students.|UDA has developed partnerships that have enabled additional support services to be provided to students. The Children and Youth Behavioral Health Initiative (CYBHI) funding has allowed the school to expand mental health and wellness services for all students, including direct contracted therapy services and an internally-provided certified wellness coach. This year the Social Emotional Learning (SEL) curriculum has been enhanced across all grade levels and it will continue to be implemented next year from the beginning of the school year. The school has also partnered with the San Diego County Office of Education to provide social worker interns; these team members will help support our focus on attendance, social emotional coping skills, violence prevention, and development of student voice and agency.|Our partnership to provide social worker interns will help support student and family needs, and provide social emotional learning supports. The school will continue to refine and expand mental health services and seek out ways to provide sustainable socio-emotional support services for students. The school has launched fee schedule billing for mental health services and is working on the sustainability of this program to further support mental health needs of our students into the future.|Met||2026-06-17|2026
37683380136663|America's Finest Charter|6|Results for the 2024-25 school survey were as follows: % of students reporting that they feel safe at school: All= 80% SWD= 49% SED= 80% EL= 56% AA= 51% HI= 70% % of students reporting that they feel connected to others at school: All= 60% SWD= 48% SED= 60% EL= 53% AA= 42% HI= 70% The participation rate was 50% of all students in grades 4-12.|The data indicate that approximately 20% of students report not feeling safe or connected at school, and this pattern is generally consistent across student groups despite some variation in scores. This represents a high-priority concern, because students who do not feel safe or connected are less able to engage fully in learning. At the same time, participation in the student survey was low, which may limit how accurately these results reflect the experiences of all students. Moving forward, the school will focus on increasing student participation in climate surveys and on implementing targeted strategies so that all students feel safe, welcomed, and connected when they are at school.|The school has prioritized professional development for all staff in the areas of Positive Behavioral Interventions and Supports (PBIS) and Multi-Tiered System of Supports (MTSS), with a strong emphasis on Restorative Practices. Next year, the school will implement increased advisory time at TK-8 site, as well as morning and closing circles, and restorative conversations for students facing lower-level behavioral challenges. Additionally, structures will be established to ensure the consistent implementation of these practices, promoting student safety and connectedness throughout the entire school. The staffing for the upcoming year will be aligned with these priorities.|Met||2026-07-22|2026
37683383730959|Altus Schools Charter School of San Diego|6|Altus Schools Charter School of San Diego (CSSD) administers both an annual LCAP Educational Partner Engagement Survey and the California Healthy Kids Survey (CHKS). The LCAP survey is administered to students and parents to measure perceptions of conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students in grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that a safe and supportive learning environment is the highest priority identified by students and parents. This finding has directly informed the development of the school’s LCAP. To monitor progress on CSSD’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric to maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, CSSD exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of CHKS results is the participation rate. The validity and representativeness of the results are reduced if the student response rate is lower than 70 percent. CSSD’s response rate on the CHKS at each grade level was Grade 7 (22%), Grade 9 (17%), and Grade 11 (26%) for the CHKS Core and Grade 7 (19%), Grade 9 (12%), and Grade 11 (22%) for the CHKS Behavioral Health Module.|In 2025-2026, 99% of students reported that they felt safe at CSSD, and 100% of parents reported that their child is safe at the school. Additionally, the school established metrics for suspension and expulsion rates to monitor the effectiveness of its Multi-Tiered System of Supports (MTSS), which includes academic, social-emotional, and behavioral supports and interventions. As of June 8th, CSSD’s 2025-2026 suspension rate was 0.0% and the expulsion rate was 0.0%.  Results are not provided by CHKS when there are fewer than 10 responses for a grade level and/or student group. CSSD did not receive disaggregated results for students in Special Education, English Learners, Long-Term English Learners, Foster Youth, students experiencing homelessness, or any ethnic subgroup except Hispanic students. Key learnings included that 8% of 7th graders, 33% of 9th graders, and 32% of 11th graders reported experiencing chronic sadness or hopelessness in the past 12 months, and 8% of 7th graders, 13% of 9th graders, and 6% of 11th graders reported having considered suicide in the past 12 months. For Hispanic students, 34% of 9th graders and 30% of 11th graders reported experiencing chronic sadness or hopelessness, and 10% of 9th graders and 4% of 11th graders reported having considered suicide in the past 12 months. Seventeen percent of 7th graders, 11% of 9th graders, and 9% of 11th graders reported having ever used alcohol or drugs in their lifetime. Zero percent of 7th graders, 0% of 9th graders, and 3% of 11th graders reported having used alcohol or drugs in the past 30 days. For Hispanic students, 0% of 9th graders and 4% of 11th graders reported drug or alcohol use in the past 30 days. Eight percent of 7th graders, 2% of 9th graders, and 0% of 11th graders reported they currently use tobacco. Eight percent of 7th graders, 2% of 9th graders, and 0% of 11th graders reported vaping in the past 30 days. Three percent of Hispanic 9th graders and 0% of Hispanic 11th graders reported tobacco use in the past 30 days. Overall, 15% of 7th graders, 29% of 9th graders, and 24% of 11th graders reported a bedtime of 12:00 a.m. or later, and 69% of 7th graders, 54% of 9th graders, and 65% of 11th graders reported eating breakfast that day. For Hispanic students, 31% of 9th graders and 22% of 11th graders reported a bedtime of 12:00 a.m. or later, and 49% of 9th graders and 61% of 11th graders reported eating breakfast that day.   Most students (83% in 7th, 73% in 9th, and 71% in 11th) reported having caring adult relationships at school. Among Hispanic students, the results were 71% of 9th graders and 77% of 11th graders. Eighty-four percent of 7th graders, 95% of 9th graders, and 97% of 11th graders reported that teachers at the school treat students fairly. Sixty-nine percent of 7th graders, 67% of 9th graders, and 63% of 11th graders reported overall life satisfaction; for Hispanic students, 62% of 9th graders and 69% of 11th graders reported life satisfaction.|CSSD administers the California Healthy Kids Survey (CHKS) in addition to an annual LCAP Educational Partner Engagement Survey to evaluate students’ perceptions of mental health, social-emotional health, school climate, and connectedness. Based on the results of the CHKS, the school’s educational partners have indicated that students continue to have academic, physical, emotional, and mental health needs, including elevated needs for mental health services. To address these needs, CSSD operates a school meal program and provides an annual Family Resource Night to inform parents and family members about available programs and services. The school also provides a Healthy Youth Therapist to deliver targeted counseling services and referrals, as well as a Homeless and Foster Youth Liaison to proactively support students’ academic, physical, mental health, and social-emotional needs. These supports contribute to improved educational outcomes, promote stability, and foster a supportive and inclusive environment for these student groups. While students continue to have social-emotional and health-related needs, over 90% of students surveyed continue to report high levels of satisfaction with school safety and their overall experience at CSSD.|Met||2026-06-25|2026
37683383731189|Preuss School UCSD|6|The Preuss School at UC San Diego administers the California Healthy Kids Survey (CHKS) annually to gather comprehensive data on school climate for students in grades 7, 9, and 11. In 2024–25, the response rate was strong across all grade levels: 87% for middle school and 89% for high school. The data reflect scholars' perceptions of safety, connectedness, engagement, adult relationships, and social-emotional well-being. Key findings include: School connectedness declined notably in middle school from 68% (2022) to 42% (2025), while high school remained steady at 50%. Perceived school safety averaged 72% for middle school and 69% for high school. Rates of chronic sadness improved slightly, with 25% of 7th graders and 23% of 11th graders reporting these symptoms, both figures lower than those in prior years. Scholars reported high levels of optimism and life satisfaction on the California Student Wellness Index, with scores of 103.7 (7th), 104.7 (9th), and 102.8 (11th), all exceeding the state averages. Substance use on campus remained low, with 98–100% of scholars across grades reporting no substance use at school. Notably, harassment reports among middle schoolers rose to 35%, while 20% of high school scholars reported being bullied.|The CHKS data highlight a dichotomy in scholar experience: while safety, substance-free environments, and adult support remain strengths, engagement and connectedness, particularly in middle school, have declined. The stark 26% drop in middle school connectedness since 2022 underscores the need for targeted interventions. Reports ofharassment and bullying are rising, suggesting a climate where inclusion and peer relationships require renewed attention. Conversely, high school scholars report stronger academic motivation and lower emotional distress than in past years. The Preuss School’s restorative practices, consistent advisory program (UP), and SEL efforts have contributed to stronger adult-scholar relationships, with 84–96% of scholars reporting access to caring adults. We also recognize disparities among subgroups. Scholars with disabilities and long-term English learners report lower levels of school engagement and safety, which has guided our continued work with SDCOE on Differentiated Assistance - root cause analyses.|In response to the climate data, The Preuss School will take several key actions in 2025–26: Expand the implementation of SEL curriculum via Aperture’s DESSA tool in middle school advisories to address connectedness and scholar self-regulation. Launch a formal Positive Behavioral Interventions and Supports (PBIS) program with a focus on middle school culture and behavior expectations. Strengthen family engagement through multilingual outreach, expanded use of ParentSquare, and increased translation services to rebuild trust and promote collaboration. Provide professional development on trauma-informed care and inclusive practices, with a focus on supporting scholars with disabilities and multilingual learners. These efforts will be monitored through CHKS metrics and integrated within our LCAP —to ensure alignment with our goals for scholar well-being and engagement.|Met||2026-06-29|2026
37683383731247|High Tech High|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37683383731395|Altus Schools Audeo|6|Altus Schools Audeo (Audeo) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Kids Survey (CHKS).  The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHKS Core and Behavioral Health Modules were administered to students grades 7, 9, and 11.   Over the last five years, LCAP survey results indicate that a safe and supportive learning environment is the highest priority identified by students and parents. This finding has directly informed the development of the school’s LCAP. To monitor progress on Audeo’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric to maintain or achieve a 90% or higher safety satisfaction rating. In 2025-2026, Audeo exceeded this metric.  Student participation in the CHKS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo’s response rate on the CHKS at each grade level was Grade 7 (18%), Grade 9 (12%), and Grade 11 (34%) for CHKS Core and Grade 7 (18%), Grade 9 (12%), and Grade 11 (29%) for CHKS Behavioral Health.|In 2025-2026, 96.7% of students reported that they felt safe at Audeo and 99.1% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2025-2026 Audeo’s suspension rate was 0.0% and expulsion rate was 0.0%.   Results are not provided by CHKS if there are fewer than 10 responses for a grade level and/or student group. Audeo didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup except Hispanic. Key learnings included that in the past 12 months 6% of 11th graders reported having considered attempting suicide in the past 12 months. 73% of grade 11 students and 81% of Hispanic students reported caring adult relationships. 16% of 11th graders reported lifetime alcohol or drug use and 5% current drug or alcohol use. For Hispanic students 0% reported current use. 16% of 11th graders reported lifetime tobacco use. 0% of 11th graders reported they currently use tobacco.  9% of grade 11 students and 9% of Hispanic students reported socioemotional distress in the past 12 months while 17% of 11th graders and 18% of Hispanic students reported chronic sadness/hopelessness over that time.  25% reported a bedtime later than 12am and 80% reported eating breakfast today. For all students, in the past 12 months 7% of 11th grade students reported they wanted to receive mental health services, 33% of 11th graders reported receiving mental health services while 0% reported barriers to receiving services.|Altus Schools Audeo administers the California Healthy Kids Survey (CHKS) in addition to an annual LCAP Educational Partner Engagement Survey to evaluate students’ perceptions of mental health, social-emotional health, school climate, and connectedness. Based on the results of the CHKS, the school’s educational partners have indicated that students continue to have academic, physical, emotional, and mental health needs, including elevated needs for mental health services. To address these needs, Audeo operates a school meal program and provides an annual Family Resource Night to inform parents and family members about available programs and services. The school also provides a Healthy Youth Therapist to deliver targeted counseling services and referrals, as well as a Homeless and Foster Youth Liaison to proactively support students’ academic, physical, mental health, and social-emotional needs. These supports contribute to improved educational outcomes, promote stability, and foster a supportive and inclusive environment for these student groups. While students continue to have social-emotional and health-related needs, over 90% of students surveyed continue to report high levels of satisfaction with school safety and their overall experience at Audeo.|Met||2026-06-25|2026
37683386039457|Darnall Charter|6|The local climate survey used by the school is the California Healthy Kids Survey:  ELEMENTARY SCHOOL DATA (TK-5): Students feel a sense of school connectedness: 69% Students feel that adults care about them at school: 66% Students feel that adults have high expectations of them at school: 78% Students are given opportunities for meaningful participation (activities, rules, decision making) in school: 43%  MIDDLE SCHOOL DATA: Students feel a sense of school connectedness: 57% Students feel that adults care about them at school: 54% Students feel that adults have high expectations of them at school: 65% Students are given opportunities for meaningful participation (activities, rules, decision making) in school: 25%|The analysis of California Healthy Kids Survey data indicates both areas of strength and key needs in school climate and student engagement. Across both elementary and middle school levels, a clear strength is that students report relatively high perceptions of adult expectations, with 78% of elementary school students and 65% of middle school students indicating that adults have high expectations for them. This reflects a strong academic culture and consistent belief in student potential.  The data also shows moderate levels of school connectedness, with 69% of elementary school students and 57% of middle school students reporting a sense of belonging at school. Similarly, 66% of elementary school students and 54% of middle school students report that adults care about them, indicating that caring relationships are present but not yet consistent for all students.  The most significant area of need is student voice and meaningful participation. Only 43% of elementary school students and 25% of middle school students report having opportunities to participate in activities, school rules, or decision making. This indicates a need to strengthen structures that elevate student voice, increase engagement opportunities, and ensure students feel ownership and agency within the school community, with particular attention needed at the middle school level where scores are lowest.|In response to identified needs from California Healthy Kids Survey data, the LEA will strengthen existing plans, policies, and procedures to increase student voice, connectedness, and meaningful participation, with a particular focus on middle school scholars.  The LEA will intentionally increase structured opportunities for scholar input in decision making through the implementation of a middle school homebase structure in which homebase teachers are paired with students and conduct activities to increase positive relationships with and among students. The school will also revamp how it conducts its student council to develop consistent student participation in both elementary and middle school levels, with a focus on ensuring representation from diverse scholar groups. These groups will provide input on activities, events, and school wide expectations, and will be directly connected to leadership feedback cycles.  This student council will also contribute to the school's renewed PBIS focus by helping to facilitate regular assemblies in which school wide expectations are communicated and opportunities exist for additional culture building.  As part of these efforts, the LEA will expand PBIS and school culture practices to include explicit student voice components, such as scholar surveys, student empathy interviews, and structured opportunities for scholars to co develop norms and schoolwide expectations. Homebase structures will increase relationship building, belonging, and consistent adult connections, particularly in middle school where connectedness and perceived care are lower.|Met|The school implemented the use of the California Healthy Kids Survey for the first time during the 2025-2026 school year.  This year's data establishes a baseline for improvement efforts and plans.|2026-06-29|2026
37683386039812|Keiller Leadership Academy|6|Keiller Leadership Academy administered a local climate survey to capture student perceptions of school safety, connectedness, and overall school experience across applicable grade levels served. The survey included items focused on students’ sense of belonging, relationships with peers and staff, perceptions of safety on campus, and engagement in learning.  Overall results indicate that the majority of students report feeling safe at school and connected to at least one trusted adult on campus. Students generally responded positively to questions related to relationships with teachers, peer interactions, and access to support when needed. These findings suggest a positive school climate with strong foundations in student relationships and a supportive learning environment.  When disaggregated by student groups where data was available (including race/ethnicity, English Learner status, and other identified student groups per California Education Code 52052), results showed some variation in perceptions of connectedness and safety. Some student groups reported slightly lower levels of connectedness and school belonging compared to the overall student population, indicating the need for continued focus on inclusive practices and targeted support. English Learners and students receiving additional academic or behavioral supports were among the groups showing greater variability in responses, particularly in areas related to communication and sense of belonging.  Additional internal data sources, including attendance trends, behavior data, and classroom observations, support survey findings that while overall school climate is positive, there are opportunities to strengthen engagement and ensure all student groups feel equally connected, supported, and included. These data points will guide ongoing efforts to improve school climate and equity across all student populations.|Analysis of the local climate survey data and related school indicators highlights several key strengths and areas for continued improvement at Keiller Leadership Academy. Overall, the data indicates that students generally feel safe at school and maintain positive relationships with peers and staff. A strong sense of adult support is a consistent strength, with many students reporting that they have at least one trusted adult on campus. This reflects positively on the school’s efforts to build caring relationships and a supportive learning environment.  The data also shows that students experience a generally positive sense of school connectedness, particularly in classrooms where strong routines, consistent expectations, and supportive teacher-student relationships are in place. These findings align with internal observations of a nurturing school culture and intentional efforts to create a safe and engaging learning environment.  However, disaggregated data by student groups indicates that not all students experience school climate equally. English Learners and students receiving additional academic or behavioral supports reported lower levels of connectedness and belonging compared to the overall student population. These patterns suggest that language access, academic support structures, and targeted relationship-building may need to be strengthened to ensure equitable experiences for all students.  Additional data sources, including attendance patterns and behavior referrals, further support the need to focus on increasing engagement for specific student groups who may be at higher risk of disengagement. At the same time, the data highlights clear strengths in school safety, staff responsiveness, and overall student relationships.  Overall, the key learning is that while Keiller Leadership Academy has built a strong foundation of safety and positive relationships, continued work is needed to ensure that all student groups—particularly English Learners and students requiring additional support—experience the same level of belonging, connection, and engagement in the school community.|Based on the analysis of local climate survey data, including Panorama survey results and additional school-based indicators, Keiller Leadership Academy will make several adjustments to existing practices, plans, and procedures to strengthen student connectedness, belonging, and overall school climate.  A key area of focus will be strengthening systems that support English Learners and students receiving additional academic or behavioral supports, who reported lower levels of connectedness in the Panorama survey data. In response, the school will expand the intentional use of language supports, including increased use of visuals, structured academic language routines, and strategies to promote consistent communication between staff and multilingual learners.  The school will also enhance relationship-building practices by implementing more consistent advisory-style check-ins, targeted adult mentorship opportunities, and structured opportunities for students to connect with trusted adults across campus. These practices are intended to ensure that all students, particularly those identified in disaggregated data as experiencing lower levels of belonging, are connected to at least one supportive adult.  In addition, Keiller Leadership Academy will strengthen its Multi-Tiered System of Supports (MTSS) by refining how climate and engagement data from Panorama is reviewed and used to identify students needing additional social-emotional or behavioral support. Staff will use this data more intentionally during grade-level and student support meetings to guide interventions and monitor progress over time.  The school will also increase opportunities for student voice by incorporating more structured feedback cycles, including student focus groups and Panorama survey reflection activities, to ensure student perspectives directly inform school improvement efforts.  Finally, existing schoolwide climate and culture expectations will continue to be reinforced through professional development and staff collaboration, with an emphasis on culturally responsive practices and equitable engagement strategies. These combined efforts will support continuous improvement in school climate and ensure that all student groups experience a safe, connected, and supportive learning environment.|Met|Keiller Leadership Academy is committed to building a positive school climate through restorative practices, equitable discipline, and strong relationship-based supports.  The school has shifted discipline practices toward restorative approaches focused on relationship repair, reflection, and skill-building rather than exclusionary consequences when appropriate. Staff continue to strengthen consistency in restorative conversations, community circles, and problem-solving strategies.  Leaders and staff regularly review discipline data to identify patterns, ensure alignment with restorative and equity goals, and reduce disproportionality.  The school also prioritizes proactive supports such as clear expectations, consistent routines, social-emotional learning, and positive reinforcement to prevent behavioral challenges and increase engagement.  Through these efforts, Keiller Leadership Academy continues to strengthen a safe, supportive, and inclusive learning environment for all students.|2026-06-09|2026
37683386040018|Harriet Tubman Village Charter|6|During the 2025-26 school year, HTVCS administered new local climate surveys to students, staff and families to gather feedback regarding school climate, safety, belonging and engagement. As this was the first year of implementation for the new survey, the results serve as baseline data for future comparison and continuous improvement efforts.  Student survey results indicated a Student Sense of Belonging rating of 3.58 and a School Safety rating of 3.50 on a 5-point scale. Family survey results reflected positive perceptions of the school, with a Family Involvement rating of 3.94 and a Family Engagement rating of 4.04. Staff survey results indicated a Staff safety rating of 4.0, suggesting staff generally feel safe and supported within the school environment.  In addition to survey data, the school also reviews attendance, chronic absenteeism, suspension and family participation data to better understand school climate. Educational partner feedback gathered through the SSC, ELAC, PTO, Coffee with the Principal meetings and surveys indicate strengths in school-family communication, supportive relationships with staff, and opportunities for student engagement. Areas identified for improvement include increasing family participation, strengthening attendance supports, improving behavior systems through PBIS and expanding outreach and engagement opportunities for all families.|Local climate survey data and analysis and educational partner feedback identified several strengths and areas for continued improvement. Survey results indicate that students, families and staff generally feel connected to and supported by the school. Family engagement ratings and staff safety ratings were positive, reflecting strong relationships between school staff and families, as well as a safe and supportive school environment.  A key area of strength has been the school’s continued focus on student safety, behavior supports, and student wellness. During the 2025-26 school year, the school strengthened safety protocols for students and staff and implemented clearer systems for communicating safety expectations and procedures. The school continued partnerships and resources to support a safe and drug-free campus environment. HTVCS also continued student support services through partnerships with SDCOE and continued support from a Social Worker Intern to address social-emotional and wellness needs. The school also strengthened its Tier I PBIS framework through collaboration with SDCOE. A student support team, including administrators, counselors, support staff and the Social Worker intern, worked together to address student behavior, attendance and wellness concerns.  Moving forward, the school will continue to prioritize student safety, PBIS implementation, attendance improvement, wellness services and meaningful family engagement opportunities.|HTVCS will continue to build on the strong progress made in improving communication and family involvement while addressing identified gaps. To better support all families, especially multilingual households and those facing access barriers, the school will enhance translation services and outreach efforts. Recognizing the need for clearer and more accessible communication, the school will implement a pre-established, structured calendar of events, including School Site Council (SSC), ELAC, and family engagement activities, to provide consistency and predictability for families. The school will also explore ways to offer flexible meeting times and virtual attendance options to increase participation. Staff time will be dedicated to deepening family engagement around strengthening partnerships and fostering student leadership at home and in school. The Community Liaison will strengthen family outreach, connect families with school and community resources and support engagement efforts for underrepresented student groups. The school also hired an Assistant Principal to help strengthen school climate, student behavior systems, attendance interventions and family communication. Although parent participation in decision-making has increased, the school acknowledges the ongoing need to make these processes more inclusive and will prioritize building meaningful two-way communication and ensuring all family voices are heard and valued. These actions aim to solidify and expand family partnerships throughout the year and support continuous improvement in engagement and school community cohesion|Met||2026-06-24|2026
37683386040190|King-Chavez Community Academy|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective.   The only significant subgroup by race/ethnicity is our Hispanic students.  These responses track the All Students group because our demographics are 97% Hispanic/Latino.   82% of elementary students and 48% of middle schoolers report feeling safe at school most or all of the time. Perceived safety was equal across gender.  The majority of students felt safe on the way to and from school.  Both parents (87%) and staff (94%) perceive the school as safe.    74% of elementary students and 44% of middle schoolers reported high levels of school connectedness.  The rate of students reporting caring adults in school was slightly higher at 82% and 57%, respectively. 87% of parents and 97% of staff feel the school has adults who really care about students.|Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff.  An identified need is the gap between elementary and middle schoolers in all indicators of safety, caring, and connectedness. This may be due to the consolidation of the middle schoolers into the elementary campus this year.|School connectedness is related to our school’s mission of Love.  We will continue to implement, expand, and/or refine our programming, with a focus on the older students.  We also plan to solicit feedback from students and leadership groups over the school year to monitor the effectiveness of our programs and narrow the perception gap.  Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness.|Met||2026-06-03|2026
37683386061964|The O'Farrell Charter|6|Disaggregated by grade band, elementary students consistently reported the most favorable experiences, with the highest scores in peer support (3.96) and school belonging (3.56). Middle school students reported the lowest sense of safety in reporting concerns (2.82) and the lowest academic challenge (3.02), indicating a need for increased attention to emotional safety and academic engagement during this transitional stage. High school students rated their experiences between the other two groups, showing moderate levels of belonging (3.44) and challenge (3.07).|However, the data also highlights important areas of need. Students in grades 6–12 reported lower levels of perceived safety and comfort in reporting concerns, with middle school students in particular rating their sense of safety at 2.82—noticeably lower than elementary students. Additionally, their sense of belonging and academic challenge was also lower compared to younger students. These findings point to a need for OCR to enhance efforts in creating a more emotionally safe, trusting, and distraction-free learning environment for secondary students.|Additionally, OCR will increase family and community engagement by hosting workshops aimed at helping parents recognize and respond to mental health concerns. Social work support will be expanded through partnerships with external agencies to help families access broader community resources. These changes will be supported by continuous monitoring, student and family feedback, and adjustments to ensure that supports remain responsive and effective.|Met||2026-06-03|2026
37683386113211|McGill School of Success|6|Key findings from the recent student surveys reveal that some students feel they lack a caring adult to turn to for support. Even if this impacts only a few individuals, McGill is committed to closing this gap. We will work continuously to ensure that every single student feels valued and supported by at least one adult on campus|The overall results indicate that the majority of students feel safe, secure, respected, and cared for at school.|McGill utilizes Positive Behavioral Interventions and Supports (PBIS), incorporating restorative circles and restorative justice practices to successfully transition students back into the learning environment. Additionally, we implement the Six Pillars of Character Counts!® campus-wide to foster a positive school culture.|Met||2026-06-05|2026
37683386115570|Museum|6|The Museum School has long prided itself in creating and maintaining a strong and welcoming community. Parents report that The Museum School’s positive school climate was a key factor when choosing where to enroll their children. Our strong culture is built and maintained through student and staff morale, which recently had been impacted by COVID and administrative changes. During the 2023-2024 the school made concerted efforts to rectify this by ensuring that all positions were filled with high-quality teachers and that those teachers were given the support they needed to be successful. Further, these disruptions have been addressed through regular educational partner input, community events, and a renewed commitment to experiential education. In our most recent survey, 82% of students reported they felt safe at school and 94% of respondents agreed or strongly agreed that the Museum School provides a good education for students. 88% of students reported that their teachers notice if they are having trouble learning something. As noted in last year’s local indicators, the Museum School had its largest number of suspensions in the 2022-2023 school year, reflecting the need to address potential issues proactively. The school had rarely suspended students prior to this (0% suspension rate from 2019-2022). With the introduction of these efforts and the addition of Deans to guide and support students, we have seen a reduction in suspensions.|The school has prioritized training in Positive Behavior Intervention Services (PBIS), Crisis Prevention (CPI), and Restorative Practices for all school staff. The school also created the Deans position, the School Counselor to provide weekly SEL lessons to all grade levels. This has resulted in a drop in suspension rates. School connectedness is another historically strong area that needs reinforcement. Attendance is a leading indicator of whether students feel connected and engaged at school. Chronic Absenteeism has also been higher nationally since the pandemic which has also impacted the Museum School. The school made and will continue to make, individual contact with families of students with or approaching chronic absenteeism rates to offer support. The school also communicates the importance of scheduling family trips outside the academic year and securing learning contracts prior to trips. The Museum School’s attendance rate for the 2025-2026 school year was approximately 93%, which is average since covid. The School made a concerted effort to increase the number of experiential learning opportunities such as field trips and collaborative projects to help engage students and help them feel part of the school community.|The school will continue to support students and families through collaborative SEL lessons, community events, and open communication protocols such as email communications, social media postings, and open meetings. During the next school year, the Museum School will also conduct a fall survey to capture student perceptions of school safety and connectedness across all grade spans in order to make meaningful adjustments early in the year. Further, the school will also conduct a fall Parent Survey and Staff Survey to gain a better understanding of how to meet the needs of our community and provide support for families and staff, with a follow-up survey in the spring. This information will be reviewed by the school’s Administrative and MTSS teams and be reported to the Board of Directors in a public and open meeting.|Met||2026-06-16|2026
37683386117279|Holly Drive Leadership Academy|6|Holly Drive Leadership Academy administers a school climate survey to students every spring.  Students not only have an opportunity to answer questions about the school's climate and quality of instruction but also open-ended questions where they can state what they like best about the school and what they would like to improve.  Historically the school's climate survey has been anonymous and has not collected race data.  Moving forward, we will collect race so we can disaggregate the results.  (Note there are only around 120 students at Holly Drive and most of them are African American).|Overall students at Holly Drive rate their school relatively highly, feel connected to adults, and feel safe.  There are however some grade outliers that merit more investigation. 82% students at Holly Drive rated it an A or a B.  This jumps to at least 92% of students in 4 of 7 grades.   Overall, 82% of students report their teacher or another adult care about them and want them to do their best.  This jumps to at least at 88% in 3 of 7 grades.   91% of students feel safe overall.  At least 91% students report being safe in 5 of 7 classrooms.   Students’ favorite things about Holly Drive are the out of school field trips (79%), reading (55%), special ins-school programs (55%), and math (52%).  They would most like to improve the sports offerings (15%) and buildings/grounds (14%).|As a result of student feedback, we have added metrics about school safety and campus cleanliness into the school's LCAP.  In addition, we have added strategies (e.g. Positive Playground and a custodian) to help reach our metrics.|Met||2026-06-23|2026
37683386117683|High Tech Elementary Explorer|6|High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research-validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site.  Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level.  Question: Most students at this school are friendly to me: HTH Elementary: 49% HTH Middle: 63% HTH High: 76%|As indicated above, HTH elementary students report lower perceptions of peer friendliness (49%) than HTH middle (63%) and high school students (76%). In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families, who reported substantially higher values for the parallel question — 88% of HTH families across all grade bands agreed that students at HTH schools are friendly to one another. This 39-percentage-point gap between elementary student perception (49%) and family perception (88%) is the most pronounced of the three grade bands and informs our focus on elementary school climate in the year ahead.|"Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration."|Met||2026-06-18|2026
37683386119168|San Diego Cooperative Charter|6|At San Diego Cooperative Charter School, we deeply value student satisfaction as a cornerstone of a positive and effective learning environment. To better understand how our students experience school, we conducted a survey across multiple grades of our student body. The results offered a range of important insights that have informed both reflection and action.  Students reported a high level of overall satisfaction with their educational experience, affirming the school’s dedication to student well-being and a supportive learning atmosphere. Academic support emerged as a significant strength, with students expressing appreciation for the guidance and encouragement they received from teachers and staff. However, the survey also highlighted a desire for improved communication—students indicated they wanted more timely, clear, and consistent information about school events, policies, and opportunities. In response, we implemented revised communication strategies, including expanded digital tools, newsletters, and regular town hall meetings.  The disaggregated results provided further insight into our students’ experiences. While many student groups expressed feeling included and valued, data revealed an achievement gap among subgroups, particularly in academic performance and engagement. This finding led to targeted interventions, including increased academic support, structured study halls, and customized resources to support learners who may face barriers.  In alignment with our values, feedback from historically marginalized student groups has strengthened our commitment to equity and inclusion. We launched a school-wide initiative that examines our policies, professional development, curriculum, and even website through a diversity, equity, and inclusion lens. This ongoing work includes staff training focused on cultural responsiveness and efforts to ensure that diverse perspectives are reflected and honored in classroom instruction.  We also expanded access to before- and after-school programs, enriching the school experience for all students and supporting families who rely on extended care options. These changes reflect our holistic approach to student success—addressing academic, social, and emotional needs in tandem.  Overall, the student satisfaction survey has been an essential tool in shaping our continuous improvement efforts. We remain committed to listening to student voices, reducing achievement gaps, promoting equity, and creating a learning environment where all students can thrive.|Included in Prompt 1|At San Diego Cooperative Charter School, we are deeply committed to providing a high-quality, inclusive education that supports the growth of every learner. As part of our ongoing efforts to enhance student success, we are strengthening our use of data-driven decision-making to better identify student needs and respond with practical, timely support.  By systematically analyzing real-time student data, we are gaining valuable insight into academic, behavioral, and social-emotional progress. This allows us to move beyond assumptions and act based on evidence, ensuring that interventions are targeted, equitable, and aligned with the unique needs of our students.  Our approach to data-driven decision making enables us to:  Personalized Support: By closely monitoring student performance, we can tailor instruction and interventions that reflect each learner’s strengths, challenges, and areas for growth. This ensures a more individualized path toward success.  Allocate Resources Strategically: By using data to identify where the greatest needs exist, we can direct our personnel, materials, and services with purpose, thereby maximizing the impact of our resources.  Monitor Progress Continuously: Ongoing data collection and analysis enable us to identify trends in student growth and potential obstacles, allowing us to adjust supports proactively and prevent students from falling behind.  Identify Early Warning Signs: Early indicators—whether academic, behavioral, or social—can be flagged quickly, enabling our team to intervene before challenges escalate.  Provide Timely Interventions: With a system grounded in responsive data use, we can deliver support when it matters most, ensuring students receive the help they need, exactly when they need it.  This intentional use of data strengthens our commitment to educating the whole child and supports a culture of continuous improvement. At San Diego Cooperative Charter School, we believe that by using data wisely and compassionately, we can ensure that every student has the opportunity to thrive academically, socially, and emotionally.|Met||2026-06-09|2026
37683386119598|King-Chavez Academy of Excellence|6|Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective.   The only significant subgroup by race/ethnicity is our Hispanic students.  These responses track the all students group due to our demographics, which are 98% Hispanic/Latino.   70% of elementary and 65% of out middle school students indicate they feel safe at school most or all of the time.  This is a small year-to-year decrease.  The majority of students felt safe on the way to and from school.  The rates of perceived safety were similar across gender, but slightly lower for EL students. Both parents (100%) and staff (100%) perceive the school as safe.    More elementary (70%) than middle school (59%) reported high levels of school connectedness.  Both groups saw a small increase in this metric.  The rates of connectivity were similar across gender and EL status.  100% of parents and 97% of staff feel the school has adults that really care about students, while students report rates of 67% (elementary) and 66% (middle).|Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff.  An identified need is that there is a gap between adult and student opinions. Students have lower perceptions of both safety and connectedness.|School connectedness is related to our school’s mission of Love.  We will continue to implement, expand, and/or refine our programming and support resources.  We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for middle school students.  Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness.|Met||2026-06-03|2026
37683460000000|San Dieguito Union High|6|SDUHSD evaluated its local school climate conditions by analyzing comprehensive dashboard metrics from the 2025–2026 WestEd CalSCHLS School Climate Report Cards. This local data collection tool includes responses from the California Healthy Kids Survey (CHKS) administered to students, alongside matching metrics from the California School Staff Survey (CSSS).   To ensure a clear and precise understanding of our school environments, the district analyzed data from 1,593 middle school students, 2,492 high school students, and 50 non-traditional students, reflecting an exceptional average survey response rate of 81% to 93% across our student groups.  To evaluate school conditions and climate accurately, SDUHSD disaggregates this data into three distinct educational settings: Middle School (Grade 7), High School (Grades 9 and 11), and Non-Traditional School environments. This localized evaluation focuses on core indicators of student support, safety, and engagement.   For the 2025–2026 school year, the overall positive scores for key indicators are as follows:   School Connectedness: Assesses how close, happy, and fair students perceive their school to be, yielding positive scores of 77% in middle school, 70% in high school, and 73% in non-traditional settings.   Academic Motivation: Measures student effort, focus, and drive to master new things, scoring 75% in middle school, 72% in high school, and 52% in non-traditional environments.   Perceived School Safety: Captures the percentage of students who feel safe or very safe on campus, reaching 79% for middle school, 73% for high school, and 77% for non-traditional student groups.    The district also evaluated a specific subset of relevant items to measure wellness and campus maintenance: Chronic sadness or hopelessness was reported by 14% of middle school, 17% of high school, and 29% of non-traditional cohorts. School facilities upkeep was rated positively by 65% of middle school, 66% of high school, and 89% of non-traditional groups.   Finally, these student perceptions were cross-examined with staff data, which revealed that 98% of middle school, 96% of high school, and 80% of non-traditional staff view their school as a safe place for students to learn.|A thorough analysis of the 2025–2026 WestEd CalSCHLS dataset reveals distinct institutional strengths across traditional campuses alongside critical, student-group-specific needs that require targeted district intervention.   Over a five-year trend, the San Dieguito Union High School District has maintained an upward trajectory in positive school climate indicators, consistently outpacing California state averages in student engagement and environmental satisfaction.  Key strengths within our traditional middle and high school cohorts center on high levels of institutional trust and physical security.   School Connectedness reached 77% for middle schools and 70% for high schools, demonstrating that a strong majority of students feel a deep sense of belonging and fair treatment. This matches an encouraging decline in student-reported chronic sadness and hopelessness, which dropped to 14% in middle school and 17% in high school.   Perceived School Safety also represents a major asset, standing at 79% for middle schools and 73% for high schools. These student metrics correlate strongly with our educator data; 98% of middle school staff and 96% of high school staff affirm that their campuses are supportive, inviting, and safe learning environments.    Conversely, critical areas of need emerge when the data is disaggregated for our non-traditional student group. While traditional schools reported multi-year declines in bullying, 31% of non-traditional students reported being harassed or bullied on school property—a stark 12% increase from the prior year. Furthermore, a significant disconnect exists between staff and student perceptions regarding attendance and engagement.   Among non-traditional staff, 100% identify truancy as a moderate or severe problem, which directly reflects a high student chronic absenteeism rate where 36% of non-traditional youth miss three or more days of school per month.   Academic motivation also sits at a lower threshold of 52% for this group.   Finally, mental health remains a disproportionate challenge, as nearly one-third (29%) of non-traditional students report experiencing chronic sadness. These disaggregated findings highlight a vital need to reallocate specialized safety, restorative behavior, and emotional wellness resources to fully support our alternative education student groups.|"To effectively address the specific areas of need identified across our local data and translate our key learnings into measurable progress, SDUHSD will implement targeted changes to existing procedures, plans, and continuous improvement actions across all 10 schools in our district. In alignment with our core LCAP goals of expanding access, cultivating a deep sense of belonging, and raising academic achievement, the district will focus its resource allocation and programmatic shifts on the following strategic areas:  Districtwide Alternative and Specialized Education Support: While traditional schools showed strong baseline metrics, SDUHSD is modifying student wellness and mental health procedures to ensure equitable support across all 10 campuses, with a hyper-focus on alternative education sites experiencing elevated harassment (31%) and chronic sadness (29%). The district is adjusting site-based staffing models to increase dedicated counseling hours, social work support, and mental health care navigation districtwide. Additionally, staff professional development across all middle and high schools will emphasize trauma-informed care and restorative behavior practices to actively reduce bullying, heal peer relationships, and foster an inclusive campus environment.    Systemic Attendance Intervention Revisions: To counteract the chronic absenteeism and truancy metrics noted in our data, the district is modifying its attendance intervention procedures across all 10 schools. Rather than relying strictly on standard, automated digital truancy letters, site advocates, counselors, and bilingual community liaisons at every campus will launch a personalized, early-alert outreach protocol. This modified procedure focuses on personal phone calls and face-to-face family meetings to uncover the root causes of absences, co-create individualized re-engagement pathways, and restore a sense of school connectedness for students at all academic tiers.   Scaling Restorative Frameworks and Campus Safety via ""One San Dieguito"": SDUHSD will actively utilize its One San Dieguito Initiative partnership with the National Conflict Resolution Center (NCRC) to conduct targeted campus climate workshops for both students and staff across all 10 schools. Originally utilized on traditional campuses, these customized conflict de-escalation, empathy-building, and bystander intervention trainings will be fully integrated into all middle, high school, and non-traditional settings. This ensures the district directly addresses peer harassment, standardizes high behavioral expectations, and provides a safe, unified learning community for each and every student."|Met||2026-06-17|2026
37683530000000|San Pasqual Union Elementary|6|"2026 Schoolwide Survey (% reflect ""Yes"" or ""Agree"" answers)  ------------------------------------  SAFETY ""Is your school a safe place to learn?"" 97% Elementary Students 96% Middle School Students   ""This school is a safe place for my child."" Parents: 98%  ""This school is a safe place for staff."" Teachers: 100%  ------------------------------------  CONNECTEDNESS ""Are you happy to be at this school?"" 89% Elementary Students 80% Middle School Students  ""Do you feel like you are part of this school?""  87% Elementary Students 89% Middle School   ""SPU is a supportive and inviting place to work."" Teachers: 95%  ""Have you attended a school or class event?"" Parents: 100% ------------------------------------  ANTI-BULLYING ""Do the teachers and other grown-ups make it clear that bullying is not allowed?"" 83% Elementary Students 87% Middle School Students  ""If you tell a teacher that you've been bullied, will the teacher do something to help?"" 84% Elementary Students 81% Middle School Students  ""Do students at your school try to stop bullying when they see it happening? 54% Elementary Students 38% Middle School Students  ""Do you know how to report bullying or cyberbullying?"" 76% Elementary Students 95% Middle School Students  ------------------------------------  OPTIMISIM ""Overall, do you expect more good things to happen to you than bad things?"" 85% Elementary Students 85% Middle School Students  ""Overall, do you feel hopeful about your future?"" 91% Elementary Students 95% Middle School Students"|Analysis of student survey data indicates several areas of strength, along with targeted opportunities for improvement across grade spans. A primary strength is the consistently high perception of safety. Nearly all students report feeling safe at school (97% elementary; 96% middle school), indicating that the District has established a secure learning environment that supports student well-being. Connectedness data are also generally positive. A strong majority of students report feeling a sense of belonging (87% elementary; 89% middle school). However, student enjoyment of school is notably lower at the middle school level (80% compared to 89% in elementary), suggesting a need to strengthen student engagement and overall school experience as students transition to higher grades.  In the area of bullying prevention, results indicate that students perceive clear expectations and adult support, with over 80% reporting that staff communicate that bullying is not allowed and would take action if reported. Student awareness of reporting systems is especially strong at the middle school level (95%), though lower at the elementary level (76%), indicating a need for continued reinforcement with younger students. A key area of need across both groups, particularly middle school, is student willingness to intervene, with only 54% of elementary and 38% of middle school students reporting that peers try to stop bullying. This highlights an opportunity to strengthen student empowerment, peer accountability, and social-emotional learning.  Student optimism is a notable strength, with high levels of positive outlook reported across grade levels. Eighty-five percent of students at both levels expect more good things than bad, and the vast majority report feeling hopeful about their future (91% elementary; 95% middle school).  Overall, the data reflect a safe and supportive school environment with strong student optimism, while identifying opportunities to enhance middle school engagement, increase awareness of reporting systems among younger students, and strengthen student-led efforts to maintain a positive school climate.|Based on the analysis of local data and identified areas of need, the District will implement targeted actions to strengthen student engagement, enhance bullying prevention efforts, and increase student awareness and ownership of school climate.  To address lower levels of student enjoyment at the middle school level, the District will expand opportunities for student voice, choice, and engagement through enhanced electives, enrichment opportunities, and student-centered activities. Through Kagan Cooperative Learning, staff will also continue to refine instructional and engagement strategies to better meet the developmental needs of middle school students.  In response to data related to bullying, the District will strengthen its approach to social-emotional learning (SEL) and character development, with an increased focus on peer responsibility and student empowerment. This includes reinforcing expectations for student behavior, implementing age-appropriate lessons on bystander intervention, and promoting a culture in which students feel confident and supported in addressing concerns. To improve awareness of reporting systems, particularly at the elementary level, the District will provide more explicit instruction and regular reminders on how to report bullying or safety concerns. These efforts will ensure that all students understand available supports and feel comfortable accessing them.  The District will continue to monitor progress through annual surveys and other local measures, using data to refine practices and ensure continuous improvement. Through these actions, the District aims to strengthen student engagement, promote a positive and inclusive school climate, and ensure all students feel safe, connected, and supported.|Met||2026-06-25|2026
37683610000000|Santee|6|Two survey topics serve as priorities for our data analysis: (a) Student Interactions and Safety and (b) Sense of Belonging (School Connectedness). Santee School District administers the California Healthy Kids Survey (CHKS) annually to 5th and 7th grade students. In the survey administered in the spring of 2025, 75% of 5th grade students and 67% of 7th grade students reported feeling connected to their school. 77% of 5th grade students and 53% of 7th grade students reported feeling safe at school.[KF2.1] The district has also implemented surveys through Panorama Education to students in 3rd through 8th grades. In the Spring 2026 surveys, 73% of 3rd through 5th grade students and 66% of 6th through 8th grade students responded favorably for the topic of Student Interactions and Safety. 83% of 3rd through 5th grade students and 71% of 6th through 8th grade students responded favorably for the topic of Sense of Belonging.|Santee School District disaggregates these data sets to analyze if disparities exist among English Learners, socio-economically disadvantaged, military connected, students with disabilities, and student race. After a thorough analysis of these student groups, no significant disparities were found.|Santee School District has put in place curriculum and staffing to support all students. Our district is refining its implementation of Second Step curriculum to support social-emotional learning and has also adopted Positive Behavioral Interventions and Supports (PBIS) school-wide systems to improve school culture and student behavior. In addition, Santee School District will continue to employ 10 counselors to support students with behavioral, social, and emotional needs.|Met||2026-06-16|2026
37683790000000|San Ysidro Elementary|6|San Ysidro School District annually administers the California Healthy Kids Survey (CHKS) to monitor school climate and gather student perceptions regarding school safety, connectedness, and social-emotional well-being. Survey data are reviewed by grade span and, when available, disaggregated by student groups to identify trends and areas requiring additional support. In addition to CHKS, the district analyzes attendance, chronic absenteeism, suspension data, behavior referrals, and local site-based surveys to monitor school climate and student engagement. Results from the 2025–2026 California Healthy Kids Survey indicate continued progress in several areas of school climate. Districtwide data showed improvements in School Connectedness (76%), Caring Adult Relationships (74%), and perceptions that school facilities are well maintained (66%). Students reporting that they feel safe or very safe at school increased to 78%. Local data also showed reductions in reports of harassment and bullying and continued low rates of current vaping (2%). Social-emotional indicators demonstrated strengths in Self-Efficacy (72%), Self-Awareness (70%), Gratitude (72%), and Optimism (60%). The district reviews survey results and other local measures by student groups, including English Learners, Students with Disabilities, socioeconomically disadvantaged students, foster youth, and students experiencing homelessness, when data are available. These data are used to identify disparities and inform targeted supports through the district’s Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning programs, and mental health services. Continuous review of climate survey data and other local indicators helps guide improvement efforts to ensure safe, supportive, and inclusive learning environments for all students.|Analysis of the California Healthy Kids Survey and other local climate data identified several areas of strength and opportunities for improvement. Districtwide results indicate that students generally feel connected to their schools and report positive relationships with caring adults. Increased perceptions of school safety, improved school connectedness, and strengths in self-efficacy, self-awareness, gratitude, and optimism reflect the positive impact of districtwide efforts to support student well-being through social-emotional learning, Positive Behavioral Interventions and Supports (PBIS), restorative practices, and mental health services. Survey data and local indicators also demonstrate continued progress in maintaining safe and welcoming learning environments. Analysis of disaggregated data and state indicators revealed areas requiring continued attention. Students experiencing homelessness and Students with Disabilities continue to experience higher rates of chronic absenteeism, which resulted in Differentiated Assistance identification. Local survey results also indicate that some students continue to experience bullying, rumors, and social-emotional distress, highlighting the need for additional social-emotional and mental health supports. Attendance, connectedness, and perceptions of safety vary among student groups, emphasizing the importance of targeted interventions and relationship-building strategies. These findings reinforce the need to continue strengthening Tier 1 supports through the district’s Multi-Tiered System of Supports (MTSS), expanding social-emotional learning opportunities, increasing student connectedness, and providing targeted supports for English Learners, Students with Disabilities, students experiencing homelessness, foster youth, and other unduplicated student groups. The district will continue using survey results and local data to guide continuous improvement efforts and promote safe, supportive, and inclusive learning environments for all students.|Based on the analysis of California Healthy Kids Survey results and other local data, San Ysidro School District will continue refining and strengthening existing practices to improve school climate and student well-being. Through the district’s Differentiated Assistance process, special emphasis will be placed on addressing chronic absenteeism among Students with Disabilities and students experiencing homelessness. Attendance procedures will continue to emphasize early identification, targeted outreach, SART processes, and collaboration with community partners to address barriers to attendance. The district will continue implementing a Multi-Tiered System of Supports (MTSS) framework to strengthen Tier 1 academic, behavioral, and social-emotional supports while providing targeted interventions for students requiring additional assistance. Existing Positive Behavioral Interventions and Supports (PBIS), restorative practices, and social-emotional learning programs will be refined through ongoing professional development and data reflection sessions to ensure consistent implementation across schools. Schools will continue to provide counseling, mental health services, and wraparound supports through partnerships with community agencies and Community Schools initiatives. Based on stakeholder feedback, the district will continue expanding family engagement and communication efforts to strengthen school connectedness and student support. Survey data and local indicators will continue to be reviewed regularly to monitor progress and guide decisions regarding resource allocation, professional learning, and targeted interventions. These continuous improvement efforts are intended to promote safe, supportive, and inclusive learning environments and improve outcomes for all students, with particular attention to English Learners, Students with Disabilities, students experiencing homelessness, foster youth, and other unduplicated student groups.|Met||2026-06-18|2026
37683870000000|Solana Beach Elementary|6|All schools in SBSD with students in grade 5 and grade 6 administer the California Healthy Kids Survey (CHKS) annually December-January. The results of this survey are shared at both the site and district levels with educational partners. As part of the student performance academic and social emotional learning update each spring for the LCAP, staff provide updates and gather input from the Board of Education. Results from the 2025-26 administration are linked here: https://drive.google.com/file/d/1wMm1q0ESE9nLff1zk9bQRJUdLZZctoSA/view?usp=sharing,  which include total score reports. Overall perceptions of student connectedness and safety remain high, while an area to continue to focus on is meaningful participation, including analysis of the disaggregated data from the questions within this subsection. Grade 5 Participants Identified Gender: Female: 48% Male: 52% Grade 6 Participants Identified Gender: Female: 54% Male: 46% The survey asks participants what their race or ethnicity is. Participants are able to mark all that apply. The following table shows the responses listed as grade 5, then grade 6 in percentages.  American Indian or Alaska Native, non-Hispanic: 2%, 2% Asian or Asian American, non-Hispanic: 26%, 31% Black or African American, non-Hispanic: 2%, 0% Hispanic or Latino/a: 7%, 7% Native Hawaiian or Pacific Islander, non-Hispanic: 1%, 0% White, non-Hispanic: 33%, 38% Multiracial, non Hispanic: 17%, 14% Something else, non-Hispanic: 11%, 7%|In review of the 2025-26 CHKS data report, 93% of students in grades 5 and 6 report feeling safe at school. School staff and district leadership support this work through tiered support, identification of a trusted school adult, and site equity visits.  An identified area of growth falls within the response rates of students in both grades 5 and 6, indicating lower than targeted response rates for meaningful participation. While this score is higher than the state average, in order to support refinements to further the student learning experience in SBSD, district and school site staff will continue to partner together to address student voice, agency, and teacher engagement in academic instruction.|One key learning for SBSD is that ongoing refinement of support for student academic success and increasing opportunities for powerful learning that promote high expectations and student agency are necessary for continuous improvement. We want each and every student to have authentic application of the learning in the classroom and beyond. From the social-emotional learning lens, ongoing refinement of support for students’ overall social and emotional wellness and positive student behavior continues to be a stretch goal. This will include, but not limited to: continued support of an “inclusion” mindset, trauma-sensitive and responsive practices, Effective Schoolwide Environment Plans (ESEP), and Effective Classroom Environment Plans (ECEP) work. Additionally, targeted professional learning for school counselors and school psychologists directly related to MTSS and social-emotional learning will be provided. Utilizing input and feedback from our educational partners through parent engagement and education (academics, student wellness, civic education, and environmental stewardship) is paramount, while we also continue refinements around communication.|Met||2026-06-18|2026
37683950000000|South Bay Union|6|Antibullying climate (yes - most or all of the time) 3rd-78  4th-75 5th-73 6th-66 (average 73%) Feel safe at school (yes - most or all of the time) 3rd-85  4th-84 5th-80 6th-72 (average 80%) Caring adults in school (yes - most or all of the time) 3rd-73  4th-75  5th-69  6th-65 (average 71%) Students treated with respect (yes - most or all of the time) 3rd-83 4th-86 5th-81 6th-77 (average 82%) Caring adult relationships (yes - most or all of the time)  7th- 66 8th-64 (average 65%) School perceived as very safe or safe 7th-67 8th-57 (average 62%) High expectations 7th-78 8th-73 (average 76%)|The school demonstrates strong foundational strengths in respect, safety, and positive climate in the elementary grades. However, as students progress into upper grades, there is a noticeable decline in feelings of safety, connection to caring adults, and perceptions of a positive bullying climate. The key opportunity is to strengthen relationships, belonging, and consistent safety practices in grades 6–8 to ensure that the positive culture present in earlier grades extends throughout the entire school experience.|The shift and focus should be from a schoolwide approach to a more intentionally differentiated middle school strategy. The key policy refinement is ensuring that systems supporting safety, belonging, and adult connection are explicitly strengthened and consistently implemented in grades 6–8, where student perceptions decline most sharply.|Met||2026-06-18|2026
37683956040505|Imperial Beach Charter|6|There was an increase in middle school data demonstrating their connectedness to school and having caring adults on campus. This is also connected to their increased sense of safety, and improvement in attendance. This improvement in attendance was matched across the board in all classes, from TK-8th grade. The level of connectedness to school and feeling safe on campus was also repeated in our 3rd-6th grades as well in the CHKS. We also provided surveys to our 4th-8th graders for our community school listening campaign, which demonstrated their desire to have more input in events and supports campuswide. They felt safe and protected at school and wanted to ensure that their classmates also felt safe, there was an increase in empathetic responses from our 4th-8th graders. We also provided fish bowls for all TK-3rd graders and learned that they feel connected to their teachers and appreciate their friends. Our students stated that they wanted different ways to connect with school and their learning, and this has led to teachers working on how to incorporate community based learning into their classrooms.  We held learning walkthroughs with families, teachers, and students to gain their insights into what they saw about what worked and what needed more attention. They appreciated the differences in grade levels and the teaching strategies that were age appropriate. What they wanted more of, was innovative ways to teach students that a couple of classrooms were doing.|What we learned through the disaggregation of the data was that teachers needed support in providing different ways of learning and projects for students. Students were eager to try something new and wanted to work with the teacher to learn. This also meant that we worked on incorporating support for community based learning with our 4th-8th grade classes, and that we will continue to then work to incorporate this with our TK-3rd graders next. We will continue to support our Wellness Center with social emotional well being, and push-in lessons by our counselors to continue to support this learning. For our families we will be looking into creating opportunities for them to shine and demonstrate their own strengths to their peers and school wide in different parent-led workshops.|There are not any major changes to policies or procedures. The LCAP was modified to include the increase in community based learning and to mirror the data points and needs that were shown.|Met||2026-06-18|2026
37683956040513|Nestor Language Academy Charter|6|Survey results for students in grades 3–8 indicate generally positive school climate trends. A strong majority of students report having caring adults in school (75.5%), with even higher levels of agreement around high expectations (87%) and feeling safe at school (87%).  Regarding cyberbullying, most students report no incidents in the past 30 days, though results vary by grade level. Reports of no cyberbullying are highest in 4th grade (91%) and 6th grade (88%), with slightly lower percentages in 3rd (82%) and 5th grade (77%). Among upper grades, 7th grade shows 77% and 8th grade 84%, indicating an opportunity to continue strengthening digital citizenship and student support systems across grades.   The report shows that Hispanic/Latino students at Nestor Language Academy generally report a strong sense of connection to school, with consistently high levels across grade levels. Grade 3: 81% Grade 4: 85% Grade 5: 80% Grade 6: 81%|Nestor has established a strong, supportive school climate where relationships, safety, and high expectations are consistently experienced by students. This is a critical foundation for both academic success and social-emotional development.  While most students report no cyberbullying, there is variation across grade levels:  Strongest outcomes: 4th (91%) and 6th (88%) Lower percentages: 5th (77%) and 7th (77%)  Upper grades show slight dips, suggesting increased exposure to digital spaces and peer dynamics.  There is a need to strengthen digital citizenship, online safety education, and peer support systems, particularly in upper elementary and middle grades, where risks begin to increase.|To strengthen current practices, the LEA will enhance its schoolwide approach to digital citizenship and student safety, particularly in upper elementary and middle grades where cyberbullying data indicates variability. This will include integrating more explicit digital literacy instruction, reinforcing expectations for responsible technology use, and expanding student education on online behavior and peer interactions.|Met||2026-06-18|2026
37684030000000|Spencer Valley Elementary|6|Based on the 2026 comprehensive local climate surveys administered to parents, students, and staff, Spencer Valley School maintains a highly positive and supportive educational environment, characterized by high academic expectations and strong institutional care. Across all stakeholder groups, an overwhelming majority—representing over 85% of staff, 90% of students, and a near-unanimous portion of parents—agree or strongly agree that the school is a safe, clean, welcoming, and academically rigorous place to learn and work. Disaggregated data from student groups (including English Learners and students with Individualized Education Plans) and parents of preschool students similarly mirror these high levels of satisfaction, particularly highlighting the universal success and high turnout of the school’s community engagement events, such as Family Bingo and Family Sip & Paint Nights. Furthermore, a deep-dive analysis of specific item subsets revealed that students feel highly respected by school adults who universally encourage them to do their best, while chronic absenteeism data indicates that student absences are driven almost entirely by documented medical illnesses rather than truancy or school disengagement.|The analysis of the 2026 climate data reveals that Spencer Valley School’s greatest systemic strength lies in its universal culture of support, care, and high academic expectations, with over 85% of staff, 90% of students, and nearly all parents agreeing that school adults deeply care about every child and treat them with respect. This positive environment is further bolstered by exceptionally high engagement and trust across all disaggregated parent groups—including families of English Learners, students with IEPs, and preschool families—who universally praise and attend the school's community events. Furthermore, student subset data demonstrates strong internal motivation and resilience, showing that students follow classroom rules and try harder when facing academic challenges, while attendance tracking indicates that chronic absenteeism is driven almost entirely by documented medical illnesses rather than school aversion or truancy.  Conversely, the data highlights a clear operational need to pivot formal feedback strategies away from standalone educational partner meetings, which suffer from low attendance due to parent work schedules, and instead embed alternative, mobile-friendly, or event-integrated feedback channels to capture broader family input. Additionally, student survey data reveals a need for targeted peer-to-peer relationship support to address classmate rudeness and provide more consistent conflict resolution.|"Based on the key learnings from the 2026 local climate data, Spencer Valley School has determined that comprehensive systemic overhauls are unnecessary, as the vast majority of staff, students, and parents report exceptionally high levels of satisfaction, safety, and school pride. Instead, the school will implement targeted adjustments and calibration strategies to existing procedures to continuous improvement and address the specific friction points revealed in the subset data.  To bridge the gap between high family event turnout and low formal meeting attendance, the school is modifying its parent input policies by diversifying feedback channels. Rather than relying on standalone educational partner meetings, Spencer Valley will integrate brief, mobile-friendly text polls and interactive ""feedback stations"" with QR codes directly into existing, high-attendance family nights. To improve peer-to-peer student relationships and address behavioral concerns, the school will tighten its behavioral management communication protocols. While maintaining its successful tiered intervention strategies, leadership will increase administrative transparency with staff to explicitly communicate the structure and rationale behind high-needs behavioral interventions, ensuring that regulated sensory breaks are not misinterpreted as a lack of consequences. Simultaneously, procedures will be adjusted to visibly increase the celebration and recognition of students who consistently model positive behavior, ensuring they receive equitable positive attention. Finally, to protect the school's collaborative culture during the rollout of new initiatives like the House system, leadership will introduce explicit professional collaboration norms during staff meetings. These protocols will reinforce that true consensus-building involves robust debate, and that an administrative decision diverging from an individual's preference signifies a collaborative compromise rather than the dismissal of staff input."|Met||2026-06-24|2026
37684030125401|Insight @ San Diego|6|"The local climate survey evaluated perceptions regarding the following statement: ""Adults at this school work hard to make sure that school is safe and that all students are learning."" Responses were scored on a 1-to-5 Likert scale (1 = strongly disagree, 5 = strongly agree). A total of 2 responses were collected for this site. The data distribution is as follows: •	5 Ratings (Strongly Agree): 0 respondents (0.00%) •	4 Ratings (Agree): 2 respondents (100.00%) •	3 Ratings (Neutral): 0 respondents (0.00%) •	1 & 2 Ratings (Disagree/Strongly Disagree): 0 respondents (0.00%) •	Mean Score: 4.00 out of 5.00 Overall, 100.00% of respondents at Insight at San Diego expressed a positive perception."|"Areas of Strength: Among those who participated, there is 100% positive agreement that school adults prioritize safety and learning. Both respondents selected a score of 4 (""Agree""), establishing a baseline mean score of 4.00 with no negative feedback present. Identified Needs & Next Steps: The critical area of need for Insight at San Diego is the sample size. With only 2 total responses, the data is too limited to confidently represent the entire student or parent group at this site. The immediate action step is to design and implement targeted outreach strategies, participation raffles, or direct engagement campaigns in the next survey cycle to significantly increase response rates and capture a more statistically robust reflection of the San Diego campus climate."|In response to the analysis of local data and identified areas of need related to school climate, the LEA determined that additional strategies are necessary to increase student and family participation in school climate surveys and connectedness efforts. Due to previously identified low survey completion rates, the school will implement a more accessible survey process utilizing easy-access QR codes at highly attended in-person events such as graduations and school activities. These surveys will be available to both students and families to increase participation and gather additional input regarding school safety, connectedness, and overall school climate. The LEA will continue implementing revisions and strategies designed to strengthen engagement, improve school connectedness, and support continuous improvement efforts related to school climate.|Met||2026-06-22|2026
37684036120893|California Virtual Academy @ San Diego|6|Criteria Met STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.5 Domain School Safety Domain average score on a 4 point scale 3.5 Domain School Connectedness Domain average score on a 4 point scale 3.4 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.7 Domain Harassment and Bullying Domain average score on a 4 point scale 3.7 Domain Self-Management Domain average score on a 4 point scale 3.6 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Perceived Safety Domain average score on a 5 point scale 4.6 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.1 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.5 Domain Student Peer Relationships Domain average score on a 5 point scale 4.4 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Self-Management Domain average score on a 5 point scale 4.2 Domain Perceived Safety Domain average score on a 5 point scale 4.7 Domain Substance Use Domain average score on a 5 point scale 4.1 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: High scores across safety, teacher support, and mutual respect. Challenges: Need for more group learning opportunities and peer bonding. Grades 7, 9 & 11 – Key Learnings Strengths: Very strong feelings of safety, teacher support, and anti-bullying policies. Challenges: More collaboration with classmates and social interaction in class. Parent Responses - Key Learnings Strengths: Exceptional satisfaction in safety, emotional support, respectful staff relationships, and family welcoming environment. Challenges: Room for enhancing student connectedness; lower scores on stress management and peer helping opportunities.|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-10|2026
37684110000000|Sweetwater Union High|6|California Healthy Kids Survey (CHKS) Overview The Sweetwater Union High School District has administered the California Healthy Kids Survey annually to students in grades 7, 9, and 11. 2026 participation rates by grade level are as follows: 7th Grade: 87% response rate 9th Grade: 79% response rate 11th Grade: 61% response rate  District-Wide Progress: Over the last three years, the district has seen steady improvements across all School Climate Indicators. On average, Sweetwater scores at or above the California state average in nearly every category, with only a few exceptions noted below. Middle School Results (Grade 7): Middle school averages met or exceeded the state average on all indicators except for Two or Fewer Absences/Month. Between 2024 and 2026, key school climate indicators showed strong positive growth: School Connectedness: Increased by 10% (from 51% to 61% of students responding “Agree” or “Strongly agree”). Feel a Part of the School: Increased by 10% (from 46% to 56%). Caring Adult Relationships: Increased by 5% (from 53% to 58%).  High School Results (Grades 9 & 11): High school averages met or exceeded the state average on all indicators except for Two or Fewer Absences/Month and Perceived School Safety. Between 2024 and 2026, high school indicators also showed notable improvements: Chronic Sadness/Hopelessness: Decreased significantly by 8% (dropping from 34% to 26%). Caring Adult Relationships: Increased by 5% (from 53% to 58%). School Connectedness: Increased by 3% (from 53% to 56% of students responding “Agree” or “Strongly agree”).|The data highlights a positive upward trend across the district, particularly regarding how students feel about their school environment. Steady, Long-Term Progress: The district has achieved continuous improvement across all School Climate Indicators since 2024. This is an indicator that district-wide initiatives over the last three years have consistently addressed school climate. Outperforming State Benchmarks: On average, the district's average in each indicator exceeds the California state average. Consistent Support from Adults: Both middle and high schools saw an identical 5% increase in Caring Adult Relationships (reaching 58% at both levels). Students in general are feeling more supported by the staff on their campuses.|Over the past three years, student listening circle protocols were developed in partnership with WestEd’s School Climate and Culture Collaborative that allowed for four pilot sites to dive deeper into the CHKS indicators to understand root cause and generate climate and culture goals that respond directly to student need. These needs included supporting racial and ethnic inclusivity, increasing sense of belonging as protective factors for English Learners, and defining “student engagement” as meaningful participation and relationships with their teachers. In combination, students cited that these would improve attendance and contribute to a sense of safety and connectedness at school.|Met||2026-06-08|2026
37684110126086|Hawking S.T.E.A.M. Charter|6|Summary of results for students in grades 3-5:  School belonging: 59% favorable (70th percentile nationally) School climate: 55% favorable (70th percentile nationally) School engagement: 43% favorable (60th percentile nationally) School safety: 61% favorable (60th percentile nationally) Teacher-student relationships: 71% favorable (80th percentile nationally) Summary of results for students in grades 6-8:  School belonging 54% favorable (50th percentile nationally) School climate 45% favorable (40th percentile nationally) School engagement: 31% favorable (30th percentile nationally) School safety: 66% favorable (70th percentile nationally) Teacher-student relationships: 72% favorable (80th percentile) While these results demonstrate areas of need we are working to address, they are also increasing steadily. When reviewing student subgroups, SWD in grades 3-5 closely paralleled schoolwide performance but were slightly (~3 points) lower; SWD in grades 6-8 actually had more positive responses than the schoolwide rate. Similarly, EL students in all grade levels had responses that closely paralleled the schoolwide rates of satisfaction.|The survey reveals notable variation in student experiences across grade levels and topic areas. Teacher-Student Relationships emerges as a consistent strength, ranking around the 80th percentile nationally for both grade bands, with students reporting high levels of respect from teachers. School Safety for Grades 6-8 ranks around the 70th percentile nationally, with particularly strong performance in preventing physical fights (88% favorable) and online bullying (84% favorable). However, Engagement presents a significant concern, particularly for Grades 6-8 where it ranks around the 30th percentile nationally, with students showing limited excitement about classes and minimal discussion of school topics outside the classroom. School Climate shows divergent performance between grade levels, with Grades 3-5 performing around the 70th percentile nationally while Grades 6-8 ranks around the 40th percentile, indicating younger students experience a more positive overall school environment than their older peers. Rule adherence and fairness perceptions represent specific areas requiring attention across both groups. School Safety and Sense of Belonging demonstrate moderate performance, with safety concerns and peer respect emerging as areas for targeted improvement. As noted above, SWD in grades 6-8 had stronger Teacher-Student Relationships (76%), significantly stronger Sense of Belonging (69%), more positive School Climate ratings (54%), and higher Engagement (38%). This suggests that our investments in SWD are paying off in a more engaged and positive school culture for these students. EL students in Grades 3-5 had slightly more positive responses for School Climate (57%) and Engagement (44%), and slightly lower responses for Teacher-Student Relationships (69%) and School Safety (57%). Overall, there is not a significant discrepancy, a positive sign for an inclusive school culture. The gap became a bit more pronounced in grades 6-8, suggesting there may be more work to do to support our middle school English Learners in feeling connected to and safe at school.|Revisions to Existing Plans: Hawking has continued to refine its Social-Emotional Learning (SEL) curriculum implementation to include more targeted activities aimed at fostering a sense of belonging, improving school climate, and increasing student engagement. Student Support Services: Increased access to counseling and mentoring addresses students' social and emotional needs and enhances their overall well-being. Parent and Community Engagement: Implemented initiatives such as parent-teacher home visits, workshops, and events like Coffees with the Principal to increase engagement and involve families and community members in school activities. Future Plans: Hawking will continue monitoring and analyzing data on school climate and student outcomes to assess impact and identify areas for improvement. Collaboration: Committed to ongoing collaboration with students, parents, teachers, and community members to ensure all student needs are addressed and improvement efforts are informed by diverse perspectives.|Met||2026-06-24|2026
37684113731304|MAAC Community Charter|6|**Prompt 1 (DATA): Describe the local climate survey data, including available data disaggregated by student groups.**  MAAC Community Charter School annually administers the California Healthy Kids Survey (CHKS) to gather student perceptions related to school climate, safety, connectedness, and social-emotional well-being. Survey results are reviewed alongside additional local indicators, including attendance, chronic absenteeism, suspension data, behavior referrals, student engagement metrics, MTSS intervention data, and counseling utilization to provide a comprehensive understanding of school climate.  Data are reviewed by student groups, including English Learners, socioeconomically disadvantaged students, students with disabilities, foster youth, and students experiencing homelessness, when available. Results indicate that students generally report positive relationships with school staff, access to supportive adults, and a welcoming school environment. Student connectedness and school safety remain areas of strength, reflecting continued investments in relationship-centered practices and wraparound supports through the Community Schools model.  Additional local data are used throughout the year to monitor school climate trends and evaluate the effectiveness of interventions designed to improve attendance, student engagement, and overall well-being.|**Prompt 2 (MEANING): Describe key learnings, including identified needs and areas of strength.**  Analysis of local climate data demonstrates that students value the supportive relationships they have with staff and the individualized approach that defines MAAC Community Charter School. The Community Schools framework has strengthened access to counseling, behavioral health services, academic interventions, and community resources that help address barriers to student success. Educational partner feedback also reflects appreciation for the school's welcoming culture, bilingual communication, and commitment to serving the whole student.  As a DASS alternative school, MAAC serves many students who have experienced significant educational disruption, chronic absenteeism, housing instability, trauma, and other challenges. As a result, improving consistent student engagement, attendance, and connectedness remains an ongoing priority. Data continue to reinforce the importance of early intervention, coordinated student supports, and proactive communication with families to address barriers before they negatively affect academic progress. These findings informed the school's LCAP priorities and ongoing refinement of its Multi-Tiered System of Supports (MTSS).|**Prompt 3 (USE): Describe changes to plans, policies, or procedures for continuous improvement.**  Based on analysis of local climate data and educational partner feedback, MAAC Community Charter School will continue strengthening its Community Schools implementation by expanding coordinated student supports and improving systems for monitoring interventions. During the 2026-2027 school year, the school will continue implementing a refined MTSS framework, strengthen attendance intervention processes, expand partnerships that provide mental health and wraparound services, and utilize the new Community Schools Coordinator and Community Resources Coordinator to improve coordination of supports.  The school is also implementing Salesforce to improve documentation of referrals, family engagement, interventions, and service delivery across school departments and MAAC programs. These improvements will allow staff to better identify student needs, monitor outcomes, coordinate resources, and evaluate the effectiveness of interventions. MAAC will continue using CHKS results, attendance data, behavioral indicators, educational partner feedback, and other local measures to evaluate progress and inform continuous improvement through the LCAP and other school planning processes.|Met|**Additional Information**  As a DASS alternative education charter school, MAAC Community Charter School serves students who often enroll significantly behind in credits and may face barriers including chronic absenteeism, housing instability, employment obligations, family responsibilities, and social-emotional challenges. School climate efforts are intentionally integrated with the Community Schools framework, MTSS, and comprehensive wraparound services to address both academic and non-academic barriers to success. This whole-child approach allows the school to create a safe, welcoming, and supportive environment where students can re-engage in their education and successfully work toward graduation.|2026-06-16|2026
37684370000000|Vallecitos Elementary|6|Vallecitos Elementary School District annually collects local school climate data through student, parent, and staff surveys as part of its Local Control and Accountability Plan (LCAP) development process. Survey responses are analyzed alongside local attendance and discipline data to evaluate perceptions of school safety, connectedness, engagement, and overall school climate. Because of the district's small enrollment, disaggregated results are limited in order to protect student confidentiality; however, educational partner feedback is carefully reviewed to identify common themes and areas for continuous improvement. Student survey responses indicate that students generally feel safe, supported, and connected at school while identifying opportunities to expand extracurricular activities, student leadership opportunities, and engaging learning experiences. Parent survey responses consistently describe Vallecitos as a welcoming school with caring staff, strong communication, and a positive learning environment. Parents also expressed interest in additional academic supports, enrichment opportunities, and continued communication regarding student progress and school activities. Staff feedback similarly highlighted the importance of maintaining a positive school culture while strengthening MTSS implementation, restorative practices, student engagement, and academic supports. Local outcome data reinforce these positive perceptions. During the 2025–26 school year, the district recorded only one student suspension, resulting in an approximate suspension rate of 0.5 percent. Chronic absenteeism also continued to improve from the previous year, reflecting sustained progress in student engagement and attendance. The district uses these multiple sources of local data to monitor school climate, identify emerging needs, and guide continuous improvement. Survey findings, attendance trends, discipline data, and educational partner feedback directly informed the development of the 2026–27 LCAP, including continued investments in MTSS, restorative practices, student engagement, and positive school culture. Overall, local survey results and outcome data indicate that Vallecitos continues to provide a safe, welcoming, and supportive learning environment while remaining committed to strengthening student connectedness, family engagement, and academic success for all students.|Vallecitos Elementary School District annually collects local school climate data through student, parent, and staff surveys as part of its Local Control and Accountability Plan (LCAP) development process. Survey responses are analyzed alongside local attendance and discipline data to evaluate perceptions of school safety, connectedness, engagement, and overall school climate. Because of the district's small enrollment, disaggregated results are limited in order to protect student confidentiality; however, educational partner feedback is carefully reviewed to identify common themes and areas for continuous improvement. Student survey responses indicate that students generally feel safe, supported, and connected at school while identifying opportunities to expand extracurricular activities, student leadership opportunities, and engaging learning experiences. Parent survey responses consistently describe Vallecitos as a welcoming school with caring staff, strong communication, and a positive learning environment. Parents also expressed interest in additional academic supports, enrichment opportunities, and continued communication regarding student progress and school activities. Staff feedback similarly highlighted the importance of maintaining a positive school culture while strengthening MTSS implementation, restorative practices, student engagement, and academic supports. Local outcome data reinforce these positive perceptions. During the 2025–26 school year, the district recorded only one student suspension, resulting in an approximate suspension rate of 0.5 percent. Chronic absenteeism also continued to improve from the previous year, reflecting sustained progress in student engagement and attendance. The district uses these multiple sources of local data to monitor school climate, identify emerging needs, and guide continuous improvement. Survey findings, attendance trends, discipline data, and educational partner feedback directly informed the development of the 2026–27 LCAP, including continued investments in MTSS, restorative practices, student engagement, and positive school culture. Overall, local survey results and outcome data indicate that Vallecitos continues to provide a safe, welcoming, and supportive learning environment while remaining committed to strengthening student connectedness, family engagement, and academic success for all students.|Analysis of local climate survey data, educational partner feedback, attendance data, and discipline outcomes informed several refinements to the district's continuous improvement efforts and the development of the 2026–27 Local Control and Accountability Plan. Survey responses emphasized maintaining the district's positive school culture while strengthening student engagement, academic supports, social-emotional learning, communication, and enrichment opportunities. These priorities were incorporated into Goal 2 and related district initiatives. The district will continue strengthening implementation of its Multi-Tiered System of Supports (MTSS) to ensure students receive timely academic, behavioral, and social-emotional interventions. Staff will continue using data to identify student needs early, monitor progress, and collaborate with families to provide appropriate supports before concerns become more significant. During 2025–26, Vallecitos also invested in districtwide professional learning focused on restorative practices. These strategies will continue to be integrated into daily school operations to strengthen positive relationships, improve student connectedness, reduce disciplinary incidents, and build a supportive learning environment. The district will continue emphasizing restorative approaches alongside Positive Behavioral Interventions and Supports (PBIS) and MTSS as key components of its school climate efforts. Educational partner feedback also highlighted opportunities to expand student engagement through enrichment activities, leadership opportunities, and programs that strengthen students' sense of belonging. The district will continue evaluating opportunities to enhance these experiences while maintaining a safe, inclusive, and supportive learning environment. Finally, the district will continue reviewing local survey results, attendance trends, suspension data, and educational partner feedback as part of its annual continuous improvement cycle. These data sources will continue informing revisions to district priorities, resource allocation, professional learning, and student support systems to ensure that Vallecitos remains responsive to the evolving needs of its students, families, and staff. By continuing to strengthen MTSS implementation, restorative practices, family engagement, and student connectedness, Vallecitos is committed to sustaining a positive school climate that supports academic success, student well-being, and equitable outcomes for all students.|Met||2026-06-26|2026
37684520000000|Vista Unified|6|Student Perceptions of School Safety  2025-26 California Healthy Kids Survey (CHKS) Results for Students in Grade 5: 78% of Grade 5 students reported they feel safe at school, indicating that most students experience a secure learning environment. Perceptions of safety were generally strong across student groups, ranging from 74% to 91%, with Black or African American students reporting the highest levels of feeling safe at school. Students who Strongly Agree or Agree About Feeling Safe at School 78% of students in grade 5 reported feeling safe at school  Student Groups who Strongly Agree or Agree About Feeling Safe At School Asian: 83% African American: 91 Hispanic/Latino/a: 77% White: 80% Two or More Races: 75%  2025-26 California Healthy Kids Survey (CHKS) Results for Students in Grades 7, 9, and 11: Between 60% and 65% of students in grades 7, 9, and 11 reported feeling safe at school, with perceptions of safety generally increasing across grade levels; however, English Learners reported lower levels of school safety, while students with IEPs reported feeling safe at rates comparable to their general education peers.  Students who Strongly Agree or Agree About Feeling Safe at School Grade 7:  60%  Grade 9:  63%  Grade 11: 65% Student Groups who Strongly Agree or Agree About Feeling Safe at School English Learners: Grade 7: 52% Grade 9: 49% Grade 11: 56%  Students with IEPs  Grade 7: 62%  Grade 9: 68% Grade 11: 69%   Student Perceptions of School Connectedness  2025-26 California Healthy Kids Survey (CHKS) Results for Students in Grade 5: 72% of Grade 5 students reported feeling connected to school, with perceptions of connectedness generally strong across student groups, ranging from 68% to 83%, suggesting that most students experience a sense of belonging and engagement at school.  Students who Strongly Agree or Agree About Feeling Connected to School 72% of students reported feeling connected to school either most of the time or all of the time.  Student Groups who Strongly Agree or Agree About Feeling Connected to School Asian: 83% African American: 80% Hispanic/Latino/a: 73% White: 72% Two or More Races: 68% 2025-26 California Healthy Kids Survey (CHKS) Results for Students in Grades 7, 9, and 11: School connectedness increased modestly from Grade 7 (60%) to Grade 11 (65%), with students with IEPs reporting levels of connectedness comparable to their peers, while English Learners reported lower levels of connectedness.   Students who Strongly Agree or Agree About Feeling Connected to School Grade 7: 60% of students reported feeling connected to school. Grade 9: 63% of students reported feeling connected to school. Grade 11: 65% of students reported feeling connected, a plateau in growth from 9th grade.  Student Groups who Strongly Agree or Agree About Feeling Connected to School English Learners: Grade 7: 60% Grade 9: 56% Grade 11: 55%  Students with IEPs  Grade 7: 62%  Grade 9: 63% Grade 11: 64%|School Safety California Healthy Kids Survey (CHKS) results indicate most students feel safe at school, with Grade 5 students reporting positive perceptions of safety (78%). Safety perceptions were generally strong across racial and ethnic student groups in Grade 5, ranging from 75% to 91%, suggesting that elementary schools are providing supportive and secure learning environments for a broad range of students. At the secondary level, perceptions of safety increased modestly from Grade 7 (60%) to Grade 11 (65%), indicating that many students continue to experience positive school environments as they progress through school. Students with IEPs reported feeling safe at rates comparable to or higher than their peers, representing a strength in the district’s efforts to create inclusive and supportive school settings. The data also identify opportunities for improvement. Secondary students reported lower perceptions of safety overall than Grade 5 students, suggesting a need to strengthen school climate, belonging, and student supports at the middle and high school levels. English Learners (ELs) consistently reported lower perceptions of safety than their peers, particularly in Grades 7 and 9, highlighting a need for targeted efforts to ensure multilingual students feel safe and connected to their school communities. Findings suggest that while school safety is a strength across much of the district, continued attention should be given to improving the experiences of secondary students and ELs. School Connectedness CHKS results indicate that most students report feeling connected to school, with Grade 5 students demonstrating relatively strong levels of connectedness (72%). Perceptions of connectedness were generally positive across Student Groups in Grade 5, ranging from 68% to 83%, suggesting that many elementary students experience a sense of belonging and engagement in their school community.  At the secondary level, school connectedness increased from Grade 7 (60%) to Grade 11 (65%), indicating gradual improvement as students progress through school. Students with IEPs reported levels of connectedness comparable to their peers across all grade levels, reflecting a strength in the district’s efforts to foster inclusive learning environments. Data also highlight areas for continued growth. Levels of connectedness among secondary students remain lower than those reported by Grade 5 students, suggesting opportunities to further strengthen relationships and school belonging during middle and high school. ELs consistently reported lower levels of connectedness than their peers, particularly in Grades 9 and 11, indicating a need for targeted strategies that enhance inclusion and meaningful connections to school for multilingual learners. These findings suggest that while school connectedness is a strength for many students, continued attention should be given to supporting secondary students and ELs to ensure all students feel valued and connected.|To address the identified needs related to student perceptions of safety and school connectedness, particularly among secondary students and English Learners, the district is implementing several continuous improvement efforts designed to strengthen early identification, monitoring, and support of student needs. Beginning in 2026-27, the district will establish a structured, districtwide data-review cycle that engages administrators and school teams in regular reviews of student data through facilitated data dialogue, the application of districtwide decision rules, informed decision-making within established systems and structures, and the alignment of supports and interventions to identified student needs. School administrators will then replicate this process with site teams to promote consistent, action-oriented data reviews and strengthen the implementation of intervention systems across the district.  In addition, the district is expanding its focus on early identification and intervention through the implementation of a district-developed data tool known as RiskRater. The tool analyzes multiple student data indicators to identify students who may be at risk of not reaching their full academic potential and assigns a quantifiable risk level to support proactive intervention. Schools will use this information to connect students with appropriate supports, including mentoring, counseling, attendance interventions, academic assistance, and other targeted services. These efforts are intended to improve student engagement, strengthen school connectedness, enhance students’ sense of safety and belonging, and support improved outcomes for all students.|Met||2026-06-26|2026
37684520106120|SIATech|6|Data: The 2025-2026 Panorama Survey data shows that 10th -12th graders indicated that 55% (Sense of Belonging) and 43% (Engagement) agreed when it came to school connectedness, caring adult relationships, and rigorous expectations. Students also perceived school as safe, 62% at the time of the survey. As for Teacher-Student relationships, the numbers were in the 91% range when it came to teachers demonstrating respect toward students. Some students indicated they experienced unfair treatment by teachers, although the number was still low in the 3% range.|Strength: Students reported that teachers have rigorous expectations of their students and push them when they feel like giving up. 74% of students expressed that their teachers encourage them to do their best. Furthermore, students indicated that they believed that they could count on a teacher or adult from school to help them. Growth: While students reported that teachers have rigorous expectations of their students and want students to do their best, 14% of students expressed that they are not all eager to participate in classes, and 22% indicated they often do not talk about ideas from classes outside of school|In response to local data analysis and critical learning, SIATech is making significant changes to support student well-being. Wellness centers are located at all school sites throughout the organization, and Wellness Together and other service providers provide increased counseling support. SEL curriculum integration and community engagement efforts are also prioritized, fostering a supportive environment. Data monitoring mechanisms have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services.|Met||2026-06-16|2026
37684520114264|North County Trade Tech High|6|Data shows us that, for the most part, students know that there are adults on campus who care about them and their success. They also report seeing the relevance in what they are learning. Data also shows us that attendance, mental health, and substance use are areas of concern and self-reported struggle for students.|We will continue to prioritize the caring relationships and have a goal of 100% of our students being able to identify at least one trusted staff member who they are certain cares that they are at school and being successful.  Every year we go back to the drawing board to explore new, creative ways to increase attendance and participation. In order to address the mental health and substance use concerns, we have shifted resources towards increasing the number of contract service providers who support our students and the emphasis in the curriculum to address these issues. We are also providing additional training for staff to be more effective in supporting students in these areas.|As stated above, we have determined that resources need to be shifted towards attendance, mental health, and substance use prevention/intervention. This includes professional development and support for staff, outreach and resources for families, and direct services provided to students.|Met||2026-06-09|2026
37684520124917|Guajome Learning Centers|6|School climate data indicate that Guajome Learning Centers maintains a positive and supportive learning environment. Student, parent, and staff survey results reflect strong levels of connectedness, safety, and satisfaction with school services. GLC monitors attendance, engagement, behavior, and stakeholder feedback to identify areas for improvement and provide targeted supports. Results demonstrate that students feel respected, supported, and connected to their educational community.|GLC will continue to strengthen student connectedness, increase participation in school climate surveys, expand social-emotional supports, and enhance engagement opportunities to ensure all students feel supported, included, and connected.|We remain on track with our existing plans and policies|Met||2026-06-09|2026
37684520128223|Bella Mente Montessori Academy|6|Local climate surveys, like the California Healthy Kids Survey and other locally-administered surveys, offer valuable insights into the BMA's environment, covering safety, relationships, engagement, and well-being. In our most recent student survey, the summary results show steady growth across leadership, culture, and academic categories. The results indicate satisfactory to effective implementation. Significant progress was seen in areas like student leadership support, goal achievement, and empowered learning, with student-led practices and academic self-efficacy also showing gains. Staff leadership scores improved across the board, and family and community engagement saw a major boost in family engagement, though school-family partnerships declined slightly. A particularly positive highlight is the improvement in school belonging and student empowerment, showing that students feel more included and supported. . Together, these approaches provide a thorough understanding of school climate, aiding efforts to foster inclusive and supportive learning environments.|Analyzing climate survey data, including disaggregated student group data, reveals strengths and areas needing improvement in the school environment. This data helps identify disparities among student groups and informs targeted interventions to address challenges. By promoting equity, fostering inclusion, and supporting continuous improvement, Bella Mente will continue to create positive and supportive learning environments for all students.|The LEA will make strategic changes based on data analysis to address identified areas of improvement in school climate. These changes may include revising interventions, updating policies, providing professional development, allocating resources, engaging the community, and establishing monitoring systems for continuous improvement, fostering a positive and inclusive environment for all students.|Met||2026-06-09|2026
37684523730942|Guajome Park Academy Charter|6|In spring 2026, Guajome Park Academy administered a Student Needs Assessment to students in grades 6–12 to gather information regarding school climate, student engagement, academic experiences, safety, and social-emotional well-being. Survey results were analyzed by grade level and student demographic groups, including ethnicity. The survey included responses from approximately 816 students, with Hispanic/Latino students representing approximately 65% of respondents, followed by students identifying with two or more races (15%), White (14%), Asian (3%), and Black/African American (2%). The largest responding grade levels were grades 6, 7, and 8.  Survey results indicate several strengths in school climate. Students reported strong relationships with school staff, with 89% indicating there is a teacher who cares about them, 91% reporting teachers want them to do their best, 90% stating teachers listen to them, and 93% reporting that teachers know their names and greet them. Students also reported positive classroom environments, with 89% indicating classroom expectations are clear, 85% understanding what they are supposed to learn, and 86% believing teachers expect them to succeed.  School connectedness and safety were also positive areas. Eighty-eight percent of students reported feeling safe at school, 82% reported feeling connected to other students, 76% indicated they are happy to be at school, and 74% reported feeling like they are part of the school community. Student well-being indicators were generally positive, with 94% reporting satisfaction with family life and 92% satisfied with friendships.  The survey also identified areas for growth. Only 63% of students reported that school activities are engaging and 60% felt classes are relevant to real life, suggesting a need to increase student engagement and real-world application of learning. Additionally, only 41% of students reported helping decide school activities or expectations, indicating an opportunity to strengthen student voice and participation in decision-making. Sixty percent of students reported difficulty staying focused while doing schoolwork, and 21% reported experiencing extreme sadness or hopelessness during the past year, highlighting the need for continued academic engagement strategies and social-emotional supports.  Overall, local climate survey results indicate that Guajome students experience strong relationships with adults, feel safe at school, and maintain positive connections with peers. The data also identifies opportunities to improve student engagement, increase student voice, strengthen relevance in learning experiences, and continue expanding mental health supports. These findings will be used to guide schoolwide planning, professional development, and continuous improvement efforts related to school climate and student well-being.|Analysis of the 2026 Student Needs Assessment identified several strengths in Guajome Park Academy's school climate. The most significant strength was the quality of relationships between students and staff. Survey results showed that 89% of students reported having a teacher who cares about them, 91% indicated teachers want them to do their best, 90% stated teachers listen to them, and 93% reported that teachers know their names and greet them. These findings demonstrate a strong culture of support and positive relationships between students and adults on campus.  School safety and connectedness also emerged as areas of strength. Eighty-eight percent of students reported feeling safe at school, 82% reported feeling connected to other students, 76% indicated they are happy to be at school, and 74% reported feeling like they are part of the school community. Students also reported high levels of satisfaction with family life (94%) and friendships (92%), reflecting strong social connections and overall well-being.  Positive classroom conditions and academic mindset were additional strengths. Most students reported understanding classroom expectations (89%), knowing what they are expected to learn (85%), and believing that teachers expect them to succeed (86%). Students generally demonstrated confidence in their academic abilities and a positive outlook toward their future success.  The data also identified important areas for growth. Student engagement remains a priority, as only 63% of students reported that school activities are engaging and only 60% indicated that classes feel relevant to real life. Additionally, 60% of students reported difficulty staying focused while completing schoolwork. These findings suggest a need to strengthen instructional engagement strategies, increase real-world learning opportunities, and provide supports that help students maintain focus and persistence.  Student voice was another identified need. While students generally reported feeling connected to school, only 41% indicated that they help decide school activities or expectations. This suggests an opportunity to expand leadership opportunities and increase student participation in decision-making processes.  Mental health and wellness continue to be an area of focus. Although overall indicators were positive, some students reported experiencing extreme sadness or hopelessness during the past year. This highlights the importance of maintaining and expanding social-emotional supports, counseling services, and wellness programs.  Overall, the survey identified strong teacher-student relationships, a high sense of safety, positive peer connections, and a strong academic mindset as key strengths. Areas for continued improvement include increasing student engagement, enhancing the real-world relevance of coursework, expanding student voice and leadership opportunities, addressing focus and attention challenges, and continuing to strengthen mental health supports.|Based on the analysis of the 2026 Student Needs Assessment, Guajome Park Academy will implement targeted actions to address identified areas of need while building on existing strengths. Survey results highlighted strong teacher-student relationships, positive peer connections, a high sense of safety, and strong academic expectations. Areas for growth included student engagement, student voice, focus and attention challenges, and mental health supports.  To increase student engagement, the school will continue strengthening instructional practices through Understanding by Design (UbD), inquiry-based learning, and International Baccalaureate (IB) methodologies. Professional development will focus on increasing student engagement, providing authentic learning experiences, and strengthening connections between classroom learning and real-world applications. Teachers will expand opportunities for student choice, collaboration, and project-based learning.  To address student voice, Guajome will increase opportunities for students to participate in leadership, advisory groups, and student advocacy organizations. Students will be provided additional opportunities to offer feedback on school programs, activities, and climate initiatives to ensure their perspectives inform school improvement efforts.  To support students experiencing focus and attention challenges, the school will continue implementing targeted academic and behavioral interventions through its Multi-Tiered System of Supports (MTSS). Staff will use academic, attendance, and climate data to identify students needing additional support and provide timely interventions.  The survey also identified a need for continued mental health supports. In response, Guajome will continue expanding counseling services, restorative practices, wellness activities, and social-emotional learning opportunities. Advisory lessons and student support programs will focus on resilience, healthy relationships, digital citizenship, stress management, and overall well-being.  The school will continue reviewing and disaggregating climate survey data annually to monitor progress, identify emerging needs, and inform site planning, professional development, and LCAP goals. Through these actions, Guajome remains committed to fostering a safe, engaging, and supportive learning environment for all students.|Met|Guajome Park Academy continues to prioritize a positive, safe, and inclusive school climate through its International Baccalaureate (IB) framework, Multi-Tiered System of Supports (MTSS), restorative practices, and student-centered approach to learning. Survey results indicate that students feel supported by adults, connected to peers, and safe at school, reflecting the school's commitment to fostering strong relationships and a sense of belonging.  In response to student feedback, Guajome has expanded opportunities for student leadership, advocacy, and participation in school activities to strengthen engagement and student voice. The school also continues to provide counseling services, social-emotional learning, wellness initiatives, and partnerships with community agencies that support student and family well-being.  Guajome regularly reviews climate survey results, attendance data, behavior data, and stakeholder feedback to monitor progress and identify areas for improvement. These data-driven efforts support continuous improvement and help ensure that all students have access to a safe, supportive, and engaging learning environment that promotes academic success, well-being, and a strong sense of community.|2026-06-11|2026
37735510000000|Carlsbad Unified|6|CUSD uses a locally developed climate survey administered through the Kelvin Education platform to students in  grades 3-12 to measure school connectedness and school safety.  Spring 2026 Results School Safety All Students: 3rd-5th=92%, 6th-12th=78% American Indian: 3rd-5th=86%, 6th-12th=74% Asian: 3rd-5th=94%, 6th-12th=78% Black/African American: 3rd-5th=80%, 6th-12th=71% Two or More Races: 3rd-5th=92%, 6th-12th=77% White: 3rd-5th=92%, 6th-12th=78% Hispanic/Latinx: 3rd-5th=91%, 6th-12th=77% English Learners: 3rd-5th=92%, 6th-12th=73% Students with Disabilities: 3rd-5th=88%, 6th-12th=73%  School Connectedness All Students: 3rd-5th=93%, 6th-12th=86% American Indian: 3rd-5th=92%, 6th-12th=88% Asian: 3rd-5th=93%, 6th-12th=83% African American: 3rd-5th=87%, 6th-12th=83% Two or More Races: 3rd-5th=95%, 6th-12th=86% White: 3rd-5th=93%, 6th-12th=73% Hispanic/Latinx: 3rd-5th=93%, 6th-12th=86% English Learners: 3rd-5th=94%, 6th-12th=86% Students with Disabilities: 3rd-5th=89%, 6th-12th=81%|Analysis of the Spring 2026 Kelvin Education climate survey indicates that Carlsbad Unified students generally report  strong levels of school safety and school connectedness, with particularly positive results in grades 3–5. Elementary  students reported very high levels of school safety (92%) and school connectedness (93%), suggesting that students  feel supported, valued, and secure in their school environments. School connectedness remained strong across  grades 6–12 (86%).  Disaggregated data highlights several strengths. English Learners reported school connectedness rates equal to or  above the district average in both grade spans (94% in grades 3–5 and 86% in grades 6–12), suggesting that efforts  to foster inclusive school communities are positively impacting multilingual learners. Hispanic/Latinx students also  reported strong levels of connectedness (93% and 86%), while most student groups reported safety and  connectedness levels that were generally aligned with overall district averages.  The data also identified areas of need. Perceptions of school safety decline from elementary to secondary grades  across all student groups, with secondary students reporting a school safety rate of 78% compared to 92% in grades  3–5. Secondary English Learners (73%), Students with Disabilities (73%), Black/African American students (71%),  and American Indian students (74%) reported lower levels of school safety than the overall secondary average,  indicating a need for continued efforts to strengthen students’ sense of safety and belonging. Additionally, Students  with Disabilities reported lower levels of connectedness than their peers in both grade spans (89% in grades 3–5 and  81% in grades 6–12), highlighting the importance of ongoing inclusive practices, targeted supports, and relationship?building efforts.  Key learnings from this analysis indicate that districtwide efforts to create positive school climates are yielding  improving results, particularly at the elementary level. At the same time, the data suggest opportunities to strengthen  school safety and connectedness for specific student groups, especially at the secondary level, through continued  implementation of social-emotional supports, student voice initiatives, inclusive practices, and targeted interventions  that foster belonging and engagement for all students.|To address areas of need identified through the analysis of local climate data, Carlsbad Unified will continue  implementing and refining efforts that promote safe, inclusive, and welcoming school environments for all students.  The district completed Year 3 of its Forward Together plan, which included goals, success indicators, and actions  focused on creating school communities where every student feels a sense of belonging and connection. Through  collaboration with the Forward Together Committee, the district has established ongoing commitments to sustain and  strengthen this work across all campuses.  As part of the continuous improvement process, site administrators and school counselors regularly review school  climate and student perception data, including disaggregated student group data, to identify areas of concern and  develop targeted actions to address local needs. Schools will continue to implement strategies that foster positive  relationships, increase student voice, and strengthen school connectedness, particularly for student groups that  reported lower levels of safety or belonging.  The district will also continue participation in the No Place for Hate initiative across all campuses to promote inclusive  school cultures and reduce bias-based behaviors. Based on survey findings and ongoing feedback from educational  partners, schools will place additional emphasis on addressing the use of hate speech and discriminatory language,  while strengthening student awareness and responsibility through bystander intervention education that empowers  students to recognize, interrupt, and report harmful behaviors. These efforts will be supported through ongoing staff  training, student learning opportunities, and schoolwide culture-building activities designed to ensure all students feel  safe, respected, and connected to their school community.|Met||2026-06-24|2026
37735690000000|Oceanside Unified|6|The LCAP Student LCAP Survey was administered to students districtwide in January of 2026. Students were surveyed in the areas of Learning Environment (Staff), Learning Environment (School Building), Supporting Student Learning, and Family Engagement. There were a total of 7247 3-12th grade student responses to the Student LCAP Survey. Additionally, the Panorama SEL Competencies Survey was given districtwide in the Fall of 2025.|In response to 'Do you feel safe at school?' elementary students responded with a 93% favorability rating. For secondary students, there was a 78% favorability rating, which was a 5% increase from the previous year.|Student responses in the area of Self-Efficacy on the Panorama SEL Competencies survey revealed a significant area of concern with only 45% of students responding favorably to their belief they can succeed in achieving academic outcomes.|Met||2026-06-02|2026
37735690136267|Coastal Academy Charter|6|In the spring of 2026, students in grades 5-12 participated in an in-house Social-Emotional survey.  Our schools continue to focus on school belonging and feeling successful through our PBIS program and school counselors, all of which are supported by our LCAP.|Coastal Academy Charter measures students' school belongingness and feelings of school success through a survey created by our counselors.    Below is the data for school belonging and feeling successful at school:  5th-8th graders 67% strongly agree/agree they feel successful at school 9th-12th graders 64% strongly agree/agree they feel successful at school 5th-8th graders 73% strongly agree/agree they have a sense of belonging 9th-12th graders 54% strongly agree/agree they have a sense of belonging|N/A|Met||2026-05-29|2026
37735693731221|Pacific View Charter|6|PVC conducts biannual student surveys and the last survey was issued at the end of the school year in the spring of 2026.  96% of responding students rated their overall satisfaction with the school as good to great.  95% of students feel supported by their teachers and that they received sufficient help with their school work. 96% of students feel supported in overcoming difficulties.This indicates that efforts to create a warm and supportive environment for students continues to be a strength at Pacific View and that the relationships that develop between the supervisory teacher and student are valuable and different from the traditional high school model.  Also, in support of this, are the survey results indicating that 94% of students feel that the staff takes bullying seriously, a 10 point increase from last year and 97% feel safe at school.  School support and safety is an area of strength for PVC and has been strengthened by the implementation of PBIS strategies in the 2025-26 school year.  When disaggregating the data by subgroup, no disparities existed in the data. Students responding yes to feeling safe at school were as following (note that many sample sizes were less than 20 and not reported to protect privacy :  97% -All 96% -Hispanic/Latino 98% - White n/a -African American/Black n/a- Other 97% Low Income 96% - Special Education 98% - English language learners n/a - Foster Youth n/a - Homeless Youth|As stated above, survey results indicate that efforts to create a warm and supportive environment for students continues to be a strength at Pacific View and that the relationships that develop between the supervisory teacher and student are valuable and different from the traditional high school model.  Also, in support of this, are the survey results indicating that 94% of students feel that the staff takes bullying seriously and 97% feel safe at school. School support and safety is an area of strength for PVC. In addition to the required questions, students were also asked to provide responses to open ended questions. Students requested ongoing tutoring sessions and the school plans to add the ability to self-sign up for tutoring in the 2026-27 school year. Students also requested more information about options outside of college such as the police academy and military. Preparing students for life after high school has also been a focus at PVC (as demonstrated in Goal 2 of the current LCAP). Students report that they are satisfied with the support they receive in relation to meeting this goal and for the class of 2026, 100% of students had a clear plan for life after high school (Data was not disaggregated by race/ethnicity nor subgroup due to 100% meeting goal)|Additional college and career readiness activities are planned based on feedback from staff, students and families. A revision of the Intro course and development of a summer bridge program was added based on feedback from incoming 9th grade students in the 2025-26 school year who describe needing additional support to prepare for high school and the rigors of independent study.  Student statements that resulted in changes include: PVC should continue to offer support programs like tutoring, extra credit activities, and counseling to help students stay on track. Make a mandatory project to make a full proof plan for the future and additional opportunities to visit the library or get books.|Met||2026-06-23|2026
37737910000000|San Marcos Unified|6|San Marcos Unified School District utilized the California Healthy Kids Survey (CHKS) to measure school climate across elementary, middle, high, and non-traditional school settings during the 2025-26 school year. Participation included 402 elementary students (61% response rate), 1,246 middle school students (88% response rate), 2,448 high school students (83% response rate), and 102 students from the non-traditional school setting (98% response rate).  Elementary students reported high levels of positive school experiences, including Positive Behavior (97%), High Expectations (89%), Academic Motivation (88%), Perceived School Safety (84%), and School Connectedness (84%). Ninety-two percent of students reported finishing all school assignments, 90% indicated parents regularly ask about school, and 84% reported that adults at school care about them. Twelve percent reported frequent sadness, while 22% reported being absent two or more days in the previous month. Compared to prior years, elementary students demonstrated improvements in school connectedness (+8 percentage points), assignment completion (+4 points), and reductions in frequent sadness (-4 points) and absenteeism (-7 points).  Middle school students reported strong outcomes in No Substance Use at School (98%), Two or Fewer Absences per Month (90%), High Expectations (83%), Perceived School Safety (77%), and Caring Adult Relationships (73%). Sixty-nine percent reported feeling part of their school community, while 60% reported that parents feel welcome to participate at school. Thirty-three percent reported harassment or bullying, and 16% reported chronic sadness or hopelessness. Positive trends included increases in school connectedness (+16 points) and parent engagement (+17 points), along with decreases in chronic sadness (-10 points) and absenteeism (-10 points).  High school students reported strong results in No Substance Use at School (98%), Two or Fewer Absences per Month (88%), Low Violence Victimization (85%), High Expectations (75%), and Perceived School Safety (73%). Fifty-eight percent reported feeling connected to school, while 46% reported that parents feel welcome to participate. Twenty-one percent reported chronic sadness or hopelessness, and 21% reported harassment or bullying. Improvements were observed in school connectedness (+11 points), parent engagement (+11 points), school cleanliness (+17 points), and reductions in chronic sadness (-9 points) and absenteeism (-10 points).  Students attending the district's non-traditional school reported positive perceptions of safety and support, including No Fear of Getting Beaten Up (96%), No Substance Use at School (93%), Low Violence Victimization (92%), Perceived School Safety (84%), and Facilities Upkeep (85%). Sixty-five percent reported that parents feel welcome to participate, while 64% reported feeling connected to school. Eight percent reported harassment or bullying, and 23% reported chronic sadness or hopelessness.|Analysis of the 2025-26 California Healthy Kids Survey (CHKS), California Dashboard, and Local Control and Accountability Plan (LCAP) identified several key learnings related to student belonging, attendance, wellness, and family engagement. These findings reinforce existing district priorities and guide future implementation efforts.  School connectedness declines across grade spans, despite recent improvements. Elementary students reported the highest levels of connectedness (84%), followed by middle school (70%) and high school (64%). While middle and high school students demonstrated growth over previous years, secondary students continue to report lower levels of belonging, indicating a need to strengthen relationship-building opportunities and authentic student engagement experiences.  Attendance patterns improved across all grade spans; however, Dashboard data continue to identify chronic absenteeism concerns among students experiencing homelessness and other unduplicated student groups. These findings support the district's continued focus on attendance monitoring, Multi-Tiered System of Supports (MTSS), and targeted interventions. Student wellness indicators improved, with frequent sadness decreasing to 12% at the elementary level and chronic sadness or hopelessness declining to 16% in middle school and 21% in high school. Despite these improvements, mental health remains an area of need, particularly at the secondary level, supporting continued investments in counselors, social workers, and school-based wellness services.  School safety remains a district strength. Students reported high levels of perceived safety, and 98% of middle and high school students reported no substance use at school. However, harassment and bullying remain areas for continued attention, particularly at the middle school level.  Family engagement improved across several grade spans, but district data also identified declining LCAP survey participation and concerns regarding communication, school safety, and access to resources for families of students with disabilities. These findings support the continuation of actions focused on family engagement, communication systems, and translation and interpretation services.|Analysis of the 2025-26 California Healthy Kids Survey (CHKS), California Dashboard, and other local measures identified several areas requiring continued attention, including school connectedness at the secondary level, attendance among vulnerable student groups, student mental health, and family engagement. In response, San Marcos Unified School District has refined and strengthened several existing practices and support systems to promote continuous improvement.  To strengthen student belonging and engagement, the district will continue expanding Multi-Tiered System of Supports (MTSS), social-emotional learning practices, and opportunities for authentic student engagement across all school sites. Additional emphasis will be placed on relationship-building strategies and school connectedness, particularly at the middle and high school levels where students reported lower levels of belonging.  To address attendance concerns, the district will implement a more focused system of attendance monitoring and intervention, particularly for students experiencing homelessness. McKinney-Vento liaisons will utilize Early Warning System (EWS) and ICAN dashboard tools to identify students at risk of chronic absenteeism, monitor attendance trends, and collaborate with school site administrators to provide individualized supports.  Student wellness will remain a priority through the continued placement of counselors and social workers at every school site and the integration of social-emotional learning supports throughout TK-12+ classrooms. The district will continue refining wellness systems to reduce barriers to student engagement and improve access to behavioral and mental health supports.  The district will also continue efforts to strengthen family engagement and communication systems. Based on survey feedback, translation and interpretation services, family workshops, outreach efforts, and parent communication platforms will remain priorities to improve access to information and increase participation among English Learners, foster youth, socioeconomically disadvantaged families, and families of students with disabilities.  Finally, the district will continue to monitor school climate data, educational partner feedback, and Dashboard indicators to evaluate the effectiveness of these efforts and adjust supports as needed. Continuous improvement efforts will remain focused on increasing student belonging, improving attendance, strengthening mental health supports, and expanding meaningful opportunities for family engagement across all schools.|Met||2026-06-25|2026
37737910138222|Pivot Charter School - San Diego II|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 77.6% of students indicating they felt connected and included at Pivot, 67.2% indicating that their teachers and other adults at Pivot know and understand them, and 82.8% indicating that they feel successful at Pivot.   Unduplicated students 77.6% indicated that they feel connected and included at Pivot  70.0% indicated that their teachers or other adults at Pivot know/understand them  86.7% indicated that they feel successful at Pivot   Special education students  70.0% indicated that they feel connected and included at Pivot  60.0% indicated that their teachers or other adults at Pivot know/understand them  70.0% indicated that they feel successful at Pivot   Students who are in both unduplicated and special education subgroups: 66.7% indicated that they feel connected and included at Pivot  33.3% indicated that their teachers or other adults at Pivot know/understand them  100% indicated that they feel successful at Pivot   Students in neither the unduplicated nor the  special education subgroups: 81.0% indicated that they feel connected and included at Pivot  61.9% indicated that their teachers or other adults at Pivot know/understand them  85.7% indicated that they feel successful at Pivot    Parents and guardians were also surveyed: 100% indicated that they were satisfied with Pivot Charter School and  100% indicated that they were satisfied with the curriculum.   Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School and  100% indicated that they were satisfied with the curriculum.   Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School and  100% indicated that they were satisfied with the curriculum.   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School and  100% indicated that they were satisfied with the curriculum.   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 100% indicated that they were satisfied with Pivot Charter School and  100% indicated that they were satisfied with the curriculum.|"Analysis of our local climate survey data reveals a consistent upward trend across all four campuses from Fall to Spring. A primary strength is the increase in students ""feeling successful"" (averaging over 80% in the Spring) and a significant rise in students feeling that adults at Pivot ""understand them,"" with some schools seeing nearly a 10% gain. These indicators suggest that our relational independent study model is successfully fostering a sense of belonging and academic confidence.   However, an identified area of need is Peer-to-Peer Connection. While scores improved throughout the year, initial Fall data showed that less than half of students felt they had a peer they could talk to. This highlights the ""social gap"" common in blended learning models. Additionally, while participation improved by moving the survey to ParentSquare, increasing the response rate remains a priority."|"To address the social connection gap identified in our local data, Pivot entered its third year of Pivot P.R.I.D.E., a comprehensive program that pairs monthly core values (e.g., Perseverance) with explicit Social-Emotional Learning (SEL) competencies. Recognizing that peer connection was a growth area, we are expanding this program beyond weekly virtual homerooms to include site-based SEL ""warm-ups,"" counselor-led small groups, and monthly on-campus pep rallies designed to foster physical community.   For the upcoming year, we are implementing various strategic shifts for continuous improvement. Your new Bilingual Outreach Coordinator and Community Liaison will focus on connecting underrepresented families to these events, ensuring that student safety, discipline, and inclusion efforts are communicated in a culturally responsive manner."|Met||2026-06-16|2026
37745260000000|San Diego County ROP|6||||Not Met|||2026
37754160000000|Warner Unified|6|Is provided from Student focus groups, our parent LCAP survey and  as well as our LCAP survey,  input meetings and informal communications with parents.|The surveys and interactions/conversations gave us a good sense that the school district is doing well and parents and students were happy with the progress that has been made.  The overall challenge that was brought forth was the need for increased access to mental health and social-emotional learning.   The feedback was taken seriously and we  secured a part time Social Worker Intern through SDCOE for the 25-26 school year, we are on the list for an intern next year as well. .|Warner Unified will make a concentrated effort to improve district office and teachers' communications in the future. We will also continue to promote mental health programs on campus, and we will seek out additional opportunities to provide support to our students.  We will be addressing the cleanliness of the school facilities.|Met||2026-06-08|2026
37754160122796|All Tribes Elementary Charter|6|The 2025-2026 school year was the first year the CHKS survey was administered at All Tribes. Unfortunately due to the community’s distrust of statewide reporting, we had a low sample with a student response rate of 26% for All Tribes Charter. According to the All Tribes Charter secondary survey, the California Student Wellness Index was recorded to be 92.5. Key data points included: 81% of students agreeing that adults held “High Expectations” for them at school, 29% of students reporting that they feel like they “meaningfully participate at the school”, and 85% of parents that responded claimed they attended a general school meeting. All Tribes staff was perceived by most All Tribes Charter students surveyed to have high expectations of them but only 58% for average school connectedness. Concerning staff, 72% strongly agreed that “This school emphasizes using instructional materials that reflect the culture or ethnicity of its students” which reflects our school’s strong support for the community school focus. From the Social Emotional Health module, there were concerning indicators that were key in understanding the wellbeing of our students, including a 74% average reporting for growth mindset, which was questioned reversely.|From our first year of administering the CHKS survey, the first key learning was that there is a need for emotional support for our students, and that staff desire more professional development to meet the social and emotional needs for students. While students were perceived to have high expectations placed upon them, the capacity for students to have a growth mindset for themselves was in need of assistance. A second key learning exhibited and discussed was that All Tribes contains a positive foundation of wanting and expecting students to succeed with materials that suit their learning. It revealed that the adjustments to curriculum to include more culturally relevant material and ways of learning has been received strongly.|While we aim to improve upon building trust for a more representative survey sample in the next few years, there are plans to address the issues and policy concerns presented from the surveys. Recently, we have hired an employee from the community with a behavior technician background to assist student wellbeing and be part of school leadership in supporting students. As part of our weekly meetings, staff will undergo behavioral training that aims to help them support students socially and emotionally.|Met||2026-07-23|2026
37754160132472|California Pacific Charter - San Diego|6|All students in grades TK-12 were invited to participate in the annual school climate survey. Student perceptions were collected in the areas of grade-level instruction, teacher availability and support, goal setting, school safety, sense of belonging, and overall satisfaction with the school program. A total of 289 students participated in the survey, including 125 students in grades TK-5, 61 students in grades 6-8, and 103 students in grades 9-12.  Overall survey results reflected positive perceptions of school climate and safety. In response to the statement, “I feel safe at school,” 97.0% of students agreed or strongly agreed. Disaggregated results for this question were as follows: Hispanic students 96%, African American students 92%, White students 98%, Asian students 100%, English Learners 100%, Students with Disabilities 97%, Socioeconomically Disadvantaged students 96%, and Homeless Youth (<11 students in group) also reported positive perceptions of safety.  Additionally, 87.8% of students reported feeling a sense of belonging and connectedness at school. Disaggregated results for this question were as follows: Hispanic students 91%, African American students 83%, White students 86%, Asian students 83%, English Learners 100%, Students with Disabilities 91%, Socioeconomically Disadvantaged students 86%, and Homeless Youth (<11 students in group) also reported positive perceptions of connectedness.  Overall, survey findings indicate that students across demographic groups report strong perceptions of safety, support, and connectedness within the school community.|Based on the analysis of this year’s school climate survey data, several key learnings and strengths emerged that reflect the school’s continued focus on fostering a safe, inclusive, and supportive learning environment. A significant majority of students (97.0%) across grades TK-12 reported feeling safe at school. Positive perceptions of safety were consistent across most student groups, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. This consistency across student populations suggests that the school has established a strong culture of safety, equity, and inclusion.  Survey results also highlighted strong staff-student relationships and positive levels of school connectedness. Additionally, 87.8% of students reported feeling a sense of belonging and connectedness at school, with especially strong results reported by English Learners and Students with Disabilities. These findings reflect the school’s continued efforts to foster supportive relationships and inclusive learning environments.  While overall results were positive, the data also identified areas for continued growth. African American students reported slightly lower perceptions of school safety (92%) and connectedness (83%) when compared to some other student groups. Asian students also reported lower levels of connectedness (83%). These results indicate an opportunity to continue strengthening inclusive practices, student engagement, and relationship-building efforts to ensure all students experience a strong sense of belonging within the school community.  The school will continue to monitor climate survey data and use student feedback to inform future supports and school climate initiatives to ensure all students feel safe, supported, and connected.|In response to the areas of need identified through the analysis of local data, the LEA will continue refining practices to ensure all students experience a strong sense of connection, inclusion, and support within the school community. While student perceptions of safety and support remained overwhelmingly positive across student groups, survey results indicated an opportunity to further strengthen students’ sense of belonging and connectedness for some student groups, including African American and Asian students.  To address this area of need, the school will continue implementing strategies designed to strengthen student engagement, relationship-building, and inclusive school culture practices. Planned actions include expanding student engagement opportunities, increasing advisory and check-in supports, and incorporating culturally responsive community-building activities that promote belonging and meaningful student connections.  Additionally, survey participation rates were highest among elementary students, with lower participation from students in grades 6-12. The LEA will continue refining outreach efforts and survey administration practices to increase participation across all grade spans and ensure a more representative collection of student voice data. These actions will support continuous improvement efforts and help inform future school climate initiatives and student support practices.|Met||2026-06-16|2026
37754160138651|San Diego Mission Academy|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *100% of the students reported that they felt safe  *96% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 97% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-05|2026
37754160139378|Sage Oak Charter School - South|6|Sage Oak Charter School annually administers a comprehensive local climate survey to parents, students, and staff to assess perceptions of school safety, connection, and engagement. The most recent data reflect strong outcomes across all stakeholder groups, with particular strengths in areas tied to safety, respectful environments, and curriculum quality. Parent Survey Highlights: 98% of parents believe the curriculum and resources provide a robust, well-rounded educational experience. 91% feel connected to the school’s mission of empowering students to lead purposeful and productive lives. 93% feel Sage Oak effectively provides opportunities for involvement and input, reflecting healthy engagement levels. 98% agree the school prioritizes safety, value, and respect. 95% are informed about student social-emotional and mental health support resources. Staff Survey Highlights: 97% believe the school’s curriculum is rigorous and well-rounded. 97% of teachers and EAs feel equipped to prepare students for the next grade band. 97% feel English Learners have adequate access to academic supports. 98% feel connected to the school’s mission. 96% believe they have opportunities for involvement and input  98% affirm the school prioritizes safety, value, and respect. 97% feel professionally equipped through PD offerings. 95% are informed of student support resources. Student Survey Highlights: 96% report that curriculum and resources are challenging and well-rounded. 86% feel connected to the school’s mission. 93% feel they are given opportunities for input and involvement. 98% agree the school prioritizes a safe, respectful learning environment. 94% are aware of available mental health and social-emotional supports.|Analysis of educational partner survey data demonstrates several areas of strength related to school climate, engagement, communication, and access to resources across all educational partner groups. Parent, student, and staff responses indicate a consistently positive perception of Sage Oak’s learning environment and educational program. Survey results show that 98% of parents, 97% of staff, and 96% of students believe the curriculum and resources provide a challenging, rigorous, and well-rounded educational experience, reflecting strong confidence in the school’s academic program and instructional supports. Additionally, 91% of parents, 98% of staff, and 86% of students reported feeling connected to the school’s mission, indicating strong alignment with Sage Oak’s vision and values.  Educational partner feedback also reflects strong school climate and engagement outcomes. 94% of parents, 96% of staff, and 93% of students reported having opportunities for involvement and input in school decision-making processes. Furthermore, 98% of parents, staff and students agreed the school prioritizes safety, value, and respect, demonstrating a consistently positive and supportive school culture. Data also highlights strengths in communication and support systems, with 95% of parents, 95% of staff, and 94% of students indicating awareness of available social-emotional and mental health support resources. Staff survey data additionally revealed strong confidence in professional learning and instructional preparation, with 97% of staff reporting they feel professionally equipped through professional development opportunities and prepared to support students transitioning to the next grade level.  While survey results demonstrate overall positive trends, analysis of educational partner feedback identified areas for continued growth. Although engagement levels remain high overall, participation rates in advisory committees and family engagement opportunities indicate a need to continue expanding outreach efforts to ensure broader representation from underrepresented student groups and families. Feedback also supports continued efforts to increase awareness of available academic, mental health, and intervention supports, particularly for families who may be less connected to school engagement opportunities. Educational partner input reinforced the importance of maintaining strong communication practices, expanding synchronous learning opportunities, and continuing professional development focused on instructional supports, student engagement, and social-emotional well-being.|Based on the analysis of educational partner feedback and local survey data, Sage Oak Charter School will continue implementing and refining practices that support school connectedness, engagement, communication, and student success. The school will maintain its focus on providing rigorous curriculum options, professional development opportunities, and accessible student support systems while continuing to strengthen partnerships with families and students.  To address identified areas of need, the school will expand outreach and communication efforts to increase participation among underrepresented families and educational partners. Sage Oak will continue promoting involvement in advisory groups such as the Parent Advisory Committee (PAC), Student Advisory Committee (STAC), and the recently launched Sage Connections Committee (SCC). In addition, the school plans to implement a Teacher Advisory Committee (TAC) during the 2026–27 school year to further strengthen staff voice and collaboration in school improvement efforts.  The school will also continue enhancing communication regarding available academic, intervention, and social-emotional support services through newsletters, Parent Summits, social media, live trainings, and direct outreach from staff. To support continuous improvement, Sage Oak will maintain ongoing survey opportunities and educational partner feedback processes to monitor school climate, engagement, and support needs throughout the year.  Additionally, Sage Oak will continue expanding synchronous instructional opportunities and professional development designed to support student engagement, grade-level transitions, and instructional effectiveness. The school will also continue refining culturally responsive communication practices, translation supports, and flexible participation options to reduce barriers to engagement and ensure all educational partners have meaningful opportunities to participate in school planning and decision-making processes.|Met||2026-06-18|2026
37754160139386|Excel Academy Charter|6|Annual LCAP Survey Overall Satisfaction Report: Based on 377 student responses (grades 6-12). Student feedback reflects exceptionally strong perceptions of instructional effectiveness and school support systems. Overall, 96% of students report satisfaction with the school, and key indicators of instructional quality remain very high:  99% of survey respondents agree that their teacher is available to speak with them when they need guidance. 93% of survey respondents agree that the curriculum provides challenging grade level instruction and assessment of their academic progress. 89% of survey respondents agree that the curriculum and instruction are engaging and they are able to complete the coursework on time. 100% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed. 97% of survey respondents feel the school does a good job communicating through all forms of communication. 98% of students feel safe and welcome to meet with teachers to discuss academic progress. 83% report knowing at least one adult at school they can talk to for support.  These results indicate a strong instructional program supported by highly positive teacher-student relationships and effective communication systems, and students have a strong sense of safety and belonging.  Social Emotional Learning Student Survey Results - Grades 3-12 - 366 respondents The SEL survey was provided to garner a sense of understanding as to how the students were feeling about themselves and their progress in school. Counselors were able to get a pulse on how the students were feeling to offer necessary support and/or to plan interventions.  84% of students do feel positive energy frequently, which is a strong protective factor. 86% of students are opposed to seeking out counseling support. 92% of students feel consistently safe and cared for with family as the dominant protective anchor. 95% of students feel they have a strong support system with an adult to speak with. 92% of students report they have a friend whom they can be their authentic self with.  Intervention Student Survey Results Intervention program survey results reflect universally positive perceptions of program effectiveness and instructional quality: 100% of survey respondents agree that they are satisfied with teacher communications. 100% of survey respondents agree that students are receiving quality instruction. 100% of survey respondents feel that the provided classes have given their students a sense of belonging.  Qualitative feedback consistently highlights improvements in student academic performance, particularly in reading comprehension, math skills, and student confidence. Additionally, respondents frequently note positive teacher attributes such as patience, clarity of instruction, and supportive classroom environments. These findings suggest that intervention programs are effectively supporting both academic growth and student engagement.|Key Learnings from Data Analysis (Including Student Group Considerations) Survey results and feedback were shared with educational partners through ELAC, SSC, and staff and department meetings, in addition to the EACS newsletters, to review trends in student experience, school climate, and instructional effectiveness. Across data sources, no trends or educational partner input required changes to existing LCAP goals or actions.  Areas of Strength Educational partner feedback reflected high satisfaction with EACS and strong appreciation for staff, instruction, and school supports. Respondents reported positive experiences with teacher communication, responsiveness, instructional quality, and strong perceptions of safety, belonging, and supportive adults.  Key strengths include: • High satisfaction with the school and educational program • Strong teacher communication and accessibility • Positive perceptions of instruction and academic support • Strong sense of safety and belonging • High satisfaction with the WIN (What I Need) intervention program, including reported growth in reading, writing, mathematics, and student confidence • Appreciation for family resources and support  Qualitative feedback consistently highlighted gratitude for staff efforts and recognition of student academic progress.  Identified Needs and Areas for Continued Focus While feedback was highly positive, some families expressed interest in expanded targeted academic support, particularly in reading, writing, and mathematics. This reflects continued interest in strengthening intervention and enrichment opportunities. Social-emotional survey data indicates students generally feel supported and safe but may sometimes experience stress and difficulty with emotional regulation. The school continues monitoring student wellbeing and providing supports through existing systems and staff.  Student Group Considerations/Disaggregation Survey data did not reveal significant differences across student groups requiring changes to LCAP goals or actions. Satisfaction, safety, and perceived support remained consistent. The school continues monitoring outcomes for all student groups, including English Learners, students with disabilities, and other targeted populations to ensure equitable access to academic and social-emotional supports.  Summary Overall, data reflects a positive school environment characterized by strong instructional quality, high satisfaction, and strong systems of support. The most consistent trend was appreciation for EACS staff, programs, and resources. The school will continue building on these strengths while enhancing targeted academic supports and monitoring student social-emotional wellbeing through the WIN program and existing intervention systems.|USE: Changes to Existing Plans, Policies, and Procedures for Continuous Improvement -  EACS is committed to continuous improvement through ongoing analysis of curriculum effectiveness, internal assessment data, and educational partner feedback to ensure all students receive a high-quality education that meets their individual academic and developmental needs. This process includes a comprehensive needs assessment and regular review of student achievement data, instructional practices, and social-emotional learning supports to inform decision-making and refine instructional programs.  Based on current data analysis and identified areas of need, EACS will continue to strengthen its internal assessment system to ensure comprehensive coverage of all core academic areas. The i-Ready assessment system remains an effective tool for measuring student progress in mathematics and reading and for guiding targeted instructional support. However, current data indicates a need to further develop and strengthen the assessment and instruction of student writing skills, as existing systems do not fully capture written expression growth.  To address this need, EACS will have a cohort of administrative personnel and teachers to research, design, and develop an internal writing program during the 2026–27 school year. This collaborative team will focus on creating a structured framework for writing instruction, aligned assessments, and consistent scoring practices to support student growth in written expression across grade levels. The goal is to fully implement an internal writing program in the 2027–28 school year. Once implemented, it will provide a consistent system for measuring student writing proficiency, tracking growth over time, and informing instructional practices and intervention strategies. This initiative is intended to strengthen alignment between instruction, assessment, and student learning outcomes in literacy.  In addition, EACS will continue to use educational partner feedback and internal performance data to guide ongoing improvements in instructional practices and student support systems. Continued focus will be placed on strengthening academic intervention programs, supporting social-emotional development, ensuring equitable access to high-quality instruction and graduation preparedness for all students.  These planned changes reflect EACS’s commitment to data-driven decision-making, continuous improvement, and ensuring that all students are supported in achieving academic success and developing strong foundational skills across all subject areas.|Met||2026-06-18|2026
37754160139451|Pathways Academy Charter School - Adult Education|6|Overall percent of 443 survey participants in agreement with:  99.8% (442) feel safe while working in the school online course environment 98.4% (436) feel a genuine connection with the teacher and that she/he really cares about their success in school 99.3% (440) feel safe and welcome to meet with the teacher to discuss their progress  99.3% (440) feel their input is valued and respected when collaborating with the teacher or school staff and administration 98.2% (426) During counselor or teacher meetings, the teacher inquired about the student's well-being and provided the student with information|Analysis of the local climate survey results indicates that students report a strong sense of safety, connection, and support within the school's online learning environment. A high percentage of students reported feeling safe while participating in the online program and comfortable communicating with teachers regarding academic progress.  Students also reported that their input is valued and respected when interacting with teachers and school staff.  These results reflect a positive and supportive learning environment where students feel connected to staff and comfortable seeking academic guidance and support.  Strong relationships between students and staff contribute to increased engagement and overall student success.  Pathways Academy will continue to monitor climate survey results and maintain practices that promote student well-being, safety, and strong student-staff relationships.|To support continuous improvement in school climate, Pathways Academy will continue to strengthen practices that promote student well-being, safety, and engagement.  Based on survey feedback, Pathways Academy will maintain collaborative efforts among teachers, counselors, and staff to identify students who may need additional academic or social-emotional support.  Staff will continue to monitor student progress and provide targeted assistance, including counseling support, academic guidance, and referrals to community resources when appropriate.    Pathways Academy will continue to expand communication and access to postsecondary opportunities, including Workforce Innovation and Opportunity Act (WIOA) programs to support student transition planning.  Ongoing staff collaboration and professional learning will ensure that teachers remain responsive to student needs and maintain a positive and supportive learning environment.    These actions support the continued development of a safe and supportive school climate that promotes student engagement, connection with staff, and academic success.|Met||2026-06-02|2026
37754166119275|All Tribes Charter|6|The 2025-2026 school year was the first year the CHKS survey was administered at All Tribes. Unfortunately due to the community’s distrust of statewide reporting, we had a low sample with a student response rate of 26% for All Tribes Charter. According to the All Tribes Charter secondary survey, the California Student Wellness Index was recorded to be 92.5. Key data points included: 81% of students agreeing that adults held “High Expectations” for them at school, 29% of students reporting that they feel like they “meaningfully participate at the school”, and 85% of parents that responded claimed they attended a general school meeting. All Tribes staff was perceived by most All Tribes Charter students surveyed to have high expectations of them but only 58% for average school connectedness. Concerning staff, 72% strongly agreed that “This school emphasizes using instructional materials that reflect the culture or ethnicity of its students” which reflects our school’s strong support for the community school focus. From the Social Emotional Health module, there were concerning indicators that were key in understanding the wellbeing of our students, including a 74% average reporting for growth mindset, which was questioned reversely.|From our first year of administering the CHKS survey, the first key learning was that there is a need for emotional support for our students, and that staff desire more professional development to meet the social and emotional needs for students. While students were perceived to have high expectations placed upon them, the capacity for students to have a growth mindset for themselves was in need of assistance. A second key learning exhibited and discussed was that All Tribes contains a positive foundation of wanting and expecting students to succeed with materials that suit their learning. It revealed that the adjustments to curriculum to include more culturally relevant material and ways of learning has been received strongly by staff and students.|While we aim to improve upon building trust for a more representative survey sample in the next few years, there are plans to address the issues and policy concerns presented from the surveys. Recently, we have hired an employee from the community with a behavior technician background to assist student wellbeing and be part of school leadership in supporting students. As part of our weekly meetings, staff will undergo behavioral training that aims to help them support students socially and emotionally.|Met||2026-07-23|2026
37756140000000|Valley Center-Pauma Unified|6|The Valley Center-Pauma Unified School District remains deeply committed to cultivating campus environments where every student, staff member, and family member feels a profound sense of safety and belonging. As a vital component of the annual Local Control and Accountability Plan (LCAP) development process, the district administers a comprehensive local climate survey. This annual assessment is a solid instrument for measuring community perceptions of school safety and connectedness, with the resulting data directly informing the district's strategic goals, targeted actions, and resource allocations. The most recent climate survey findings highlight strong foundations and a shared sense of community across all stakeholder groups. Our parent and guardian community expressed a high level of trust, with 90.93% reporting a strong sense of school connectedness and 85.11% affirming that their children feel safe on campus. Furthermore, 91.26% of families recognize deeply caring adult relationships between staff and students, underscoring the nurturing environment VCPUSD prides itself on maintaining. This positive outlook is well reflected in our dedicated district staff and students. Among educators and support personnel, 82.66% experience a strong sense of school connectedness, 72% feel secure in their work environments, and 91.89 % affirm the strength of caring adult relationships across our sites. Most importantly, our students report high levels of comfort and engagement: 81.87% feel genuinely connected to their school communities, and 85.43% feel safe on campus. Additionally, 79.93% of students explicitly identify having supportive, caring relationships with adults at school. District and site administrators utilize these encouraging metrics to celebrate current successes while continuously refining campus programs, ensuring VCPUSD remains a safe, welcoming, and collaborative space for all.|The most recent local climate data reflect an incredibly encouraging trend across the Valley Center-Pauma Unified School District, highlighted by positive trends in student responses regarding school connectedness, school safety, and caring adult relationships. These positive shifts underscore a deep community-wide understanding of how vital social and emotional well-being is to a student’s academic success. By recognizing the strong correlation between these foundational social-emotional skills and classroom performance, the district is proudly advancing its commitment to supportive, inclusive, and equitable learning environments that naturally foster empathy, understanding, and mutual respect.  This upward momentum is the direct result of a highly collaborative approach, driven by the shared voices and insights of our parents, teachers, students, and community members. In response to constructive feedback aimed at further elevating campus security, VCPUSD is actively focusing on enhancing staff visibility and reinforcing consistent safety measures across all sites. At the same time, families, students, and staff alike have praised the positive impact of our Positive Behavioral Interventions and Supports (PBIS) initiatives. To build on this success, the district is dedicated to expanding clearer, school-wide behavior incentives and resources, creating a predictably positive environment where students feel celebrated and motivated.  Looking ahead, VCPUSD is taking a highly proactive approach to data analysis to ensure every single student thrives. As school sites dive into their specific climate data, the administration is developing pathways to disaggregate these metrics by specific student groups. This intentional step will allow site leaders to identify and precisely address any unique challenges a particular student group might be facing. By blending proactive safety measures, robust social-emotional support, and targeted data analysis, VCPUSD is proudly cultivating a comprehensive, nurturing ecosystem where every student is fully equipped to succeed academically, socially, and emotionally.|The Valley Center-Pauma Unified School District is proudly taking proactive steps to further elevate student care by exploring targeted avenues to seamlessly identify individual needs and deliver timely, personalized supports or interventions at the beginning of the school year. To ensure the success of these initiatives, the district is deeply committed to providing our teachers with ongoing training and robust resources and to continuously strengthening our overall system of care for mental health and social-emotional well-being.  At the heart of this effort is an enduring focus on the Multi-Tiered System of Supports (MTSS) framework at both the school site and district levels. VCPUSD has established thoughtful data-monitoring mechanisms to track student progress and carefully evaluate the impact of our programs, ensuring our interventions and support services are always evolving to best serve our youth. By weaving together targeted staff training and rigorous MTSS alignment, the district confidently anticipates meaningful, positive outcomes for our school communities. Ultimately, these intentional actions are designed to deepen school connectedness, enrich student-adult relationships, and enhance the overall sense of safety on campus, while reducing suspension and chronic absenteeism rates so that every student can thrive.|Met||2026-06-25|2026
37764710000000|SBC - High Tech High|6||||Not Met|||2026
37764710114678|High Tech High Chula Vista|6||||Not Met|||2026
37764710114694|High Tech High North County|6||||Not Met|||2026
37764710119271|High Tech Middle North County|6||||Not Met|||2026
37764710123042|High Tech Middle Chula Vista|6||||Not Met|||2026
37764710123059|High Tech Elementary Chula Vista|6||||Not Met|||2026
37764710127605|High Tech Elementary North County|6||||Not Met|||2026
37764710137067|High Tech High Mesa|6||||Not Met|||2026
37764710138768|High Tech Middle Mesa|6||||Not Met|||2026
37764710138776|High Tech Elementary Mesa|6||||Not Met|||2026
37768510000000|Bonsall Unified|6|Bonsall Unified School District utilizes multiple local climate data sources to monitor school conditions, safety, connectedness, engagement, and educational partner perceptions, including the Annual Community Survey, California Healthy Kids Survey (CHKS), California School Parent Survey (CSPS), and California School Staff Survey (CSSS).  The 2025 Annual Community Survey indicated generally positive perceptions of district schools. Educational partners identified student safety, caring staff, technology access, communication, music programs, and agricultural learning opportunities as district strengths. Areas for growth included aging facilities, campus security, mental health supports, and increased opportunities for student engagement and belonging.  CHKS results indicate positive school climate conditions across the district. At the elementary level, 61% of students reported school connectedness, 88% reported academic motivation, 86% reported positive relationships with caring adults, 89% reported high expectations from adults, and 81% reported feeling safe at school. Additionally, 83% of students reported feeling like they are part of their school community. School boredom decreased from 44% to 33% between 2024 and 2025.  At the secondary level, 59% of students reported school connectedness, 70% reported academic motivation, 84% reported caring adult relationships, 83% reported high expectations, and 69% reported feeling safe at school. Student participation increased from 46% to 53%, while school boredom decreased from 41% to 30%. The percentage of students reporting they feel part of their school increased from 51% to 56%.  Mental health data identified both strengths and needs. Among secondary students, 70% of Grade 7 students and 59% of Grade 9 students reported positive life satisfaction, while 65% of Grade 7 students and 58% of Grade 9 students reported optimism about the future. However, 25% of Grade 7 students and 40% of Grade 9 students reported chronic sadness, and 11% of Grade 7 students and 14% of Grade 9 students reported seriously considering suicide.  Available disaggregated data reveal differences among student groups. At Sullivan Middle School, English Learners reported a suspension rate of 13.3% compared to 3.4% for all students. Students with disabilities reported a suspension rate of 9.2%, while socioeconomically disadvantaged students reported a suspension rate of 4.6%. At the elementary level, students with disabilities reported a suspension rate of 3.1% and chronic absenteeism rate of 15.8%, while socioeconomically disadvantaged students demonstrated higher rates of chronic absenteeism than the overall student population.  Overall, local climate data indicate that most students feel safe, supported, and connected to their schools. The district will continue to strengthen school connectedness, student voice, mental health supports, and equitable outcomes for English Learners, students with disabilities, socioeconomically|Analysis of the district’s local climate data revealed several strengths that support positive learning environments across the Bonsall Unified School District. Educational partners consistently identified strong relationships between students and staff, safe and welcoming schools, access to technology, and valued programs such as music, agriculture, and extracurricular opportunities as key strengths. CHKS results further demonstrated high levels of academic motivation, caring adult relationships, and high expectations at both the elementary and secondary levels. Students generally reported feeling safe at school and connected to their school communities, while parent survey results reflected positive perceptions of communication and opportunities for family engagement.  The data also indicate progress in student engagement and belonging. Secondary students reported increases in meaningful participation and school connectedness, while elementary students reported increases in school connectedness and feeling like they are part of their school community. Reductions in reported school boredom at both the elementary and secondary levels suggest that efforts to create engaging and relevant learning experiences are having a positive impact.  Analysis of mental health and wellness data identified both strengths and areas requiring continued attention. While most students reported positive life satisfaction and optimism, significant percentages of students reported chronic sadness and emotional distress, particularly at the secondary level. These findings reinforce the importance of maintaining and expanding social-emotional learning, counseling services, wellness supports, and opportunities for students to build meaningful relationships and a sense of belonging.  Disaggregated data revealed areas where student groups experience school differently. English Learners and students with disabilities demonstrated higher suspension rates than the overall student population, particularly at the middle school level. Students with disabilities and socioeconomically disadvantaged students also experienced higher rates of chronic absenteeism. These findings highlight the need for continued implementation of targeted attendance interventions, culturally responsive practices, behavioral supports, and inclusive learning environments to ensure all students feel connected and supported.  Educational partner feedback also identified facility conditions, campus security, and mental health services as areas for improvement. Parents, students, and staff expressed a desire for upgraded facilities, enhanced campus supervision, and additional counseling and wellness resources. These themes were consistent across survey responses and align with district priorities focused on creating safe, supportive, and engaging learning environments.|Based on the analysis of local climate survey data, Bonsall Unified School District identified opportunities to strengthen student belonging, engagement, safety, and well-being. In response, the district will continue refining existing systems and implementing actions aligned to its LCAP, Learner Profile, and True North 2030 strategic priorities.  To address areas of need related to school connectedness and meaningful participation, the district will expand opportunities for student voice, leadership, and ownership of learning through student-led conferences, Exhibitions of Learning, and authentic learning experiences connected to community partnerships and real-world applications. These efforts are designed to increase engagement, relevance, and a sense of belonging for all students.  In response to mental health and wellness data, the district will continue strengthening its Multi-Tiered System of Supports (MTSS), counseling services, social-emotional learning, and wellness initiatives. School teams will continue monitoring attendance, behavior, and well-being data to identify students in need of additional support and intervention. Professional learning will remain focused on relationship-centered practices, trauma-informed approaches, and culturally responsive strategies that support the whole learner.  To address disparities identified among student groups, including higher suspension and chronic absenteeism rates for English Learners, students with disabilities, and socioeconomically disadvantaged students, the district will continue implementing targeted attendance supports, restorative practices, behavioral interventions, and ongoing data monitoring. School teams will regularly review student-group data to identify trends, monitor progress, and adjust supports to improve outcomes and equitable access to positive school experiences.  Educational partner feedback also identified facilities, campus safety, and mental health services as areas for continued improvement. The district will continue prioritizing facility upgrades, campus maintenance, and safety improvements through long-range planning and strategic resource allocation. Site administrators will also continue evaluating supervision practices, communication systems, and emergency preparedness procedures to ensure safe and supportive learning environments.  Finally, the district will continue collecting feedback through annual climate surveys, advisory committees, community forums, and educational partner engagement opportunities to monitor progress and inform decision-making. These continuous improvement efforts will help ensure that district programs, services, and resources remain responsive to student, family, staff, and community needs while advancing the district's vision of creating safe, inclusive, and engaging schools where all learners thrive.|Met||2026-06-25|2026
37768516113468|Vivian Banks Charter|6|Vivian Banks Charter School annually reviews local climate data through the 2026 California Healthy Kids Survey (CHKS), the California School Staff Survey (CSSS), educational partner surveys, and other local measures to monitor school climate and identify areas for continuous improvement. Due to the school's small enrollment, student group data are not reported separately in many areas to protect student confidentiality; therefore, climate data are primarily reviewed at the schoolwide level and in conjunction with other local indicators.  The 2025–26 survey results reflect a positive and supportive school environment characterized by strong relationships between students and staff. Staff reported high levels of caring adult relationships (42%), high expectations for students (62%), meaningful student participation (41%), instructional equity (40%), and antibullying climate (40%). Staff also indicated that the school promotes culturally responsive practices, values diversity, and maintains a welcoming environment where students are supported academically and socially. Families are viewed as valued partners, with staff reporting that parents are encouraged to be active participants in their children's education and that family concerns are taken seriously.    The survey also identified areas for continued growth. Lower ratings were reported for student readiness to learn (11%), fairness and rule clarity (14%), respect for diversity (19%), and the overall student learning environment (33%). Staff also identified disruptive student behavior as an area requiring continued attention. These findings align with educational partner input indicating the need to strengthen positive behavior supports, student engagement, and consistent communication regarding school expectations while continuing to foster an inclusive and supportive learning environment.      Vivian Banks Charter School will continue using climate survey results alongside attendance, behavior, academic, and educational partner feedback to guide school improvement efforts. Priority actions include strengthening positive behavior supports, expanding social-emotional learning, increasing culturally responsive practices, enhancing family engagement, and maintaining a safe, welcoming, and inclusive learning environment that supports the success and well-being of every student.|Analysis of the California Healthy Kids Survey (CHKS), local assessment data, attendance, and student performance data indicates that Vivian Banks Charter School provides a positive, supportive learning environment that serves as a strong foundation for student success while identifying continued opportunities to improve academic outcomes. Student survey results reflect that students generally feel safe, connected to adults, and supported at school, reinforcing the school's strength in fostering a positive school climate. These findings align with the school's consistently high attendance rates and individualized instructional approach.   The data also identified important instructional needs. Although students demonstrated growth in reading and third-grade mathematics, overall proficiency in English language arts and mathematics remains an area for continued improvement. Given the school's small enrollment, performance data for individual student groups can fluctuate significantly from year to year; therefore, multiple measures, including local assessments, classroom performance, and progress monitoring data, are used to evaluate trends and inform instructional decisions rather than relying solely on a single assessment.   Disaggregated data and survey responses further highlight the importance of maintaining equitable supports for all students. The school will continue to monitor outcomes for student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities, to ensure interventions are responsive to identified needs. Key strengths include strong relationships between students and staff, a culturally responsive learning environment, personalized instruction, and high levels of student engagement. Areas for continued growth include increasing academic achievement in literacy and mathematics, strengthening targeted intervention systems, using frequent progress monitoring to accelerate learning, and maintaining fiscal and organizational stability to sustain high-quality educational services. These findings will guide continuous improvement efforts and inform future planning to improve outcomes for all students.|Based on the analysis of local assessment data, educational partner feedback, and the Annual Performance Progress Report, Vivian Banks Charter School has identified several actions to strengthen continuous improvement efforts. The school will implement a formal academic improvement plan that includes targeted interventions in English language arts and mathematics, with a particular emphasis on improving mathematics achievement and increasing proficiency in grades four and five. The plan includes regular progress monitoring, data review cycles, measurable student achievement goals, and ongoing analysis of formative assessment data to guide instructional adjustments.  To strengthen Tier I instruction, the district will continue providing professional learning in mathematics, writing, and TK–2 early literacy grounded in the Science of Reading and structured literacy practices. These efforts are intended to improve instructional consistency, accelerate student learning, and build teacher capacity to respond to identified learning needs.  To support continuous improvement, district and site leadership will maintain ongoing oversight through regular data reviews, implementation monitoring, and collaborative planning with school staff. These revisions are designed to ensure that instructional, operational, and governance decisions remain responsive to student outcomes while supporting the long-term success and renewal of Vivian Banks Charter School.|Met||2026-05-08|2026
37770990136077|Altus Schools East County|6||||Not Met|||2026
37771070136473|Altus Schools South Bay|6||||Not Met|||2026
37771560000000|SBE - Vista Springs Charter|6||||Not Met|||2026
37771560137323|Vista Springs Charter|6|"During the 2025-26 school year, 2,705 student surveys were submitted across the entire Springs Charter School network, spanning all grade levels from TK through 12th grade. This high level of participation ensures that the data is a valid representation of our diverse student body. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (92% agreement) and ""Adults make it clear to students that bullying is not okay"" (89% agreement). Conversely, the items with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement) and ""I get chances to help decide on school activities or rules"" (46% agreement). These results are largely consistent with trends from the previous year, though English Learners (EL) reported a strong 76% positive rating overall."|On average, students responded positively to climate questions 74% of the time, a steady increase from 73% in 2025 and 71% in 2024. A significant area of strength is the performance of our most vulnerable student groups; homeless students (80% positive) and English Learners (76% positive) both scored above the network average. By grade span, TK-5th graders lead with 77% satisfaction. While Middle School remains the lowest-performing span at 71%, this represents a notable 4-percentage-point increase from last year’s 67%.   The consistency across other subgroups, such as students with IEPs (73%) and socioeconomically disadvantaged students (75%) indicates that our universal supports are reaching students equitably.|"Staff continue participating in restorative practice training as leadership develops a database of alternative discipline options and increases training on policies and documentation.  The school has strengthened its commitment to English Learner (EL) students by increasing dedicated staffing. These specialists facilitate expanded professional development for educators and foster frequent communication with parents to enhance the EL educational experience.  School leaders are also expanding mental health resources and the ""train the trainer"" behavior management model. Staff will utilize Branching Minds to document and communicate MTSS progress.  Branching Minds includes resources to address issues and share with families.   To further improve student agency, which received 44% and 46% ratings, students will now lead their own progress conferences and tuning meetings. This initiative grants students greater autonomy to demonstrate progress and responsible decision-making."|Met||2026-06-11|2026
37771640000000|SBE - College Preparatory Middle|6||||Not Met|||2026
37771640137356|College Preparatory Middle|6|"74% of our students feel they have learned the skills to take on academic challenges and not give up easily. 76% of our students report that they are learning and gaining study skills and  84% have future plans for attending college (Data: Student Survey May 2026). 88% of students report that they feel safe on campus (Data: Student Survey May 2026); an increase of 14% from the previous year.  92% of parents say they feel welcomed on campus, 89% of our parents say they feel a sense of ""connectedness"" to our campus, and 89% of parents feel that their child feels safe at CPMS (Data: Parent Survey Feb 2026).  We are very pleased to see the 14% increase in students reporting that they are feeling safe on campus!"|In response to our 2024 survey results, we Implemented changes to our SEL curriculum to incorporate more activities that promote connectedness and belonging.  This year's survey shows in increase in this area (88% of students feel they are safe on campus and 66% feel like there is a staff member they can go to for support). (Data: May 2026 Student Survey)  While we are encouraged by these results, we will continue to work toward more growth in these areas.|As described above, we will continue the work we started this year by implementing more initiatives to increase students' feelings of connectedness and belonging.  Our counselors will offer more opportunities for students to work on social skills and developing friendships, as well as managing conflict resolution through small groups.  Our student government will work closely with our PTSA to coordinate activities for both students and families to connect with each other in and out of school.  Teachers will receive support so they can continue to focus on connection building activities each morning in their Tiger's Den class. Collecting data more often throughout the year to check in on this goal and identify areas of need will be a priority as we work toward growth in this area.|Met||2026-06-09|2026
37771720000000|SBE - Baypoint Preparatory Academy San Diego|6||||Not Met|||2026
37771720138099|Baypoint Preparatory Academy - San Diego|6|To ensure BPA-SD elicited substantial representation and meaningful engagement, students were consulted through various communication methods, including surveys and both on-site and virtual ESWED meetings. Students overwhelmingly reported positive experiences, with 90-100% expressing satisfaction in safety, encouragement, student connectedness, diversity, and academics. They recognized efforts to enhance effective student conflict resolution practices, student activities, school events, and continuing academic support in all subjects. Students were involved in resolving school life problems, promoting student development, and working together to create a healthy school environment. They were informed about the 20224-25 progress and encouraged to provide feedback, suggestions, and ideas for modifying actions to achieve the BPA SD goals. Collaboration among educational partners was instrumental in identifying and addressing areas of need, with all suggestions prioritized and organized into actionable steps. The process concluded in final remarks presented at the Governing Board meeting, ensuring a comprehensive and inclusive approach to addressing school priorities. BPA-SD is committed to providing students and staff with a safe environment in which to learn/work and keep all educational partners trained and well informed about safety improvement/practices: -practice safety drills -enhance security measures by implementing an automated locking system to regulate access to the school building ensure doors are securely locked and monitored throughout the school hours for added safety use of security cameras to monitor the school require staff to wear badges with photo IDs enforce student dress code use of random sweeps for prohibited items (listed in the student/parent handbook) periodic campus security risk assessments build student teacher/staff relationships for social-emotional wellness Construction of the BPA-SD campus began in spring 2020, with the completion of classrooms and support rooms achieved by September 2022. To fully maximize the potential of the facility, BPA-SD is currently undergoing construction to finalize all necessary public improvements and develop designated areas for sports and event activities.|BPA-SD prioritizes the maintenance of a safe and conducive learning environment through comprehensive facility management and safety measures. BPA-SD ensures a clean and safe learning environment through regular cleaning services and adherence to safety protocols. The school's commitment to safety is evident in its implementation of various security measures, including safety drills, controlled access to the school building, and the use of security cameras to monitor the campus. Additionally, staff are required to wear badges with photo IDs, and the enforcement of student dress codes contributes to maintaining a safe and orderly school environment. When suspected/informed, the school conducts sweeps for prohibited items listed in the student/parent handbook, further enhancing safety and security on campus. Regular campus security risk assessments enable the school to identify potential vulnerabilities and implement appropriate measures to mitigate risks effectively. Construction efforts to optimize the facility reflect the school's commitment to providing students and staff with modern and functional learning spaces. Ongoing construction reflects a commitment to optimizing the facility for educational and extracurricular activities, contributing to a positive school experience. BPA SD is committed to providing students and staff with a safe environment in which to learn/work and keep all educational partners trained and well informed about safety improvement/practices: -practice safety drills enhance security measures: an automated locking system to regulate access to the school building -ensure doors are securely locked and monitored throughout the school hours for added safety -use of security cameras to monitor the school -require staff to wear badges with photo IDs -enforce student dress code -use of random sweeps for prohibited items (listed in the student/parent handbook) -periodic campus security risk assessments -build student-teacher/staff relationships for social-emotional wellness.|All educational partners collaborated to identify and address areas of need, with their suggestions prioritized and organized into actionable steps. This inclusive process ensured meaningful engagement, comprehensive strategic planning, and accountability while adhering to state and local indicators to effectively serve the needs of BPA-SD's diverse student population, including the most vulnerable students. The educational partners’ feedback, combined with academic data, was essential throughout the process as it allowed for a systematic and organized way to consolidate information and analyze effectiveness, perceptions, and areas of greatest need. As a result, BPA-SD educational partners became more confident and actively engaged with BPA-SD leadership and more informed about the needs of their students and the direction of the educational program for the 2026-27 academic year.|Met||2026-06-10|2026
38103890000000|San Francisco County Office of Education|6|In accordance with CDE requirements, SFUSD administers an annual survey that measures social-emotional learning skills in students and school culture-climate as perceived by students (gr 4-12), parents/guardians, and staff. The survey, designed by Panorama Education, includes three culture-climate constructs: Climate of Support for Academic Learning, Sense of Belonging/School Connectedness, and Safety. In 2025-26 85 percent of elementary students and 75 percent of secondary students completed the survey.  The survey results for Elementary students were very similar to those in 2024-25. The Culture-Climate results followed a similar pattern: a 1-point decrease in one domain, Safety, which dropped to 64%, and no change for the other domains, which include Climate of Support for Academic Learning (78%) and Sense of Belonging (73%).   For secondary students there was a year-over-year increase for every Culture Climate domain: the score for Climate of Support for Academic Learning increased one point, to 90%, while Safety increased two points, to 74%, and Sense of Belonging increased three points, to 83%.|It is critically important that students feel a sense of safety at school, and survey results indicate that this is the weakest area for SFUSD. While 64% of elementary students felt safe overall, there were 28 elementary and K-8 schools where less than 60% of students indicated a sense of safety. These schools have large concentrations of historically marginalized student groups, including focal student groups.  At the secondary level (grades 6-12), 74 percent of students reported feeling safe in schools, but among middle schools specifically,  the percentage of students reporting that they feel safe at school ranged from 51% to 73%, indicating there is much more to be done to improve school climate in the middle grades.|The data indicate that school wellness centers in secondary schools and coordinated care teams anchored by a school social worker in every school should be sustained, as planned. We will ensure coordinated care teams reflect on the survey data on school safety and build their plans based on the findings.|Met||2026-06-23|2026
38684780000000|San Francisco Unified|6|In accordance with CDE requirements, SFUSD administers an annual survey that measures social-emotional learning skills in students and school culture-climate as perceived by students (gr 4-12), parents/guardians, and staff. The survey, designed by Panorama Education, includes three culture-climate constructs: Climate of Support for Academic Learning, Sense of Belonging/School Connectedness, and Safety. In 2025-26 85 percent of elementary students and 75 percent of secondary students completed the survey. The survey results for Elementary students were very similar to those in 2024-25. The Culture- Climate results followed a similar pattern: a 1-point decrease in one domain, Safety, which dropped to 64%, and no change for the other domains, which include Climate of Support for Academic Learning (78%) and Sense of Belonging (73%). For secondary students there was a year-over-year increase for every Culture Climate domain: the score for Climate of Support for Academic Learning increased one point, to 90%, while Safety increased two points, to 74%, and Sense of Belonging increased three points, to 83%.|It is vital that students feel a sense of safety at school, and survey results indicate that this is the weakest area for SFUSD. While 64% of elementary students felt safe overall, there were 28 elementary and K-8 schools where less than 60% of students indicated a sense of safety. These schools have large concentrations of historically marginalized student groups, including focal student groups. At the secondary level (grades 6-12), 74 percent of students reported feeling safe in schools, but among middle schools specifically, the percentage of students reporting that they feel safe at school ranged from 51% to 73%, indicating there is much more to be done to improve school climate in the middle grades.|The data indicate that school wellness centers in secondary schools and coordinated care teams anchored by a school social worker in every school should be sustained, as planned. We will ensure coordinated care teams reflect on the survey data on school safety and build their plans based on the findings.|Met||2026-06-23|2026
38684780101337|KIPP Bayview Academy|6|95% of KIPP families positively indicated that teachers have built strong relationships with their child. 80% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
38684780101352|KIPP San Francisco Bay Academy|6|84% of KIPP families positively indicated that teachers have built strong relationships with their child.  76% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
38684780101774|Five Keys Charter (SF Sheriff's)|6|"Five Keys administered a local Student Climate Survey in spring 2026, collecting 109 responses across Northern California (54%) and Southern California (44%) sites. The survey was available in English and Spanish; approximately one-third of responses were completed in Spanish. Respondents were predominantly female (71%), with 61% identifying as Hispanic/Latinx, 11% as Black or African American, and 8% as White. Seventeen percent reported living in unstable or temporary housing, and 22% had been enrolled for three months or less at the time of the survey. Overall climate scores are strong. Ninety-one percent of students reported feeling ""safe"" or ""very safe"" at school. All ten school climate items — including feeling happy at Five Keys, feeling like a part of the school, and being treated fairly by teachers and staff — received 91–100% positive ratings. Ninety-four percent reported having a staff member who ""really cares"" about them, and 96% reported staff who tell them when they do a good job. Disaggregated findings reveal areas warranting attention. On the item ""I have been disrespected or mistreated by a staff member because of my race, ethnicity, or nationality,"" 16% of respondents overall affirmed the statement — including 16% of Hispanic/Latinx students and 17% of Black/African American students. Separately, 16% of all respondents reported experiencing inter-group tension at school. Spanish-speaking students reported lower rates of feeling safe (82%) compared to English speakers (97%), a 15-percentage-point gap that will be monitored in the 2026–27 cycle. Safety ratings also vary by enrollment tenure: students enrolled 0–3 months reported safe/very safe at 81%, compared to 100% among students enrolled 6–12 months, suggesting an onboarding equity gap. Student voice and agency items reflect the largest growth area. While 80% of students report doing interesting activities in class, only 41% feel they help decide class activities or rules, and 44% feel they have a say in how things work at Five Keys — a 36–39 point gap relative to relational support scores. Awareness of LGBTQIA+ resources (56%) and childcare support (56%) are the lowest-scoring resource navigation items, compared to 86% for computer access. Open-ended responses (14 items, ~750 substantive responses) surfaced five themes: flexibility and self-paced learning as the primary driver of enrollment and persistence; teachers as a central source of emotional and academic support; a desire for stronger peer connection and community events; frustration with standardized credit hour requirements that do not account for student life complexity; and requests for dedicated counseling and post-graduation navigation support distinct from instructional staff."|Analysis of the 2026 Student Climate Survey yields the following key learnings across identified strengths and priority need areas. STRENGTHS The quality of student-teacher relationships is Five Keys' most consistent and consequential finding. Ninety-four to ninety-six percent of students report having a staff member who cares about them, recognizes their work, and believes in their success. Open-ended responses corroborate these scores with specificity: students name individual teachers as the reason they did not quit, describing support received during family crises, housing loss, and recovery. This relational strength is the clearest driver of persistence for a population for whom prior school experiences were often marked by exclusion. School climate and belonging scores are high across student groups. All ten climate items — safety, fairness, belonging, happiness — received 91–100% positive ratings overall, with no subgroup falling below 81% on any item. Students experiencing housing instability reported belonging and staff care at rates equal to those in stable housing (94% each), indicating relational supports are reaching highest-need students. Safety and belonging scores strengthen with tenure, suggesting the program builds and sustains trust over time. Academic engagement is also a strength. Ninety-nine to one hundred percent of students report trying hard, and 98% report teachers connecting lessons to real life. Eighty-eight percent express interest in attending college, including students managing the most complex life circumstances. IDENTIFIED NEEDS The most pronounced gap is in student voice and agency. Fewer than half of students feel they help decide class activities (41%) or have a say in how Five Keys operates (44%) — a 36–39 point gap relative to relational support scores. This pattern is systemwide rather than concentrated in any subgroup. Open-ended responses reinforce it, with students requesting peer interaction, recognition programs, and co-created learning. Strengthening student agency is the most significant lever for improving persistence and post-secondary readiness. Racial climate requires targeted attention. Sixteen percent of respondents — including 16% of Hispanic/Latinx and 17% of Black/African American students — affirmed being mistreated by staff due to race or ethnicity, and 16% reported inter-group peer tension. Open-ended data included a specific account of anti-Black bias dismissed by staff. These findings require direct professional development and programmatic responses. Spanish-speaking students report feeling safe at a 15-point lower rate than English speakers (82% vs. 97%) and show lower resource awareness across multiple categories, indicating unmet language access needs. Students in their first three months report the lowest safety scores (81% vs. 100% at 6–12 months), identifying early onboarding as a priority intervention window.|Increase: Counseling Services: The need for more comprehensive counseling services was identified in both the staff and student climate surveys. Increasing counseling services, through additional staff and a revision of how services are provided, will allow Five Keys to ensure that the needs of students are better met while freeing up teachers to lean more into instruction and more academic based support. Revise: Progress Monitoring: Students shared that the requirement of earning 1 credit a week is too stringent and doesn’t reflect where students are at in their lives.  However, this requirement ensures that students are meeting the minimum requirements as set by the state for independent studies students.  Rather than change the requirement, we need to address how it's communicated, supported, and structured around real barriers.  The progress monitoring action is being revised to focus on the development and implementation of a structured Student Success Planning process at enrollment and at each credit milestone, in which students and their teacher and/or counselor collaboratively identify scheduling strategies, barriers, and individualized weekly engagement plans, while maintaining the 20-hour/1-credit-per-week standard. Teacher and staff will be provided with tools and talking points to proactively communicate credit requirements, the reasoning behind them, and available supports before students fall behind. Additionally, the orientation packet and the student handbook will be revised to more clearly define the requirements for students, to help facilitate these conversations. Add: Recognition & Celebration of Progress: Students explicitly requested more visible celebrations.  They mentioned: student of the month, graduation events, prom, and acknowledgment of milestones. Staff data showed declining enthusiasm scores, particularly among mid-tenure employees, with open-ended comments pointing to feeling invisible and undervalued by the institution. Both groups want the organization to see and name their progress. An action has been included to specifically address celebrating student process across the school while giving local sites the ability to implement in a way that works for their needs and student population.|Met||2026-06-30|2026
38684780107300|City Arts & Leadership Academy|6|The Fall 2025 Student Climate Survey shows that most students feel a strong sense of belonging and connection to adults, with low concerns about violence and online bullying. However, slightly less than half of students reported feeling respected by their peers, with just 45% feeling confident in completing their work. Among African American students, feelings of belonging (50%), respect (19%), and adult connection (38%) were notably lower. These findings suggest a mostly supportive school climate, with opportunities for improving equity and student connection—especially among African American students.|There are bright spots in the data, including the majority of students feeling connected and feeling that they belong. There are also areas of concern, specifically that the ratings from African-American students are significantly lower in these areas. The sample size is low, but it was still an indicator that Black students felt less connected and less of a sense of belonging.|This did change existing plans. As a result of this data, we created a strong African-American Academic Success Goal for Semester 2 to better support students. This included identifying the strengths and areas of improvement for students identifying as African American, and creating a plan of intervention to implement. This has led to stronger academic outcomes, and we will have updated sense of belonging data soon as well.|Met||2026-06-04|2026
38684780118141|Five Keys Independence HS (SF Sheriff's)|6|"Five Keys administered a local Student Climate Survey in spring 2026, collecting 109 responses across Northern California (54%) and Southern California (44%) sites. The survey was available in English and Spanish; approximately one-third of responses were completed in Spanish. Respondents were predominantly female (71%), with 61% identifying as Hispanic/Latinx, 11% as Black or African American, and 8% as White. Seventeen percent reported living in unstable or temporary housing, and 22% had been enrolled for three months or less at the time of the survey. Overall climate scores are strong. Ninety-one percent of students reported feeling ""safe"" or ""very safe"" at school. All ten school climate items — including feeling happy at Five Keys, feeling like a part of the school, and being treated fairly by teachers and staff — received 91–100% positive ratings. Ninety-four percent reported having a staff member who ""really cares"" about them, and 96% reported staff who tell them when they do a good job. Disaggregated findings reveal areas warranting attention. On the item ""I have been disrespected or mistreated by a staff member because of my race, ethnicity, or nationality,"" 16% of respondents overall affirmed the statement — including 16% of Hispanic/Latinx students and 17% of Black/African American students. Separately, 16% of all respondents reported experiencing inter-group tension at school. Spanish-speaking students reported lower rates of feeling safe (82%) compared to English speakers (97%), a 15-percentage-point gap that will be monitored in the 2026–27 cycle. Safety ratings also vary by enrollment tenure: students enrolled 0–3 months reported safe/very safe at 81%, compared to 100% among students enrolled 6–12 months, suggesting an onboarding equity gap. Student voice and agency items reflect the largest growth area. While 80% of students report doing interesting activities in class, only 41% feel they help decide class activities or rules, and 44% feel they have a say in how things work at Five Keys — a 36–39 point gap relative to relational support scores. Awareness of LGBTQIA+ resources (56%) and childcare support (56%) are the lowest-scoring resource navigation items, compared to 86% for computer access. Open-ended responses (14 items, ~750 substantive responses) surfaced five themes: flexibility and self-paced learning as the primary driver of enrollment and persistence; teachers as a central source of emotional and academic support; a desire for stronger peer connection and community events; frustration with standardized credit hour requirements that do not account for student life complexity; and requests for dedicated counseling and post-graduation navigation support distinct from instructional staff."|TRENGTHS The quality of student-teacher relationships is Five Keys' most consistent and consequential finding. Ninety-four to ninety-six percent of students report having a staff member who cares about them, recognizes their work, and believes in their success. Open-ended responses corroborate these scores with specificity: students name individual teachers as the reason they did not quit, describing support received during family crises, housing loss, and recovery. This relational strength is the clearest driver of persistence for a population for whom prior school experiences were often marked by exclusion. School climate and belonging scores are high across student groups. All ten climate items — safety, fairness, belonging, happiness — received 91–100% positive ratings overall, with no subgroup falling below 81% on any item. Students experiencing housing instability reported belonging and staff care at rates equal to those in stable housing (94% each), indicating relational supports are reaching highest-need students. Safety and belonging scores strengthen with tenure, suggesting the program builds and sustains trust over time. Academic engagement is also a strength. Ninety-nine to one hundred percent of students report trying hard, and 98% report teachers connecting lessons to real life. Eighty-eight percent express interest in attending college, including students managing the most complex life circumstances. IDENTIFIED NEEDS The most pronounced gap is in student voice and agency. Fewer than half of students feel they help decide class activities (41%) or have a say in how Five Keys operates (44%) — a 36–39 point gap relative to relational support scores. This pattern is systemwide rather than concentrated in any subgroup. Open-ended responses reinforce it, with students requesting peer interaction, recognition programs, and co-created learning. Strengthening student agency is the most significant lever for improving persistence and post-secondary readiness. Racial climate requires targeted attention. Sixteen percent of respondents — including 16% of Hispanic/Latinx and 17% of Black/African American students — affirmed being mistreated by staff due to race or ethnicity, and 16% reported inter-group peer tension. Open-ended data included a specific account of anti-Black bias dismissed by staff. These findings require direct professional development and programmatic responses. Spanish-speaking students report feeling safe at a 15-point lower rate than English speakers (82% vs. 97%) and show lower resource awareness across multiple categories, indicating unmet language access needs. Students in their first three months report the lowest safety scores (81% vs. 100% at 6–12 months), identifying early onboarding as a priority intervention window.|Increase: Counseling Services: The need for more comprehensive counseling services was identified in both the staff and student climate surveys. Increasing counseling services, through additional staff and a revision of how services are provided, will allow Five Keys to ensure that the needs of students are better met while freeing up teachers to lean more into instruction and more academic based support. Revise: Progress Monitoring: Students shared that the requirement of earning 1 credit a week is too stringent and doesn’t reflect where students are at in their lives.  However, this requirement ensures that students are meeting the minimum requirements as set by the state for independent studies students.  Rather than change the requirement, we need to address how it's communicated, supported, and structured around real barriers.  The progress monitoring action is being revised to focus on the development and implementation of a structured Student Success Planning process at enrollment and at each credit milestone, in which students and their teacher and/or counselor collaboratively identify scheduling strategies, barriers, and individualized weekly engagement plans, while maintaining the 20-hour/1-credit-per-week standard. Teacher and staff will be provided with tools and talking points to proactively communicate credit requirements, the reasoning behind them, and available supports before students fall behind. Additionally, the orientation packet and the student handbook will be revised to more clearly define the requirements for students, to help facilitate these conversations. Add: Recognition & Celebration of Progress: Students explicitly requested more visible celebrations.  They mentioned: student of the month, graduation events, prom, and acknowledgment of milestones. Staff data showed declining enthusiasm scores, particularly among mid-tenure employees, with open-ended comments pointing to feeling invisible and undervalued by the institution. Both groups want the organization to see and name their progress. An action has been included to specifically address celebrating student process across the school while giving local sites the ability to implement in a way that works for their needs and student population.|Met||2026-06-30|2026
38684780123265|Gateway Middle|6|At both Gateway High School and Gateway Middle School we conduct annual school climate surveys; this year we shifted to using a School Climate and Culture Survey through Panorama Education.  At Gateway Middle School we administered student surveys to students in grades 6-8.  GMS staff and leadership reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of caring relationships, school safety, and school connectedness.   The following is a snapshot of the results of the 2025-2026 Culture and Climate survey:  ?	86% of GMS students report that they have caring relationships in school. ?	87% of GMS students report that they feel like they belong at school. ?	85% of  GMS students report that they feel safe at school  Each of these results represent increases in positivity ratings from last school year.|Based on the data, we see that a high percentage of Gateway Middle School students report that they have caring relationships and that staff care and have high expectations of them.  Most students report feeling safe at school.  While the percentage of students reporting that they feel connected to school increased from last year, increasing students' sense of belonging and connectedness at school is a continued area for growth. This is an area of focus for all students, and the school has a specific focus on improving belonging and connectedness for Black/African American students and students with IEPs.|Based on the analysis of data and focus on increasing students' sense of belonging and connectedness at school, we plan to focus on continuing to develop the following: ?	continuing to improve advisory curriculum and practices to build culture and community and provide opportunities for social-emotional skill development  ?	professional development and support for staff to foster belonging and community in Advisory and classrooms, using Advisory SEL curriculum and practices ?	opportunities for student leadership (e.g. student council, WEB leaders) ?	increased opportunities for student participation in school spirit and community (e.g. assemblies, competitions, awards, sports, dances, cultural events) ?	partnership programming through community partners that offer programs, mentorship, and trusted adults during the school day ?	student focus groups to inform continuous improvement, including listening sessions with focal student groups (e.g. Black students and students with IEPs)|Met||2026-05-20|2026
38684780123505|Mission Preparatory|6||||Not Met|||2026
38684780127530|KIPP San Francisco College Preparatory|6|97% of KIPP families positively indicated that teachers have built strong relationships with their child. 78% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
38684783830429|Life Learning Academy Charter|6|We administered the Annual DCYF Workforce and Educational program participant survey as our annual climate survey.  71% of our students would recommend our program to a friend with 27% responding neutral to the prompt. 90% percent of students positively responded that they feel safe while at LLA. Students positively identified that the program at LLA helped them learn how to get the help they need to succeed, worked well with others, were better equipped to handle problems and challenges, they have clearer goals for the future, and a positive outlook on their future.   Students responded positively when talking about their relationship with the staff.  They felt strongly that program staff promotes respect for diversity, that they care about the students, believe that they will become a success, encourage them to work hard, and that they make them feel comfortable enough to share their cultural background and other aspects of their identity. While there was an improvement from the previous year, a relative area of growth is student perception about staff understanding what their life is like outside of the program. Only 39% of students responded positively, 25% responded neutrally, and 6% were unsure. We ask some questions to assess students' perceptions of inclusion in our community, knowing their academic skills and interests, and knowing what it takes to hold a job. 84% students responded that they know what it takes to hold a job, 64% can identify their academic skills. 52% responded that they feel like they belong and 43% students responded neutrally. Students attending  LLA the longest report the highest ratings across almost all categories, and in particular their satisfaction ratings for how LLA helps them to make plans in education/training, and career.|Through our ongoing data analysis, we have examined student subgroups and trends over the years. By looking at our subgroup data, we found no discernible patterns across gender. We did find that overwhelmingly students receiving therapy and living in the dorm responded more favorably than those who didn't. Additionally, we observed another positive trend for students who attended for more than one year. They responded much more favorably than new students regarding our school climate, showing that, with time, student perceptions of our school culture and climate have improved.  The majority of students are responding positively on all school climate indicators, with safety being the highest rated category. However, we did see a comparatively high percentage of students responding neutrally to the following climate prompts:  I feel like I belong here, I feel like my ideas matter, and program staff are fair to me. We want to dig deeper into what is behind those neutral responses and utilize our student leaders to help us collect more data and insight into this area.|We are committed to strengthening our school climate by actively investing in student leadership as a catalyst for positive change. As part of our effort to build a shared decision-making culture, we will continue to elevate student voice and agency across campus. This includes expanding opportunities for leadership development through our Student Council, Student Advisory Committee, Peer Mediation Program, and Student Tour Leadership initiatives and Generation Citizen. In addition, we will enhance communication around school policies, programs, and available support to foster greater transparency, a stronger sense of belonging, and increased perceptions of fairness among students at LLA.|Met||2026-06-23|2026
38684783830437|Gateway High|6|At Gateway High School we conduct annual school climate surveys; this year we shifted to using a School Climate and Culture Survey through Panorama Education.  At Gateway High School we administered student surveys to students in grades 9-12.  GHS staff and leadership review the results as a whole and also with particular attention paid to questions related to student perceptions of caring relationships, school safety, and school connectedness.  The following is a snapshot of the results of the 2025-2026 Culture and Climate survey:  ?	89% of GHS students report that they have caring relationships and can access support in school. ?	91% of GHS students report that they feel like they belong at school. ?	91% of  GHS students report that they feel safe at school  Each of these results represent increases in positivity ratings from last school year.|Based on the data, we see that a high percentage of Gateway High School students report that they have caring relationships and that staff care and have high expectations of them.  Most students report feeling safe at school.  We continue to focus on increasing students' sense of belonging and connectedness at school.  This is an area of focus for all students, and the school continues to have a specific focus on improving belonging and connectedness for Black/African American students and students with IEPs.|Based on the analysis of data and focus on increasing students' sense of belonging and connectedness at school, we plan to focus on continuing to develop the following: ?	opportunities for student leadership  ?	student affinity clubs and spaces.  We have many affinity clubs and students report that these spaces increase their connection to school. ?	support for staff to foster belonging and community in Advisory and classrooms ?	sports and extracurricular opportunities, which build connections  ?	partnership programming through community partners that offer programs, mentorship, and trusted adults during the school day ?	continue student focus groups to inform continuous improvement, including listening sessions with focal student groups (e.g. Black student focus groups)|Met||2026-05-20|2026
38684786040935|Thomas Edison Charter Academy|6|An online survey was completed in class by 4th- 8th graders at TECA in Spring 2026. Students provided feedback on their experiences as students at TECA. The survey was anonymous and completed by any students in attendance during the assigned class session.  Results show that students’ overall perception of their academic development and the school’s support of them is positive. Most TECA students (82%) perceive what they learn at TECA as meaningful, a slight decrease from last year (-1%), more heavily reflected in 7th and 5th grades. Just about all (99%, +9% last year) students said they have friends at school, the few who do not are all latina girls. 88% (-6%) expressed they can express their creativity at school, and 88% (+2%) said there is an adult at school who believes they will be a success. Less students feel a connection to an adult when it comes to non-academic problems (73%, +3%), the majority of which were boys. Most students indicated they feel safe in their neighborhood (94%, +1 last year) and at school (92%, +6% last year) which continues to improve each year. Those who do not are mostly latino males in 5th and 6th grades. The number of students feeling safe emotionally (82%) at school has decreased (by 5%) since the last survey administered.|The data above demonstrate that our students have a solid support network at school and enjoy being at TECA which keeps them wanting to come to class. The safety data tells us that we have had success in ensuring that students know that school is a safe place for students by the steps we have taken this year. It is important to consider the improvement in emotional safety at school improvement when planning for SEL and student supports next school year. We must examine and consider our males of color, as they are those who are reporting feeling less safe in school, physically or emotionally. With regards to emotional support, our African American students are disproportionately showing less degree of emotional safety. Additionally, we continue to see that increased absences are often due to mental health needs, so chronic absenteeism prevention efforts will be heavily focused on this type of support.|TECA administration uses survey data to support the planning process each year to identify needs and programming gaps. As a result of data such as this, continued development of our Wellness Center continues to be a top priority this coming school year. TECA uses this center to support relationship building and problem solving with students and families to strengthen our relationships. Our increased staff of 2 counselors and a Restorative Justice Coordinator partner with community organizations to increase their resource toolbox to best support our students and their families. They also review our programming to support students in smaller social groups daily and develop programming each month to focus on themes like college-going culture, family culture, etc. Finally, the implementation of Positive Behavior Intervention Support (PBIS) will continue to further enhance this schoolwide program to better support students and staff.|Met||2026-06-15|2026
38684786112601|Creative Arts Charter|6|The most recent available school climate data comes from the 2024–25 California Healthy Kids Survey (CHKS) and parent survey results. Student survey results indicated that 88.8% of students responded positively to school connectedness and 93.2% responded positively to school safety. Parent survey results indicated that 79.6% of families responded positively to school connectedness and 75.9% responded positively to school safety. These results reflect a positive school climate characterized by strong relationships, a sense of belonging, and a safe learning environment for students. The school continues to monitor school climate through annual student, family, and staff surveys to better understand the experiences of all educational partners and identify opportunities for continuous improvement. The 2025–26 California Healthy Kids Survey was administered in May 2026; however, survey results were not available at the time this report was prepared and therefore could not be included in this analysis. The school will review and utilize the results to inform future planning and continuous improvement efforts once they become available.|Analysis of the available school climate data indicates that Creative Arts Charter School continues to foster a positive, inclusive, and supportive learning environment. Student and family survey results reflect strong perceptions of school connectedness and safety, suggesting that students feel welcomed, valued, and supported by staff and peers. Family survey results further reinforce these strengths, with families reporting high levels of belonging, inclusion, and confidence in the school's ability to support students. Families consistently describe the school community as welcoming and appreciate the strong relationships that exist among students, staff, and families. At the same time, educational partner feedback highlights opportunities to continue strengthening student supports, family engagement, and communication regarding available academic, behavioral, and social-emotional resources. The school remains committed to building on its strengths while continuing to ensure that all students and families experience a strong sense of belonging, safety, and support.|Based on available school climate data and educational partner feedback, Creative Arts Charter School will continue to invest in strategies that promote student belonging, safety, well-being, and academic success. To strengthen support for students, the school will continue providing academic intervention opportunities, including afterschool tutoring and targeted support for students who require additional assistance. The school will also continue offering advanced learning opportunities, including access to Algebra 1 coursework and teacher support for students seeking additional academic challenge. To further support positive school climate and student well-being, CACS will continue strengthening behavioral and social-emotional supports through collaboration among classroom teachers, afterschool staff, the Wellness Team, and student support personnel. The school will also continue refining communication systems and family outreach efforts to ensure families have timely access to information and opportunities for engagement. Additionally, the Director of Inclusion and Student Services will continue supporting efforts to strengthen coordination among academic, behavioral, wellness, and special education services, ensuring that students and families receive responsive and equitable support. These efforts reflect the school's ongoing commitment to continuous improvement and to maintaining a safe, inclusive, and supportive learning environment for all students.|Met||2026-06-16|2026
38745340000000|San Francisco County ROP|6||||Not Met|||2026
38769270000000|SBE - The New School of San Francisco|6|Based on the analysis of educational partner input and local data, New School San Francisco continues to demonstrate strengths in fostering a safe, supportive, and inclusive school climate for students, families, and staff. Climate data was gathered through family, student, and staff surveys, as well as attendance, suspension, and chronic absenteeism data.  Local climate survey results reflect strong perceptions of safety, belonging, and connection across the school community: Families •  89.0% reported feeling like a valued and welcomed member of the NSSF community •  88.2% agreed that their concerns and comments are heard by educators and staff •  85.4% agreed that NSSF reflects their culture and beliefs •  90.0% agreed that the school provides opportunities for their family to engage with the school community  Students •  79.8% of students reported feeling safe and connected at school •  89.2% indicate a strong sense of belonging and connection across grade levels •  91% of students indicated that they feel part of their school community •  94% reported having a friend at school •  89% reported having an adult at school who cares about them. •  76% of students agreed that their classroom community takes care of one another •  72% reported that they enjoy coming to school.  Staff •  88.3% reported that a supervisor or colleague cares about them as a person • 78.3% indicated that their opinions count at work • 84.0% reported that the mission and purpose of the organization make their job feel important • Staff reported a 4.23 out of 5 sense of belonging at New School San Francisco  Additional local data demonstrates positive progress in school climate indicators.   The school maintained a 0% expulsion rate and improved overall attendance from 93.7% to 95.0%.   Chronic absenteeism declined from 25.0% to 18.6%, with notable improvements among English Learners, Students with Disabilities, and Black/African American students.  Together, these results reflect NSSF’s continued commitment to creating a joyful, inclusive, and supportive learning environment where students, families, and staff experience a strong sense of safety, belonging, and connection.|Analysis of educational partner input and local data indicates that New School San Francisco has established a strong and positive school climate characterized by high levels of belonging, engagement, and connection among students, families, and staff. Family and staff survey results demonstrate that educational partners feel welcomed, valued, and connected to the school community, while student survey results demonstrate that students experience strong relationships and a meaningful sense of belonging within the school community. Particularly notable were the consistently high ratings related to friendship, community membership, and access to caring adults, suggesting that NSSF's emphasis on transformative relationships and social-emotional development continues to be a significant strength. However, student responses regarding classroom community and enthusiasm for attending school were somewhat lower than other indicators, suggesting opportunities to further strengthen student engagement and voice across grade levels.  A key area of strength is the school’s continued success in building a culture where families and staff feel respected and engaged. Improvements in attendance and reductions in chronic absenteeism across multiple student groups further suggest that students and families are connected to the school community and recognize the value of regular school participation.  At the same time, the data highlight opportunities for continued growth. While student perceptions of safety and connectedness remain positive, student results are lower than those reported by families and staff, indicating a need to further strengthen student voice, belonging, and engagement. Additionally, suspension data suggest the importance of continuing to expand restorative practices, proactive behavioral supports, and culturally responsive approaches to ensure all students experience an equitable and supportive learning environment.  Overall, the findings suggest that NSSF’s efforts to cultivate a positive school climate are producing meaningful results while also identifying opportunities to deepen student connection, strengthen equitable outcomes, and further support the well-being of all members of the school community.|In response to the analysis of local climate data and educational partner feedback, New School San Francisco will continue to strengthen the systems and practices that promote a safe, inclusive, and supportive school environment for all students. While survey results indicate strong levels of belonging, engagement, and connection among students, families, and staff, the school recognizes opportunities to further strengthen student voice, equitable outcomes, and culturally responsive supports.  To address these areas of need, NSSF will continue implementing social-emotional learning through programs such as Wayfinder, RULER, and Kimochis while expanding opportunities for students to develop meaningful relationships, exercise leadership, and engage in collaborative learning experiences. The school will also continue to strengthen restorative practices and proactive behavioral supports to foster positive relationships, reduce disciplinary disparities, and ensure students feel safe, respected, and connected to the school community.  In addition, NSSF will continue to monitor attendance, climate, and discipline data to identify trends and provide targeted supports for student groups that may require additional intervention. Family and staff feedback will continue to inform school improvement efforts through surveys, affinity groups, community meetings, and ongoing engagement opportunities.  Through these continuous improvement efforts, NSSF will maintain its focus on cultivating a joyful learning environment where all students, families, and staff experience a strong sense of belonging, well-being, and connection.|Met||2026-06-30|2026
38769270132183|The New School of San Francisco|6|Based on the analysis of educational partner input and local data, New School San Francisco continues to demonstrate strengths in fostering a safe, supportive, and inclusive school climate for students, families, and staff. Climate data was gathered through family, student, and staff surveys, as well as attendance, suspension, and chronic absenteeism data.  Local climate survey results reflect strong perceptions of safety, belonging, and connection across the school community: Families •  89.0% reported feeling like a valued and welcomed member of the NSSF community •  88.2% agreed that their concerns and comments are heard by educators and staff •  85.4% agreed that NSSF reflects their culture and beliefs •  90.0% agreed that the school provides opportunities for their family to engage with the school community  Students •  79.8% of students reported feeling safe and connected at school •  89.2% indicate a strong sense of belonging and connection across grade levels •  91% of students indicated that they feel part of their school community •  94% reported having a friend at school •  89% reported having an adult at school who cares about them. •  76% of students agreed that their classroom community takes care of one another •  72% reported that they enjoy coming to school.  Staff •  88.3% reported that a supervisor or colleague cares about them as a person • 78.3% indicated that their opinions count at work • 84.0% reported that the mission and purpose of the organization make their job feel important • Staff reported a 4.23 out of 5 sense of belonging at New School San Francisco  Additional local data demonstrates positive progress in school climate indicators.   The school maintained a 0% expulsion rate and improved overall attendance from 93.7% to 95.0%.   Chronic absenteeism declined from 25.0% to 18.6%, with notable improvements among English Learners, Students with Disabilities, and Black/African American students.  Together, these results reflect NSSF’s continued commitment to creating a joyful, inclusive, and supportive learning environment where students, families, and staff experience a strong sense of safety, belonging, and connection.|Analysis of educational partner input and local data indicates that New School San Francisco has established a strong and positive school climate characterized by high levels of belonging, engagement, and connection among students, families, and staff. Family and staff survey results demonstrate that educational partners feel welcomed, valued, and connected to the school community, while student survey results demonstrate that students experience strong relationships and a meaningful sense of belonging within the school community. Particularly notable were the consistently high ratings related to friendship, community membership, and access to caring adults, suggesting that NSSF's emphasis on transformative relationships and social-emotional development continues to be a significant strength. However, student responses regarding classroom community and enthusiasm for attending school were somewhat lower than other indicators, suggesting opportunities to further strengthen student engagement and voice across grade levels.  A key area of strength is the school’s continued success in building a culture where families and staff feel respected and engaged. Improvements in attendance and reductions in chronic absenteeism across multiple student groups further suggest that students and families are connected to the school community and recognize the value of regular school participation.  At the same time, the data highlight opportunities for continued growth. While student perceptions of safety and connectedness remain positive, student results are lower than those reported by families and staff, indicating a need to further strengthen student voice, belonging, and engagement. Additionally, suspension data suggest the importance of continuing to expand restorative practices, proactive behavioral supports, and culturally responsive approaches to ensure all students experience an equitable and supportive learning environment.  Overall, the findings suggest that NSSF’s efforts to cultivate a positive school climate are producing meaningful results while also identifying opportunities to deepen student connection, strengthen equitable outcomes, and further support the well-being of all members of the school community.|In response to the analysis of local climate data and educational partner feedback, New School San Francisco will continue to strengthen the systems and practices that promote a safe, inclusive, and supportive school environment for all students. While survey results indicate strong levels of belonging, engagement, and connection among students, families, and staff, the school recognizes opportunities to further strengthen student voice, equitable outcomes, and culturally responsive supports.  To address these areas of need, NSSF will continue implementing social-emotional learning through programs such as Wayfinder, RULER, and Kimochis while expanding opportunities for students to develop meaningful relationships, exercise leadership, and engage in collaborative learning experiences. The school will also continue to strengthen restorative practices and proactive behavioral supports to foster positive relationships, reduce disciplinary disparities, and ensure students feel safe, respected, and connected to the school community.  In addition, NSSF will continue to monitor attendance, climate, and discipline data to identify trends and provide targeted supports for student groups that may require additional intervention. Family and staff feedback will continue to inform school improvement efforts through surveys, affinity groups, community meetings, and ongoing engagement opportunities.  Through these continuous improvement efforts, NSSF will maintain its focus on cultivating a joyful learning environment where all students, families, and staff experience a strong sense of belonging, well-being, and connection.|Met||2026-06-30|2026
38771310000000|SBE - KIPP Bayview Elementary|6||||Not Met|||2026
38771310137307|KIPP Bayview Elementary|6|90% of KIPP families have a positive experience with the school. 75% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
39103970000000|San Joaquin County Office of Education|6|"The California Healthy Kids Survey (CHKS) and California School Staff Survey (CSSS) were administered January through March 2026, with 230 students and 56 staff participating in the surveys. The CHKS provided feedback in the areas of student learning engagement, student social-emotional and physical well-being, and school climate conditions and practices. The following are highlights from the data that inform the program's growth areas, strengths, and appropriate next steps in the areas of school safety and connectedness:  Students responding on average they ""Agree"" or ""Strongly Agree"" to their school having ""School Connectedness"": - 52% of All surveyed students (3% decrease from 2024-25) - 50% of Black/African American students (9 % decrease from 2024-25)  - 51% of Hispanic students (11% decrease from 2024-25)  - 62% of White students (10% increase from 2024-25)  Students who perceive their school as ""Safe"" or ""Very safe"": - 70% of All surveyed students (1% increase from 2024-25) - 56% Black/African American (7% decrease from 2023-24) - 70% of Hispanic students (5% increase from 2024-25) - 83% of White students (41% increase from 2023-24) - 80% of English learner students (20% increase from 2024-25)"|Based on a review of the 2025–26 California Healthy Kids Survey (CHKS), results indicate modest gains in students’ perceptions of school safety, while perceptions of school connectedness show mixed trends across student groups. Overall, a higher percentage of students reported feeling safe or very safe at school compared to the prior year, with notable increases among Hispanic, White, and English Learner students. At the same time, overall school connectedness slightly declined, with decreases reported among Black/African American and Hispanic students, while White students reported an increase in feeling connected to their school.  School connectedness was measured through student responses related to academic motivation, caring adult relationships on campus, high expectations from staff, and opportunities for meaningful participation at school. School safety was based on questions asking whether students experienced harassment, bullying or cyberbullying, involvement in physical fights, or fear of being harmed at school.  The data suggest that current safety practices and supports are having a positive impact and should be continued to sustain and build upon gains in students’ sense of safety. However, the decline in school connectedness for some student groups highlights the need to intentionally strengthen relationship-building efforts, ensure equitable access to caring adult support, reinforce high expectations for all students, and expand opportunities for meaningful student voice and participation. While the progress in certain areas indicates positive momentum, we recognize the importance of targeted growth and remain committed to strengthening school connectedness and belonging for all students moving forward.|Based on the CHKS survey data, we will continue building on current efforts by enhancing tiered academic counseling supports that maintain high expectations and guide students in their course progress and college and/or career planning. We also recognize the need to expand strategies for recognizing student achievement in areas such as behavior, attendance, and academics. Additionally, school sites will continue working to strengthen school community through restorative practices, engaging academic activities, field trips, PBIS, and team-building initiatives; all aimed at fostering stronger connections among students and staff.|Met||2026-06-18|2026
39103970120717|one.Charter|6|one.Charter administered the California Healthy Kids Survey (CHKS) for students in grades 9–12, the California School Staff Survey (CSSS), and the California School Parent Survey (CSPS) during the 2025–2026 school year. All three surveys provide a comprehensive view of school climate and identify areas where stakeholder perceptions diverge.   School-wide CHKS Scale Scores (Students): School Connectedness: 57%   Academic Motivation: 62% Perceived School Safety: 87%   Caring Adult Relationships: 64% High Expectations: 75%   Meaningful Participation: 33%   CSSS Scale Scores (Staff, % Strongly Agree): Student Learning Environment: 57%   Caring Adult Relationships: 61% High Expectations: 67%   Student Meaningful Participation: 43% School Safety: 59%   Fairness and Rule Clarity: 45%   Respect for Diversity: 51%   Staff identified the following as moderate or severe learning barriers: Student Depression (52%), Cutting Class/Truancy (41%), and Vaping/Drug & Alcohol Use (40% each).   CSPS Scale Scores (Parents, % Strongly Agree): Caring Adult Relationships: 55%   Meaningful Student Participation: 50% Perceived School Safety: 48%   Promotion of Parental Involvement: 38% School Treats All Students with Respect: 58%   Rule Fairness: 52%   Facilities Upkeep: 63%   Student-perceived safety is high (87%), while parent-perceived safety is considerably lower (48%) and staff rate it at 59%. Meaningful Participation scores are consistently low across all three groups (33% students, 43% staff, 50% parents), reinforcing this as a priority area for improvement.|Analysis of the aforementioned survey data reveals several key strengths and areas of identified need across the one.Charter school community.   Areas of Strength:   School Safety: Perceived safety is a primary strength, with 87% of students feeling safe or very safe. High Expectations are also strong, with 75% of students and 67% of staff reporting that school adults hold high expectations for students.   Caring Adult Relationships: Scores are consistently positive across all three groups — 64% of students, 61% of staff, and 55% of parents — indicating that students feel connected to caring adults on campus.   Areas of Identified Need:   Meaningful Participation: This is the lowest and most consistent area of concern across all stakeholder groups, with only 33% of students, 43% of staff, and 50% of parents reporting meaningful student participation. This pattern across all three surveys strongly indicates a systemic gap in student voice and agency.   School Safety Perception Gap: While 87% of students feel safe, only 48% of parents and 59% of staff strongly agree that students are safe. This divergence suggests a need to improve safety communication and transparency with families and staff.   Mental Health and Absenteeism: 52% of staff identify student depression as a moderate or severe problem, and 41% flag cutting class and truancy as significant concerns, pointing to unmet social-emotional needs affecting student attendance and engagement.   Substance Use: 40% of staff identify both vaping and alcohol/drug use as moderate or severe problems, indicating a need for stronger prevention efforts.|Based on the analysis of the aforementioned survey data, one.Charter will implement the following targeted actions to address identified areas of need while continuing to build on existing strengths.   Enhancing Student Agency and Meaningful Participation:   To address consistently low Meaningful Participation scores across all stakeholder groups, one.Charter will leverage existing PLC structures to encourage more student-led groups and incorporate student voice into school planning and decision-making processes.   Improving Safety Communication with Families:   To address the gap between student-perceived safety (87%) and parent-perceived safety (48%), one.Charter is working with school nurses to ensure awareness of safety protocols remains high across all sites. The school has recently implemented vape sensors and will continue expanding this to additional sites. CPI training continues to be prioritized to ensure all student-facing staff are equipped to maintain a safe learning environment.   Mental Health and Social-Emotional Support:   Given that 52% of staff identified student depression as a moderate or severe problem, one.Charter will expand counseling access and prioritize trauma-informed professional development for staff. SEL curriculum will be reviewed and expanded to better meet student needs.   Substance Use Prevention:   To address staff-identified concerns around vaping and drug/alcohol use, one.Charter will strengthen prevention curriculum and ensure students and families are aware of available intervention resources and support services.   Chronic Absenteeism:   one.Charter will implement early identification systems for at-risk students and develop targeted re-engagement strategies to address truancy concerns identified by 41% of staff.|Met||2026-06-17|2026
39103970124958|TEAM Charter|6|The local climate survey data reveals that 80% of students feel connected to their school, according to the survey results. Additionally, 80% of students feel that their school is safe. These figures are based on the Measured Results Assessment (MRA) from Leader in Me, which was administered to all students in grades 3 through 5. This data reflects a positive perception of school safety and connectedness among the majority of students in these grades.|Through the analysis of local survey data, as well as Dashboard metrics disaggregated by student group, TEAM Charter Schools has identified both strengths and areas of need that are guiding ongoing improvement efforts.  Key Strengths: One of the most significant strengths revealed in our data is related to school climate and student connection. According to our school-wide climate survey:  80% of students reported that they feel cared about and understood by people at their school.  80% of students also shared that they have a high-trust relationship with at least one teacher—someone they feel comfortable with and can connect to for support.  These results reflect a positive, inclusive school culture that supports students’ social-emotional development and contributes to a sense of safety and belonging. Disaggregated data also indicate that this trend is consistent across most student groups, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students, suggesting that our equity-focused climate efforts are having a broad impact.  Identified Needs: Despite strong climate indicators, academic performance data—including CAASPP results and formative assessment data from i-Ready—highlight ongoing needs:  Mathematics achievement continues to be an area for improvement, particularly for Students with Disabilities and African American students, who are performing below standard levels.  Chronic absenteeism remains elevated for certain subgroups, including Foster Youth and Homeless Youth, indicating a need for deeper engagement and wraparound supports.  Analysis of parent surveys revealed that families of English Learners are less likely to report feeling fully informed or empowered to support their child’s learning at home, pointing to a need for more intentional, multilingual outreach and engagement.  Together, these insights are being used to guide resource allocation and the development of targeted interventions, such as enhanced Tier 2 academic supports, expanded mental health partnerships, and staff professional development on culturally responsive practices and differentiated instruction.|Based on the analysis of local and disaggregated student data, TEAM Charter Schools is making several key adjustments to strengthen our supports for academic achievement, student well-being, and family engagement. These changes are designed to directly address the needs identified in our data review and align with our mission of continuous improvement and equity for all student groups.  Sustain and Expand Social-Emotional Supports: TEAM will continue to employ a full-time clinician and a full-time counselor to support the social-emotional needs of students across all grade levels. This staffing model has proven effective, especially for students experiencing trauma or those identified as chronically absent. Additionally, we will explore expanding access to small-group counseling and wellness check-ins, particularly for students in targeted subgroups (e.g., Homeless Youth, Foster Youth).  Reinforce Positive School Culture: TEAM will continue implementing the Leader in Me framework, which fosters student voice, leadership, and self-awareness. In addition, the RCA House system will remain a central part of our school culture to build student confidence and strengthen peer connections, especially for students who may feel marginalized.  Increase Targeted Academic Interventions in Math: To address gaps in mathematics achievement, particularly among Students with Disabilities and African American students, TEAM is revising its instructional plan to include:  Additional professional development for teachers on math scaffolding and small group differentiation.  Embedded coaching cycles focused on rigorous Tier 1 math instruction.  Use of formative i-Ready Math data to identify skill gaps and design responsive instructional groupings.  Improve Attendance Monitoring and Response: In response to data on chronic absenteeism, TEAM will refine its attendance policy to include earlier intervention triggers, including:  Increased communication with families after three unexcused absences.  Proactive connection to school counselor or community liaison for wraparound support.  Use of care team meetings to discuss ongoing barriers to attendance and co-develop individualized reengagement plans.  Enhance Multilingual Family Engagement: Translate all key communications, academic updates, and workshop materials into home languages.  Offer bilingual family engagement sessions focused on accessing digital tools, understanding academic expectations, and advocating for student needs. Expand use of the ParentSquare platform for consistent two-way communication between families and staff.  These actions reflect TEAM’s ongoing commitment to using data to guide decision-making and ensure that all students, particularly those in historically underserved groups, receive the targeted support they need to thrive.|Met||2026-06-24|2026
39103970142539|Unbound Stockton Community|6|Unbound Stockton utilized two types of student surveys to measure the experiences of our students. These two surveys were given twice a year and included a Student Culture and Climate Survey and a Social Emotional Learning (SEL) Survey to all our students in 4th - 7th grade. Both surveys included a favorability rating from students in the mid 70's in December heading into Thanksgiving Break, and ended around 70% favorability coming back from Spring Break. With regards to subgroup data, given we are a small school some population subgroup data was not large enough to determine. Largest categorical subgroups with data included our female students having a stronger then average favorability score at the start of the school year, and our male students have a stronger then average favorability score at the end of the school year. Specifically looking at the two surveys and individual score questions students were strongest in self-management, efficacy, and growth mindset over 70%, but lowest social awareness and curiosity scores, under 65%. For our Culture and Climate survey our students have strongest (over 75%) Rigorous expectations, teacher-student relationships, and sense of belonging, while lowest areas being around fairness, learning strategies, and engagement.|Given the small population and sample size of the surveys, the three take aways we can glean from the survey data include the overall scores, the change over time, and the types of data elements that were stronger versus weaker. For our overall scores ranging from 70-75% favorability, this means that only 2 in 3 or 3 out of 4 students have strong favorability at our school. This highlights gaps we need to address with a percentage of our students to improve the quality of the experience at Unbound Stockton. Furthermore, there is a slight decrease from their End of November survey to End of March survey, highlighting perhaps changes in the arc of second semester needing more improvements. Furthermore, with the decline in female student perception, and growth in male student perception, how we can better improve the experience at our school for female students particularly who right now represent a smaller minority of students, particularly at the middle school level. Finally, when we ascribe ideas to specific survey answers, when we look at the SEL survey results we see students have really strong personal convictions in themselves around their mindsets, efficacy, and management. However, they are lower in their awareness and curiosity highlighting our work in building leader mindsets but not thinking mindsets. Furthermore, our climate surveys shows that there is positive results with our culture that staff sets around expectations, belonging and relationships. However, when it comes to the quality of engagement and learning students still feel a disconnect.|The survey data has been purposeful and helpful in identifying priorities for this upcoming school year around the specific data points shared. First, given our school focuses on leadership and the actions of students we have spent a lot of time helping students believe in themselves and their ability to achieve. However, we have limited our focus on student thinking mindsets, and will prioritize the type of thinking beliefs and dispositions our students should have as learners. Our priority actions similar when it comes to culture and climate continue to prioritze how students feel at the school, rather then how students learn. Ensuring that there is high engagement across classes, and learning strategies that provide students the awareness of their thinking and learning strategies are important to prioritize this upcoming school year. This upcoming school year, we are prioritizing thinking strategies across our classrooms to more metacognitive descriptions and explanations of what both teachers and students should be doing with regards to thinking. This means utilizing pedagogical strategies such as think alouds and other focuses to build curiosity amongst our students.  Given that this primarily focuses in the classroom our school is highly focusing on classroom observations and teacher coaching as a way to accelerate learning, growth, and thinking for all our students.|Met||2026-06-23|2026
39103973930476|Venture Academy|6|Percentage of students, parents, and staff who agree that the school provides a safe environment: Students: 81% Parents: 79% Staff: 75%  Percentage of students, parents, and staff who agree that they are connected to the school: Students: 88% Parents: 71% Staff: 81%|Venture Academy has maintained full-time Campus Safety Technician (CST) positions to provide ongoing supervision, support, and intervention.  Last year, staff concerned about campus safety were primarily tied to the openness of the campus and the ease of access for outside visitors. In response, we introduced several security enhancements, including a key/locking system, security cameras, fencing, and clear signage. These measures have significantly improved staff perceptions of safety and strengthened their connection to the school.  In addition, we created a School Safety Committee that consisted of varying levels of staff. Student connectedness to school is a strength and is an indicator of strong teacher/student relationships and strong activities, clubs, and sports for students to feel they belong.|Venture Academy is continuing to take measures to increase the physical safety on campus by making the buildings less accessible to outsiders during the school day.  Venture Academy will continue to work on improving ways to reduce suspensions and improve student behavior through PBIS, restorative practices, and alternatives to suspension.  Venture Academy will add students and staff to our school safety committee to solicit input from all engagement partners.|Met||2026-06-18|2026
39685020000000|Escalon Unified|6|"Escalon Unified School District administered a student survey on March 26, 2026, to all students in grades 5, 7, and 10. What follows is a summary of information obtained via the student survey. A total of 472 students responded to the survey, with 165 of 189 5th-grade students responding, 137 of 191 7th-grade students responding, and 170 of 188 10th-grade students responding. Related to the prompt, “I feel safe at school"", 87.9% of all respondents feel safe, 90% of 5th-graders feel safe, 79% of 7th-graders feel safe, and 93% of 10th-graders feel safe. In response to the prompt related to school “connectedness”, 80% of all respondents feel connected to their school, 83% of 5th graders feel connected to their school, 73% of 7th-graders feel connected to their school, and 82% of 10th-graders feel connected to their school feel connected to their school."|Comparative analysis shows an increase in perceived safety and an increased feeling of connectedness. The district feels this can be attributed to its intentional investment in campus safety. This includes the ongoing partnership with the Escalon Police Department to provide a School Resource Officer, increased staffing dedicated to safety at the secondary sites, school site upgrades focused on increasing campus security, professional development for all staff, a continued effort to standardize safety procedures across all school sites, and successful communication of school expectations.|Escalon Unified School District will continue to implement a variety of actions directed at improving School Climate. These include the items listed in the prior response as well as a continued commitment to improving our systems of supports including positive behavior programs and MTSS tier II and III interventions for academic, social, and behavior.|Met||2026-06-17|2026
39685020126011|Escalon Charter Academy|6|Escalon Charter Academy used the Kelvin Education platform to administer a student survey in March of 2026 to all students in grades 5-6, 7-8, and 7-12. What follows is a summary of information obtained via the student survey. Related to the prompt, “I feel safe at school”, 96% of all respondents feel safe (a marked increase from the prior year’s 53.8%), 82% of 5th-graders feel safe, 100% of 9-11 graders feel safe, and 97% of 7-8 graders feel safe, and 95% of 5-6 grade students felt safe. In response to the prompt related to school “connectedness”, 90% of all respondents feel connected to their school, 90% of 5-6 graders feel connected to their school, 88% of 7-8 graders feel connected to their school, and 100% of 9-11 graders feel connected to their school.|Comparative analysis shows an increase in perceived safety. The district and charter feel this can be attributed to its intentional investment in campus safety. This includes the facility upgrades, which include perimeter fencing and video surveillance, as well as our continued partnership with the Escalon Police Department to provide a School Resource Officer, professional development for all staff, and a continued effort to standardize safety procedures across all school sites.|Escalon Charter Academy will continue to implement a variety of actions directed at improving School Climate. These include the items listed in the prior response as well as a continued commitment to improving our systems of supports including positive behavior programs and MTSS tier II and III interventions for academic, social, and behavior.|Met||2026-06-17|2026
39685440000000|Jefferson Elementary|6|The local student survey was administered to all 5-8th grade students district-wide. In addition, a staff survey was sent to all employees in the District. Survey results are presented to all educational partners. This local survey was selected to address Goal Two- fostering positive relationships between staff, students, parents, and the community as part of a successful learning environment. The results revealed the following: Staff at my school want me to succeed - 91.33% of students reported “yes, always” or “most of the time”. I look forward to going to school most days - 63.77% of students reported “yes, always” or “most of the time”. I have at least one trusted adult that I can talk to at school - 84.24% of students reported “yes”. I have at least one trusted friend that I can talk to at school - 97.30% of students reported “yes”. My school treats all people fairly regardless of race/ethnicity, culture, etc. - 74.28% of students reported “yes, always” or “Most of the time”. I feel safe at school - 86.86% of students reported “yes, always” or “most of the time”.|Analysis of the local student and staff survey data identified several strengths in school climate as well as areas for continued growth. Students generally report strong relationships with both adults and peers, indicating they feel supported by staff, have trusted adults and friends they can turn to, and feel safe at school. These findings reflect a positive and supportive learning environment that aligns with the district's goal of fostering meaningful relationships. At the same time, the data suggests opportunities to strengthen students' sense of belonging, fairness, and engagement, as not all students consistently report positive experiences in these areas or look forward to coming to school. The district will continue to build on its strengths by expanding social-emotional learning, relationship-building practices, student voice opportunities, and school climate initiatives to ensure every student feels valued, connected, and engaged in their school community.|Based on the analysis of local survey data, the district will continue to refine and strengthen its efforts to improve school climate, student engagement, and students' sense of belonging. Existing social-emotional learning, Positive Behavioral Interventions and Supports (PBIS), and relationship-building practices will be enhanced through ongoing professional learning for staff, expanded opportunities for student voice and leadership, and continued implementation of activities that foster positive connections between students and adults. Schools will also continue to review climate and survey data to identify site-specific needs and implement targeted supports that promote equitable and inclusive learning environments. These actions are intended to build upon existing strengths while addressing areas where students report lower levels of engagement and connectedness, ensuring continuous improvement in creating safe, supportive, and welcoming schools for all students.|Met||2026-06-23|2026
39685690000000|Lincoln Unified|6|Lincoln Unified administers the YouthTruth survey annually to students, staff, and families. This year, the survey collected feedback from 6,651 respondents across various stakeholder groups and school levels within the district. The survey results provide insights into three key themes: engagement, relationships, and culture.  The survey indicates that 88% of students gave positive ratings for engagement, an increase of 3% from the previous year. For relationships, 76% of students responded positively, reflecting a 6% increase, and 18% expressed positive views about the school culture which is also a 6% increase. Among families, 62% gave positive feedback on engagement, a 1% increase, 87% on relationships (no change), and 74% on culture, a 2% decrease. Staff responses showed 87% positive ratings for engagement, a 5% increase, 87% for relationships, a 3% increase, and 80% for culture, a 10% increase.|The analysis of the YouthTruth survey data from Lincoln Unified reveals several key learnings, including areas of strength and identified needs:  Areas of Strength: Staff Engagement and Culture: The staff demonstrated high levels of positive feedback in engagement, relationships and culture. This suggests that staff feel more engaged and perceive a positive cultural shift within the district. Family Relationships and Culture: Families reported strong positive ratings in relationships and culture, indicating a high level of satisfaction with how the district fosters relationships and maintains a positive school culture. Student Relationships: The positive ratings for relationships among students have increased, indicating progress towards strengthening student relationships and their sense of connection within the school community. Student Engagement: Students gave positive feedback on engagement, which was an increase from the previous year.   Identified Needs: Student Culture: An area of concern is the students' perception of school culture, with only 18% providing positive feedback, which is an increase of 6%, yet still lower than desired. This highlights a critical need to address the aspects of school culture that students find lacking or negative.   Overall Implications: The survey highlights that while there is significant satisfaction among staff and families, particularly in engagement and culture, there are pressing needs to improve culture from the students' perspective. Addressing these areas will be crucial in ensuring a well-rounded, supportive, and engaging environment for all stakeholders.|An LCAP goal was written to specifically address the identified need. Goal 3: Cultivate safe, engaging, and inclusive classrooms, schools and District to support the whole child. Lincoln Unified will support the goal by maintaining counselors at all schools, providing additional mental health services and social and emotional support for students, and providing/ implementing Social Emotional Learning (SEL) supports.|Met||2026-06-24|2026
39685690132415|John McCandless Charter|6|The analysis of the YouthTruth survey data from John McCandless reveals several key learnings, including areas of strength and identified needs. The survey is administered to families as well as students and gathers data around engagement, relationships, culture, communication, resources, and school safety, in addition to other measures.   Over the course of the last several years, the percent of positive responses has increased. Student responses for grades 5-6 increased showed significant increase in all areas, with engagement showing the greatest increase at 94%.|Identified Needs: Middle school student engagement/relationships/culture/bonding/academic challenge: Areas of concern are the student's perception of their academic and social growth in their middle school experience. There is a need for strategies to boost these area at with middle school level.|The survey highlights that while there has been an increase in all areas over the past several years, there continues to be a need for improvement and sustainability, especially at the middle school level.|Met||2026-06-22|2026
39685770000000|Linden Unified|6|LUSD administered a survey to students grades 5-12 focusing on School Safety and School Connectedness. 94.6% of 5th graders, 86.3% of grades 6-8, and 94.3% of grades 9-12 students feel school is safe. 69.5% of 5th grade students and 76% of 6th - 8th grade students feel connected to school. In addition, 84.7% of 9th-12th grade students feel connected to school.|More students feel safe at school and feel connectedness than the prior year in all grades. 5th grade students feel the least connected.  Majority of clubs and school leadership opportunities are given to students in 6th - 12th grade.  Schools need to intentionally provide opportunities to 5th grade students so they feel connected to the school culture.|Each school administrator has received these findings at their school sites. They have shared the findings with school staff at staff meetings and have shared results with students. Each administrator formed a focus group of students to ask more questions to help formulate School Plan for Student Achievement and common themes were represented in the Local Control Accountability Plan. Some actions at the school level include integrating the School Resource Deputy (SRD) and campus security into the school culture, conducting ongoing student focus groups, revisiting school vision/mission, Positive Behavior Intervention Supports, student clubs/organizations, and expand opportunities for student voice/choice. Other areas included providing fences around the parameter of the schools, addition of extra cameras on school sites, practice ongoing safety drills and preparedness strategies.|Met||2026-06-18|2026
39685850000000|Lodi Unified|6|The 2024-25 Lodi USD School Climate Survey was administered to 8,074 students in grades 4-12. The survey was comprised of 20 questions on a four-point scale (Strongly Agree, Agree, Disagree, and Strongly Disagree) and one open-ended item to provide additional comments.|Overall, 83% of the students responded positively (Strongly Agree, Agree). 81% responded positively regarding feeling safe at school. Students feel supported academically and agree that teachers provide individual assistance when needed. Access to academic counseling and guidance is also well-regarded, with suggestions for additional programs, such as tutoring during recess, to further support student success. Access to academic counseling and guidance is also well-regarded; however, there are suggestions for additional programs, such as tutoring during recess to further support student success. Access to social and emotional support is generally positive; however, there are calls for more personalized support.  Students generally agree that discipline is fair; however, bullying remains a concern. The need for stronger anti-bullying measures was highlighted.|Site administrators continue to implement PBIS and integrate strategies to help promote a bully-free environment. “See Something, Say Something” program continues to be implemented at school sites.|Met||2026-06-16|2026
39685850101956|Aspire Benjamin Holt College Preparatory Academy|6|Based on our most recent student survey data (Grades 9-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39685850122580|Rio Valley Charter|6|In the spring of 2026, Rio Valley administered a comprehensive survey to students in grades 3 through 12 to evaluate their perceptions of school connectedness and overall safety. The results provide valuable insights into how students across various demographic groups experience the school environment.  Overall, 98% of students reported feeling satisfied with their sense of connection and safety at school. When disaggregated by student groups, satisfaction rates revealed some variation. American Indian, Black, and EL students all reported students 100% of feeling safe and connected, followed closely by Asian and SED students at 97%.   These results indicate that Rio Valley is maintaining a generally positive school climate across all student groups, with particularly high ratings among several subgroups. The school remains committed to addressing areas where support can be strengthened to ensure all students feel equally connected, supported, and safe.|Areas of Strength: Overall Positive School Climate: The survey results reflect a strong overall sense of connectedness and safety among students, with 79% of all students expressing satisfaction. This indicates that the majority of students feel secure and supported at school.  High Satisfaction Among American Indian, Black, and EL students at 100%, suggesting that current school culture, programs, or supports are effectively meeting the needs of these groups.  Consistency Across Most Demographic Groups: While some variation exists, most student groups reported satisfaction levels within a narrow range, indicating that schoolwide efforts to foster a safe and inclusive environment are reaching a broad spectrum of students.  Strong Ratings from Asian and SED Students: With 97% of Black students and 78% of Socioeconomically Disadvantaged (SED) students reporting satisfaction, these groups are experiencing school connectedness and safety at levels close to or above the overall average.  Closing Small Gaps Among Demographic Groups: Although satisfaction rates are high, the data shows slight disparities across racial and ethnic subgroups. Continued efforts are needed to ensure equitable access to resources, relationships, and opportunities for all students.  Sustained Monitoring of Safety and Belonging: The findings underscore the importance of maintaining a focus on fostering school environments where every student feels seen, valued, and secure. Ongoing data collection, stakeholder engagement, and responsive action planning will be key.|Actions which are included in the current 2026-2027 LCAP:  Continue administering annual climate surveys and include open-ended questions for richer insight.  Host follow-up listening sessions with students and families to explore survey results and gather recommendations.  Success Indicators:  Clear, ongoing communication of survey findings and responsive actions.  Increased participation in schoolwide feedback efforts.  Evidence of continuous improvement cycles informed by stakeholder input. Actions which are included in the current 2026-2027 LCAP:  Continue administering annual climate surveys and include open-ended questions for richer insight.  Host follow-up listening sessions with students and families to explore survey results and gather recommendations.  Success Indicators:  Clear, ongoing communication of survey findings and responsive actions.  Increased participation in schoolwide feedback efforts.  Evidence of continuous improvement cycles informed by stakeholder input|Met||2026-06-08|2026
39685850133678|Aspire Benjamin Holt Middle|6|Based on our most recent student survey data (Grades 6-8), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39685856116594|Aspire Vincent Shalvey Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39685856117675|Joe Serna Jr. Charter|6|The local student climate survey included less than 1% American Indian or Alaska Native students, less than 1% Asian, less than 1% African American, less than 1% Native Hawaiian or Pacific Islander, 62% Hispanic/Latino, 10% Two or more races, 14% White, and 11% Other or declined to state. There were 154 out of 156, 98% of the students that responded to the Student Climate Survey. The survey included a Likert scale to measure qualitative aspects of  their experience at Joe Serna Jr. Charter. The overwhelming majority of the feedback received from the students indicated a positive experience. The students feel that the school provides everything they need to be a successful student (87% agree and strongly agree), they feel they get along with each other (80% agree and strongly agree), teachers give them individual attention when needed (87% agree and strongly agree), staff treat students respectfully  (80% agree and strongly agree), they are rewarded for positive behavior (78% agree and strongly agree), they have a clear understanding of the school and classroom rules (96% agree and strongly agree), they know when they are not following school or classroom rules (90% agree and strongly agree), they know teachers expect them to do their best (92% agree and strongly agree), they have a lot of opportunities for activities outside of the class (88% agree and strongly agree), they feel very safe at school (80% agree and strongly agree), socially accepted (71% agree and strongly agree), the things they are learning in school are important to them (75% agree and strongly agree), they have access to the technology program at my school has the necessary devices to support student learning (82% agree and strongly agree), they have access to academic counseling and guidance (87% agree and strongly agree), they feel they have resources to help them when they need social or emotional support (85% agree and strongly agree), they feel they have access to social and emotional support at school when needed (77% agree and strongly agree), they have access to tutoring, after school programs, and other academic support (80% agree and strongly  agree), and they can use what they are learning in school in real-life situations (76% agree and strongly agree).|"The data from the student climate survey was not collected by disaggregated student groups across all grades. Key learnings included the highlights above and the following. When students were asked, if ""Students at this school are NOT bullied on because of their background (race/ethnicity, gender, disability, appearance, and/or other personal  characteristics)."" 56% disagree and strongly disagreed.  When students were asked, if ""Discipline is fair at this school."" 63% disagree and strongly disagreed.  When students were asked, ""At my school, I do NOT experience bullying."" 63% disagree and strongly disagreed. When students were asked, if ""At my school, when students disagree with each other, they try to work out their disagreements together"" 56% disagree and strongly disagreed. These results indicate that these are areas we could improve on."|For the upcoming school year, we will focus on student safety and identify ways to improve. We will continue to effectively leverage our student supervisors, school counselors, PBIS Leadership Team, and community liaison. In addition, physical security measures will continue to be put in places which include additional cameras. We will  continue to collaborate and partner with the School Resource Officer to service our campus. Staff will receive training on PBIS to develop and implement strategies to help promote a bully-free environment along with training from our school counselors on key strategies on how to best support students with behavior concerns. Furthermore, JSJCS  will continue to participate in “See Something, Say Something” from Sandy Hook.|Met||2026-05-20|2026
39685856118921|Aspire River Oaks Charter|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39685930000000|Manteca Unified|6|Manteca Unified offers a digital annual climate survey which is available to all families, staff and students (in grades 5-12) which asks questions related to school climate.  The survey can be completed at home, in class (for students) or at work (staff).  Results are incorporated into the LCAP. Safe:  5th grade: 67%  7th grade: 57%   9th grade: 76%  EL: 71% LI: 73% FY: 72%  Connected:  5th grade: 70%  7th grade: 50%   9th grade: 75% EL: 78% LI: 71% FY: 82% (District LCAP Climate Survey, 2026)|Manteca USD has made improvements in the percentage of students reporting feeling safe and connected by all disaggregated data student groups except for the 7th grade connectedness measurement.  As we continue to implement an integrated continuum including PBIS, SEL, and Restorative Practices based on data, monitored through system-wide tracking, we are using alternative discipline models and equity reviews.|In addition to district-wide programs and supports, sites continue to review their own data and implement and make shifts in their plans.  Equity reviews by district personnel are discussed; anecdotal responses to the climate survey are shared, and programs adapted to best meet student need.|Met||2026-06-16|2026
39686190000000|New Hope Elementary|6|Students want to have more opportunities to be involved with extra curricular activities.|Strengths: Relationships Areas of Growth: Have access to more extra curricular activities at school. Barriers and challenges: Being small we are unable to field competitive sports teams and we don’t have transportation readily accessible based on how isolated the school is.|We will continue to find ways to add extra curricular activities.|Met||2026-06-09|2026
39686270000000|New Jerusalem Elementary|6|The school did not conduct a climate survey.|The school did not conduct a climate survey.|The school did not conduct a climate survey.|Met||2026-06-09|2026
39686270117796|New Jerusalem|6|Climate not conducted.|Climate not conducted.|Climate not conducted.|Met||2026-06-09|2026
39686270126755|ABLE Charter|6|ABLE Charter Schools administered the Panorama Education School Climate Survey to all students in grades 3–12 during January and February 2026. Survey results were analyzed by grade span and reviewed alongside additional local data sources, including attendance data and parent feedback collected through the Possip family engagement platform.  For students in grades 3–5, favorable responses were reported in the following areas: Teacher-Student Relationships (66%), School Belonging (50%), School Climate (49%), School Engagement (44%), and School Mindset (44%). Elementary students reported the strongest results in Teacher-Student Relationships, indicating positive connections with adults and supportive learning environments.  For students in grades 6–12, favorable responses were reported in Teacher-Student Relationships (46%), School Mindset (37%), School Belonging (35%), School Climate (32%), and School Engagement (20%). While students continued to report positive relationships with adults, results indicate lower levels of engagement, belonging, and overall school climate at the secondary level.  Additional climate-related data were reviewed to provide a broader understanding of school conditions. Chronic absenteeism improved from 21.5% in 2024–25 to 19.7% in 2025–26. Parent feedback collected through Possip included responses from 370 families, representing a cumulative response rate of 33.6%. Across all surveys administered during the school year, more than 80% of responding families indicated they were satisfied with ABLE Charter Schools. Frequently cited strengths included teachers, school safety, and academic progress, while common concerns included extracurricular opportunities, social environment, and individual teacher concerns.  These data sources provide multiple perspectives regarding school climate and serve as the basis for ongoing continuous improvement efforts.|Analysis of the Panorama survey, attendance data, and family feedback identified several strengths as well as areas for continued improvement. One of the school’s greatest strengths is the positive relationship between students and staff. Teacher-Student Relationships received the highest favorable ratings among elementary students and remained the strongest area reported by secondary students. Parent feedback further reinforced this finding, with teachers consistently identified as a primary strength of the school.  Survey results and family feedback also suggest that students and families generally perceive ABLE as a safe and supportive learning environment. Parent respondents frequently cited school safety and academic progress as positive aspects of the school experience. Additionally, the reduction in chronic absenteeism from 21.5% to 19.7% indicates progress in supporting student attendance and engagement.  The data also identified important areas of need. Secondary students reported lower levels of School Engagement, School Climate, and School Belonging than elementary students. These results suggest that increasing student connectedness, engagement, and participation at the secondary level should remain a priority. Parent feedback aligns with these findings, as extracurricular opportunities and aspects of the student social environment emerged as recurring themes in family comments.  Overall, the analysis indicates that ABLE has established strong relationships between students and adults but should continue strengthening systems that promote student engagement, belonging, and connection to the broader school community, particularly in grades 6–12.|n response to the findings from the Panorama survey, attendance data, and family feedback, ABLE Charter Schools will continue implementing and refining initiatives designed to improve student engagement, school connectedness, and overall school climate. Particular attention will be given to supporting students in grades 6–12, where survey results indicate opportunities for improvement in School Engagement, School Belonging, and School Climate.  The school will continue implementation of Character Strong as a core component of its social-emotional learning and school culture efforts. ABLE will also continue utilizing its Multi-Tiered System of Supports (MTSS), Student and Family Support Team, counseling services, and attendance intervention systems to identify and address barriers that may affect student engagement and success.  To address concerns related to school connectedness and extracurricular opportunities, the school will continue expanding opportunities for student participation in athletics and school activities. Recent additions to middle school athletics have increased student participation and provided additional opportunities for students to build relationships and strengthen connections to school.  Additionally, ABLE plans to begin initial implementation of Positive Behavioral Interventions and Supports (PBIS) during the 2026–27 school year. This work will focus on promoting positive student behavior, strengthening school culture, increasing consistency in student support practices, and improving students’ sense of belonging and connection to school.  The school will continue administering annual climate surveys, monitoring attendance trends, reviewing family feedback, and evaluating program effectiveness to guide future decisions and support continuous improvement efforts. Through these actions, ABLE seeks to strengthen student engagement, improve school climate, and ensure that all students experience a safe, supportive, and connected learning environment.|Met||2026-06-24|2026
39686270127191|California Virtual Academy @ San Joaquin|6|Criteria Met STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.5 Domain School Safety Domain average score on a 4 point scale 3.4 Domain School Connectedness Domain average score on a 4 point scale 3.3 Domain Student Peer Relationships Domain average score on a 4 point scale 3.3 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.6 Domain Harassment and Bullying Domain average score on a 4 point scale 3.6 Domain Self-Management Domain average score on a 4 point scale 3.5 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.1 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Perceived Safety Domain average score on a 5 point scale 4.5 Domain Harassment and Bullying Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.3 Domain Self-Management Domain average score on a 5 point scale 4.0 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.2 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.5 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Self-Management Domain average score on a 5 point scale 4.1 Domain Perceived Safety Domain average score on a 5 point scale 4.6 Domain Substance Use Domain average score on a 5 point scale 4.0 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: Teachers are seen as supportive, respectful, and encouraging. Challenges: A desire for more collaboration and support among classmates; need for more engaging peer-to-peer experiences. Grades 7, 9 & 11 – Key Learnings Strengths: High scores on teacher support, emotional safety, and student accountability. Challenges: Need for more engaging peer-to-peer experiences. Parent Responses - Key Learnings Strengths: Positive feedback on maintaining a safe and supportive environment; high marks for respect and attendance encouragement. Challenges: Lower scores on substance use education awareness and stress management support; focus on building social-emotional skills.|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-18|2026
39686270129890|Delta Home Charter|6|The previous local climate survey data played an important role in shaping and guiding our program’s mission and goals. The survey provided a comprehensive overview of staff, student, and parent perceptions of the Delta Home School environment. Results indicated high levels of satisfaction across multiple areas, reflecting the strong sense of support, connection, and positive experiences shared by parents and guardians within our program.|The previous Climate Survey reflect the following: Parent Perceptions Parents generally view the school very positively: High Satisfaction: Most areas, such as school cleanliness, staff responsiveness, and teacher availability, received high praise, with ratings mostly above 90%. Areas for Improvement: Concerns include equality in rule application (66%) and how well the school values diverse backgrounds (81%). These areas might need targeted interventions to improve perceptions of fairness and inclusiveness. Student Perceptions Student feedback, although based on a much smaller sample size, is overwhelmingly positive, which might reflect a bias due to low response rates: High Engagement and Support: Students feel highly supported academically (100% satisfaction in several areas) and report great opportunities for extracurricular involvement. Areas Needing Attention: Lower scores were noted in how challenging the work is (67%) and in confidence completing assignments (25%). These suggest that while support is strong, the academic challenge may not be meeting all students' needs. Staff Perceptions Staff responses are also very positive, reflecting a strong sense of efficacy and support within the school environment: Supportive Environment: Almost all measures are positive, with 100% of staff feeling they can handle emergencies and that the school supports academic help. Concerns Noted: Lower scores were given to the effectiveness of new teaching initiatives (50%) and handling mental health needs (63%). These might indicate areas where staff feel resources or strategies could be enhanced. Cross-Analysis When comparing the three groups: Safety and Respect: High ratings across all groups for safety and respect suggest a strong, supportive culture. Resource Adequacy: Both parents and staff rated the adequacy of resources highly, which is positive but should still be monitored to ensure it meets all needs, especially for students with disabilities. Rule Fairness and Implementation: This appears as a concern in both parent and staff feedback, suggesting a need for clearer communication and perhaps revisiting how rules are applied and enforced.|The LEA and Educational Partners Recommendations for the 2025-2026 LCAP Enhance Communication and Inclusivity: Addressing concerns about fairness and respect for diversity could involve more inclusive policy-making and clearer communication about discipline and expectations. Academic Challenge and Support: Although support is strong, ensuring that academic challenges are appropriate and engaging for all students will be key, especially as some students have expressed concerns about the challenge level and relevance of their schoolwork. Focus on Mental Health and Initiative Support: Given the lower ratings for staff support on new initiatives and student mental health, increasing resources and training in these areas could be beneficial.|Met||2026-06-09|2026
39686270129916|Valley View Charter Prep|6|In the most recent survey in Spring of 2026 88% of the students reporting overall satisfaction, 100% reporting it is easy to use online tools, 75% feel they know how to get help on assignments, and 100% expressing happiness at being enrolled at VV.|One of the key insights from this year’s student surveys is the overwhelmingly positive perception of adult support on campus, with 100% of students across all ethnicities responding affirmatively to the statement, “Adults at my school care about me.” Similarly, 100% of students reported feeling confident in their ability to overcome challenges.  When asked whether they had learned new skills or improved in reading over the year, 100% of students across all sub-groups responded positively.|Valley View will continue to administer student surveys at least twice annually to gauge perceptions of school connectedness and safety. These more frequent surveys will enable the school to promptly identify and address areas of concern. The current LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1.|Met||2026-06-08|2026
39686270132050|Astronaut Jose' M. Hernandez Academy|6|We worked to obtain data from scholars, parents, and staff. Annually, Astronaut Jose M Hernandez Academy uses our LCAP Survey, family survey, and student surveys to gain feedback from our educational partners. The local climate and perception data for Astronaut Jose M. Hernandez Academy show a generally positive school climate overall, with some clear areas for continued academic support—especially in literacy confidence among multilingual learners. From the multilingual population survey, a notable pattern emerges: students report low confidence in reading, but at the same time express a high desire to improve and engage with reading. This combination is important—it suggests motivation is not the barrier; rather, students may need stronger scaffolds, targeted reading supports, and language development strategies to build confidence. The school’s Family & Student Climate Survey data reinforces a positive overall school experience: 90.2% of respondents reported that students feel a sense of belonging at school, indicating a strong and inclusive school culture. 86.6% reported that instruction meets students’ learning needs, suggesting that most families and students feel teaching is appropriately responsive. 65.9% indicated that schoolwide programs and activities match student interests, which is comparatively lower and may point to an opportunity to better align extracurriculars, enrichment, or thematic programs with student voice. Overall, the data paints a picture of a school with strong belonging and positive instructional perception, paired with a need for continued focus on reading confidence and student-interest alignment in programs.|The survey data, when considered alongside indicators from the California School Dashboard, points to a generally positive school climate with several clear areas for continued improvement. A key strength is students’ overall perception of instruction. A large majority (86.6%) report that instruction meets their needs quite well, suggesting that teaching practices are generally effective and aligned with student expectations. Only a small portion (13%) feel instruction only somewhat meets their learning needs, indicating that while the system is working well for most students, there is still a meaningful group who may benefit from more differentiation or targeted academic support. Another strength is the sense of community and behavioral climate. About 67.1% of students feel that conflict is handled quite well, which suggests that school systems for addressing behavioral concerns and maintaining order are largely effective. This contributes to a generally stable and supportive learning environment. At the same time, the data highlights several important needs. Student comfort in seeking help from school adults is mixed, with 37.8% reporting they are only somewhat comfortable asking for support. This suggests a potential gap in relational trust or accessibility of adults on campus, which may limit students’ willingness to seek academic or personal help when needed. In addition, while conflict resolution is viewed positively overall, nearly 29.3% of students indicate that discipline and conflict resolution only somewhat meet their needs. This points to inconsistency in how conflict is experienced by different students and suggests an opportunity to strengthen clarity, fairness, and consistency in restorative or disciplinary practices. When viewed in alignment with broader California School Dashboard patterns—particularly academic performance and English learner progress—the climate data provides important context. While students generally feel supported and instruction is effective, the combination of moderate help-seeking comfort and the instructional feedback suggests a targeted need to strengthen literacy confidence, especially for multilingual learners. This could support both academic outcomes and student self-efficacy across content areas. Overall, the key takeaway is a school environment that is broadly supportive and instructionally strong, with focused opportunities to improve student-adult connection, help-seeking behaviors, and consistency in conflict resolution, alongside continued emphasis on literacy development for diverse learners.|"Based on the survey findings and their relationship to broader patterns reflected in the California School Dashboard, the LEA would likely consider several targeted updates to existing plans, policies, and procedures to address identified needs while building on existing strengths. One key area for adjustment is continuing to strengthen student access to trusted adults. This is due to 61% of students felt ""quite comfortable"" in asking for help from school adults, the other 37.8% of students feeling ""somewhat comfortable"" asking for help. Some ways to address this is to revise advisory structures, counseling access procedures, or staff outreach expectations. This could include implementing more consistent “check-in/check-out” systems, expanding advisory periods, or establishing clearer protocols that ensure every student has a designated, approachable adult advocate. Professional development could also be updated to emphasize relationship-building strategies and trauma-informed practices to increase student comfort in seeking help. A second area for improvement involves instructional supports, particularly around literacy confidence and multilingual learner success. Although 86.6% of students feel instruction meets their needs, the remaining students indicate a need for more differentiated instruction. We will review instructional frameworks to strengthen tiered supports (such as MTSS structures), expand targeted literacy intervention programs, and ensure consistent use of scaffolding strategies for English learners. This may also involve refining curriculum implementation expectations and increasing monitoring of instructional effectiveness through walkthroughs and data cycles. In addition, procedures related to conflict resolution and discipline may need refinement. With 29.3% of students reporting that conflict resolution and discipline only somewhat meet their needs, the LEA will review and update restorative practices implementation, discipline referral processes, and consistency of consequences across sites and staff. Clearer guidelines, staff training, and ongoing calibration may be needed to ensure equitable and transparent responses to student behavior, improving student perceptions of fairness and safety. We will look into strengthening feedback loops and climate monitoring systems. Given that perceptions vary across comfort, instruction, and discipline, more frequent student voice surveys or focus groups could be embedded into existing continuous improvement cycles. This would allow the school to respond more quickly to emerging concerns and track whether changes in practice are improving student experience over time. Overall, the necessary changes would focus on improving student-adult connectedness, strengthening instructional differentiation (especially for literacy and multilingual learners), and increasing consistency and transparency in behavior and discipline systems, while building on the generally positive climate."|Met||2026-06-09|2026
39686270133116|Insight @ San Joaquin|6|"The local climate survey evaluated perceptions regarding the following statement: ""Adults at this school work hard to make sure that school is safe and that all students are learning."" Responses were scored on a 1-to-5 Likert scale (1 = strongly disagree, 5 = strongly agree). A total of 12 responses were collected for this site. The data distribution is as follows: •	5 Ratings (Strongly Agree): 8 respondents (66.67%) •	4 Ratings (Agree): 4 respondents (33.33%) •	3 Ratings (Neutral): 0 respondents (0.00%) •	1 & 2 Ratings (Disagree/Strongly Disagree): 0 respondents (0.00%) •	Mean Score: 4.67 out of 5.00 Overall, 100.00% of respondents at Insight at San Joaquin expressed a positive perception."|Areas of Strength: Insight at San Joaquin achieved a perfect 100% positive agreement rate (combined scores of 4 and 5). Two-thirds of the respondents strongly agree that the school environment is safe and instructions are well-supported. There are absolutely zero neutral or negative responses, showing exceptional alignment between school efforts and stakeholder perceptions. Moving forward, the goal will be to sustain these exceptionally high levels of satisfaction. Additionally, student survey participation is also an area of need and efforts will be dedicated to this goal. Identified Needs & Next Steps: Because the sentiment is entirely positive, there are no structural deficits identified by this item. The primary focus moving forward will be sustaining these high metrics and using this site's engagement strategies as a model for maintaining universal satisfaction.  Additionally, student survey participation is also an area of need and efforts will be dedicated to this goal.|In response to the analysis of local data and identified areas of need related to school climate, the LEA determined that additional strategies are necessary to increase student and family participation in school climate surveys and connectedness efforts. Due to previously identified low survey completion rates, the school will implement a more accessible survey process utilizing easy-access QR codes at highly attended in-person events such as graduations and school activities. These surveys will be available to both students and families to increase participation and gather additional input regarding school safety, connectedness, and overall school climate. The LEA will continue implementing revisions and strategies designed to strengthen engagement, improve school connectedness, and support continuous improvement efforts related to school climate.|Met||2026-06-12|2026
39686270136028|Delta Keys Charter|6|The annual survey data collected from students, parents, and faculty/staff provides a comprehensive picture of school climate, effectiveness, and inclusiveness.  Parents: Parents report overwhelmingly positive experiences with the school. They rated 100% satisfaction in multiple areas, including staff helpfulness, feeling welcomed, school safety, cleanliness, caring relationships, and support for students with special needs. Strong ratings were also given for high expectations and communication. Slightly lower ratings were reported for prompt responses to questions (96%), valuing students' diverse backgrounds (95%), and preparing students for the next academic year (84%), representing the primary area for growth.  Students: Students report a highly positive school experience, with 100% favorable responses regarding happiness, school cleanliness, access to technology, fair discipline, and strong academic instruction. Most students feel safe, included, and believe teachers support their learning. Areas needing improvement include preparation for future careers (88%), concerns about school violence (88%), and bullying. While 82% report bullying occurs, only 48% identify cyberbullying as a frequent concern, indicating online behavior remains an area for continued monitoring and education.  Hispanic Students: Hispanic students also report strong overall satisfaction. They indicate feeling happy, safe, included, and supported academically, with 100% positive responses regarding school climate, campus cleanliness, and academic instruction. Students believe teachers work hard to help them succeed and report fair treatment by school staff. Opportunities for involvement in sports and clubs and ease of discussing problems with teachers received slightly lower ratings. Student safety remains an area for continued attention, with 77% reporting bullying occurs often, only 64% saying it is easy to get help from an adult, and just 46% expressing confidence that cyberbullying is effectively addressed.  Faculty/Staff: Faculty and staff expressed highly favorable perceptions of the school, reporting 100% positive responses in areas including academic expectations, cultural respect, instructional resources, and the overall work environment. Areas of concern include student verbal abuse toward teachers (73% reporting it occurs often) and support for implementing new instructional initiatives (82%).  Overall, survey results reflect a strong, supportive, and inclusive school culture with high levels of satisfaction among all stakeholder groups. Primary opportunities for improvement include strengthening student preparation for future academic and career success, enhancing communication, expanding student engagement opportunities, and continuing efforts to address bullying and cyberbullying while ensuring students feel supported when seeking adult assistance.|The key findings from the survey data involving students, parents, and faculty/staff at the school are multifaceted, indicating a generally positive school environment but also revealing some critical areas for improvement: Survey data from students, parents, and faculty/staff reveal a positive school environment with areas needing attention: 1. Parents praise the staff's helpfulness, the welcoming atmosphere, and the support for special needs students. However, they desire better communication and improved preparation for students' futures. 2. Students appreciate the inclusive environment, safety, and academic support. Yet, they express concerns about career preparation. 3. Hispanic students report feeling safe and included, with strong academic support. They suggest enhancing involvement opportunities.|To address the issues identified in the survey data from students, parents, and faculty/staff, the following measures are proposed to improve the school's environment and address the needs highlighted: 1. Communication and Future Preparedness: • Implement digital platforms for regular, transparent updates from the school to parents and students, ensuring easy access to information on academic progress, events, and decisions. • Develop comprehensive career counseling programs, including sessions and workshops on career exploration and skills development, to prepare students for post-secondary paths. 2. Inclusivity and Engagement: • Provide regular cultural competency training for all school staff to foster inclusivity and respect for diversity within the school community. • Expand student leadership opportunities to encourage greater engagement and responsibility among students.|Met||2026-06-09|2026
39686270136135|Delta Charter Online|6|The Delta Charter Online Annual District Climate Surveys were conducted in April 2025, involving parents, students, and staff. The results indicate that 96% of students and parents perceive the school as safe and welcoming. Additionally, 85% of parents believe that Delta Charter Online fosters a positive school climate, while 91% are satisfied with the cleanliness and condition of the Resource Center. A sense of school belonging at school was rated at 92% by students and parents.|Summary of Parent Feedback Parents generally express high satisfaction with the school's environment, with many areas receiving near-perfect scores. Key highlights include: Strong Endorsements: The school’s care for students, friendly environment, safety, and communication all received 100% favorable responses. Areas Needing Attention: Lower satisfaction was noted in areas like fairness in discipline (94%), how the school values diverse backgrounds (91%), emergency preparedness (86%), and preparation for the next academic year (84%). Application of school rules equally was the lowest at 73%. Summary of Staff Feedback Staff responses are overwhelmingly positive, indicating a high level of satisfaction with the school’s support systems and culture: Universal Approval: Areas like the school's support for academic needs, respect for cultural diversity, safety, and clarity in school rules all received 100% positive feedback. Minor Concerns: Lower scores appeared in areas related to decision-making involvement and how new initiatives are handled, both at 93%. Summary of Student Feedback Student feedback is generally positive, particularly regarding their interaction with teachers and the administration: Students expressed a desire to have access to activities. However, when activities are offered, there is very low turnout. High Satisfaction: Key areas such as approachability of the administration, availability of teachers, and quality of academic instruction received ratings of 95% or higher. Challenges: Lower scores were seen in how students feel about school safety (95%), inclusion (92%), and fairness in discipline (91%). The lowest scores were related to cyberbullying (62%) and the spread of rumors (46%). Cross-Analysis Overall Satisfaction: All three groups report high satisfaction in areas like safety, respect for cultural diversity, and the quality of academic support, indicating a strong foundational culture within the school. Concerns Across Groups: Concerns about fairness and discipline were echoed across parent and student feedback. Both groups also highlighted issues with bullying and cyberbullying, suggesting areas where interventions may be needed. Communication Strengths and Gaps: While staff report excellent communication with parents, student concerns about bullying and safety suggest that more effective communication and preventative strategies may be needed to address these issues.|Based on the feedback and collaborative recommendations from the LEA and all educational partners, the following actions are proposed for the 2026-2027 LCAP: -Provide synchronous (live) instruction opportunities. -Boost encouragement of students to come on campus to socialize with staff and peers and get academic help, -Provide ongoing opportunities for academic learning recovery. -Continue to enhance high-level communication and encourage two-way interactions among all educational partners. -Broaden the school plan to enhance support and monitoring of social and emotional well-being. -Expand professional development and training for all staff to aid in the early detection of social and emotional needs and to enhance instructional strategies in ELA/ELD and math. -Focus on improving and maintaining school facilities.|Met||2026-06-09|2026
39686276119309|Delta Charter|6|In January 2025, the District Annual Climate Surveys were conducted, engaging Parents, Students, and Staff to collect essential feedback. This initiative is part of the LEAs' commitment to understanding and enhancing the school environment, focusing particularly on students' perceptions of safety and their sense of belonging within the school community. The surveys are designed to offer a comprehensive measure of the local school climate, with a particular emphasis on safety and connectedness. By analyzing the responses, LEAs can obtain a valid and nuanced view of how students feel about their school environment—information that is crucial for making informed decisions and implementing strategies that foster a supportive and secure atmosphere.|Student Feedback: The survey results from students show strong positive sentiments about teacher care and accessibility, with several metrics around the 90% approval mark. Students feel their teachers care about them and are approachable regarding classroom issues. Engagement opportunities such as clubs and sports are well-received with 90% satisfaction. However, concerns arise in areas of school safety (85%), inclusion (83%), and handling of emergencies (81%). Reports of bullying and feelings of exclusion are notable areas of concern, with significant dissatisfaction observed in how bullying incidents are handled (70%) and the prevalence of cyberbullying (50%). Parent Feedback: Parents generally perceive the school positively with high marks for the school's cleanliness, friendliness, and safety. Strong points include effective communication with 88% satisfaction and encouragement for parental involvement also at 88%. Lower scores are noted in the school's preparation for students' future careers (79%) and fairness in discipline (76%). The application of school rules is the lowest-rated aspect (63%). Faculty/Staff Feedback: Staff feedback is overwhelmingly positive with 100% scores in areas like student support for special needs and mental health. Communication with parents and job satisfaction also scored high (96%). Some concerns are visible with 83% of staff noting frequent bullying and only 70% feeling that students are comfortable reporting bullying. Cross-Analysis and Recommendations Cross-Analysis: Across all groups, there is a consensus on the positive aspects of communication and care from the staff. This aligns with high scores in staff feeling informed and respected. A significant discrepancy appears in perceptions of safety and discipline. While staff believe they are handling bullying effectively, both students and parents indicate that bullying, including cyberbullying, is a persistent issue, suggesting a gap in perception and reality. Concerns about fairness in discipline from parents and the perceived frequency of bullying reported by staff highlight potential inconsistencies in policy application or awareness.|In response to the findings from the District Annual Climate Survey and subsequent analysis of local data, the LEA has identified several key areas requiring strategic intervention to enhance the educational experience and safety of our students. Below are the revisions, decisions, and actions that the LEA has implemented or plans to implement for continuous improvement: Enhance Bullying Prevention Programs: Implementation of Comprehensive Anti-Bullying Campaigns Improve Crisis Communication and Training Review and Reinforce Discipline Policies Strengthen Career and College Readiness Programs Increase Technological Resources These planned actions represent our commitment to continuously improving the learning environment and ensuring the safety and well-being of all students within our LEA. These initiatives will be monitored for effectiveness, and adjustments will be made as needed based on ongoing feedback and emerging needs.|Met||2026-06-09|2026
39686350000000|Oak View Union Elementary|6|According to the Parent-Student Annual School Survey, 95% of respondents feel safe at school and connected to the school.|The District learned from the data reported in the survey that families, staff and students feel safe and connected at school. There is room for growth in the area of student connectedness at the middle school level.|Based on the assessment of the data, the District feels that the increased counseling services as well as the addition of a Spanish-speaking mental health clinician will focus on providing students a safe place to connect with staff.|Met||2026-06-25|2026
39686500000000|Ripon Unified|6|Ripon Unified - CA Healthy Kids Survey 2023-24  The survey was not given to stakeholders this school year.   Percentage of School Safety by Student Groups:  72% of all students in grades 7, 9 and 11 feel safe in their schools.  Grade level gr. 7 71% agree/strongly agree gr. 9 73% agree/strongly agree gr. 11 72% agree/strongly agree  Ethnicity I feel safe in my school 75% of Asians agree/strongly agree 66% of Hispanics agree/strongly agree 72% of Caucasians (White) agree/strongly agree 66% Mixed/something else (2 or more ethnicities) agree/strongly agree   Percentage of School Connectedness by Student Groups 64% of all students in grades 7, 9 and 11 feel connected to their school  Grade Level gr. 7 67% agree/strongly agree gr. 9 65% agree/strongly agree gr. 11 60% agree/strongly agree  Ethnicity 65% of Asians agree/strongly agree 62% of Hispanics agree/strongly agree 68% of Caucasians (White) agree/strongly agree 62% Mixed/something else (2 or more ethnicities) agree/strongly agree|According to the CA Healthy Kids Survey disaggregated data above, an area of strength is that the majority of students who responded to the survey feel safe in school and connected to their schools. However, the results according to ethnicities indicate that Hispanics and students of mixed races feel less safe and less connected to their schools than their Caucasian and Asian peers.  District perceives safety and school connectedness as areas of need for Hispanic and mixed-race ethnic groups.|Changes to procedures, plans and policies increased security measures, such as increased number of cameras, fencing the perimeters of all K-8 schools, overhaul of classroom door locks, safety training, increased collaboration with city’s first responders and the neighboring private school. Continuing to fund school counselors at each site including gr. TK-8. We are having more culturally diverse events in our schools including but not limited to mariachi, a dual immersion program, music and art, Spanish, multi-cultural night, EL family night, leveled English Language Development (ELD) classes at the high school, increased support and accountability for designated and integrated ELD, guest speakers and ancestry presentations.|Met||2026-06-30|2026
39686500125849|California Online Public Schools Northern California|6|For the 2025-2026 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes.  The overall scores for all students, as well as available student group scores, are as follows:  High School: Engagement:  97%  Challenging coursework:  98% Culture of respect: 97% Relationships: 90% College and career readiness: 93%  Middle School: Engagement: 90% Challenging coursework: 95% Culture of respect: 100% Relationships: 98%  Elementary School: Engagement: 79% Challenging coursework: 95% Culture of respect: 99% Relationships: 96%  These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement.  In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement.  Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2025-2026 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen.  Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in middle school (100%), with a 3% increase from last year, and elementary school (99%), maintaining their high score from a year ago, showing a consistently positive school culture. Challenging Coursework High school students (98%) up 11% and middle school students (95%) up 14% from last year feel challenged by their coursework, which reflects strong academic expectations and curriculum design. In addition, elementary school was up 19% to 95% from the previous year.  Student Engagement Engagement was high in both high school and middle school—97% in high school and 90% in middle school, increasing between 2% and 5% from the previous year.  College and career for our high school students increased a total of 15% to 93% for the 25-25 school year.  Relationships The metric of relationships grew for all grade bands, with the highest coming from high school, growing 11% to 90% overall, and elementary growing 26% to 96% overall, highlighting the care and strong bonds our teachers and staff make with their students throughout the year.   Growth Areas: Engagement (Elementary) Engagement scores were very strong in both middle school and high school, but dropped significantly at the elementary school level, going from 91% to 79% in the 25-26 school year.   Needs: Engagement in Elementary Only 79% of elementary students reported that they felt engaged with our school. This shows a need to dig deeper and identify areas we can grow to give more opportunities for our elementary students to feel connected to our teachers, their classmates, their curriculum, and our school as a whole. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction.  Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 2025-2026 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate.   Enhancing Student Engagement: - Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. - Promote Live Class engagement and interaction at all grade bands - Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: - Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. - Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. - Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: - Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. - Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings.  These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2026-06-09|2026
39686760000000|Stockton Unified|6|Stockton Unified School District (SUSD) administers the Panorama School Culture, Climate, and Academic Survey annually to students (Grades 3–12), teachers, staff, and families. Spring 2026 captured over 22,000 student voices, with response rates of 91.6% (Grades 3–5 competency measures) and 85.4% (Grades 3–12 supports/environment), up sharply from 64.8% and 66.9% in 2024. Family responses rose to 2,417 and adult responses to 2,364.  School Climate percent-favorable results (2024?2026) show gains across nearly every respondent group. Students: Grades 3–5 held at 57% (60th–79th percentile), Grades 6–8 rose to 44% (+3), and Grades 9–12 rose to 42% (+1, 30th percentile). Families increased to 74% (+11, 50th percentile), staff to 60% (+12, 50th percentile), and teachers to 57% (+11, 40th percentile).  Connectedness indicators moved similarly. Sense of Belonging: Grades 3–5 at 61% (+2), Grades 6–8 at 44% (+8), Grades 9–12 held at 36%. Teacher-Student Relationships: Grades 3–5 at 65% (+3), Grades 6–8 at 55% (+8), Grades 9–12 at 48% (+1). Staff-Leadership Relationships grew across all nine items, reaching 69% (staff) and 64% (teachers); trust between leaders and staff rose +10 points. Family School Climate grew on all seven items (+9 to +13). Family School Safety reached 76% (+10, 60th percentile).  Disaggregated student-group results (School Climate, % favorable): In Grades 3–5, African-American/Black students rose to 54% (+2), Special Education/504 to 56% (+6), and English Learners to 59% (+2). In Grades 6–12, African-American/Black rose to 43% (+6), Special Education/504 to 49% (+4), and English Learners to 48% (+3). Sense of Belonging subgroup gains were strongest in secondary grades: Grades 6–12 African-American/Black students rose +12 (to 43%) and Special Education/504 rose +13 (to 49%).  Given the survey's large, representative sample (over 3,500 respondents per group), changes of ±1% are statistically meaningful, making the district-wide upward pattern significant rather than incidental. Persistent lower-scoring areas remain concentrated in the secondary grades—Grades 9–12 Sense of Belonging (36%, 10th percentile) and secondary School Climate overall.|The Spring 2026 data reveals a clear district-wide upward trajectory in school climate alongside persistent, grade-specific needs.  Areas of strength. The most significant learning is the broad, sustained improvement in adult-facing climate. All nine Staff-Leadership Relationships items grew, with trust between staff and leadership rising +10 points—evidence that investments in adult culture are taking hold. Staff and teacher School Climate favorability each rose +11 to +12 points, and families showed growth on every survey topic, including School Climate (+11) and School Safety (+10). These parallel gains across staff, teachers, and families suggest a genuine shift in overall district conditions rather than isolated movement.  A second strength is momentum among historically underserved student groups. In secondary grades, African-American/Black students and students with disabilities posted double-digit growth in Sense of Belonging (+12 and +13), and all measured subgroups improved in School Climate. This narrowing pattern indicates that equity-focused efforts are reaching the students who most need them.  Teacher-Student Relationships also strengthened, with three of four items growing in Grades 3–5 and four of five in Grades 6–12. Student perception of whether teachers would notice and care if they walked in upset rose +5 (elementary) and +9 (secondary), pointing to improved relational trust.  Areas of need. Despite gains, the secondary grade span remains the district's central challenge. Grades 9–12 Sense of Belonging held flat at 36% (10th percentile nationally), and secondary School Climate and Teacher-Student Relationships remain below the 50th percentile. Elementary Rigorous Expectations declined slightly (–1 to –2), and Grades 9–12 Rigorous Expectations fell –2. The consistent pattern—strong elementary results eroding through middle and high school—signals that connectedness, belonging, and relational climate weaken as students advance.  Student free-response data reinforces this: secondary students named mental health, school work, grades, family, and future/college as their hardest challenges, while staff and teachers cited exercise, prayer, walking, breaks, and colleague support as coping resources. Together, the data affirm real progress while identifying secondary belonging and student well-being as the priority focus areas for continued improvement.|Based on the Spring 2026 analysis, SUSD is embedding climate results into its established continuous-improvement structures and targeting interventions toward the secondary grade span, where belonging and connectedness needs are most acute.  Data use across the system. District department leads use results to assess progress toward Department Scorecard Goals; district leadership monitors progress across the 44 Priority Areas; and School Site Principals and Councils use disaggregated results to inform School Plans for Student Achievement (SPSA). District leaders also use these results directly in developing the Local Control and Accountability Plan (LCAP), ensuring survey findings drive resource decisions.  Targeted actions for identified needs. To address the persistent gap in secondary Sense of Belonging and School Climate, SUSD will:  Continue amplifying student voice through Student Advisory, PLUS (Peer Leaders Uniting Students), and Student Threat/Support groups, prioritizing middle and high school students who reported the lowest belonging. Support staff and administrator well-being through Educators Thriving, reinforcing the adult-culture gains reflected in the Staff-Leadership Relationships growth. Expand family and community engagement opportunities, including parent conferences, Parent Advisory Committees, and other meaningful experiences, building on the strong family survey gains. Continue enhancing safety throughout SUSD, responding to family free-response themes emphasizing secure campuses, supervision, gates, and cameras.  Sustaining momentum for underserved groups. Given double-digit belonging growth among secondary African-American/Black students and students with disabilities, SUSD will maintain and deepen equity-centered supports so these gains continue and extend to English Learners and additional student groups.  Continuous monitoring. SUSD will continue administering the Panorama survey and analyzing results by respondent type, grade span, and student group to track whether secondary-grade interventions close the elementary-to-secondary climate gap. Results will be reported to the Governing Board and educational partners and reflected on the California School Dashboard, sustaining a transparent, data-informed improvement cycle.|Met||2026-06-23|2026
39686760108647|Aspire Rosa Parks Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39686760111336|Pittman Charter|6|Pittman Elementary's local climate survey data from Spring 2026 presents family perceptions of school safety as positive, with a favorable rating of 82%, positioning the school within the 60th–79th percentile nationally. Students' sense of belonging varies by grade level, with grades 3–5 reporting a higher sense of belonging at 64% (60th–79th percentile), whereas grades 6–8 reported lower levels at 49% (20th–39th percentile). Teacher-student relationships demonstrate similar variability, with grades 3–5 indicating relatively positive relationships at 67% (60th–79th percentile), while grades 6–8 report somewhat lower favorability at 63% (40th–59th percentile). This data highlights distinct disparities across different student groups, suggesting targeted attention is required, particularly in addressing the lower ratings observed in the upper grades.|The analysis of Pittman Elementary's climate data reveals important strengths and areas that necessitate focused intervention. Family perceptions of safety are strong at 82% (60th–79th percentile), reflecting effective practices in place to maintain school security and a safe learning environment. Conversely, the variability in students' sense of belonging, particularly the lower ratings from students in grades 6–8 (49%), underscores a need for enhancing inclusivity and connectedness in older grades. Additionally, the decline in teacher-student relationship ratings from elementary to middle grades—from 67% in grades 3–5 to 63% in grades 6–8—points to a key area for development. Improving these relationships, particularly in upper grades, is essential for fostering student motivation, academic engagement, and emotional wellbeing.|In response to the identified areas of need, Pittman Elementary will implement specific strategies aimed at continuous improvement. Enhancing the overall perception of school safety will involve reinforcing existing security protocols, regular communication with families regarding safety measures, and ongoing training for staff and students on emergency preparedness. To address the lower sense of belonging in grades 6–8, the school will develop targeted initiatives such as peer mentoring programs, expanded extracurricular activities tailored to diverse interests, and increased student involvement in school governance. Additionally, Pittman Elementary will focus on improving teacher-student relationships by reducing class sizes for more personalized attention, establishing structured advisory programs, and promoting staff engagement in extracurricular and community-building activities. Continuous monitoring through regular surveys and student feedback will guide the evaluation and refinement of these strategies, ensuring sustained progress toward a supportive and inclusive educational environment.|Met||2026-05-27|2026
39686760114876|Aspire Port City Academy|6|Based on our most recent student survey data (Grades 3–5), we found that 65% of students reported positive relationships with teachers, feeling generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers with 59% of students responding positively about their sense of belonging. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events.  This will include the addition of components of the previously used RULER SEL curriculum to support students in identifying their emotional state and building the skills to adjust.  Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39686760117853|Dr. Lewis Dolphin Stallworth Sr. Charter|6|"Dr. Lewis Dolphin Stallworth, Sr. Charter School reviews parent and student climate survey data annually to monitor school conditions, strengthen school connectedness, and identify areas for continuous improvement. Overall, parent survey results indicate a positive perception of the school climate. Eighty-one percent of parents rated the school as ""Excellent,"" while the remaining 19% rated it as ""Good."" Additionally, 100% of parents reported that their child feels safe at school, 94% indicated that their child is learning, 88% stated they receive meaningful communication from staff and the Parent Teacher Organization, and 88% reported feeling heard by school administration and staff when they have concerns.  Student survey results demonstrate several strengths while also identifying areas for growth. Students reported positive perceptions regarding their learning and preparation for future success, with over half indicating that they have learned a great deal and feel prepared for high school. However, survey responses also identified opportunities to strengthen students' sense of belonging, relationships with trusted adults, and feelings of respect. A notable percentage of students indicated they were unsure who to turn to for help when needed, highlighting the need to increase student connectedness and access to supportive adults on campus.  The school also reviews attendance, behavior, and academic data alongside climate survey results to better understand the experiences of student groups, including English learners, socioeconomically disadvantaged students, students with disabilities, and students experiencing homelessness. These data are used to inform the Local Control and Accountability Plan (LCAP), WASC goals, and schoolwide improvement efforts.  Based on stakeholder feedback and local data, the school continues to prioritize strengthening school climate through Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), restorative practices, social-emotional learning, counseling services, and increased family engagement. Ongoing monitoring of climate survey results helps ensure that all students experience a safe, supportive, and inclusive learning environment where they are connected, engaged, and prepared for success."|"Analysis of the parent and student climate survey data identified several strengths as well as areas for continued growth. Parent feedback reflects a strong level of confidence in the school, with families reporting high levels of satisfaction regarding school safety, communication, and student learning. These results indicate that the school has established positive relationships with families and provides a safe and supportive learning environment.  Student feedback also identified important strengths, including positive perceptions of academic learning and preparation for future success. At the same time, survey results revealed opportunities to strengthen students' sense of belonging, relationships with trusted adults, and overall connectedness to the school community. Responses indicated that some students do not consistently know who to turn to when they need support, suggesting a need to increase student access to caring adults and strengthen schoolwide social-emotional supports.  When reviewed alongside attendance, behavior, and academic data, the school recognizes the importance of continuing targeted supports for student groups such as English learners, students with disabilities, socioeconomically disadvantaged students, and students experiencing homelessness. These groups may face additional barriers that can affect engagement, attendance, and academic achievement.  As a result of this analysis, Stallworth Charter will continue to strengthen Positive Behavioral Interventions and Supports (PBIS), Multi-Tiered System of Supports (MTSS), counseling services, restorative practices, and family engagement efforts. The school will also continue its ""Back to the Basics"" initiative by ensuring high-quality instruction, consistent expectations, and strong relationships between students, staff, and families. These efforts are intended to improve school connectedness, increase student engagement, and support positive academic, behavioral, and social-emotional outcomes for all students."|"Based on the analysis of local climate survey data and stakeholder feedback, Dr. Lewis Dolphin Stallworth, Sr. Charter School will continue implementing targeted improvements to strengthen school climate, student connectedness, and family engagement. During the 2026–2027 school year, the school will continue its ""Back to the Basics"" initiative by reinforcing consistent schoolwide expectations, strengthening Tier I instruction, and implementing the adopted curriculum with fidelity to improve student achievement and engagement.  To address students' need for stronger connections with trusted adults, the school will expand opportunities for mentoring, counseling services, check-in/check-out supports, restorative practices, and social-emotional learning through its Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) framework. Staff will continue identifying students needing additional academic, behavioral, or social-emotional support through Student Success Team (SST) meetings, attendance monitoring, and ongoing review of student data.  The school will also strengthen family engagement by increasing communication through multiple platforms, expanding opportunities for stakeholder participation in ELAC, PTO, Governing Board, and LCAP meetings, and providing additional family workshops focused on academics, attendance, and student well-being. Stakeholder feedback will continue to be collected through surveys and meetings and used to guide school improvement planning.  Professional development will remain focused on effective instructional practices, classroom management, student engagement, English learner supports, and relationship-building strategies. School leadership will continue conducting classroom walkthroughs, reviewing student achievement and climate data, and collaborating with staff through Professional Learning Communities to monitor implementation and make adjustments as needed. These continuous improvement efforts are designed to create a safe, supportive, and inclusive learning environment that promotes positive academic, behavioral, and social-emotional outcomes for all students."|Met||2026-07-16|2026
39686760118497|Aspire Langston Hughes Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39686760119743|Stockton Early College Academy|6|Stockton Early College Academy's local climate survey data from Spring 2026 reveals exceptionally high family ratings of school safety at 94%, positioning the school within the 80th–99th percentile nationally. Students reported a lower sense of belonging, with a 48% rating (grades 9–12) placing the school in the 20th–39th percentile. Teacher-student relationships received a favorability rating of 50% (grades 9–12), also situating the school in the 20th–39th percentile nationally. This data indicates strong perceptions of safety among families but suggests substantial room for improvement in enhancing students' feelings of connectedness and strengthening teacher-student relationships.|Analysis of the climate survey data for Stockton Early College Academy identifies clear strengths and specific areas needing attention. The notably high family-reported perception of school safety at 94% (80th–99th percentile) reflects effective protocols and positive family-school communication, signifying a strong foundation in this critical aspect. However, the lower student sense of belonging (48%) highlights a need for further initiatives aimed at enhancing inclusivity and community engagement. Additionally, the lower ratings of teacher-student relationships (50%) suggest potential challenges in establishing meaningful connections between students and educators, which are essential for fostering student motivation and overall academic success.|Based on the identified strengths and areas needing improvement, Stockton Early College Academy will implement targeted strategies for ongoing development. To maintain and enhance the already strong perception of safety, the school will continue to update safety protocols, invest in physical security improvements, and foster ongoing dialogue with families about safety measures. To increase students' sense of belonging, the school will introduce comprehensive peer mentorship programs, expand diverse extracurricular activities, and involve students more deeply in school governance and decision-making processes. Improving teacher-student relationships will involve reducing teacher-student ratios for personalized interaction, providing professional development focused on relationship-building and empathy training, and encouraging informal interactions through community projects and extracurricular activities. Regular surveys and continuous feedback mechanisms will monitor the effectiveness of these actions, allowing for timely adjustments to ensure sustained progress.|Met||2026-06-02|2026
39686760120725|Stockton Collegiate International Elementary|6|Stockton Collegiate Elementary regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary.|Parents and students continue to express concern for student mental health and social and emotional well-being. Many students described the advantage of feeling known personally by a range of school staff.  Not all students were able to articulate what supports are available and/or how to access help when needed.|As a result of recent climate surveys Stockton Collegiate is focussing attention on integrating the systems that support student attendance, identifying the factors impacting each individual student’s access to the full Stockton Collegiate program, and tailoring the support systems to each student. This refreshed and enriched approach is supported by staff training, structured collaboration, and data collection and analysis to assess progress and guide development of the programs.|Met||2026-06-18|2026
39686760120733|Stockton Collegiate International Secondary|6|Stockton Collegiate regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary.|Parents and students continue to express concern for student mental health and social and emotional well-being. Many students described the advantage of feeling known personally by a range of school staff.  Not all students were able to articulate what supports are available and/or how to access help when needed.|As a result of recent climate surveys Stockton Collegiate is focussing attention on integrating the systems that support student attendance, identifying the factors impacting each individual student’s access to the full Stockton Collegiate program, and tailoring the support systems to each student. This refreshed and enriched approach is supported by staff training, structured collaboration, and data collection and analysis to assess progress and guide development of the programs.|Met||2026-06-18|2026
39686760121541|Aspire APEX Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39686760123802|Health Careers Academy|6|Health Careers Academy's local climate survey data from Spring 2026 indicates favorable perceptions of school safety among families at 74%, placing the school within the 40th–59th percentile nationally. Students reported notably lower feelings of belonging at 45% (Sense of Belonging, grades 9–12), placing the school in the 20th–39th percentile range. Teacher-student relationship scores were similarly low at 52% (grades 9–12), also within the 20th–39th percentile. These data points reveal meaningful differences in the perceptions of safety, sense of belonging, and adult-student relationships. The lower scores in belonging and relationships highlight critical areas requiring targeted interventions to support student engagement and integration. The disparity suggests distinct experiences across stakeholder groups, emphasizing the need for tailored strategies to address the specific needs of students to foster a supportive educational environment.|Analysis of Health Careers Academy's climate data underscores significant strengths and critical needs. A primary strength identified is school safety, with families reporting favorable perceptions at 74%, indicating effective security measures, crisis management protocols, and positive family-school communication. This creates a foundation upon which further improvements can build. Conversely, lower student-reported ratings in belonging (45%) and relationships with teachers (52%) highlight essential areas for growth. The data suggests students may not feel sufficiently connected or supported within the school community, affecting their educational experience and emotional wellbeing. Improving these areas is crucial, given their direct correlation to academic success, student motivation, and overall satisfaction with school experiences. The key learning from this analysis emphasizes the need for specific, targeted strategies to foster community engagement, inclusivity, and relationship-building between students and faculty.|To address identified areas of need, Health Careers Academy will implement several strategic changes to existing plans and policies. First, enhancing students' sense of belonging will involve creating structured mentorship programs, initiating peer support networks, and increasing opportunities for meaningful student participation in school governance and decision-making processes. Professional development focusing on culturally responsive practices and inclusivity training will be provided to staff to further support this goal. Additionally, improving teacher-student relationships will involve implementing advisory systems, reducing teacher-student ratios to allow for more individualized attention, and encouraging informal interactions through extracurricular and community engagement activities. Regular monitoring through surveys and feedback sessions will measure the effectiveness of these initiatives, allowing for continuous adjustments and improvements aimed at fostering a more inclusive, connected, and supportive school environment.|Met||2026-05-13|2026
39686760124248|Pacific Law Academy|6|Pacific Law Academy's local climate survey data from Spring 2026 indicates favorable perceptions of school safety among family members, rated at 89%, placing the school within the 80th–99th percentile nationally. However, student-reported data reflects a relatively low sense of belonging at 43% (grades 9–12), placing the school in the 20th–39th percentile. Additionally, teacher-student relationships received a moderate rating of 52% (grades 9–12), also within the 20th–39th percentile. These data highlight significant disparities between family perceptions of safety and student perceptions regarding connectedness and adult relationships within the school. The lower ratings in student belonging and teacher-student relationships suggest critical areas requiring focused interventions to enhance student engagement and overall school climate.|Analysis of Pacific Law Academy's climate survey data underscores key strengths and distinct areas for improvement. A notable strength is the high family-reported rating for school safety at 89% (80th–99th percentile), reflecting effective safety protocols and secure learning environments. Nevertheless, the lower ratings in student belonging (43%) indicate that many students may not feel adequately connected or integrated into the school community. This lack of connectedness could impact students' academic and emotional wellbeing. Similarly, the moderate rating for teacher-student relationships (52%) points to the need for improved relational dynamics between educators and students. Addressing these key areas will be crucial for enhancing student experience, increasing academic motivation, and promoting a supportive educational environment.|To address the areas identified through the climate survey data, Pacific Law Academy will implement several strategic changes. To maintain and further enhance school safety perceptions, the school will reinforce existing safety protocols, improve physical security infrastructure, and ensure ongoing safety training for staff and students. In response to the low student sense of belonging, the academy will develop initiatives such as peer mentorship programs, inclusive extracurricular activities, and student-led committees to foster stronger community bonds. Additionally, professional development focused on inclusive teaching practices and cultural responsiveness will be provided to staff. To improve teacher-student relationships, Pacific Law Academy will introduce structured advisory programs, reduce class sizes where feasible, and facilitate informal interactions between students and staff through extracurricular and community events. Continuous monitoring through student surveys and feedback will evaluate the effectiveness of these measures, enabling ongoing refinements for sustained improvement.|Met||2026-05-19|2026
39686760136283|Team Charter Academy|6|Each year, TEAM Charter Academy administers a comprehensive local climate survey, such as the California Healthy Kids Survey, to capture student perceptions of safety and connectedness both school-wide and subgroup. These results are then shared with our Governing Board during a regularly scheduled meeting and published on the California School Dashboard for educational partners and the public.  Complementing this broader snapshot, we also deploy the Leader in Me Measurable Results Assessment (MRA) each spring to delve deeper into our school’s strengths and opportunities across leadership, culture, and academics. Our Spring 2026  results: 150 students completed the MRA, yielding an overall composite score of 74, an improvement over the previous cycle and placing us in the “Satisfactory” range.  When broken down by domain, Leadership scored 72 (reflecting student leadership, staff leadership, and family/community engagement), Culture scored 76 (highlighting the supportiveness of both the student and staff environments), and Academics scored 74 (measuring teacher empowerment, student empowerment, and goal achievement). A closer look at individual indicators revealed that students rated their own Self-Advocacy, their ability to problem-solve, overcome barriers, and seek help, at 72; Trusting Relationships with teachers at 69; and Empowering Learners ownership of learning and confidence in reaching goals, at 71. Together, these data points guide our continuous improvement planning, ensuring we focus resources on deepening trust, strengthening self-advocacy, and empowering every learner.|Even as our overall MRA score climbed to 74, signaling solid progress, its component scores reveal where we still have room to grow. For example, the 72 in Self-Advocacy tells us that, although students are learning to take charge of their own learning, many continue to need clear, structured support when it comes to troubleshooting challenges and recognizing when to seek help. Similarly, the 69 in Trusting Relationships reminds us that genuine, two-way connections between students and adults remain a work in progress; students crave more moments of understanding, empathy, and personalized encouragement from their teachers. Finally, the 71 in Empowering Learners underscores the importance of giving students real voice and choice in their classrooms, whether through collaborative projects, classroom leadership roles, or opportunities to set and reflect on their own goals, so that they truly feel ownership over their academic journey. Each of these insights will guide our next steps, ensuring that we build on our gains while addressing the areas where our students still ask for greater support and engagement.|To address these insights and accelerate student growth, we will launch student conflict-management teams in every grade-equipping cohorts with peer-led strategies to resolve challenges and build self-advocacy. Teachers will weave relationship-building projects and co-created class activities into daily lessons, strengthening trust and collaboration. Academically, we’ll assign rotating classroom leadership roles that reinforce routines and empower students as ambassadors of our learning community. Daily social-emotional learning lessons and restorative practices will underpin these efforts, and initial feedback already indicates a rising sense of confidence, connection, and ownership among our students.|Met||2026-06-24|2026
39686760139865|Aspire Stockton 6-12 Secondary Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39686760139907|Voices College Bound Language Academy at Stockton|6|Voices Stockton's 2025–26 Panorama Climate Survey data highlights several strengths in our school community while also identifying areas for continued growth. Overall, 83% of students report having supportive relationships at school, demonstrating that students feel connected to caring adults and peers. When broken down by grade span, 88% of students in grades 3–5 and 78% in grades 6–8 report having supportive relationships. Additional student perception data show that 49% of students in grades 3–5 and 48% in grades 6–8 report positive feelings about school. Student-teacher relationships were rated favorably by 52% of students in grades 3–5 and 49% of students in grades 6–8. Sense of belonging was reported by 55% of students in grades 3–5 and by 49% in grades 6–8. Student engagement was identified as an area for growth, with favorable ratings of 35% in grades 3–5 and 28% in grades 6–8.|Voices Stockton also recognizes several areas for growth that will help inform priorities for the upcoming academic year. While students report strong, supportive relationships with adults and peers, other indicators suggest opportunities to strengthen student engagement, sense of belonging, and overall school connectedness. According to the 2025–26 Panorama Student Survey, only 49% of students in grades 3–5 and 48% of students in grades 6–8 reported positive feelings about school. Similarly, only 55% of students in grades 3–5 and 49% of students in grades 6–8 reported a strong sense of belonging. Student-teacher relationships were rated favorably by 52% of students in grades 3–5 and 49% of students in grades 6–8. Student engagement was identified as a significant area for improvement, with favorable ratings of just 35% in grades 3–5 and 28% in grades 6–8. These results indicate a need to continue strengthening school culture, student voice, engagement opportunities, and students' sense of belonging. In response, Voices Stockton will prioritize initiatives such as implementing a dedicated Values Block, expanding student leadership opportunities, enhancing social-emotional learning supports, and continuing professional development focused on relationship-building and engaging instructional practices. These efforts aim to increase student confidence, connection to school, and overall academic and social-emotional success.|Voices Stockton will use this data to inform planning and continuous improvement efforts for the upcoming academic year. Analysis of the survey results indicates a need to further strengthen teacher coaching, professional development, and feedback systems so that teachers feel supported in delivering high-quality instruction and improving student outcomes. Additionally, the school will place a greater emphasis on character development and social-emotional learning to help build students' self-efficacy, confidence, and sense of belonging. Voices Stockton will also continue to expand opportunities for meaningful student engagement and leadership, ensuring that students feel connected to their school community and empowered in their learning. Furthermore, the school will review family engagement practices and systems to better understand and address barriers that may prevent families from fully participating in the school community. By strengthening communication, increasing opportunities for family involvement, and gathering ongoing feedback from stakeholders, Voices Stockton aims to foster stronger partnerships with families and create a more inclusive and supportive school environment for all students.|Met||2026-06-24|2026
39686760139923|Aspire Arts & Sciences Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
39686760140616|KIPP Stockton|6|89% of KIPP families have a positive experience with the school.  79% (TK-4: 80%, 9: 73%) of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
39686760141358|KIPP University Park|6|91% of KIPP families positively indicated that teachers have built strong relationships with their child.  79% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and  The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
39686766042725|Nightingale Charter|6|Nightingale Elementary's local climate survey data from Spring 2026 indicates favorable perceptions of school safety among families at 89%, placing the school within the 80th–99th percentile nationally. However, students reported significantly lower feelings of belonging at 57% (Sense of Belonging, grades 3–5), placing the school in the lowest percentile range (0th–19th). Teacher-student relationship scores were also low at 46% (grades 3–5), likewise within the 0th–19th percentile. These data points reveal stark differences in the perceptions of safety, sense of belonging, and adult-student relationships. The notably lower scores in belonging and relationships highlight critical areas requiring targeted interventions to support student engagement and integration. The disparity suggests distinct experiences across stakeholder groups, emphasizing the need for tailored strategies to address the specific needs of students to foster a supportive educational environment.|Analysis of Nightingale Elementary's climate data underscores significant strengths and critical needs. A primary strength identified is school safety, with families reporting favorable perceptions at 89% (80th–99th percentile), indicating effective security measures, crisis management protocols, and positive family-school communication. This creates a foundation upon which further improvements can build. Conversely, lower student-reported ratings in belonging (57%) and relationships with teachers (46%) highlight essential areas for growth. The data suggests students may not feel sufficiently connected or supported within the school community, affecting their educational experience and emotional wellbeing. Improving these areas is crucial, given their direct correlation to academic success, student motivation, and overall satisfaction with school experiences. The key learning from this analysis emphasizes the need for specific, targeted strategies to foster community engagement, inclusivity, and relationship-building between students and faculty.|To address identified areas of need, Nightingale Elementary will implement several strategic changes to existing plans and policies. First, enhancing students' sense of belonging will involve creating structured mentorship programs, initiating peer support networks, and increasing opportunities for meaningful student participation in school governance and decision-making processes. Professional development focusing on culturally responsive practices and inclusivity training will be provided to staff to further support this goal. Additionally, improving teacher-student relationships will involve implementing advisory systems, reducing teacher-student ratios to allow for more individualized attention, and encouraging informal interactions through extracurricular and community engagement activities. Regular monitoring through surveys and feedback sessions will measure the effectiveness of these initiatives, allowing for continuous adjustments and improvements aimed at fostering a more inclusive, connected, and supportive school environment.|Met||2026-05-21|2026
39745420000000|San Joaquin County ROP|6||||Not Met|||2026
39754990000000|Tracy Joint Unified|6|Student Climate Survey Results = 79.66% (agree/strongly agree) the district promotes feelings of belonging. Student Safety Survey Results = 76.71% (agree/strongly agree) the district promoted feelings of safety.  +4.56% Increased rate of aggregate favorability (LCAP Student data results for School Climate) +2.18% Increased rate of aggregate favorability (LCAP Student data results for School Safety)|The data indicate general improvement of students' favorable perceptions of positive school climate, as well as generally improved feelings of safety while attending school. As such, the district determines that most students are generally satisfied with school experiences. However, these data simultaneously suggest that contingents of students do not share these positive sensations.  Given, these data are not disaggregated, thus students' satisfaction levels may vary.  This variance in students' experiences, especially amongst underrepresented student groups, may create gaps in students' sense of safety and belonging. As such, the district recognizes these gaps must continue to be addressed to ensure best possible outcomes for all student groups.|In response to these findings, the district has increased funding allotments to Action 1.9 and Action 2.4.  These actions center on district MTSS initiatives.  Increased funding helps to support the narrow goal to increase and improve services related to social emotional health and well-being.  Providing improved services and support, helps to create the necessary conditions to meet students at each's need level.  The student advisory committee has been instrumental in helping the district to consider how best to support students in crisis. Increased services, along with student advisory committee feedback will help to inform school climate and safety decisions into the 2026-27 school year.|Met||2026-06-23|2026
39754990102384|Primary Charter|6|Data from the local climate survey reveal that over 80% of PCS students feel respected, cared for, included and safe. They report feeling comfortable asking for help from adults and they feel like they are treated fairly.|Students report wanting more time for recess and less rigorous assessments, such as iReady. Other than that, the overall strengths of PCS include safety and support.|PCS is making targeted refinements to existing plans, policies, and procedures to strengthen equitable access and instructional coherence. Revisions include updating master scheduling guidelines to ensure consistent access to core instruction and enrichment opportunities across all grade levels.|Met||2026-06-08|2026
39754990102392|Millennium Charter|6|Local climate survey data from the California Healthy Kids Survey (CHKS) indicates that 73% of students at the high school reported feeling connected to school. This suggests that a majority of students feel that adults at school care about them, believe they are a part of the school community, and feel supported in their educational environment. While this reflects an overall positive level of school connectedness, the data also indicates that approximately 27% of students may not consistently experience a strong sense of belonging or connection at school, highlighting an opportunity for continued growth in student engagement and support systems.|Key learnings from the analysis include the importance of strengthening social-emotional supports, increasing opportunities for meaningful student voice and participation, and continuing efforts to foster inclusive practices across all programs and activities. The data also reinforced the need to provide additional outreach and support for students who may experience barriers to engagement, including students with higher rates of absenteeism, behavioral concerns, or lower academic performance.|The school will use these findings to guide continuous improvement efforts focused on enhancing student belonging, improving equity in student experiences, and expanding supports that promote a safe, welcoming, and inclusive learning environment for all student groups.|Met||2026-06-08|2026
39754990139949|Tracy Independent Study Charter|6|Tracy Charter administers an annual LCAP survey to parents, students and staff. This survey incudes questions pertaining to the safety and climate and captures a measure of student perceptions of school safety and connectedness.  Questions on the survey touch both on physical and emotional safety as well as how connected and comfortable students feel connecting with staff, asking for help and being motivated to learn.  CLIMATE- Positive Response Percentages Parents - 91.28%  Students - 86.45% Staff - 90.70%   SAFETY - Positive Response Percentage Parents - 92.31% Students - 89.73%  Staff - 92.4%|Analysis of the annual LCAP survey data indicates that Tracy Charter maintains a strong school climate and culture of safety across all stakeholder groups. Positive responses for school climate were high among parents (91.28%), staff (90.70%), and students (86.45%), while perceptions of safety were similarly strong, with positive responses from parents (92.31%), staff (92.40%), and students (89.73%). These results suggest that families and staff view the school as a welcoming, supportive, and safe learning environment, and that students generally feel secure and connected to the school community.  Areas of Strength: A key area of strength is the consistently high level of positive responses across all stakeholder groups, reflecting strong relationships between students, staff, and families, as well as effective systems that support both physical and emotional safety. Survey responses indicate that students feel comfortable seeking support from staff and generally experience a positive learning environment.  Identified Needs: An identified area of need is the gap between student perceptions and those of parents and staff. While student responses remain positive overall, they are lower than those reported by adults, indicating an opportunity to further strengthen student connectedness, engagement, and sense of belonging. Tracy Charter will continue to expand opportunities for meaningful student interaction through advisory classes, the Success Center, student leadership opportunities, and targeted outreach to ensure all students feel connected, supported, and motivated to succeed. Disaggregated student group data will continue to be monitored to identify and address any differences in experiences among student populations.|Tracy Charter will add additional mental health professional services to provide support for students with social emotional needs. Tracy Charter will continue with monthly safety drills to ensure staff and students know how to respond during an emergency.  Students are comfortable coming to campus (as opposed to exclusively virtual), and want more opportunities to engage with their peers.  The Student Success Center provides a place where they can come on campus to get help with their schoolwork or have a quiet place to work with intervention support available, if needed.|Met||2026-06-23|2026
39754996118665|Discovery Charter|6|Students’ responses show a mixed but consistent theme: many students feel neutral to negative about school emotionally, yet still hold strong academic goals and a desire to succeed. Social connections (friends) are the primary reason students tolerate or enjoy school, while stress, workload, early start times, and boredom are the most common reasons for dissatisfaction. Academically, students overwhelmingly want good grades, honor roll status, or promotion, even when they express dislike for school. Emotionally, a notable subset of students reports high levels of stress, worry, difficulty concentrating, and interest in additional mental health support.|The most common goal students listed: were: good grades, straight A’s, honor roll, or promotion. Very few students mention learning for enjoyment or curiosity. This suggests students are extrinsically motivated (grades, awards, promotion) rather than intrinsically motivated. A large majority of students say they like school because of friends, not academics. Even students who strongly dislike school often say they still come because of social connections. Peer relationships are a major stabilizer. Loss of friendships, conflict, or bullying has a huge emotional impact on students’ school experience.|Students are not hopeless, but they are emotionally taxed. This is a strong case for proactive support rather than reactive discipline. Students feel overloaded and tired, which affects engagement, mood, and focus, even when instruction is strong. To address concerns related to stress, workload, and student well-being, DCS will review and revise homework and grading practices to promote balance and consistency across classrooms. This includes exploring guidelines for manageable workloads, coordinated major assignments, and increased use of standards-based and formative assessment practices. DCS will also expand access to academic supports such as tutoring, intervention periods, and structured study time during the school day. Mental health supports will also be enhanced through increased access to counseling services, wellness resources, and staff training on social-emotional learning.|Met||2026-06-08|2026
39767600000000|Lammersville Joint Unified|6|Lammersville Unified School District (LUSD) administers a local climate survey annually to students, parents/guardians, and staff. The survey includes questions related to school safety, connectedness, student engagement, and overall school climate. These data help the district monitor school conditions and identify areas of strength and continued need. This year’s local survey results indicate generally positive perceptions of school safety across respondent groups. When asked whether school is a safe place, 85% of students, 73% of parents/guardians, and 94% of teachers responded favorably. These results suggest that students and staff report strong feelings of safety at school, while parent/guardian responses identify an area for continued communication, engagement, and follow-up. Survey results also reflect positive levels of school connectedness. When asked whether they feel connected to school, 83% of students, 92% of parents/guardians, and 92% of teachers responded favorably. These results demonstrate that most students, families, and staff feel a sense of connection to their school community. The student response rate in this area is especially important because student connectedness is closely tied to engagement, attendance, and overall student well-being. The district will continue to review local climate survey data, including available results by student group and school site where applicable, to better understand differences in student experience and to guide actions that support safe, inclusive, and connected school environments. Survey findings will be used alongside other local indicators, including attendance, behavior, family engagement, and student support data, to inform district and site-level planning.|As a result of the survey findings, LUSD continues to implement Positive Behavior Interventions and Supports (PBIS) along with the Character Counts program. These programs are designed to educate in the realm of character and remediate student behavior through restorative practices. Though the results of student feedback are strong, improvement in student connectedness and behavioral supports should result in improved outcomes. Teachers and staff fostering positive student relationships should bolster student well-being and connectedness.|Continued training in PBIS practices and methodology will be a focus moving forward. Moving forward, LUSD is focusing on vertical alignment of programs and co/extra-curricular activities. This alignment serves to provide better connections and culture between K-8 and 9-12 schools. LUSD will be utilizing an additional survey method going forward to capture information at different times during the academic year.|Met||2026-06-17|2026
39773880000000|Banta Unified|6|"Every year parents, students (grades 3-8) , and staff are asked to participate in a local climate survey. Results from the 2024-25 surveys indicate: 74.2 of students, 88.9% of parents, and 95.8% of staff feel safe on campus. 35.5% of students, 22.2% of parents, and 20.8% of staff feel bullying is an issue on campus. 74.2% of students, 100% of parents, and 100% of staff feel their school is clean, and in good condition. 72.5% of students feel their school is a place where they feel they ""belong"" and are ""included."""|"Results from these surveys have helped the district/school with planning the annual LCAP actions/services in Goal 3, ""Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn."" By implementing actions/services in Goal 3 of the annual LCAP, we hope to decrease instances of bulling on campus, improve school safety and security measures and provide a clean campus, crucial for fostering student well- being and academic success, especially for those experiencing homelessness or coming from low-income backgrounds who may face additional challenges."|The district continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.|Met||2026-06-11|2026
39773880127134|River Islands Technology Academy II|6|"River Islands Technology Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 25-26 school year are below:  Student Survey Results 82% of students surveyed strongly agreed or agreed to the statement: I like going to school. 88% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 91% of students surveyed strongly agreed or agreed to the statement: I feel safe at school.  Parent Survey Results 88% of parents agreed or strongly agreed that their child ""Likes coming to school"". 97% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community."|We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that the high rate of positive responses and low amount of negative responses was similar across Tk- 2, 3rd-5th, and 6th-8th. In order to identify those students who did disagree with the above statements and what we can do to ensure they feel valued and welcomed, we will add opportunities in the survey for students to elaborate why they answered the way they did. Although we did double our participation of the parent survey this school year, it is still a small majority of our families. We plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference again, have teachers email out the survey link and post to their weekly newsletters, and have the school push it out to families who have text notifications on.|The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school.|Met||2026-06-17|2026
39773880131789|NextGeneration STEAM Academy|6|"STEAM Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 25-26 school year are below:  Student Survey Results 80% of students surveyed strongly agreed or agreed to the statement: I like going to school. 83% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 88% of students surveyed strongly agreed or agreed to the statement: I feel safe at school.  Parent Survey Results 85% of parents agreed or strongly agreed that their child ""Likes coming to school"". 92% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community."|We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that a majority of Tk- 2, 3-5, and 6-8 students enjoy going to school and are comfortable at school. For the minority group of students who do not, we would like to give them the opportunity to elaborate so we can implement solutions. We also want to allow students who do love school to share why so we can continue our best practices. We are proud that we have a larger group this year of students who responded positively. Although we did double our participation of the parent survey this school year, it is still a small majority of our families. We plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference again, have teachers email out the survey link and post to their weekly newsletters, and have the school push it out to families who have text notifications on.|The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school.|Met||2026-06-17|2026
39773880140392|Banta Charter|6|"Every year parents, students (grades 3-8) , and staff are asked to participate in a local climate survey. Results from the 2024-25 surveys indicate: 74.2 of students, 88.9% of parents, and 95.8% of staff feel safe on campus. 35.5% of students, 22.2% of parents, and 20.8% of staff feel bullying is an issue on campus. 74.2% of students, 100% of parents, and 100% of staff feel their school is clean, and in good condition. 72.5% of students feel their school is a place where they feel they ""belong"" and are ""included."""|"Results from these surveys have helped the charter with planning the annual LCAP actions/services in Goal 3, ""Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn."" By implementing actions/services in Goal 3 of the annual LCAP, we hope to decrease instances of bulling on campus, improve school safety and security measures and provide a clean campus, crucial for fostering student well- being and academic success, especially for those experiencing homelessness or coming from low-income backgrounds who may face additional challenges."|The charter continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn.|Met||2026-06-11|2026
39773880141234|EPIC Academy|6|"EPIC Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 25-26 school year are below: Student Survey Results 87% of students surveyed strongly agreed or agreed to the statement: I care about my school. 91% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 94% of students surveyed strongly agreed or agreed to the statement: I feel safe at school.  Parent Survey Results 90% of parents agreed or strongly agreed that their child ""Likes coming to school"". 95% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community."|We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that the high rate of positive responses and low amount of negative responses was similar across Tk- 2, 3rd-5th, and 6th-8th. In order to identify those students who did disagree with the above statements and what we can do to ensure they feel valued and welcomed, we will add opportunities in the survey for students to elaborate why they answered the way they did. Although we did double our participation of the parent survey this school year, it is still a small majority of our families. We plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference again, have teachers email out the survey link and post to their weekly newsletters, and have the school push it out to families who have text notifications on.|The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school.|Met||2026-06-17|2026
39773880141242|River Islands High|6||||Not Met|||2026
40104050000000|San Luis Obispo County Office of Education|6|California Healthy Kids Survey given in Spring of 2026-awaiting results Based on the 23-24 California Healthy Kids Survey and the 25-26 local PBIS School Climate Survey: California Healthy Kids Approximately 27% of the students have felt chronic sadness or hopeless feelings over the past 12 months The majority of students believe there are caring adults at the schools The majority of students believe there are high expectations at the schools The majority of students agree they feel connected at the schools The majority of students agree that they have academic motivation at the schools Drug and alcohol issues continue to be in the high range The majority of students feel safe at school School Climate Survey Loma - Spring – 3.05 out of 4.0 JCS – Spring – 3.00 out of 4.0 Sp. Ed. – Spring – 3.06 out of 4.0 Areas of Strength – teachers treat me with respect; my school has clear expectations for behavior; and I know an adult at school I can talk with if I need help Areas of Growth – I feel my school has high standards for achievement; parent involvement; and peer-to-peer relationships|Based upon the data listed above, SLOCOE used the information to drive the actions and services in the LCAP, which also aligns with the WASC action plan, as well as the SPSAs.|Continued implementation of a multi-tiered system of support, including PBIS, with the goal of full and sustainable implementation meeting the needs of all students. SLOCOE is also working towards universally screening all students for academics and social-emotional wellbeing in addition to training all staff in youth mental health first aid.|Met||2026-06-18|2026
40104050101725|Grizzly ChalleNGe Charter|6|Grizzly Challenge Charter School proctors the Youth Truth Survey biannually with each cohort of students and their families. Participants are surveyed in the areas of engagement, relationships, culture, academic challenge and preparedness, and school safety.|In analyzing survey results, Grizzly Challenge Charter School consistently ranks in the top 25% of schools in all areas. Academic Challenge and College and Career Preparedness are the highest scoring areas for GCCS.|Survey data is reviewed annually with staff in order to identify areas of focus and improvement. The data is additionally shared with members of our School Site Council and District English Learned Advisory Committee in order to help gather stakeholder input.|Met|Parents and students are given a school survey, both in English and Spanish, biannually with each cohort of students. This provides valuable feedback for continuous school improvement. All of the school staff review these survey results and in order to make decisions based on stakeholder feedback. In addition to surveys and feedback from stakeholders through surveys, the School Site Council meets to discuss data, goals, and assist in creating goals and approving the SPSA. Surveys have had extremely strong results with students indicating that they are more than satisfied with their education through GCCS.|2026-06-09|2026
40104050125807|Almond Acres Charter Academy|6|In contrast, peer relationships in grades 3–5 show a downward trend. In 2024, 88% of students reported having a friend they can count on. This declined to 84% in 2025 and further to 81% in 2026, indicating a need to strengthen peer connection and belonging at the elementary level. In grades 6–8, student-adult relationships improved from 2024 to 2025, followed by a slight decline in 2026. In 2024, 77% of students reported having a positive relationship with a teacher or other adult at school, increasing to 83% in 2025, then decreasing to 76% in 2026. However, students reporting they have an adult they can be completely themselves around showed significant growth, increasing from 63% in 2024 to 82% in 2025, and further to 92% in 2026 (positive adult relationships in their lives). Peer relationships at the middle school level remain a strength. In 2025, 92% of students reported having a friend they can count on, and in 2026 this remains high at 90%, indicating consistent peer support among students. Overall, the data from 2024–2026 highlights strong and improving student-adult relationships, particularly in grades 3–5, and significant growth in students’ sense of connection to supportive adults in grades 6–8. At the same time, the data identifies areas for continued focus, including strengthening peer relationships in grades 3–5 and improving teacher-student relationship perceptions in grades 6–8.|Overall, the data from 2024–2026 highlights strong and improving student-adult relationships, particularly in grades 3–5, and significant growth in students’ sense of connection to supportive adults in grades 6–8. At the same time, the data identifies areas for continued focus, including strengthening peer relationships in grades 3–5 and improving teacher-student relationship perceptions in grades 6–8.  In the 2025–2026 parent survey, 77% of parents reported that there are still barriers to participating in school involvement opportunities, showing a slight decrease from 81% in 2025. While this reflects some progress, barriers to engagement remain a significant concern. The most commonly identified barrier continues to be time, with 32% of parents indicating they are too busy to participate. While safety, transportation, and communication are not identified as primary barriers, the persistence of concerns around time and school being a welcoming place indicates a need to expand flexible engagement opportunities and continue strengthening inclusive, welcoming school practices.   California Healthy Kids Survey  In grade 5, 64% of students stated they had caring adults on campus according to the 2026 CHKS which is up from 54% from the prior year.  One area that stood out, 84% stated that there are high academic expectations at school, but 60% of the respondents reported feeling bored at school.  Students responded to questions about safety at school and at home and 73% of students felt safe at school.  In grade 7, 59% of students stated they had caring adults on campus.  43% of this group averaged “agree” or “strongly agree” when asked questions related to school connectedness. 65% of students identified that they feel safe at school which is up from 62% the prior year.  This is lower than their elementary counterparts.  The secondary survey identified high risk behavior and mental health concerns.  In grade 7, 4% of students stated they vaped tobacco products which is down from 6% the previous year. In the area of mental health the survey identified that 35% of 7th grade students struggle with chronic sadness, up from 20% previous year. 15% have considered suicide which is up from 6% in 2025 CHKS survey.  Overall, AACA has a positive school culture and climate.  Though there are opportunities for continued improvement in the areas of a welcoming culture and fostering a sense of belonging through positive relationships with teachers and adults on campus, creating a sense of safety on campus while supporting and ensuring a robust social emotional support system for middle school.    Academic Performance Based on the 2023 California Dashboard, the following student groups were identified as lowest performing and continue to be the focus of this plan: Hispanic students in ELA, Students with Disabilities in ELA, and Students with Disabilities in Math.|Based on analysis of data and educational partner feedback, three new actions will be added to Goal 1 in the 2026–27 LCAP to strengthen systems supporting student behavior, attendance, and school safety.  Action 1.8 – A new action will be added to employ a Student Success and Support Supervisor to implement Tier 1 PBIS systems and Tier 2 behavioral supports.  Action 1.9 – A new action will be added to employ an Administrative Assistant to support student attendance systems, safety planning, and coordination of student services. Action 1.10 – Campus Supervisor-A new action will be added to provide campus supervision to support student safety and behavior across the school day. Other planned changes: Action 1.5 has been revised to increase funding by $2,500 to strengthen attendance supports, based on analysis of data indicating ongoing chronic absenteeism and the need for expanded intervention.  Focus Group data shows that students do not feel successful academically and are not making connections with peers or adults on campus.   AACA has determined continuous high faculty and staff turnover is the underlying contributing factor most impacting student academic progress. AACA has determined that due to budget constraints, the approach to faculty and staff retention will be an investment into faculty and staff professional development.  Therefore, a refocus on Tier 1 Instruction through professional development will occur. By focusing on Tier 1 professional development, AACA will improve academic supports and provide rigorous academic instruction for all students in order to positively impact student academic progress.   Further review of the dashboard revealed that AACA is seeing a widening of the achievement gap for unduplicated students inclusive of English Language learners, Low Income, and Homeless/Foster Youth.  AACA developed this goal and corresponding actions to improve the academic outcomes for students with disabilities, Hispanic students, and English Language Learners, Low Income, and Homeless/Foster Youth  Based on analysis of implementation, effectiveness, and educational partner feedback, the following changes will be made to Goal 3 actions for the 2026–27 LCAP. Action 3.1 – Assistant Director (Coordinator of Intervention and Tiered Supports)  will continue in the 2026–27 LCAP and will now be identified as a contributing action. This change reflects the critical role of the Assistant Director in supporting English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities because the position provides coaching, feedback, and oversight of Tier 1 and Tier 2 supports, which increases the consistency and effectiveness of instruction and intervention for unduplicated pupils. Action 3.2 – Intervention Teacher Action will be modified to reduce staffing from four (4.0 FTE) Intervention Teachers to one (1.0 FTE) Intervention Teacher.|Met|Participation and impact varied across programs because offerings did not consistently align with the full range of student interests and needs, which limited the reach of some activities. Additional alignment of program offerings is needed to ensure broader access and participation across diverse student groups|2026-06-24|2026
40687000000000|Atascadero Unified|6|AUSD annually administered a local survey to parents, teachers, and students in grades 4-12. With the implementation of FranklinCovey’s Leader in Me, the Measurable Results Assessment (MRA) will be administered, and results used for this Local Indicator Response. The MRA Culture Measure directly align to school climate and establishes baseline results. The MRA Culture Measure overall score from students, and all staff was 80 and the submeasure of School Climate from all staff was 85.|In reviewing the new MRA survey results, we were pleased with the initial results, as they showed we are at the strong implementation stage. With this being our second year in implementing the Franklin Covey character education program in conjunction with a renewed emphasis on PBIS, the increased results were positive.|In reviewing the evidence, no changes to existing plans, policies, or procedures were identified as a need. Each school within the LEA will be reviewing their own MRA survey results and adjusting practices as needed.|Met||2026-06-09|2026
40687260000000|Cayucos Elementary|6|As part of CESD’s commitment to elevating student voice, all middle school students participated in the 2026 LCAP  Student Survey, providing valuable insight into their experiences, perceptions, and needs. Overall, results reflect a  strong sense of connection, pride, and opportunity, while also identifying key areas for continued growth.  Survey data indicates that 95% of students feel there is a caring adult on campus they can go to, highlighting the  strength of relationships across the school community. Additionally, 70% of students shared they would seek out an  adult if they were sad or in need, signaling an important area for continued focus in strengthening student comfort  and trust in accessing support.  Students expressed a high level of engagement and opportunity in school programs, with 100% of students reporting  that extracurricular activities, including athletics and the arts, are important to their school experience. School pride  and readiness are also strong, with 95% of students indicating they feel prepared for high school and 89% reporting  they feel proud of their school. Furthermore, 80% of students shared they are happy to come to school, reinforcing a  generally positive school climate.  Safety remains an area for continued attention, with 72% of students reporting they feel safe at school. While this  reflects a majority of students feeling secure, CESD recognizes the importance of ensuring all students feel  consistently safe and supported on campus.  Student voice through open-ended responses provided meaningful and actionable feedback. Students shared  appreciation for the close-knit nature of the school, with comments such as “I love that everyone knows me” and “I  am sad to leave Cayucos School,” reflecting strong relationships and a sense of belonging. Students also highlighted  the value of engaging instruction, noting that “more classes should be like science, fun and hands-on,” and  expressed enthusiasm for programs such as drama, with one student stating, “Drama is the best.”  At the same time, students identified areas for growth. Feedback included perceptions that smaller class sizes do not  always translate to increased academic support, a desire for more consistent help from teachers, expanded  extracurricular and athletic opportunities, and additional food options. These insights provide important direction for  continued program development and student support efforts.  CESD values this feedback and uses it in conjunction with input from parents, staff, and community partners to  inform LCAP goals, actions, and services. The district remains committed to strengthening student voice, enhancing  school climate and safety, and ensuring all students feel supported, engaged, and prepared for future success.   NOTE: CHKS was not administered in the 25-26 school  year.|Analysis of the 2026 LCAP Student Survey data identified numerous strengths as well as areas for continued growth.  Students overwhelmingly reported positive relationships with adults on campus, with 95% indicating they have a  caring adult they can go to for support, reflecting the district’s strong culture of connection and student-centered  practices. Students also expressed high levels of confidence in their future readiness, with 95% reporting they feel  prepared for high school, while 89% indicated they are proud of their school and 80% reported they are happy to  come to school each day. Additionally, 100% of students identified extracurricular opportunities, including athletics  and the arts, as an important part of their educational experience, reinforcing the value of maintaining and expanding  enrichment opportunities.    Student comments further highlighted the strengths of the district’s small school environment, with many expressing  appreciation for the close relationships they have with peers and staff, engaging hands-on learning experiences, and  programs such as drama and athletics. Comments such as “I love that everyone knows me,” and “Drama is the  best,” demonstrate a strong sense of belonging and school connectedness.    The analysis also identified opportunities for improvement. While a majority of students reported feeling safe at  school (72%), increasing students’ perceptions of safety remains an important priority. Similarly, although 70% of  students indicated they would seek out an adult if they were sad or needed help, the district recognizes the need to  strengthen students’ confidence in accessing support services. Student feedback also suggested a desire for more  hands-on instructional opportunities, additional academic support from teachers, expanded food choices, and  continued growth in extracurricular offerings.    Disaggregated survey data showed similar themes across student groups, with relationships, enrichment  opportunities, and school connectedness identified as key strengths, while school safety, student support systems,  and instructional engagement emerged as areas for continuous improvement. These findings will continue to inform  CESD’s Local Control and Accountability Plan (LCAP) goals and actions, ensuring that district resources and  services are responsive to the needs and voices of all students.|"One of the key areas we changed to address our concerns in middle school was a more flexible and engaging  elective schedule, changing every 6 weeks- with courses designed in a project-based style that are directly  connected to college and career readiness.  CESD also is implementing a 7-period day next year to build in  intervention, enrichment, and connectivity activities such as leadership and community service projects to our middle  school schedule.  CESD will also continue with the implementation of minute meetings- so that every single student  has a ""touch in"" with our school counselor. In the 26-27 school year we will be moving the intervention/enrichment  period to the end of the day to ensure organization, calmness, clarity, and connection as students leave each day."|Met||2026-06-23|2026
40687590000000|Lucia Mar Unified|6|In February of 2026 Lucia Mar administered the Panorama Education Student Survey through a google form in grades 3rd-6th and the California Healthy Kids Survey (CHKS) in grades 7th-12th. By measuring student perceptions, these surveys gather feedback from students about their classroom experience. Decades of research have shown that student perceptions strongly correlate with learning outcomes and can be an important improvement tool for school systems. Over 5,000 students took the anonymous survey in grades 3rd-12th. Both surveys collected demographic information (gender/gender identity*, sexual orientation*, ethnicity, race, grade). *indicates secondary only. These are the same surveys given over the past several years.   Key findings: ELEMENTARY SURVEY - 3rd-6th grades Students were asked to assign a level of agreement (Strongly Agree = 4, Somewhat Agree = 3, Somewhat Disagree = 2, Strongly Disagree = 1) with specific statements.   The statement “I like school” averaged a 2.73 in 3rd grade and dropped to 2.62 for 6th graders. The highest scoring average (3.46) was for the question, My school wants me to do well./I feel my school has high standards for achievement. The lowest scoring average was (2.55) was for the question, Students in my class behave so that teachers can teach./The behaviors in my class allow the teachers to teach.  Overall, there were no areas where the average fell below the midline level of agreement (2.5).   CALIFORNIA HEALTHY KIDS SURVEY (CHKS) - 7th-12th grades #s below indicate % of students reporting “Agree” or “Strongly Agree” in 7th, 8th, 9th, 10th, 11th, and 12th grade  School connectedness (In School Only): 69, 65, 63, 58, 59, 59 - Average 2.5% increase from prior year and 6.2% increase from two years ago School connectedness (Remote Only):  52, 57, 58, 57, 63, 76 - Average 7.2% increase from prior year Academic motivation: 68, 66, 66, 61, 61, 60 - Average not significantly different from prior year School perceived as very safe or safe: 69, 74, 69, 66, 69, 71 -  Average 5.7% increase from prior year and 9.9% increase from two years ago Experienced any harassment or bullying (past 12 months): 38, 38, 23, 29, 24, 19 - Average not significantly different from prior year Cyberbullying (past 12 months): 26, 33, 21, 22, 17, 16 - Average 1% increase from prior year Current alcohol or drug use (past 30 days): 4, 6, 4, 9, 8, 15 - Average not significantly different from prior year Experienced chronic sadness/hopelessness (past 12 months): 26, 26, 21, 31, 26, 26 - Average 0.7% decrease from prior year Considered suicide (past 12 months): 13, 12, 9, 15, 10, 10 - Average not significantly different from prior year|"ELEMENTARY SURVEY The local survey administered in the fall provides a longitudinal look at how our students perceive their school climate across multiple years.  STRENGTH - It is reassuring to see that all averages continue to be above the midline (2.5).   Differences in demographic data were slight. Below are discrepancies by subgroups identified:  * I like school - Female students tended to like school more than male students at each grade level. * I feel successful at school - Non-Hispanics felt more successful at school than Hispanics. This is a similar finding to last year.   Although differences in demographic data were slight (statistically), we will continue to track this data across the years to ensure our schools are safe, inclusive, and academically supportive places for all of our students.   CALIFORNIA HEALTHY KIDS SURVEY (CHKS) - 7th-12th grades  *Although we administered the survey in 6th grade in past years, response rates were low. In Lucia Mar, 6th grade is not part of the middle school, as it is in many school districts. Because of these two factors, we decided to administer the Panorama survey in 3rd-6th and the CHKS in 7th-12th.  Drawing a parallel to the ""I like school"" question administered in elementary school, where girls tended to ""like school"" more than boys, in secondary, the results showed a flip. Females tended to like/feel slightly less connected to school than boys.  Hispanic students on average, were less connected to school than students who identified as White at every grade level.   Although a relatively small sample size was present in the data, students who self-identified as ""non binary"" had significantly worse responses in every area of the social and emotional health section, as well as in their perception of school as a very safe or safe place when compared to students who identified as male or female."|When compared to last year's data, we have seen positive changes across the board for our school climate. Although we are pleased with this progress, data still shows a continued need for social-emotional support for all of our students. We continue to add counseling for students in crisis and improve positive behavior interventions. Additionally, we will continue to work with all educational partners to ensure our schools are safe, inclusive, and academically supportive places for all of our students.|Met||2026-06-16|2026
40687910000000|Pleasant Valley Joint Union Elementary|6|Thirty-nine students in grades 2–6 participated in a schoolwide survey. 97% of students reported feeling safe, happy, and connected to school, with every student stating they had an adult to turn to when needed. They also all reported that if someone tells a teacher or another school adult about an allegation of bullying, action will be taken. The number of students who reported looking forward to coming to school remained roughly the same as last year. However, the number of students who reported feeling unfairly treated when disciplined dropped from 14 in 2024 to 6 in 2025. This was an area of concern last year. . Students also contributed actionable ideas: increasing the number of books at each reading level, adding more hands-on projects in class, decreasing the amount of schoolwork/reading, and increasing the amount of time at PE. These suggestions directly shaped actions in the LCAP, including continued funding for enrichment opportunities and enhanced social-emotional supports.|Overall, parents and students are satisfied with the programs offered at Pleasant Valley Joint Union Elementary School District and with the school climate. However, ongoing efforts are needed to further improve student perceptions and strengthen outreach to all educational partners.|In response to this information, the district is actively recruiting staff to reinstate after-school daycare. We are also working to expand after-school enrichment and academic programs. Additionally, teachers and staff will receive professional development to better support our students' social and emotional needs.|Met||2026-06-24|2026
40688090000000|San Luis Coastal Unified|6|Every year for the last 8 years, our district has had students in grades 3-12 participate in the YouthTruth survey.  This year 5, 355 students took the survey.  Some trends to highlight were that elementary students increased their scores in engagement but decreased slightly in relationships (still in the 82nd percentile).  Middle school students ranked communication and feedback the highest at the 82nd percentile, up from 62 the previous year.  They ranked relationships the lowest at the 63rd percentile, up from 56 the previous year.  High school students ranked access to resources the highest at the 77th percentile, up from 71.  They ranked relationships the lowest at the 63rd percentile, up from 60 the previous year.|Our Student Senators analyze the Youth Truth survey data after it is administered, then highlights key findings. This has led to concrete actions on part of staff to respond to student concerns, based upon the key themes from Student Senators' identified SMARTIE Goals: https://docs.google.com/presentation/d/1W_yrcXs_mhiKdY9XPFAeiWhROeQ16-ZK43KdLUDA4Ac/edit?slide=id.g3e6d3b84604_0_0#slide=id.g3e6d3b84604_0_0 Theme 1: student engagement Theme 2: academic challenge Theme 3: growth mindset Theme 4: family partnership|All 4 themes are all aligned to our LCAP goals and actions addressed within the LCAP.|Met||2026-06-02|2026
40688096043194|Bellevue-Santa Fe Charter|6|Of the students surveyed: 91% felt school connectedness, 96% academic motivation, 90% caring adults in school, 93% facilities upkeep, 91% parent involvement in schooling, 96% social emotional learning supports, 88% anti-bullying climate, 100% safe on way to, at and from school, 100% understood rule clarity, 76% felt well-behaved, 82% felt treated fairly when breaking rules. 100% felt treated with respect, 6% felt frequent sadness and 100% felt overall wellness.|Due to the small group of students surveyed, it is not appropriate to disaggregate the data. We do see slight indicators of mental health needs.|We have developed a strong multi-tiered mental health support system including social emotional learning, parent and staff education, counseling and skill building groups which were implemented in 2024-2025.|Met||2026-05-26|2026
40688250000000|San Miguel Joint Union|6|The district administered a School Climate Survey in the spring of 2025 to all students in grades 3-8. Parents and school staff also took surveys.  Percentage of Parents participating in at least one school event or committee: 83% Overall 81% Socio-economically Disadvantaged 75% Parents of English Language Learners 90% Parents of Student With Disabilities  Percent of middle school students who report enjoying school 55%  Percent of elementary school students who report enjoying school 64%  Percent of students who feel safe at school: 76% Percent of parents who feel the school fosters a sense of safety: 82% Percent of staff who feel the school fosters a sense of safety: 91%|Survey data indicated that adults, both staff and families, reported much higher percentages of feeling like their students were safe at school and had a caring adult at school. The district recognizes that we have work to do to increase students' feelings of safety, primarily emotionally, while at school. These numbers have dropped each year that the survey has been given since 2020 with the onset of the COVID pandemic.|The district is focusing on PBIS and we are in year two of the process. Professional Development will focus on providing safe spaces for students to learn. Our LCAP has a specific goal focusing on the climate of the school with seven actions designed to support the goal. The LCAP survey is only one we measure success. Some of the other metrics are indicating that our actions are having a positive effect. Our attendance rates are back to pre-pandemic levels. Students are being offered, and participating in, after-school clubs and sports at higher levels. Our PBIS fidelity surveys indicate that both sites are making growth.|Met||2026-06-11|2026
40688330000000|Shandon Joint Unified|6|The California Healthy Kids survey was administered to grades 5 ,7, 9 and 11.  Note: Grade 5 did not have a large enough population to report data   * 75% of grade 7 students report that school is a safe place * 61% of grade 7 students report that they have a caring adult relationship at school *  8% of grade 7 students report chronic sadness * 52% of grade 7 students report that they try hard in school * 96% of grade 7 students reported to never using a controlled substance at school * 8% of grade 7 students report that they have experienced bullying * 12% of grade 7 students report experiencing social emotional distress * 18% of grade 7 students report to having used a controlled substance * 81% of grade 9 students report that school is a safe place * 50% of grade 9 students report that they have a caring adult relationship at school * 19% of grade 9 students report that they have experienced bullying * 19% of grade 9 students report that they experience chronic sadness * 66% of grade 9 students report that they try hard in school * 20% of grade 9 students report experiencing social emotional distress * 0% of grade 9 students report to having used a controlled substance * 80% of grade 11 students report that school is a safe place * 68% of grade 11 students report that they have a caring adult relationship at school * 10% of grade 11 students report that they have experienced bullying * 42% of grade 11 students report that they experience chronic sadness * 62% of grade 11 students report that they try hard in school * 30% of grade 11 students report experiencing social emotional distress * 30% of grade 11 students report to having used a controlled substance  In Addition he LEA has elected to administer a yearly, local climate survey to all 2nd-12th grade students for continuous reflection, improvement and growth. The 2025-2026 survey revealed:  * 97% of students reported that they feel welcomed at their school at least most of the time. * 59% of students reported that sports programs have helped them the most in school. * 96% of students report feeling safe at school at least most of the time. * 96% of parents reported that they feel their children are safe at school at least most of the time. * 90% of students report having a trusted adult at school * 90% of students and 89% of parents feel that the schools are clean, safe and functional. * 87% of parents report that the schools meet or exceed their standards.|Parents and students generally support the school and the efforts that are being done to support the social emotional needs of the students. The elementary school employs 1FTE social emotional counselor to support the behavioral needs of students and to reduce the effects of trauma.  Sports are an important part of the school culture and is often a motivating factor for attendance and class effort. The district has made consistent strides in increasing CTE class offerings and providing more opportunities for career pathway completion. Maintaining class offerings has been challenging due to our small size and budget. Electives and intervention is often done by the general education teacher during their regular day or, when willing, during after school hours.|In response to parent and student feedback, the district will continue to provide social emotional support through counseling services and maintain our Wellness Center for wrap around services for families.  Shandon Elementary will expand PBIS supports through TIER II training to further support the emotional needs of the students and reduce the number of underrepresented students who are being suspended from school.|Met||2026-06-09|2026
40688410000000|Templeton Unified|6|Templeton Unified School District is dedicated to fostering safe, supportive, and inclusive learning environments where students feel connected, valued, and prepared for success. The district monitors school climate through student, staff, and family feedback, discipline data, attendance data, and a climate/culture survey. Recent survey results indicate strengths in students' perceptions of safety, supportive relationships with adults, and academic expectations. Areas identified for continued growth include increasing student willingness to report bullying, strengthening peer intervention behaviors, and reducing behaviors that interfere with learning.|Recent survey results indicate strengths in students' perceptions of safety, supportive relationships with adults, and academic expectations. Areas identified for continued growth include increasing student willingness to report bullying, strengthening peer intervention behaviors, and reducing behaviors that interfere with learning.|behaviors, and reducing behaviors that interfere with learning. The district continues to implement Positive Behavioral Interventions and Supports (PBIS), social-emotional learning initiatives, restorative practices, trauma-informed approaches, and student wellness supports. Schools regularly review behavioral and attendance data to identify trends and provide targeted interventions.|Met|Through ongoing collaboration with students, families, staff, and community partners, Templeton USD continues to refine practices that promote positive school culture, student well-being, and a sense of belonging for all learners.|2026-06-25|2026
40754570000000|Paso Robles Joint Unified|6|"Paso Robles Joint Unified School District (PRJUSD) comprehensively monitors school climate using a multi-tiered approach. This framework includes the annual California Healthy Kids Survey (CHKS) alongside local student surveys that measure safety, inclusion, and caring adult relationships.  Across the generalized student population, June 2026 local data highlights highly positive perceptions. Regarding safety, welcome, and inclusion, 91.21% of students report that their schools meet these criteria (36.72% ""always""; 54.49% ""sometimes""). This marks a significant increase over prior-year local metrics evaluating safe, clean, and functional parameters, which sat at 73%. For physical safety, 88.74% of surveyed students state they feel safe at school (38.29% ""always""; 50.45% ""sometimes""), up from previous local survey benchmarks of 81.5%. Additionally, 80.01% of students report having at least one caring adult available to them on campus (46.3% ""always""; 33.71% ""sometimes"").  While district averages indicate a safe environment, disaggregating our local data and educational partner input reveals key variations across distinct student cohorts, allowing PRJUSD to target resources precisely where they are needed most.  Longitudinal tracking shows a clear variance across grade spans. High school students (grades 9–12) have traditionally expressed more neutral stances regarding school connectedness compared to middle school students. Prior local data showed up to 48% of high school respondents marked their connection as ""neutral."" PRJUSD is directly addressing this by structuring more active student voice opportunities across secondary campuses.  Tracking supportive environments for our 26 foster youth and 522 students experiencing housing insecurity remains a top focus. Partner feedback indicates that while basic physical safety is stable, these highly transient cohorts report a greater need for structural consistency. The district leverages specialized family advocates to closely monitor their attendance, sense of belonging, and immediate needs.  To support our English Learners (21% of enrollment) and students with disabilities (15.6%), the district tracks inclusivity benchmarks carefully. Local data highlights that although these students widely perceive campuses as welcoming, continuing to expand Tier 1 universal supports and proactive peer-inclusion programs ensures that linguistic and learning differences do not isolate these groups."|Based on the disaggregated local survey and California Healthy Kids Survey (CHKS) data, Paso Robles Joint Unified School District (PRJUSD) has identified clear areas of structural strength alongside targeted operational needs across our student groups:  Identified Strengths and Progress High Universal Perceptions of Safety and Inclusivity: Our data reflects a successful systemic effort to create welcoming environments. A remarkable 91.21% of surveyed students feel their campuses are safe, welcoming, and inclusive, an extensive jump from our previous local baseline of 73%. Furthermore, 88.74% of students affirm their absolute physical safety while on campus.  Strong Foundations of Caring Adult Connections: Four out of five students (80.01%) explicitly report having at least one caring adult they can turn to on campus. This highlights the effectiveness of our universal Tier 1 social-emotional support structures and intentional positive relationship building across all twelve school sites.  Robust Early-Grade Site Supports: The consistent placement of full-time Student Engagement Specialists (SES) across all elementary sites has served as a foundational strength. These specialists have successfully institutionalized positive behavior interventions and built highly inclusive playground and classroom environments, contributing heavily to our high safety marks.|"Identified Needs and Areas for Improvement Secondary School Connectedness and Engagement: When data is disaggregated by grade span, a clear longitudinal variance emerges. High school students (grades 9–12) express significantly more neutral stances regarding school connectedness compared to middle school students. Historically, up to 48% of high school respondents reported feeling ""neutral"" about their connection to school.  Transitioning to Uniform Survey Methodologies: To address high rates of ""neutral"" feedback and gain precise data, a major focus area moving forward is establishing uniform survey tools. Future local surveys will transition to a 4-point forced-choice Likert scale to eliminate the neutral category entirely, compelling clearer insights. To achieve precise, ""apples-to-apples"" comparisons across sites and cohorts over time, these identical surveys will be administered widely to as many students as possible (grades 4–12) and will remain completely uniform in form and content for five years or more.  Support and Stability for Highly Vulnerable Student Groups: Analyzing data for our 26 foster youth and 522 students experiencing housing insecurity reveals that while they perceive campuses as physically safe, they express a critical need for structural consistency. The inherent transience of these student groups requires the district to implement more tightly synchronized, cross-departmental communication and resource tracking.  Targeted Tier 1 Inclusivity for English Learners and Students with Disabilities: Although our English Learners (21% of enrollment) and students with disabilities (15.6% of enrollment) view our school sites favorably, partner feedback indicates a persistent need to expand proactive peer-inclusion and specialized universal supports, ensuring linguistic and learning diversities are structurally accommodated within daily campus activities."|Met|"Paso Robles Joint Unified School District remains deeply committed to utilizing data-driven insights to foster safe, supportive, and inclusive environments. Two context points are essential to understanding our strategic trajectory:  Strategic Funding for Vulnerable Campuses A defining element of our progress is the targeted deployment of resources at alternative education sites and high-need elementary campuses. PRJUSD utilizes a strategic mix of state and federal funds and grants to fund full-time Student Engagement Specialists (SES), bilingual family advocates, and enhanced mental health counseling. This localized staffing model ensures that our most vulnerable student populations—including our 522 students experiencing housing insecurity—receive immediate, dignified access to social-emotional supports.  Standardizing Data for Long-Term Accountability Our self-reflection process revealed that traditional surveys often generate high volumes of ""neutral"" responses, masking student needs. To rectify this, PRJUSD is shifting toward uniform data collection. Local surveys will transition to a 4-point forced-choice Likert scale that eliminates the neutral category entirely to gather clearer insights. To ensure maximum reliability, this tool will be administered to students in grades 4–12 and will remain uniform in form and content for five years or more, allowing for precise, longitudinal tracking across sites and cohorts."|2026-06-09|2026
40754650000000|Coast Unified|6|Coast Unified School District (CUSD) administered the California Healthy Kids Survey (CHKS) in Spring 2026 to students in grades 5, 7, 9, and 11. The district has transitioned to annual CHKS administration to strengthen longitudinal trend data and improve analysis of student perceptions of school climate, safety, and connectedness. Results were presented to staff, educational partners, and the community as part of the June LCAP and Local Indicator presentations at a regularly scheduled Board meeting.  School Connectedness (2026):  Grade 5: 75% Grade 7: 71% Grade 9: 76% Grade 11: 62%  Student Perception of Safety (2026 – Safe or Very Safe):  Grade 5: 88% Grade 7: 68% Grade 9: 79% Grade 11: 74%  Chronic Sadness / Hopelessness (2026):  Grade 5: 19% Grade 7: 30% Grade 9: 41% Grade 11: 29%  Academic Motivation (2026):  Grade 5: 83% Grade 7: 84% Grade 9: 69% Grade 11: 61%  Due to small sample sizes in some student subgroups, full demographic disaggregation is limited. However, available trend data indicates differences by gender in perceptions of school safety, with male students generally reporting increasing perceptions of safety across grade levels, while female students show a decline from middle to high school grades.  These data provide a comprehensive overview of student perceptions of safety, engagement, and well-being across grade spans and inform ongoing district improvement efforts.|Analysis of the 2026 CHKS data indicates that Coast Unified School District continues to maintain strong overall perceptions of school safety and positive momentum in student connectedness, while also identifying targeted areas for continued improvement.  Key strengths include: Students across all grade levels report relatively high levels of perceived safety, with particularly strong results in Grade 5 (88%) and generally stable results across secondary grades. Importantly, when compared to regional context and available county-level CHKS patterns, Coast Unified High School-level safety perceptions remain strong and are generally higher than many comparable high schools in the county, indicating a positive and supportive school climate.  Academic motivation is also a strength in elementary and middle grades, with over 80% of students in Grades 5 and 7 reporting positive engagement in learning. School connectedness shows continued positive momentum, including an increase at Grade 11 compared to prior year results, suggesting improving relationships and sense of belonging at the secondary level.  Key areas of need include: Chronic sadness and hopelessness remain elevated in secondary grades, particularly Grades 7 and 9, indicating a continued need for targeted mental health supports, early intervention, and relationship-based systems of care.  Academic motivation declines at the secondary level, particularly in Grades 9 and 11, suggesting a need to strengthen engagement, relevance of instruction, and student-adult connections during the high school years.  Gender-based trend data indicates differing perceptions of school safety over time, with male students generally reporting increasing feelings of safety across grade levels, while female students show a decline from middle to high school grades. This suggests a need to further examine school climate practices to ensure equitable experiences of safety and belonging for all students.  Overall, while school climate remains a strength for the district, continued focus is needed on secondary engagement, mental health, and equitable student experiences.|Based on the 2026 CHKS results, Coast Unified School District will implement targeted refinements to strengthen school climate, with an emphasis on sustaining strong safety outcomes while improving student connectedness, engagement, and emotional well-being, particularly at the secondary level.  1. Sustaining and Strengthening School Safety and Climate: The district will continue to maintain strong school safety practices, including campus supervision, counseling services, and relationship-based school climate strategies. Student perception of safety remains strong and comparatively high within the regional context, and efforts will focus on maintaining consistency across all grade levels.  2. Expanding Mental Health and Wellness Supports: In response to elevated indicators of chronic sadness and hopelessness in Grades 7–9, the district will strengthen school-based mental health supports through the addition of Certified Wellness Coaches (CWC 2) at both the grammar school (CGS) and middle school (SLMS). These positions will expand access to proactive wellness supports, early intervention, and student relationship-building in coordination with site counseling staff and existing wellness programs. The district will continue to maintain and refine counseling services, Peace Leader programs, Family Advocate support, and wellness initiatives to ensure timely and equitable student support.  3. Strengthening Secondary Student Engagement and Belonging: At SLMS and CUHS, the district will continue to expand MTSS and SEL-aligned practices, including advisory structures and intentional student-adult relationship building. Instructional practices that strengthen relevance, engagement, and student voice will remain a priority to address declines in secondary academic motivation and connectedness.  4. Monitoring Equity in Student Experience: The district will further examine differences in student perception trends, including gender-based patterns in perceived safety, to ensure that all students experience equitable access to safe and supportive school environments. Staff professional development will continue to emphasize inclusive, relationship-centered practices.  5. Continued Use of Annual CHKS Trend Data: Annual CHKS administration will continue to support longitudinal analysis of school climate indicators. Data will be disaggregated where statistically valid and used to inform School Site Plans (SPSAs) and LCAP updates.  Through these actions, CUSD will continue to build on its strong foundation of school safety while addressing targeted needs in engagement, mental health, and equitable student experience.|Met||2026-06-25|2026
41104130000000|San Mateo County Office of Education|6|SMCOE Court and Community Schools did not administer a Student Survey this year. It will be a particular priority for the 2026-27 school year.|SMCOE Court and Community Schools did not administer a Student Survey this year. It will be a particular priority for the 2026-27 school year.|SMCOE is implementing Positive Behavior Interventions and Supports (PBIS) across all school sites, utilizing the 5-Star tool and establishing a dedicated PBIS Committee that meets regularly to develop site-wide behavior expectations, reinforcement systems, and culture and climate initiatives. A Coordinator of School Climate provides ongoing coaching and professional development to support implementation and continuous refinement of both PBIS systems and restorative practices. Through strengthened safety measures, sustained investment in adult support, and regular monitoring of school climate data, we anticipate meaningful gains in positive indicators between our 2025 and 2026 survey results.|Met||2026-06-24|2026
41104130135269|Oxford Day Academy|6|Students participate in an annual school climate survey each Spring. In 2026, the composite score for school climate questions was a 4 out of 5, an increase of 0.2 from 2024. The composite score for school safety questions was also a 4 out of 5, maintaining the score from 2024.|The school climate survey results indicate that the actions that are being taken to foster a strong, safe school culture are demonstrating effectiveness. These actions include student activities, athletics, and social emotional learning/mental health support. Each student is assigned an SEL coach (SELC) who stays with that student all 4 years to form a close relationship with the family and the student. Coaches are also responsible for helping students set and achieve short and long-term academic, SEL, and college/career goals. SELCs explicitly teach social-emotional skills daily in studio time and social-emotional skills are integrated throughout the curriculum.|The school is not planning to make any changes for next year.|Met||2026-06-22|2026
41688580000000|Bayshore Elementary|6|We use data from California Healthy Kids Survey and Maro, a mental health screener to determine the school wide climate goals as well as counseling support. Our data has shown that our students report an overall positive school climate. However, a small subset of students report bullying.|Our strength continues to be our SEL curriculum, focus on honoring students' heritage as reflected in curriculum and responsive counseling and administrative support when issues pertaining to student behavior and school climate arise. We have partnered with an organization to build staff capacity for supporting student well being and school wide values. Our focus is on an anti racist framework and education.|As part of our ongoing work on equity focused anti racist and anti bias work, we recently adopted a board resolution denouncing racism and setting forth adoption of policies and practices to implement social justice rooted SEL staff and student education.|Met||2026-06-16|2026
41688660000000|Belmont-Redwood Shores Elementary|6|"The Belmont-Redwood Shores School District (BRSSD) assesses local school climate using the YouthTruth survey, measuring themes on a 3-point scale for elementary students and a 5-point scale for middle school students. At the middle school level, the highest-rated core themes are Belonging & Peer Collaboration and Culture, while the lowest are Academic Challenge and Relationships  - Overall, middle school students rated their Engagement at 3.42 and Academic Challenge at 3.77  - At the elementary level, the highest-rated themes are Belonging and Culture, and the lowest are Academic Challenge (2.30) and Instructional Methods (2.53)  Disaggregating the local climate data reveals significant disparities, particularly for foster youth at the middle school level.  Across all core climate themes, foster youth reported drastically lower perceptions than their non-foster peers:  - Engagement: 2.82 for foster youth vs. 3.46 for non-foster youth  - Academic Challenge: 2.77 for foster youth vs. 3.79 for non-foster youth  - Culture: 2.46 for foster youth vs. 3.62 for non-foster youth  - Relationships: 2.78 for foster youth vs. 3.69 for non-foster youth  - Analysis of Specific Items A deeper look into specific survey items highlights acute areas of need. For example, regarding Academic Challenge at the middle school level, foster youth rated the statement ""Most of my teachers want me to explain my answers"" at just 2.42, compared to 4.21 for non-foster youth  - Furthermore, only 25% of foster youth feel they will be ready for high school classes when they finish middle school, compared to 60% of their non-foster peers  - At the elementary level, the lowest-rated specific Engagement question was ""Do you like going to school?"" (averaging 2.29), and the lowest-rated Academic Challenge question was ""Does your schoolwork make you really think?"" (averaging 2.22)  To ensure a holistic evaluation of school conditions, BRSSD supplements student feedback with comprehensive Staff and Family Surveys, which measure indicators on a 5-point scale. Family Survey: Parents and guardians rated Relationships (4.34) and School Safety (4.05) highly, while identifying Resources (3.89) and Communication & Feedback (4.03) as lower-rated areas Staff Survey: Staff members indicated strong Engagement (4.25) and positive Culture (3.97) but highlighted Professional Development & Support (3.80) and School Safety (4.02) as the lowest-rated areas in their experience  Combining these varied collection tools provides the district with the actionable, multi-faceted data necessary to improve school conditions for all student groups."|"Areas of Strength  Analysis of the local climate survey data reveals several consistent strengths across stakeholder groups in the Belmont-Redwood Shores School District: School Safety and Culture: Families of elementary students identified School Safety and Culture as their highest-rated core themes. The statement ""My child's learning environment is safe"" received the highest overall rating from families. Similarly, elementary students rated Belonging and Culture as their highest core themes  Staff Engagement and Resourcing: Staff members rated Engagement and Culture as their top themes. Their highest-rated individual survey question was, ""I have the necessary resources to do my job well,"" indicating they feel well-equipped to perform their roles.  Instructional Clarity: At the middle school level, the highest-rated specific question regarding academic challenge was, ""My teachers explain things in a way that I understand""  Identified Needs: Despite these positive indicators, the data highlights specific areas requiring improvement across the district: - Academic Rigor and Expectations: A lack of academic challenge is a recurring theme. Elementary students identified Academic Challenge and Instructional Methods as their lowest-rated areas, with the lowest-scoring question being, ""Does your schoolwork make you really think?"".  Middle school students echoed this, rating ""In order to get a good grade, I have to work hard in my classes"" as their lowest academic question.  Furthermore, families rated ""My child's school sets high expectations for students"" as their lowest individual question  - Family Communication: Families identified Communication & Feedback and Resources as their lowest-rated core themes, suggesting a need for better school-to-home dialogue.  - Targeted Professional Development: Staff identified Professional Development and Support as their lowest-rated theme. Specifically, staff reported that their recent professional development lacked adequate ""content support""."|BRSSD staff continue to evaluate academic rigor, assessing both the level of challenge provided to students and the communication and pedagogy involved in helping students understand what is rigorous and challenging.  Principals will continue to work with school staff to implement and operationalize our Profile of a Learner, ensuring that students engage in rigourous coursework and engage in critical thinking.  There is also a need to delve deeper into what students define as challenging - often, we find that students equate more rote practice with challenge.    Additionally, the LEA will continue to evaluate the professional development offerings at the site and district level to ensure that staff have access to content-specific and pedagogical strategy-focused learning opportunities.|Met||2026-06-18|2026
41688740000000|Brisbane Elementary|6|2024 Baseline: 1.  46% of students surveyed in 2024 felt they had strong peer relationships.  (goal 2.1) 2.  72% of students surveyed in 2024 felt supported by their peers.  (goal 2.1) 3.  68% of students reported being safe at school in 2024 survey.  (goal 2.2) 4.  49% of students surveyed in 2024 felt the school had an anti-bullying climate.  (goal 2.2) 5.  58% of students reported being happy at school in 2024 survey.  (goal 2.3) 6.  70% of students reported the sense that an adult at school cared about them in 2024 survey.  (goal 2.4) 7.  87% of staff reported feeling physically and emotionally safe per Spring 2024 survey. (goal 2.5)  2026 Results: 1.  74% of students surveyed in 2026 felt they had strong peer relationships.  (28 point increase) 2.  64% of students surveyed in 2026 felt supported by their peers.  (8 point decrease) 3.  81% of students reported being safe at school in 2026 survey.  (13 point increase) 4.  51% of students surveyed in 2026 felt the school had an anti-bullying climate.  (2 point increase) 5.  66% of students reported being happy at school in 2026 survey.  (8 point increase) 6.  71% of students reported the sense that an adult at school cared about them in 2026 survey.  (1 point increase) 7.  97% of staff reported feeling physically and emotionally safe per Spring 2026 survey.  (10 point increase)|In goal area 2.1, we see a 28% increase in students reporting strong peer relationships.  However, in the very same goal area, students are reporting a decline of 8% in feeling supported by their peers.  Our LCAP Advisory Committee encouraged us to revive our efforts to build a positive and supportive culture at the District’s middle school.  This is intended to address both student peer support as well as goal area 2.4, where the data appears to be relatively flat in the area of students feeling that an adult at school cares about them.  Otherwise, our data is trending in a positive direction.|The District intends to make two changes to promote a consistently positive school culture at the middle school:  1.  Revive community-building practices, like homeroom-based social circles and socio-emotional learning lessons, to promote a consistently positive school culture.  The principal and homeroom teachers will work on this effort during the summer and into the fall of 2026.     2.  Continue to invest in evidence-based behavior management strategies.  The District is increasing its investment in on-site support from a contracted Board-Certified Behavior Analyst at all of the District’s schools for 2026-27.  This is intended to promote a consistently positive school environment through proactive, research-based, and culturally relevant behavior management strategies.|Met||2026-06-17|2026
41688820000000|Burlingame Elementary|6|Local Climate Survey Data  Burlingame School District utilizes the California Healthy Kids Survey (CHKS) to measure student perceptions of school climate, safety, connectedness, engagement, and social-emotional well-being. Survey results from 5th- and 7th-grade students provide valuable information regarding school conditions and climate and are used to inform district planning and improvement efforts. The district also reviews data related to student belonging, school safety, bullying, mental health, and family engagement when evaluating school climate.  School Engagement and Supports This domain measures students' connection to school, academic motivation, relationships with adults, meaningful participation, and perceptions of support systems.  5th Grade Findings  81% reported feeling connected to school. 86% reported academic motivation. 26.5% reported school boredom. 45.5% reported meaningful participation opportunities. 91% reported feeling safe at school. 83% reported overall wellness.  7th Grade Findings  School connectedness declined to 62%. Academic motivation declined to 67%. School boredom increased to 44%. Only 22% reported meaningful participation opportunities. 55% reported having caring relationships with adults at school. 71% reported that adults held high expectations for them. 52% reported that the school promoted parental involvement.  School Safety and Cyberbullying This domain measures perceptions of physical and emotional safety, experiences with bullying, harassment, and online misconduct.  5th Grade Findings  91% reported feeling safe at school. 14% reported experiencing cyberbullying.  7th Grade Findings  65% reported feeling safe at school. 35% reported experiencing harassment or bullying. 35% reported rumors or lies being spread about them. 13% reported fear of physical violence. 10% reported involvement in a physical fight. 9% reported seeing a weapon on campus. 30% reported experiencing cyberbullying.  Mental Health and Social-Emotional Well-Being This domain measures student wellness, sadness, hopelessness, social-emotional distress, and other indicators of emotional health.  5th Grade Findings  10% reported frequent sadness. 83% reported positive overall wellness.  7th Grade Findings  18% reported social-emotional distress. 17% reported chronic sadness or hopelessness. 10% reported having considered suicide.  Student Group Findings The district's analysis of CHKS and related climate data indicates that English Learner students report lower levels of school connectedness and safety than their peers at both the elementary and middle school levels, highlighting the need for continued targeted engagement and support.  Overall, the data demonstrate strong levels of engagement, connectedness, and wellness among elementary students, while highlighting declines in connectedness, safety, meaningful participation, and mental health indicators at the middle school level. These findings continue to guide district efforts relate|Analysis of the California Healthy Kids Survey (CHKS) data identified several strengths and areas of need. A significant strength is the positive experience reported by many elementary students. Fifth-grade students reported high levels of school connectedness (81%), academic motivation (86%), perceived safety (91%), and overall wellness (83%), suggesting that students generally feel supported, engaged, and safe in their school environments. The data also identified challenges as students transition into middle school. Seventh-grade students reported lower levels of school connectedness (62%), academic motivation (67%), and meaningful participation (22%), while 44% reported school boredom. In addition, only 65% reported feeling safe at school, 35% reported experiencing bullying or harassment, and 30% reported experiencing cyberbullying. These findings indicate a need to strengthen student engagement, belonging, and school climate at the middle school level. Mental health remains an important area of focus. Seventh-grade students reported social-emotional distress (18%), chronic sadness or hopelessness (17%), and consideration of suicide (10%), reinforcing the importance of counseling, social-emotional learning, and mental health supports. Student group data also identified equity concerns. English Learner students reported lower levels of school connectedness and safety than their peers, indicating the need for continued family engagement, culturally responsive practices, and targeted supports to strengthen belonging and engagement.  Overall, the data indicate that BSD's greatest strengths are found in elementary student engagement and wellness, while the primary areas for growth include middle school connectedness, student voice, school safety, mental health, and support for English Learners.|Based on the analysis of California Healthy Kids Survey data and educational partner feedback, BSD has continued to refine and expand programs designed to improve student engagement, school connectedness, safety, and social-emotional well-being. To address declining connectedness, meaningful participation, and school climate indicators at the middle school level, the district has expanded the Safe School Ambassadors program, strengthened student leadership opportunities, and increased efforts to elevate student voice in school and district decision-making. These initiatives will continue during the 2026-27 school year to foster belonging and positive peer relationships.  To address concerns related to bullying, cyberbullying, student behavior, and school safety, BSD has continued implementing restorative practices, expanded behavioral supports through the addition of Behavior Intervention Specialists and a District Behaviorist, and increased professional learning for staff on behavioral interventions and inclusive practices. The district will continue refining these systems to promote safe, supportive, and inclusive learning environments for all students.  In response to student wellness and mental health needs identified through survey data, BSD added mental health and behavioral support personnel, expanded counseling services, and strengthened Multi-Tiered Systems of Support (MTSS). The district will continue investing in social-emotional learning, mental health services, and early intervention supports to address student well-being and improve school connectedness.  Additionally, BSD will continue strengthening family engagement and communication through multilingual translation services, targeted outreach to underrepresented families, and the work of the Family Engagement Coordinator. The district is also exploring more consistent feedback systems, including regular surveys and participation tracking, to better monitor school climate, engagement, and educational partner input throughout the year. These actions support BSD's commitment to continuous improvement and ensuring that district decisions remain responsive to student, family, and staff needs.|Met||2026-06-16|2026
41688900000000|Cabrillo Unified|6|Cabrillo Unified School District administers the California Healthy Kids Survey (CHKS) annually to measure student perceptions of school climate, including school connectedness, academic motivation, relationships with caring adults, and perceptions of school safety. The survey is administered across grade spans served by the District, including 5th, 7th, 9th, and 11th grades, and provides data to monitor student experiences and identify areas for improvement.  The 2024–25 Healthy Kids Survey results indicate that 59% of students reported feeling connected to their school, which aligns with the District’s identified objective for student belonging. Results varied by grade level, with school connectedness reported at 60% for 5th grade, 41% for 7th grade, 59% for 9th grade, and 53% for 11th grade. The survey also measured academic motivation, caring adult relationships, and perceptions of school safety. Academic motivation remained strongest among 5th-grade students (89%), with improvements noted among 9th-grade (63%) and 11th-grade students (62%) compared to the prior year. Caring adult relationships increased among 9th-grade students (55%) and 11th-grade students (66%), indicating strengthened connections with supportive adults at the secondary level. Perceptions of schools being safe or very safe improved significantly among 9th-grade students, increasing from 51% to 69%, while remaining stable among 11th-grade students at 68%.  The District reviews Healthy Kids Survey results disaggregated by student groups, including grade level and available student demographic groups identified in California Education Code 52052, to identify differences in student experiences and ensure targeted supports. Survey findings are used alongside other local data sources, including attendance data, discipline data, and stakeholder feedback, to inform LCAP actions focused on student belonging, engagement, safety, and whole-child supports.|Analysis of the Healthy Kids Survey data identified several areas of strength and opportunities for continued improvement in student climate and engagement. Overall, 59% of students reported feeling connected to their school, reflecting progress toward strengthening student belonging. Positive trends were observed in caring adult relationships, particularly among 11th-grade students, where 66% reported having a caring adult relationship, and among 9th-grade students, where results increased from 48% to 55%. Perceptions of school safety also showed improvement, with notable gains among 9th-grade students, increasing from 51% to 69%.  The data also identified areas of continued focus. School connectedness remains a priority, particularly among 7th-grade students, where results declined from 55% to 41%, indicating a need to strengthen belonging and engagement during the middle school transition years. Academic motivation also requires continued attention, especially among secondary students, as results indicate lower levels compared to elementary students. Additional analysis of disaggregated student group data will continue to inform targeted supports for student groups experiencing differences in belonging, safety, and engagement.  Based on these findings, Cabrillo Unified School District will continue to strengthen whole-child supports, expand opportunities for positive student-adult relationships, enhance school connectedness initiatives, and provide targeted interventions to ensure all students feel valued, supported, and connected to their school community.|Based on the analysis of Healthy Kids Survey data and identified areas of need, Cabrillo Unified School District will continue to refine and strengthen existing practices focused on student belonging, engagement, safety, and supportive relationships. The District will enhance schoolwide efforts to increase student connectedness, particularly at the middle and high school levels, by expanding opportunities for students to build meaningful relationships with peers and caring adults.  The District will continue to strengthen Tier 1 supports through PBIS, restorative practices, wellness supports, and site-based student support systems. Schools will use climate data, attendance trends, and student feedback to identify students who may need additional academic, social-emotional, or engagement supports. Additional emphasis will be placed on increasing family partnerships, improving student voice opportunities, and ensuring culturally responsive practices support the needs of all student groups.  Cabrillo Unified will continue monitoring Healthy Kids Survey results annually and use disaggregated data to inform LCAP actions, site improvement plans, and resource allocation. These ongoing adjustments will support continuous improvement efforts to ensure all students experience a safe, welcoming, and connected school environment.|Met||2026-06-18|2026
41689080000000|Hillsborough City Elementary|6|HCSD administered the California Healthy Kids Survey (CHKS) to students in 3rd-8th grade in the spring of 2026. The survey results from 5th and 7th grade students are compared to the last time (2025) the survey was administered. HCSD gives the CHKS each year to gather more frequent data on school climate and safety. Both grades improved on their already high participation rates: 91% of 5th graders (12% increase from 2025) and 96% of 7th graders (5% increase from 2025) participated.  School Connectedness 82% of fifth graders (3% decrease from 2025) reported high or moderate levels of school connectedness and 80% of seventh graders (6% increase from 2025) reported high or moderate school connectedness. Disaggregated data is available for two student groups in 5th grade. There was a 6% difference between these two groups for elementary responses. • 79% Asian or Asian American • 86% White Disaggregated data for school connectedness is available for four student groups in 7th grade. There was a 12% difference between these four groups for middle school responses. • 79% Asian or Asian American • 78% Hispanic or Latino/a • 85% White • 73% Multiracial A 3% range based on gender was seen at the middle school (78% Female and 81% Male) and at the elementary schools (80% Female and 83% Male). 7th grade students who self-identified as having an IEP reported the same level of school connectedness (79%) as students who self-identified as not having an IEP. Interestingly, 81% of students who weren't sure if they had an IEP reported strong school connectedness. Notably, gaps between genders and IEP status decreased for school connectedness in 2026 as compared to 2025.  School Safety 91% of fifth graders (1% decrease from 2025) report feeling safe at school all or most of the time and 89% of seventh graders (8% increase from 2025) report the same. Disaggregated data for school safety is available for two student groups in 5th grade. There was a 1% difference between these two groups for elementary responses. • 89% Asian or Asian American • 90% White Disaggregated data for school safety is available for four student groups in 7th grade. There was a 19% difference between these four groups for middle school responses. • 88% Asian or Asian American • 100% Hispanic or Latino/a • 97% White • 81% Multiracial A 2% difference based on gender was seen at the middle school (88% Female and 90% Male) with a 1% difference at the elementary schools (91% Female and 90% Male). 7th grade students who self-identified as having IEPs reported 85% school safety (same as last year) and students with no IEP reported 90% school safety (an 8% increase from last year). The gap between students with IEPs and those without widened slightly this year from a 3% gap to a 5% gap. 90% of students unsure of their IEP status indicated strong perceptions of school safety.  HCSD does not have enough EL students to disaggregate data by EL status.|We continue to see growth for a third year in a row at the middle school and attribute these increases in school connectedness to our robust SEL programs like the implementation of Character Strong lessons, Camp Crocker kicking off the beginning of school, whole-school assemblies and activities, co-teaching support, and Where Everyone Belongs (WEB) events for incoming 5th grade students. This is in addition to the support of a full-time counselor and a mental health therapist who is on campus regularly. Building Belonging Week and the third year of a new 7th-grade health elective also supported our success. Our elementary schools continue to build on their weekly SEL lessons and have implemented a revised version of Building Belonging Week. We believe that our small class sizes and very small student:staff ratio, along with school social/emotional programs and supports, continue to support the SEL growth of our students.  We believe the implementation of the middle school and elementary school supports listed earlier will also help address perceptions of school safety. All information from the CHKS survey has been shared with school site administrators and is shared by them to their staff. The information gathered from this survey helps to provide a bird's eye view of school climate and culture, but the HCSD is looking at opportunities to gather helpful survey data from additional student groups and identify specific groups of students, or individuals, who may need additional support. The HCSD will administer the CHKS survey again in the spring of 2027 to gather additional comparison data and to monitor the health of our school climate.|HCSD is pleased that any discrepancies between disaggregated data continues to be relatively small and that our students with IEPs in 7th grade report high levels of school connectedness and school safety. However, we are developing plans to continue reviewing disaggregated data from school connectedness and safety survey input alongside academic indicators of success. We plan to include more direct student focus group experiences next year to learn more directly from students about their experiences in our schools.|Met||2026-06-16|2026
41689160000000|Jefferson Elementary|6|Jefferson Elementary School District utilizes Panorama Education surveys to collect student perceptions regarding school climate, belonging, supportive relationships, engagement, and social-emotional learning. Survey data is collected across multiple grade levels and is reviewed alongside attendance, suspension, and other local indicators to assess school conditions and climate.  During the 2025-26 school year, Panorama results indicated positive outcomes in several areas. Students reported favorable perceptions regarding barriers to engagement (85%), school climate (78%), and supportive relationships with adults and peers. These results suggest that many students feel safe, supported, and connected within their school communities.  The district also reviewed disaggregated data by student groups, including English Learners, Students with Disabilities, Socioeconomically Disadvantaged students, Homeless Youth, and racial/ethnic groups when available. While trends varied across schools and student groups, data indicated that some historically underserved student groups reported lower levels of connectedness, belonging, and school engagement than their peers.  Additional local data sources, including chronic absenteeism, suspension rates, student voice activities, and school-based climate feedback, were analyzed to provide a comprehensive understanding of school climate and student experiences across the district.|Analysis of Panorama survey results and other local data sources identified several strengths across the district. Students generally reported positive perceptions of school climate and supportive relationships, reflecting ongoing district efforts to strengthen social-emotional supports, restorative practices, and positive learning environments. Student feedback also highlighted the importance of trusted adults, peer connections, and opportunities to participate in meaningful learning experiences.  At the same time, the data identified opportunities for continued improvement. Student voice activities and survey feedback indicated that some students continue to experience challenges related to belonging, workload, academic stress, and school connectedness. Differences in outcomes among student groups, including English Learners, Students with Disabilities, and other historically underserved populations, suggest the need for continued attention to equitable access, engagement, and support.  Analysis of attendance and climate data also reinforced the connection between student belonging, engagement, and school attendance. While chronic absenteeism improved during the past year, certain student groups continue to experience higher rates of absenteeism, indicating a need to strengthen relationships, school connectedness, and coordinated support systems.  Overall, the district's key learning is that continued investment in positive relationships, inclusive practices, student voice, and supportive learning environments remains essential to improving both student well-being and academic outcomes.|Based on the analysis of local climate data and educational partner feedback, Jefferson Elementary School District will continue implementing and refining actions designed to strengthen student belonging, engagement, and school connectedness.  The district will continue prioritizing restorative practices, social-emotional learning, counseling services, and student support systems through Goal 3 of the LCAP. Schools will expand opportunities for student voice and leadership while continuing efforts to ensure students have access to trusted adults and supportive relationships.  The district will also continue strengthening Tier 1 instructional practices through Universal Design for Learning (UDL) and inclusive classroom environments that promote engagement, access, and participation for all students. Attendance systems and intervention processes will continue to be refined to address barriers to attendance and strengthen family-school partnerships.  In addition, district and site leaders will continue reviewing Panorama survey results, attendance data, suspension data, and stakeholder feedback to monitor progress and guide continuous improvement efforts. Particular attention will be given to student groups experiencing lower levels of connectedness, belonging, or engagement to ensure resources and supports are aligned to identified needs.  These efforts are intended to create safe, welcoming, and inclusive learning environments where all students feel valued, connected, and supported in their academic and personal growth.|Met||2026-06-24|2026
41689160112284|California Virtual Academy San Mateo|6|Criteria Met STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.5 Domain School Safety Domain average score on a 4 point scale 3.5 Domain School Connectedness Domain average score on a 4 point scale 3.4 Domain Student Peer Relationships Domain average score on a 4 point scale 3.5 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.6 Domain Harassment and Bullying Domain average score on a 4 point scale 3.6 Domain Self-Management Domain average score on a 4 point scale 3.5 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.4 Domain School Connectedness Domain average score on a 5 point scale 4.3 Domain Student Peer Relationships Domain average score on a 5 point scale 4.0 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.5 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Substance Use Domain average score on a 5 point scale 4.2 Domain Self-Management Domain average score on a 5 point scale 3.9 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.2 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.4 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Self-Management Domain average score on a 5 point scale 4.0 Domain Perceived Safety Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 3.9 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: Students feel safe and say teachers make it clear bullying is not okay. Challenges: Fewer chances to work collaboratively, reducing connection. Grades 7, 9 & 11 – Key Learnings Strengths: Support from teachers and clarity around behavioral expectations. Challenges: Fewer chances to work collaboratively, reducing connection. Parent Responses - Key Learnings Strengths: High praise for school safety, staff caring, and cultural respect for all students. Challenges: Lower scores on stress management support, substance use education, and peer interaction opportunities|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-11|2026
41689240000000|Jefferson Union High|6|"Question 1: Caring Adults in School (Average percent of respondents reporting “Pretty much true” or “Very much true"") Grade 9 = 54% Grade 11	= 67%  Breakdown by ethnicity (grade 9) Asian =56% Hispanic = 48% White = 56% Two or More = 55% Something Else = 45%  Breakdown by ethnicity (grade 11) Asian =72% Hispanic = 63% White = 58% Two or More = 68% Something Else = 72%  -------------------------------------------- Question 2: School Perceived as Safe or Very Safe Grade 9 = 62% Grade 11	= 66%  Breakdown by ethnicity (grade 9) Asian =67% Hispanic = 55% White = 66% Two or More = 64% Something Else = 66%  Breakdown by ethnicity (grade 11) Asian =65% Hispanic = 66% White = 69% Two or More = 66% Something Else = 69%"|Analysis of student survey data identified both strengths and areas for improvement related to school connectedness and safety. A key strength is that a majority of students reported having caring adults at school and feeling safe on campus, with responses generally improving from 9th grade to 11th grade. For example, 67% of 11th-grade students reported having caring adults at school compared to 54% of 9th-grade students, suggesting that students may develop stronger relationships with trusted adults as they progress through high school. Similarly, perceptions of school safety were relatively positive across grade levels, with 62% of 9th graders and 66% of 11th graders reporting that they felt safe or very safe at school.  The data also revealed differences among student groups. Hispanic students reported lower levels of connectedness to caring adults and lower perceptions of safety compared to several other student groups, particularly in 9th grade, where only 48% reported having caring adults at school and 55% reported feeling safe or very safe. Students identifying as “Something Else” also reported lower levels of connection to caring adults in 9th grade (45%). These findings suggest a need to strengthen relationship-building, belonging, and support systems for students during the transition into high school, with particular attention to student groups reporting lower levels of connectedness and safety.  Overall, the data indicates that the District's efforts to foster positive relationships and supportive school environments are having a positive impact, particularly for upper-grade students. However, the results also highlight opportunities to further improve school climate, increase access to caring adult relationships, and ensure all student groups experience a strong sense of safety and belonging at school.|Based on the analysis of school climate data and student feedback, the District identified a need to strengthen students’ sense of connection to caring adults and improve perceptions of safety, particularly among 9th-grade students and student groups that reported lower levels of connectedness and safety, including Hispanic students and students identifying as “Something Else.”  To address these needs, the District has expanded its equity-focused continuous improvement efforts through participation in the National Equity Project’s District Redesign Network. This work is helping the District examine systems, structures, and practices that influence student experiences and identify strategies to improve belonging, engagement, and outcomes for historically underserved student groups. As part of this effort, the District revised LCAP Goal 1 to explicitly focus on Diversity, Equity, Inclusion, and Belonging, recognizing that strong relationships and a positive school climate are essential conditions for student success.  The District is also reviewing and strengthening transition and onboarding practices for incoming 9th-grade students to promote early relationship-building and a greater sense of belonging. School sites are implementing and expanding supports such as mentoring programs, advisory structures, peer connection opportunities, affinity groups, and other relationship-centered practices designed to increase students’ access to caring adults and supportive peer networks.  In addition, the District is enhancing its use of student voice by conducting focus groups, strengthening site-level analysis of disaggregated survey data, and engaging students in identifying solutions to school climate concerns. These efforts will support the development of targeted action plans and allow the District to monitor progress over time, ensuring that continuous improvement efforts are responsive to the needs of all student groups|Met||2026-06-09|2026
41689240127548|Summit Public School: Shasta|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"" - 89% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"" - 96% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"" - 96%"|Summit Shasta believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Shasta take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2026-06-11|2026
41689320000000|Pacifica|6|Pacifica School District collected Panorama survey data as part of the LCAP survey for the 2025–2026 school year. As part of the survey collection, the following responses were received regarding school perceptions and relationships: Family/Parent responses: 76% favorable on School-Family Communication Teacher responses: 77% favorable on Staff-Family Relationships Family/Parent responses (Total: 322): Race/Ethnicity American Indian or Alaska Native 0% (0) Asian 17% Black or African American 2% Hispanic or Latino 12% Native Hawaiian or Other Pacific Islander 2% White 38% Two or More Races/Ethnicities 18% Other 10% (112)*|Analysis of Systemic Needs and Target Areas Based strictly on the data collected from the 2025–2026 Panorama LCAP survey instruments, Pacifica School District has identified key areas of vulnerability across its student, family, and staff cohorts. These target areas of need are defined explicitly by the local percentage metrics, pointing directly to required interventions and support structures. Student Emotion Regulation: 47% favorable Student Academic Self-Efficacy: 45% favorable Family Efficacy: 62% favorable Family Support for Learning Behaviors at Home: 50% favorable Teacher Professional Well-being: 55% favorable Teacher Feedback and Coaching Support: 34% favorable Preferred Family Communication Channels: 51% prefer email, 26% prefer a mobile family messaging application, 9% prefer text messages, and 8% prefer direct phone calls.|To address the systemic needs identified in the 2025–2026 Panorama data, Pacifica School District will implement targeted revisions to its existing instructional frameworks, staff support policies, and family communication procedures for continuous improvement. To address student metrics where emotion regulation scored at 47%  favorable and academic self-efficacy reached only 45% favorable, the district is restructuring its Tier 1 social- emotional learning and academic support guidelines to embed explicit confidence-building routines into daily  classroom instruction. Furthermore, to mitigate the vulnerabilities identified in family efficacy, which was logged at 62% favorable, and home learning behaviors, which reached 50% favorable, the district will transition from rigid compliance-driven outreach to a proactive model featuring jargon-free grade-level guides and localized workshops designed to empower home instruction. Operational communication procedures will also be updated to move away from a single-platform approach, standardizing a multi-channel framework to directly accommodate the fractured preferences of our families, where 51% prefer email, 26% favor messaging applications, 9% prefer text messages, and 8% rely on direct phone calls. Finally, to reverse low teacher metrics where professional well-being scored at 55% favorable and feedback and coaching support sat at 34% favorable, the district is overhauling its administrative feedback policies to establish structured mentorship pipelines and peer-coaching.|Met||2026-06-24|2026
41689400000000|La Honda-Pescadero Unified|6|LHPUSD annually administers local climate surveys to students, families, and staff in order to measure perceptions of school safety, connectedness, communication, and school climate. During the 2025-2026 school year, the district administered the California Healthy Kids Survey (CHKS) in spring 2026 to students in grades 7, 9, and 11. The district also utilized family climate surveys, educational partner engagement feedback, attendance data, suspension data, and student engagement indicators to monitor school climate conditions across all school sites. Districtwide outcome data demonstrated continued improvement in multiple climate indicators during 2025-2026: • Overall attendance increased to 93.76%. • Chronic absenteeism declined to 21.4%. • Chronic absenteeism for the English Learner subgroup was 21.9%. • Suspension rates declined to 2.9%. • Expulsion rates remained at 0%. Family Climate Survey responses reflected generally positive perceptions regarding school climate, communication, student connectedness, and relationships with staff. Families frequently identified: • Caring and supportive staff • Positive relationships between students and adults • Strong school community culture • Inclusive and welcoming school environments • Individualized student support • Positive communication systems • Safe and supportive learning environments Families also frequently identified strengths related to enrichment opportunities, after-school programs, garden programs, field trips, phonics instruction, and relationship-centered school environments where students are well known by staff and peers. Survey responses also identified areas for continued growth including: • Improved communication consistency • Increased supervision and bullying prevention supports • Expanded mental health and counseling supports • Additional academic intervention supports • Expanded extracurricular and elective opportunities • Additional staffing and supervision support • Facility and campus improvements Educational partner feedback also identified continued need for strengthening communication regarding schedules, school events, and student progress.|Analysis of local climate data and educational partner feedback demonstrated that LHPUSD continues to maintain strong relationship-centered school environments where many students and families feel connected, supported, and known by school staff. Key strengths identified through survey responses included: • Positive school community culture • Strong student-adult relationships • Caring and supportive teachers and staff • Welcoming school environments • Inclusive school culture • Positive communication systems • Individualized student support • Strong family-school relationships Families consistently valued the district’s small school environments and the ability of staff to build strong relationships with students and families. Educational partner feedback also demonstrated appreciation for enrichment opportunities, extracurricular activities, after-school supports, garden programs, and school environments that foster student belonging and engagement. District outcome data reflected positive trends related to attendance and student behavior, including improved attendance rates, declining chronic absenteeism, and reduced suspension rates during 2025-2026. At the same time, analysis of survey responses identified continued areas of need related to: • Communication consistency • Bullying prevention and supervision • Mental health and counseling supports • Expanded intervention and academic supports • Additional extracurricular and enrichment opportunities • Facility improvements and campus modernization • Additional staffing and supervision support Educational partner feedback also reflected the importance of continuing to strengthen supports for students experiencing academic, behavioral, attendance, or social-emotional challenges. Families expressed interest in increased communication regarding student progress, expanded intervention systems, and additional opportunities that strengthen student connectedness and engagement.|Based on analysis of local climate data and educational partner feedback, LHPUSD will continue implementing and refining systems designed to strengthen school connectedness, improve communication, support attendance, and promote positive school climate conditions across all school sites. The district will continue: • Multilingual communication systems and Talking Points outreach • Attendance intervention and family outreach supports • Counseling and mental health partnership services • CARE Team intervention systems • Restorative and relationship-centered practices • Family engagement and educational partner outreach efforts • Student support and intervention systems LHPUSD will also continue strengthening: • Bullying prevention and supervision systems • Communication regarding school events, student progress, and intervention supports • Student engagement and extracurricular opportunities • Academic intervention systems • College and career readiness opportunities • Supports for students experiencing attendance, academic, behavioral, or social-emotional challenges The district will continue implementing supports for English Learners, low-income students, foster youth, students with disabilities, and students experiencing chronic absenteeism through coordinated intervention systems, multilingual outreach, counseling supports, and individualized student services. Educational partner feedback also informed continued district focus on staffing supports, campus improvements, student safety, inclusive learning environments, and strengthening positive school culture across all district schools.|Met||2026-06-18|2026
41689570000000|Las Lomitas Elementary|6|The district surveyed students in grades 3–8, as well as families and staff, to gather input on school climate. The results of these surveys informed the development of the 2026-2027 LCAP. Survey data indicate that a strong majority of students continue to feel connected to their peers and adults on campus, with 68% of students responding favorably to school connectedness items on the survey. In addition, 68% of students reported feeling safe at school.  In response to this feedback, the district will expand opportunities for students, staff, and families to foster stronger relationships and deepen foundational social-emotional learning (SEL) skills that support these connections. To advance this goal, two committees were established in the 2025-2026 school year: an SEL-focused Wellness Committee—comprising staff and community stakeholders— and a MTSS Committee comprised of certificated and classified staff focused on tiered instruction in SEL. These committees spent the year auditing current SEL practices in K–8 classrooms, identifying potential new curriculum and resources, developing out-of-classroom activities, and proposing a comprehensive districtwide SEL strategy to be implemented in the following academic year. Both committees will continue in the 2026-2027 school year and are included in our 2026-2027 LCAP.  Additionally, the district continues to include daily homeroom period for middle school students to provide dedicated time for regular SEL instruction and practice, further supporting students' social-emotional development and sense of connection at school.|From the survey data, several key learnings emerged:  School Safety: 68% of our students feel safe at school  School Belonging: 68% of our students feel connected at school  Caring Adults: 79% of students feel there is a teacher or other adult on campus who cares about them Overall, these findings suggest a positive environment within the school community, characterized by academic motivation, supportive relationships, and high expectations from both peers and adults. However, there is room for improvement, and this will continue to be a focus in the 2026-2027 LCAP.|We will continue the two committees: Wellness and MTSS to further examine our policies and practices regarding our local climate|Met||2026-06-10|2026
41689650000000|Menlo Park City Elementary|6|Sense of belonging: Recent survey results show a decrease in sense of belonging for 3rd-5th grade students (80% down 6%).  Student groups rated sense of belonging EL-79% (down 4%), HI, PI, AA-80% (down 4%), SED-78% (down 12%), SwD-66% (down 1%).   Sense of belonging data also decreased for 6th-8th grade students 80% (down 9%).  Student groups rated sense of belonging EL-73% (up 8), HI, PI, AA-71% (down 2%), SED-66% (down 4%), SwD-65% (down 2%).   School Safety: School safety trends for elementary, 3rd-5th grade students show a slight decrease in feelings of safety 71%, down 4% from last year. Student groups rated safety EL-67% (down 11%), HI, PI, AA-74% (down 6%), SED-70% (down 10%), SwD-68% (equivalent to last year).   Recent survey results show a slight decrease in feelings of safety among 6th-8th grade students (70%, down 4%).  Student groups rated safety EL-68% (down 11%), HI, PI, AA-70% (down 2%), SED-69% (down 1%), SwD-70% (down 1%).|Sense of belonging: In reflecting on the survey results on student sense of belonging, there is an overall decline in the data. A bright spot to highlight is that the middle school ELstudent  belonging rose by 8%. The 8% increase in sense of belonging that we are seeing at middle school is a result of the direct service provided by counselors’ direct connection with focal students one-on-one, using Wayfinder content as a backbone for those conversations. We are seeing positive results from their work.   School Safety: As for the survey regarding safety, we made some changes to the questions to ensure that our students clearly understood what they were being asked about online social experiences, supportive adults, student conflicts, including fights at school, and overall worries were included.    Overall safety perception among students has remained stable when looking at data over the last 8 years and is similar to pre-pandemic numbers. As for our middle school students, it has not yet returned to the historical norm.  The most significant gap continues to be for our English Learners. This is likely connected to students’ sense of belonging and the barriers they may experience when accessing core content. We are seeing a similar decline for our students from socioeconomically disadvantaged (SED) families. We know that economic conditions in the Bay Area remain challenging, and these realities can impact students’ sense of stability and overall experience at school.|Sense of belonging: Our current challenge points to what our stakeholder groups are sharing with us; we have resources, however, we need a system so that we are utilizing our resources and best practices in a cohesive and consistent approach. Specific efforts have been initiated to address this. MPCSD has launched a Behavior Task Force to audit current practices and identify ways to address our system so that the adult practices are consistent in how we support student needs. The work will extend into the next school year, where we will formalize our behavior system. In the meantime, a few strategies we would like to open the school year with include consistent use of our Second Step Social-Emotional curriculum across all 3 elementary schools. Expand Wayfinder use at the middle school.   School Safety: As a next step, we will review the safety data again at the start of the school year. We will analyze the types of reports submitted by students through the Stop-It reporting system to identify any emerging patterns. These insights will help us better understand how students are feeling and what they are experiencing, allowing us to develop a more targeted plan for the upcoming school year to address their safety-related concerns.  In closing, while overall safety trends remain relatively stable, the data make it clear that not all student groups experience school in the same way. It will be critical for our leadership team to dig deeper into the individual Panorama survey questions to better pinpoint specific areas of concern, particularly for our English Language Learners and students from SED backgrounds. By pairing this analysis with student focus groups and real-time reporting through systems like Stop-It, we can take more targeted, responsive actions to ensure all students feel safe, supported, and have a strong sense of belonging throughout the school year.|Met||2026-06-11|2026
41689730000000|Millbrae Elementary|6|Millbrae Elementary School District uses the Panorama Student Survey to gather feedback from students regarding their school experiences and overall school climate. During the 2025–26 school year, students in grades 3–8 participated in the survey, providing valuable insight into their sense of belonging, engagement, relationships, and perceptions of school climate.  Among students in grades 3–5, 63% reported favorable Teacher-Student Relationships (+1), 61% reported a favorable Sense of Belonging (-2), 54% reported a favorable School Climate (-3), and 49% reported favorable Engagement (+2). These results suggest that elementary students generally feel connected to their teachers and school community, while opportunities remain to strengthen student engagement and perceptions of school climate.  Among students in grades 6–8, 48% reported favorable Teacher-Student Relationships (+2), 42% reported a favorable Sense of Belonging (0), 38% reported a favorable School Climate (+2), and 24% reported favorable Engagement (-4). While some areas showed modest improvement, engagement remains an area of focus at the middle school level.|Analysis of the Panorama Student Survey data indicates that students generally report stronger outcomes in the elementary grades than in the middle grades. Teacher-student relationships continue to be an area of strength across the district, with students reporting positive connections with their teachers and trusted adults at school. Elementary students also reported higher levels of belonging, school climate, and engagement compared to students in grades 6–8.  The data identified student engagement, sense of belonging, and school climate as areas for continued growth, particularly at the middle school level. These findings reinforce the importance of continuing to strengthen social-emotional learning, student connectedness, and inclusive school environments. The District will continue to use student feedback, attendance data, and other local indicators to inform strategies that support student well-being, engagement, and a positive school climate for all students.|Millbrae Elementary School District will continue to strengthen efforts to improve student engagement, sense of belonging, and overall school climate, particularly at the middle school level. As part of these efforts, the District is adopting Character Strong as its district-wide social-emotional learning (SEL) program beginning in the 2026–27 school year. Character Strong will provide a consistent, TK–8 approach to building positive relationships, strengthening students' social-emotional competencies, and fostering a strong sense of belonging across all schools.  The District will also continue to support schools through professional learning focused on positive classroom environments, student engagement, PBIS, and Universal Design for Learning (UDL) practices. Site and district leaders will regularly review student survey, attendance, and behavior data to monitor progress and identify areas requiring additional support. These efforts will support continuous improvement and help ensure safe, supportive, and inclusive learning environments for all students.|Met|In prompts above please note the parenthesis indicate change- increase/decrease from 24/25 to 25/26 school years.|2026-06-02|2026
41689810000000|Portola Valley Elementary|6|"PVSD remains deeply committed to fostering students’ social-emotional development through maintenance of a safe and supportive environment. Local climate data from 2026 reflects high levels of community trust and the successful integration of new metrics to look at feelings of belonging.  2026 End-of-Year Student Survey (Grades 2–8): 98% of students surveyed agree that the school provides a good education. 98% of students describe their school as a safe and caring community. 94% of students report being appropriately challenged by the instruction provided.  2026 Parent/Guardian Survey & Belonging Metrics: A new metric shows 95.5% of parents experience a ""warm and welcoming"" school community. 92% of parents report that their child views school as a positive experience most of the time. 98% of parents are satisfied with their child’s engagement in school and agree that PVSD provides a safe and positive learning environment.  These results affirm that the District's proactive behavioral supports and wellness strategies are effectively maintaining a positive and inclusive school climate."|Analysis of recent data shows a high degree of satisfaction with both the District’s academic programs and school climate.   Moving forward, the District will build on these successes by: - Using new Belonging Metrics to ensure students view school as a positive and welcoming experience. - Continuing to build on hands-on learning and project-based opportunities to drive student interest. - Utilizing integrated data platforms to better monitor the experiences of students with disabilities, multilingual learners, and other specific student groups.  These efforts ensure that diverse perspectives continue to inform our goal of maintaining a safe, inclusive, and high-performing school culture.|To guide continuous improvement, the Portola Valley School District (PVSD) conducts an annual review of local data and stakeholder input. These insights inform critical revisions to the LCAP, specifically Goal 2: Wellness, Communication, and Safety, to foster a safe, inclusive, and supportive environment.  Key updates for this cycle include: - Deepening MTSS Work: The District is actively refining the Multi-Tiered System of Supports (MTSS) framework to provide more equitable, data-driven interventions and consistent social-emotional support across all grade levels. - New Belonging Metrics: As noted above, the District has integrated two new belonging metrics into annual surveys to specifically monitor student well-being and the qualitative health of the school climate. - Enhanced Engagement: PVSD remains committed to refining communication strategies to better engage underrepresented families and enhance overall wellness supports.|Met||2026-06-16|2026
41689990000000|Ravenswood City Elementary|6|This is a locally created survey for students, co-created by school sites and the district which is administered 2 times per year, and designed to be longitudinal over time and across grade spans. This looks at 6 areas of school climate measures including sense of belonging, supportive relationships, school safety, academic engagement, and preseverance. The survey results are able to be disaggregated by student disability status/type, home language, English Learner status, race/ethnicity, gender, grade level, and teacher/homeroom. These are all reviewed by our district and site leaders to better understand student experience on campus and address school wide, student-group specific, classroom-specific, or districtwide issues and trends.  The following data reflects results from the Spring 2026 end-of-year student survey. It should be noted that approximately 50% of middle school students completed the survey, compared to over 70% of elementary students. Overall, 54% of students responded positively to questions focused on sense of belonging, which has been a local focus for the last 3 years. There is little to no variation in the disaggregated results for students of different EL status' or gender, from the overall result. Students with Disabilities reported positive responds 4pp above school average. Student ethnicity groups reporting below school average includes Caucasian (-7pp), Pacific Hawaiian or Other Pacific -(5pp), and Black/African American students (-4pp). In terms of grade level spans, the elementary grades typically have slightly higher positive responses to this question than middle school students.  Overall, 64% of students felt safe all or most of the time at school, which has been especially important based on feedback from the middle school. These overall results have been consistent and stable for the past couple of survey administration rounds. There is little to no variation in the disaggregated results for students of different EL status' or Student with Disabilities, from the overall result.  Female students were also 9 percentage points lower than the result for male students. Student ethnicity groups reporting below school average includes Black/African American students (-6pp), Pacific Hawaiian or Other Pacific (-5pp). Disaggregated results show 6th reporting 28pp below the overall average, while 7th grade students were 23pp below and 8th grade students were 3pp below the overall average. Overall, 71% of students said they felt engaged all or most of the time in their classes. Previously this was one of our lowest overall category result, now has become one of our highest due schools developing goals and actions to address this. English Learner students reported engagement levels 4pp above the average, while Students with Disabilities were 4pp below the average. Student ethnicity groups reporting below school average includes Caucasian (-4pp), and Black/AA students (-3pp).|We have learnt that on average our students with disabilities, and our English Learner students are feeling engaged at school, have supportive relationships, and feel a sense of belonging. On average our female students less engaged, less safe, and have fewer supportive relationships than male students. Our elementary schools feel more positively towards school than middle school students. There are still significant racial/ethnic disparities districtwide with regard to school climate, belonging, safety, and educational engagement. There are also significant differences when looking at survey results between school sites and/or between different teachers/homerooms, that allowed our site leadership teams to take action at their schools. This also highlights and identifies how critical specific personnel are towards improving the overall school environment and experience.|"Based on an analysis of the local data, we have made improvements that focus on school safety, student belonging, and developing supportive relationships, and are working towards making additional improvements for the upcoming year. As a district we continue to focus on school safety inside classrooms, hallways, and outside on the playgrounds and school grounds, including providing before and after school supervision. Following the analysis of local survey data, conversations were held with teachers about specific survey results to understand and modify their classroom environments as needed, to better serve our student's needs. Especially at our middle school, there is a focus on celebrating heritage months as community events (Black History Month, AAPI Month), and Costano also held an AAPI Art Night. We also have a Black Student Union, Poly Club (Polynesian), and other student clubs or associations to provide more opportunities for students to connect with each other. One of our major goals is to improve Tier 1 instruction for all students, across all classrooms, all teachers, and all schools, supported by our coaches and professional development opportunities, in an effort to improve student engagement. Using our initiative ""Universal Tier 2 Time"" (UT2T), we are also focusing on improving Tier 2 instruction, with data driven student groups that are adjusted over the year as needed, based on student specific data. This provides more students with better access to relevant skills and content. English Learner students and those who need foundational English language support will also be provided with additional assistance to allow for better access and engagement to the classroom content."|Met||2026-06-18|2026
41689990134197|Aspire East Palo Alto Charter|6|Aspire East Palo Alto Charter School administered the Panorama student climate and culture survey in Winter 2026 to students in Grades 3–5. The survey collected responses from 30 students and measured perceptions across four key domains: School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. Each domain received an overall favorable score and was compared against district-wide averages for Aspire Public Schools. Although this report does not include data disaggregated by student group, the overall scores provide insight into schoolwide patterns and point to specific areas for targeted improvement. The overall results show improvement in all areas.  School climate improved by 4% favorable ratings with a score of 51% (Aspire Network average 46%). School safety improved by 6% with a rating of 48% (Aspire Network average 48%) and Sense of Belonging improved by 9% with a Score of 57% (Aspire Network average 57%). The highest-performing domain was teacher-student relationships, which received a 84% favorable rating, with a growth of 11% (Aspire Network average 67%).  We will continue our efforts to improve the School Climate and School Safety domains by continuing to improve our physical and behavioral environment and our consistency and transparency with expectations and adult intervention systems.  Our Sense of Belonging data remains a concern while our Teacher-Student Relationships domain is the most promising.  These figures suggest that the school’s adult culture is supportive and trusted, providing a strong foundation for improving broader aspects of school culture and student belonging.  Although disaggregated results by race, language proficiency, or disability status were not included in this report, the overall data underscores several trends that likely affect students in historically underserved groups most acutely. As such, schoolwide improvement efforts must consider equity-centered strategies to improve safety, belonging, and behavioral consistency for all students.|Based on the Winter 2025 Panorama student climate survey for Aspire East Palo Alto Charter School (Grades 3–5), several key learnings emerged that highlight both strengths and significant areas of need. Although the report does not include data disaggregated by student group, the overall response patterns offer insight into the current climate and suggest potential disproportionate impacts on historically underserved students, including English Learners, socioeconomically disadvantaged students, and students of color.  A clear area of strength is Teacher-Student Relationships, which received the highest favorable rating at 66%. Students reported that teachers are respectful (77%), concerned when students are upset (57%), and genuinely care about how they are doing (56%). Additionally, 72% of students said they would be excited to have the same teachers again. These results indicate positive adult interactions characterized by trust and emotional support, forming a strong foundation for a supportive learning environment.  Despite these relational strengths, the survey revealed substantial needs in School Climate, School Safety, and Sense of Belonging.  School Climate scored 41% favorable, reflecting challenges in student behavior, perceived fairness, and the overall environment. Only 21% of students believed peers follow rules well, and just 34% rated the school building as very or extremely clean. These responses point to inconsistent expectations, behavioral culture concerns, and facility upkeep needs.  School Safety also scored 41%. Nearly half of students (46%) reported frequent or near-constant disrespect among peers, and 30% observed frequent physical fights. While online bullying was less common, many students expressed concerns about in-person violence, and only 40% felt it was easy to get help from an adult if bullied. These results suggest students do not consistently feel physically or emotionally safe and may lack confidence in adult intervention systems.  Sense of Belonging scored 48%, indicating a need to strengthen inclusion and peer respect. While adult support was relatively high (68%), only 43% of students felt understood by others, fewer than one-third felt respected by peers, and only 52% felt they truly belong at school. This highlights a disconnect between strong adult support and weaker peer-to-peer experiences, particularly around identity affirmation and social inclusion.  Overall, the data reflect a school culture in which students feel supported by adults but continue to struggle with peer behavior, emotional safety, and a sense of community. Although the absence of disaggregated data limits deeper equity analysis, these challenges are likely to disproportionately affect vulnerable student groups. Addressing them will require a systemic approach focused on clear behavior expectations, restorative practices, inclusive culture-building, and trauma-informed support structures.|Based on the analysis of the Winter 2026 Panorama climate survey results for Aspire East Palo Alto Charter School, the LEA recognizes the need to continue our targeted changes to improve school climate, safety, and student belonging. These adjustments to existing plans and procedures are designed to address the specific areas of concern highlighted in the data, particularly around peer behavior, perceptions of physical and emotional safety, and students’ sense of inclusion and respect.  To improve school climate and behavioral consistency, the school will continue to adjust its behavior expectations framework with clearer, student-friendly language and visuals accessible to all learners. These expectations will be explicitly taught, modeled, and reinforced across all grade levels. Teachers and staff will receive additional professional development in positive behavior intervention and supports (PBIS), with an emphasis on culturally responsive and proactive strategies.   In response to low scores in school safetythe school will continue our increased adult supervision in transitions, recess, and lunch areas. Our reporting system-- to allow students to confidentially report bullying or safety concerns--will also be maintained. Furthermore, all staff will receive annual refresher training on trauma-informed care and intervention protocols to ensure timely and effective responses when incidents occur.  To address gaps in student belonging and peer respect, the school will continue our peer leadership and mentorship initiative, empowering older students to serve as positive role models, lead restorative circles, and support younger peers in building inclusive relationships. In addition, identity-affirming curriculum enhancements and schoolwide events will be integrated into the academic calendar to celebrate cultural diversity and student voice.  Recognizing that teacher-student relationships are a relative strength, the school will build upon this foundation by formalizing regular check-ins between teachers and students and incorporating student-driven feedback tools into classroom routines. This will allow staff to more directly respond to students’ emotional and academic needs while deepening trust and engagement.  All of these changes will be incorporated into the school’s site-level continuous improvement plan, with progress monitored through follow-up Panorama surveys, student focus groups, and behavior/incident data reviews. The LEA is committed to ensuring that every student feels safe, known, and valued, and these revisions represent concrete steps toward that goal.|Met||2026-06-18|2026
41689990135608|KIPP Valiant Community Prep|6|80% of KIPP families positively indicated that teachers have built strong relationships with their child.  78% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
41690050000000|Redwood City Elementary|6|The district administered the California Healthy Kids Survey (CHKS) School Climate Survey during the 2025–2026 school year across elementary and middle school grade spans. Survey data included measures related to school connectedness, academic motivation, caring adult relationships, high expectations, meaningful participation, perceived school safety, parent involvement, antibullying climate, social-emotional supports, fairness, rule clarity, and low violence victimization.  Overall survey results showed positive outcomes in several areas related to school climate and student engagement. Across grade spans, many students reported strong academic motivation, positive relationships with caring adults, and feeling physically safe at school. Schools generally reported higher results in areas related to adults caring about students, adults encouraging students to do their best, and students trying hard in school. Student perceptions of school safety and positive behavior expectations were also generally favorable.  The district also reviewed additional indicators related to school belonging, bullying/harassment, absenteeism, chronic sadness, boredom/disengagement, and parent involvement in schooling. Several schools demonstrated improvements in students feeling part of the school community, reductions in school boredom, and decreases in chronic sadness or hopelessness.  Survey data also identified areas needing continued attention. Meaningful participation and student voice were generally lower than other climate indicators across many sites. Results related to fairness, school connectedness, and antibullying climate varied across grade spans and schools. Some survey results also showed elevated levels of reported harassment/bullying, student sadness, absenteeism, and students feeling disconnected or disengaged from school.  The district reviewed overall results and school-level trends, including available student group data when sample sizes allowed, to identify strengths, needs, and opportunities for continuous improvement related to school climate, safety, connectedness, and student well-being.|Analysis of the school climate survey data identified several district strengths related to student safety, relationships with caring adults, and academic motivation. Across many schools, students reported that adults care about them, encourage them to do their best, and create supportive learning environments. Students also generally reported feeling physically safe at school and motivated to succeed academically. Positive trends in school connectedness and reductions in chronic sadness were observed at several sites, suggesting that ongoing efforts to strengthen social-emotional supports and relationship-building practices are having a positive impact.  The district also identified several areas for continued growth. Meaningful participation and student voice were consistently lower than other climate indicators across many sites, especially at the middle school level. Results related to fairness, school connectedness, and antibullying climate varied across schools, indicating that student experiences are not consistent districtwide. Some schools also reported higher levels of harassment or bullying, student sadness, absenteeism, and disengagement.  The data reinforced the importance of continuing to strengthen inclusive learning environments where students feel connected, heard, supported, and engaged. The district recognized the need to continue improving opportunities for student participation, strengthen peer relationships, and ensure that all students experience a positive sense of belonging and emotional safety at school. The survey findings also highlighted the importance of maintaining strong social-emotional and behavioral supports while continuing to monitor differences in student experiences across sites and student groups.|Based on the analysis of local climate survey data, the district will continue implementing strategies focused on strengthening student connectedness, safety, belonging, and engagement. Schools will continue prioritizing social-emotional learning, restorative practices, positive behavior supports, and relationship-building strategies to improve school climate and student well-being. The district will also continue reviewing school climate data annually to monitor trends and evaluate the effectiveness of improvement efforts.  To address identified needs, the district will focus on increasing opportunities for meaningful student participation and student voice across grade spans. Schools will continue expanding opportunities for students to provide input, participate in leadership opportunities, and engage in classroom and schoolwide decision-making processes. Additional emphasis will also be placed on creating engaging learning environments that strengthen students’ connection to school and reduce disengagement. The district will continue strengthening bullying prevention efforts and social-emotional supports in response to survey findings related to harassment, sadness, and student connectedness. Schools will continue supporting staff in implementing culturally responsive and relationship-centered practices that promote inclusive and supportive school environments. Attendance, wellness, and climate data will continue to be reviewed alongside student feedback to identify needs and guide targeted supports. Survey findings will continue to inform school climate goals, student support planning, and continuous improvement efforts at both the district and school levels. The district will continue engaging educational partners in reviewing school climate data and identifying strategies to improve student experiences, promote belonging, and ensure safe and supportive learning environments for all students.|Met||2026-06-17|2026
41690050127282|Connect Community Charter|6|Spring 2026 Local Climate Survey Results 79% of MS students say they feel safe at school. 68% of MS students say they feel connected to the school. 100% Staff are committed to the school. 100% Staff feel connected to the school. 100% Staff feel the school is safe. 100% Parents feel a sense of belonging and connected. 100% Parents feel the school is committed to a caring environment.|Connect’s Spring 2026 Local Climate Survey results show several important strengths. Staff and parents reported very strong perceptions of safety, belonging, connection, and commitment to a caring Charter School environment. Specifically, 100% of staff reported that they are committed to the Charter School, feel connected to the Charter School, and feel the Charter School is safe. Parent responses were also very positive, with 100% of parents reporting a sense of belonging and connection and 100% reporting that the Charter School is committed to a caring environment. Middle school student responses also show positive perceptions of safety and connection, with 79% of middle school students reporting that they feel safe at the Charter School and 68% reporting that they feel connected to the Charter School. These results indicate that Connect has created a supportive, caring, and connected environment for staff, parents, and many students. The data also identifies a continued area of need related to student connectedness, particularly for middle school students. While most middle school students reported feeling safe, a smaller percentage reported feeling connected to the Charter School. Connect will continue strengthening student engagement, relationships with staff, SEL, counseling supports, restorative practices, enrichment opportunities, and student voice activities to increase the percentage of students who feel connected and supported.|Connect will continue the existing plans, policies, and procedures that support a safe, caring, and connected Charter School environment, including SEL, counseling supports, restorative practices, PBIS, enrichment opportunities, and family engagement activities. Based on the Spring 2026 Local Climate Survey results, the primary area of need is increasing middle school student connectedness. To address this need, Connect will continue strengthening opportunities for student voice, relationship building, advisory support, counseling, and social emotional learning. The Charter School will also continue using the GiveThx platform to promote gratitude, positive peer relationships, and stronger student connection. Connect will monitor student climate survey results, attendance, behavior data, and feedback from students, staff, and families to guide continuous improvement and increase the percentage of students who feel connected to the Charter School.|Met||2026-06-04|2026
41690050132068|KIPP Excelencia Community Preparatory|6|94% of KIPP families positively indicated that teachers have built strong relationships with their child.  80% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
41690050132076|Rocketship Redwood City|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 87% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 82% of families and 86% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
41690130000000|San Bruno Park Elementary|6|Local climate survey data collected during the 2025–26 school year reflects student perceptions of school connectedness, safety, engagement, and academic challenge. Overall results indicate mixed experiences across key areas of school climate, with both strengths and opportunities for improvement. From the student survey, 52% of students reported that they feel their voice is heard at school, indicating moderate levels of student engagement and inclusion in decision-making processes. In addition, 49% of students reported that adults help keep students safe, highlighting an area of need related to perceptions of safety and supportive adult relationships on campus. Regarding academics, 67% of students reported that their classes are challenging, suggesting that a majority of students feel appropriately engaged in rigorous instruction, though there remains a significant portion who may not share this experience. Students also identified mathematics as an area of academic struggle, further reinforcing the need for targeted academic support. While these data represent overall student responses, additional disaggregation by student groups is collected through the district’s broader climate and engagement systems, including advisory committees such as the Parent Advisory Committee (PAC), Special Education Advisory Committee (SEAC), and student advisory groups. These structures provide qualitative disaggregated insights from specific student populations, including students with disabilities and families representing diverse school communities. Across these groups, common themes included the need for increased behavioral supports, concerns about equitable scheduling practices at the middle school level, and the impact of staff turnover on student experience and school stability. In addition to survey data, feedback collected through monthly advisory meetings and LCAP engagement sessions provides ongoing qualitative data that complements survey results. This combined data set is used to identify trends in school climate, inform LCAP goal development, and guide continuous improvement efforts focused on improving student voice, safety, academic support, and overall school connectedness.|Analysis of the 2025–26 climate survey data and educational partner input reveals several key learnings regarding both areas of strength and identified needs across the district. A key area of strength is academic engagement.   Additionally, the district’s ongoing use of structured engagement systems—such as student advisory groups, annual surveys, and ongoing engagement groups—reflects a strong foundation for inclusive input and continuous stakeholder participation in decision-making processes. Students also participate directly in shaping feedback tools, including the development of a student-designed survey used to gather input. However, several areas of need emerged from the data. Student climate survey results indicate that only 52% of students feel their voice is heard at school, and just 49% report that adults help keep students safe. These findings point to opportunities to strengthen student voice, school connectedness, and perceptions of safety across sites. Academic feedback also identified mathematics as an area of struggle, indicating a need for targeted instructional support and intervention. Disaggregated insights gathered through advisory groups provide additional context for specific student populations, particularly students with disabilities and other represented subgroups. Across these groups, recurring themes included the need for increased behavioral supports for students. Families and staff also emphasized the need for clearer, more transparent districtwide systems and stronger site-based professional development. Overall, the data suggest that while students experience a reasonable level of academic rigor and the district has strong structures for stakeholder engagement, there are clear needs to improve student voice, school safety perceptions, behavioral supports, and system consistency. These findings will inform ongoing planning and continuous improvement efforts focused on strengthening relationships between school staff, students, and families, particularly those from underrepresented groups.|Based on the analysis of local data and key learnings, SBPSD has identified several targeted updates to existing plans, policies, and procedures to strengthen instructional coherence, improve student outcomes, and ensure more consistent implementation across sites. A primary area of change includes the formalization and refinement of Multi-tiered Systems of Support. Procedures will be updated to ensure support is consistently implemented across all schools with clear expectations for scheduling, student placement based on data, and flexible grouping practices. This change is intended to strengthen intervention and enrichment systems so that all students receive timely, targeted support aligned to their academic needs. In addition, SBPSD will enhance its professional development system to better align with district/site priorities and classroom practice. Professional learning will be more intentionally sequenced and focused on priority areas such as the science of reading, Tier 1 instruction, English Learner supports, and instructional leadership. The district will also strengthen Communities of Practice to ensure ongoing collaboration, shared problem-solving, and consistent implementation of evidence-based instructional strategies.  For English Learner services, the LEA will refine procedures related to the identification, support, and monitoring of English Learners through the expansion of English Learner Advocate roles. These updates will ensure more consistent implementation of designated and integrated ELD practices and improved access to grade-level content. The MTSS and SST processes will also be updated to strengthen early identification, intervention, and progress monitoring systems. Procedures will emphasize stronger Tier 1 instruction, clearer intervention pathways, and more consistent collaboration among general education, special education, and support staff to reduce unnecessary referrals and improve responsiveness to student needs.|Met||2026-06-17|2026
41690210000000|San Carlos Elementary|6|Please Note: The responses in these three prompts are meant to be read as one response that will address all 3 prompts   Part 1 of 3: Results of the 2026 California School Health and Learning Surveys given to families, students and teachers/staff can be found in the narrative for Priority 3. The prompts for this section will be used to explain the analysis and associated actions in the Goals of the 2026-27 SCSD LCAP.   Goals 1 and 2 of the 2026- 2027 SCSD LCAP specifically target the social-emotional needs of students, particularly for those students with learning differences:   Goal 1 Succinct Version: Student Focused Prioritize building learner profile skills to spark engagement and build student academic confidence   Goal 2 Succinct Version: Student Focused Meet the academic and social emotional needs of all students so that they can reach their full academic and social potential  Within these goals, specific actions were established to address meaningful participation in school work. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and implementing a new standards based, data driven middle school SEL curriculum (Wayfinder) were identified as high impact actions.   Specific actions were also established to address school climate and sense of belonging. Continued implementation of Positive Behavior Intervention and Support (PBIS), and continued development of the District’s Multi-Tiered System of Support (MTSS) across all schools were again identified as high impact actions. Middle schools are implementing strong Middle School transition programs (Where Everybody Belongs (WEB), and School Ambassadors) to further enhance the student experience entering middle school.  Both middle schools work with their staff to implement restorative practices and other alternatives to negative consequences and suspension.|"Part 2 of 3: Analysis of the 2025-26 SCSD LCAP incorporated feedback from all stakeholders in the development of 2026-27 LCAP Annual Update to continue or augment goals and actions that align directly with the SCSD Strategic Plan and Facilities Master Plan.   A full analysis of LCAP Goals 1 and 2 and effectiveness of related actions can be found in SCSD 2026-27 SCSD Local Control Accountability Plan Annual Update which can be found here:  https://4.files.edl.io/bcec/06/15/26/224752-9ac1d492-fc19-4e5a-b6c2-e2c7f42eb142.pdf Reflections: Annual Performance Section: Pages 6-15  Goal 1 Metrics and Goal Analysis Section (Metric 1.8): Pages 39-40   Goal 2  Metrics Goal Analysis Section (Metrics 2.7 and 2.9): Pages 49-50  In addition, the SCSD Strategic Plan emphasizes the development of the whole child and preparing students by arming them with durable ""future ready"" skills that would be useful regardless of the situation or career path of that student's choice. There was significant stakeholder engagement around the Strategic Plan during the 2022-23 through 2024-25 school years, and engagement remains enthusiastic about the plan's ambitions for students in SCSD and their ability to: • Reach their highest academic, social, emotional, intellectual, and physical potential; • Become Curious Problem Solvers, Self-Aware learners, and kind citizens; and • Develop into empathic citizens and leaders who are responsible stewards of their world and care about equity and justice, both locally and worldwide.  The SCSD Learner Profile is the heart of the Strategic Plan. In the visual of the Learner Profile, the learner is surrounded by concentric circles of ""The Educator,"" ""The School,"" and ""The Community."" Each of these circles has an assigned goal in the SCSD LCAP. Goals 1 and 2 relate directly to the Learner, Goal 3 is related to the Educator, Goal 4 is related to the School, and Goal 5 is related to the Community."|Part 3 of 3:  The Learner Profile is a dynamic framework that outlines the attributes and skills that every student will develop throughout their educational journey with SCSD. Going beyond traditional academics, the Profile of a Learner emphasizes critical thinking, creativity, adaptability, and collaboration, equipping students with the tools they need to thrive in an ever-changing world. The educator-developed Continuum of Learning aligned to the SCSD Profile of a Learner was piloted by teachers in 2024-25, and we envision that it will be used district-wide in some format by the close of this LCAP in 2027. This tool, along with the annual CHKS survey will provide the district with even more data to monitor progress and mental health of all students, in order to augment or develop appropriate actions.|Met||2026-06-11|2026
41690216112213|San Carlos Charter Learning Center|6|The local climate survey data, drawn from the Renaissance Fundamentals survey administered multiple times across the academic year, captures the perspectives of students from San Carlos Charter Learning Center across several factors related to their educational experience. This data, collected from K-8 grade cohorts, provides a detailed picture of students' attitudes towards school, learning, and their overall well-being. The survey covers a variety of factors such as feelings about school, perceived learning capability, self-regard as a learner, preparedness for learning, attitudes to teachers, general work ethic, confidence in learning, attitudes to attendance, and response to curriculum demands.|"# PASS Data Analysis: Key Learnings and Findings  ## Areas of Strength  Our comprehensive PASS assessment across all grade bands (K-2: n=123, 3-5: n=129, 6-8: n=117) confirms that San Carlos Charter Learning Center students demonstrate consistently high satisfaction with their school experience. All measured factors show high satisfaction levels (31st percentile or above), validating our positive school culture and supportive learning environment. Most notably, students' feelings about school **improve with age** - from 34.8th percentile in K-2 to 64.3rd percentile in grades 6-8 - indicating our school successfully enhances student engagement through developmental transitions.  Grades 3-5 represent our ""confidence sweet spot"" where student self-regard peaks at 64.4th percentile, demonstrating effective middle elementary programming. Additionally, students across all grades show strong preparedness for learning (54-63rd percentiles), indicating successful development of essential study skills and emotional regulation.  ## Identified Needs and Targeted Interventions  With expanded middle school data (n=117), students demonstrate strong satisfaction across all nine factors, with scores ranging from 45.2nd to 66.4th percentiles. While Response to Curriculum Demands represents our lowest factor at 45.2nd percentile, it remains within high satisfaction ranges rather than the concerning levels initially observed with smaller samples. This suggests our middle school programming effectively maintains student engagement through adolescent development.  The declining trends noted across some factors warrant continued monitoring to maintain our positive trajectory, though students consistently demonstrate high overall satisfaction with their educational experience.  ## Disaggregated Data Insights  Gender analysis reveals remarkable developmental patterns supporting our inclusive environment. **Middle school girls consistently outperform boys** across most factors, with particularly strong feelings about school (62.4th vs. 57.4th percentile). This continues positive trends observed in elementary years, suggesting our school environment especially supports female students' academic confidence and belonging.  Grades 3-5 serve as the peak confidence period for both genders, with exceptional self-regard scores (boys: 66.3rd, girls: 73.1st percentiles). Most significantly, comprehensive middle school data confirms our school successfully maintains high student satisfaction throughout K-8, with middle schoolers showing the highest confidence in learning (66.4th percentile) of any measured factor - demonstrating effective support through challenging adolescent developmental stages."|"Continuous Improvement Actions Based on PASS Data Analysis Following analysis of our comprehensive PASS data (n=369 students K-8), San Carlos Charter Learning Center will implement targeted refinements to maintain our strong foundation of student satisfaction while addressing identified growth areas. Curriculum Engagement Enhancement: It's important to note that this data was collected at a busy end of year, however the staff have noted wanting to engage in more interdisciplinary project based learning activities as we have moved away from that practice in the middle school. Projects tend to be siloed in subject matter courses.  Sustaining Elementary Strengths: Given that grades 3-5 represent our ""confidence sweet spot"" (64.4th percentile self-regard), we will: * Document and replicate successful 3-5 grade practices across other grade levels * Maintain current social-emotional learning programming that supports peak confidence development * Continue teacher collaboration structures that have proven effective  Data-Driven Monitoring: We will continue a systematic review of our PASS data, which is conducted at least twice a year across grade levels."|Met|"Celebrating Middle School Excellence: A Testament to Our Inclusive Community Our PASS data reveals remarkable success in our middle school program, particularly noteworthy given our increasing enrollment of students new to San Carlos Charter. Middle school students demonstrate exceptional satisfaction across all nine factors, with Confidence in Learning reaching our highest score at 66.4th percentile - a testament to our ability to quickly integrate new learners into the ""SCC way."" Most significantly, our Feelings about School data shows 64.3rd percentile satisfaction among 6-8 graders, indicating that both continuing and newly enrolled students feel genuinely connected to our community. This achievement is particularly impressive during the typically challenging middle school years, demonstrating our school's exceptional capacity to welcome and support learners regardless of their starting point. Key Celebrations: All factors score above 45th percentile (high satisfaction range) Strong teacher relationships maintained (57.4th percentile) Solid academic preparedness across all students (60.5th percentile) The fact that we maintain these high satisfaction levels while successfully integrating increasing numbers of new middle schoolers speaks to the strength of our entire K-8 program. Our established students, supportive staff, and inclusive culture create an environment where every learner can thrive academically and socially."|2026-06-10|2026
41690390000000|San Mateo-Foster City|6|Students in grades 3rd through 8th grade participated in the California Healthy Kids Survey (CHKS), and the results were reported to site leadership and schools. In order to focus efforts and align priorities with the district’s Local Control Accountability Plan, key findings are as follows:   1. Feel Connected to School:  average percent of students rating Strongly Agree/Agree  Grade--2022--2023--2024--2025--2026 3rd        78%.    76%.    75%.    78%.   74% 4th        79%.    77%.    76%.    78%.   73% 5th        79%.    75%.    76%.    78%.   76% 6th        60%.    60%.    63%.   66%.   69% 7th         51%.    51%.    56%.    56%.   62% 8th         51%.    51%.    52%.    53%.   60%  Caring Adults in School:  average percent of students rating Strongly Agree/Agree Grade--2022--2023--2024--2025--2026 3rd        74%.    76%.    74%.    76%.   75% 4th        76%.    75%.    70%.    74%.   70% 5th        73%.    73%.    72%.    74%.   72% 6th        72%.    69%.    72%.    74%.   71% 7th         57%.    64%.    61%.    65%.   66% 8th         65%.    58%.    63%.   64%.   66% Key Learnings:  --Elementary students (Grades 3–5) continue to report strong levels of school connectedness and access to caring adults. School connectedness remains high, ranging from approximately 73% to 76%, while reports of having a caring adult at school range from 70% to 75%, demonstrating that most elementary students feel supported, valued, and connected to their school community. --Middle school students continue to report lower levels of connectedness than their elementary peers; however, several indicators show good improvement. Connectedness reported at each grade level has increased by 9-11 points from 2022–23 to 2025-26. --The presence of caring adults remains a significant protective factor for students. Seventh-grade students reporting a caring adult increased from 57% in 2021–22 to 66% in 2025-26, reflecting continued growth in trusted adult relationships across middle schools. --Student wellness indicators show encouraging signs. Chronic sadness continues to decrease from 2022, suggesting that expanded mental health and wellness supports may be positively influencing student well-being. --Rates of suicidal ideation remained relatively stable across grade levels, maintaining good declines from 2022. The persistence of these indicators however reinforces the importance of maintaining comprehensive prevention, intervention, and mental health support systems for students. --A gap remains between elementary and middle school student experiences. While nearly three-quarters of elementary students report feeling connected to school, connectedness drops in middle school grades. This transition point remains a focus for the District's school climate, wellness, and belonging efforts. --Student groups that have historically reported lower levels of connectedness, including LGBTQ+ students, continue to benefit from targeted supports.|The survey results indicate that students generally experience positive school climates across the District, particularly at the elementary level. Between 73% and 76% of elementary students report feeling connected to their school, and 72% to 75% report having a caring adult on campus. These consistently strong results suggest that elementary schools are successfully fostering environments where students feel supported, valued, and engaged. The data also highlights a notable shift as students transition to middle school. While sixth-grade connectedness improved over the past two survey cycles, overall middle school connectedness remains lower. Similarly, while 66% to 71% of middle school students report having a caring adult at school, this remains below the elementary school level and indicates continued opportunities to strengthen student-adult relationships during the adolescent years. Student wellness indicators show encouraging progress. Chronic sadness declined across all middle sc|In response to these findings, the District will continue implementing and refining the multi-year strategies outlined in Goal 3 of the 2022–2027 Strategic Plan and LCAP to strengthen school climate, student wellness, and belonging. Particular attention will remain focused on middle school students. Key actions include: Continuing to strategically deploy counselors, social workers, mental health clinicians, and wellness staff to schools with the greatest identified need, particularly at the middle school level, where students report lower levels of connectedness and adult support. Expanding restorative practices implementation through site-based coaching, professional learning, peer mediation programs, and restorative leadership development to strengthen relationships and improve school climate. Utilizing California Healthy Kids Survey (CHKS) and local climate survey results with site leadership teams to inform school improvement planning, wellness goals, and targeted interventions. Schools will focus on strengthening connectedness, particularly during the transition from elementary to middle school, where survey data shows the largest decline in student belonging. Continuing implementation of evidence-based social-emotional learning programs, trauma-informed practices, and wellness initiatives that support positive student outcomes. These efforts are intended to build upon recent improvements. Strengthening transition supports for students entering middle school through orientation activities, peer leadership opportunities, mentoring, and relationship-building experiences designed to increase students' sense of belonging and connection. Sustaining efforts to create inclusive learning environments through LGBTQ+ supports, Welcoming Schools professional development, bias-based bullying prevention, and ongoing stakeholder engagement through the District's LGBTQ+ and Equity Task Force. The District will continue to support the role and impact of the Restorative Practices Teacher on Special Assignment (ToSA) model, ensuring that every middle school campus has a trained adult fostering connection, resolving conflict, and promoting inclusivity. Leveraging the work of the District's Community Schools initiative to provide wraparound services, family engagement opportunities, enrichment programs, and connections to community resources that support student success both inside and outside the classroom. The District will continue to monitor school climate data annually and use stakeholder feedback to refine services, strengthen protective factors, and increase the percentage of students who report feeling connected, supported by caring adults, and safe at school. By focusing on the identified gap between elementary and middle school experiences, the District aims to ensure all students experience a strong sense of belonging throughout their educational journey.|Met||2026-06-25|2026
41690470000000|San Mateo Union High|6|SMUHSD administers the Panorama student survey twice annually to assess school climate, safety, equity, social-emotional learning, and engagement. In spring 2026, 6,418 of 8,536 students participated (75%). Districtwide favorable scores were 79% for Sense of Belonging, 76% for Academic Needs, 64% for Hate-Motivated Speech, 62% for Engagement, 55% for Cultural Awareness and Action, 53% for Teacher-Student Relationships, and 45% for Self-Management. Strengths included 89% of students reporting an adult on campus they can go to for support, 90% indicating that friends of different sexual orientations, races, or religions feel safe, and 87% reporting respectful teachers. Areas for growth include students’ personal sense of belonging (59%), confidence that adults respond safely to hateful speech, sexual harassment, or homophobia (46%-52%), eagerness to participate in class (26%), and interest in classes (45%). Participation was disaggregated to assess representation: response rates were 62% for students with IEPs versus 79% without IEPs; 74% for socioeconomically disadvantaged students versus 78% for others; and 61%-80% across multilingual learner typologies. By race/ethnicity, rates ranged from 56% for Pacific Islander students to 80% for Asian and multiracial students. As one site-level example, Hillsdale’s trusted-adult rate was 93% overall, above 95% for newcomers, and 83% for long-term English learners. Results guide site plans and Tier I supports.|Analysis of Panorama results indicates that SMUHSD’s strongest areas are school climate, inclusivity, and student-adult relationships. Students reported positive peer respect and adult fairness, strong access to a trusted adult, and greater awareness of bias and discrimination policies. Policy awareness rose approximately five points, confidence discussing race increased about eight points, and reports that teachers encourage learning about diverse cultures increased from 53% to 59%. Staff and family responses reinforced these findings. The clearest needs are student engagement, belonging, and consistency across schools. Only about 21% of students reported excitement about attending class and 24% eagerness to participate; belonging improved but remained modest and uneven by site. Students also reported variability in adult responses to hate-related incidents and opportunities to express their views. Available disaggregated data show participation gaps that must inform interpretation: 62% of students with IEPs responded versus 79% without IEPs; rates ranged from 61%-80% across multilingual learner typologies and from 56% for Pacific Islander students to 80% for Asian and multiracial students. At Hillsdale, the trusted-adult rate was above 95% for newcomers but 83% for long-term English learners, compared with 93% overall. These findings support targeted work on instructional relevance, trusted-adult connections, inclusive discourse, and site-level analysis of subgroup needs.|SMUHSD will use the Panorama findings to revise site improvement plans, strengthen implementation procedures, and establish clearer continuous-improvement priorities. School leaders will analyze disaggregated climate data, identify site-specific needs, and incorporate responsive actions into school plans and the 2026-27 WASC mid-cycle reflection process. To address low engagement and uneven belonging, the District will expand strategies that increase instructional relevance, student voice, classroom discourse, and access to clubs and other school connections. Professional learning aligned with the SMUHSD Instructional Framework will emphasize inclusive practices, culturally responsive instruction, and facilitation of difficult conversations. Schools will also strengthen systems for ensuring every student has a trusted adult through advisory, relationship-mapping, and coordinated Tier I and MTSS supports. Existing bias and hate-speech response procedures will continue to be reinforced through staff training, policy communication, and Student Equity Council involvement. Survey procedures will include twice-yearly student administration, subgroup response-rate monitoring, and targeted outreach to improve representation among students with IEPs, Pacific Islander students, and multilingual learner groups. Results and progress will be reviewed by school leaders, Instructional Council, the District Equity Advisory, families, and the Board to guide ongoing adjustments.|Met|SMUHSD uses Panorama as part of an ongoing improvement cycle rather than as a stand-alone annual measure. Students are surveyed twice each year to examine changes within the same school year, while staff and family surveys provide additional perspectives on safety, inclusion, relationships, engagement, and belonging. Results are reviewed by principals, Instructional Council, school leadership teams, the District Equity Advisory, and the Board, and are incorporated into site plans, professional learning, Tier I supports, and WASC reflection. Schools also use local results to identify specific actions. For example, Hillsdale High School reviews Panorama data with its leadership team, advisory and parent groups, aligns findings with its instructional framework and WASC goals, and uses subgroup data to inform advisory and Student Equity Council efforts. The District recognizes that progress is not uniform across schools or student groups; therefore, overall trends are considered alongside item-level, site-level, and disaggregated data. Public reporting and repeated administration help SMUHSD monitor whether actions are improving students’ experiences over time and adjust strategies when expected progress is not evident.|2026-06-25|2026
41690470129759|Design Tech High|6|We asked students if they felt a sense of belonging at school. On a 5 point scale with 5 being the highest score the average score was 3.38, which is an improvement from the previous year.|The emphasis on building more connection around our mission and doing more work around belonging helped to increase our student survey data from 3.38 to 3.43 in the category of belonging.|We want to overall score to be higher overall so we are going to implement the plan we created.|Met||2026-06-03|2026
41690620000000|Sequoia Union High|6|"The District administers the California Healthy Kids Survey (CHKS) to measure school climate. CHKS reports indicator-level percentages rather than a single composite score, disaggregated by grade level (Grades 9, 11, and non-traditional/alternative sites, ""NT"") and by race/ethnicity. Comparisons are to 2024–25. Engagement and supports improved at the comprehensive grades. School connectedness (in-school) rose in Grade 9 (64% to 70%) and Grade 11 (68% to 72%) and held at NT sites (55% to 56%). Academic motivation increased in Grades 9 and 11 but fell among NT students (65% to 61%). Negative perceptions softened across all groups, and meaningful participation rose notably in Grade 9 (30% to 35%) and NT (26% to 37%). Chronic-type absence (3+ monthly) dropped in Grade 9 (16% to 11%) and NT (35% to 30%). A new breakout shows remote-only students far less connected (Grade 9, 48%; Grade 11, 40%) than in-school peers. Perceived safety improved across all groups (Grade 9, 72% to 75%; Grade 11, 78% to 80%; NT, 70% to 72%). At the comprehensive grades, most victimization indicators declined, including cyberbullying in Grade 9 (17% to 14%). NT sites diverged sharply: harassment doubled (5% to 10%), physical fights more than doubled (5% to 11%), and rumors rose (13% to 20%), marking alternative/continuation students as a priority group. By race/ethnicity, Grade 9 connectedness improved for nearly all groups, but Black/African American students remained lowest (50% to 56%), a persistent equity gap. Grade 11 was mixed: Hispanic/Latinx (62% to 65%) and Multiracial (66% to 77%) rose, while Black/African American students declined (66% to 55%). For perceived safety, the clearest concern was Black/African American Grade 9 students, falling from 90% to 64%. Large swings for Native Hawaiian/Pacific Islander students and suppressed values for American Indian/Alaska Native students reflect small subgroup sizes and warrant cautious interpretation. Overall, climate improved at comprehensive sites—gains in connectedness, motivation, safety, and participation alongside reduced absenteeism and bullying. Two areas stand out for targeted action: non-traditional sites, where safety-related victimization rose against the District trend, and persistent or widening gaps for Black/African American students in connectedness and perceived safety. Newly surfaced remote-learner data also identifies a lower-engagement group. Several subgroup figures rest on small samples, so the District treats large single-year swings as signals for further inquiry."|Analysis of the 2025-26 California Healthy Kids Survey (CHKS), compared with 2024-2025, reveals several important insights into students' school climate, engagement, safety, and well-being. These findings highlight both areas of strength and areas needing targeted support, particularly when disaggregated by student group and setting.  Areas of Strength:  Improved Safety and Engagement- Students felt safer in 2025-2026 than the prior year (grade 9: 72% to 75%; grade 11: 78% to 80%), with declines in harassment, fights, weapons, and cyberbullying. School connectedness also rose (grade 9: 64% to 70%; grade 11: 68% to 72%), alongside gains in academic motivation and meaningful participation and lower chronic absence in grade 9 (16% to 11%).  Positive Adult Relationships and Well-Being- Caring adult relationships and high expectations increased in grades 9 and 11, and the California Student Wellness Index exceeded the statewide average at every grade (106.2/105.7/102.6). Current substance use was low in the comprehensive grades (any alcohol or drug use: grade 9 5%, grade 11 8%).  Identified Needs:  Focus and Mental Health- Students' ability to maintain focus on schoolwork remains low and declined (grade 9: 39% to 37%; grade 11: 46% to 43%). About one in six students reported social-emotional distress or chronic sadness, and grade 9 showed the highest rates of self-harm (11%) and suicidal ideation (6%), indicating a need for sustained mental-health supports.  Access to Help- Only about a third of students would turn to a school adult when struggling; grade 9 reported the most barriers to services (13%) and the highest fear of seeking help (17%), pointing to a need for destigmatization and clearer help-seeking pathways.  Small-Group Monitoring- Several groups are very small and produce volatile results: NT/alternative settings (96 respondents), African American and Native Hawaiian/Pacific Islander students (roughly 13-26 per grade), and remote-only learners (17-20). Last year's reported surge in grade 9 African American safety (to 90%) has receded to 64%, illustrating this volatility. Consistent signals still merit attention: African American students report among the lowest connectedness, and NT students show weaker emotional safety (43%) and elevated substance use.  These findings emphasize sustaining safety, connectedness, and wellness gains while addressing focus, mental-health access, and belonging. Given small subgroup sizes, the district should weight multi-year patterns over single-year swings and pursue targeted, culturally responsive supports for historically marginalized students and those in alternative settings.|Analysis of local CHKS data surfaced four priority areas of need: student focus and academic engagement; social-emotional and mental health; access to help-seeking supports; and belonging for historically underserved students and those in alternative settings. To address these, the LEA is reviewing and revising the following plans, policies, and procedures as part of its continuous improvement cycle.  Academic Engagement: The LEA will strengthen its Multi-Tiered System of Supports (MTSS) and instructional practices that build focus and motivation, embedding engagement strategies, goal-setting, and relevance-based learning into the instructional program, and will revisit re-engagement procedures for students showing signs of disengagement.  Mental and Emotional Health: Because roughly one in six students reported distress and grade 9 showed the highest rates of self-harm and suicidal ideation, the LEA will expand tiered mental-health supports, reaffirm and update its suicide-prevention policy and crisis-response procedures, and increase staff training in recognizing warning signs and making timely referrals. There is a substantial investment in mental health supports across all of our school sites.  Access to Help: Because only about a third of students would approach a school adult and grade 9 reported the most barriers to services, the LEA will clarify and publicize referral pathways, expand wellness-center access and counselor visibility, and implement destigmatization and trusted-adult strategies so students know how and where to seek help.  Equity and Alternative Settings: The LEA will continue disaggregating outcomes by student group while accounting for small sample sizes, and will target culturally responsive belonging supports for African American students, who report the lowest connectedness, and for NT/alternative-setting students, who show weaker emotional safety and elevated substance use, through restorative practices, mentoring, and substance-use prevention and intervention.  For continuous improvement, these revisions will be incorporated into the LEA's LCAP goals, actions, and metrics; progress will be monitored through local indicators and periodic data review; and strategies will be adjusted based on multi-year trends rather than single-year fluctuations among small subgroups.|Met||2026-06-17|2026
41690620112722|Summit Preparatory Charter High|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"" - 88% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"" - 92% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"" - 91%"|Summit Prep believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Prep take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Consistently year over year, results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed.  We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this.  We also train our mentors to identify student needs and to respond accordingly if students need additional support.  Additionally, we have a mentor group leadership team that represents 1-2 students from each mentor group at the school that meets directly with the Executive Director at least 3x a month. This allows a structure for students to have access to share improvement ideas, how school is experienced, and feel empowerment over school culture and instruction.|Met||2026-06-11|2026
41690620119503|Everest Public High|6||||Not Met|||2026
41690620126722|East Palo Alto Academy|6|According to the annual Panorama Student Survey: 50% of respondents felt like they belong at school (extremely or quite a bit)- down by 6% last year 54% of respondents find school to be a nurturing learning environment (Extremely or Quite a Bit)- down by 2% from last year 27% of respondents are often involved in school sponsored activities (e.g., Sports, Clubs,Theater, Music, Band, Choir, Student Leadership etc.) (Extremely or Quite a Bit)- down by 2% from last year 61% of respondents felt safe at school (Extremely or Quite a Bit)- up by 1% from last year  The area  where we need to improve is: 51% (123/240 total) students responded to the Qualtrics Student Survey (Jan 2026)- this is the same response percentage as last year, but with fewer students enrolled in the school|We note that there is a slight decrease in all measures except safety, which showed a slight increase. We need to continue to investigate why there was this decrease in school belonging and a nurturing environment for students. The percent involved in school activities would decrease due to soccer not being eligible due to student commitment and grades in the 2025-26 school year, so our biggest concern is about a nurturing environment where everyone feels that they belong. We are pleased to see the increase in feelings of safety on campus.|One of the most important additions we've done to help with our climate and a sense of belonging was the creation of Road to Legendary in the 2023-2024 school year.  This is  when the local community based organizations take over the school for 80 minutes. This has allowed students to meet other students who share the same interests, be in music production, swimming, college and career readiness, painting, guitar, sports, DIY, cosmetology, community service, STEAM, and cooking - to name some of the offerings.     We are continuing with PCRC to develop our restorative justice practices and maintain a staff person on campus 4 days/week. There was transition in the staff this year, and we hope to have one staff member for the entire year to build continuity for the community.    We will also continue with the leadership class, which brought more activities to the school this past year and hope to build on the momentum for the upcoming year to increase a sense of belonging and care on campus.|Met||2026-06-17|2026
41690620139915|KIPP Esperanza High|6|89% of KIPP families positively indicated that teachers have built strong relationships with their child.  84% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service.   Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations.   Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
41690700000000|South San Francisco Unified|6|South San Francisco Unified School District administers the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11, as well as companion surveys for staff and families. The CHKS provides valuable information regarding student connectedness, school climate, safety, engagement, and social-emotional well-being. The most recent CHKS data suggest that students generally experience positive relationships with adults, strong perceptions of safety, and meaningful levels of school connectedness. At the same time, the data highlight opportunities for continued growth related to student voice, engagement, bullying prevention, and mental health supports.  At the elementary level, 78% of students reported feeling connected to their school, 68% reported having caring adults at school, and 80% indicated that adults hold high expectations for them. Additionally, 83% reported feeling safe at school, 85% reported being treated with respect, and 70% reported receiving social-emotional learning supports. Elementary students also reported strong academic motivation (82%) and positive family involvement in schooling (70%).  At the secondary level, school connectedness ranged from 58% to 67% across grades 7, 9, and 11. Between 55% and 69% of students reported having caring adult relationships at school, while 69% to 78% reported that adults held high expectations for them. Students generally reported feeling safe at school, with 63% to 77% indicating that they felt safe or very safe on campus.  Student wellness data highlight the importance of continuing investments in social-emotional learning, mental health services, and school-based wellness supports. At the elementary level, 18% of students reported frequent sadness. Among secondary students, 27% to 35% reported chronic sadness or hopelessness, 20% to 24% reported social-emotional distress, and 8% to 11% reported having seriously considered suicide during the past year.  Overall, the most recent CHKS data indicate that students continue to benefit from positive relationships with adults, safe learning environments, and supportive school communities. The findings also suggest the need to continue strengthening student engagement, meaningful participation, bullying prevention efforts, and access to mental health and wellness supports as part of the District's ongoing efforts to improve school climate and student outcomes.|Feedback from our educational partners and analysis of the 2025-26 California Healthy Kids Survey (CHKS) highlighted several areas of strength and opportunities for growth for the South San Francisco Unified School District (SSFUSD). The most recent CHKS data suggest that students generally experience positive relationships with adults, strong perceptions of safety, and meaningful levels of school connectedness. Students across grade levels identified caring adult relationships and high expectations from adults as important strengths within their schools. At the same time, the data highlight opportunities to strengthen student voice and meaningful participation, address bullying and cyberbullying, increase student engagement, and continue expanding mental health and wellness supports.  Input from our school communities indicates a clear need to improve campus culture and inclusivity. While many students report having at least one trusted adult on campus, feedback from focus groups and surveys reveals that students sometimes feel school policies are applied unfairly. They also shared that specific adult strategies, words, and actions could go further in making everyone feel genuinely welcomed in both classrooms and common areas. District actions include a thorough re-evaluation of our disciplinary and instructional approaches, leading to a deepened focus on implementing restorative practices across school sites. We will continue the student roundtables at all secondary schools to capture regular, authentic feedback regarding the student experience and sense of belonging, which we started in 2025-26.  Students continue to report heightened mental health and emotional needs following the pandemic. The most recent CHKS data indicate that a sizable percentage of students continue to experience sadness, hopelessness, and other social-emotional challenges. Survey findings also suggest that bullying, cyberbullying, and peer conflict remain areas requiring continued attention. In response, SSFUSD is actively scaling up support systems for students and their families. District actions include expanding wellness counselors to Elementary schools, transitioning some Wellness Counselor roles into School Social Worker  roles for more comprehensive supports, and expanding access to school-based services through coordinated care team structures and tiered supports through a Multi-Tiered, Multi-Domain System of Supports (MTMDSS). These efforts are designed to ensure that students and families have access to prevention, early intervention, and intensive support services based on their needs.|"In response to site leaders and educators advocating for a more coherent, focused approach to collaboration days, the district began pivoting to a highly intentional professional development model. In 2025-26, PL days were strictly aligned to district priorities, shifting away from fragmented sessions to focus deeply on Math curriculum implementation, academic discourse, and belonging. SSFUSD also moved a lot of the professional learning resources closer to the classroom, ensuring instructional coaches and district staff provided targeted, on-the-ground support tailored to individual school needs.  Recognizing that academic success goes hand-in-hand with emotional well-being, the district launched a year-long Professional Learning Community (PLC) for our non-instructional staff. Approximately 100 team members, including school counselors, behaviorists, school psychologists, and support staff focused on cultivating deep student belonging and well-being. Participants conducted student empathy interviews to listen directly to the experiences of our youth. The data and stories gathered from these interviews directly informed the creation of targeted ""change ideas"" implemented at sites to measurably increase student belonging.   To build on the successes of the past year, our focus for the 2026-27 school year is to bridge the gap between school culture and the classroom by expanding our definition of belonging to encompass Academic Belonging. Our goal is to ensure that every student feels a deep sense of competence and community within their learning environments. We want our data to reflect that our students fundamentally know and feel that ""every adult in SSFUSD believes in my potential."" Opportunities to strengthen student voice, meaningful participation, student engagement, and school climate have also reinforced the District’s commitment to expanding student leadership opportunities, restorative practices, and inclusive school environments. The District will continue to strengthen its MTMDSS framework, including the implementation of Collaborative Care Teams (CCTs), to ensure that students receive timely academic, behavioral, social-emotional, and mental health supports aligned with needs identified through survey data and other local measures. Aside from the continuation and expansion of the actions listed in the analysis of the data above, additional actions include free telehealth therapy (up to 12 sessions) for students in grades K-12, and access to parent and family education webinars led by licensed mental health clinicians to help families navigate mental health challenges at home."|Met||2026-06-25|2026
41690880000000|Woodside Elementary|6|Our results from the nationally normed Panorama student survey platform reveal a school culture with strengths in safety and community, alongside distinct opportunities to increase classroom engagement and academic rigor. School-wide, safety stands out as an exceptional asset, scoring 83% and ranking above the 90th percentile nationally. General school climate (64%) and a sense of belonging (65%) are also robust, placing around the 80th percentile. Teacher-student relationships scored at 63% (around the 60th percentile), while overall student engagement represents an average baseline at 39% (the 50th percentile). Conversely, while 69% of all students responded positively to rigorous expectations, this ranks in the bottom third nationally at the 30th percentile, highlighting our primary area for growth. When we disaggregate these findings by student groups, crucial variations emerge that highlight the distinct campus experiences of our male, female, Chinese, Hispanic/Latino, and Caucasian student populations. It is key to note that all other demographic student groups were unable to be disaggregated in this analysis due to low student numbers and the vital need to protect individual student confidentiality. For the populations with available data, school safety remains a universal area of strength across most groups, felt most strongly by Caucasian students at 84%, followed closely by females (83%) and males (82%), with a slight decrease among Chinese students (77%) and a bigger drop among Hispanic/Latino students (73%). A similar pattern appears within campus culture metrics. Caucasian students report a strong sense of belonging at 65% and a positive school climate at 66%—metrics that closely mirror the scores of their male (66% belonging / 65% climate) and female (64% belonging / 62% climate) peers. In comparison, Chinese students express a much higher sense of belonging at 80% but view the overall climate at a lower 60%, while Hispanic/Latino students report the lowest levels of connection, with belonging at 61% and school climate dropping to 49%. The data further underscore the need for targeted equity and support initiatives. Teacher-student relationships are rated highest by Chinese students at 80%, followed by females (65%), Caucasian students (63%), and males (62%), while falling to a low of 54% among Hispanic/Latino students. Similarly, while 76% of Chinese students feel a high level of academic challenge, perceptions of rigor flatten out among Caucasian students (70%), males (70%), and females (68%), reaching a low of 54% among Hispanic/Latino students. Finally, student engagement remains the lowest-scoring domain across every single demographic group, pointing to a systemic challenge: Chinese students report the highest engagement at 44%, followed by females at 40%, while males, Caucasian students, and the overall student body sit uniformly at 39%, with Hispanic/Latino student engagement dropping to 32%.|We discussed the findings with our Whole Child committee as well as our larger staff and discussed ways to help mitigate the weaknesses that we found, including through restorative practices work. Although the responses came from a small segment of our student population, we brainstormed strategies to address these issues and reduce them. All staff members were trained on restorative practices in the 2025-2026 school year.|As a result of our learnings and subsequent restorative practices training, we adjusted behavior policies and approaches at both the elementary and middle school levels. We also made sure to train certificated staff who are on yard duty within this area so that it was a schoolwide effort. Staff members have made it a focus to shift to restorative conversations with less focus on punitive approaches. We will continue to examine our behavior policies to ensure that the needs of all students are met.|Met||2026-06-09|2026
42104210000000|Santa Barbara County Office of Education|6|CHKS was administered to JCCS students in January 2026. Survey results indicate an overall positive school climate and demonstrate notable improvements across several key indicators when compared to the previous year.  Students reporting caring relationships with adults at school increased from 45% to 62%, reflecting a 17-percentage-point gain. The percentage of students who believe their teachers have high expectations for their success increased from 54% to 67%, a 13-percentage-point improvement. Student academic motivation also increased substantially, with 65% of students reporting that they try hard at their schoolwork, compared to 50% the previous year. In addition, 81% of students reported feeling safe at school, representing a 31-percentage-point increase from the prior year.  These data suggest continued progress in fostering a positive school environment where students feel safe, supported, and encouraged to succeed. Survey results also reflect the impact of ongoing efforts to strengthen student engagement, build positive relationships between students and staff, and implement trauma-informed practices that support student well-being and academic growth.|Analysis of the CHKS data revealed several significant strengths as well as areas for continued improvement. The most notable strength is the increase in students' perceptions of safety and support at school. Eighty-one percent of students reported feeling safe at school, while 62% reported having caring relationships with adults on campus. These findings suggest that JCCS is successfully creating learning environments where students feel welcomed, supported, and connected.  Given that many JCCS students have experienced significant trauma, instability, and disrupted educational experiences, the growth in positive adult-student relationships is particularly meaningful. Research identifies supportive relationships with trusted adults as a critical protective factor that promotes resilience, engagement, and academic success. The increase in students reporting caring adult relationships demonstrates that staff efforts to build trust and provide consistent support are making a positive impact.  The data also indicate improvements in student motivation and perceptions of teacher expectations. Sixty-five percent of students reported being academically motivated, and 67% believe their teachers expect them to succeed. These findings suggest that students are increasingly connected to their learning and recognize that school staff believes in their potential.  While these results represent meaningful progress, JCCS will continue to focus on strengthening relationships with all students to ensure that every student experiences a sense of belonging, support, and connection to school. Overall, the data affirm the effectiveness of JCCS's trauma-informed approach and commitment to fostering safe, supportive, and engaging learning environments.|Analysis of the 2026 CHKS data identified student perceptions of fairness as an area for continued improvement. While many school climate indicators improved, only 55% of students at the court school and 54% of students at the community school reported that teaching staff treat students fairly, representing a decline from 67% in the previous year. As a result, JCCS will further examine student feedback and school practices to better understand the factors contributing to this decrease and identify strategies to improve students' experiences.  To address this need and support continuous improvement, JCCS will continue implementing Positive Behavioral Interventions and Supports (PBIS) and restorative approaches across school sites. These frameworks promote consistent expectations, positive relationships, accountability, and equitable responses to student behavior. Staff will also continue to receive annual Crisis Prevention Intervention (CPI) training to strengthen their ability to respond effectively to student needs and maintain safe learning environments.  Additionally, the FitzGerald Community School intervention team, which includes school-based therapists, counselors, and Promotores, will continue providing coordinated mental health and family support services. JCCS will use ongoing student feedback, climate data, and educational partner input to monitor progress and refine practices that promote fairness, trust, and positive relationships between students and staff. These efforts will support continuous improvement and help ensure that all students experience a safe, supportive, and equitable school environment.|Met||2026-06-18|2026
42691040000000|Ballard Elementary|6|Ballard School District annually administers a comprehensive local climate survey to gather educational partner input regarding safety and connectedness. In the 2025–26 data cycle, the overall metric for pupil connectedness and stakeholder satisfaction reached 98.3%. Additionally, 98.3% of staff, students, and parents surveyed perceived the school environment to be safe or very safe. Behavioral and suspension metrics are tracked as complementary climate data. The district maintained an expulsion rate of 0%. Due to our small overall student population, a single student behavioral incident resulted in a disaggregated suspension rate of 0.8%. Across all climate surveys and school activities, student group engagement remains exceptionally strong, with families of English Learners (EL), Socio-Economically Disadvantaged (SED) students, and Students with Disabilities (SWD) achieving a 98% participation rate in wider school networks and events.|Analysis of our local data highlights substantial areas of strength in our overall school culture. The matching 98.3% ratings for high connectedness and strong safety perceptions reveal that our educational partners feel secure and valued within the Ballard community. This positive climate is further reinforced by a baseline 0% expulsion rate and high event participation across all student demographics, proving that our foundational climate is collaborative and inclusive. However, a key learning and identified area of need comes from analyzing our behavioral data; because of our small student body size, individual student behavioral infractions disproportionately impact our statistical rates, as seen in our minor suspension increase to 0.8%. This highlights a need for individualized, proactive behavioral support systems rather than relying strictly on generalized climate initiatives.|To maintain our high safety and connectedness ratings while addressing identified needs, the district is continuously refining its continuous improvement actions. Following the review of our local climate metrics, the LEA will continue to actively invest in staff collaboration on the California math framework, a new writing program, and specifically Social Emotional Learning (SEL) implementation. By formalizing SEL training and support procedures for staff, the district will better address individual behavioral needs before they escalate, protecting our 0% expulsion standard and reducing suspension incidents. Additionally, to ensure our climate policies remain informed by comprehensive local voices, the district will continue targeted outreach to expand its household survey response rate past its current 50% achievement, integrating broader parent perspectives directly into future school safety and engagement decisions.|Met||2026-06-18|2026
42691120000000|Blochman Union Elementary|6|Teachers have received training in the Multi-tiered System of Support (MTSS) methodology. MTSS is an integrated framework that includes Common Core State Standards (CCSS), core instruction, differentiated learning, Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks. The district has a .5 FTE, in-house school psychologist and has implemented a PBIS system to help address student mental health and behavioral issues. Teachers have also implemented the Second Step program, which teaches social-emotional skills. Students in grades 5 and 7 were surveyed during the school year. Of those surveyed, 100% feel respected at school and 79% feel a sense of school connectedness.|We will continue to maintain our current policies and procedures for providing a positive school climate for all educational partners.|We do not plan to make any changes to our existing plans, policies, or procedures relating to school climate.|Met||2026-06-11|2026
42691120111773|Family Partnership Charter|6|2026-27 Local Performance Indicator Self-Reflection for FPCS is authorized by Blochman Union School District Page 14 of 16  COMMUNICATION AND INPUT = 95.7%  94% Students K-5  96% Students 6-12  97% Family   SCHOOL CONNECTEDNESS = 91.7%  83% Students K-5  96% Students 6-12  96% Family   SENSE OF SAFETY = 92.7%  92% Students K-5  91% Students 6-12  95% Family   Source: Annual School Surveys, Spring 2026|It was a key point that the school climate survey showed an increase in positive outcomes than in prior years.  Again, students in K-5 and family responses were more favorable than those of the students in grades 6-12. Student safety is something that needs to be looked into more thoroughly for qualitative data.  For the first time student safety was above 90% for all groups with an overall 92.7% favorable rating.|FPCS will provide educational events and resources on topics related to child development, social emotional issues, student health/safety, as well as academics to address overall student well-being and success.  1- ANNUAL SURVEY Provide parents with the opportunities to give input to topics of need or interest as it relates to their student or overall family life. Utilize staff and guest speakers to address interests by scheduling 2-4 events per school year remotely to give easy access to all families. In 2024-25 we held three events. Staff and parents will give input for topics for next year. One area would be strategies to support students at home with learning.  2- HOME TO SCHOOL CONNECTION Promote strong relationships between staff and families to support all students in their individual growth. Seek ways to promote student progress and learning.  Regular communication will be handled through emails, phone calls, meetings, digital platforms, etcetera to keep families informed and involved. (ParentSquare, GoToConnect, Edlio) This year, Zoom call/text was implemented for SMS and phone communications using a school number.  Staff have reported it is working very well.  3- FAMILY RESOURCES Provide families with resources, tips, and guidance to support learning at home, including recommended books, activities, and online tools. In addition, make available community and out-of-school agency contacts or resources as needed based on individual needs. (ParentSquare and school website)|Met||2026-06-16|2026
42691120124255|Trivium Charter|6|Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress.|The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium.|We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes.|Met||2026-06-16|2026
42691120137877|Trivium Charter School Adventure|6|Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress.|"The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium. The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence."|We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes.|Met||2026-06-16|2026
42691120137885|Trivium Charter School Voyage|6|Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress.|"The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium. The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence."|Each student has a Personalized Learning Plan (PLP) which is developed collaboratively between the parents, teachers and student. Curriculum choice is provided to all students so they are able to access content that provides the appropriate level of challenge to the student and pacing that is appropriate for their age and level is planned on the PLP. All students may access the available curriculum choices.|Met||2026-06-16|2026
42691200000000|Santa Maria-Bonita|6|The Santa Maria-Bonita School District’s (SMBSD) commitment to a school climate conducive to learning is reflected in our LCAP Broad Goals 3, “We will provide structures and facilities to support inclusive learning experiences,” and Goal 4, “We will nurture the whole child.” To measure student perceptions of school safety and connectedness, SMBSD administered the California Healthy Kids Survey (CHKS) to 5th and 7th grade students in December of 2025. The major findings from the 2025-2026 CHKS are as follows: 5th and 7th grade students report high to moderate levels of school connectedness at 70% and 53%, respectively. Students in 5th and 7th grade also report high to moderate levels of favorability towards overall social and learning climate of SMBSD schools at 73% and 47%, respectively. Additionally, following are a sample of reviewed results including percentages of favorable responses broken down by available student groups within targeted survey questions:  School Connectedness  American Indian or Alaska Native: 54% (5th Grade)/ 51% (7th Grade) Asian or Asian American: 73% (5th Grade)/ 48% (7th Grade) Black or African American: 78% (5th Grade)/45% (7th Grade) Hispanic or Latinx: 71% (5th Grade)/53% (7th Grade) White: 71% (5th Grade)/59% (7th Grade) Mixed (two or more) ethnics: 70% (5th Grade)/53% (7th Grade) Something else: 67% (5th Grade)/ 52% (7th Grade)  Academic Motivation American Indian or Alaska Native: 53% (5th Grade)/ 56% (7th Grade) Asian or Asian American: 87% (5th Grade)/ 71% (7th Grade) Black or African American: 77% (5th Grade)/ 58% (7th Grade) Hispanic or Latinx: 79% (5th Grade)/62% (7th Grade) White: 67% (5th Grade)/ 64% (7th Grade) Mixed (two or more) ethnics: 78% (5th Grade)/ 57% (7th Grade) Something else: 75% (5th Grade)/ 68% (7th Grade)  Caring Adult Relationships American Indian or Alaska Native: 65% (5th Grade)/ 51% (7th Grade) Asian or Asian American: 66% (5th Grade)/ 65% (7th Grade) Black or African American: 83% (5th Grade)/ 44% (7th Grade) Hispanic or Latinx: 70% (5th Grade)/ 55% (7th Grade) White: 77% (5th Grade)/ 64% (7th Grade) Mixed (two or more) ethnics: 67% (5th Grade)/ 65% (7th Grade) Something else: 69% (5th Grade)/ 59% (7th Grade)|SMBSD continues to provide students and their families with a supportive, inclusive, and welcoming school environment. Appropriate and responsive solution efforts to increase student connectedness, school safety, and student achievement continue to be implemented and refined districtwide. They include the coordination of additional staff to maintain clean and safe facilities, the expansion of counseling services to support social and emotional wellbeing of our students and their families, increased health assistant coverage, and the coordination of school, district, and community resources to meet the needs of the whole child. The district’s family engagement coordinator and program specialist for health services support varying aspects of community engagement and health services in cooperation with family outreach advocates/Promatoras and district community liaisons who connect families to resources. The district is committed to the academic achievement and social and emotional wellbeing of its students through school safety and connectedness. In addition, SMBSD has adopted Second Step to provide consistent SEL curriculum and social-emotional survey tools for students, staff, and families to ensure we are providing needed support at the TK-6 grade levels. Key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, as well as the available data disaggregated by student group reflect the following actions necessitating continued action:  - Periodic surveying of students about SEL and belonging topics survey - Wellness Coaches for school sites  - Elementary School Counselors - Second-Step Curriculum - Referral process to community counseling  resources (FSA, CASA Pacifica, CHC, CADA, BeWell) - Topic-specific parent education including SEL, gang awareness, and other subjects as requested  Additionally, the following recommendations were surfaced in response to the data analysis of survey results:  - Increased access points for services by partnering with community organizations - Increased parent education focused on identification and  treatment of mental health conditions in a linguistic and culturally responsive way - Implement a standardized digital system for reporting bullying or threats anonymously - Provide parent, staff, and teacher education focused on cybersafety for students and appropriate online behavior - Adopt trauma informed practices and institute training for staff for the early identification of students needing support (Office of the California Surgeon General) - Share information about current  drug-abuse awareness programs - Identify and respond to gang activity on campus, including awareness and prevention|In addition to the recommendations based on the data analysis, SMBSD’s efforts continue to be focused on the Whole Child Approach and Multi-Tier System of Support to provide positive school climates, student engagement, and parent involvement. Consistent culture and climate practices have been introduced system wide. Through the MTSS redesign process, a Social Emotional Learning curriculum has been identified to implement district wide since the beginning of the 2024-2025 school year.  Administrators have been trained on how to build a positive school culture and climate on their sites, interacting with students, staff, parents and all stakeholders. They have also been provided with a matrix that outlines the different social emotional supports that they can utilize to address all tiers of behavior. A teacher on special assignment for culture and climate assists sites and staff with analyzing data and providing professional development in how to implement best practices of social emotional development into classrooms that help to educate the whole child and create a positive, nurturing environment within the classroom and across the school as a whole. In addition, every school site is provided with two outreach mentors and one marriage and family therapist. These individuals meet with students in small groups, as well as one on one to address their personal needs. These individuals are very valuable to our students facing challenges; however, staffing these positions has been a challenge. The agencies that SMBSD contracts with continue to recruit and interview for these positions to get the necessary staffing at each of our school sites.|Met||2026-06-24|2026
42691380000000|Buellton Union Elementary|6|Local climate survey data indicate that students, families, and staff generally perceive school conditions and climate positively across BUSD. California Healthy Kids Survey (CHKS) results demonstrate strong levels of school connectedness, caring adult relationships, and high expectations from staff. Between 88% and 93% of students reported positive relationships with caring adults at school, while 93% to 94% reported that adults at school encourage them to do their best and believe they can be successful. Students also reported feeling safe at school and experiencing positive peer and staff relationships that support their academic and social-emotional development.   Parent, student, and staff survey results further support these findings. Approximately 90% of staff, 90% of parents, and 88% of students agreed or strongly agreed that students feel safe, supported, and welcomed at school. Families reported high levels of satisfaction with school climate, communication, and responsiveness from school staff, with 97% to 100% of respondents indicating positive relationships and effective communication with teachers and administrators.   Disaggregated student group data indicate generally positive perceptions across student populations, although differences in levels of connectedness, belonging, and engagement remain areas for ongoing monitoring. Student feedback identified opportunities to strengthen peer relationships, increase student voice and leadership opportunities, expand extracurricular and enrichment programs, and enhance access to counseling and mental health supports. Educational partners also emphasized the importance of continuing social-emotional learning initiatives and fostering inclusive school environments where all students feel connected and supported.   Overall, local climate survey data demonstrate that BUSD has established safe, supportive, and welcoming school environments characterized by positive relationships among students, staff, and families. BUSD will continue to use climate survey results and stakeholder feedback to strengthen student engagement, belonging, social-emotional well-being, and equitable access to supports for all student groups.   BUSD administers the following surveys: CA Healthy Kids Survey (CAHKS), grades 5 & 7 = every other year Student, Staff, and Parent Satisfaction Survey via Google Form, in person and Parent Square = annually   In 2020-2021, 2022-2023, 2023-2024, and 2024-2025 the district administered the CHKS and Staff Surveys. We also updated our Parent Survey in order to be more relevant with our current programs.   We utilize the results of these surveys to update our Single Plans for Student Achievement and LCAP.   This year the district conducted in-person meetings with staff and students of both schools, and held four in-person and virtual Town Hall Meetings to gain additional community input on district programs and climate.|Analysis of local climate survey data, California Healthy Kids Survey results, and educational partner feedback identified several strengths in school conditions and climate across both schools. Students, families, and staff consistently reported positive perceptions of safety, connectedness, and relationships with school personnel. High percentages of students reported having caring adults at school, experiencing high expectations from staff, and feeling supported in their learning environment. Parent survey results demonstrated strong confidence in school communication, responsiveness, and overall school climate, while staff reported positive relationships with students and families and a shared commitment to student success.   Disaggregated data indicate that most student groups experience positive school conditions and climate; however, the analysis also identified the need to continue monitoring and addressing differences in student connectedness, engagement, and belonging among student groups. Educational partner feedback highlighted opportunities to strengthen support systems for students with disabilities, English learners, and students experiencing socialemotional challenges. Students also expressed a desire for additional opportunities for leadership, enrichment activities, extracurricular participation, and meaningful involvement in school decision-making.    Key areas of need identified through the analysis include expanding social-emotional and mental health supports, increasing opportunities for student voice and engagement, strengthening peer relationships and school connectedness, and ensuring access to academic and enrichment opportunities for all student groups. Educational partners also emphasized the importance of continuing efforts to foster learning environments where all students feel safe, valued, respected, and connected to their school community.|Based on the analysis of local climate survey data, California Healthy Kids Survey results, student, family, and educational partner feedback, BUSD determined that its current efforts have successfully established safe, supportive, and welcoming learning environments characterized by strong relationships among students, families, and staff. However, the data also identified opportunities to strengthen student engagement, belonging, socialemotional well-being, and equitable access to supports and enrichment opportunities for all student groups.    To address these identified needs, we will continue to refine and strengthen existing practices related to student wellness, family engagement, and school climate. Planned improvements include expanding opportunities for student voice and leadership through increased participation in school decision-making processes, enhancing communication structures that allow students and families to provide ongoing feedback, and increasing access to extracurricular, enrichment, and leadership opportunities that promote school connectedness and engagement.    The LEA will also continue to strengthen social-emotional learning and student wellness supports by reviewing mental health resources, and  implementing TIER 1 prevention and intervention strategies at the classroom and school site level. Staff will continue to utilize local climate and engagement data to identify student groups that may require additional support and to monitor the effectiveness of interventions designed to improve belonging, attendance, engagement, and overall well-being.    In response to educational partner feedback, we will further strengthen efforts to ensure access to academic, behavioral, and social-emotional supports for all students, including English learners, students with disabilities, and other student groups requiring additional support. BUSD will continue to use local survey results, stakeholder feedback, and student outcome data as part of its continuous improvement cycle to evaluate progress, refine strategies, and ensure that programs and services remain responsive to student and family needs.    These actions are intended to strengthen school connectedness and student engagement because providing students with supportive relationships, meaningful participation opportunities, and access to appropriate academic and social-emotional supports creates conditions that promote positive school experiences and improved student outcomes. Progress will continue to be monitored through local climate surveys, educational partner feedback, student engagement measures, and other relevant local indicators.|Met||2026-06-24|2026
42691460000000|Carpinteria Unified|6|School connectedness (5th-96%; 7th-89%; 9th-91%; 11th-95%) Academic motivation (5th-98%; 7th-89%; 9th-91%; 11th-95%) Perception of school safety (5th-95%; 7th-93%; 9th-98%; 11th-99%)|Identified needs:  Carpinteria Middle School 7th graders report a lower rate of school connectedness, academic motivation, and perception of school safety. Areas of Strength:  Higher rate of school connectedness, academic motivation, and perception of school connectedness for students in grades 5, 9, and 11.|The district will continue to focus on increasing school climate for Carpinteria Middle School by implementing the following activities: Implementation of Positive Behavioral Intervention Strategies (PBIS) Implementation of social skills curriculum in grades 7 and 8 Assemblies for student recognition Early release time for teacher collaboration to monitor student progress and adjust instructional practices Extended Learning Opportunities Program - Soccer, Volleyball, Fishing, Skateboarding, Surfing and Cooking|Met||2026-06-09|2026
42691610000000|Cold Spring Elementary|6|Cold Spring School administered a local school climate survey to students in grades 5 and 6, with 40 total student responses. Due to the small size of the grade span and the need to protect student privacy, student group data is not publicly disaggregated when group sizes are too small to provide reliable or confidential reporting. Overall, the results reflect positive perceptions of school climate, safety, connectedness, and adult support. When asked whether teachers and staff are supportive at school, 100% of students responded positively, with 22.5% indicating “extremely supportive” and 77.5% indicating “supportive.” When asked whether teachers and staff care about their success at school, 65% of students agreed, 32.5% were neutral, and 2.5% disagreed. When asked whether they feel teachers and staff listen to their ideas and opinions, 52.5% agreed, 45% were neutral, and 2.5% disagreed. These results provide meaningful local data regarding student connectedness and perceptions of adult support.|The survey results indicate that Cold Spring students feel supported by teachers and staff, which is a clear strength of the school climate. The strongest area was overall support, with 100% of students reporting that staff are either supportive or extremely supportive. This reflects the school’s relationship-driven approach, small school environment, and commitment to knowing students well. Students also generally believe that teachers and staff care about their success, with 65% agreeing and only 2.5% disagreeing. One area for continued growth is strengthening student voice. While 52.5% of students agreed that teachers and staff listen to their ideas and opinions, 45% selected neutral. This suggests that while students feel cared for and supported, there is an opportunity to more intentionally invite, elevate, and act on student input. Given the small number of students surveyed, the data should be interpreted carefully, but it provides helpful guidance for continuous improvement.|Based on the survey results, Cold Spring will continue to prioritize strong student-adult relationships while increasing intentional opportunities for student voice and input. Existing practices such as morning meetings, classroom discussions, student check-ins, social-emotional learning, leadership opportunities, and the Leader in Me framework will continue to support student connectedness. In response to the high percentage of neutral responses related to whether students feel their ideas and opinions are heard, the school will expand opportunities for students to provide feedback through classroom circles, student leadership roles, surveys, and informal listening sessions with teachers and administration. Staff will also continue to reflect on ways to ensure students not only feel supported, but also feel actively heard in decisions that impact their learning environment. These actions will help strengthen school connectedness, student agency, and belonging while maintaining the positive climate reflected in the survey data.|Met||2026-06-16|2026
42691790000000|College Elementary|6|The ESE Student Climate Survey was administered to grades 5-8 by the LEA during the spring of 2024.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 80.8% - % of students in an EL program that say they feel connected with their school. - 100% - % of female students that say they feel connected with their school. - 74.9% - % of male students that say they feel connected with their school. - 87.7%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 84.4% - % of students in an EL program that say they feel safe at school. - 100% - % of female students that say they feel safe at school. - 84.8% - % of male students that say they feel safe at school. - 82.6%|An analysis of data shows that 80.8% of students felt connected to school and that 84.4% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was none.  The student group that was significantly lower than the whole in feeling safe at school was none.|Based on the data there are no student groups or areas of need.  The LEA will continue to work on implementation of the LCAP, for general improvement in LEA climate.|Met||2026-06-09|2026
42691796118434|Santa Ynez Valley Charter|6|Standard: The school administers a local climate survey every year that provides a valid measure of perceptions of school safety and connectedness.The results are shared with the Board and stakeholders.  SYVCS used a survey closely based on the California Healthy Kids Survey. In addition to the questions presented, open-ended questions were provided to gain additional feedback from students.  The survey was given in Spring 2026 to all students in 3rd through 8th grade. Categories are scored from 1 (Strongly Disagree) to 5 (Strongly Agree). The scores presented are an average of all scores.|Based upon the survey results, all areas are positively reported (>3). Most importantly, students report feeling safe at school (4.2), they have a teacher who really cares about them (4.0) and state that parents feel welcome to participate at school (4.1). The overall perceptions of school safety and connectedness demonstrate a very positive student view with most average scores above 4. There is room for growth in the areas of a. creating a more clean and tidy environment, and b. involving students in decision making.|The school has initiated staff meetings to respond to areas of need in relation to school safety and climate and continues to maintain a high level of attention to issues. Emphasis has been placed on improving school spirit and enhancing leadership programs for students.|Met||2026-06-04|2026
42691950000000|Goleta Union Elementary|6|GUSD administered a student survey in the spring of 2026 to 2nd and 6th grade students in order to gather information regarding their experiences at school. The survey questions focus on issues such as feelings of safety and belonging, attitude towards school, teachers, and instruction, and reflections on their own behavior and work ethic. The data collected through these surveys do not require students to identify their student groups that they belong to other than gender. For that reason the survey results are reported by grade level group. The 2nd grade survey received 134 responses (32% response rate) while the 6th grade survey received 453 responses (76% response rate). Some notable results include: 1. Over 71% of 6th and 2nd graders report feeling that they belong at school while 72% of 6th graders and 79% of 2nd graders report feeling safe. 2. Only 33% of 6th graders report having choice when it comes to their learning. 3. Both grade levels report that their families want them to do well in school and believe that they can (over 90%). 4. 6th grade students report that their peers could do more to stop bullying when they see it- only 35% of 6th graders endorsed this question in one of the top two categories on a 5- point Likert scale.|Students' self-reported sense of belonging, safety, and attitudes toward learning are all strengths reported by their survey responses. However, students' low response rate in 2nd grade raise questions about whether the District is getting sufficient data in this area to make informed decisions. Additionally, the current climate culture survey collects very limited subgroup information about the respondents (grade and gender) which limits the District's ability to take focused action for all relevant subgroups. There is a need to focus attention on behavior and potential bullying in the upper grades based on the 6th grad responses.|The District is updating Action 4.8 in the LCAP to include the adoption of a new climate/culture survey in order to gather improved data to inform this area. Additionally, the District is making changes to how we track and respond to student behavior through the use of our student information system to allow for better data tracking and support. The District will also be focusing on the implementation of the bullying unit in Second Step as part of it's Social Emotional Learning curriculum.|Met||2026-06-17|2026
42692030000000|Guadalupe Union Elementary|6|"In the winter of 2025, the California Healthy Kids Survey (CHKS) is administered to all students in grades 3-8. Reports are generated by grade spans: Elementary for grades 3 and 4, Elementary for grades 5 and 6, and Secondary for grades 7 and 8. As described in the Main Report, ""the Core Module consists of key questions that are considered most important for schools to guide improvement of academic, health, and prevention programs and promote student achievement, positive development, and well-being. The primary focus of the survey is assessing student perceptions and experiences related to a) school climate, connectedness, and learning engagement, b) perceived school safety and frequency of, and reasons for, harassment and bullying at school, c) developmental supports that promote positive academic, social, and emotional outcomes: experiences of caring adults relationships, high expectations, and opportunities for meaningful participation at school, d)mental health, supports for social-emotional learning, and positive behavior, and e)health-related and behavioral learning barriers (e.g. substance use, violence at school, physical health, mental health). 2025-256CHKS administration resulted in the following response rates: Grade 3 - 67%, Grade 4 - 69%, Grade 5 - 97%, Grade 6 - 89%, Grade 7 - 100%, Grade 8 - 100%. PERCEIVED SCHOOL SAFETY: Gr 3 - 74% feel safe at school All or Most of the Time, Gr 4 - 70%, Gr 5 - 73%, Gr 6 - 69%, Gr 7 - 60%, Gr 8 - 47%. SCHOOL CONNECTEDNESS: Gr 3 - 64% perceive feeling close to people, happy, and a part of school All or Most of the Time, Gr 4 - 72%, Gr 5 - 67%, Gr 6 - 62%, Gr 7 - 53%, Gr 8 - 48%. PERCEPTIONS ABOUT CARING ADULTS AT SCHOOL: Gr 3 - 70% of students responded All or Most of the Time, Gr 4 - 72%, Gr 5 - 68%, Gr 6 - 64%, Gr 7 - 57%, Gr 8 - 61%. The LCAP provides further information on increases/decreases from year to year, for the purpose of analysis and action planning for improvements."|Analysis of the 2025 California Healthy Kids Survey (CHKS) data identified several strengths and areas of need related to school climate, student connectedness, and student well-being. Survey participation rates were strong across all grade levels, particularly in Grades 5 through 8, where response rates ranged from 89% to 100%. The high participation rates provide reliable student perception data to inform continuous improvement efforts.  The data indicate several strengths at the elementary level. Students in Grades 3 through 5 generally reported positive perceptions of school safety, connectedness, and relationships with caring adults. Grade 3 students reported the highest perception of caring adults at school (70%), while Grade 4 students demonstrated the highest levels of school connectedness (72%). Students in Grades 3 through 6 consistently reported higher levels of feeling safe at school, with rates ranging from 69% to 74%.  The analysis also identified areas of need among middle school students, particularly in Grades 7 and 8. Perceptions of school safety declined in the upper grades, with 60% of Grade 7 students and 47% of Grade 8 students reporting that they feel safe at school all or most of the time. Similarly, school connectedness decreased as students progressed through the grade levels, falling from 72% in Grade 4 to 53% in Grade 7 and 48% in Grade 8. Perceptions of caring adults also declined in middle school, with only 57% of Grade 7 students reporting positive relationships with caring adults at school. These findings suggest a need to strengthen school climate, student belonging, and supportive adult relationships, particularly at the middle school level. The data highlight the importance of expanding social-emotional supports, increasing opportunities for meaningful student participation, strengthening positive behavior supports, and fostering stronger connections between students and trusted adults.|GUSD continues to invest in comprehensive student supports to address students’ academic, behavioral, and social-emotional needs. Each school site is funded with either a school counselor and/or a LMFT/LCSW to provide direct support to students and promote overall well-being. The district also continues to implement and sustain Positive Behavioral Interventions and Supports (PBIS) at all school sites to foster positive school climates and support student behavior.  Through Expanded Learning Opportunities Program (ELO-P) funding, students are provided with multiple opportunities for enrichment and intervention beyond the instructional day. After-school programs offer tutoring, clubs, athletics, and other enrichment activities designed to increase student engagement and connectedness.  Additionally, GUSD continues to implement its standards alignment initiative, focusing on instructional practices and teaching strategies that increase student engagement and ensure equitable access to California content standards.  As part of the district’s efforts to expand mental health and wellness services, BeWell is piloting an onsite support model at one of the district’s campuses. This partnership provides students with increased access to mental health services and early intervention supports and may inform future expansion of school-based wellness services throughout the district.|Met||2026-06-17|2026
42692110000000|Hope Elementary|6|"Survey Results: The district administers annual local climate surveys (CA Healthy Kids Survey) to measure student (5th and 6th grade annually), staff, and parent perceptions of safety and connectedness.   Engagement and Safety: Chronic absenteeism rates remain fairly low at Hope (8.2%) and at Monte Vista (7.0%) compared to state average (17.1%). However, Vieja Valley had an 11.2% rate, with the subgroups of “white” and “socio-economically disadvantaged” in red on the CA School Dashboard.  Comprehensive School Site Safety Plans are reviewed and updated annually in collaboration with local agencies. The following was reported on the 2025-26 CA Healthy Kids Survey (CHKS): 5th Grade: 82% reported feeling safe at school ""most"" or ""all of the time"". 6th Grade: 89% reported feeling safe at school ""most"" or ""all of the time"". Staff Perception of Student Safety: 100% of staff believe the school is a safe place for students. Parent Perception of Student Safety: 90% felt that the school is a safe place for their child"|We need to focus on reducing chronic absenteeism, particularly at Vieja Valley.|None|Met|Chronic Absenteeism rates|2026-06-08|2026
42692290000000|Lompoc Unified|6|In grade 5, 69% of students felt connected to school, with 60% feeling close to people at/from the school all or most of the time, 33% feeling this some of the time and 7% never feeling close to people from the school. 70% of students are happy to be at school all the time and most of the time with 24% feeling this some of the time and 6% never feeling happy to be at school. 69% of students feel like they are part of this school all and most of the time, 24% feel part of the school some of the time and 7% never feel part of the school. 76% of students feel that all of the time or most of the time teachers treat students fairly, 19% feel some of the time and 5% say never. 72% of students feel safe all and most of the time at school, 22% feel safe some of the time and 6% say they never feel safe. In grade 7, 57% of students felt connected to school, with 67% agreeing or strongly agreeing they feel close to people at/from this school with 23% neither disagree or agree and 10% strongly disagreeing or disagreeing. 52% of students are happy to be at this school, 31% neither disagree or agree and 17% disagree or strongly disagree. 50% of students feel like they are a part of this school, with 34% neither disagree or agree and 16% strongly disagree or disagree. 51% of students agree or strongly agree that school treat students fairly/teachers treat students’ fairy, 31% neither disagree or agree with the statement and 18% strongly disagree or disagree with the statement. 61% agree or strongly agree they feel safe in school, 28% neither disagree or agree and 11% strongly disagree or disagree. In grade 11, 52% of students felt connected to school, with 57% agreeing or strongly agreeing they feel close to people at/from this school with 31% neither disagree or agree and 12% strongly disagreeing or disagreeing. 41% of students are happy to be at this school, 42% neither disagree or agree and 16% disagree or strongly disagree. 43% of students feel like they are a part of this school, with 41% neither disagree or agree and 16% strongly disagree or disagree. 55% of students agree or strongly agree that school treat students fairly/teachers treat students’ fairy, 35% neither disagree or agree with the statement and 11% strongly disagree or disagree with the statement. 61% agree or strongly agree they feel safe in school, 32% neither disagree or agree and 6% strongly disagree or disagree.|Elementary students report strong, positive school experiences, while middle and high school students show declining connection, belonging, and happiness, alongside increased neutrality. The data highlights the need to prioritize engagement, relationships, and inclusive practices in secondary education while sustaining existing strengths in safety and elementary school climate. Analysis of the student perception data reveals a clear decline in school connectedness, belonging, and overall satisfaction as students’ progress from elementary to secondary grades. In Grade 5, students report strong positive experiences, with 69% feeling connected to school, 70% expressing happiness about being at school, and 69% feeling a sense of belonging. Additionally, 76% believe teachers treat students fairly and 72% report feeling safe, indicating that the elementary environment is a significant area of strength. However, these perceptions shift notably in Grade 7 and continue to decline in Grade 11. By Grade 7, only 57% of students feel connected, 52% report being happy at school, and 50% feel a sense of belonging. In Grade 11, these numbers drop further, with just 52% feeling connected, 41% happy, and 43% feeling part of the school. While perceptions of safety remain relatively stable across secondary grades (61% in both Grades 7 and 11), they are still lower than in Grade 5, and a small but important percentage of students report not feeling safe. A key pattern across Grades 7 and 11 is the substantial increase in neutral responses, with up to 42% of Grade 11 students indicating they neither agree nor disagree with statements about happiness, belonging, and fairness. This suggests a level of disengagement or lack of strong connection rather than overt dissatisfaction. Additionally, perceptions of teacher fairness decline from 76% in Grade 5 to 51% in Grade 7 and slightly improve to 55% in Grade 11, indicating a need to strengthen student-teacher relationships and ensure consistent, equitable practices in secondary settings. Overall, the data highlights strong foundational practices at the elementary level, particularly in fostering belonging, fairness, and safety, while identifying a need for targeted efforts in middle and high school to improve student engagement, strengthen relationships, and increase students’ sense of connection and belonging to their school communities.|LUSD has funded an SEL counselor, Social Worker, and wellness coach at each school site to support socialemotional needs of all students. LUSD continues to implement and sustain PBIS at all school sites. Students are being provided multiple opportunities for enrichment and intervention through ELO-P extended learning funding. Multiple school sites offer after school tutoring, clubs, and sports. The district will continue to fund health staff, behavior specialists, and training for staff to address student needs through the LCAP goals and actions. LUSD continues to focus on UDL to increase student engagement and access to common core standards.|Met||2026-06-23|2026
42692290116921|Manzanita Public Charter|6|The ESE Student Climate Survey was administered to grades 5-6 by the LEA during the spring of 2024.  This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency.  Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness.  These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school.  The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender.  - % of students that say they feel connected with their school. - 63.2% - % of students in an EL program that say they feel connected with their school. - 33.3% - % of female students that say they feel connected with their school. - 58% - % of male students that say they feel connected with their school. - 66.6%  2. The questions relating to school safety.  These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender.  - % of students that say they feel safe at school. - 80.3% - % of students in an EL program that say they feel safe at school. - 100% - % of female students that say they feel safe at school. - 75.7% - % of male students that say they feel safe at school. - 86.7%|An analysis of data shows that 63.2% of students felt connected to school and that 80.3% of student feel safe at school.  The student group that was significantly lower than the whole in school connectedness was english learners.  The student group that was significantly lower than the whole in feeling safe at school was none.|The LEA will ensure implementation of the following actions in the LCAP to address the student groups targeted in prompt 2 above: 02.02: Continue to modify and expand the MTSS tiered intervention system for all students in need of social emotional intervention. Social emotional supports supports will include: counseling and psychologist services increased physical education services.  Newly arriving military dependents will receive extra attention. ( 2.25 FTE @ $163,296 / FTE )|Met||2026-06-17|2026
42692450000000|Los Olivos Elementary|6|The California Healthy Kids Survey (CHKS) was administered  to our 5th and 7th graders on Tuesday, January 7, 2026. Parents were asked to take the LCAP survey through SurveyMonkey on Thursday February 9, 2026,  and the California Healthy Kids Survey (CHKS) for parents through ParentSquare on Friday, January 16, 2026.  This information/feedback was used to develop the current LCAP.  Our teachers took the California Healthy  Survey on Tuesday, Janaury 20, 2026.  Parents surveyed said, 100% strongly agree, or agree that Los Olivos School has adults that really care about their students, and most importantly 100% of our Los Olivos families strongly agree, or agree, that Los Olivos is a safe place for their child.|Through analysis of local survey data—disaggregated by stakeholder group—we identified both areas of strength and key needs related to student support, school climate, and family engagement. Areas of Strength: 100% of surveyed families either strongly agree or agree that Los Olivos School has adults who truly care about their students. 100% of families strongly agree or agree that Parents feel welcome to participate at this school. 99% of families strongly agree or agree that school staff treat parents with respect. 99% of families strongly agree or agree that teachers communicate with parents about what students are expected to learn in class. 98% of families strongly agree or agree that this school motivates students to learn. 98% of families strongly agree or agree that this school treats all students with respect 100% of families also strongly agree or agree that Los Olivos is a safe place for their child. This is a critical affirmation of our commitment to student well-being and a secure learning environment. Our school’s small size and community feel have helped foster strong relationships between staff, students, and families, as reflected in these responses.  Identified Needs and Opportunities for Growth: One identified area for continued growth is family perception around shared decision-making and student support services. While 86% of families strongly agree or agree that the school actively seeks parent input before making important decisions, 9% of respondents disagreed or strongly disagreed. Although this represents a relatively small percentage, it remains an area of focus for the school. The principal maintains an open-door policy, and in the LCAP survey, 100% of parents reported that they are able to communicate with the principal when needed. In addition, the school benefits from two active parent organizations, the Spartan Alliance (PTA) and the Los Olivos Foundation, both of which provide ongoing opportunities for parent involvement, collaboration, and feedback.  Survey results also indicate an opportunity to improve family awareness regarding social-emotional and student support services. While 73% of families strongly agree or agree that the school provides quality counseling or other supports for students’ social and emotional needs, 21% selected “Don’t Know.” Similarly, 71% of families strongly agree or agree that support staff are available to students if needed, while 22% were unsure. These responses suggest that although supports are in place, not all families are fully aware of the services available to students.  The school consistently communicates available supports through the weekly “Friday at Five” family newsletter. Families are regularly informed about the school’s partnership with Care Solace, an online mental health care coordination service that helps connect individuals and families with community-based mental health resources.|Los Olivos administer the California Healthy Kids Survey in the Spring of 2026. Los Olivos has eliminated modules in STEM based on student feedback, and added a few as well, based on their feedback. Electives for next year will be chosen by students, not by teachers. To address the identified needs, LO will continue to highlight our daily morning meetings, during which teachers check in on students' emotional well-being and make timely referrals as needed. Promote our ongoing partnership with Care Solace, an online platform that serves as a mental health care coordinator, helping connect students, staff, and families with appropriate services. Care Solace is featured weekly in our Friday at Five ParentSquare post. Increase visibility of the on-campus Licensed Marriage and Family Therapist (LMFT), available one day a week to support general education students and emphasize access to our School Psychologist, who provides support for students receiving special education services.|Met||2026-06-08|2026
42692520000000|Montecito Union Elementary|6|"Based on a local student survey 98% of students reported they feel safe or extremely safe at school.  47% experienced no ""bullying"" and an additional 20% experienced 1-2 negative events.  96% felt that staff listen to their concerns and care about them and 100% feel like the staff care about their success at school."|Students feel safe at Montecito Union, though some occasionally feel harmed or bullied.  Though unrealistic to expect zero conflict at a school, we seek to do everything we can to minimize events. We continue to strive for no students being bullied, though the definition of bullying is not always agreed upon.|We have implemented two Mustang Days each year where students revisit campus expectations around behavior.  We have tier 1 social emotional lessons with all classrooms on things like friendship, upstanders and bystanders, and managing conflict.  We have a number of adults who focus heavily on school climate including our assistant principal, counselor, psychologist, and campus support.  We regularly provide training to teachers and recess support staff on how to manage conflict and create safe environments.|Met||2026-06-09|2026
42692600000000|Orcutt Union Elementary|6|"The California Healthy Kids Survey was administered in February 2026 to students in grade 5 and 7. We chose to focus on an item regarding students' perception of safety because that is a metric for LCAP Goal 2. We also chose to focus on items regarding chronic sadness and suicidal ideation because educational partners consistently have emphasized student mental health as a critical goal for the district.  ""Do you feel safe at school?"" - Grade 5 (118 respondents) has 82% overall answering all or most of the time. Groups with lower rates than overall: Hispanic, 80%; White, 81%, Male, 81%.  - Grade 7 (516 respondents) has 64% overall answering all or most of the time. Groups with lower rates than overall:  Multiracial, 48%; Female, 60%; Parental Education/Less Than High School, 36%; Parent Education/Some College, 60%.  ""Do you feel sad?"" (Grade 5) or ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" (Grade 7) - Grade 5 (118 respondents) has 9% overall answering all or most of the time. Groups with higher rates than overall: Hispanic,11%; Female, 11%. - Grade 7 (516 respondents) has 29% overall answering yes. Groups with higher rates than overall: Asian, 31%; Hispanic, 30%, Multiracial, 33%; Female, 39%; Parent Education/Less Than High School, 57%; Parent Education/High School Graduate, 36%; Parent Education/Some College, 33%.  ""During the past 12 months, did you ever seriously consider attempting suicide?"" (Grade 7) - Grade 7 (516 respondents) has 17% overall answering yes. Groups with higher rates than overall: Asian, 21%; Multiracial, 20%; Female, 23%; Parent Education/Less Than High School, 39%; Parent Education/High School Graduate, 22%; Parent Education/Some College, 18%."|Analysis of student perceptions of safety: - In grade 5, subgroup responses were not dramatically higher or lower than the districtwide response. - In grade 7, subgroups feeling safe at school notably lower than the districtwide group included Multiracial students and students with Parent Education/Less Than High School. - Results in this area point to a continuing need to promote positive behavior and address student misbehavior.  Analysis of student mental health: - In grade 5, subgroup responses were not dramatically higher or lower than the districtwide response. - The grade 7 percentage of students reporting feelings of sadness or hopelessness -- 29% -- is strikingly high. The percentage of students with Parent Education/Less Than High School also is strikingly high (57%) relative to other subgroups. - For grade 7, the percentage of students reporting suicidal ideation is much higher than desired, as even 1% is more than desired. Students with Parent Education/Less Than High School have a strikingly high rate of suicidal ideation (39%). - The data here points to a need for check-ins with students on sadness and suicidal ideation. The district is exploring social/emotional screening tools that can help with this.|The Orcutt Union School District has chosen to prioritize student safety and mental health via its LCAP. Applicable LCAP actions include the following: - Action 1.10 - SEE Learning (Social/Emotional Learning Curriculum) - Action 2.1 Multi Tiered System of Support (MTSS) Plan for Behavior - Action 2.2 Behavioral Supports for Students - Action 2.3 Supporting Positive Behavior at Junior High Schools - Action 2.6 Inclusive Practices and Universal Design for Learning (UDL) - Action 2.9 Counseling Support - Action 2.10 Vice-Principal Support|Met||2026-06-05|2026
42692600116434|Orcutt Academy Charter|6|"The California Healthy Kids Survey was administered in February 2026 to OA students in grades 5, 7, 9, and 11. We chose to focus on an item regarding students' perception of safety because that is a metric for LCAP Goal 2. We also chose to focus on two items regarding chronic sadness and suicidal ideation because educational partners consistently have emphasized student mental health as a critical goal for the district. (Note: Because of the small number of fifth and seventh graders, results for those grade levels are considered statistically insignificant.)  ""Do you feel safe at school?"" - Grade 9 (161 respondents) has 79% overall answering agree or strongly agree. Groups with lower rates than overall: Female, 76%; Parent Education/High School Graduate, 74%; Parent Education/Some College, 67%. - Grade 11 (128 respondents) has 80% overall answering agree or strongly agree. Groups with lower rates than overall: Hispanic, 73%; Parent Education/High School Graduate, 77%; Parent Education/College Degree, 77%.   ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" - Grade 9 (161 respondents) has 19% overall answering yes. Groups with higher rates than overall: Multiracial, 33%; Female, 27%; Parent Education/High School Graduate, 26%; Parent Education/Some College, 36%. - Grade 11 (128 respondents) has 31% overall answering yes. Groups with higher rates than overall: White, 36%; Female, 35%; Parent Education/Some College, 40%; Parent Education/College Degree, 33%.  ""During the past 12 months, did you ever seriously consider attempting suicide?"" - Grade 9 (161 respondents) has 7% overall answering yes. Groups with higher rates than overall: Hispanic, 10%; Parent Education/High School Graduate, 11%; Parent Education/College Degree, 8%. - Grade 11 (128 respondents) has 14% overall answering yes. Groups with higher rates than overall: White, 26%; Parent Education/Some College, 20%; Parent Education/College Degree, 16%."|Analysis of student perceptions of safety: - In both grades 9 and 11, subgroup responses were not dramatically higher or lower than the schoolwide response. - In grades 9 and 11, student perceptions of safety surpass statewide averages (source: District School Climate Report Card for 2025-2026, published by WestEd).  Analysis of student mental health: - In grades 9 and 11, the percentages of students reporting feelings of sadness or hopelessness are much higher than desired. Grade 11 percentages are especially acute and need to be addressed. - In both grades, the percentages of students reporting suicidal ideation are much higher than desired, as even 1% is more than desired. In grade 11, White students and students with Parent Education/Some College are over 20%. - For both prompts, the percentages of students reporting sadness and/or suicidal ideation point to the need to continue to address student mental health in both Tier 1 (schoolwide behavior systems and initial classroom instruction) and Tier 2 (counseling support and behavioral intervention).|The Orcutt Academy has chosen to prioritize student safety and mental health via its LCAP. Applicable LCAP actions include the following: - Action 1.11 - SEE Learning (Social/Emotional Learning Curriculum) - Action 2.1 Multi Tiered System of Support (MTSS) Plan for Behavior - Action 2.2 Behavioral Supports for Students (new action) - Action 2.5 Inclusive Practices and Universal Design for Learning (UDL)  - Action 2.8 Counseling Support|Met||2026-06-05|2026
42693100000000|Santa Maria Joint Union High|6|The Santa Maria Joint Union High School District continues to prioritize student well-being by monitoring perceptions of physical and psychological safety through annual stakeholder surveys. Results from the spring 2026 survey indicate that students continue to experience challenges related to their social-emotional well-being. We are encouraged that we have seen improvements in this area, as 87% of students reported that they expect more good things to happen to them than bad things (including 93% for low-income students, 92% for Students with Disabilities, 90% of EL students, and 89% of Foster Youth). While the District recognizes that the lasting effects of the Pandemic continue to impact some students, this data underscores the importance of maintaining and expanding supports that promote mental health, resilience, and overall wellness. To address these needs, the District will continue to leverage its Wellness Centers, counselors, mental health professionals, and student support staff to provide timely interventions, resources, and services that help students navigate social-emotional challenges and strengthen their sense of well-being.  Student survey results also indicate that 87% of students reported that they are happy to be at their school (including 86% for low-income students, 80% for Students with Disabilities, 86% of EL students, and 90% of Foster Youth). This is an encouraging outcome that reflects the positive relationships being cultivated across our schools. However, the District remains committed to further strengthening school culture and ensuring that every student feels consistently valued, respected, and included.  Creating learning environments characterized by mutual respect, belonging, and positive relationships is essential to student engagement, well-being, and academic success. As a result, the District will continue to monitor this indicator, implement strategies that promote inclusive and supportive school climates, and work collaboratively with students, staff, and families to further improve students’ experiences and perceptions of respect across all school sites.|Santa Maria Joint will continue to implement a comprehensive professional development plan focused on strengthening student outcomes, enhancing school climate, and supporting the academic, social-emotional, and behavioral needs of all students. School climate related issues (referenced above) show strong indicators for the all students category as well as our unduplicated students and Students with Disabilities. Additionally, key areas of professional learning will include further developing our Multi-Tiered Systems of Support (MTSS), restorative practices, cultural proficiency, and social-emotional wellness. These efforts are designed to increase student connectedness, promote safe and inclusive learning environments, and provide staff with the knowledge and skills necessary to support students experiencing social-emotional challenges.  In response to identified student needs, the District will continue to prioritize targeted supports for English Learners by maintaining smaller class sizes in designated courses whenever possible. These learning environments provide increased opportunities for individualized instruction, meaningful student-teacher interactions, and targeted language development support, helping students build the academic and linguistic skills necessary for success. We will also continue to strengthen services for Foster Youth through the support of various staff members who work closely with students, families, and school staff to address barriers to learning, connect students with resources, and promote both academic achievement and overall well-being. These targeted supports help ensure that Foster Youth receive the individualized attention and advocacy needed to thrive in school and beyond.  Additionally, the District remains committed to expanding and refining its co-teaching model for Students with Disabilities (SWD). This inclusive instructional approach promotes access to rigorous grade-level curriculum, increases opportunities for meaningful participation in the general education setting, and fosters collaboration between general education and Special Education teachers. By strengthening inclusive practices, we continue to create learning environments where all students can learn, grow, and succeed alongside their peers.  Overall, the District’s professional development and support initiatives reflect a comprehensive approach to meeting the diverse needs of its student population. By investing in the Curriculum Alignment Project (CAP), SMJUHSD is building the capacity of its staff to collaborate, analyze data, and share best practices in order to support student achievement, enhance social-emotional well-being, strengthen school safety, and cultivate a sense of belonging for every student. These efforts reinforce SMJUHSD's commitment to creating equitable, supportive, and engaging learning environments that empower all students to reach their full potential.|SMJUHSD pulled together a districtwide committee to revise the Panorama Student survey because it provided the us with valuable insights into students’ academic experiences, social-emotional well-being, sense of belonging, school climate, and overall engagement. There were significant increases in many of our indicators. We carefully analyzed the survey results so we can identify trends, recognize areas of strength, and pinpoint opportunities for improvement, allowing for the development of targeted strategies and interventions that address the evolving needs of students.  We know that survey data also serves as an important tool for informing continuous improvement efforts and guiding resource allocation to areas where support is most needed. Through a data-driven approach, we can monitor progress over time, evaluate the effectiveness of programs and services, and make informed decisions that promote positive student outcomes. To further support these efforts, the District will continue to provide professional learning opportunities that strengthen educators’ capacity to meet the academic, social-emotional, and behavioral needs of students. Professional learning may include training in culturally responsive teaching, restorative practices, social-emotional learning, and strategies that foster resilience, engagement, and student well-being. These learning opportunities help ensure that staff are equipped with the knowledge and skills necessary to create supportive and inclusive learning environments for all students. Academically, we will continue to roll out and refine our CAP and GAP process to ensure that teachers and counselors are working on the systems that support students' academic success and college readiness.  At the same time, we are committed to evaluating the effectiveness of its survey instruments to ensure they provide accurate, meaningful, and actionable information. Upon review, we will analyze the survey and possibly make minor adjustments as needed to the Student survey. As part of its continuous improvement process, SMJUHSD will review survey measures, participation rates, and data quality to determine whether the information collected effectively captures stakeholder experiences and supports informed decision-making. This ongoing evaluation will help ensure that survey data remains a reliable and valuable resource for improving programs, services, and outcomes across the District.|Met||2026-06-17|2026
42693280000000|Santa Ynez Valley Union High|6|Survey results indicate that students generally perceive the school as safe, supportive, and focused on preparing them for future success. More than 90 percent of students reported feeling safe at school, and nearly 80 percent reported feeling connected to the school community. Students also reported strong access to supports, with the majority indicating they have access to academic tutoring, counseling services, and a trusted adult on campus when needed.  Students expressed confidence in the school's ability to prepare them for college and career opportunities, with more than 85 percent reporting confidence in the preparation they receive. The survey also included questions related to student wellness, academic support, school discipline, and use of available resources such as the Pirate Academic Center and Health and Wellness Center. Results were reviewed alongside open-ended responses and other local data sources to evaluate school climate, student engagement, and student support systems.|Analysis of the survey data identified several strengths in the district's school climate. Students generally reported feeling safe at school, connected to the school community, and supported by adults on campus. Access to counseling services, academic support, and trusted adults were areas of particular strength. Students also expressed confidence in the school's efforts to prepare them for college, career, and postsecondary opportunities.  The survey also identified opportunities for continued improvement. While most students reported positive perceptions of safety and connectedness, a percentage of students indicated lower levels of connection to school. Student responses also highlighted ongoing concerns related to stress, anxiety, and academic pressures. Additionally, survey results suggest an opportunity to increase awareness and utilization of available academic and wellness supports. Overall, the data indicate that students recognize and value the supports available to them while identifying areas where the district can continue strengthening student engagement and well-being.|Based on the survey findings, the district will continue implementing and refining existing efforts to support student wellness, school connectedness, and academic success. Current LCAP actions related to counseling services, the Health and Wellness Center, the Pirate Academic Center, freshman transition supports, and student engagement opportunities will continue. The district will also maintain a focus on strengthening students’ sense of belonging, increasing awareness of available support services, and providing academic and social-emotional interventions when needed.  Student feedback regarding stress, anxiety, and academic pressures will continue to inform discussions regarding student support systems and school climate initiatives. Survey results will be reviewed annually alongside other local indicators to monitor progress, identify emerging needs, and support continuous improvement efforts.|Met||2026-06-16|2026
42693360000000|Solvang Elementary|6|"Solvang School District annually administers the California Healthy Kids Survey (CHKS) to capture valid measures of student, families, and staff perceptions regarding school safety and connectedness. For the 2025–26 school year, the survey was administered to 5th grade students (representing the TK–5 grade span) and 7th grade students (representing the 6–8 grade span). The 2025–26 results indicate mixed trends in student engagement and perceived safety. Both 5th and 7th grade students reported an overall school connectedness rate of 70%. For 5th graders, this represented a 12% decline from the previous year, while 7th graders saw an 11% increase, returning to baseline levels.Additionally, 79% of 5th graders reported feeling safe at school ""most"" or ""all"" of the time. In contrast, perceived safety for 7th graders was 60%, reflecting a 5% decrease from the prior year.   Data is disaggregated by race/ethnicity to identify specific needs within the student population: Hispanic/Latino Students: This group reported higher levels of engagement than the district average. In 5th grade, 78% felt connected and 88% felt safe. In 7th grade, 77% felt connected and 63% felt safe. White Students: This group reported lower levels of connection in the elementary span. In 5th grade, 50% felt connected and 60% felt safe. In 7th grade, 60% felt connected and 63% felt safe. Other Subgroups: While individual CHKS report tables for 7th grade English Learners and Students with Disabilities often contained fewer than 10 respondents (limiting public reporting for privacy), the district integrates these survey trends with academic data to address performance gaps.   The district utilizes a comprehensive suite of tools to monitor school conditions, including the California Healthy Kids Parent Survey (CSPS), the California School Staff Survey (CSSS), and local counselor data. 86% of parents report feeling welcome to participate at the school. Furthermore, while student safety ratings declined in 7th grade, 91% of staff perceive the school as a safe place for students, marking a 4% improvement in staff confidence. Local tracking of counseling services provides a granular look at climate needs. Elementary support is primarily driven by stress/anxiety (23.9%) and self-regulation (23.2%). In middle school, the primary needs are self-regulation (17.4%) and bullying/harassment (15.2%).   The district also tracks ""School Disorder"" items. 24% of parents identified harassment or bullying as a problem, which correlates with the 44% of 7th graders who reported experiencing harassment in the past 12 months."|Analysis of local climate survey data—including the California Healthy Kids Survey (CHKS), Staff Survey (CSSS), and Parent Survey (CSPS)—reveals significant strengths in family engagement and subgroup connection, alongside identified needs regarding middle school safety and mental health support.   A significant strength is the level of parent engagement, with 86% of parents reporting they feel welcome to participate at the school. Additionally, 85% of parents perceive the school as a safe place for their children.   High engagement among Hispanic/Latino students is a strength: Disaggregated data shows that Hispanic/Latino students report higher levels of school connectedness and perceived safety than the district average. In 5th grade, 78% of Hispanic students feel connected and 88% feel safe, compared to 50% connected and 60% safe for white students.   Moreover, staff perceptions of campus safety are exceptionally high, with 91% of staff reporting the school is a safe place for students, a 4% increase from the prior year. Academic Motivation: 79% of 5th graders report being academically motivated, finishing their assignments and working hard even when tasks are difficult.   Middle School Perceived Safety is an identified need: A primary need is addressing the decline in perceived safety among 7th graders, which dropped to 60% this year. This correlates with behavioral data showing 44% of 7th graders experienced harassment or bullying in the past 12 months.   Additionally, there is a persistent need for continued mental health support for students. 23% of 5th graders report frequent sadness, and 19% of 7th graders report chronic sadness or hopelessness. Furthermore, 20% of 7th graders report experiencing social-emotional distress.   Staff Professional Development is an opportunity. While staff feel the campus is safe, 81% of staff identified a need for professional development in meeting the social, emotional, and developmental needs of youth, specifically in trauma-informed practices. After all, only 39% of 5th graders and 37% of 7th graders feel they have meaningful participation at school, such as having a say in how things work or being asked for their ideas. The data highlights a divergence between adult and student perceptions of school climate; while parents and staff view the school as very safe, middle school students report lower levels of safety and higher rates of peer conflict.   Linguistic and ethnic subgroups show varied levels of connection, with the district’s efforts in Dual Language Immersion and bilingual office support potentially contributing to the high connection rates for Hispanic and English Learner families.   However, the Red performance levels for Students with Disabilities (SWD) in academic and behavioral metrics (e.g., an 8.1% suspension rate) underscore the need for the district's planned transition to an in-house Special Education to provide more integrated, responsive support.|"Based on the analysis of local data and key learnings, the District will take the following actions:   The most significant policy shift is the ""take back"" of Special Education services from the Santa Ynez Special Education Consortium to an in-house model for the 2026–27 school year. This decision was driven by the ""Red"" performance levels for Students with Disabilities (SWD) in mathematics, chronic absenteeism, and suspension rates. By bringing these services in-house, the district aims to ensure general and special education teachers work ""side-by-side"" with unified professional development and schedules.   To address the decline in perceived safety among 7th graders (60%) and high suspension rates, the district will have two dedicated principals—one for each campus—to provide more direct support to students and staff. The district pivoted from a block schedule to a traditional 7-period day at the upper campus. This change aimed to improve student attention spans and ensure more consistent, daily access to core subjects and electives. Additionally, the new Middle School Principal is keeping class size small and imbedding SEL.   Additionally, despite the end of grant funding (CYBHI), the district decided to continue funding a full-time credentialed counselor.Future efforts will focus on Wellness Wednesdays and lunchtime tabling at the upper campus to improve middle school connectedness. The district will enter its third year of implementing the Zones of Regulation curriculum to address the spike in student self-regulation needs identified by local counselor data.   Responding to the 81% of staff who identified a need for support in meeting students' social-emotional needs, the district is prioritizing professional development in trauma-informed pedagogy. The district is shifting from purely punitive measures to restorative practices to address the 5.2% suspension rate, with a focus on training playground supervisors.   Recommended by the Comprehensive School Safety Plan, the district will upgrade its campus cameras and intercom systems in 2026–27 to improve overall site security. The district has transitioned its student monitoring platform from GoGuardian to Securely to better identify potential risks, such as cyberbullying, with plans to provide further staff training on the new system.   To combat high chronic absenteeism, particularly for SWD (20.3%), the district is implementing personalized outreach, including home visits by the administration and school psychologist and the establishment of early attendance plans for at-risk families in conjunction with other Santa Ynez Valley districts."|Met||2026-06-24|2026
42693440000000|Vista del Mar Union|6|86% of students reported having an adult who cares about them, 92% reported having an adult at school they could talk to if they needed help (Grades 1-8th)|We realized that students in the lower grades did not understand that the question about having an adult who cared about them. Having them take the survey on their own, on an iPad early in the school year, made it harder for them to accurately respond. Including a drop down menu or multiple choice for them to select a staff member who cares for them, and an option of none, would help get a more accurate response.|See above for how we will change the survey to make it more understandable for younger students.|Met||2026-06-04|2026
42745670000000|Santa Barbara County ROP|6||||Not Met|||2026
42750100000000|Cuyama Joint Unified|6|Cuyama Joint Unified School District administers multiple climate surveys annually, including the California Healthy Kids Survey (CHKS) for elementary and secondary students and the Community/School Partnership Survey for families, students, staff, and community partners. Together these data provide a comprehensive view of school safety, connectedness, engagement, and stakeholder experience across all grade spans. Elementary CHKS (Grade 5). Students reported caring adult relationships 64%, high expectations 81%, and feeling safe at school/to-from school 75% . School connectedness averaged 58% and antibullying climate 79% . Concerns included peer conflict (pushing/teasing/rumors) reported 55–58% at least some of the time and lower meaningful participation 43% . Subgroup reporting is limited due to small sample sizes; available demographics show 58% Hispanic/Latino among respondents. Secondary CHKS (Grades 7, 9, 11). Strengths included safety (75% of Grade 7 feel safe at school) and caring relationships, but engagement declines with grade level. High boredom rises from 30% (Grade 7) to 62% (Grade 9); academic motivation is 60% (G7) and 71% (G9) . Mental-health indicators increase (G7 chronic sadness 27%; suicide consideration 20%; G9 similar), and harassment is more frequent (25% of Grade 9 report any harassment) . Subgroup data are limited by small n; available demographics show 70–71% Hispanic/Latino among secondary respondents. Community/School Partnership Survey (Nov 2025). Stakeholders (families, students, staff, community) rated climate and partnership 4.6–4.9/5 overall and identified barriers including language access, transportation, childcare, and inconsistent communication (local survey results). Summary. Across sources, CJUSD’s strengths are strong adult–student relationships, high perceptions of safety, and positive school climates. Identified needs include declining secondary engagement, increasing mental-health concerns, peer-to-peer conflict, and barriers that limit equitable family participation. While subgroup analysis is limited by small n, available data consistently reflect a predominantly Hispanic/Latino student population, guiding a focus on bilingual and culturally responsive supports.|Analysis of 2025–26 data shows CJUSD’s strongest areas are caring adult relationships, a welcoming environment, and high perceptions of safety—especially in elementary grades (Grade 5: caring adults 64%, high expectations 81%, safety 75%) . Grade 7 students similarly reported feeling safe (75%), demonstrating the benefits of CJUSD’s close-knit school settings . The Community/School Partnership Survey echoes these strengths, with families, staff, students, and community members rating safety, respect, and partnership 4.6–4.9/5, reflecting strong trust and appreciation for school staff. Key needs also emerged. Engagement declines significantly in secondary grades: connectedness drops, boredom increases from 30% (G7) to 62% (G9), and meaningful participation is lower than in elementary grades, indicating the need for more student voice, engaging instruction, relevant coursework, and broader extracurricular options . Mental-health concerns intensify as students age. Grade 7 data show 27% reporting chronic sadness and 20% reporting suicide consideration, with Grade 9 showing similar patterns. Elementary results (25% frequent sadness) indicate the need for schoolwide mental-health supports across grade spans. Peer climate concerns are present in both spans. Elementary students report 55–58% pushing/teasing/rumors, while secondary students report increased verbal harassment, including 25% of Grade 9 reporting any harassment . The Partnership Survey identified structural barriers impacting family engagement: language, transportation, childcare, and inconsistent communication. Staff indicated feeling overwhelmed by outreach demands, suggesting the need for clearer systems and supports. Because of small student numbers, disaggregated CHKS subgroup reporting is limited; however, available data show a majority Hispanic/Latino population (58% in Grade 5; 70–71% in Grades 7–9) —reinforcing the importance of bilingual and culturally responsive communication. In summary: CJUSD excels in safety and relationships but must strengthen secondary engagement, expand mental-health supports, address peer conflict, and remove barriers to family participation.|Based on the CHKS and Community/School Partnership Survey results, CJUSD will update plans, policies, and procedures to strengthen school climate. Actions focus on: secondary engagement, mental-health supports, bullying prevention, family engagement, and continuous improvement. 1. Secondary student engagement & belonging • Increase relevance and engagement through project-based learning, hands-on activities, and culturally responsive strategies. • Expand student voice and leadership (student advisory groups, classroom decision-making). • Broaden electives, clubs, enrichment, and CTE-aligned opportunities. • Strengthen advisory/homeroom so each student has a consistent adult and smoother transitions. 2. Mental-health supports & early identification • Increase counseling access and referral capacity through county mental-health partnerships. • Implement universal wellness check-ins at key transitions (Grades 5?6 and 8?9). • Train all staff annually in SEL, trauma-informed practices, and suicide-prevention; embed SEL lessons K–12. 3. Bullying prevention & peer relationships • Update procedures with clear reporting pathways, prompt family follow-up, and consistent restorative responses. • Implement peer-mentor/mediator programs and schoolwide lessons on digital citizenship and respectful interactions. • Increase supervision in identified hotspots and monitor trends monthly. 4. Family engagement & access • Provide translated, plain-language communication; enhance use of ParentSquare/PowerSchool. • Offer flexible meeting formats and times; when feasible, provide childcare, transportation, and interpreters. • Publish an annual family-engagement calendar; train staff in culturally responsive outreach. 5. Data & continuous improvement • Incorporate climate indicators into MTSS/site leadership cycles, reviewing wellness, behavior, and engagement data every 6–8 weeks. • Continue annual CHKS and Partnership Survey administration and add brief mid-year “pulse checks.” • Strengthen internal subgroup monitoring (even with small n) to detect needs early. Implementation: Site plans will include timelines, responsible leads, and measurable indicators (connectedness scale, harassment reports, counseling access, family participation). Central office will provide coaching, monitor progress each trimester, and report to stakeholders to ensure climate improvements align with identified needs.|Met||2026-06-25|2026
42750100138891|California Online Public Schools Central Coast|6|For the 2025-2026 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes.  The overall scores for all students, as well as available student group scores, are as follows:  High School: Engagement:  97%  Challenging coursework:  98% Culture of respect: 97% Relationships: 90% College and career readiness: 93%  Middle School: Engagement: 90% Challenging coursework: 95% Culture of respect: 100% Relationships: 98%  Elementary School: Engagement: 79% Challenging coursework: 95% Culture of respect: 99% Relationships: 96%  These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement.  In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement.  Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2025-2026 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen.  Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in middle school (100%), with a 3% increase from last year, and elementary school (99%), maintaining their high score from a year ago, showing a consistently positive school culture. Challenging Coursework High school students (98%) up 11% and middle school students (95%) up 14% from from last year feel challenged by their coursework, which reflects strong academic expectations and curriculum design. In addition, elementary school was up 19% to 95% from the previous year.  Student Engagement Engagement was high in both high school and middle school—97% in high school and 90% in middle school, increasing between 2% and 5% fromthe previous year.  College and career for our high school students increased a total of 15% to 93% for the 25-25 school year.  Relationships The metric of relationships grew for all grade bands, with the highest coming from high school, growing 11% to 90% overall, and elementary growing 26% to 96% overall, highlighting the care and strong bonds our teachers and staff make with their students throughout the year.   Growth Areas: Engagement (Elementary) Engagement scores were very strong in both middle school and high school, but dropped significantly at the elementary school level, going from 91% to 79% in the 25-26 school year.   Needs: Engagement in Elementary Only 79% of elementary students reported that they felt engaged with our school. This shows a need to dig deeper and identify areas we can grow to give more opportunities for our elementary students to feel connected to our teachers, their classmates, their curriculum, and our school as a whole. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction.  Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 2025-2026 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate.   Enhancing Student Engagement: - Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. - Promote Live Class engagement and interaction at all grade bands - Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: - Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. - Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. - Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: - Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. - Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings.  These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2026-06-09|2026
42767860000000|Santa Barbara Unified|6|SBUSD uses Panorama surveys to gather local climate data from students, families, teachers, and staff. The survey provides data related to school climate, belonging, engagement, supportive adult relationships, teacher-student relationships, emotional regulation, self-management, social awareness, positive feelings, and challenging feelings. Student results are reviewed by grade span, and family, teacher, and staff results are used to monitor broader school conditions.  In 2025–26, Panorama student data showed that supportive adult relationships remained a strength, with 89% favorable responses in Grades 3–6 and 87% in Grades 7–12. Teacher-student relationships were 68% favorable in Grades 3–6 and 54% in Grades 7–12. Sense of belonging was 58% favorable in Grades 3–6 and 49% in Grades 7–12. Engagement was 42% favorable in Grades 3–6 and 30% in Grades 7–12.  Student wellness data showed mixed results. Emotional regulation was 47% favorable in Grades 3–6 and 53% in Grades 7–12. Self-management was 68% favorable in Grades 3–6 and 71% in Grades 7–12. Social awareness was 57% favorable in Grades 3–6 and 60% in Grades 7–12. Positive feelings were 63% favorable in Grades 3–6 and 59% in Grades 7–12, while challenging feelings improved to 57% in Grades 3–6 and 55% in Grades 7–12.  Family engagement data also showed progress. Districtwide family engagement increased from 24% favorable in 2023–24 to 32% in 2025–26. Elementary family engagement increased from 34.5% to 43.3%, junior high increased from 18.5% to 20.0%, and high school increased from 20.5% to 27.0%. Favorable responses related to barriers to engagement remained strong at 84% districtwide.  SBUSD also reviews discipline data as part of its analysis of school climate. The District suspension rate decreased from 3.2% in 2023–24 to 2.6% in 2024–25, and expulsions decreased from 20 to 6. These data are used with Panorama results to identify strengths, monitor school conditions, and guide continuous improvement.|Analysis of the Panorama survey data shows that supportive adult relationships remain a significant strength for SBUSD. In 2025–26, 89% of students in Grades 3–6 and 87% of students in Grades 7–12 responded favorably in this area. This suggests that most students identify adults at school who provide support, care, and connection.  The data also show areas of progress in secondary belonging and student wellness. Sense of belonging for Grades 7–12 increased from 40% in 2023–24 to 49% in 2025–26, and engagement increased from 26% to 30%. Emotional regulation also improved for Grades 7–12, increasing from 49% to 53%. These results suggest that school climate, wellness, and relationship-based supports are having a positive impact at the secondary level.  At the same time, the data identify clear areas for continued improvement. Teacher-student relationships declined to 68% in Grades 3–6 and 54% in Grades 7–12. School climate declined to 54% in Grades 3–6 and 49% in Grades 7–12. Elementary sense of belonging declined from 67% in 2023–24 to 58% in 2025–26, and elementary engagement declined from 56% to 42%. These results indicate a need to strengthen classroom relationships, student voice, engagement, and belonging, particularly in elementary schools.  Discipline data also show both progress and continued need. The overall suspension rate decreased from 3.2% in 2023–24 to 2.6% in 2024–25, and expulsions decreased from 20 to 6. However, suspension rates remain higher for Foster Youth, Students with Disabilities, African American/Black students, students experiencing homelessness, Emergent Multilingual Learners, socioeconomically disadvantaged students, and Hispanic/Latino students. These differences show the need to continue strengthening restorative practices, inclusive behavior supports, anti-bias education, and consistent Tier II and Tier III interventions.  Overall, the data show that SBUSD has strong adult-student connections and improving secondary belonging, while also needing to deepen student engagement, improve teacher-student relationships, reduce discipline disparities, and ensure that all student groups experience safe, inclusive, and connected school environments.|Based on the analysis of Panorama survey data, discipline data, and educational partner input, SBUSD will continue refining its plans and practices to strengthen school climate, belonging, engagement, and student wellness.  The District will strengthen Tier I school climate practices by improving consistency in social-emotional learning, relationship-building routines, student voice opportunities, and classroom practices that support belonging and engagement. This is especially important given declines in elementary school climate, sense of belonging, and engagement.  SBUSD will also continue expanding and refining Tier II and Tier III supports through mental health clinicians, Intervention Coordinators, Youth Outreach Workers, wellness centers, case management, and coordinated MTSS actions. These supports will be more directly monitored through referral data, service completion, attendance, behavior, and student wellness outcomes.  To address discipline disparities, the District will continue implementing restorative practices, inclusive behavior supports, anti-bias professional learning, and culturally responsive practices. Site teams will continue reviewing suspension and expulsion data by student group to identify patterns and adjust supports for students most impacted by exclusionary discipline.  SBUSD will also strengthen the use of Panorama data in school planning. Schools will continue reviewing student, staff, and family survey results as part of SPSA development, LCAP implementation, and continuous improvement cycles. This will help site teams identify local needs, monitor progress, and align actions to student experience data.  Finally, SBUSD will improve communication with students and families about available wellness, mental health, attendance, and academic supports. These refinements are intended to ensure that all students experience safe, inclusive, connected, and supportive school environments.|Met||2026-06-23|2026
42767866045918|Peabody Charter|6|"Peabody Charter School used the CalSchls Survey System (CSPS) from the Health and Human Development Program with WestEd. The findings do relate to the LCFF priorities and inform LCAP goals. This survey was given to one grade level across two grade spans. PCS surveyed 5th grade in the K-5 grade span and grade 6 in the 6-8 grade span in the 2025-2026 school year.  Key points shared with the Peabody Board of Directors included: School Connectedness:  School-wide, 83% of 5th and 6th-grade students reported high levels of school connectedness. Among our Latinx students, 80% of 5th-grade and 73% of 6th-grade students reported high levels of school connectedness. Among our White students, 87% of 5th-grade and 92% of 6th-grade students reported high levels of school connectedness. Feeling Safe at School:  School-wide, 88% of both 5th-grade and 6th-grade students reported feeling safe at school. 86% of 5th-grade and 74% of 6th-grade Latinx students reported feeling safe at school. 91% of 5th-grade and 100% of 6th-grade White students reported feeling safe at school.  It should be noted that we believe the data collected from some of our Latinx students reflects the direct impact of federal immigration enforcement activity during the 2025–26 school year. Families in our community shared fears that immigration enforcement action might come to campus to take students into custody, or use the school as a location to apprehend parents. Staff repeatedly reassured students that they were safe from enforcement while on campus. These are the conditions under which this cohort of Latinx students answered questions about their sense of safety at school.  Students Reporting Academic Motivation at School:  School-wide, 91% of fifth-grade students and 88% of sixth-grade students reported being academically motivated ""most of the time"" or ""all of the time."""|"WestEd reports, ""Results show that school connectedness, as measured by a five–item scale on the CHKS, is an important differentiator between low–performing and high–performing...schools, indicating also that the CHKS scale has value as an indicator of school quality."" The relatively high connectedness scores reported by PCS students appear to contribute to the school's overall success. That said, the difference in scores between disaggregated groups suggests that not all PCS students are experiencing the school experience in the same way."|Based on the data above, and other sources, PCS maintains an equity committee committed to helping the school identify systemic factors that contributed to predictable historical outcomes. This group directs activities that specifically address these systemic elements as PCS seeks to disrupt that predictable cycle of who is successful and who is not at our school.|Met||2026-06-17|2026
42767866111603|Santa Barbara Charter|6|In May 2025, fifth and sixth grade students completed a local climate survey capturing perceptions of school safety and connectedness. Twenty-seven students participated (16 fifth graders, 11 sixth graders). Results were analyzed by the Director of Education and teaching staff, including comparisons to the June 2024 survey. Areas of Strength Teasing related to gender, race, and body image declined compared to 2024:  Teased about gender: 7% (2025) vs. 6% (2024) Teased about race/ethnicity: 14% (2025) vs. 20% (2024) Teased about body image: 28% (2025) vs. 37% (2024)  Additional highlights from 2025:  85% of students say teachers and other adults make clear that bullying is not allowed most or all of the time. 85% feel teachers treat students fairly, up slightly from 83% in 2024. 88% say teachers and adults believe they can do a good job, up from 80% in 2024. 100% say teachers and adults want them to do their best.  Areas of Challenge Student voice and sense of belonging showed some decline:  14% of students feel they have no chance to help decide class activities (consistent with 2024, up from 12% in 2022). Students in both grades indicated they would like more say in class activities, topics of learning, and rule-making. 67% feel like they are part of Santa Barbara Charter School most or all of the time, down from 86% in 2024. 85% feel that teachers and adults care about them, down from 94% in 2024.|Teachers at SBCS have worked systematically during the previous and current school years to reduce incidents of racist and biased language. The data on students who self-report being teased about their body size, race, or gender have diminished, which is a great indicator that the work of the teachers and families is making an impact on student behavior. Fifth and sixth grade students report that teachers and other grown-ups make it clear that bullying is not allowed.  There are strong and significant relationships with teachers and other grownups at SBCS, as students feel seen, heard, and known.  Students see that teachers set high expectations for students and also support them in doing their best.  These numbers remain strong year-to-year, even despite a slight decrease in some related areas.    Regarding the areas of challenge, student involvement in decision making and choice has generally improved, but remains an area in which we are committed to continuous improvement.  Over the past four years, we also have initiated and continually increased a system-wide focus on diversity, equity, and inclusion – including a particular focus on race and gender – and survey results reinforce the benefits of  these efforts.|The primary focus on addressing areas of challenge will remain improving the school climate in terms of race and gender.  The professional staff will keep building on the previous years of work with outside consultants aimed at better understanding individual and systemwide capacities in diversity, equity, and inclusion (including multicultural competency).  Staff efforts to investigate strategies to confront racism and gender issues have been, and will continue to be expanded to include student education and discussion. Unit plans on the topics of: Ally, Advocate and Bystander continue, as does professional development work with a consultant.  Parent education also will continue to be offered, based on the Diversity, Equity, and Inclusion Alliance Strategic Plan.|Met||2026-06-24|2026
42767866118202|Adelante Charter|6|Results from the California School Staff Survey -Spring 2026 100% response rate (+26%) 100% of responders reported they agree or strongly agree that the school is a supportive and inviting place for students to learn. (unchanged) 100% report the school emphasizes helping students academically when they need it (unchanged) 100% report the school emphasizes teaching lessons in ways relevant to students (unchanged) 97% report that Adelante is a safe place for students (-3%) 100% report that Adelante motivates students to learn.(unchanged) 94% of responders report they agree or strongly agree that the school is a supportive and inviting place for staff to work.(+3%) Results from the California School Parent Survey 74 responders approx 33% response rate (+15%) 12% have students who receive Special Education services and 17% are parents of English learners. 97% Agree or strongly agree that parents feel welcome to participate at the school. (-1%) 98% say that Adelante treats all parents with respect (unchanged) 97% report that Adelante is a safe place for their child. (-2%) 99% report that Adelante motivates students to learn. (+1% 1% Don’t know) 99% say that Adelante treats all students with respect (unchanged 1% don’t know) 100% report that Adelante has adults who really care about students. (+1%) 98% say that Adelante promotes academic success for all students. (+1%) 87% report that the school actively seeks the input of parents before making important decisions.(-2%) (10% Don’t know) 25-26 CHKS - California Healthy Kids Survey Administered to both 5th (78% response rate - +15%) and 6th grades (100% response rate -+35%) School connectedness- 76% for 5th graders (-5%), 79% for 6th graders (+7%) Caring adults in school 74% (unchanged) for 5th graders 59% (-12%) for 6th graders Social and emotional learning supports 79% for 5th (+2%) 69% (unchanged) for 6th grade Anti-bullying climate 74% (+3%) for 5th graders, 66% (-2%) for 6th graders Feel safe at school 73% (unchanged) of 5th graders and 67% (-8%) of 6th graders 86% of 5th graders (unchanged) and 74% (-6%) of 6th graders respond they are treated with respect. Rule clarity was 74% for 5th graders (+1%) and 74% (-18%) for 6th graders. 17% (-1%) @5th grade and 18% @ 6th grade (+6%) reported feeling frequent sadness all the time or most of the time. 79%@ 5th ( +10%) and 76% @ 6th grade (+9%) reported feeling good or happy all or most of the time. Data was not disaggregated by race/ethnicity due to small numbers.|Analysis of local data and educational partner input indicates that Adelante continues to demonstrate significant strengths in school climate, family engagement, and support for multilingual learners. Parent survey results show high levels of satisfaction, with 97% of parents reporting they feel welcome at school, 98% indicating parents are treated with respect, and 97% reporting that the school is safe for their child. Additionally, 99% report that the school motivates students to learn and treats students with respect, while 100% report that there are adults at school who genuinely care about students.  Support for English Learner families remains a notable strength. All responding families report that someone in the office speaks their language, 95% understand what it means for their child to be an English Learner, and 90% understand their child's ELPAC results. Strong participation in the EBAC Needs Assessment continues to provide valuable input from English Learner families and helps inform school programs and services.  Staff survey results also reflect a positive school culture. One hundred percent of staff report that Adelante is supportive of students and emphasizes academic success, while 94% report that Adelante is a supportive place to work, an increase from the previous year. Student wellness data show positive trends as well, including declining rates of cyberbullying and significant increases in student happiness among both 5th and 6th grade students.  At the same time, the data identify several areas for continued growth. Student connectedness declined among 5th graders, while perceptions of caring adult relationships and school safety declined among 6th graders. Student perceptions related to bullying prevention also remain an area for continued attention. Family survey results suggest opportunities to strengthen communication about academic expectations and student learning, and while 87% of parents report that the school seeks parent input, the results indicate a need to increase awareness of engagement opportunities and how family feedback informs decision-making.  Student wellness data also highlight areas for improvement. Approximately 18% of students report experiencing frequent sadness, and healthy habits such as regular breakfast consumption and sufficient sleep continue to be concerns. In response, Adelante will continue to prioritize social-emotional learning, restorative practices, family engagement, and targeted communication efforts to strengthen student connectedness, family partnerships, and overall well-being.|Adelante will continue prioritizing student wellbeing, school connectedness, and positive relationships by strengthening school-wide social-emotional learning, restorative practices, and positive behavior supports. Staff will continue implementing clearly defined behavioral expectations, proactive anti-bullying education, and restorative conversations that help students build empathy, resolve conflicts, and develop a sense of belonging. Given recent survey results showing declines in students' perceptions of safety, respect, and caring adult relationships, particularly among 6th graders, the school will place an increased emphasis on relationship-building, student voice, and creating inclusive classroom communities. To address ongoing social-emotional and mental health needs, students will continue to have access to a part-time school counselor and school psychologist who provide individual support, small group interventions, and social- emotional skill-building opportunities. Daily SEL instruction will remain embedded in classroom practice, with a focus on self-awareness, self-management, relationship skills, and responsible decision-making. Adelante will also continue efforts to strengthen family-school partnerships by expanding bilingual family education opportunities, supporting EBAC leadership, and increasing collaboration among EBAC, PAC, and PTSO. Family workshops will focus on topics identified through parent feedback, including supporting academic learning at home, understanding student progress, English Learner programs, reclassification, and student wellness. The school will also work to improve communication about academic expectations and decision-making processes so families better understand how their input informs school improvement efforts. In response to survey findings related to student wellness and healthy habits, Adelante will continue providing education and resources for students and families focused on digital citizenship, healthy technology use, sleep habits, and overall wellness. Through these combined efforts, the school seeks to strengthen student connectedness, increase family engagement, improve perceptions of safety and belonging, and support the academic and social-emotional success of all students.|Met||2026-06-18|2026
42771980000000|SBE - Olive Grove Charter - Orcutt/Santa Maria|6||||Not Met|||2026
42771980138362|Olive Grove Charter - Orcutt/Santa Maria|6|"OGCS annually administers a local survey to students, parents/guardians, and staff. The California Healthy Kids Survey (CHKS) is administered every other year to students and parents/guardians. CHKS was not administered in 2025-26.   2026 OGCS Local Survey - Parent/Guardians, Students, and Staff  -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be.""  Students  96% All students  95% Hispanic or Latino/a students  96% White students  90% English Learners (EL) students  84% Students with Disabilities (SWD) students  86% Socioeconomically Disadvantaged (SED) students   98% Parents/Guardians   95% Staff   -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people.""  Students  94% All  98% Hispanic or Latino/a  98% White  93% EL  89% SWD  86% SED   97% Parents/Guardians   91% Staff   -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing.""  Students  91% All  97% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   98% Parents/Guardians   73% Staff   -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration.""  Students  90% All  95% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   93% Parents/Guardians  86% Staff"|"Survey results showed:    Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access.  The most common rating across questions was ""Strongly Agree.""    Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.    Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2026-06-11|2026
42772060000000|SBE - Olive Grove Charter - Lompoc|6||||Not Met|||2026
42772060138370|Olive Grove Charter - Lompoc|6|"OGCS annually administers a local survey to students, parents/guardians, and staff. The California Healthy Kids Survey (CHKS) is administered every other year to students and parents/guardians. CHKS was not administered in 2025-26.   2026 OGCS Local Survey - Parent/Guardians, Students, and Staff  -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be.""  Students  96% All students  95% Hispanic or Latino/a students  96% White students  90% English Learners (EL) students  84% Students with Disabilities (SWD) students  86% Socioeconomically Disadvantaged (SED) students   98% Parents/Guardians   95% Staff   -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people.""  Students  94% All  98% Hispanic or Latino/a  98% White  93% EL  89% SWD  86% SED   97% Parents/Guardians   91% Staff   -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing.""  Students  91% All  97% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   98% Parents/Guardians   73% Staff   -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration.""  Students  90% All  95% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   93% Parents/Guardians  86% Staff"|"Survey results showed:    Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access.  The most common rating across questions was ""Strongly Agree.""    Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.    Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2026-06-11|2026
42772140000000|SBE - Olive Grove Charter - Buellton|6||||Not Met|||2026
42772140138388|Olive Grove Charter - Buellton|6|"OGCS annually administers a local survey to students, parents/guardians, and staff. The California Healthy Kids Survey (CHKS) is administered every other year to students and parents/guardians. CHKS was not administered in 2025-26.   2026 OGCS Local Survey - Parent/Guardians, Students, and Staff  -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be.""  Students  96% All students  95% Hispanic or Latino/a students  96% White students  90% English Learners (EL) students  84% Students with Disabilities (SWD) students  86% Socioeconomically Disadvantaged (SED) students   98% Parents/Guardians   95% Staff   -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people.""  Students  94% All  98% Hispanic or Latino/a  98% White  93% EL  89% SWD  86% SED   97% Parents/Guardians   91% Staff   -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing.""  Students  91% All  97% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   98% Parents/Guardians   73% Staff   -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration.""  Students  90% All  95% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   93% Parents/Guardians  86% Staff"|"Survey results showed:    Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access.  The most common rating across questions was ""Strongly Agree.""    Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.    Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2026-06-11|2026
42772220000000|SBE - Olive Grove Charter - Santa Barbara|6||||Not Met|||2026
42772220138396|Olive Grove Charter - Santa Barbara|6|"OGCS annually administers a local survey to students, parents/guardians, and staff. The California Healthy Kids Survey (CHKS) is administered every other year to students and parents/guardians. CHKS was not administered in 2025-26.   2026 OGCS Local Survey - Parent/Guardians, Students, and Staff  -Percentage of respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be.""  Students  96% All students  95% Hispanic or Latino/a students  96% White students  90% English Learners (EL) students  84% Students with Disabilities (SWD) students  86% Socioeconomically Disadvantaged (SED) students   98% Parents/Guardians   95% Staff   -Percentage of respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people.""  Students  94% All  98% Hispanic or Latino/a  98% White  93% EL  89% SWD  86% SED   97% Parents/Guardians   91% Staff   -Percentage of respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing.""  Students  91% All  97% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   98% Parents/Guardians   73% Staff   -Percentage of respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration.""  Students  90% All  95% Hispanic or Latino/a  90% White  90% EL  79% SWD  71% SED   93% Parents/Guardians  86% Staff"|"Survey results showed:    Student responses demonstrate that OGCS students generally feel safe, supported, and informed. Students generally responded positively across questions related to safety, welcoming environment, communication, support, and academic access.  The most common rating across questions was ""Strongly Agree.""    Parent/guardian responses reflect high levels of satisfaction among OGCS families with school climate, communication, and student support. The majority of respondents selected “Strongly Agree” to statements related to school safety, welcoming environment, communication, and academic support.    Staff responses reflect that staff generally feel supported, equipped, and valued at OGCS. Areas such as communication systems and collaboration offer opportunities for continued improvement. The high rates of agreement in questions related to safety, belonging, and support indicate a strong school culture. The majority of staff responses were positive, indicating a generally favorable view of school climate, collaboration, and available resources. A large percentage of responses fell into the ""Strongly Agree"" and ""Somewhat Agree"" categories, showing alignment in several areas. There are isolated responses indicating some concerns with communication, collaboration, and feelings of teamwork that triggered further inquiry."|The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center.|Met||2026-06-11|2026
43104390000000|Santa Clara County Office of Education|6|"The Santa Clara County Office of Education (SCCOE)participates in the CA Healthy Kids Survey (CHKS) annually. The CHKS was administered in Spring of 2026. The SCCOE received 66 responses from secondary students. 74% of students identified as Hispanic. Other groups represented showed small group sizes of below 10%. Some discrepancies in responses occurred in comparing results by Hispanic and other students. Hispanic students (74%) and their other classmates (3% Multi racial, non-Hispanic, 3%-White, 5% Asian, 3% African American, 5% American Indian or Alaska Native, 3% Native Hawaiian or Pacific Islander, and 5% other) responded to the survey to represent all students. Hispanic students indicated higher responses than other students in the following areas: (a) school connectedness, (b) academic motivation, (c) school is really boring, (d) caring adult relationship, (e) high expectations, (f) facilities upkeep, (g) school perceived as very safe or safe, (h) eating of breakfast, and (i) Life Satisfaction. Areas where students showed lower responses than their other classmates include: (a) school is worthless and a waste of time, (b) monthly absences,(c) trouble focusing on schoolwork, (d) meaningful participation, (e) promotion of parental involvement, (f) experienced harassment due to five reasons, (g) experienced harassment or bullying, (h) had mean rumors or lies spread, (i) being afraid of being beaten up, (j) been in a physical fight, (k) seen a weapon on campus, (l) cyberbullying, (m) current alcohol or drug use, (n) current tobacco use, (o) current marijuana use, (p) current binge drinking, (q) very drunk or ""high"" 7 or more times, ever, (r) current alcohol use at school, (s) current cigarette smoking/ current marijuana vaping, (t) bedtime after 12, (u) social emotional distress, (v) chronic sadness, and (w) considered suicide. The lower responses regarding engagement of students were any response under 40% of students. In the Fall SCCOE distributed the LCAP survey which this year included questions regarding climate. From the survey 52% of students indicated they agree/strongly agree there is at least one adult at school I can go to if I need help or advice; 52% of students indicated their culture, language, and background are valued. 78% of students indicated they overall believe our school provides a safe, supportive, and engaging environment for all students."|Overall CHKS survey highlights include: (a) 55% of students feel connected at school and 61% feel connected to a caring adult, (b ) 70% indicate that staff have high expectations for students, (c) 49% indicate that their parents are involved. (d) 35% believe the school takes their suggestions seriously. 19% of students indicated they have been bullied and 23% indicate this bullying is due to people spreading rumors. 11% of students have considered suicide. Drugs and alcohol use was indicated by 50% of respondents and 27% indicate they have vaped. Overall, 75% of students feel safe at school, and 51% indicate they are motivated academically. The responses indicate that students feel connected and challenged at school. Results indicate that student drug and alcohol use and bullying are negative outcomes that could continue to be addressed through school climate processes and intervention.|The Educational Services Division strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and community outreach. A focus on Positive Behavior Interventions and Support (PBIS) continues to address climate needs. LCAP goals include support for education and guidance for social and emotional needs of students with a focus on PBIS, therapy services, and restorative programs.|Met||2026-06-10|2026
43104390106534|Bullis Charter|6|BCS administers an annual local climate survey to students across all grade spans to monitor school connectedness, belonging, safety, and overall school climate. Results are reviewed by division (TK-5 North, TK-5 South, and Middle School) to identify trends across campuses and grade levels.  Across all divisions, students reported strong perceptions of belonging and physical and emotional safety. Eighty percent or more of students in each division indicated they feel they belong at BCS (TK-5 North: 81%, TK-5 South: 80%, Middle School: 82.5%). Similarly, students reported high levels of feeling safe at school, with 81% of students in both elementary divisions and 84% of middle school students indicating they feel safe at BCS.  Students also reported feeling respected and accepted for who they are, with positive responses ranging from 73% to 79% across divisions (TK-5 North: 73%, TK-5 South: 76%, Middle School: 79%).  When asked whether they like being at BCS, positive responses ranged from 65% to 78%. TK-5 South reported the highest level of agreement (78%), followed by TK-5 North (76%). Middle School students reported a lower level of agreement (65%), despite reporting the highest levels of belonging (82.5%), feeling respected and accepted (79%), and feeling safe (84%).  The climate survey is considered alongside additional local measures, including attendance, behavior and discipline data, family feedback, and staff feedback, to provide a comprehensive understanding of school climate and student experience.|Overall, the climate survey results indicate that Bullis Charter School continues to provide a safe and inclusive learning environment where students experience a strong sense of belonging and acceptance. High levels of reported safety and belonging across all grade spans represent significant strengths and reflect the school's ongoing emphasis on relationship-building, inclusive practices, and a positive school culture.  The survey also identified opportunities for continued growth. While middle school students reported the strongest sense of belonging, safety, and acceptance, they were less likely than elementary students to indicate that they enjoy being at school. This pattern suggests that although students feel connected and supported, additional attention should be given to fostering engagement, joy, and overall student experience during the middle school years.  Elementary results also highlight opportunities to strengthen students' sense of being respected and accepted, particularly as students transition through upper elementary grades.|BCS uses these findings to refine existing school climate initiatives rather than implement entirely new programs. Continuous improvement efforts will focus on increasing student engagement while maintaining the strong culture of safety, belonging, and inclusion reflected in the survey results.  At the elementary level, staff will continue to strengthen classroom community-building, social-emotional learning, and inclusive instructional practices that help students feel respected and valued. Professional learning will continue to emphasize positive relationships, restorative practices, and culturally responsive teaching.  At the middle school level, BCS will continue expanding opportunities for authentic student voice, leadership, and meaningful learning experiences through advisory, project-based learning, intersessions, student leadership opportunities, and competency-based learning experiences. The school will also continue gathering student feedback throughout the year to better understand factors that influence students' sense of engagement and enjoyment of school.|Met||2026-06-15|2026
43104390111880|Discovery Charter|6|Discovery Charter School’s Phoenix Campus used a climate survey that asked for student responses on 34 different categories. Most of the categories were statements to which the student respondent could rate how accurate he/she felt the statement to be by using a multiple-choice rating system. Possible responses included “Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly Disagree.” This provided the school the ability to determine percentages of agreement to disagreement in each respective category. A few categories were written as questions to which the student could respond with “Yes,” “No,” “Maybe,” which also provided the opportunity for the school to determine percentages of student responses. One category provided students the opportunity to share the types of bullying they have witnessed or experienced, if any, using multiple choice answers including “Cyberbullying,” “Social,” “Verbal,” “Physical” and “Does not apply to me.” In this category students could choose multiple answers if relevant. Finally, some of the categories requested written responses, where a student could share short, written feedback. Categories covered a wide variety of themes, but umbrella themes included how safe students felt at school, how supported they felt, how academically challenged they felt, and how well they felt included and involved in the school community. The school administered the climate survey to 4th and 7th graders as sample sets to represent grade school and middle school. According to the survey results, 72.5% of students, 89.7% of parents and 100% of teachers reported that the school provides a safe campus for all students. In addition, 62.3% of students reported feeling connected to the school community. While perceptions of safety remain relatively strong across stakeholder groups, student connectedness remains an area for continued growth.|Survey results indicate that students, families and staff generally view Discovery as a safe and supportive school environment. While 72.5% of students reported feeling safe at school, only 62.3% of students reported feeling connected to the school community, indicating an opportunity to strengthen belonging, engagement, and student relationships. Family and staff perceptions of school safety remained high, with 89.7% of parents and 100% of teachers reporting that the school provides a safe campus for students.  The support of the school counselor has had a significant impact on the Discovery community this year, with a primary focus on working directly with individual students, conducting classroom observations, and collaborating with teachers to develop strategies that strengthen teacher-student relationships. The counselor also facilitated several social-emotional learning (SEL) and data-driven professional development sessions, helping staff identify school-wide trends in student well-being and inform the implementation of new Tier II and III intervention programs. To address student mental health and emotional needs more holistically, Discovery incorporates SEL across all grade levels. All new staff received fall training in Positive Discipline, and returning staff participated in refresher sessions. Yard duty staff are also trained annually to reinforce consistent, supportive practices across campus. The counselor’s work this year also included a stronger focus on mental health, including collaboration with outside organizations such as NAMI and the integration of anti-racist workshops that support an inclusive, emotionally safe learning environment for all students. The Dean of Students continues to provide targeted interventions based on student data, with a focus on attendance, behavior, and classroom-based supports. This role also plays a key part in expanding the school’s use of restorative practices, enhancing both individual and group support systems. Educational partner feedback highlighted the value of these supports, as well as the importance of continuing efforts to strengthen student belonging, mental health supports, restorative practices, and positive school culture. A highlight of family engagement efforts was a well-attended parent workshop on developing healthy relationships with technology, underscoring the school’s commitment to supporting both academic and social-emotional growth through collaborative partnerships with families.|To address the need to strengthen student connectedness, belonging, and inclusion, Discovery is expanding its commitment to equity and inclusion by implementing Affinity Groups and student-led clubs supported through student leadership opportunities. These efforts are intended to provide students with additional ways to build relationships, strengthen school connectedness, and foster belonging and identity-affirming spaces.  In response to survey feedback and recent anti-racist workshops, the school will continue exploring anti-bias and equity training for staff focused on culturally responsive teaching practices to ensure all students feel valued, supported, and respected in the classroom. As part of this initiative, an anti-racist student contract will be provided to students in grades 5-8 reinforcing schoolwide expectations, shared norms, and consistent language around respect, accountability, and inclusion. The school will continue evaluating curriculum and instructional resources for grades 4-8 aligned with social justice standards and will further expand accountability projects and restorative practices to strengthen positive student behavior and climate. In addition, Discovery will continue utilizing the Dean of Students to implement procedures, interventions and support systems that promote student safety, attendance, engagement and overall well being.|Met||2026-06-24|2026
43104390113431|University Preparatory Academy Charter|6|Student surveys are administered twice a year to all UPA students. The 2025 Fall survey data is as follows: School Fit - 72% of students responded positively School Climate - 44% of students responded positively Educating All Students - 71% of students responded positively Resources - 55% of students responded positively Student Mindset - 53% of students responded positively Family Engagement - 38% of students responded positively|Student data indicates that the seminar program is not currently being viewed as highly valuable. Online SEL, in particular, does not appear to resonate with younger students. Feedback suggests that some topics are more useful and relevant than others, such as 9th-grade CPR and 12th-grade college applications. Seminar is currently one hour long. Moving forward, we may want to consider offering more student choice in seminar topics and exploring whether administrators can play a role in supporting or facilitating sessions. ASB, student clubs, and student activities are thriving and continue to be a strong part of the school community. Student feedback on the updated LCAP was overwhelmingly positive, and students ranged from discussing issues pertinent to their lives such as dress code to relationships with teachers. Students appreciate the small community UPA has to offer and value interpersonal relationships with their teachers. A concern brought up is if staff do not seek to have a conversation with a student before issuing a consequence as the students value the Q & A learning opportunity that comes with discussion. They look to their teachers for regulation, and it appears that the push for restorative practices training is something that the students would be pleased to have implemented on campus. Families praised the disciplined and rigorous learning environment; this feedback directly aligns with the LCAP’s focus on restorative practices - which equip staff with the tools to effectively address and manage student behavior. Families recommended expanding our sports programs to make student experience more enriching beyond core academics. UPA will continue prioritizing a safe and supportive environment where all students feel equipped to thrive— academically, socially, and emotionally.|Following an in-depth analysis of local data and input from educational partners, several areas of refinement have been identified to strengthen our implementation efforts and ensure alignment with our long-term goals. In the area of student engagement, early efforts to increase student awareness of school governance and expectations were beneficial, yet student survey results indicate a continued need for deeper connection to the school community. To support this, we will enhance student leadership opportunities, restructure advisory to improve relevance and inclusivity, and expand student-driven activities focused on belonging and peer connection. Mental health supports are being continuously added to address students’ emotional support needs. Outside referrals to health and counseling services are also available for students. Academic support structures have shown high effectiveness, particularly through Universal Design for Learning (UDL) practices and Tier 2 interventions, contributing to a 100% graduation rate and a reduction in students requiring summer school. Building on this success, we will place targeted emphasis on numeracy development, including professional development, vertical alignment in mathematics instruction, and cross-departmental collaboration to mirror progress made in literacy. For English Learners (ELs), a persistent achievement gap continues to signal a need for more intentional planning. To address this, we will better integrate EL Individual Learning Plans (ILPs) into professional development and instructional planning, ensure teachers have structured time to utilize these tools, and expand data access and analysis across the teaching staff to support EL progress monitoring. These revisions reflect our commitment to continuous improvement, equity, and transparency, and they position us to make more targeted progress toward our goals in governance, student engagement, and instructional excellence|Met|At University Preparatory Academy, school climate is viewed as a vital intersection between academic rigor and emotional well-being. Local feedback shows that families highly value the school's disciplined and structured environment. However, UPA recognizes that maintaining high academic expectations requires an equally robust system of social-emotional support.  Expanding Proactive Student Wellness Rather than relying strictly on traditional punitive measures, UPA’s strategy centers on proactive student wellness and restorative practices:  Comprehensive Mental Health Care: UPA employs four full-time counselors providing accessible care through multiple direct referral pathways—including student self-referral and parent-initiated requests.  Restorative Practices: In response to student feedback, UPA prioritizes restorative justice and conflict-resolution training, equipping teachers to facilitate meaningful dialogues before issuing traditional consequences.  Tiered Interventions and UDL: By integrating Universal Design for Learning (UDL) alongside targeted Tier 2 interventions, the academy effectively addresses academic frustrations and related anxieties, contributing directly to its sustained 100% graduation rate.  Elevating Student Voice and Connection Recent student feedback regarding the Local Control and Accountability Plan (LCAP) was overwhelmingly positive. Students noted that the school genuinely values interpersonal relationships and addresses real-world issues.|2026-06-25|2026
43104390113704|Rocketship Mateo Sheedy Elementary|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are satisfied with the school, with 65% of respondents reporting that they were satisfied or very satisfied. Rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 78% of families and 74% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390116814|ACE Empower Academy|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 46% of ACE Empower students responded favorably to questions related to student safety, but a higher percentage (57%) of students responded favorably to the specific question “How safe do you feel when you are at school or in online school session?” An additional 26% of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 53% of ACE Empower students responded favorably to questions related to a sense of belonging and connectedness.|This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2026-06-17|2026
43104390119024|Rocketship Si Se Puede Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 93% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 93% of families and 91% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390120642|Rocketship Los Suenos Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 92% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 98% of families and 90% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390121483|Alpha: Cornerstone Academy Preparatory|6|At Alpha Cornerstone, we continue to prioritize building a safe, inclusive, and supportive school environment for all students. Our most recent local climate survey data shows encouraging growth in key indicators of school connectedness and student well-being.  Overall, 95.57% of students reported that they have an adult at school who cares about them—an increase from earlier in the year and a testament to our staff's consistent efforts to build strong relationships. Additionally, 96.28% of students reported having a good friend at school, highlighting a strong sense of peer community and belonging.  When disaggregated, our data shows that student groups have little to no differential in percentages of feeling that an adult at school cares about them or has a friend at school.|Our data points to areas that require continued attention. One indicators—“I feel proud to be part of this school” remains an area of growth. We also noticed an increase in students reporting they are experiencing unkind words at school.   There was also a higher differential of MLL reporting feeling unsafe across campus locations, they also report lower SEL Empathy and Wellbeing than other student groups.|We are continuing with the above mentioned activities for students. We have also started to focus on our SEL lessons through Sown to a Grow.|Met||2026-06-10|2026
43104390123257|Downtown College Prep - Alum Rock|6||||Not Met|||2026
43104390123281|Rocketship Discovery Prep|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 98% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 99% of families and 99% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390123794|Summit Public School: Tahoma|6|"Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"" - 88% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"" - 94% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"" - 89%"|Summit Tahoma believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission.  Our small, personalized model of teaching and learning is based in student relationships and community.  Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose.  Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits.  We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits.  Our school also uses restorative practices.|While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students.  Twice a year students at Summit Tahoma take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building.  We also directly ask about student and community climate with questions about bullying and harassment.  Results of this survey suggest that most students feel that adults are treated with respect at our school.  Students also report high levels of belonging and low levels of reported bullying and harassment.  This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships.  It also maps to our relatively low number of suspensions and expulsions.  A very small percentage of students report feeling disconnected, and we continue to develop mentoring and community experiences, as well as guiding our mentors to identify student needs and to respond accordingly if students need additional support.|Met||2026-06-11|2026
43104390124065|Sunrise Middle|6|The school uses the Healthy Kids survey plus our own survey. We serve approximately 330 students. About 300 are Hispanic, and the rest are Asian, mixed race, Samoan, African American or White. About 38% are English learners. 85% are economically disadvantaged. 8.2% are homeless. Nearly 60 have disabilities. Spanish is the home language for most. 50% of parents have a high school education or less. Entering students typically test one to four years below grade level.  Many extended families live together to afford rent. Gangs are active. The neighborhood is designated a crime hot spot by the Police Department. Additionally, our own survey found: 22% of our students still feel sad or hopeless, 86% believe their teachers have high expectations for them, 73% say they have a relationship with a caring adult at school, 87% feel connected to Sunrise, 19% have experienced bullying, and 63% feel academically challenged. 89% feel the school is a safe place.|Our students still feel relatively positive about the school. Students are showing a steady decline in feeling sad or hopeless. While some of these feelings are out of the school’s control and often more reflective of world conditions, we do believe that the school can have some influence in this area. To this end, Sunrise provides group and individual counseling, bullying prevention, SEL advisories and challenges, twice-weekly meditation, etc. The rate of hopelessness among teens nationwide is estimated to be about 40%. Our rate is about half that.|We are taking three actions to address these findings: 1. We have formed a close relationship with the neighboring School Health Clinic so that our students in need get regular therapy there. 2. We are strengthening parent-school relationships. 4. We will continue to use our Peacemaker youth mentors.|Met||2026-06-15|2026
43104390125781|Rocketship Academy Brilliant Minds|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 90% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 91% of families and 87% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390125799|Rocketship Alma Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 87% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 88% of families and 86% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390127969|Discovery Charter II|6|Discovery II administered a climate survey to 4th and 7th graders as representative samples of elementary and middle school grade spans. The survey included 32 items focused on key aspects of school climate, including school safety, school connectedness, student support, academic challenge, belonging, inclusion, and involvement in the school community.  Most survey items utilized a five-point Likert scale (“Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly Disagree”), allowing the school to analyze levels of agreement across categories. Additional questions utilized “Yes,” “No,” or “Maybe” response options. Students were asked about bullying experiences or observations, including cyberbullying, social, verbal and physical bullying, and were provided opportunities to submit written feedback regarding their school experience.  Survey results indicate 94.1% of students, 86.0% of parents, and 100% of teachers believe the school provides a safe campus for all students. In addition, 74.4% of students reported feeling connected to the school community. These results, along with written feedback and responses across survey categories, provide valuable information regarding school safety, student well-being, school connectedness, and overall school climate.|Based on the analysis of annual survey data, Discovery II identified several areas of strength related to school climate and student well-being. Students generally enjoy school, feel motivated to learn , and view learning as relevant and connected to real-life experiences. Students report feeling supported by staff, having access to trusted adults on campus and experiencing positive relationships with both teachers and peers. Students also report a sense of belonging, being comfortable expressing themselves, and experiencing respect for diverse identities, including members of the LGBTQ+ community. In addition, parent education sessions were offered, including a well-received workshop on developing healthy relationships with technology. The Dean of Students plays a key role by providing targeted support to individual students based on school data, promoting positive attendance and behavior, and coordinating with teachers to implement classroom-based interventions for individuals and groups. The Dean of Students also leads parent education sessions and professional development for staff on best practices to address student needs. The school counselor has significantly contributed to student well-being, primarily through individualized student support. They also conduct classroom observations and collaborate with teachers to develop strategies that strengthen teacher-student relationships.Discovery II has identified schoolwide trends in social-emotional learning (SEL) and is implementing new Tier II and Tier III interventions to address these needs. Several SEL and data-informed professional development sessions were held, led by the school counselor. SEL practices are embedded across all grade levels to ensure a consistent approach to supporting students' emotional development. Additional areas of focus include enhancing anti-bias education within classrooms and the broader community, particularly related to race, ethnicity, religion and faith, and different abilities. The school is also working to cultivate a clearer understanding of the differences between bullying and conflict—an area identified through survey feedback. As a result, Discovery II is taking steps to educate both students and families on distinguishing bullying from typical peer conflict in order to promote empathy, communication, and healthy conflict resolution. There is also a growing need to foster deeper connections among students to continue building a strong, inclusive school community.|Discovery II will continue to provide opportunities for students to develop social-emotional skills and strengthen their ability to collaborate within the school community. The Social Emotional Learning (SEL) curriculum With Wayfinder was fully implemented this year through a structured grade-level scope and sequence. To better understand and support student needs, the school will administer a social-emotional screener. SEL lessons will continue to be targeted and delivered to all students on core topics such as size of the problem, zones of regulation, and bullying versus conflict. Ongoing professional development focused on SEL best practices will continue next year to support full implementation and long-term sustainability. In addition, anti-bias professional development will be offered to staff, alongside training opportunities for the broader school community. The Dean of Students will continue to support students in developing social skills and navigating conflict. A key strategy includes reinforcing Discovery PRIDE values (Positive Attitude, Respect, Independent Thinking, Do My Best, Everybody Belongs) as part of the process of establishing school-wide agreements. The Dean of Students will also focus on building meaningful relationships and trust with students to strengthen school connectedness. Discovery II will continue providing digital citizenship lessons for middle school students and hosting classroom discussions on the Discovery PRIDE acronym, reinforcing how these values inform student behavior and community norms. The school was awarded a Restorative Practice Grant, and professional development and implementation efforts are underway. Strategies such as accountability projects will be used as natural consequences to promote restorative outcomes. Discovery II also plans to educate students on the Family and Student Handbook and will facilitate grade-level specific assemblies to address shared challenges and reinforce expectations. To promote unity, the school will expand community-building efforts within classrooms and increase opportunities for cross-grade level collaboration on instructional units and shared experiences. In response to observations and student survey feedback, Discovery II is implementing measures to enhance safety and belonging on campus. To improve physical safety, all campus gates will remain closed during the school day, and all visitors will be required to check in through the front office before accessing school grounds. These efforts aim to ensure a secure and welcoming learning environment for all students.|Met||2026-06-24|2026
43104390129213|Alpha: Jose Hernandez|6|We have seen an increase in sense of belonging for our students and as well continued to see an upward trend in social emotional competencies/skill sets across grades.|We have an opportunity to revisit our response to certain unsafe behaviors based on input, specifically the use of unkind language and feeling of safety in more unstructured areas like the blacktop and restroom. Patterns in referral data for this year also will inform additional supports for our incoming 5th and 6th grade cohorts.|We will build on our SEL work from this year with a focus on emotional check ins to strengthen teacher instruction of lessons for specific competencies and how we also have a stronger throughline to all part of the day and targeted student supports when needed.|Met||2026-06-10|2026
43104390131110|Rocketship Fuerza Community Prep|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 94% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 93% of families and 89% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390131748|Voices College-Bound Language Academy at Morgan Hill|6|According to the Panorama Social Emotional Learning survey administered in Spring 2026, 83% of 3-5th graders reported having supportive relationships at school while 84% of 6-8th graders reported having supportive relationships at school. In grades 3-5, 55% of students reported having positive feelings about school and 49% of students in 6-8th grade. 65% of 3-5th grade students and 47% of 6-8th grade students reported a sense of belonging. 40% of 3-5th grade students and 29% of 6-8th grade students reported feeling engaged in class.|A majority of students reported having supportive relationships at school and fairly positive student/teacher relationships at school. Student engagement continues to be an area of need for our students, as students reported lower levels of engagement in comparison to other survey areas.|For the 26-27 school year, VMH will introduce a “Values” block that will incorporate social emotional learning and community building for all grade levels to increase positive feelings about school and engagement across the student body. Additionally, focused professional development around UDL and engagement strategies will be provided for all new and returning teachers throughout the school year.|Met||2026-06-24|2026
43104390132530|Voices College-Bound Language Academy at Mt. Pleasant|6|Voices Mount Pleasant utilized the Panorama Student Survey during the 2025–26 school year to assess school climate and student perceptions of their educational experience. Results were disaggregated by grade span (Grades 3–5 and Grades 6–8) to better understand student experiences. Survey data identified supportive relationships as a key strength, with 88% of students in Grades 3–5 and 82% of students in Grades 6–8 reporting positive perceptions of support from adults and peers. However, the results also highlighted opportunities for growth in student engagement, sense of belonging, and overall positive feelings about school. Positive feelings about school were reported by 54% of students in Grades 3–5 and 43% of students in Grades 6–8, while a sense of belonging was reported by 46% and 34%, respectively. Student engagement scores were also low, at 35% for Grades 3–5 and 27% for Grades 6–8. Student-teacher relationship scores were similar across grade spans, with 47% of students in Grades 3–5 and 50% of students in Grades 6–8 reporting positive perceptions. Overall, the data suggest that while students feel supported by adults and peers, Voices Mount Pleasant has opportunities to strengthen students’ connection to school, increase engagement in learning, and foster a stronger sense of belonging, particularly among middle school students.|Analysis of the 2025–26 Panorama Student Survey data revealed several important strengths and areas for growth in school climate and student experience. A key strength identified across both grade spans was supportive relationships, with 88% of students in Grades 3–5 and 82% of students in Grades 6–8 reporting positive perceptions of support from adults and peers. These results indicate that students generally feel cared for and supported within the school community. The data also highlighted several areas of need, particularly among middle school students. Scores related to positive feelings about school, sense of belonging, and engagement were notably lower in Grades 6–8 than in Grades 3–5. Only 43% of middle school students reported positive feelings about school, 34% reported a strong sense of belonging, and 27% reported high levels of engagement. Student-teacher relationship scores were similar across grade spans but remained below desired levels, suggesting an opportunity to further strengthen meaningful connections between students and staff. These findings indicate a need to continue building inclusive school environments that foster belonging, increase student voice and engagement, and strengthen relationships between students and adults. Moving forward, Voices Mount Pleasant will leverage its strong foundation of supportive relationships while implementing targeted strategies to improve student connectedness, engagement, and overall school experience, particularly for middle school students.|While Voices Mount Pleasant continued to strengthen its focus on students’ social-emotional well-being in response to prior Panorama data, analysis and stakeholder feedback also highlighted the need to deepen family engagement and student connectedness. The school counselor, in collaboration with Pacific Clinics, our school counselor, and teachers, provided ongoing social-emotional support through individual counseling, small-group interventions, classroom instruction, and community-building circle meetings, which contributed to students’ overall socioemotional development. To further strengthen partnerships, Voices MP will expand family engagement efforts through home visits, twice-yearly parent-teacher conferences, and more frequent check-ins to improve communication and collaboration. The school will also continue its partnership with Pacific Clinics to provide targeted social-emotional services, including skill-building lessons, conflict resolution support, and counseling for students with greater needs. In addition, Voices MP will implement new structures to increase belonging and engagement, including student-led clubs and an advisory program designed to build community, amplify student voice, and strengthen relationships among students, staff, and families. These efforts, along with culturally responsive school-wide celebrations, aim to create a more inclusive environment where students feel connected, supported, and valued.|Met||2026-06-24|2026
43104390133496|Rocketship Rising Stars|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 89% of families and 86% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43104390135087|Opportunity Youth Academy|6|Opportunity Youth Academy participates in the CA Healthy Kids Survey annually. Students in grades 9-12 participated in the survey. Participant rate was 22% of students responded to the survey. Students showed higher responses in the following areas: (a)perceived safety at school (b)high expectations-adults in school (c) facilities upkeep, and (d) caring adult relationships. Areas where students showed lower responses: (a) considered suicide (b) afraid of being beaten up (c) socioemotional distress.|The responses indicate that students feel safe, connected to staff, and motivated. OYA strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students.|Existing plans, policies, and procedures as identified in the LCAP goals have proven to provide for the needs of students and will continue to be implemented and monitored to ensure continuous program improvement.|Met||2026-06-24|2026
43693690000000|Alum Rock Union Elementary|6|ARUSD is committed to fostering safe, inclusive, and supportive school environments where students feel connected, valued, and academically supported. As part of the district’s continuous improvement process, Panorama climate surveys are administered to students, families, and staff to assess perceptions of school safety, belonging, academic support, and school connectedness. Results are analyzed at the district, school, and student-group levels and are used to inform Local Control and Accountability Plan priorities, School Plans for Student Achievement, Multi-Tiered System of Supports, and school climate goals.  Spring 2026 Panorama survey results reflect both progress and areas for continued growth. Districtwide student perceptions of school safety increased slightly from 74% in 2025 to 75% in 2026. Students with Disabilities improved from 72.5% to 75%, while Latino/Hispanic student perceptions remained stable at 75%. Family perceptions of school safety remained high at 96%, and staff perceptions increased from 83% to 85%, reflecting ongoing efforts to strengthen positive school climate and campus safety.  Student perceptions of sense of belonging also improved. Districtwide results increased from 67% in 2025 to 70% in 2026. Latino/Hispanic students increased from 67.5% to 68%, while SWD students increased from 67% to 68%. Family perceptions remained high at 96%, and staff responses increased from 85% to 86%. These findings suggest progress in strengthening student connectedness and school relationships while reinforcing the need to intentionally support belonging for groups that historically report lower perceptions of connectedness.  Survey data regarding academic support demonstrated notable improvement. Districtwide student perceptions increased from 75.5% in 2025 to 81% in 2026. Students with Disabilities reported significant gains, increasing from 75% to 83%, while Latino/Hispanic students improved from 76% to 80%. Family perceptions remained strong at 96%, though slightly below the prior-year baseline of 98%, and staff perceptions remained high at 90%. These findings indicate students increasingly perceive access to academic supports, interventions, and caring adults who help them succeed.  The district reviews Panorama data disaggregated by student groups, including English Learners, Students with Disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, racial and ethnic groups, and grade spans to identify trends, strengths, and areas of need. Findings are reviewed by district and site leadership teams and educational partner groups to inform targeted supports, inclusive practices, attendance and behavioral interventions, and school climate goals. Through ongoing analysis of local climate data, the district continues strengthening safe, welcoming, and academically supportive environments that promote student success and well-being for all learners.|Analysis of the Spring 2026 Panorama climate survey data identified several key strengths and ongoing areas of need related to school climate, student connectedness, and access to support. Overall findings suggest that district efforts to strengthen Multi-Tiered System of Supports (MTSS), counseling, relationship-building practices, and targeted academic interventions are contributing to improved student experiences while reinforcing the importance of continued differentiated supports.  A key area of strength is students’ increasing perception of academic support on campus. Growth across student groups, particularly among Students with Disabilities (SWD), suggests that interventions, instructional supports, and access to caring adults are positively impacting student experiences. Strong family perceptions of academic support further indicate confidence in schools’ efforts to meet student learning needs.  Survey findings also indicate steady progress in perceptions of school safety and school climate. Increased student and staff perceptions of safety suggest that investments in behavioral supports, supervision systems, restorative practices, and relationship-centered approaches are contributing to more positive learning environments. High family perceptions of safety further reinforce this strength.  At the same time, survey results identified sense of belonging and student connectedness as a continued area of focus. Although belonging improved across student groups, a significant number of students still report limited feelings of connection to peers and school. Because belonging is closely tied to attendance, engagement, behavior, and academic performance, strengthening inclusive school environments, positive peer relationships, and opportunities for student voice remains an important district priority.  Disaggregated student-group data reinforced the importance of maintaining targeted supports for historically underserved student groups, including Students with Disabilities, English Learners, and other student populations that may experience school differently. Modest gains among student groups reflect positive progress, while also highlighting the need for sustained efforts to ensure equitable experiences and access to support.  Overall, key learnings from the data reinforce that continued attention to relationship-building, social-emotional supports, inclusive practices, and academic intervention systems will remain essential to ensuring all students feel safe, connected, and supported in their school communities.|Based on analysis of Spring 2026 local climate data and educational partner input, Alum Rock Union School District identified the need to further strengthen systems that support student belonging, school connectedness, academic support, and positive school climate. While survey findings demonstrated growth in student perceptions of academic support and school safety, the district identified a continued need to strengthen student belonging and ensure historically underserved student groups experience strong connections to school.  To address these findings, the district will continue refining implementation of its Multi-Tiered System of Supports (MTSS) framework to better integrate academic, behavioral, and social-emotional systems across all schools. Schools will strengthen Tier 1 practices that promote positive relationships, inclusive classroom environments, culturally responsive instruction, restorative practices, and consistent behavior expectations designed to improve school connectedness and student engagement.  As part of continuous improvement efforts, the district will continue revising school climate and student support practices through targeted professional learning for staff focused on relationship-centered classrooms, social-emotional learning, positive behavior supports, student engagement strategies, and trauma-informed practices. Staff development will emphasize creating welcoming classroom environments, increasing student voice, strengthening peer relationships, and improving proactive responses to behavioral and social-emotional needs.  Based on student-group data and local feedback, the district will continue refining intervention systems and differentiated supports for student groups reporting lower perceptions of belonging, connectedness, or support, including Students with Disabilities, English Learners, and students requiring additional behavioral or academic intervention. School sites will continue reviewing climate data as part of SPSA development and MTSS implementation to ensure interventions are responsive to local needs.  The district will also continue strengthening family and student awareness of available supports, including counseling services, behavioral interventions, attendance supports, and social-emotional resources, while refining communication systems to improve access to information and timely support.  These actions are reflected in ongoing LCAP implementation, school climate goals, SPSAs, and districtwide continuous improvement efforts intended to create safe, inclusive, and supportive learning environments where all students feel connected, valued, and academically supported.|Met||2026-06-25|2026
43693690106633|KIPP Heartwood Academy|6|89% of KIPP families positively indicated that teachers have built strong relationships with their child. 84% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
43693690125526|Alpha: Blanca Alvarado|6|We reviewed our 2026 Spring Culture Data and overall, 95% students feel belonged and 89% of students feel safe at school.   We have disaggregated the data by grade level and usb groups to determine ways to improve our SEL implementation and staff support systems.|Our students' feedback continue to highlight the strength of our teacher/student relationships. Average of 97% of elementary students stated that they have at least one adult who cares about them. This is evident from strong implementation of SEL lessons and teacher feedback that have been shared from our SEL curriculum platform.  We will continue to identify ways to improve the ways our students feel safe at school by facilitating Radical Problem Solving meetings.|We will continue strengthening our culture through strong implementation of PBIS and school incentive systems while partnering with our Director of Culture and Dean of Students.|Met||2026-06-10|2026
43693690129924|Kipp Prize Preparatory Academy|6|90% of KIPP families have a positive experience with the school. 83% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
43693770000000|Berryessa Union Elementary|6|The Panorama climate survey was distributed to students in grades 3rd through 8th. The survey focuses on three main areas - Self Efficacy, Self-Management, and Social Awareness.  Self-Efficacy: Overall Self-Efficacy (District): The district-wide average for self-efficacy is 51%. Self-Efficacy Among Asian Students: 61% of Asian students reported having self-efficacy. Self-Efficacy Among Latinx Students: Both Latinx and Filipino students reported a self-efficacy rate of 48%, slightly lower than the district average. Self-Efficacy Among White Students: Among white students in the district, 60% reported having self-efficacy.  Self-Management: Overall Self-Management (District): The district-wide average for self-management is 55%. Self-Management Among Asian Students: Asian students demonstrated a high level of self-management, with 73% reporting positive self-management skills. Self-Management Among Latinx Students: Latinx students reported a self-management rate of 64%. Self-Management Among Filipino Students: Filipino students also reported a high self-management rate of 66%. Self-Management Among White Students: White students exhibited strong self-management skills, with 70% reporting positive self-management abilities.  Social Awareness: Overall Social Awareness (District): The district-wide average for social awareness is 61%.Social Awareness Among Asian Students: Asian students demonstrated a high level of social awareness, with 68% reporting positive social awareness skills. Social Awareness Among Latinx & Filipino Students: Both Latinx and Filipino students reported a social awareness rate of 66%, which is slightly below the district average. Social Awareness Among White Students: White students exhibited strong social awareness skills, with 71% reporting positive social awareness abilities|This data highlights the need for continues mental health services, implementation of PBIS, and SEL instruction.  The students within the district will continue to grow in all areas if they are provided with the the support and skills to build self-efficacy, self-management, and social awareness.  Self-Efficacy: Overall Self-Efficacy (District): The district-wide average for self-efficacy is 51%. Self-Efficacy Among Asian Students: 61% of Asian students reported having self-efficacy. Self-Efficacy Among Latinx Students: Both Latinx and Filipino students reported a self-efficacy rate of 48%, slightly lower than the district average. Self-Efficacy Among White Students: Among white students in the district, 60% reported having self-efficacy.  Self-Management: Overall Self-Management (District): The district-wide average for self-management is 55%. Self-Management Among Asian Students: Asian students demonstrated a high level of self-management, with 73% reporting positive self-management skills. Self-Management Among Latinx Students: Latinx students reported a self-management rate of 64%. Self-Management Among Filipino Students: Filipino students also reported a high self-management rate of 66%. Self-Management Among White Students: White students exhibited strong self-management skills, with 70% reporting positive self-management abilities.  Social Awareness: Overall Social Awareness (District): The district-wide average for social awareness is 61%.Social Awareness Among Asian Students: Asian students demonstrated a high level of social awareness, with 68% reporting positive social awareness skills. Social Awareness Among Latinx & Filipino Students: Both Latinx and Filipino students reported a social awareness rate of 66%, which is slightly below the district average. Social Awareness Among White Students: White students exhibited strong social awareness skills, with 71% reporting positive social awareness abilities|During the 2026 - 2027 school year, the district plans to focus on the California Healthy Kids Survey|Met||2026-06-24|2026
43693850000000|Cambrian|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2025-26) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2026, 1,971 students completed the survey. Results show strong and improving perceptions of school climate with an overall average score of 86% positive responses.   Disaggregated Highlights: English Learners:87% Socioeconomically Disadvantaged Students: 83% Students with Disabilities: 84% Hispanic Students: 85%  The data reflect an overall positive climate.  The two lowest scores center on student behavior and students treating each other well, which can be a focus as we move into the school year..  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 90% (Winter) from 88.4% (Fall)  Disaggregated Highlights: English Learners: -  Student Low Risk: 81.9% (Winter)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.2% (Winter)  Students with Disabilities: -  Student Low Risk 73% (Winter)  Hispanic Students: -  Student Low Risk: 83.2% (Winter)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts for our overall population but also shows that our highest needs students tend to lag their peers. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2025-26 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district.   Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels. Socioeconomically disadvantaged students remained a concern indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated progress but still lagged suggesting ongoing social-emotional and linguistic support needs. These findings highlight the need to maintain focus and improve on Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2025-26 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on supporting self-regulation for students and behavior management. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction.  To monitor progress and drive continuous improvement, the district will implement Coordination of Services Teams (COST) at our sites to respond to SEL needs in a more timely and equitable manner.Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2026-06-18|2026
43693856046445|Fammatre Elementary|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2025-26) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2026, 1,971 students completed the survey. Results show strong and improving perceptions of school climate with an overall average score of 86% positive responses.   Disaggregated Highlights: English Learners:87% Socioeconomically Disadvantaged Students: 83% Students with Disabilities: 84% Hispanic Students: 85%  The data reflect an overall positive climate.  The two lowest scores center on student behavior and students treating each other well, which can be a focus as we move into the school year..  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 90% (Winter) from 88.4% (Fall)  Disaggregated Highlights: English Learners: -  Student Low Risk: 81.9% (Winter)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.2% (Winter)  Students with Disabilities: -  Student Low Risk 73% (Winter)  Hispanic Students: -  Student Low Risk: 83.2% (Winter)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts for our overall population but also shows that our highest needs students tend to lag their peers. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2025-26 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district.   Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels. Socioeconomically disadvantaged students remained a concern indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated progress but still lagged suggesting ongoing social-emotional and linguistic support needs. These findings highlight the need to maintain focus and improve on Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2025-26 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on supporting self-regulation for students and behavior management. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction.  To monitor progress and drive continuous improvement, the district will implement Coordination of Services Teams (COST) at our sites to respond to SEL needs in a more timely and equitable manner.Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2026-06-18|2026
43693856046452|Farnham Charter|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2025-26) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2026, 1,971 students completed the survey. Results show strong and improving perceptions of school climate with an overall average score of 86% positive responses.   Disaggregated Highlights: English Learners:87% Socioeconomically Disadvantaged Students: 83% Students with Disabilities: 84% Hispanic Students: 85%  The data reflect an overall positive climate.  The two lowest scores center on student behavior and students treating each other well, which can be a focus as we move into the school year..  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 90% (Winter) from 88.4% (Fall)  Disaggregated Highlights: English Learners: -  Student Low Risk: 81.9% (Winter)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.2% (Winter)  Students with Disabilities: -  Student Low Risk 73% (Winter)  Hispanic Students: -  Student Low Risk: 83.2% (Winter)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts for our overall population but also shows that our highest needs students tend to lag their peers. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2025-26 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district.   Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels. Socioeconomically disadvantaged students remained a concern indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated progress but still lagged suggesting ongoing social-emotional and linguistic support needs. These findings highlight the need to maintain focus and improve on Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2025-26 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on supporting self-regulation for students and behavior management. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction.  To monitor progress and drive continuous improvement, the district will implement Coordination of Services Teams (COST) at our sites to respond to SEL needs in a more timely and equitable manner.Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2026-06-18|2026
43693856046486|Price Charter Middle|6|Cambrian School District (CSD) is committed to fostering a positive, inclusive, and safe school climate as a foundation for student well-being, equity, and academic success. To support continuous improvement, the district annually administers multiple tools to assess student perceptions of safety, belonging, and social-emotional health, using the data to inform practices that create supportive school environments.  Climate and Well-Being Measurement Tools (2025-26) CSD used two districtwide measures to assess school climate: 1. PBIS School Climate Survey 2. mySAEBRS (Social, Academic, Emotional Behavior Risk Screener)  Together, these tools provide insight into students’ experiences and emotional functioning from both student and teacher perspectives.  PBIS School Climate Survey (Grades 2–8) In Spring 2026, 1,971 students completed the survey. Results show strong and improving perceptions of school climate with an overall average score of 86% positive responses.   Disaggregated Highlights: English Learners:87% Socioeconomically Disadvantaged Students: 83% Students with Disabilities: 84% Hispanic Students: 85%  The data reflect an overall positive climate.  The two lowest scores center on student behavior and students treating each other well, which can be a focus as we move into the school year..  mySAEBRS: Social-Emotional-Behavioral Screener Administered in Fall and Winter, mySAEBRS assesses students' social, academic, and emotional functioning. Both student self-ratings and teacher ratings show gains in overall well-being:  All Students: -  Student Low Risk rose to 90% (Winter) from 88.4% (Fall)  Disaggregated Highlights: English Learners: -  Student Low Risk: 81.9% (Winter)  Socioeconomically Disadvantaged Students: -  Student Low Risk: 81.2% (Winter)  Students with Disabilities: -  Student Low Risk 73% (Winter)  Hispanic Students: -  Student Low Risk: 83.2% (Winter)  These results show the effectiveness of CSD’s multi-tiered SEL and climate efforts for our overall population but also shows that our highest needs students tend to lag their peers. CSD will continue to integrate student voice and educator insight to ensure all students feel safe, supported, and connected at school.|In the 2025-26 school year, Cambrian School District (CSD) continued its strong focus on fostering a safe, inclusive, and supportive school climate through the use of two key assessment tools: the PBIS School Climate Survey and the mySAEBRS screener (Social, Academic, Emotional Behavior Risk Screener). Results from these tools indicate that overall school climate is strong and improving across the district.   Despite these encouraging results, disaggregated mySAEBRS data revealed continued challenges among specific student groups. Students with disabilities showed improvement but still had elevated risk levels. Socioeconomically disadvantaged students remained a concern indicating a need for more targeted SEL and wraparound supports. English Learners demonstrated progress but still lagged suggesting ongoing social-emotional and linguistic support needs. These findings highlight the need to maintain focus and improve on Cambrian’s SEL and PBIS strategies while emphasizing the importance of continued focus on equity. To address these needs, the district plans to expand differentiated SEL interventions, improve access to mental health resources, and strengthen culturally and linguistically responsive practices. CSD remains committed to ensuring all students feel safe, connected, and supported at school.|The Cambrian School District (CSD) remains deeply committed to creating a safe, inclusive, and supportive school climate. Based on key findings from the 2025-26 PBIS School Climate Survey and disaggregated mySAEBRS data, the district has identified both areas of strength and areas in need of improvement. While overall school climate indicators have improved, specific student groups, including students with disabilities, socioeconomically disadvantaged students, and English learners, continue to show elevated levels of social-emotional and behavioral risk. In response, the district will strengthen targeted supports within its Multi-Tiered System of Supports (MTSS) by enhancing Tier 2 and Tier 3 interventions, expanding access to counseling and social-emotional learning (SEL) intervention groups.  Additionally, CSD will continue to focus on enhancing teacher-student relationships and fostering a positive classroom culture. Although student perceptions of respect and behavior have improved, these areas remain priorities. The district will implement restorative practices and community-building routines across classrooms, expand professional development for teachers on supporting self-regulation for students and behavior management. Furthermore, CSD will sustain and deepen its districtwide implementation of Positive Behavioral Interventions and Supports (PBIS) while integrating social-emotional learning (SEL) into daily instruction.  To monitor progress and drive continuous improvement, the district will implement Coordination of Services Teams (COST) at our sites to respond to SEL needs in a more timely and equitable manner.Through these coordinated strategies, CSD is reaffirming its commitment to student well-being and instructional equity, ensuring that all students feel connected, respected, and empowered to thrive in a positive learning environment.|Met||2026-06-18|2026
43693856046494|Sartorette Charter|6||||Not Met|||2026
43693930000000|Campbell Union|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693930106005|Village|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693930137273|Campbell School of Innovation|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046510|Blackford Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046536|Capri Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046544|Castlemont Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046577|Forest Hill Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046601|Lynhaven Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046619|Marshall Lane Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046627|Monroe Middle|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046668|Rolling Hills Middle|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43693936046692|Sherman Oaks Elementary|6|CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (61%; -9% from 23.24) than grades 6-8 (50% +5% from 23.24), and for both grade spans, rates declined slightly from 24.25. In grades 3-5, 25.26 Overall and student group responses were similar for most student groups (SED 58%, SWD 60%, EL 59%, White 67%, Asian 68%, Hispanic/Latino 60% , Black 55%), with a similar disparity seen between Overall and student groups in grades 6-8 (SED 47%, SWD 46%, EL 48%, White 50%, Asian 55%, Hispanic/Latino 48% , Black 44%). SEL survey question results: • When you are at school, how much do you feel like you belong? Overall, how much do you feel you belong at your school? 3-5: 69% (-9% from 23.24); 6-8: 54% (-2% from 23.24) • How well do people at your school understand the kind of person you are? 3-5: 63% (-9% from 23.24); 6-8: 54% (+5% from 23.24) • How excited are you about going to your classes (3-5) classes (6-8)/this class (3-5)? 3-5: 55% (-19% from 23.24); 6-8: 24% (-8% from 23.24) • How interested are you in your classes? 3-5: 54% (-23% from 23.24); 6-8: 35% (-10% from 23.24) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.70 (-0.03 from 23.24) • My school is clean - Mean: 2.94 (-0.04 from 23.24)|"The favorable response rate to Sense of Belonging on the SEL survey remained largely steady for all grades from 2024.2025 to 2025.2026, though some student groups saw decreases, and at grades 6-8, favorable response rates remained higher than the baseline year of 2023.2024, though additional investigation and monitoring is needed in 2026.2027. To better monitor and respond to Sense of Belonging results, a spring administration of the SEL survey remains in place, and schools continue to engage in better understanding shifts in student reported favorable response rates. Even with declines in student favorable response rates, elementary students feel more connected to and engaged with their schools, as evidenced by nearly two-thirds of students favorably reporting Sense of Belonging at the construct and question level from the SEL Survey. Schools continue to reflect on and work to unpack what Sense of Belonging means to students in grades 3-5 in order to determine needed next steps.  Lower SEL Survey results on Sense of Belonging in grades 6-8 continue to highlight the need to respond to and prioritize student connectedness to school at the middle grades. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling like they belong at school and excitement in going to classes. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with slight declines in student ratings for, ""I feel safe at school,"" and “My school is clean.”"|SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In response to the decrease in the percent of elementary students reporting favorably to Sense of Belonging, staff engaged in follow up focus groups and rounding with students, which will continue in 25.26.  As of spring 25.26, District Counselors have met with approximately 387 students, largely focusing on Group and Individual Counseling. 25.26 was the baseline year for this information, and at the district level, all data will be reviewed at the close of the year to surface trends and areas of focus for future professional development for staff and supports for students in the 26.27 school year and to determine the efficacy and impact of this action over time. As a district, counselors and school teams facilitate referrals to community-based organizations for counseling and other support, with over 320 referrals to date to agencies that include Pacific Clinics, Skills for Kids, Parents, and Schools (SKIPS), and our Wellness Center at Monroe Middle School and conduct both Student Improvement Plans (SIPs) and Coordination of Services Team (COST) meetings. For 2025.2026, as of March 2026, Campbell has 229 SIPs and 119 COST meetings in progress, which act as baseline data for improvement to Multi-Tiered Systems of Support (MTSS) within CUSD and in improving school climate as measured by the SEL and SES surveys. Under the direction of the Student Services team, professional development was offered in the areas of threat assessment, alternatives to suspension, and social-emotional learning. Behavior Interventionists work with students across general education and special education settings, and provide professional development to schools in alignment with CUSD’s continuous improvement efforts. This work includes the development and launch of a CUSD Continuous Improvement Behavior Framework, ongoing huddles with school administrators to surface and address trends in student behavior, and rounding with staff at selected sites to better understand school climate and culture. Schools implement Positive Behavioral Interventions and Supports (PBIS), and staffing has increased to support student connectedness and well-being. Beginning in 26.27, PBIS data reviews and planning will be an ongoing component of site administrator work. Behavior Specialist support is in place at all schools and CUSD has MTSS aides at each elementary and both K-8 sites, along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 26.27, CUSD will continue to provide aligned and responsive training to staff with a focus on expanded and continuing training on restorative justice, in addition to ensuring all sites have the resources they need to teach social-emotional competencies and provide SEL support to students.|Met||2026-06-25|2026
43694010000000|Campbell Union High|6|Climate surveys were administered to students, families, and staff members at all high school sites during February and March of 2026. The District administered the California Healthy Kids Survey online to all students in grades 9-12, with a response rate of 75%.   In terms of connectedness, the majority of students reported feeling part of their school and safe. On a five-point scale from strongly disagree to strongly agree, 61% of 9th-graders and 60% of 12th-graders responded in the top two categories (agree or strongly agree) that they felt connected to school, similar to the previous year. African American and Latinx students were less likely to feel connected than their peers at each grade level, with a difference of up to 14 percentage points. One indicator that improved over time was students reporting caring adult relationships, with 69% of 12th-grade students reporting such relationships.  For safety, a majority of students responded that they agreed or strongly agreed that they felt safe at school, ranging from 69% for 9th-graders to 70% for 12th-graders, an improvement over the previous year by 5% and 4%, respectively. African American and Latinx students were less likely to feel safe than their peers at each grade level by roughly 5 to 10 percentage points, but in 10th grade, by 22% for African American or Black students. Reported rates of harassment on school grounds declined significantly to 20% from 31% in 2017-2018 for 9th-graders.  Another important theme was social and emotional well-being. The percentage of students reporting chronic sadness was 19% for 9th graders, down from 39% in the 2020-2021 school year, and the percentage who seriously considered suicide was 8% for 9th graders, a 2% increase from the previous year, but down from 12% in 2020-2021. At the same time, students identifying as LGBTQIA had much higher rates of reported mental health concerns. For example, in 9th grade, 49% of students identifying as gay/lesbian/bisexual reported experiences of chronic sadness compared to only 15% of students identifying as straight/heterosexual. This magnitude of difference was similar across grade levels.|The major highlight of the student survey was the improvement in indicators of our students' mental health in recent years. Poor mental health indicators such as suicide ideation and experiences of chronic sadness increased in the years leading to the COVID-19 pandemic, in line with a national trend that is well-documented. Since then, the rates dropped significantly and remained low. Although the overall trend is improving, mental health concerns remain disproportionately high for students identifying as female, nonbinary, or LGBTQIA. This indicates a need for additional attention and support for these student groups.  One area of ongoing concern is the disproportionately lower sense of student connectedness and safety on campus for African American and Latinx students. These student groups may not feel as well supported or included in their campus communities as their peers do.|With some promising signals for improvements in mental health and the ongoing need for mental health support, especially for the LGBTQIA community, the district is continuing its mental health staffing by providing a Wellness Center at each high school, a social worker or wellness center specialist at each school site, a centralized staff member to focus on developing effective intervention strategies, and also a contracted mental health counselor at each school site. In addition, the district provided Daybreak Telehealth Services for the 2025-2026 school year.  In terms of safety and connectedness, each school site provides professional development for its instructional and administrative staff on inclusive instructional practices. Sites are continuing to refine their use of the Say Something safety application, and some sites, including Boynton High School, are investing in restorative practices training for their staff. In addition, site reunification plans were developed using the I Love U Guys Foundation framework.|Met||2026-06-25|2026
43694190000000|Cupertino Union|6|Student belonging, as measured by student connectedness and safety, has been a focus in CUSD for the past few years. The California Healthy Kids Survey results for 2025-2026 revealed favorable overall results for indicators of school connectedness in 5th grade (81%) and 7th grade (70%), and positive results for perceived safety in 5th grade (91%) and 7th grade (78%).  In the area of school connectedness, however, we see gaps in the CHKS results when comparing specific subgroups to these overall student averages. For example, 5th-grade Hispanic students reported an 80% connectedness rate, which is slightly below the 81% overall 5th-grade average. This disparity is wider in middle school, where 7th-grade Hispanic students reported a 63% connectedness rate compared to the 70% overall average. Middle school English Learners also revealed a gap in connectedness, reporting 66% compared to the overall 7th-grade average of 70%. Notably, unlike previous years, Black or African American 7th graders did not show a gap in connectedness, as they reported a 71% rate that was slightly above the district average of 70% overall. Other notable results in the 2025-2026 CHKS administration reveal disparities amongst our student groups regarding frequent or chronic sadness. While the District-wide average for ‘frequent sadness’ among 5th graders is 6%, the site-specific data indicates a need to strategically allocate resources and early intervention support to the specific school communities where students are experiencing higher levels of emotional distress. When looking at 7th grade data, 17% of surveyed 7th graders reported feelings of chronic sadness. However, female students, Hispanic/Latino students, and youth in non-traditional living arrangements face higher rates of emotional distress. In the area of perceived school safety, we identified additional gaps requiring continued focus. Hispanic students in the 7th grade reported a 66% safety rate compared to the 78% overall average for their grade, representing a significant disparity of a -12 percentage point gap. Similarly, 7th-grade English Learners reported a 72% perceived safety rate, which is below the overall average of 78%. On a positive note, the safety gap for 5th-grade Hispanic students successfully closed this year, as they reported feeling safer at 94% than the 5th-grade district average of 91%.|In the area of school connectedness, however, we see gaps in the CHKS results when comparing specific subgroups to these overall student averages. For example, 5th-grade Hispanic students reported an 80% connectedness rate, which is slightly below the 81% overall 5th-grade average. This disparity is wider in middle school, where 7th-grade Hispanic students reported a 63% connectedness rate compared to the 70% overall average. Middle school English Learners also revealed a gap in connectedness, reporting 66% compared to the overall 7th-grade average of 70%. Notably, unlike previous years, Black or African American 7th graders did not show a gap in connectedness, as they reported a 71% rate that was slightly above the district average of 70% overall. Other notable results in the 2025-2026 CHKS administration reveal disparities amongst our student groups regarding frequent or chronic sadness. While the District-wide average for ‘frequent sadness’ among 5th graders is 6%, the site-specific data indicates a need to strategically allocate resources and early intervention support to the specific school communities where students are experiencing higher levels of emotional distress. When looking at 7th grade data, 17% of surveyed 7th graders reported feelings of chronic sadness. However, female students, Hispanic/Latino students, and youth in non-traditional living arrangements face higher rates of emotional distress. In the area of perceived school safety, we identified additional gaps requiring continued focus. Hispanic students in the 7th grade reported a 66% safety rate compared to the 78% overall average for their grade, representing a significant disparity of a -12 percentage point gap. Similarly, 7th-grade English Learners reported a 72% perceived safety rate, which is below the overall average of 78%. On a positive note, the safety gap for 5th-grade Hispanic students successfully closed this year, as they reported feeling safer at 94% than the 5th-grade district average of 91%.|We will continue to focus on ensuring that each child feels a sense of connection and safety at school as described in the District's LCAP and SPSAs.  Key actions include maintaining our mental health support programs, enhancing opportunities for students to engage in sports and clubs, implementing PBIS across all sites, and amplifying training in trauma-informed practices.|Met||2026-06-18|2026
43694270000000|East Side Union High|6|The East Side Union High School District (LEA) administers the Panorama Survey twice a year, in the fall and Spring, to Families, Staff, and Students. Below are the response rates from our students for the 2025-2026 School Year. For the topic of School Connectedness, in both the fall and spring, we had a 95% favorable rating. For the topic of providing a Climate of Support for Academic Learning, our fall rating was 96% favorable, and the spring rating was 95% favorable. For the topic of Knowledge and Fairness of Discipline, Rules and Norms, our Fall Rating was 95% favorable, and Spring was 93% favorable. On the topic of Safety, the results for both administrations were 92% favorable.|The results of the survey show that the district has strengths in school connectedness and in fostering a supportive climate for academic learning. However, when examining the survey results across student groups, we see areas for growth in some of our student populations, as well as variability between schools. Similarly, there was a decline in two of our areas from the Fall to the Spring administration, suggesting a possible need for consistent messaging and reminders on these topics.|To enhance these areas, the district is continuing to implement a Multi-Tiered System of Support, aimed at providing students with the academic and social-emotional resources needed to succeed. Additionally, the district continues to use a Uniform Behavior Response System, which involves monthly review of discipline data, interventions, and responses, ensuring fair and equitable discipline practices district-wide. Our goal with this effort is to improve both academic and social-emotional support for students while maintaining consistent and fair discipline practices.|Met|When comparing these results to past years' results, it is worth noting that the question-ranking system was adjusted so that neutral responses no longer counted as negatives.|2026-06-18|2026
43694270107151|Escuela Popular/Center for Training and Careers, Family Learning|6|Escuela Popular conducts semiannual feedback surveys with educational partners to assess key areas such as school climate, safety, and students’ sense of connection. In the Spring 2024–25 survey, 74% of students reported feeling connected to the school, 80% said they feel safe, and 91% expressed satisfaction with the services provided. These data reflect overall stakeholder sentiment and serve as a foundation for evaluating school climate. In addition to these climate surveys, Escuela Popular also administers a needs assessment survey to both current and incoming students. This tool is designed to gather feedback that informs the school’s support services and resource allocation.|The survey results affirm that Escuela Popular has made strong progress in creating a safe, supportive, and welcoming environment. High percentages of students reporting satisfaction and safety highlight the school’s strengths in climate and student services. These figures also suggest that staff efforts to build meaningful relationships with students and families are contributing to a positive culture of belonging and trust. At the same time, the results underscore a continuing need to ensure that all members of the school community—especially those who may feel less connected—are supported and included.|In response to ongoing feedback and survey results, Escuela Popular has taken several steps to strengthen engagement and support services. The school has added a Case Manager and a College & Careers Coordinator, expanding the range of student-centered programs and providing additional direct support to families. These roles complement the existing support team, which includes a Student Services Director, Student & Family Engagement Specialists, and two Academic Advisors. The school has also maintained its College concurrent/dual enrollment program, ensuring continued access to advanced learning opportunities. These actions reflect Escuela Popular’s commitment to continuous improvement, community connection, and educational equity.|Met||2026-06-15|2026
43694270116889|KIPP San Jose Collegiate|6|87% of KIPP families positively indicated that teachers have built strong relationships with their child. 79% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
43694270125617|ACE Charter High|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 81% of ACE HS students responded favorably to questions related to student safety, but a lower percentage (76%) of students responded favorably to the specific question “How safe do you feel when you are at school or in online school session?” An additional 18% of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 70% of ACE HS students responded favorably to questions related to a sense of belonging and connectedness.|Student survey results are demonstrating strong effectiveness of our LCAP actions directed towards fostering a positive school culture with the results showing growth of nine percentage points in sense of school safety and seventeen percentage points in sense of school connectedness.  This data suggests that students feel generally safe at school and connected to the school community, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2026-06-17|2026
43694270130856|Luis Valdez Leadership Academy|6|Annually, we conduct multiple surveys throughout the year to gather feedback on crucial areas like School Climate, Student Enrichment, and Family Workshop Development. We also administer an annual LCAP survey as well as English Learner Program Survey to address all of our school-site priorities and goals. Our family development activities cover a wide range of topics, including: Technology Literacy (e.g., PowerSchool) Financial Literacy LCAP Measures Health and Nutrition Services Community Resource Access Uniform Complaint Procedures Strong Student Attendance Recent School Climate Assessment Results Our recent assessments show that our efforts are making a positive impact: Over 60% of families are actively engaged as primary stakeholders in their student's education. 97% of students feel well-supported, which is reflected in our low suspension rates and a graduation rate exceeding 92%. 92% of families believe their students are guided effectively, as demonstrated by our increasing A-G Requirement Completion rates.|We believe in keeping families informed of their rights and school policies. We do this through several channels: Williams Act Compliance postings Annual notice letters detailing their right to participate in public processes Quarterly Board Meetings that are open to the public The comprehensive Student/Family Handbook Dedicated website pages with school-specific policies Initiatives to Enhance Student Engagement and Attendance To improve student engagement and attendance, we have invested in several key initiatives: A Student Life Team to supervise the campus. A Dean of Student Attendance and Retention to support students with attendance challenges. Restorative justice practices, such as reflection sheets, to resolve conflicts. Campus-wide monitoring aligned with our School Safety Plan.|School Safety and Community Engagement To ensure a safe and supportive learning environment, our school site will administer the LCAP Survey in October. The results will help guide our professional development, supplemental programs, and health and safety initiatives. Our comprehensive school safety measures include: Annual emergency drills and monthly fire, earthquake, and safety drills. Partnerships with the City of San Jose Youth Intervention Services. CPR training for staff. Parent and guardian involvement  Annual training for all school employees on our School Safety Plan and workplace violence prevention training. A school safety committee with families involved in emergency response planning. Redevelopment of Emergency Training Protocols based on the Incident Command System Model. We also host regular campus events requested by families, such as Back-to-School Nights, Cafecitos, Cultural Heritage Events, and various workshops and clinics. Expanding Programs and Services Our LEA has been approved for a California Community School Program Implementation Grant. This grant will allow us to expand our partnerships with community organizations and offer daily and weekly services. We have also heavily invested in Summer Enrichment programs, which include a variety of courses like Robotics, Coding, Math Enrichment, cooking, Cosmetology and Barber training, and culturally sustaining coursework, as well as college field trips. Looking Ahead Moving forward, we will disaggregate survey responses by underrepresented student groups to ensure equity while maintaining privacy. We will focus on educating families about the A-G requirement process, school funding, and campus safety plans to better meet the needs of all our students. Our ongoing efforts to foster a positive campus culture include a stakeholder-driven nutrition program, a consistent code of conduct, and school-wide assemblies and town halls.|Met||2026-06-17|2026
43694270131995|B. Roberto Cruz Leadership Academy|6|Annually, we conduct multiple surveys throughout the year to gather feedback on crucial areas like School Climate, Student Enrichment, and Family Workshop Development. We also administer an annual LCAP survey as well as English Learner Program Survey to address all of our school-site priorities and goals. Our family development activities cover a wide range of topics, including: Technology Literacy (e.g., PowerSchool) Financial Literacy LCAP Measures Health and Nutrition Services Community Resource Access Uniform Complaint Procedures Strong Student Attendance Recent School Climate Assessment Results Our recent assessments show that our efforts are making a positive impact: Over 75% of families are actively engaged as primary stakeholders in their student's education. 96% of students feel well-supported, which is reflected in our low suspension rates and a graduation rate exceeding 95%. 62% of families believe their students are guided effectively, as demonstrated by our increasing A-G Requirement Completion rates.|We believe in keeping families informed of their rights and school policies. We do this through several channels: Williams Act Compliance postings Annual notice letters detailing their right to participate in public processes Quarterly Board Meetings that are open to the public The comprehensive Student/Family Handbook Dedicated website pages with school-specific policies Initiatives to Enhance Student Engagement and Attendance To improve student engagement and attendance, we have invested in several key initiatives: A Student Life Team to supervise the campus. A Dean of Student Attendance and Retention to support students with attendance challenges. A Multi-Tiered System of Supports (MTSS) to provide academic and behavioral interventions. Collaboration with Student Government on various community outreach events. Restorative justice practices, such as reflection sheets, to resolve conflicts. Campus-wide monitoring aligned with our School Safety Plan.|School Safety and Community Engagement To ensure a safe and supportive learning environment, our school site will administer the California Healthy Kids Survey in October. The results will help guide our professional development, supplemental programs, and health and safety initiatives. Our comprehensive school safety measures include: Annual emergency drills and monthly fire, earthquake, and safety drills. Partnerships with the City of San Jose Youth Intervention Services. CPR training for staff. Parent and guardian involvement  Annual training for all school employees on our School Safety Plan and workplace violence prevention training. A school safety committee with families involved in emergency response planning. Redevelopment of Emergency Training Protocols based on the Incident Command System Model. We also host regular campus events requested by families, such as Back-to-School Nights, Cafecitos, Cultural Heritage Events, and various workshops and clinics. Expanding Programs and Services Our LEA has been approved for a California Community School Program Implementation Grant. This grant will allow us to expand our partnerships with community organizations and offer daily and weekly services. We have also heavily invested in Summer Enrichment programs, which include a variety of courses like Robotics, Coding, Math Enrichment, cooking, Cosmetology and Barber training, and culturally sustaining coursework, as well as college field trips. Looking Ahead Moving forward, we will disaggregate survey responses by underrepresented student groups to ensure equity while maintaining privacy. We will focus on educating families about the A-G requirement process, school funding, and campus safety plans to better meet the needs of all our students. Our ongoing efforts to foster a positive campus culture include a stakeholder-driven nutrition program, a consistent code of conduct, and school-wide assemblies and town halls.|Met||2026-06-17|2026
43694270132274|Alpha Cindy Avitia High|6|Overall, 91.00% of students feel safe, and 91.03% of students feel that they have an adult who cares about them.    Data for subgroups: ELs:  - Safety: 89.89%  - Adult: 83.38%  SWD:  - Safety: 87.1%  - Adult: 90.3%|The school made great strides from fall to spring. For example 100% of 12th Graders identified that they have a trusted adult on our campus.  Consistent with years past, our largest opportunity is with the 9th graders.|9th graders will participate in fall teacher and student retreats to better make connections and build trust.|Met||2026-06-10|2026
43694274330668|Latino College Preparatory Academy|6|"Annually, we conduct multiple surveys throughout the year to gather feedback on crucial areas like School Climate, Student Enrichment, and Family Workshop Development. We also administer an annual LCAP survey as well as English Learner Program Survey to address all of our school-site priorities and goals. Our family development activities cover a wide range of topics, including: Technology Literacy (e.g., PowerSchool) Financial Literacy LCAP Measures Health and Nutrition Services Community Resource Access Uniform Complaint Procedures Strong Student Attendance Latino College Preparatory Academy (LCPA) administered its annual Local Control and Accountability Plan (LCAP) Survey during the 2025-26 school year to gather input from students, families, staff, alumni, and community members regarding school climate, safety, engagement, and support services. The survey received 301 total responses, with 242 responses submitted in English and 59 responses submitted in Spanish, demonstrating strong participation from both English- and Spanish-speaking stakeholders. Survey respondents included students, parents/guardians, staff, and community members, ensuring diverse representation across stakeholder groups.   Survey results indicate that stakeholders view LCPA as a safe, supportive, and student-centered learning environment. When asked about the school's efforts to create a physically safe and supportive environment for students, 72.4% of English survey respondents reported being either satisfied or very satisfied, while only a small percentage expressed dissatisfaction. Similarly, Spanish-speaking respondents reported strong perceptions of safety, with 79.7% indicating they were satisfied or very satisfied with the school's efforts to provide a safe and supportive environment.  Stakeholders also reported positive perceptions regarding academic support and services. More than 77% of English-language respondents indicated they were satisfied or very satisfied with the school's efforts to improve student achievement in English Language Arts and Mathematics. Spanish-speaking respondents expressed similar confidence, with nearly 80% reporting satisfaction with academic improvement efforts. Support for English Learners was viewed favorably by survey participants.   Among English-language respondents, 98.3% indicated that the school provides adequate resources to help English Learner students become proficient in English, with 34.3% selecting ""Yes, definitely"" and 64% selecting ""Somewhat."" Spanish-speaking respondents reported similarly positive perceptions, with 98.3% indicating that English Learners receive adequate support.  Results also demonstrate strong student engagement and participation in school activities. Athletics emerged as the most common extracurricular activity, with 37.7% of English-language respondents and 47.7% of Spanish-language respondents reporting participation."|We believe in keeping families informed of their rights and school policies. We do this through several channels: Williams Act Compliance postings Annual notice letters detailing their right to participate in public processes Quarterly Board Meetings that are open to the public The comprehensive Student/Family Handbook Grade Level Parent and Student Orientations Dedicated website pages with school-specific policies Monthly Cafecitos with the Principals School Site Council and English Learner Advisory Committees  Analysis of the 2025-26 LCAP Survey data identified several key strengths within the Latino College Preparatory Academy community. Stakeholders consistently reported positive perceptions of school safety, academic support, and college readiness efforts. A strong majority of respondents indicated satisfaction with the school's efforts to improve student achievement in English Language Arts and Mathematics, provide resources for English Learners, and maintain a safe and supportive learning environment. Family engagement also emerged as a significant strength, with high participation in programs such as Cafecito with the Principal, college and financial aid workshops, and community events. Additionally, students reported active participation in athletics, after-school enrichment programs, community service opportunities, and student leadership activities, demonstrating a strong sense of connection to the school community. The survey also highlighted several areas of need that will inform future planning. Stakeholders expressed interest in expanded academic and college readiness support, including additional tutoring, Advanced Placement and dual enrollment opportunities, internships, college visits, and career exploration experiences. Respondents also identified a desire for increased extracurricular opportunities, including additional athletics, arts programming, clubs, field trips, and summer enrichment opportunities. Feedback from both English- and Spanish-speaking respondents reflected the importance of continuing to strengthen student engagement, wellness supports, and family learning opportunities.The survey responses collected in both English and Spanish demonstrated consistent themes across stakeholder groups, indicating broad support for the school's college-going mission while highlighting opportunities to further expand programs and services that support student success and belonging.|Our LEA has been approved for a California Community School Program Implementation Grant. This grant allows us to expand our partnerships with community organizations and offer daily and weekly services. We have also heavily invested in Summer Enrichment programs, which include a variety of courses like Robotics, Coding, Math Enrichment, cooking, gardening, makerspace, Cosmetology and Barber training, and culturally sustaining coursework, as well as college field trips. To ensure a safe and supportive learning environment, our school site will administer the California Healthy Kids Survey in October. The results will help guide our professional development, supplemental programs, and health and safety initiatives. Our comprehensive school safety measures include: Annual emergency drills and monthly fire, earthquake, and safety drills. Partnerships with the City of San Jose Youth Intervention Services. CPR and AED training for staff. Parent and guardian involvement  Annual training for all school employees on our School Safety Plan and workplace violence prevention training. A school safety committee with families involved in emergency response planning. Redevelopment of Emergency Training Protocols based on the Incident Command System Model. We also host regular campus events requested by families, such as Back-to-School Nights, Cafecitos, Cultural Heritage Events, and various workshops and clinics. Initiatives to Enhance Student Engagement and Attendance To improve student engagement and attendance, we have invested in several key initiatives: Student Life Team to Supervise the Campus: Our Student Life Team plays a critical role in creating a positive school climate by building relationships with students, monitoring campus activities, and providing proactive support throughout the school A Dean of Student Attendance and Retention: The Dean of Student Attendance and Retention works closely with students and families to address attendance barriers and improve school engagement. Through individualized support, outreach, and intervention strategies, the Dean helps students stay connected to their education and on track for academic success. A Multi-Tiered System of Supports (MTSS) Our MTSS provides targeted academic, behavioral, and social-emotional interventions based on student needs. This system ensures that students receive timely support and resources to help them thrive both inside and outside the classroom. Collaboration with Student Government & Link Crew: We partner with Student Government as well as our Link Crew Programs to plan and implement school-wide activities, service projects, and community outreach events that promote student leadership and school pride. These opportunities encourage meaningful student involvement and strengthen connections between the school and the broader community.|Met||2026-06-17|2026
43694274330676|San Jose Conservation Corps Charter|6|Based on the fall and spring climate survey, 69% of students expressed a strong sense of connectedness and 79% indicated that there was a teacher or other adult who believed they would be a success. Nearly 65% of students indicated that it was easy to find the supports they need.|Building a positive supportive culture is a strength of our school based on the climate survey results. Students feel safe and cared for. Data is not disaggregated by student groups because of the small sample size of the survey.|SJCCCS will work to improve its communication about the support service that are available and make these offerings more visible.|Met||2026-06-18|2026
43694274330726|Escuela Popular Accelerated Family Learning|6|Escuela Popular conducts semiannual feedback surveys for educational partners to assess key areas such as school climate, safety, and students’ sense of connection. In the Spring 2024–25 survey, 80.9% of students and parents reported feeling connected to the school, 85% said they feel safe, and 92% expressed satisfaction with the services provided. These results provide a snapshot of overall school climate and stakeholder satisfaction. Escuela Popular also administers a needs assessment survey for both new and current students, collecting ongoing feedback to identify additional support needs|The data indicate that Escuela Popular is performing well in creating a safe, supportive, and welcoming environment. High satisfaction rates point to strengths in service delivery and relationship-building with families and students. Staff are intentional in fostering meaningful connections, which helps create a strong sense of belonging and trust. However, the results also emphasize the need to continue strengthening inclusive practices to ensure all community members feel equally valued and supported.|In response to survey findings and ongoing community feedback, Escuela Popular has implemented several improvements. The school introduced morning “Cafecitos with the Principal” as a way to increase family engagement and strengthen home–school connections. It also expanded its support services by hiring a Case Manager and a College & Career Coordinator, who join the Student Services Director, Student & Family Engagement Specialist, and two Academic Advisors in providing comprehensive, direct support to students and families. Additionally, the school continues to grow its college dual enrollment program, offering more opportunities for students to engage in college-level coursework. These changes reflect a commitment to continuous improvement and to addressing identified needs.|Met||2026-06-15|2026
43694350000000|Evergreen Elementary|6|Safety Survey 2025-2026  Elementary:      Feeling Safe at School: 84.6% feels safe and very safe Bullying: 21.8% Seen Often and Sometimes Bullying is a Problem: 31.2%   Middle School:    Feeling Safe at School: 81.6% feels safe or very safe Bullying:  20.3% seen often and sometimes Bullying is a problem: 25.6%   Safety Survey 2024-2025  Elementary:      Feeling Safe at School: 82.3% feels safe and very safe Bullying: 32.5% Seen Often and Sometimes Bullying is a Problem: 31.6%   Middle School:    Feeling Safe at School: 76.9% feels safe or very safe Bullying:  26.5% seen often and sometimes Bullying is a problem: 23.4%    2024-2025 CA Healthy Kids Results (Grade 6): 52% response rate  School Safety and Cyberbullying  Feel safe at school: 81% Feel safe on way to and from school: 91% Been hit or pushed: 27% Mean rumors spread about you: 38 % Called bad names or target of mean jokes: 53 % Saw a weapon at school: 9%   Cyberbullying: 30% Students treated with respect: 82%  CA Healthy Kids Results (Gr. 7): 95% response rate  School Safety and Cyberbullying  School perceived as very safe or safe: 70% Experienced any harassment or bullying: 40% Had mean rumors or lies spread about you: 39% Been afraid of being beaten up:  25 % Been in a physical fight: 7% Seen a weapon on campus: 9% Cyberbullying: 25%|Through a comprehensive analysis of student data, several key insights have emerged, revealing both areas of strength and opportunities for growth within the school community. These findings highlight important trends in student experience, particularly in relation to school climate, safety, and emotional well-being across different grade spans.  In 2024-2025, one of the most significant patterns identified is the disparity in student experiences between elementary and middle school. While elementary students generally report feeling safe and respected, concerns become more pronounced as students transition to middle school. Data indicates a noticeable decline in the sense of safety among middle school students when compared to their elementary counterparts. This suggests a need for targeted interventions during this critical developmental period to promote a greater sense of connection, belonging, and emotional support.   In comparison, the 2025-2026 data suggests some improvement in the middle school data.  We see some improvement in terms of students feeling safer at school and bullying has decreased from 2024-2025 to 2025-2026.   In terms of online safety, the data regarding cyberbullying remains consistent year over year. For example, in 2024–2025, 30% of sixth-grade students reported experiences with cyberbullying, compared to 27% in 2025–2026. Among seventh-grade students, reports of cyberbullying increased slightly from 25% in 2024–2025 to 36% in 2025–2026. While these figures demonstrate some areas improvement, they also reinforce the ongoing importance of addressing digital safety and expanding mental health support systems for students navigating the complexities of online interactions.  In summary, the analysis of student data has illuminated the diverse experiences and needs of learners across the district. While respectful school environments are a recognized strength, the findings underscore the need to improve perceptions of safety at the middle school level, strengthen student connectedness during transitional years, and continue addressing mental health and cyberbullying concerns. These insights will guide the LEA in developing targeted interventions and initiatives that support the holistic well-being and academic success of all students.|Based on a thorough analysis of local data, the Local Education Agency (LEA) has recognized the need to continue to revise and/or enhance existing plans, policies, and procedures to better address areas of identified need—particularly those concerning student well-being, safety, and connectedness.   The LEA is committed to broadening the role and resources in the Community Schools and Wellness Centers to provide comprehensive support services, including ongoing access to mental health counseling and related interventions. This is a direct response to growing concerns around student mental health and overall well-being.  In parallel, the LEA is enhancing suicide prevention and bullying prevention training for both staff and students. These initiatives are designed to equip the school community with the knowledge and strategies necessary to identify warning signs, respond effectively, and cultivate a safe and supportive environment for all students.  Middle schools are also taking proactive steps to support students during key transitional periods.  Welcome-Back events have expanded to go beyond traditional academic orientation and focus intentionally on building relationships, fostering school connectedness, and supporting emotional well-being. In these efforts, counselors, social workers, and their interns play a critical role by providing individualized support to students facing challenges such as bullying, mental health concerns, or other safety-related issues.  Additionally, events like National Night Out serve as valuable opportunities to reinforce collaboration between schools, law enforcement agencies, community organizations, and families. These events help strengthen school-community relationships, enhance trust, and promote proactive safety measures that contribute to a positive school climate.  To address physical safety concerns, the LEA is conducting a comprehensive review of the district’s Facilities Master Plan and school risk assessments. This process is aimed at identifying physical vulnerabilities, recommending necessary security enhancements, and updating emergency preparedness protocols. These efforts will ensure that each site’s Comprehensive Safe School Plan reflects current best practices and meets the evolving safety needs of the school community.  By implementing these changes, the LEA demonstrates its commitment to proactively addressing identified needs, prioritizing student safety and mental health, and creating a supportive, inclusive learning environment where all students can thrive.|Met||2026-06-18|2026
43694500000000|Franklin-McKinley Elementary|6|The Franklin-McKinley School District has a targeted focus on attendance, behavior, and social-emotional learning of our students. One of the ways we measure students' social-emotional well-being is through the Panorama LCAP annual survey. The Panorama Survey which was administered to students in grades 3-8 students (3,258 student responses). Based on the survey data we have reflected on the following key learnings:  Climate of Support for Academic Learning: The overall score for the Climate of Support for Academic Learning is 79%. This indicates a generally positive environment for academic growth within the school. Specific areas within this domain, such as encouragement from adults, teacher support, classroom participation, teaching methods, and teacher willingness to help students, all scored favorably, ranging from 79% to 81%. This suggests that students perceive a supportive environment conducive to learning and academic success.  Knowledge and Fairness of Discipline, Rules and Norms: The overall score for Knowledge and Fairness of Discipline, Rules and Norms is 77%. While this score indicates a relatively positive perception of fairness and clarity regarding rules and discipline, only 68.7% of students understand how they are expected to behave.  Safety: The average score for safety is 52%, indicating a less favorable perception compared to other domains. Concerns regarding safety include instances of bullying, spreading rumors, teasing, and feeling unsafe discussing feelings and ideas in class. These aspects require attention and intervention to ensure a safer and more conducive learning environment.  Sense of Belonging (School Connectedness): The average score for the sense of belonging is 68%, indicating a moderate perception of connectedness to the school community.   In conclusion, while the school generally provides a supportive environment for academic learning and exhibits clarity in rules and norms, there are areas such as safety and sense of belonging that require attention and improvement. By addressing these concerns and building upon existing strengths, the school can create a more inclusive, supportive, and safe environment for all students.|- Positive Environment for Academic Learning: The analysis reveals a generally positive climate of support for academic learning, with an overall score of 79%. This indicates that students perceive encouragement from adults, teacher support, and effective teaching methods, all contributing to a conducive environment for academic growth.  - Fairness and Clarity in Rules and Norms: While the overall score for knowledge and fairness of discipline, rules, and norms is 77%, indicating a relatively positive perception, there are areas for improvement. Notably, there's a lower perception of fairness in teacher-student interactions, as indicated by the 76% score in students feeling treated fairly. Addressing this discrepancy can enhance trust and cooperation between students and teachers.  - Safety Concerns Require Attention: The average score for safety is 52%, indicating significant concerns among students regarding safety within the school environment. Instances of bullying, rumors, and feeling unsafe discussing feelings and ideas in class need immediate attention and intervention to create a safer and more conducive learning environment.  - Moderate Sense of Belonging: The average score for the sense of belonging is 68%, indicating a moderate perception of connectedness to the school community. While a significant portion of students feel cared for and happy to be at the school, there's still room for improvement in fostering a stronger sense of belonging, especially for the 6% of students who do not feel part of the school.   Identified Needs: - Improved Fairness in Teacher-Student Interactions: Addressing perceptions of fairness in teacher-student interactions is crucial to enhancing trust and cooperation within the school community.  - Enhanced Safety Measures: Implementing interventions to address safety concerns such as bullying and rumors is essential to creating a safer learning environment where students feel protected and supported.  - Strengthening Sense of Belonging: Fostering a stronger sense of belonging among all students, especially those who feel disconnected, can contribute to a more inclusive and supportive school community.  Areas of Strength: - Supportive Academic Environment: The school demonstrates strengths in providing a supportive environment for academic learning, including encouragement from adults, teacher support, and effective teaching methods.  - Clarity in Rules and Norms: Despite areas for improvement, the school exhibits clarity in rules and norms, with most students understanding how they are expected to behave.|Based on the analysis of local climate survey data and the identification of key learnings, FMSD has determined several changes to existing plans, policies, or procedures to address areas of need and facilitate continuous improvement:  - Enhancing Fairness in Teacher-Student Interactions:   Reviewing and revising disciplinary procedures to ensure consistency and fairness in disciplinary actions.  - Improving Safety Measures: Launching anti-bullying campaigns and initiatives to raise awareness, promote empathy, and empower students to report instances of bullying or harassment. Strengthening supervision in areas identified as high-risk for safety concerns, such as hallways, restrooms, and playgrounds. Establishing a confidential reporting system for students to report safety concerns anonymously.  - Fostering a Stronger Sense of Belonging: Expanding mentorship programs or buddy systems to support students who may feel disconnected or isolated. Expanding student engagement initiatives, such as clubs, extracurricular activities, and peer support groups, to promote a sense of community and belonging. Providing professional development opportunities for staff to enhance cultural competency and inclusivity in classroom practices.  - Continuous Monitoring and Evaluation: Continue regular feedback mechanisms, such as student surveys or focus groups, to assess the effectiveness of implemented changes and identify further areas for improvement. Conducting periodic reviews of school climate Panorama data to track progress, identify trends, and inform future decision-making processes. Encouraging open communication and collaboration among educational partners, including students, parents, teachers, and administrators, to ensure ongoing commitment to fostering a positive school climate.  By implementing these changes and continuously monitoring their impact, FMSD aims to create a safer, more inclusive, and supportive learning environment for all students, thereby promoting their academic success and overall well-being. These revisions and actions align with FMSD's commitment to continuous improvement and ensuring that the needs of all students are addressed effectively.|Met||2026-06-06|2026
43694500113662|Voices College-Bound Language Academy|6|This year's student survey data reveals important insights about the school climate and culture at Voices Flagship, highlighting both areas of strength and opportunities for growth across grade levels. One of our strongest indicators is Supportive Relationships, with 91% of students in Grades 3-5 and 82% of students in Grades 6-8 reporting that they feel supported by the adults in their school community. This is a meaningful foundation and reflects the relational investment our staff makes every day. However, the data also surfaces some areas that warrant our attention and intentional action. Positive Feelings about School, Student/Teacher Relationships, Sense of Belonging, and Engagement all show a notable decline from Grades 3-5 to Grades 6-8. Engagement, in particular, stands out, with 44% of Grades 3-5 students reporting feeling engaged compared to just 21% of Grades 6-8 students. Similarly, Student/Teacher Relationships drop from 66% in Grades 3-5 to 37% in Grades 6-8, and Sense of Belonging follows a similar pattern, falling from 56% to 37%.|These trends suggest that as students move into middle school, they may be experiencing a meaningful disconnect from the school community that deserves our close attention and intentional response. The middle school years are a critical developmental period, a time when young people are navigating identity formation, shifting peer relationships, and a growing need for autonomy and belonging. When students do not feel seen, connected, or engaged during these years, the impact can extend well beyond school climate and into academic motivation, attendance, and long-term outcomes. The data points to several interconnected areas of concern. Student/Teacher Relationships dropping from 66% in Grades 3-5 to 37% in Grades 6-8 suggests that the relational foundation that supports learning may not be translating as students move into the upper grades. When students do not feel a strong connection to their teachers, it becomes harder for them to take academic risks, ask for help, or see school as a place where they belong. This is reinforced by the Sense of Belonging data, which mirrors that same drop from 56% to 37%, and by Engagement falling to just 21% among middle schoolers. Taken together, these numbers call for a targeted, developmentally responsive approach that addresses culture building, relationship development, and student engagement in the middle grades specifically. This means examining not just what we teach, but how our middle school environment is structured to meet students where they are developmentally, culturally, and emotionally. It also means centering student voice in the solutions, as young people in Grades 6-8 are best positioned to tell us what would make school feel more meaningful, connected, and worth showing up for.|In response to SEL survey data revealing significant declines in Student/Teacher Relationships (66% in Grades 3–5 to 37% in Grades 6–8), Sense of Belonging (56% to 37%), and Engagement (dropping to 21% in Grades 6–8), Voices Charter School has identified the following revisions and actions for continuous improvement. Voices Flagship: College-Bound Language Academy will implement a structured advisory program in the middle grades designed to ensure every student has a consistent, named adult relationship within the school. Advisory periods will shift from administrative functions (attendance, announcements) to intentional relationship-building and identity-affirming experiences grounded in the SEL framework. Voices Flagship: College-Bound Language Academy will will revise its professional development scope and sequence for middle school teachers to include explicit training in adolescent development, culturally responsive relationship-building, and proactive student connection strategies. Instructional coaching cycles will incorporate observation of teacher-student interaction quality as a focus area, with targeted support for teachers whose students report lower connection scores. Student input will be gathered at the start of the year and used to shape advisory programming, school rituals, and community agreements. Revised SEL Scope and Sequence for ALL Grades The LEA will review and revise the existing SEL curriculum for Grades 6–8 to ensure it is developmentally appropriate, identity-affirming, and responsive to the specific belonging and engagement gaps identified in the data. The revised scope and sequence will address identity development, peer relationships, and student agency. Ongoing Data Monitoring Voices Flagship: College-Bound Language Academy will administer SEL climate surveys at multiple points during the school year to allow for mid-year course corrections. Disaggregated data will be reviewed by school leadership and shared with staff as a collective improvement tool. Year-over-year trend data will be used to assess whether interventions are producing measurable gains in belonging, engagement, and student-teacher relationship quality in the middle grades.|Met||2026-06-24|2026
43694500123299|Rocketship Mosaic Elementary|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 91% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 95% of families and 85% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43694500128108|Rocketship Spark Academy|6|The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Program, and Family Engagement to gauge parent and student satisfaction with their school across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations.|Families are largely satisfied with the school, with 84% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their students to learn, reported by 91% of families and 79% of students feeling happy and excited to come to school each day. We are working to strengthen school communications with families, refining the communication platform that was implemented the previous year, and standardizing school communication practices for all staff.|As a result of the analysis of this local data and identification of key learnings, we are implementing several changes. We are standardizing school communications practices for all staff and offering enhanced training on how to utilize the recently implemented platform for both staff and families. We are engaging families, parent leaders and staff to define and implement standard core family engagement events, and elicit input on continuing to increase engagement in the events through meaningful programming and outreach.|Met||2026-06-11|2026
43694500129205|KIPP Heritage Academy|6|88% of KIPP families positively indicated that teachers have built strong relationships with their child. 82% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families.  Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
43694500129247|ACE Esperanza Middle|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 55% of ACE Esperanza students responded favorably to questions related to student safety, but a lower percentage (54%) of students responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional 33% of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 49% of ACE Esperanza students responded favorably to questions related to a sense of belonging and connectedness.|This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2026-06-17|2026
43694680000000|Fremont Union High|6|"FUHSD LCAP Goal 3: every student will feel safe, cared about, and both academically and socially engaged in school. The CA Healthy Kids Survey (CHKS) was administered to all students in October 2025. Data reported from the CHKS District School Climate Report Card: Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Meaningful participation at school"": 9th grade 33% (+8% increase from 2023); 10th grade 35% (+8%); 11th grade 35% (+10%); 12th grade 37% (+9) Average percent of students reporting ""Agree"" or "" Strongly agree"" to ""School connectedness"": 9th grade: 71% (+8% increase from 2023)); 10th grade 68% (+9%); 11th grade 66% (+6%); 12th grade 65% (+5%) Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Caring adults in school"": 9th grade: 61% (+4% increase from 2023); 10th grade 62% (+6%); 11th grade 66% (+6%); 12th grade 69% (+8%) Perceived School Safety 81% of students reported ""Safe"" or ""Very safe"" at school when asked, ""How safe do you feel when you are at school?"" (+3% increase from 2023) The following represent the percentage of students who reported not being victimized: Low Violence Victimization 87% (+2% increase from 2023); No Harassment 81% (+3%); No Mean Rumors 81% (+2%); No Fear of Getting Beaten Up 94% (+2%)"|An analysis of the CHKS data from October 2024 to October 2025 administrations shows increase of student positive responses. Wellness Spaces have been in place at Cupertino and Monta Vista High Schools since the 2023-24 school year; Fremont High School during the 2024-25 school year; Homestead High School during the 2025-26 school year; and will open at Lynbrook High School for the 2026-27 school year. This meets the District's 5-year plan to have a wellness space on every campus by the fall of 2026. Wellness Space Support Specialists meet monthly to talk about implementation and best practices across the district. Check-in and check-out and anecdotal data show that having a place to go between the classroom and an individual counseling session is providing students with the opportunity to take a break, engage in a strategy or activity, and regroup to move forward: 2 point gain on a 1-10 school from check-in to check-out.|In collaboration with the Santa Clara County Office of Education (SCCOE), the District was part of the School Behavioral Health Incentive Program (SBHIP) from 2022-2025. The primary efforts were to expand implementation of wellness spaces; improve workforce development (in the behavioral health field); build and expand partnerships (with community-based organizations); and enhance information technology systems and data use. The district is the recipient of a grant through the SCCOE to support the Children and Youth Behavioral Health Initiative (CYBHI) and build the infrastructure necessary to bill private insurance for services provided during the school day.  The District is continuing to have a school-based therapist released 80% from direct service to serve as the Social Emotional Learning Curriculum Lead. Efforts include supporting student purpose and belonging throughout our schools and programs through integration of classroom-based strategies and professional development. Districtwide content is delivered throughout the year through closed tutorials to incorporate curriculum in alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) standards and the school counseling program including behavior and mindset standards from the American School Counselor Association (ASCA), all of which are rooted in a four-year plan.|Met||2026-06-23|2026
43694840000000|Gilroy Unified|6|During the 2025-2026 school year, the district administered a climate and culture survey to staff, students and parents  The results of the surveys administered are as follows:  Students  83% of students report that there is a trusted adult they can talk to (80% in 24-25) 80% of students report they feel a sense of belonging at school (77% in 24-25) 86% of students feel physically safe at school (79% in 24-25)  Parents/Guardians  84% of parent/guardians report that teachers have high expectations for students (82% in 24-25) 91% of parent/guardians report that they feel welcomed at their child’s school (90% in 24-25) 79% of parent/guardians report that staff shows a high level of respect for students (75% in 24-25)|The areas above have been selected by Gilroy Unified as key indicators related to the GUSD LCAP Goal 3 actions around school climate and student engagement.  The survey results support the district’s continued focus on these areas.|In 2025-2026, there was continued professional development for Academic Coordinators, Counselors, and administrators around MTSS, school sites have fortified their MTSS teams to meet regularly to review student data and supports for students.|Met||2026-06-18|2026
43694840123760|Gilroy Prep (a Navigator School)|6|Gilroy Prep School administers the Panorama Social-Emotional Learning (SEL) survey to gather information about students’ perceptions of school safety, connectedness to adults on campus, self-efficacy, and self-regulation. Survey results indicated that most students in grades 3-4 reported having a positive connection with an adult at school. A majority of students also reported feeling safe at school, although some students indicated that they do not always feel safe during the school day. When data were disaggregated by gender, grade level, race, and English Learner status, responses were generally consistent in reporting strong adult relationships.|The survey data identified several strengths and areas for growth. A key strength is Gilroy Prep’s ability to foster supportive relationships between students and staff, as most students reported having positive connections with adults at school. The analysis also revealed a need to improve overall perceptions of school safety. In addition, students receiving reduced-price meals reported lower levels of adult connectedness than students receiving free meals, indicating a need to better understand and address the factors contributing to those differences. These findings highlight opportunities to strengthen student belonging, safety, and connection across all student groups.|To address identified needs, Gilroy Prep will implement several actions designed to improve school climate and student well-being. Teachers in grades K-5 will administer weekly social-emotional surveys to monitor students’ feelings of safety and identify concerns requiring intervention. Survey data will be used by school leaders, counselors, and teachers to investigate reports of unsafe situations and provide appropriate supports. The school will continue implementing daily classroom community meetings using a structured social-emotional learning curriculum to strengthen student-adult relationships and promote a safe and inclusive environment. To address differences in connectedness reported by students receiving reduced-price meals, teachers will receive additional information about classroom demographics and professional learning in culturally responsive teaching practices to better understand and support student needs.|Met|Gilroy Prep remains committed to maintaining a positive, safe, and inclusive school environment. School climate data are reviewed regularly to inform continuous improvement efforts and guide decisions related to student support, social-emotional learning, and family engagement. The school will continue using survey data and stakeholder feedback to strengthen student connectedness, improve perceptions of safety, and support the success of all students.|2026-06-15|2026
43694920000000|Lakeside Joint|6|During the 2025-2026 school year, Lakeside School did not administer its annual student climate survey. As a result, no student climate survey data was collected or available for analysis. Historically, Lakeside has utilized a locally developed survey administered to students in grades three through five to gather information regarding student perceptions of safety, belonging, inclusion, learning, and school climate. Due to changes in district leadership and administration during the 2025-2026 school year, the survey was not administered. The District plans to resume administration of the student climate survey during the 2026-2027 school year to continue monitoring student perceptions and school climate trends.|Because the student climate survey was not administered during the 2025-2026 school year, the District was unable to analyze student climate data or identify trends based on student survey responses. While this limited the availability of direct student perception data, other local indicators continued to demonstrate positive school climate outcomes, including low levels of behavioral referrals, a 0% suspension rate, strong attendance, and positive parent feedback regarding school climate and student support. The District recognizes the importance of student voice in evaluating school climate and will prioritize the collection of student climate data during the 2026-2027 school year.|As a result of not administering the student climate survey during the 2025-2026 school year, the District will prioritize reinstating the survey during the 2026-2027 school year to ensure student perspectives are included in continuous improvement efforts. The District will review survey administration procedures, establish a consistent timeline for implementation, and ensure results are analyzed alongside other local indicators such as attendance, behavior, and educational partner feedback. This information will be used to guide future decisions related to school climate, student wellness, and social-emotional supports.|Met||2026-06-24|2026
43695000000000|Loma Prieta Joint Union Elementary|6|As part of our LCAP plan, we use the CHKS survey for our students in 5th & 7th grades.  We sent the staff survey to all our staff members.  We made a decision to expand who responded to the parent survey from 5th & 7th grade parents to all parents of students in 3rd through 8th grade so that we could get a more representative sampling since we are a small school district.  This year, we received 26% return on the parent surveys which was an improvement over previous years on the quantity of parental data available.  Our student data is too small to report by student groups but we do have overall grade level data.  Our student data revealed that 86% of our 5th grade students report that they have caring & trusted adult on campus.  A similar question is in the 7th grade survey in which 89% of students reported that there are caring adults on campus.  91% of parents reported favorably on a similar question for parents.  In the area of student safety, 91% of 5th grade and 69% of 7th grade students felt that the school was a safe place.  It should be noted that an additional 23%of 7th grade students reported neutral on safety as opposed to feeling unsafe.  While 91% of all 3rd-8th grade parents felt the campus was a safe place.  However, in listening campaigns the topic of student safety was a concern.|We heard from the parents in the LCAP listening campaigns that there was concern on school safety, specifically in the area of better and more cameras to be able to see things that may occur on campus (especially after hours).  We also noticed a decrease in the survey results on feelings of student safety among 7th grade students and the parents.  We will be holding small group meetings to better understand how we can improve in this area.|We made the decision this year not to use the TUPE survey in addition to the CHKS survey as TUPE grant was going away and we get push back from the parents on the survey questions.  We are already working with our security camera vendor to map out existing blind spots on our campuses and exploring improving our camera quality for better identification of potential issues.|Met||2026-06-17|2026
43695180000000|Los Altos Elementary|6|LASD administers the Student Experience 21 Survey to gather student voice about the conditions that support success in school and beyond. The survey focuses on students’ perceptions of hope, engagement, belonging, and 21st century learning experiences. LASD students report very positive experiences overall, indicating strong levels of connection, engagement, and belonging across the district. The data suggest that students generally experience LASD schools as supportive learning communities where adults care about them, students feel connected to others, and learning environments provide opportunities for participation, voice, and meaningful engagement.|A key strength is that students report high levels of positive experience across the survey areas. This affirms LASD’s continued focus on building positive relationships, creating safe and inclusive school communities, and designing learning experiences that support engagement, agency, and belonging. At the same time, the data remind LASD to look beyond overall averages and examine patterns by school, grade level, student group, and classroom experience. Even when districtwide results are strong, the survey helps identify where some students may need stronger connection, greater voice, or more consistent access to engaging and meaningful learning experiences. LASD’s continued need is to ensure that these positive experiences are not isolated or uneven, but are felt by every student across every school.|LASD uses Student Experience 21 data as part of its continuous improvement process. District leaders, principals, and school teams review the data to understand student experience, identify strengths, notice trends, and determine where additional attention or support may be needed. The data are used alongside academic data, attendance, behavior, classroom observation, and input from students, staff, and families. Survey results help inform district and site planning related to school climate, student engagement, deeper learning, and integrated supports. The data also help LASD monitor whether improvement efforts are actually strengthening the daily experience of students, particularly in the areas of hope, engagement, belonging, and meaningful learning.|Met||2026-06-01|2026
43695260000000|Los Gatos Union Elementary|6|Our local climate survey was administered in the Spring 2025. The survey is administered to students in grades 3-8 and includes the following topics. The data is reported for grades 3-5 and 6-8. • supportive relationships (grades 3-5: 89%; grades 6-8: 78%) • sense of belonging (grades 3-5: 69%; grades 6-8: 73%) • social awareness: (grades 3-5: 76% grades 6-8: 68%) • positive feelings: (grades 3-5: 71% grades 6-8: 67%) • academic needs: (grades 3-5: 45%; grades 6-8: 60%) • learning strategies: (grades 3-5: 74%; grades 6-8: 60% • self-efficacy: (grades 3-5: 72%, grades 6-8: 58%)|From the data, we see a variance from elementary to middle school. We recognize that we have some work to do on connections between students and staff.|We will bring these data to the Equity Action Team and the CIA student wellness team to develop actions at the school sites and in the classrooms. We will also review these data with our Climate and Culture Committee for actions throughout the community.|Met||2026-06-03|2026
43695340000000|Los Gatos-Saratoga Union High|6|The district administers the California Healthy Kids Survey (CHKS) to all students annually with greater than 90 percent participation. During the last three years, the dual focus areas for the district have been on social-emotional health and bullying/harassment.   In the most recent survey, both district high schools scored better than the county average in the School Performance, Supports, & Engagement domain, which measures school connectedness and social-emotional health. Further, the percentage of student respondents indicating they feel sad or hopeless has gone down or remained stable for four consecutive years and is now below the county average, and the average of our similar-schools cohort. (The cohort includes Palo Alto and Gunn high schools in Palo Alto Unified School District, as well as Mountain View and Los Altos high schools in Mountain View-Los Altos Union High School District.)  In addition, students’ perception of whether school staff will take reports of sexual harassment seriously has increased.|While students at both schools generally report positive experiences, there are areas for growth.    Student survey responses continue to suggest that incidences of bullying, harassment, and binge drinking are significantly more common among the LGHS student body than at SHS and more common than the average in both Santa Clara County high schools and high schools in the district’s similar-schools cohort.    Student survey responses continue to suggest that suicidal ideation is below the county average for both 9th and 11th graders  in both Santa Clara County high schools and high schools in the district’s similar-schools cohort.  These remain focus areas for the respective schools.|Wellness centers at both schools have recently been significantly expanded, moving into larger, refurbished spaces and adding staff, including dedicated wellness center coordinators and a total of 9 full-time mental health therapists between the two schools. Wellness centers have also launched peer-to-peer counseling groups.   Both schools have created and deployed social-emotional lessons in their mandatory tutorial periods, each focusing on their areas of greatest need based on CHKS data. LGHS has focused lessons on bullying and harassment, while SHS has focused on stress and emotional well-being.   Further, starting with the 2025-26 school year, LGSUHSD and LGHS have joined with the Los Gatos Police Department and the Los Gatos Town Council to address underage drinking in the community, because survey data indicates most binge drinking occurs in student homes outside of school hours.   Both schools have also used CHKS data to create local goals and action plans in their Single Plan for Student Achievement (SPSA) and their Western Association of Schools and Colleges (WASC) accreditation plans.|Met||2026-06-11|2026
43695420000000|Luther Burbank|6|The District uses multiple measures to monitor school climate, including the California Healthy Kids Survey (CHKS), annual LCAP surveys administered to students, families, and staff, attendance and behavior data, and the Sown to Grow student reflection platform. During the 2025–26 school year, 164 educational partners participated in the LCAP survey, including 102 students, 52 parents, and 10 staff members. Survey results indicated positive perceptions of school safety, student connectedness, and relationships with staff, while also identifying areas for continued growth in student well-being, academic support, and enrichment opportunities. These findings align with the district’s LCAP survey results, which identified academic support, student well-being, and enrichment opportunities as the top priorities among students, parents, and staff. Across all stakeholder groups, common themes emerged related to the importance of student well-being, school safety, positive relationships, and a supportive learning environment. Students emphasized the need for engaging learning experiences, emotional support, and opportunities to participate in enrichment activities. Parents highlighted the importance of student happiness, safety, nutrition, and a positive school climate, while staff identified mental health supports and a positive school culture as essential conditions for student success. Survey responses were generally consistent across student groups, although middle grade students expressed a greater need for socialemotional supports, enrichment opportunities, and activities that strengthen school connectedness. In addition, the District utilizes Sown to Grow to regularly collect student reflections and monitor student engagement and social-emotional well-being. Data from Sown to Grow indicates consistent student participation in reflection activities throughout the school year, providing educators with ongoing insight into students’ experiences, needs, and sense of belonging. These data sources help the District identify trends, respond to student needs, and continuously improve school climate initiatives.|Analysis of local climate data, including stakeholder surveys and student reflection data, identified several areas of strength within Luther Burbank School District. The district's small-school environment fosters strong relationships between students and staff, creating a positive, welcoming, and supportive school climate. Survey results indicated that students, parents, and staff value the personalized attention students receive and recognize the importance of a safe, caring, and inclusive learning environment. Educational partners consistently identified student well-being, positive relationships, and school connectedness as important strengths that contribute to student success. The data also highlighted areas for continued growth. Students expressed a desire for more engaging learning experiences, enrichment opportunities, and social-emotional supports. Parents emphasized the importance of student happiness, safety, nutrition, and a positive school environment, while staff identified the need for continued mental health supports, positive school culture initiatives, and expanded intervention systems to address student needs. These findings reinforce the district's commitment to supporting the whole child through both academic and social-emotional development. In response to these findings, the district continues to strengthen its Multi-Tiered System of Support (MTSS) framework to provide targeted academic, behavioral, and social-emotional interventions. The district has refined its behavior expectations and implemented positive behavior supports, including the Burbank Bucks student incentive program, to promote a positive school culture. Moving forward, the district will continue to prioritize student well-being by expanding social-emotional learning opportunities, strengthening problem-solving and relationship-building skills, and increasing access to enrichment activities that promote student engagement and connectedness.|Based on the analysis of local climate data and educational partner feedback, the district will continue to strengthen systems that support student well-being, school connectedness, and positive school climate. The district maintains strong partnerships with school-linked service providers and has enhanced the support system available through its on-campus wellness center. Together with the district's full-time student support specialist, the wellness center provides students with timely access to counseling, social-emotional supports, crisis intervention services, and referrals to community resources when needed. To address identified areas of need, the district will continue refining its Multi-Tiered System of Support (MTSS) framework to ensure students receive appropriate academic, behavioral, and social-emotional interventions. The district will also expand opportunities for social-emotional learning, relationship-building, and problem-solving skill development, particularly for middle grade students. In response to stakeholder feedback, the district will continue to increase enrichment opportunities, including arts, music, physical activity, and extracurricular programs that promote student engagement and school connectedness. Additionally, the district will continue implementing positive behavior supports, including the Burbank Bucks incentive program and a simplified behavior matrix, to reinforce positive student behaviors and foster a safe, supportive learning environment. These actions reflect the district's ongoing commitment to continuous improvement and to creating conditions that support the academic, social-emotional, and behavioral success of all students.|Met||2026-06-23|2026
43695750000000|Moreland|6|Moreland School District administers the Panorama Climate Survey annually to gather student perceptions on school safety, connectedness, and overall climate. The survey is distributed to students in grades 3–8, ensuring data collection across the full elementary and middle grade spans. In 2026, responses were collected from a broad cross-section of students, with results disaggregated by grade level, ethnicity, gender, and program participation (e.g., students with disabilities, English learners).  Survey results indicate several strengths in student connectedness, teacher relationships, learning strategies, and perceptions of rigorous instruction. In grades 3–5, students reported strong perceptions related to teacher encouragement, teacher respect, and academic support. Eighty-one percent of students indicated that teachers encourage them to do their best, 88% reported that teachers are respectful toward them, and 78% shared that teachers continue encouraging them even when learning becomes challenging. Additionally, 75% of students reported confidence in their ability to figure out how to learn new things, reflecting positive growth in student learning strategies and self-efficacy.  Students also reported positive perceptions regarding belonging and adult support at school. Seventy percent of students indicated they feel a sense of belonging at school, while 74% reported receiving significant support from adults on campus. Student responses also reflected generally positive perceptions of school safety, including 79% favorable responses regarding the frequency of physical fights at school and 81% favorable responses regarding concerns about online bullying.  The district uses this data alongside attendance, behavior, academic, and local assessment data to guide continuous improvement efforts related to school climate, social-emotional learning, MTSS implementation, student belonging, and student wellness. Survey findings are reviewed by district and site leadership teams to identify strengths, monitor trends over time, and develop targeted supports and interventions for student groups requiring additional support.  The survey results also highlighted areas for continued growth, including strengthening peer respect, increasing students’ perceptions of being understood as individuals, and further improving students’ sense of belonging and emotional connectedness to school. In response, the district continues to strengthen implementation of Character Strong, MTSS supports, restorative practices, positive behavior systems, and relationship-centered classroom practices designed to foster safe, inclusive, and supportive learning environments for all students.|Analysis of the 2025–26 Panorama Student Climate Survey data identified several areas of strength related to student-teacher relationships, academic encouragement, learning strategies, and overall student support. Students in grades 3–5 reported particularly strong perceptions regarding teacher encouragement and respectful relationships with adults at school. Eighty-eight percent of students reported that teachers are respectful toward them, 81% indicated teachers encourage them to do their best, and 78% reported that teachers continue encouraging them when learning becomes difficult. Students also demonstrated positive perceptions regarding their ability to manage and persist through learning challenges, with 75% reporting confidence in figuring out how to learn new things and 72% expressing confidence in completing schoolwork successfully.  Survey results also reflected positive perceptions of belonging, safety, and adult support. Seventy percent of students indicated they feel a sense of belonging at school, while 74% reported receiving strong support from adults on campus. Students generally reported feeling physically safe at school, with favorable responses related to concerns about violence, physical fights, and online bullying. These results suggest that districtwide efforts focused on social-emotional learning, Character Strong implementation, MTSS supports, and relationship-centered practices are positively impacting school climate and connectedness for many students.  At the same time, the data highlighted several identified needs and opportunities for continued growth. Student responses indicated lower favorable ratings related to peer respect and students feeling understood as individuals. Only 55% of students reported that peers show them respect, and 61% indicated that people at school understand them as a person. Additionally, while overall belonging remained positive, some students reported lower levels of connection and emotional support, signaling the need for continued focus on inclusion, peer relationships, student voice, and culturally responsive practices.  The district also identified opportunities to strengthen perceptions of rigorous instruction and academic discourse. While students generally reported that teachers hold high expectations and encourage persistence, lower ratings were noted regarding how often teachers ask students to explain their thinking and reasoning during instruction. This aligns with the district’s continued professional learning focus on teacher clarity, rigorous instruction, student discourse, and standards-aligned instructional practices.  The district continues to disaggregate student perception data by grade span, ethnicity, English learner status, students with disabilities, and other student groups to identify trends and areas requiring targeted supports. These findings will continue to inform district and site-level planning related to MTSS implementation, school climate, and instruction.|Based on the analysis of the 2025–26 Panorama Student Climate Survey and other local data sources, the Moreland School District identified several areas requiring continued focus and improvement related to student connectedness, peer relationships, inclusion, and instructional engagement. In response to these findings, the district will continue refining and strengthening existing systems, policies, and practices to better support safe, inclusive, and supportive learning environments for all students.  To address identified needs related to student belonging, peer respect, and emotional connectedness, the district will continue implementation of Character Strong as its districtwide Tier I social-emotional learning curriculum and strengthen schoolwide MTSS and Positive Behavioral Interventions and Supports (PBIS) practices. Schools will continue focusing on proactive classroom community-building strategies, restorative practices, and explicit instruction in relationship skills, empathy, and respectful interactions. The district will also continue expanding behavioral support systems through the work of counselors, behavior support staff, psychologists, and site-based intervention teams to ensure students receive timely social-emotional and behavioral support.  In response to student feedback regarding peer respect and students feeling understood as individuals, schools will continue strengthening culturally responsive practices, student voice opportunities, and inclusive school climate initiatives. Site leadership teams will review Panorama data with staff to identify school-specific trends and develop targeted actions to improve connectedness and inclusion for all student groups. Additionally, the district will continue utilizing student, staff, and family feedback to guide wellness initiatives, student leadership opportunities, and school climate improvement efforts.  The district also identified opportunities to strengthen rigorous instruction and student academic discourse. As a result, professional development for the upcoming school year will continue focusing on teacher clarity, standards-aligned instruction, writing instruction, student discourse, and instructional strategies that increase student engagement and opportunities for critical thinking and explanation of reasoning. The district’s ongoing literacy initiative, implementation of the California Mathematics Framework, and rollout of the newly adopted mathematics curriculum will support these efforts.  For continuous improvement purposes, the district will continue reviewing Panorama survey results, attendance data, discipline data, academic performance data, and educational partner feedback annually to monitor trends and evaluate the effectiveness of implemented supports and initiatives. Site administrators and district leaders will utilize this data during leadership meetings, collaboration cycles, and continuous improvement planning to make revisions to practices and supports.|Not Met|Our scores on the Panorama normative survey are very high compared to the national standard.  We still strive to improve.||2026
43695830000000|Morgan Hill Unified|6|The Morgan Hill Unified School District surveys students' perceptions of their school using a survey tool developed in conjunction with Hanover Research. The tool includes questions regarding school safety, connectedness, academics and opportunities, and belonging. Additionally, MHUSD administers the California Healthy Kids Survey every other year and holds focus groups.  There were a total of 3078 student responses to the survey tool, and several key topics/questions related to school safety, connectedness, and academics, among others, were covered. Students in grades 6 through 12 responded using a 5-point Likert scale ranging from ‘do not agree’ to ‘strongly agree,' and students in grade 5 responded to the same questions using a more age-appropriate 3-point Likert scale. The topics/questions highlighted in the LCAP include: - Doing well in school - Feeling safe at school - Likeability of going to school - Caring about their school - Value of student input - High expectations for student achievement - Trusted adults on campus - Challenging coursework  Based on the 2026 survey results, 93% of students surveyed agree/strongly agree that they want to do well in school, 68% care about their school, 67% report that their teacher takes the time to build trust with their students, 66% report they have a trusted adult on campus, and 59% indicated that they feel safe at school. Further, 41% reported that they like going to school. Additionally, 60% agree their school values student input, and 76% indicate that their coursework is challenging.  Survey data indicates that 80% of students report having friends at school, and 80% become friends with people from different cultural backgrounds; and 55% report school rules are fair for everyone.|Overall, the data indicates that strides are being made toward a more positive school climate from the perspective of students; however, there continue to be areas of improvement around student experiences and perceptions. A high number of students want to do well in school (93%). However, the data also highlights school connectedness/interpersonal relationships as an ongoing area of growth, including trusting relationships, bullying, and fairness. More specifically, the data around school safety indicates a need for more robust student supports in the area of student-to-student relationships and bullying, particularly in grades 6-8 (51%) and 9-12 (60%). In a continued effort to address these areas, all school sites have established Climate and Culture teams to build more positive school culture and implement Positive Behavioral Interventions and Supports (PBIS) with fidelity along with restorative justice practices. The data to date, shows a 45.6% decrease in student suspension (out of school, in-class suspensions, and in-school suspensions) from 3 years ago, and a sustained decrease year-over-year compared to last year.  Furthermore, student focus groups at the high school level continues to highlight the importance of educators' active participation and dedication in the classroom to aid in student engagement and provide professional development for teachers to enhance their instructional skills, effectiveness, and ability to meet the diverse needs of students.  At the elementary level, 70% of students indicated they like attending school, while at the middle and high school level, including K-8 and comprehensive sites, 37% indicate the same. The data trends over the last three years suggest that the strong relationships built with students at the elementary level, along with Specials programming, seem to be large factors in student connectedness at the K-5 school sites, which underscores an area of need districtwide to enhance student experiences, build trusting relationships on campus, and minimize factors such as bullying.  Furthermore, challenging/rigorous coursework can impact school climate and student perceptions--61% of students at the middle school level indicated that their school offered challenging coursework compared to 82% of high school students. Growing academic offerings and opportunities as well as strengthened curriculum continues to be an area of focus for the District for both the middle and school levels.|The data collected groups highlights the need for the District's continued focus on school connectedness, student supports, and academic opportunities including remediation and rigorous coursework. The interconnected nature of the work by Wellness Counselors, Academic Counselors, Freshman on Track, Climate and Culture Teams, and the PLC and Universal Design for Learning (UDL) work, among others groups is crucial for providing students with a learning environment that will allow them to flourish and reach their unique potential.  The Staff/school site focus on building trusting relationships is key to moving forward and continues to factor into professional development districtwide. Initiatives like PBIS, Restorative Justice and asset based social emotional wellbeing monitoring tools aid in the enhancement of positive school climate. Further, the District's continued training around consistent behavior protocols and procedures around bullying, classroom management, student safety for administrators and staff (classified and certificated) as well as professional development around student engagement, instructional skills, effectiveness, and ability to meet the diverse needs of students across a variety of divisions—student services, educational programming, special education, etc.  Further, based on previous feedback as well as the present data, the District plans to continue to bring additional opportunities for student voice/agency at the elementary, middle, and high school levels; student feedback indicates a strong need to continue and grow efforts. The district continues its a TK-12 counseling plan that will help continue to address these topics with all students.|Met|The District continues to make significant progress--year over year--regarding student engagement in grades TK-12. Student engagement, along with teaching/learning, continue to remain the District's North Star as it pertains to preparing every single students to be college and career ready upon high school graduation along with creating safe spaces for every student that walks through its doors. The progress includes the sustained and enhanced PBIS/Climate and Culture efforts going on several years that's lead to significant decreases in student behavior incidents and suspensions (upwards of 50%) and increased student inventions across the district.|2026-06-25|2026
43695836118541|Charter School of Morgan Hill|6|CSMH staff administers student perception surveys twice a year to all students. These surveys were designed after the work done by the Measures of Effective Teachers (MET) project. The surveys focus on the following areas: Do students feel academically challenged, Do students feel that teachers have classroom control, Do students feel their teachers check for understanding, Do students feel engaged in learning, Do students feel connected to their teachers, and Do students feel their teachers care about them. The purpose of the surveys is for teachers to receive feedback from their students to improve their teaching and relationships with students. Taking a sampling from the surveys, CSMH students' responses in each of the above areas were over 80% as “mostly true” or “totally true.” At the end of each school year, teachers must write a self-reflection based on the survey results. The 4th-7th grade students (99% response rate) completed a school climate survey at the end of the school year. Some data gathered from this tool included: • 35% of students stated they used technology two or more hours a day • 83.2% of students responded that they have many or a small group of trusted friends at school • 97.3% of students responded that they are happy at school all, most, or some of the time • 83.2% of students responded that adults at school care about them all or most of the time • 83.5% of students responded that staff members regularly show them respect all or most of the time • 78.4% of students responded that they have never been hit, pushed, or kicked at school • 87.6% of students responded that they feel safe at school all or most of the time • 96.9% of students responded that they have one or more caring adults at school|The survey results substantiate the strong, connected school climate CSMH has worked so hard to build. It is a school where students feel cared for and respected. We do need to continue to address difficult issues such as students making racial, sexual, and other hateful comments to one another.|CSMH teachers use these surveys to reflect on their practice. Based on student input, some teachers will create a SMART goal to address an area they would like to improve. Administrators also review all the teacher survey results and the student perception survey and analyze this information for positive and concerning trends. These surveys assist in determining professional development needs or specific LCAP actions to improve the school climate.|Met||2026-06-23|2026
43695910000000|Mountain View Whisman|6|In spring 2026, MVWSD administered a Local Control Accountability (LCAP)/Climate Survey to all students in grades 4-8. The survey provided measures of perceptions of school safety and connectedness.  2,113 students responded to the spring 2026 survey which is an increase from 2,042 in 2025.  The District  continued with the changes made in 2024 to the survey logistics in hopes of  increasing participation both overall and by families from the variety of groups within our community.  In 2026, students received a unique link for the survey - one link per student.  Students took the survey during the school day.   This allowed the District to support sites with knowing which students still needed to complete the survey although sites that took the survey on the last day before February break were not able to do make-ups.  Responses were confidential. This also eliminated more demographic questions that were able to pre-populate with District data instead of asking students to self report.   MVWSD has been partnering with Hanover Research to conduct the survey each year since 2016. With only minor changes to the survey each year Hanover performs cross-tabulations of survey results across years (2016, 2017, 2018, 2019, 2020, 2021, 2022, 2023, 2024, 2025 and 2026) and highlights statistically significant and meaningful differences across years.|The LCAP survey shows 86% of students overall (+1 PP from 2025),  78% of English Language Learners (-6 from 2025), and 85% of Socio-Economically Disadvantaged students (+5 for 2025) agreed or strongly agreed that students from different cultural backgrounds become friends.  Eighty percent (+1 PP from 2025) of students overall, 81% of English Language Learners (-2 from 2025), and 81% of Socio-Economically Disadvantaged students (+3 from 2025) agree or strongly agree that adults at school care about their success. Eighty-two percent overall (+2 from 2025), 79% of English Language Learners (same as 2025), and 83% of Socio-Economically Disadvantaged students (+6 from 2025) indicated that they have at least one trusted adult at their site and 59% overall (+2 from 2024), 66% of English Language Learners (+8 from 2025), and 62% of Socio-Economically Disadvantaged students (+4 from 2025) get along with each other and respect their differences.    Ninety-three percent of students overall (+1 PP from 2025, 91% of English Language Learners (-1 PP from 2025), and 92% of Socio-Economically Disadvantaged students (+2 PP from 2025) state that they have friends at school.  2026 survey results also indicated that 77% (+8 from 2025) of students overall, 78% of English Language Learners (+10), and 77% of Socio-Economically Disadvantaged students (+12) agreed or strongly agreed that they feel safe at school, 63% overall (+3 from 2025),  69% of English Language Learners (+8 from 2025), and 65% of Socio-Economically Disadvantaged students (+2 from 2025) agreed or strongly agreed that students are treated fairly.  Seventy-four percent overall (+3 PP from 2025), 75% of English Language Learners (+4 PP), and 77% of Socio-Economically Disadvantaged students (+8 PP) agreed or strongly agreed that there are clear and fair consequences for breaking rules at school.   When disaggregating results by grade level students in middle school generally have lower perceptions than students in grades 4 and 5. For example, only 62% of 6th grade students, 59% of 7th grade students and 61% of 8th grade students agreed or strongly agreed that students are treated fairly while 74% of 4th graders and 72% of fifth graders agreed or strongly agreed.  2026 survey results indicate that students' perceptions regarding school climate are improving.|School cleanliness continues to be one of the lowest rated areas on the survey by students although perceptions improved between 2025 and 2026. Forty-eight percent of students overall (+13 from 2025), 55% of English Language Learners (+19 from 2025) and 49% of Socio-Economically Disadvantaged (+7 from 2025) students agree or strongly agree that their school is clean.  The survey did uncover that students' perceptions of restroom cleanliness are an issue that needs to be addressed.   Only 29% of students agreed or strongly agreed that restrooms at my school are clean.  Several items in the District's LCAP are already designed to support school environments including having counselors, At Risk Supervisors and School and Community Engagement Facilitators at all schools.  Additionally, to improve and maintain the cleanliness, safety, and functionality of all school sites by implementing bi-monthly inspections using methods aligned with the State of California Facility Inspection Tool (FIT). Inspections will be conducted at each school, reviewing all playgrounds and restrooms, along with a rotating sample of classrooms to ensure every room is inspected at least twice per year. To incorporate student voice, the District will continue to conduct a simple annual feedback process (e.g., survey or small focus group) to better understand student perceptions of campus cleanliness and safety and inform ongoing improvements specifically around restrooms. These inspections will help proactively identify areas needing attention (Goal 5, Action 1).  MVWSD LCAP Goal 2 is to develop and implement programs and processes to support students' social-emotional health and behavior.  Action 1 in this goal is to continue to have At-Risk Supervisors for all District schools.  At-Risk Supervisors work directly with students and parents to provide support and interventions as needed.  In 2026-27, both Graham and Castro Schools will continue to have additional At Risk support (2.0 FTE).    The District will continue to implement Character Strong and administer the Social Emotional Learning Survey (Goal 2, Action 8).  The Survey data is disaggregated by school site and principals are able to design programs to address identified needs.  The District will continue to have counselors for all school sites (Action 9).  The counselors will continue to play  a critical role in addressing the varied needs of students at school sites, delivering Social Emotional Learning Lessons, and targeting student supports based on results of the Social Emotional Learning Survey.  Additionally, the District will add an additional  Mental Health Specialist and continue to  partner with universities to have counseling and mental health interns in order to expand access to supports for students.  The District also has School and Community Engagement Facilitators (SCEF - LCAP goal 3, action 1) to act as a liaison between students, staff, and parents to remove barriers to improve student learning and a|Met||2026-06-11|2026
43696090000000|Mountain View-Los Altos Union High|6|MVLA administers the California Healthy Kids Survey (CHKS) annually through WestEd's CalSCHLS system to students in grades 9 through 12 at all three sites. The survey measures school climate and conditions across multiple constructs. The District tracks the following all-student results, each showing year-over-year gains from the 2023-24 baseline:  • Academic Motivation: 72% (baseline 70%) • School Connectedness: 74% (baseline 70%) • Caring Adult Relationships: 72% (baseline 68%)  Disaggregated data. English Learner subgroup results are tracked for these constructs where CalSCHLS sample sizes permit. In the most recent administration, EL School Connectedness was 67%, and EL Caring Adult Relationships was 71%, each at or below the all-student rate, indicating a continued connectedness gap for multilingual students.  Analysis of specific items. The District monitors a subset of CHKS items most relevant to student safety and well-being:  • Students who know where to go or whom to contact at school for help when sad, stressed, lonely, or depressed rose to 79% (from a 73% baseline). • Students reporting they would be afraid to get help or would not know what to do declined to 34% (from 38%). • The percentage of students reporting experiencing harassment or bullying in the past 12 months declined to 19% (down from 23.5%).  Additional data tools. The District supplements CHKS with California School Dashboard suspension data, Wellness Center and school-based support utilization data, and internal student and family climate surveys administered during the LCAP development cycle, which together provide a fuller picture of school conditions and climate.  Overall, the data indicate a positive and improving school climate districtwide.|Analysis of MVLA's CHKS and related climate data yields several key learnings.  Areas of strength: School climate is positive and improving districtwide. All three core constructs rose year-over-year from the 2023-24 baseline, with School Connectedness at 74%, Academic Motivation at 72%, and Caring Adult Relationships at 72%. Student well-being indicators also improved: the share of students who know where to go for help when sad, stressed, lonely, or depressed rose to 79%, students reporting fear or uncertainty about seeking help fell to 34%, and students reporting harassment or bullying in the past 12 months fell to 19% from a 23.5% baseline. These gains align with the District's sustained investment in Tier 1 instruction, social-emotional support, and expanded access to the Wellness Center and indicate that efforts to build inclusive, supportive environments are reaching students.  Identified needs, including disaggregated findings: Belonging and support are not yet equitable across student groups. English Learner School Connectedness (67%) trails the all-student rate (74%), and EL connectedness and the caring-adult experience remain priorities. Roughly one in five students still report harassment or bullying, and just over a third still express uncertainty about how to seek help, indicating continued room to strengthen safety and help-seeking pathways. California School Dashboard data showing a rise in EL suspensions further signals the need for targeted, restorative, and culturally responsive supports for multilingual students. The District also identified a data need: subgroup disaggregation for some CHKS constructs, such as EL Academic Motivation and breakdowns by SED, race/ethnicity, and grade, is not consistently available, which limits the District's ability to monitor equity in climate. Strengthening reliable subgroup reporting is a near-term focus.  Overall learning: MVLA has a strong, improving climate foundation. The central need is to extend that sense of belonging, safety, and support equitably to English Learners and other historically underserved students, supported by better disaggregated data.|Based on the key learnings and identified needs, MVLA is implementing the following changes to its plans, policies, and procedures to support continuous improvement.  Strengthen a sense of belonging and connectedness for English Learners. To address the EL School Connectedness gap, the District is expanding peer mentorship and buddy structures, including the LAHS peer-to-peer program and the MVHS Ambassadors program, and continuing Newcomer Academy and ML Advisory supports under LCAP Action 1.5, so that multilingual students build the social connections that drive belonging.  Address the rise in EL suspensions through restorative, culturally responsive practices. In response to the increase in EL suspension rates, the District is prioritizing early intervention and restorative approaches and is re-promoting its restorative practice program, which has seen declining participation, under Goal 2. Staff training on Language Line and proactive outreach supports earlier, relationship-centered responses before discipline escalates.  Systematize tiered support through a districtwide MTSS framework. The District is publishing a districtwide MTSS framework and restructuring its Student Study Team process, with formalized attendance and SST review cycles under Action 2.5, to ensure students who need behavioral, social-emotional, and academic support are identified and served consistently across sites.  Expand mental health access and help-seeking. To address the share of students who are still uncertain about how to seek help, the District is continuing its school-based mental health and Wellness Center expansion, adding staff mental health literacy training under Actions 2.8 and 2.9, and strengthening communication to students and families about where and how to access support.  Improve disaggregated climate data. To address the gap in subgroup reporting, the District is administering parent, family, and climate surveys disaggregated by ethnicity, SED, and EL status in fall, winter, and spring, and will work to obtain reliable CHKS subgroup data so that climate progress can be monitored by student group.  These revisions are reviewed with DELAC, ELAC, and the Family Partnership Council, and progress is monitored through local data and the California School Dashboard as part of the LCAP continuous improvement cycle.|Met||2026-06-15|2026
43696170000000|Mount Pleasant Elementary|6|MPESD administers the California Healthy Kids Survey (CHKS) annually to gather student input on school climate, safety, and connectedness. For the 2025–26 school year, participation included: 5th Grade: 64% participation with active parent/guardian consent 7th Grade: 98% participation with passive consent (opt-out option for consent)  Key CHKS Findings – 5th Grade: 68% feel safe at school 62% report strong caring relationships with teachers or other adults 80% report high expectations from adults at school 38% report meaningful opportunities to participate 66% report high school connectedness (Total School Assets) 2% reported ever smoking/vaping 2% reported ever using marijuana  Key CHKS Findings – 7th Grade: 62% report caring adult relationships 71% feel high expectations from adults at school 32% feel they have opportunities for meaningful participation 59% feel connected to school 67% report high academic motivation 59% report school promotes parental involvement  MPESD uses this data to reflect on student experience and drive improvements in safety, connectedness, engagement, and equity-focused initiatives.  Student Demographics MPESD proudly serves a diverse student population, including: American Indian or Alaska Native: 1% Asian: 15% Black or African American: 2% Hispanic/Latino: 75% Native Hawaiian or Pacific Islander: 1% White: 3% Decline to state: 1% Other: 1%  Student Groups Served: Eligible for Free or Reduced-Price Meals: 74% English Learners: 37% Students with Disabilities: 19.88% Foster Youth: 1% Migratory Students: 1.2% Students Experiencing Homelessness: 18.68%  MPESD is committed to using data from CHKS and other tools to inform planning, identify areas for support, and strengthen conditions for student learning and well-being across all campuses.|Based on analysis of California Healthy Kids Survey (CHKS) results for the 2025–26 school year, MPESD identified both areas of strength and key opportunities for growth in promoting student engagement and school climate. Although participation rates improved among 5th and 7th graders, the data continues to offer meaningful insight into students' perceptions of safety, connectedness, and adult support. Both 5th and 7th grade students reported strong perceptions of adult expectations and caring relationships. Among 5th graders, 80% felt that teachers or other adults held them to high expectations, an increase of 4% from the previous year. Similarly, 7th graders saw a 8% drop in this measure, falling from 79% to 71%. The percentage of 7th grade students reporting caring adult relationships remained the same at 62%. Academic motivation and school connectedness for 7th graders, declined by 5% points from 72% to 67% and school connectedness declined from from 65% to 59%. The 7th grade participation rate was 98% which is a significant increase from 88% from last year.  The data highlights a shared area of need across both grade levels: increasing students' opportunities for meaningful participation in school life and decision-making. Among 5th graders, the percentage reporting such opportunities dropped from 41% to 38%, and school connectedness also declined from 67% to 59%. Among 7th graders,  there was a 6% decrease (from 65% to 59%) in this area suggesting the need for continued focus. There were also some discouraging trends where in areas tied to student well-being. Notably, reported use of cigarettes/vaping and marijuana among 5th graders rose to 2%, up from 0% the previous year. MPESD’s CHKS data reflects overall improvement in students' relationships with adults and their academic motivation, especially among 7th graders. However, the continued need to increase meaningful participation, especially for younger students—remains a critical area for growth. The district will prioritize efforts that elevate student voice, expand leadership opportunities, and promote inclusive practices that ensure all students feel valued, heard, and connected to their school community.|In response to local CHKS data and input from school sites and educational partners, MPESD has made several strategic changes to improve school climate and address areas of need identified through analysis. Notably, student feedback showed that while relationships with adults and academic motivation are the focus, opportunities for meaningful participation and school connectedness remain areas for growth, particularly among 5th grade students. To strengthen student well-being and engagement (aligned with LCFF Priority 6), MPESD has implemented the Mindful Life Project across all schools. This program supports social-emotional learning and mental health through mindfulness practices, helping students build self-regulation, empathy, and resilience. This contributes to calmer classrooms and more connected school environments. In parallel, the district is conducting a comprehensive review of PBIS and Restorative Justice practices to ensure equitable implementation. This includes additional professional development and training for school staff to promote proactive behavior supports, strengthen student-teacher relationships, and reduce exclusionary discipline practices. To improve student engagement and voice, MPESD is expanding access to arts education through investments supported by Arts and Music grants. These programs provide culturally relevant opportunities for creativity, performance, and collaboration, addressing student desire for meaningful school participation as reflected in CHKS feedback. Further, three schools have received Community Schools grants, enabling expansion of integrated support services for students and families. These include mental health services, family engagement strategies, and dedicated staff to coordinate supports and strengthen the connection between home and school. These coordinated actions reflect MPESD’s commitment to continuous improvement and equitable learning environments. They directly respond to identified areas of need such as meaningful participation, connectedness, and support services, while advancing the district’s whole child approach and LCAP priorities.|Met||2026-06-24|2026
43696176048045|Ida Jew Academies|6|MPESD and Ida Jew Academy administers a combined California Healthy Kids Survey (CHKS) annually to gather  student input on school climate,  safety, and connectedness. For the 2024–25 school year, participation included:  5th Grade: 63% participation with active parent/guardian consent  7th Grade: 88% participation with passive consent (opt-out option for consent)  Key CHKS Findings – 5th Grade:  68% feel safe at school  62% report strong caring relationships with teachers or other adults  80% report high expectations from adults at school  38% report meaningful opportunities to participate  66% report high school connectedness (Total School Assets)  2% reported ever smoking/vaping  2% reported ever using marijuana  Key CHKS Findings – 7th Grade:  62% report caring adult relationships  71% feel high expectations from adults at school  32% feel they have opportunities for meaningful participation  59% feel connected to school  67% report high academic motivation  59% report school promotes parental involvement  IJA uses this data to reflect on student experience and drive improvements in safety, connectedness,engagement,  and equity-focused initiatives.  Student Demographics (2024-25)  IJA proudly serves a diverse student population, including:  American Indian or Alaska Native: 0.46%  Asian: 4.60%%  Black or African American: 1.61%  Hispanic/Latino: 90.34%  Native Hawaiian or Pacific Islander: 0%  White: 0.23%  Decline to state: 1%  Other: 1%  Student Groups Served:  Eligible for Free or Reduced-Price Meals: 69.9%  English Learners: 43.9%  Students with Disabilities: 9.4%  Foster Youth: 0%  Students Experiencing Homelessness: 14.7%  MPESD and IJA are committed to using data from CHKS and other tools to inform planning, identify areas for  support, and strengthen conditions for student learning and well-being across all campuses.|MPESD data reflected with Ida Jew Academy based on analysis of California Healthy Kids Survey (CHKS) results for  the 2024–25 school year, MPESD identified both areas of strength and key opportunities for growth in promoting  student engagement and school climate.  Although participation rates were slightly lower among 5th and 7th graders, the data continues to offer meaningful  insight into students' perceptions of safety, connectedness, and adult support.  Both 5th and 7th-grade students reported strong perceptions of adult expectations and caring relationships. Among  5th graders, 84% felt that teachers or other adults held them to high expectations, a 5% increase from the previous  year. Similarly, 7th graders saw a 15% increase in this measure, rising from 64% to 79%. The percentage of 7th grade students reporting caring adult relationships also rose significantly, from 52% to 62%. Academic motivation  and school connectedness also improved for 7th graders, with academic motivation increasing from 61% to 72%,  and school connectedness from 49% to 65%. Perceptions of parental involvement increased from 50% to 60%,  aligning more closely with LCAP Goal 3, which emphasizes family-school partnerships.  Despite these gains, the data highlights a shared area of need across both grade levels: increasing students'  opportunities for meaningful participation in school life and decision-making. Among 5th graders, the percentage  reporting such opportunities dropped from 44% to 41%, and school connectedness also declined slightly (from 69%  to 67%). Among 7th graders, although there was a 9% increase (from 23% to 32%) in this area, the number remains  relatively low, suggesting the need for continued focus.  There were also encouraging outcomes in areas tied to student well-being. Notably, reported use of  cigarettes/vaping and marijuana among 5th graders dropped to 0%, down from 2% the previous year. IJA and MPESD’s CHKS data indicate an overall improvement in students' relationships with adults and their  academic motivation, particularly among 7th graders. However, the continued need to increase meaningful  participation, particularly among younger students, remains a critical area for imprvement. The district will prioritize  efforts that elevate student voice, expand leadership opportunities, and promote inclusive practices that ensure all  students feel valued, heard, and connected to their school community.|Based on the analysis of California Healthy Kids Survey (CHKS) results for the 2024–25 school year, IJA and  MPESD identified both areas of strength and key opportunities for growth in promoting student engagement and  school climate.  Although participation rates were slightly lower among 5th and 7th graders, the data continues to offer meaningful  insight into students' perceptions of safety, connectedness, and adult support.  Both 5th and 7th-grade students reported strong perceptions of adult expectations and caring relationships. Among  5th graders, 84% felt that teachers or other adults held them to high expectations, a 5% increase from the previous  year. Similarly, 7th graders saw a 15% increase in this measure, rising from 64% to 79%. The percentage of 7th grade students reporting caring adult relationships also rose significantly, from 52% to 62%. Academic motivation  and school connectedness also improved for 7th graders, with academic motivation increasing from 61% to 72%,  and school connectedness from 49% to 65%. Perceptions of parental involvement increased from 50% to 60%,  aligning more closely with LCAP Goal 3, which emphasizes family-school partnerships.  Despite these gains, the data highlights a shared area of need across both grade levels: increasing students'  opportunities for meaningful participation in school life and decision-making. Among 5th graders, the percentage  reporting such opportunities dropped from 44% to 41%, and school connectedness also declined slightly (from 69% to 67%). Among 7th graders, although there was a 9% increase (from 23% to 32%) in this area, the number remains  relatively low, suggesting the need for continued focus.  There were also encouraging outcomes in areas tied to student well-being. Notably, reported use of  cigarettes/vaping and marijuana among 5th graders dropped to 0%, down from 2% the previous year. IJA and MPESD’s CHKS data indicate an overall improvement in students' relationships with adults and their  academic motivation, particularly among 7th graders. However, the continued need to increase meaningful  participation, particularly among younger students, remains a critical area for improvement. The district will prioritize  efforts that elevate student voice, expand leadership opportunities, and promote inclusive practices that ensure all  students feel valued, heard, and connected to their school community.|Met||2026-06-24|2026
43696250000000|Oak Grove Elementary|6|91% of 3rd - 8th graders reported feeling safe on the spring Safety, Connectedness and Belonging Survey, a local district survey. This is a 1% increase from the previous year. Hispanic/Latino students report of feeling safe was below average at 89% and 81% of Black/African American students reported feeling safe.|On the SCB survey, physical and emotional safety are not separated and we learned that some students reported not feeling safe due to the physical environment - open concept classrooms or feeling like exterior gates might not be locked. We will adjust the survey to be more clear. While our data shows progress, there is an ongoing need to close disproportionate suspension rate and chronic absenteeism gaps amongst student groups-by race and by students with disabilities.|We will continue to provide district-wide training for approximately 75 additional teachers on Restorative Practices. Additionally Tier 2 and 3 behavior prevention and response will be a focus for professional development in the 2026-27 school year. De-escalation strategies, proactive circles, safety care, and more will be trained and implemented in classrooms to increase the sense of safety, and to promote calm and inclusive learning environments.|Met||2026-06-25|2026
43696330000000|Orchard Elementary|6|Orchard utilizes local surveys and the Healthy Kids Survey data, along with Empathy Interviews. This practice has been consistent and impactful in improving support for students, while increasing an overall positive school climate. The district also uses its MTSS, PBIS, and leadership teams to support the work. The Community School Surveys are completed regularly, and the results are shared.   The goals of the Community School Committee, based on the survey data, are as follows:  Increase family engagement by 3%  for better student outcomes – measured by family engagement data (event attendance, streamlined system of school-home communication, family surveys and workshop participation rates) and student outcomes (attendance rates, academic progress, behavior/discipline data and student participation rates)  Improve student, family, and teacher school connectedness by 3% – measured by the number of activities and events offered (after school enrichment, parent workshops, after hours events, community nights) and engagement data.  Expand community partnerships by 3% to increase access to local resources – measured by the number of programs offered (dental/vision, vaccine clinics, English classes, parent workshops) and number of new and existing partnerships.|Increase family engagement by 3%  for better student outcomes – measured by family engagement data (event attendance, streamlined system of school-home communication, family surveys and workshop participation rates) and student outcomes (attendance rates, academic progress, behavior/discipline data and student participation rates)   Improve student, family, and teacher school connectedness by 3% – measured by the number of activities and events offered (after school enrichment, parent workshops, after hours events, community nights) and engagement data.   Expand community partnerships by 3% to increase access to local resources – measured by the number of programs offered (dental/vision, vaccine clinics, English classes, parent workshops) and number of new and existing partnerships.|No changes at this time; however, Orchard utilizes committees and surveys to determine any next steps.|Met||2026-06-16|2026
43696410000000|Palo Alto Unified|6|"In 2025-26, PAUSD administered the Panorama Well-Being Survey and the California Healthy Kids Survey (CHKS). Areas measured included student belonging and connectedness, supportive relationships, school safety, and bullying/harassment. While 2026 high school response rates were below the 50% threshold for full representation, internal indicators show the district consistently outperforms California state benchmarks. PAUSD’s Student Wellness Index is 109.1, placing the district 9.1 points above the state baseline. Internal data indicates suicide ideation (5%–7%) is significantly lower than the state average (12%–16%), and reported levels of school connectedness and caring adult relationships (77%–79%) remain substantially higher than the California average of 45%. Elementary students report a positive sense of belonging and a 4-point increase in teacher-student relationships. While all student groups previously identified as having significant gaps saw improvements in Sense of Belonging scores this year, a disparity remains between perception and experience. Overall, 85% of secondary students rate the district highly for Diversity and Inclusion, yet personal belonging remains lower. Students of color (Black, Hispanic, Pacific Islander), English Learners, and neurodiverse students report scores in belonging 11 to 16 points lower than the secondary district average of 57%. The gap is most acute for students identifying as gender-diverse or those ""Questioning"" their gender identity, who score approximately 30 points below the general population. Perceived school safety at the high school level is 87%, tracking 27 points higher than the state average of 60%. While Grade 7 harassment is 13 points lower than the state average, high school harassment rates (19%) currently exceed the state average of 12%. The district maintains a strong Antibullying Climate score of 77% for elementary schools, indicating clear expectations for student conduct and teacher support. Awareness of mental health resources is a significant strength, with 63% of secondary and 68% of elementary students knowing how to access help."|"The analysis reveals a critical need to address the experiences of gender-diverse students, as this group represents the most significant disparity in belonging across the district. While overall secondary scores improved by 6 points, students identifying as transgender, non-binary, or those questioning their gender identity score approximately 30 percentage points below the general student population. A sharp ""Secondary School Decline"" is evident; while favorability for these groups hovers near 50% in elementary school, it drops into the 20%–30% range at the middle and high school levels. This suggests that as these students age, they feel increasingly disconnected from the school community, with the 23% favorability in the ""Prefer not to answer"" group highlighting a potential lack of trust in disclosing gender identity within the school environment. Addressing these disparities is a primary identified need, as gender-diverse students report a lower sense of safety (47% at the elementary level) compared to their peers. These findings indicate that while the district is perceived as fair and inclusive in a general sense (85%), this does not yet translate into a felt sense of belonging or emotional security for transgender, non-binary, and questioning cohorts. Strengthening the transition from elementary to secondary school and expanding targeted social-emotional supports are essential steps toward ensuring that the district’s high wellness standards and protective factors are accessible to all students regardless of gender identity."|To address the identified disparities in belonging and safety, survey findings are used to establish site-specific goals for student groups reporting lower favorability. A critical focus is placed on reversing the secondary school decline for gender-diverse and questioning students by refining culture-building initiatives. Students indicating high-need on well-being surveys receive immediate wellness check-ins, therapy referrals, or ongoing monitoring. Building on the strong awareness of mental health resources, the LEA will continue administering fall and spring surveys to measure the impact of these targeted interventions and ensure that high wellness standards are accessible to all student groups.|Met||2026-06-16|2026
43696660000000|San Jose Unified|6|San José Unified uses an annual student climate survey and a safety survey to measure student safety and connectedness. In the Fall of 2025, 83% of elementary school respondents said they feel safe at school “always or most of the time”. 75% of middle and high school respondents said they feel safe at school “always or most of the time”. Other questions that were asked were,” I can talk to someone if I need help.” 76% of elementary respondents “strongly agreed or somewhat agreed” and 76% of middle and high school respondents “strongly agreed or somewhat agreed”.|We had a significant increase in the total number of students, families, and staff completing the Climate Survey in SY25-26. 87% of elementary students and 77% of the secondary students completing the survey. We have seen an increase in students feeling connected on middle and high school campuses, and we have also seen an increase in connectedness at the elementary level.|In 2025 –2026 we prioritized increasing student attendance. The primary strategy for increasing school attendance was focused on building positive relationships at school. Research shows when students and families feel connected to school, they are more likely to attend. We have also increased the staff members that provide home visits. We have seen a significant decline in our chronic absenteeism over the last two years. We are committed to continue our focus on supporting social emotional as well as academic needs. Thus, all SJUSD campuses have at least a part time counselor assigned to their site. In addition to outside agencies to support students with social emotional and behavioral needs. Each site has access to a student services coach to support with school climate and culture. Our focus remains on improving attendance and providing social emotional support for all students to improve school climate.|Met||2026-06-25|2026
43696660129718|Downtown College Preparatory Middle|6||||Not Met|||2026
43696660131656|ACE Inspire Academy|6|ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2024-25, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2024-25 end-of-year survey.   SAFETY - 50% of ACE Inspire students responded favorably to questions related to student safety, but a lower percentage (42%) of students responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional % of students indicated they felt “neither safe nor unsafe” in response to this question.   CLIMATE/CONNECTEDNESS - 44% of ACE Inspire students responded favorably to questions related to a sense of belonging and connectedness.|This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas.  ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety.|No changes are planned for next year.|Met||2026-06-17|2026
43696664330585|Downtown College Preparatory|6||||Not Met|||2026
43696740000000|Santa Clara Unified|6|SCUSD administered a local climate survey last year, but due to a need to revisit the question types and response procedures, the district returned to the California Healthy Kids Survey (CHKS) during the 2025-26 school year. As a leadership team, we analyzed data from various survey modules. However, we primarily evaluate school conditions and climate using the “School Connectedness” and “Perceived Safety” sections. The following results are provided at the overall level and for our three largest student groups.  On average, 78% of 5th grade students reported feeling connected to their school “Most” or “All of the time”. This was a slight (+1.0%) percentage point increase from the last time the district administered this survey. Unfortunately, there continues to be differences in responses based on the student group. Hispanic Latino/a (75%), White (84%), Asian (82%).  On average, 67% of 7th grade students reported feeling in agreement or strong agreement that they were connected to their school, an increase from the last time the survey was administered (+6%). Although different overall results exist between student groups, we experienced increases in school connectedness across all. Hispanic Latino/a (62%) (+7%), White (70%) (+3%), Asian (72%)(+9%). 9th grade results were slightly lower at: Overall (66%)(+4%), Hispanic Latino/a (62%) (+5%), White (74%)(+5%), Asian (68%) (+3%) and 11th grade were slightly lower than those: Overall (64%)(+5%), Hispanic Latino/a (59%)(+5%), White (65%)(+0), Asian (62%)(+7%).  In terms of perceived safety, 82% of 5th grade students reported feeling safe most of the time and all of the time (1 percentage point lower than the last administration). Hispanic Latino/a students experienced a 0% percentage point increase (78%), while the following student groups saw increases White (85%)(+9%), Asian (89%)(+2%). Overall, students at the secondary level had lower percentages of perceived safety than 5th grade students. Results for 7th grade students revealed that overall 71% agreed or strongly agreed to feeling safe at school(+9%). In comparison, some student groups had results that were higher than the district average and others were lower, although they all experienced relative increases. 7th grade students: Hispanic Latino/a (58%)(+7%), White (69%)(+10%), and Asian (62%)(+14%). 9th grade students: Overall (64%)(+10%), Hispanic Latino/a (62%)(+9%), White (68%)(+17), Asian (67%)(+5%) and finally, 11th Grade students: Overall (65%)(+8%), Hispanic Latino/a (61%)(+11%), White (66%)(+5%), Asian (67%)(+8%).|Currently our data shows that a lower percentage of our Hispanic/Latino students are reporting that they feel safe most or all of the time at school. A continued trend from previous survey administrations. Additionally, the data continues to show that overall feelings of safety decline as students go up in grade levels. However, there has been strong growth across student groups.This growth speaks to the impact of district’s campus safety and safety care training for school site teams of administrators, campus supervisors, and specific certificated and classified staff, as well as basic mental health literacy, peer support, and promoting positive school climate and culture.|In addition to our continued investment in the strong collaboration among our student services, special education and counseling departments to provide a wide range of mental health and wellness services to students, we have incorporated “Strategic Pillar 2: Safe and Inclusive Environment” into our new NorthStar plan. This pillar focuses on Social and Emotional Learning and Family and Community Partnerships. Social and Emotional Learning involves the creation of safe, respectful, and inclusive environments by implementing an MTSS framework. As well as, integrating mental health, behavior expectations, and social-emotional learning, along with the adoption and implementation of a comprehensive Social Emotional Learning (SEL) curriculum. Family and Community Partnerships will involve strengthening community partnerships to support student academic success, safety, and well-being, along with enhancing family engagement through diverse activities and multi-strategy communication.|Met||2026-06-11|2026
43696820000000|Saratoga Union Elementary|6|Key Learnings: Identified Needs and Areas of Strength Analysis of our most recent California Healthy Kids Survey (CHKS) and KELVIN survey data reveals significant strengths and clear areas for growth in our school climate and student mindset, with important distinctions across grade levels and student groups.  Areas of Strength: High Elementary School Connectedness and Safety: Our elementary schools demonstrate strong positive indicators. School connectedness is at 77%, and perceived school safety is exceptionally high at 88%. These figures suggest that our youngest students generally feel a strong sense of belonging and security in their school environments. Strong Overall Growth Mindset: Across both elementary and middle school, a high percentage of students exhibit a favorable growth mindset, with 84.5% in elementary and 88% in middle school. This indicates that most of our students believe their abilities can be developed through dedication and hard work, a critical foundation for learning and resilience.  Identified Needs and Areas for Improvement: Decreased Connectedness and Safety at Middle School: A significant concern is the 5% drop in school connectedness and perceived safety from elementary to middle school. This indicates a critical need to investigate factors contributing to this decline and implement strategies to foster a stronger sense of belonging and security as students transition to and progress through middle school.  In summary, our data points to a generally positive and growth-oriented student population, particularly at the elementary level. The California Healthy Kids Survey is administered to the three elementary schools and Redwood Middle School every other year. The spring 2025 report showed elementary school connectedness at 77% and middle school connectedness at 73%. The CHKS showed perceived school safety at the elementary school at 88% and at the middle school at 83%. A KELVIN survey tool is administered three times yearly to students in grades 2-8 to measure a favorable growth mindset. Elementary students currently rate a favorable mindset at 84.5%. At the middle school level, the favorable mindset rate was 88%.|Key Learnings: Identified Needs and Areas of Strength Analysis of our most recent California Healthy Kids Survey (CHKS) and KELVIN survey data reveals significant strengths and clear areas for growth in our school climate and student mindset, with important distinctions across grade levels and student groups.  Areas of Strength: High Elementary School Connectedness and Safety: Our elementary schools demonstrate strong positive indicators. School connectedness is at 77%, and perceived school safety is exceptionally high at 88%. These figures suggest that our youngest students generally feel a strong sense of belonging and security in their school environments. Strong Overall Growth Mindset: Across both elementary and middle school, a high percentage of students exhibit a favorable growth mindset, with 84.5% in elementary and 88% in middle school. This indicates that most of our students believe their abilities can be developed through dedication and hard work, a critical foundation for learning and resilience.  Identified Needs and Areas for Improvement: Decreased Connectedness and Safety at Middle School: A significant concern is the 5% drop in school connectedness and perceived safety from elementary to middle school. This indicates a critical need to investigate factors contributing to this decline and implement strategies to foster a stronger sense of belonging and security as students transition to and progress through middle school.  In summary, our data points to a generally positive and growth-oriented student population, particularly at the elementary level. However, the data strongly emphasize the critical need to address the decline in school connectedness and safety as students transition to middle school. These insights will directly inform our strategic planning for school climate and social-emotional learning initiatives moving forward.|SUSD will continue to use Acknowledge Alliance at the middle school and Project Cornerstone at the elementary schools in addition to Toolbox curriculum and training for new teachers and staff. Digital citizenship lessons will continue to be a high priority as office referrals at the middle school show this is a concern. The counselors and social worker will also remain as there continues to be a need. A second social worker has been hired to assist in the plans. RMS plans to pilot a character building curriculum and will consider Second Step.|Met||2026-06-03|2026
43696900000000|Sunnyvale|6|"Sunnyvale School District administers student climate surveys in both the fall and spring using the Satchel Pulse School Climate Survey to measure students' perceptions of belonging, relationships, safety, engagement, and school climate. Survey participation was strong, with approximately 86% (3,066 students) participating in the fall administration and 61% (2,181 students) participating in the spring administration. Overall, students reported positive perceptions of their school experience across both survey windows. Students reported a strong sense of belonging, with average scores of 7.65 (fall) and 7.43 (spring) on the district's ""I belong in this school"" indicator. Likewise, students reported high levels of encouragement from teachers, with an average score above 8.0 during the fall survey. Students also indicated they know where to seek support. Approximately 58% of students in the fall and 59% in the spring reported they would feel comfortable talking to someone at school if they were feeling stressed, anxious, or down. Similarly, nearly half of students reported it would be easy or very easy to get help from an adult if a student were being bullied, while approximately one-third selected ""neither easy nor difficult,"" indicating opportunities to further strengthen awareness of available supports. The district also reviewed local indicators including attendance, chronic absenteeism, suspension data, behavioral incident trends, and student support referral data. Data were examined by student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, homeless students, and racial and ethnic groups where reporting thresholds permitted. These multiple measures were used to evaluate equitable access to safe, supportive learning environments and to guide continuous improvement efforts."|The district's analysis indicates that students generally experience Sunnyvale schools as welcoming, supportive, and academically encouraging environments. Across both survey administrations, students consistently reported a strong sense of belonging and positive relationships with adults, suggesting that schools continue to foster environments where students feel known and supported. Survey responses also identified several opportunities for continued growth. While students generally reported positive relationships with staff, only about six in ten students indicated they would feel comfortable seeking help when experiencing emotional distress. Likewise, although many students believed adults are available to help with bullying concerns, a substantial number selected neutral responses, suggesting that additional work is needed to ensure every student understands how to access trusted adults and support systems. The survey also identified opportunities to strengthen students' overall experience of school. Ratings related to school recognition and the physical environment were more moderate than measures of belonging and teacher relationships, suggesting continued attention should be given to student voice, recognition, school pride, and campus conditions. When considered alongside attendance, behavior, and student support data, these findings reinforce the district's continued emphasis on prevention, positive relationships, early intervention, and equitable access to behavioral health and social-emotional supports. Review of disaggregated data also continues to inform efforts to ensure all student groups experience similarly positive school climates.|Analysis of local climate data informed several district priorities during the 2025–26 school year. Sunnyvale School District continued strengthening systems that promote safe, inclusive, and supportive learning environments through coordinated efforts across Student Support Services, school sites, and community partners. The district continued implementation of Community Schools and School Linked Services to improve access to behavioral health resources, family engagement, and coordinated student support. Student Support Services refined attendance intervention procedures, SARB practices, behavior response protocols, restorative approaches, and discipline decision-making to strengthen prevention and early intervention while maintaining safe learning environments. Survey findings also reinforced the importance of increasing student awareness of available trusted adults and strengthening connections between students and support services. Schools will continue expanding opportunities for student voice, recognition, and relationship-building while providing ongoing professional learning focused on restorative practices, trauma-informed care, culturally responsive practices, bullying prevention, and behavioral threat assessment. The district will continue administering climate surveys throughout the school year and reviewing results alongside attendance, behavior, and engagement data to monitor trends over time, identify disparities among student groups, and evaluate the effectiveness of district initiatives. These data will continue to inform school improvement planning, LCAP implementation, and resource allocation in support of the district's Strategic Plan commitment that every student is known by name, strength, and need and is prepared to thrive in a safe, inclusive learning environment. I think this version reads more cohesively and is stronger for the CDE Local Indicator narrative because it relies on a single, well-defined climate survey and other district operational data rather than referencing multiple climate instruments.|Met||2026-06-18|2026
43697080000000|Union Elementary|6|Union School District regularly distributes a Perception Survey to students, staff and families.   The results from our most recent  survey administered in spring 2026 will drive our goals and planning for the 2026-27 school year.   Some of the overarching results we will consider are as follows: Continue to identify the needs of students and provide rigorous, differentiated instruction to meet the needs of all levels of learners.  Promote a respectful social environment where students feel safe and included, have positive connections with the adults on campus, caring student to student relationships and school sites that continually work on the elimination of bullying and rumor spreading Promote connections between students and their school, especially with our middle school students.|This year, we continued to give the California Healthy Kids Survey (CHKS) to current 5th-7th  grade students.  While there were many bright spots, there were other areas that stood out as focus areas for us to address in 2026-27.  These include continuing to build student to school connectedness and helping students to feel safe at school.  While all four areas in the CHKS (school connectedness, feeling safe at school, caring adults on campus and frequent sadness/social emotional distress) improved in 6th and 7th grade, 5th grade results did not completely follow this upswing.  Instead, 5th graders decreased 5% in feeling connected to school, 6% in feeling safe at school and decreased 5% in caring adults on campus. We will pay extra attention to this student group during 2026-27 as they transition to middle school to help them rebuild that connectedness. This year, we also made strides regarding school climate. One area of strength is that 4 of our schools have completed their Year 3 of Positive Behavior Intervention Supports (PBIS) training, so that all schools are officially trained and launching Tier 2 strategies to support students.  In the fall we will begin reviewing our Tier 1 strategies and strengthening them even more,  and we look forward to seeing PBIS becoming more and more robust each year.  Chronic Absenteeism was also a focus this year, and we are pleased to share that, with our student attendance system, focused parent meetings on attendance, and recognition when attendance improves, we continue to show growth in decreasing chronic absenteeism rates. In our work with PBIS, all eight of our schools received state recognition for implementing PBIS. Oster and Lietz received Gold recognition; Alta Vista, Carlton, Guadaliupe, and Noddin received  Silver recognition; and DMS and UMS received Bronze recognition with the California Statewide Recognition of PBIS Schools. We are the only district in Santa Clara County to have all schools receive state recognition.  This year, we have four schools applying for Gold recognitions: Oster, UMS, DMS, and Noddin, and four schools applying for Silver: Alta Vista, Carlton, Guadalupe, and Lietz. These awards demonstrate our schools’ levels of PBIS implementation based on the Tiered Fidelity Inventory (TFI), which includes site walkthroughs and interviews with students and staff.  In 2026-27 we will continue our commitment to seeking out student voice via Student Senate, Student Council and surveys.  Furthermore, we will continue our character and community building programs including Project Cornerstone, Where Everyone Belongs (WEB), positive behavior incentives, school-wide rallies and events, Smart Start, and Digital Citizenship lessons.   Lastly, all eight sites continued to implement Social Emotional Learning (SEL) lessons regularly using one or more of the adopted district curricula: Kimochis, Second Step, Caring School Communities and Character Strong.|At this time we don’t anticipate updating any policies in regards to school climate, however we will continue to refine our yearly site plans (including School Plans for Student Achievement and Safety Plans) to address students' concerns as indicated in the California Healthy Kids Survey (CHKS).   Furthermore, to ensure consistency with positive interactions during lunch time, noon duty supervisors will be trained on PBIS strategies so common language and protocols will be facilitated both in and outside of the classroom. In 2026-27 we will also ensure that students are provided with structured activities at recess and lunch for those who would like to participate.|Met|As part of our Local Control Accountability Plan (LCAP) Educational Partner input gathering, we once again met with our student groups to gather their input.  During Student Senate meetings, students shared that they have seen an improvement in bathroom cleanliness as well as in the variety of food choices in the cafeteria, which were two key areas of concern in the past. Bathroom cleanliness is still a concern, but they reported that the issue is more about teaching students how to keep it clean throughout the day (ex: throwing paper in the trash versus on the floor) versus a lack of cleaning by custodial staff.  General campus cleanliness is a student concern at some sites and student senators determined more recess leaders and having more trashcans available near lunch tables would help with this.  Middle school students continue to share that having their teachers/school staff reach out to their parents early and often about low grades and behavior concerns would positively benefit those students.   Senators also shared that PBIS school wide incentives, such as music during lunch on Fridays and class competitions,  have been helpful in building positive site culture and climate.|2026-06-08|2026
43733870000000|Milpitas Unified|6|"Based on the Spring 2026 Panorama Education survey results, Milpitas Unified School District has gained significant insights into the social-emotional landscape and school climate for students in grades 3-12. The data highlights a distinct contrast between the experiences of elementary students and those in secondary grades. Key Strengths and Successes The LEA learned that self-management is a consistent strength across the district, with students in grades 3-6 scoring 74% and those in grades 7-12 scoring 71%. For the younger cohort, this places the district in the 60th-79th percentile nationally. Specific behaviors like following directions and coming to class prepared were reported with high favorability. Other notable strengths include: Perseverance in Secondary Grades: Despite other challenges, students in grades 7-12 scored 58% in perseverance, placing them in the 60th-79th percentile nationally. This suggests that older students believe they can push through setbacks to achieve goals. Strong Elementary Relationships: For grades 3-6, Teacher-Student Relationships (72%) and Sense of Belonging (59%) are high, both falling into the 60th-79th percentile compared to national benchmarks. Critical Areas for Growth (Secondary Grades) The most significant learning for the LEA is the sharp decline in student perceptions as they move into higher grade levels. For grades 7-12, several key categories fell into the lowest national percentile (0th-19th percentile): Self-Efficacy (44%): Older students have a very low belief in their ability to succeed academically, particularly when faced with ""hard schoolwork"" or ""complicated ideas"". Rigorous Expectations (57%): The LEA learned that older students do not perceive a high level of academic challenge or teacher encouragement compared to their peers nationally. Engagement (34%): This is a primary area of concern; only about one-third of students in grades 7-12 report being excited about or interested in their classes. Comparative Learnings The LEA now understands that there is a widening gap between the elementary and secondary student experience: Rigorous Expectations: While 70% of students in grades 3-6 feel their teachers have high expectations, that number drops to 57% for grades 7-12. Teacher-Student Relationships: Favorability drops from 72% in lower grades to 54% in upper grades. School Climate: Perception of the overall learning climate is significantly higher in grades 3-6 (54%) than in grades 7-12 (45%). Actionable Insights The survey results indicate that while students have the foundational skills for self-management and perseverance, the LEA needs to focus its LCAP (Local Control and Accountability Plan) efforts on: Re-engaging secondary students to improve the 34% favorability in class excitement. Boosting academic self-efficacy in grades 7-12 to move out of the bottom national percentile. Improving the physical and social school climate in secondary schools, where only 39% of students feel the"|The disaggregated results reveal a significant divergence in school experience between elementary (grades 3–6) & secondary (grades 7–12) students. While younger students report high levels of support & engagement, the data for older students highlights critical challenges in academic confidence and the perceived school environment. Strength Areas Elementary: This cohort shows broad strengths across multiple SEL categories, often ranking in the 60–79th percentile nationally. Specific strengths include Teacher-Student Relationships (72%) & Sense of Belonging (59%). Secondary: Older students show resilience in Perseverance (58%) & Emotion Regulation (52%), 60th–79th percentile nationally. District-wide: Self-Management is a core strength for all students, with favorable responses at 74% for elementary & 71% for secondary. Students consistently report high levels of following directions (80–86%) & coming to class prepared (77–80%). Growth Areas There’s a sharp decline in student perceptions at the secondary level: Academic Rigor & Expectations: While 70% of elementary students feel their teachers have high expectations, this drops to 57% for grades 7–12, placing the district in the lowest 20% nationally for secondary rigorous expectations. Self-Efficacy: Secondary  students struggle with belief in their academic success. Their score of 44% is in the 0–19th percentile nationally. Specifically, only 30% are sure they will remember what they learned next year, and only 37% feel confident understanding complicated ideas. School Engagement: Engagement drops from a national strength in elementary to a growth area in secondary (20th–39th percentile). Only 25% of secondary students report being excited about attending their classes. Sense of Belonging:  Our 3rd-6th graders scored 59% for Sense of Belonging. They scored higher when asked how much support adults provide them (69%) & how much they feel they belong (63%). They do not feel people understand the kind of people they are (56%) nor do they feel students respect them (47%). Our English Learners, African Ancestry and Hispanic students scored lowest on this section of the survey.   Our secondary students scored 51% for Sense of Belonging. They scored higher when asked how much support adults provide them (55%) & how much they feel they belong (55%). They also do not feel people understand the kind of people they are (46%) nor do they feel students respect them (48%). Our English Learners, Reclassified English Learners, African Ancestry & Hispanic students scored lowest on this section of the survey.   Barriers to Success Student Behavior: Only 27% of secondary & 28% of elementary students believe their peers follow school rules. Relational Disconnect: While 59% of elementary students believe a teacher would be concerned if they were upset, only 35% of secondary students feel the same. Work Habits: While students follow directions, they struggle with procrastination (46%).|This data reveals an opportunity to focus on students’ sense of belonging at both the grade bands. Also, there is a need to focus on secondary teacher-student relationships (54%). With the initial work we have done to train our assistant principals & staff in restorative practices, our behavioral data began to show improvement. This past year we focused on relaunching our affinity groups to strengthen the impact our schools have on students’ connectedness.      This year’s LCAP Committee decided to focus on social emotional learning for next year at the elementary level specifically around building a common language and SEL activities/lessons. At the secondary level, we will continue to focus on restorative practices. We plan to bolster re-integration practices when a larger group is impacted/harmed. We will also launch and pilot Link Crew where we pair 7th and 9th graders with upperclass peers focusing specifically on English Learners and newcomers.      Overall, MUSD does a good job in providing a positive school climate, but has work to do to ensure all student groups feel they belong and are able to make personal connections to adults and students on campus.|Met||2026-06-23|2026
43742940000000|Metro Education|6||||Not Met|||2026
43743020000000|Santa Clara County ROP|6||||Not Met|||2026
43771490000000|SBE - KIPP Navigate College Prep|6||||Not Met|||2026
43771490137315|KIPP Navigate College Prep|6|97% of KIPP families positively indicated that teachers have built strong relationships with their child. 71% of student surveys indicated a positive response to feelings of emotional safety at the school.|The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions:  The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families.  The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying.|KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community.  KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time.|Met||2026-06-04|2026
44104470000000|Santa Cruz County Office of Education|6|Our LEA uses local data as well as the Healthy Kids Survey which is administered every two years. According to our local survey, Over 90% of families feel our school staff is dedicated to their academic success and 93% of families feel our schools are safe and 87.4% of students feel safe with 9.4% having no opinion. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected and appreciated. 78% of students feel that the school staff cares about them with 16.3% neutral and 92.9% of families believe the school staff cares about their student.|The data reveal strong alignment between student and family perceptions regarding safety, staff dedication, and school culture. Students and families both feel that our programs foster safe and supportive environments and prioritize academic success. Students shared their appreciation for the individualized and flexible nature of their educational experiences, highlighting the value of small, caring school communities. Key areas of growth identified include: increasing access to enrichment opportunities, continuing to build out counseling and mental health supports, and maintaining strong community connections through school-based events and culturally responsive programming.|The feedback from our surveys, focus groups, and family meetings have directly impacted our LCAP goals and actions for 2024-2027. We are taking action to add more mental health supports, provide more opportunities for family engagement, and arranging more connections with community organizations along with college and career coordination and support. Our results have been consistently positive when it comes to school climate and we strive to do better each year and listen and learn from our community.|Met||2026-06-25|2026
44104470136572|Santa Cruz County Career Advancement Charter|6|The Santa Cruz County Office of Education Career Advancement Charter does not administer the California Healthy Kids Survey (CHKS) as it is a program that exclusively serves adult learners (18+). We use our own qualitative survey data to guide programmatic decisions related to social emotional needs and school culture. This survey is adapted slightly for our students in Corrections. Through the Local Control Accountability Plan process, the CAC does ask students for feedback regarding connectedness and support. Additionally, we inquire about possible barriers or hardships that may interfere with our students' ability to continue attending school. Students also participate in the GOAL Consortium survey process, including our students in corrections.|Students overwhelmingly agree or strongly agree that they feel connected to and supported by CAC staff. They also have shared the challenges they face, including access to childcare, transportation, socio-emotional and mental health support, and overall resource support.|We will continue to seek student input through our survey process, anecdotal evidence, and the student advisory committee meeting to guide decision making in the Career Advancement Charter. Existing plans continue to reflect the input generated from our students and programming decisions are made based on student need.|Met||2026-06-25|2026
44104474430252|Pacific Collegiate Charter|6|PCS administers School Climate surveys bi-annually, as well as taking local student surveys each semester to assess students' perception of school climate and culture. In the most recent survey, 72% of students felt that PCS is a welcoming place (Safety and Connection) for people with their race and/or ethnic background (93%), socioeconomic background (92%), gender and identity (91%), and all backgrounds and cultures (85%). Student receiving special education services (78%) and free and reduced meals (75%), report generally positive results. Some related areas for growth indicate further work is needed to support students in grades 7 (67%) and 9 (67%), non-binary students (67%). Overwhelmingly, students reported feeling kindness, care, or concern for others (94%) and have friends at school that care about them (92%). The lowest scores indicate that students don't know how to access Opportunities for Student Voice and Leadership (58%). This appears consistent across most demographic and subgroups.|PCS has worked hard to promote positive school culture, but has additional work to do in supporting all students. One are for growth is ensuring that all students see their input reflected in practices and policies that impact them or a clear understanding when it doesn't. With a goal of ensuring that all students feel safe, challenged, supported, and heard at PCS, this will continue to be a focus goal through 2026-2027.|PCS provided all teachers with multiple days of collaboration and professional development opportunities to focus on serving all students through a close examination of student data, social-emotional and mental health, and access to curriculum that ensure positive student outcomes which meet the needs of all students with emphasis on including traditionally underrepresented groups, First to College students, low income students, and students with disabilities. PCS will continue providing meaningful opportunities for input through additional Student Town Halls, Student Leadership, and other ongoing means of communication. Further efforts will be made to ensuring students have formal and informal leadership opportunities.|Met||2026-06-10|2026
44697320000000|Bonny Doon Union Elementary|6|Our students report on our local survey that our school climate and culture provide a safe, nurturing learning environment. Results from our annual student survey show that 100% of our students feel that they can talk to a teacher and 92% yard duty when they have a problem.|Our students report close connections to their classroom teachers and instructional aides. We have created a new Climate & Culture Lead position to support our efforts. Nonetheless, we are pleased that our students express they are feeling safe and connected while at school.|Our staffing includes a designated person to work with students, staff and community to maintain a safe and respectful school environment. The Climate and Culture Lead deepens cross-grade connections (since we only have 1 classroom/grade). We are increasing the availability of social-emotional counseling support. Finally, we will be working participating in a professional learning series to expand social and emotional learning as well embed it in the content area instruction.|Met||2026-06-04|2026
44697570000000|Happy Valley Elementary|6|On the latest student survey, 99% of students reported they feel safe in the classroom and 92% reported they feel safe on the playground.|Students who say they don't feel safe cite feeling nervous on the equipment, especially the youngest students.   Additionally, because we are a TK-6th grade school, some students are intimidated by older students.  However, we have strong student leadership and overall issues are addressed positively and quickly.|The staff will continue to review their discipline and PBIS protocols.|Met||2026-06-17|2026
44697650000000|Live Oak Elementary|6|LOSD participated in the California Healthy Kids Survey in the fall of 2025. ELEMENTARY STUDENTS (5th grade) 5th grade responses/contrasted with state average: 1. Supports and Engagement Domain-school connectedness: 76/+3, academic motivation: 82/-1, caring relationships: 72/+2, high expectations: 87/+3, meaningful participation: 40/-1, perceived school safety: 88/+10 2. Low Violence Domain- low violence victimization: 57/-6 3. Other Domain- fairness: 76/+3, rule clarity: 82/+2, social emotional learning supports: 79/+4, antibullying climate: 74/+2, positive behavior: 92/+4, parent involvement in schooling: 77/+1, facilities upkeep: 70/-2. SECONDARY STUDENTS (7th grade) 7th grade responses/contrasted with state average if/where available: 1. Supports and Engagement Domain- school connectedness: 62/na, academic motivation: 61/-10, two or fewer absences/month: 87/-2, caring adult relationships: 66/+3, high expectations: 77/+1, meaningful participation: 32/na, perceived school safety: 67/na 2. Low Violence Domain- low violence victimization: 74/na, no harassment: 72/na, no mean rumors: 71/na, no fear of getting beaten up: 78/na 3. Other Domain- promotion of parental involvement: 60/+1, no substance use at school: 99/na, facilities upkeep: 58/na Individual school site and main reports, including data disaggregated by student groups can be accessed at WestEd: Live Oak Elementary Reports - 25-26|Caring adult relationships in school and academic motivation continue to be highly correlated to the overall sense of school connectedness. Students' responses indicate self-awareness of absenteeism; late bedtimes for both elementary and secondary may be a contributing factor to absenteeism. In the 26-27 school year, LOSD will implement a District Attendance Review Team to monitor attendance and connect families with attendance support. Continued efforts need to be ongoing to increase attendance, particularly for students with special education. Approximately 15-25% of students have experienced cyberbullying, the distribution across demographics is similar, and the impact of cyberbullying is unclear to the overall low violence domain and/or perceived school safety survey items|For the 26-27 school year, LOSD will relaunch professional learning and implementation of MTSS practices addressing Tier 1 instruction across multiple content areas. As a district, all three pillars of MTSS will be addressed at a Tier 1 level to create a strong base (Socio-emotional, Behavior, Academics). We will continue to deliver education around social media and cyberbullying. Continued efforts and consistent communication about the importance of attendance will no longer be a part of the A2A Platform. Interpersonal school relationships, non- shaming messaging, and support will be delivered by each school site.|Met||2026-06-03|2026
44697650100388|Tierra Pacifica Charter|6|"This year the 2nd/3rd and 6th/7th/8th grade classes were surveyed. LCAP Goal #1: Strengths: 1) 69.2% Classroom rules and consequences are clear 2) 92% Our school supports social-emotional well-being 3) 96% Our school supports collaborative learning Parents/guardians commented on or would appreciate the following: 1) More feedback needed from community (19% responded to survey) 2) Continue to educate our families on our school’s commitment to supporting our students of color 3) Have a station for parents to reply to a survey at a community mtg, as the response rate was only 19% of our community. LCAP Goal #2: Strengths: 1) Over 60% of people who responded volunteer weekly or more 2) 86% of people feel heard and helped by staff 3) 74% of people know how to request and complete an IS Parents/guardians commented on or would appreciate the following: 1) Buddy Families for new people 2) More examples of how to volunteer and why it is important 3) Childcare for more/all meetings LCAP Goal #3: 1) SEL is particularly strong! 2) Parent connections are strong! 3) TP demonstrates an appropriate tech balance for students Parents/guardians commented on or would appreciate the following: 1) Corrected work home in timely manner, with suggested for how to help support and connect to the academic program at home 2) More differentiation for advanced students 3) Student respect for staff members and other adults has decreased from 71.7% prior year to 53.8% this year. 4) Classroom rules and consequences are clear to students has decreased from 81.9% to 69.2%. Feedback from our annual Student Survey data shows the following: *(Missing the Redwoods surveys (4th & 5th graders) Strengths: 1) Differences are appreciated and valued (Increase to 83.3% over 65.2% prior year for Middle Grades, 95.9% to 84.7% prior year for Elementary) 2) Students know who to go for after a conflict 3) Students feel safe at school (Increase to 80.8% from 62.5% prior year for Middle Grades, 83.3% from 76.9% prior year for Elementary) 4) Teachers made learning interesting Students would appreciate the following: 1) Making classrooms clean, safe and well-maintained 2) Knowing more about the student beyond their academics 3) TPCS support students in learning about myself and interacting with others 4) ""Adults care about me"" (Slight decrease from prior year 88.5% - 79.2% for Middle Grades, slight increase for Elementary 66.6% from 65.4% prior year) Students offered the following feedback: 1) Inconsistent discipline - lack of student-teacher respect 2) More conversation about tools to handle racist comments"|Our key learnings from the student and parent feedback survey this year were the following: 1) We need to continue to work as a staff on a consistent discipline system and the aligned communication of that system. 2) Both (middle school) students and parents would like to build more academic structures for support but also extension. We will be working on a more aligned math intervention plan for the upcoming academic year, and we are expanding our reading support and intervention into middle school. 3) While social-emotional learning is strong, we also need to build our students' resiliency and stamina for both rigorous academics as well as preparing them for high school level work.|TP is enrolling more students in the middle school grades in 25-26, and will be adding two additional classrooms to accommodate the increase. It is anticipated that having slightly more space will add to all staff and student satisfaction levels.|Met||2026-06-10|2026
44697730000000|Mountain Elementary|6|MESD surveys students in grades 2-6.  Adults at school believe I can do great things: 95% Adults at school encourage me to work hard so I can be successful: 96% Our school is a safe and welcoming place for all people: 94% At this school, students treat each other with respect: 79% Adults at my school take action when students are being mean: 85% The rules at my school are the same for everyone: 84% Adults at my school care about me: 90%|Student survey results indicate that students feel safe and cared for by adults at school. This is an area of strength for Mountain Elementary. Students report having many adults on campus who provide support when they have worries or concerns, and who strive to assist students to learn to their potential. An area of growth related to school safety is to continue to focus on peer to peer relationships, teaching conflict resolution and addressing the perception that the rules are not enforced fairly or equally.|MESD plans to revisit the parent/student handbook to ensure behavior expectations and rules are explicit and easy to understand. MESD will also work wit yard supervisors to ensure that rules are being enforces fairly across all grade levels. The district is also exploring ways to seek more realtime student feedback about perceptions related to safety and well-being.|Met||2026-06-11|2026
44697810000000|Pacific Elementary|6|Our annual parents survey yielded a high participation rate. All the response areas were very positive. The two lowest areas were about art and PE instruction.|Parents would like us to improve instruction in art and PE.|We have hired a new music teacher.|Met||2026-06-03|2026
44697990000000|Pajaro Valley Unified|6|PVUSD utilizes the YouthTruth Survey as its primary local climate survey and supplements this information with family engagement survey data collected through the LCAP process. During the 2025-26 administration, 13,735 students, families, and staff participated, representing an overall response rate of 48%. Student participation was particularly strong at 79%, staff participation was 62%, and family participation was 22%.  YouthTruth results indicate varying perceptions of school climate across stakeholder groups. Elementary students reported high levels of engagement (85%) and relationships (75%), while belonging was lower at 35%. Families reported positive perceptions of relationships (88%), communication and feedback (83%), culture (80%), and school safety (71%). Staff reported positive ratings for engagement (82%), relationships (87%), school safety (71%), and professional development and support (67%).  Additional climate measures from the survey indicate that high school students reported 69% positive ratings regarding respect for people from different backgrounds, while 60% reported that adults treat students with respect. However, only 33% reported that students treat adults with respect. High school students reported feeling safe at school at 50% positive and rated discipline fairness at 42%. Families reported 56% positive ratings regarding school safety and 52% regarding discipline fairness. Staff reported 68% positive ratings for safety and 42% for discipline fairness.  Family engagement survey results demonstrated continued growth in parent engagement. Compared to baseline, middle school parent engagement increased by 8 percentage points (63% to 71%), and high school parent engagement increased by 11 percentage points (48% to 59%). Parent empowerment in school decision-making increased by 7 percentage points at the middle school level and 2 percentage points at the high school level.|Analysis of local climate data identified several strengths. Families continue to report strong relationships with schools (88%) and positive communication and feedback (83%). Staff reported strong relationships (87%) and engagement (82%), indicating positive connections among adults and a strong commitment to supporting students. Parent engagement measures also demonstrate growth, particularly at the secondary level, where middle school and high school families reported increased engagement and participation in school activities and decision-making.  The data also identified areas for improvement. Student perceptions of belonging remain comparatively low, particularly among elementary students (35%). Safety emerged as a significant area of need, with only 50% of high school students and 56% of high school families reporting positive perceptions of safety. Discipline fairness also remains an area for continued improvement, with 42% of high school students and 42% of staff reporting positive perceptions. Survey results further suggest opportunities to strengthen school culture, increase student connectedness, and improve perceptions of mutual respect between students and adults.  Family engagement data indicate that while parents generally feel welcomed and engaged, fewer families report feeling empowered to participate in decision-making, particularly at the high school level where only 46% reported feeling empowered to play a meaningful role in school decisions. These findings highlight the need to continue strengthening student belonging, school climate, family leadership opportunities, and meaningful stakeholder participation in decision-making processes.|Based on these findings, PVUSD will continue implementing and expanding strategies designed to strengthen school climate, student connectedness, and family engagement. The district will continue supporting Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning, attendance improvement efforts, and student wellness initiatives to improve students' sense of belonging, safety, and connection to school.  To address family engagement findings, the district will continue expanding implementation of ParentSquare, site Family Engagement Plans, Family Engagement Leadership Institute (FELI) practices, Community Schools strategies, and opportunities for family leadership through DAC, DELAC, ELAC, School Site Councils, and LCAP engagement activities. Additional emphasis will be placed on increasing participation from underrepresented families, strengthening two-way communication, and ensuring families understand how their input informs district and school decisions.  PVUSD will continue providing culturally and linguistically responsive outreach, including translation and interpretation services, Mixteco language supports, newcomer family engagement opportunities, and Family Engagement and Wellness Center services. The district will also continue using YouthTruth survey results, attendance data, stakeholder feedback, and Dashboard indicators to monitor progress and guide continuous improvement efforts aimed at creating safe, welcoming, and inclusive learning environments for all students.|Met||2026-06-24|2026
44697990117804|Ceiba College Preparatory Academy|6|"Ceiba administers a local climate survey annually each October as part of its LCAP feedback process. Beginning in 2024-25, Ceiba transitioned its student climate survey instrument from the California Healthy Kids Survey (CHKS), used for the 2023-24 baseline, to the Youth Truth Survey (YTS). Because the instruments differ, results are not directly comparable across the two tools. The survey measures students' sense of safety, school connectedness, and engagement, and a parallel survey captures teacher and staff perceptions. Student climate data (Youth Truth Survey), disaggregated by grade span (Middle School / High School): For 2025-26, the most recent administration:  School Safety: students feel safe during school: MS 51%, HS 65% (up from MS 46% / HS 51% in 2024-25) School Engagement:students are part of a club, sport, or group: MS 62%, HS 47% (MS rose from 72%... note MS declined while HS varied; 2024-25 was MS 72% / HS 53%) School Connectedness: students feel part of the school community: MS 43%, HS 44% (up from MS 37% / HS 41%) School Connectedness: students feel comfortable talking to a school adult about a problem: MS 44%, HS 60% (up from MS 36% / HS 51%)  The 2026-27 target across these measures is 80% (or 3.80 on the survey scale). Overall, safety and adult connectedness improved across both grade spans; sense of belonging improved modestly, while engagement showed mixed movement, with high school engagement declining. Teacher/staff climate data (Youth Truth Survey): For 2025-26, 73% of teachers and staff felt most students are safe from violence, and 74% reported feeling part of the school community (2026-27 targets: 90% and 80%, respectively). Additional climate-relevant data, disaggregated by student group: Because the climate survey itself is disaggregated by grade span rather than demographic subgroup, Ceiba also examines discipline and attendance indicators, which are disaggregated by student group, as climate measures:  Suspension Rate (2024-25 Dashboard) — Overall ""Very Low"" at 1.2%: EL 2.2%, LTEL 2.8%, Latino 1.2%, SED 1.2%, Homeless Youth 0%, and SWD 5.9%. Students with Disabilities are the clear outlier, with a suspension rate that rose against the declining schoolwide trend, and are a priority focus for 2026-27. Expulsion Rate: 0.2%, ""Exceeded Target."" Chronic Absenteeism (grades 6-8): 11.9%, rated ""Medium"" on the 2025 Dashboard.  Taken together, the data show a generally safe campus with low exclusionary discipline and improving student-reported safety and belonging, alongside two areas warranting attention: high school engagement and the elevated suspension rate among students with disabilities."|"Analysis of Ceiba's local climate survey data, alongside disaggregated discipline and attendance indicators, revealed clear strengths and several prioritized needs. Areas of Strength The clearest strength is a safe, low-exclusion campus. Ceiba's overall suspension rate is ""Very Low"" at 1.2%, its expulsion rate is just 0.2%, and these low rates hold across nearly every student group, including English Learners (2.2%), Long-Term English Learners (2.8%), Latino students (1.2%), socioeconomically disadvantaged students (1.2%), and homeless youth (0%). Student-reported safety reinforces this: the share of students who feel safe during school rose at both grade spans, reaching 65% in high school and 51% in middle school. A second strength is improving the connection to caring adults. The percentage of students who feel comfortable talking to a school adult about a problem increased at both levels, to 60% in high school and 44% in middle school, indicating that relationship-building efforts and the school's counseling and culture roles are gaining traction. Staff climate is also stable and positive, with about three-quarters of teachers and staff reporting that students are safe and that they feel part of the school community. Identified Needs The most significant equity need is the suspension rate among students with disabilities. While schoolwide discipline declined, the SWD suspension rate rose to 5.9%, the only group moving in the opposite direction. This signals a need for strengthened behavioral supports, restorative practices, and co-teaching for SWD, which Ceiba has prioritized for 2026-27. A second need is student engagement, particularly in high school, where the share of students participating in clubs, sports, or groups declined to 47%. Sustaining access to and belonging in extracurriculars at the high school level is a focus area. A third need is sense of belonging overall. Although connectedness improved, the share of students who feel part of the school community remains in the low-to-mid 40s (MS 43%, HS 44%), well below the 80% target, indicating belonging is improving but still has substantial room to grow. A fourth need is chronic absenteeism in grades 6-8, which remains at 11.9% (""Medium""), warranting continued attendance interventions. Overall Learning The data tell a consistent story: Ceiba has built a physically safe, low-discipline environment with strengthening adult relationships, but must now deepen students' sense of belonging and engagement, and close the discipline gap affecting students with disabilities. A measurement caveat also emerged: because Ceiba shifted from CHKS to the Youth Truth Survey in 2024-25, multi-year trend analysis is limited, and consistent use of YTS going forward will improve the school's ability to track progress."|In response to the needs identified through analysis of local climate, discipline, and attendance data, Ceiba has revised its plans, policies, and procedures as follows to support continuous improvement. Addressing the elevated suspension rate among students with disabilities. This was the most significant equity finding, and Ceiba is implementing the most substantive changes here. In consultation with the El Dorado Charter SELPA, Ceiba will create a targeted professional development plan focused on prevention and intervention strategies to reduce the SWD suspension rate. The school is revising its discipline procedures for students with disabilities to emphasize alternatives to suspension, including restorative approaches, re-entry meetings, counseling, check-in systems, staff de-escalation training, and review of Functional Behavioral Assessment and Behavior Intervention Plan (FBA/BIP) processes. Co-teaching supports and close monitoring of SWD suspension data will continue throughout 2026-27. Strengthening student engagement and belonging. Because high school engagement declined and overall connectedness remains below target, Ceiba will sustain and diversify extracurricular access, including high school sports and clubs, and address the decline in middle school club participation. Behavioral and culture systems, including the 5-Star Recognition System and Character Strong programming, will be delivered more consistently in 2026-27, since prior-year analysis showed Character Strong required more reliable implementation. Restorative justice techniques and structured engagement supports will continue to be targeted to foster youth, homeless youth, English Learners, and socioeconomically disadvantaged students who may face greater barriers to connection. Sustaining attendance gains. To address chronic absenteeism in grades 6-8, Ceiba will continue and reinforce attendance incentives, parent outreach, attendance contracts, and a tiered system to identify and support chronically absent students. Improving measurement for continuous improvement. Ceiba recognized that its mid-cycle change from the California Healthy Kids Survey to the Youth Truth Survey limits multi-year trend analysis. As a procedural revision, the school has committed to administering the Youth Truth Survey consistently going forward, so that future climate data are directly comparable and can more reliably inform decision-making. Collectively, these revisions reflect Ceiba's data-informed continuous-improvement cycle: identifying needs through disaggregated local data, then adjusting actions, professional development, and monitoring practices to address them, with particular attention to the student groups the data show are most affected.|Met||2026-06-09|2026
44697994430229|Pacific Coast Charter|6||||Not Met For Two or More Years|||2026
44697994430245|Diamond Technology Institute|6|Diamond Technology Institute utilized the comprehensive February 2026 Youth Truth Student Survey to capture valid measures of student perception regarding school safety, connectedness, and overall campus climate. The diagnostic tool yielded an exceptional student response rate of 93% (representing 82 out of 88 enrolled students), ensuring strong data validity across the site. Key climate themes evaluated include Belonging, Safety, Culture, Academic Challenge, and Discipline.  The overall data for all students reveals the following baseline metrics: Belonging: 74% positive rating (97th percentile nationally).  School Safety: 78% positive rating (87th percentile nationally).  Academic Challenge: 72% positive rating (91st percentile nationally).  School Culture: 48% positive rating (77th percentile nationally).  Discipline Fairness: 56% positive rating (84th percentile nationally).  Local disaggregated data from our 2026–27 student demographics—which includes 78% socioeconomically disadvantaged students, 11% English Learners, and 9% students with disabilities—indicates that while high-need student groups mirror the high percentile rankings in overall Belonging and Safety, noticeable drops in positive percentages occur within the Culture and Discipline Fairness sub-metrics. Notably, while 78% of students feel adults treat them with respect, only 41% of students report that peers treat adults with respect, a disparity that is pronounced among our socioeconomically disadvantaged student cohort. Furthermore, staff alignment data reveals that only 30% of staff perceive school discipline as fair, highlighting a critical variance against the student positive rate of 56%.|Diamond Tech excels significantly in fostering an overarching sense of student connectedness and safety. Reaching the 97th percentile nationally in Belonging and the 95th percentile for parent perceptions of a safe learning environment underscores a highly successful implementation of LCAP Goal #2 (Equitable Learning Environments). Students across all subgroups, including English Learners and students with disabilities, report a strong sense of place and personal security while on campus. Additionally, the 92nd percentile ranking for student high-quality education perception demonstrates that academic expectations remain strong.  Identified Needs: Despite high relational safety, a clear disconnect exists regarding peer-to-adult interactions and systemic behavioral expectations. The School Culture theme experienced a 7-point decrease (dropping to a 48% positive rating). A key driver of this decline is that only 41% of students feel that their peers treat adults with respect, marking a severe 16-point drop from the previous round. Furthermore, the internal friction surrounding discipline fairness—where student satisfaction sits at 56% but staff satisfaction plummets to 30%—indicates that our current disciplinary enforcement is perceived as inconsistent or ineffective by educators, creating an underlying climate strain that disproportionately impacts classrooms with high concentrations of high-need student groups.|To directly address the cultural declines and discipline perception gaps identified in the 2026 Youth Truth data, Diamond Tech is modifying its site operations and LCAP alignment through the following targeted continuous improvement actions:   -Restorative Justice & Discipline Realignment: In response to the low 30% staff approval on discipline fairness and the 56% student rating, the school will overhaul its student handbook and behavioral procedures. We are establishing a collaborative Restorative Justice Committee composed of administrators, teachers, and student representatives to co-author a transparent, tier-by-tier behavior matrix that eliminates ambiguous enforcement.   -Proactive School Culture & Peer-Respect Initiatives: To reverse the 16-point drop in student-to-adult respect, the LEA is implementing a structured, school-wide Positive Behavioral Interventions and Supports (PBIS) framework focused specifically on secondary school environments. This includes launching student-led campus norming campaigns during advisory periods to rebuild peer accountability.   -Targeted Staff Professional Development: We will allocate localized professional learning resources toward trauma-informed practices and de-escalation strategies. This training will explicitly support staff in managing classroom environments equitably, keeping our high-need student groups (78% low-income, 9% students with disabilities) centered in supportive rather than punitive structures.  -Continuous Feedback Infrastructure: The school will introduce quarterly mini-surveys focused purely on culture and discipline to monitor the efficacy of these changes mid-year, ensuring that student and staff perceptions are actively tracked before the next formal Youth Truth cycle.|Met||2026-05-18|2026
44697996049720|Linscott Charter|6|"Linscott administered its Annual Student Survey in spring 2026 to students in grades 3-8, with separate versions for grades 3-4 (39 respondents) and grades 7-8 (53 respondents). The survey is not the California Healthy Kids Survey and does not produce a single overall score; instead it captures student perceptions across safety, belonging, relationships with adults, and bullying. School connectedness and belonging: Among grade 7-8 students, 41.5% reported feeling proud to be a Linscott student ""all of the time"" and 58.5% ""some of the time"" (none reported ""never""). School enjoyment averaged in the positive range, with 64.2% rating it a 3 out of 4 and 13.2% rating it a 4. Younger students (grades 3-4) reported similarly: 76.9% said they were happy to be a Linscott student ""all of the time."" Relationships with adults: In grades 7-8, 84.9% of students agreed their teachers care about them, and 81.1% agreed teachers and staff treat students with respect. However, only 37.7% said adults at Linscott care about them when asked more broadly, with 60.4% selecting ""I don't know,"" indicating a gap between perceptions of teachers specifically versus staff generally. Grade 3-4 students reported higher confidence: 89.7% said their teacher cares about them, and 71.8% said ""the people who work at Linscott care about me."" Principal relationship: In grades 7-8, only 45.3% felt comfortable speaking with the Principal about a problem or concern, with 50.9% selecting ""sometimes."" By contrast, 86.8% felt the Principal listens respectfully, and 81.1% felt treated fairly. In grades 3-4, 97.4% felt safe talking to the Principal, and 94.9% felt treated fairly. Safety: Physical safety ratings were strong: 75.5% of grade 7-8 students felt safe ""all the time"" at Linscott, and 96.2% felt safe overall (no ""unsafe"" responses). Grade 3-4 students reported somewhat lower all-the-time safety (69.2%), with several open-ended responses citing lockdown drills and neighborhood safety concerns rather than in-school dynamics. Bullying: Among grade 7-8 students, 75.5% reported they had not been bullied this school year, while 24.5% said they had. 73.6% said they were never hit, called names, or had mean jokes made about them, and 96.2% reported understanding the difference between meanness and bullying. In grades 3-4, only 25.6% said they had not been bullied this year, a notably higher reported rate (74.4%) than the older group, though 48.7% said other kids ""sometimes"" engaged in hitting, name-calling, or mean jokes. Academic confidence: Grade 7-8 students reported high confidence in reading and writing (88.7% each), with somewhat lower confidence in math (69.8%). Grade 3-4 students showed a similar pattern: reading (76.9%) and writing (66.7%) outpaced math (64.1%). Basic needs: Both groups reported strong food security and family support for education (90%+ ""yes"" on enough food at home and family caring about education), suggesting these are not significant climate barriers school-wide."|"The survey data point to several clear areas of strength alongside specific needs for continued attention. Areas of strength: Students across both grade bands report a strong sense of physical safety and belonging at Linscott. Among grade 7-8 students, 96.2% feel physically safe at school, and 96.2% report a connection with their classmates. Younger students (grades 3-4) report similarly high rates of having friends at school (100%) and feeling safe most of the time. Open-ended responses reinforce this: when asked what they love about Linscott, students overwhelmingly named friends, staff kindness, and community as the top themes across both grade bands, with phrases like ""everybody knows each other and cares for each other"" appearing repeatedly. Relationships with classroom teachers also emerge as a strength. In grades 7-8, 84.9% of students agree their teacher cares about them, and in grades 3-4 that figure rises to 89.7%. Students frequently cited specific, relational evidence such as teachers greeting them by name, checking in on their wellbeing, and helping with accommodations, suggesting these relationships are genuinely felt rather than superficial.  Academic confidence is generally high, particularly in reading and writing, where 88.7% of grade 7-8 students and roughly two-thirds to three-quarters of grade 3-4 students report confidence.  Identified needs: A clear gap exists between students' trust in individual teachers and their broader sense that ""adults at Linscott"" or school leadership care about them. Only 37.7% of grade 7-8 students agreed adults at Linscott care about them, with 60.4% answering ""I don't know,"" a sharp contrast to the 84.9% who trust their own teacher. This suggests the warmth students feel from classroom teachers is not yet consistently extending to their perception of staff and administration as a whole. Bullying perception data also varies notably by grade band. While 75.5% of grade 7-8 students report not being bullied this year, only 25.6% of grade 3-4 students say the same, meaning a much larger share of younger students report having been bullied. This is a strength-and-need finding together: 96.2% of older students say they understand the difference between meanness and bullying, but younger students' higher self-reported bullying rate suggests either more frequent peer conflict in early elementary grades or less developed ability to distinguish bullying from ordinary peer friction, both worth investigating further. Math confidence lags behind reading and writing in both grade bands (69.8% in grades 7-8 and 64.1% in grades 3-4), and open-ended responses point to a desire for more one-on-one support and slower pacing when new concepts are introduced."|"Based on the needs identified through the climate survey data, particularly the disconnect between trust in teachers versus broader staff and leadership, elevated bullying perceptions among younger students, and math confidence lagging behind other subjects, Linscott intends to take the following actions. To close the gap between trust in individual teachers and broader trust in ""adults at Linscott,"" the school will look at ways to make the full staff, not just classroom teachers, more visible and known to students, particularly in middle school. This could include support staff introducing themselves across classrooms, more consistent staff presence at recess and transitions, and clearer pathways for students to know which adult to go to for different kinds of support. To address the elevated self-reported bullying rate among grade 3-4 students relative to grade 7-8 students, Linscott will revisit how bullying versus normal peer conflict is taught and reinforced at the elementary level, since older students report much higher understanding of that distinction. This may involve adapting existing bullying-prevention instruction to be developmentally appropriate for younger grades and increasing adult supervision or check-ins during unstructured times where conflict is more likely to occur. To address math confidence, which trails reading and writing in both grade bands, the school will use this data to inform staffing and instructional planning, including the Math Specialist position currently being developed, with attention to providing more individualized or small-group support for students who report struggling with pacing or new concept introduction. These actions will be incorporated into ongoing staff professional development planning and will be revisited through next year's survey administration to assess whether perceptions have shifted."|Met||2026-06-18|2026
44697996049829|Alianza Charter|6|Alianza Charter School utilizes the YouthTruth Student, Family, and Staff Survey as a key local measure to assess school climate, relationships, engagement, belonging, academic challenge, and perceptions of safety. In February 2025, Alianza had strong participation. The survey provides valuable insight into the experiences and perspectives of our educational partners and helps guide continuous improvement efforts. Overall, YouthTruth data reflects many strengths within the Alianza community, particularly in the areas of relationships, family connection, and staff commitment. Families and staff reported strong positive perceptions of the school environment, with families reporting 86% favorable responses regarding relationships and 78% regarding school culture. Staff responses were also highly positive, with 96% favorable responses regarding engagement and relationships and 93% regarding school culture. Student responses indicate areas of strength as well as opportunities for continued growth. Students reported 59% favorable responses regarding academic challenge, 57% regarding belonging, 43% regarding relationships, 45% regarding engagement, and 37% regarding school culture. Student perceptions highlight the importance of continuing to strengthen student voice, classroom engagement, and opportunities for students to feel connected and valued as members of the Alianza community. The school continues to analyze YouthTruth data through student group lenses, including English Learners, students with disabilities, and socioeconomically disadvantaged students, to better understand the experiences of all learners and identify areas where additional support may be needed. These findings are reviewed alongside other local data sources, including attendance data, discipline data, academic assessments, and stakeholder feedback, to inform LCAP priorities, school improvement efforts, and strategies to strengthen school climate and student outcomes.|Analysis of the YouthTruth climate survey data, along with other local measures and educational partner feedback, highlights several areas of strength and opportunities for continued growth at Alianza Charter School. The data confirms that Alianza has built a strong foundation of positive relationships, family engagement, and staff commitment, while also identifying areas where the school can continue to improve the student experience. A significant strength identified through the data is the strong sense of partnership among adults in the school community. Families reported positive perceptions of their relationships with the school, with 86% favorable responses regarding relationships and 78% regarding school culture. Staff responses were also highly positive, with 96% favorable responses in engagement and relationships and 93% regarding school culture. These results demonstrate that families and staff value the welcoming, collaborative, and culturally responsive environment that Alianza works to maintain. Student responses identified both strengths and areas for growth. Students reported 59% favorable responses regarding academic challenge, indicating that many students recognize the rigor and expectations of the instructional program. Students also reported a 57% favorable response in belonging, reflecting progress in creating a school environment where many students feel connected. However, student responses also highlight opportunities to strengthen student engagement (45%), relationships (43%), and school culture (37%). These results indicate a need to continue creating opportunities for students to have voice, build stronger connections with adults on campus, and feel more deeply connected to the school community. When reviewing the data through an equity lens, Alianza recognizes the importance of examining the experiences of student groups, including English Learners, students with disabilities, and socioeconomically disadvantaged students. Given the school’s demographics and academic priorities, continued attention is needed to ensure that all students have equitable access to rigorous instruction, meaningful relationships, and the supports necessary for success. This includes strengthening systems of support through MTSS, increasing student engagement strategies, and ensuring students who may experience additional barriers feel a strong sense of belonging. The key learning from the data is that Alianza has a strong foundation of committed staff, supportive families, and a positive community culture. Moving forward, the school will focus on strengthening student-centered practices, increasing opportunities for student voice and leadership, improving school connectedness, and continuing to build an inclusive environment where every student feels valued, supported, and challenged to achieve at high levels.|Based on the analysis of YouthTruth climate survey data, educational partner feedback, and other local measures, Alianza Charter School will continue to refine existing plans, policies, and practices to strengthen student engagement, belonging, relationships, and overall school culture. While the data reflects strong family and staff partnerships, student responses indicate a need to increase opportunities for students to feel connected, heard, and actively engaged in the school community. To address these areas of need, Alianza will strengthen student voice opportunities by expanding structures for students to provide feedback and participate in school improvement efforts. The school will continue to review and respond to YouthTruth data, student surveys, classroom feedback, and advisory conversations to ensure student perspectives inform decisions related to school culture, activities, and supports. Additionally, staff will continue to focus on relationship-building practices, culturally responsive teaching strategies, and classroom engagement strategies that support a stronger sense of belonging for all students. Alianza will continue to enhance its Multi-Tiered System of Supports (MTSS) process to ensure students receive timely academic, behavioral, and social-emotional supports. This includes reviewing student data, strengthening intervention systems, and improving collaboration among teachers, administrators, counselors, families, and community partners. The school will also continue efforts to increase family engagement and ensure that communication and decision-making opportunities are accessible and inclusive for all educational partners. As part of the continuous improvement process, Alianza will monitor progress through ongoing climate surveys, attendance data, discipline data, academic outcomes, and stakeholder feedback. The school will use this information to adjust strategies, allocate resources effectively, and maintain a focus on creating a safe, inclusive, and engaging learning environment where all students can thrive.|Met||2026-05-11|2026
44697996119077|Watsonville Charter School of the Arts|6|Watsonville Charter School of the Arts utilizes the Youth Truth Survey as a means of determining school climate.  We poll families, students and staff separately with three separate surveys.   The YouthTruth Survey is a nationally recognized school climate and student experience survey that is widely used by California school districts, charter schools, county offices of education, and education organizations. Although it is not a California state-mandated assessment, it has become one of the most commonly used student perception surveys in the state because it provides actionable data about students' experiences in school and aligns well with California's emphasis on school climate, equity, and continuous improvement.  Background  YouthTruth was founded in 2008 through a collaboration between the Center for Effective Philanthropy and the Bill & Melinda Gates Foundation. Its purpose was to address a longstanding gap in education improvement: schools often measured academic outcomes extensively but rarely asked students directly about their educational experiences.  Since its inception, YouthTruth has surveyed more than 3.2 million students, along with hundreds of thousands of staff members and families across 39 states. California represents one of its largest concentrations of participating schools and districts.  Purpose  The central philosophy of YouthTruth is simple:  Students are experts on their own educational experiences.  Rather than measuring academic achievement, the survey measures student perceptions of the conditions that research suggests influence learning, engagement, and success.  District leaders use the results to answer questions such as:  Do students feel they belong? Do students believe teachers care about them? Are students challenged academically? Do students feel emotionally and physically safe? Are there differences in experiences among demographic groups? Where should improvement efforts be focused?  The survey is intended to support continuous school improvement, not accountability or evaluation of individual teachers.  Role in California  California's educational accountability system places considerable emphasis on school climate and local decision-making through the Local Control Funding Formula (LCFF) and Local Control and Accountability Plans (LCAPs).  While the California Department of Education promotes the California School Climate, Health, and Learning Surveys (Cal-SCHLS) as the state's primary survey system, many districts also administer YouthTruth because it provides additional benchmarking, more detailed reporting, and extensive equity analyses. It complements rather than replaces California's official climate surveys.  Many California districts incorporate YouthTruth findings into:  LCAP planning Strategic plans Equity initiatives School climate improvement Social-emotional learning efforts Professional development Student voice initiatives Survey Participants|The 2025–2026 YouthTruth Survey results provide a comprehensive picture of the school community through the perspectives of students, staff, and families. Across all stakeholder groups, the survey reflects significant improvements in school climate, relationships, communication, and support compared to the previous year. Overall, the results demonstrate that the school's ongoing improvement efforts have positively influenced the educational experience and have strengthened trust, collaboration, and engagement throughout the school community.  Student Results  Student responses showed meaningful growth across every summary measure. Compared to the 2024–2025 survey, students reported higher levels of engagement, academic challenge, school culture, belonging and peer collaboration, and relationships with adults. All student measures exceeded the Typical YouthTruth School and Typical PVUSD School benchmarks.  Academic Challenge emerged as the school's greatest strength, indicating that students perceive classroom instruction as rigorous, meaningful, and engaging. Students also reported increased engagement in their learning and a stronger sense of belonging, suggesting that schoolwide efforts to create an inclusive and supportive learning environment are having a positive impact.  School culture showed the largest year-over-year improvement, reflecting increased student perceptions of respect, inclusion, and a positive learning environment. Relationships with teachers and staff also improved, demonstrating that students continue to feel supported by caring adults on campus.  While the results are encouraging, continued attention to strengthening school culture and expanding opportunities for student voice and leadership will help sustain these positive trends and further enhance student connectedness.  Staff Results  Staff responses reflected substantial improvements in perceptions of the school's climate and working environment. Every summary measure exceeded both Typical YouthTruth School and Typical PVUSD School benchmarks.  Relationships remained the school's greatest strength, reflecting strong collaboration, trust, and mutual respect among colleagues and school leadership. Staff consistently reported positive professional relationships and a shared commitment to supporting students.  School Safety and School Culture experienced the most significant gains compared to the previous year. Staff expressed increased confidence in the school's systems, procedures, and overall learning environment. Professional Development and Support also improved considerably, indicating that staff recognize increased access to training, instructional resources, and leadership support.  Although Professional Development and Support remained the lowest-rated staff measure, the significant year-over-year improvement suggests that recent efforts to strengthen communication, coaching, and professional learning opportunities have been effective. Staff also identified oppo|The YouthTruth survey results indicate continued improvement in perceptions of school safety, suggesting that staff increasingly view the school environment as safe, supportive, and conducive to learning. This positive trend reflects ongoing efforts to strengthen schoolwide systems, promote positive relationships, and maintain a welcoming climate for students and staff.  While progress is evident, the survey also highlights opportunities to further enhance staff confidence through clearer communication and increased visibility of safety-related resources. Staff expressed a desire for more consistent communication regarding California Education Code as it relates to student discipline, including guidance on appropriate disciplinary practices and decision-making. Providing regular training, quick-reference materials, and opportunities for discussion can help ensure that all staff have a shared understanding of expectations and legal requirements.  In addition, increasing the visibility of school procedures through updated postings, office displays, and teacher resource binders can improve awareness of safety protocols and available supports. Easily accessible reference materials, including emergency procedures, behavior response guidelines, and student support resources, can help staff respond confidently and consistently in a variety of situations.  Improving communication about available resources—including mental health services, behavioral supports, crisis response procedures, and community partnerships—will further strengthen the school's comprehensive approach to safety. By ensuring that staff know where to find information and how to access support, the school can continue building a safe, inclusive, and well-informed environment for all students.  Overall, the positive trend in school safety demonstrates meaningful progress while identifying practical next steps. Continued emphasis on clear communication, consistent implementation of California Education Code, accessible safety resources, and visible reference materials will help sustain improvements and reinforce a culture in which students and staff feel safe, supported, and prepared.|Met|We are in the midst of transitions and budget cuts, our school climate, and the happiness of our community members is essential and at the forefront of decisions.|2026-05-07|2026
44698070000000|San Lorenzo Valley Unified|6|The district utilized the district-created LCAP Survey and the California Healthy Kids Survey to determine progress in improving school climate. Parents indicated in the LCAP Survey that the district had great teachers and that school communication and district communication  were a strength for the district.|The SLVUSD Student Survey revealed that 97.81% of 9th-12th graders feel physically safe at school and 91.94% feel emotionally safe.  93% feel connected to the school community. These percentages mirrored the Elementary and Middle schools who were also in the 80-90 percentiles in these categories. Overall parents and students have positive perceptions of our schools and their actions to support students.|The district's LCAP Goal 2: “All students and families will be connected to their schools, and students will learn & utilize social emotional competencies - self awareness, self management, social awareness, relationship skills and responsible decision making - for success” is specifically designed to address school climate. Actions associated with this goal include professional development for staff on restorative practices, Ending the Silence with the National Alliance on Mental Illness, violence prevention, and best practices for working with LGBTQ+ students and families with the Diversity Center. Additional actions include the purchase of materials and instructional services. These include Positive Behavior Interventions and Support materials, Second Step curriculum, Web and Link materials, and School-Wide Information System.|Met||2026-06-10|2026
44698070110007|Ocean Grove Charter|6|In the Spring of 2026, all Ocean Grove students in grades 5, 8, and 12 were given an opportunity to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety. Of our 5th, 8th, and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Consistently high across all grade levels is support from students’ teachers, with 97% of students in each grade level reporting that their teacher encourages them to do their best. Similarly, 92% of students report feeling safe at school-sponsored activities and events. Survey data also support positive peer relationships.|Grade level-specific findings include: 5th Grade: 100% feel school rules are fair. 95% rate school as a positive experience. 91% say their ES encourages them to do their best. There is also a strong sense of belonging and adult care reported. 67% report participating in school-sponsored activities. 8th Grade: 95% feel encouraged by their ES. 91% feel adults are interested in them and their interests. While lower than in grades 5 and 12, 81% of 8th graders feel school is a positive experience. Perceptions of fairness decline at this grade level to 76%. Participation in school-sponsored activities was reported by only 33% of students. 12th Grade: 100% feel encouraged by their ES, and 100% rate school as a positive experience. Adult-student connection declines slightly at this grade level, but metrics still remain high at over 80%. We also find the lowest rate of participation in school activities at this grade level, at 10%.|Participation in school-sponsored activities continues to be our lowest outcome. To address this need, we continue to increase the number of field trips and school clubs offered. We also implemented regular park days in strategic locations throughout our service area, which will continue through the summer. We can further address this by developing more activities tailored to our higher grade levels.|Met||2026-06-03|2026
44698074430179|SLVUSD Charter|6|"SLVUSD Charter utilized the district-created Charter Parent Survey, as well as the Kelvin School Climate Survey, and the California Healthy Kids Survey to determine progress in improving school climate. 90% of parents indicated in the Charter Parent Survey that the Charter has supported their child's growth in Conflict Resolution Skills (increased from 88%). 97% of parents feel that their child is physically safe on campus, and 91% believe that their child is emotionally safe on campus. Parents also scored the Charter at 95% that programs that promote respect for individual differences. In elementary, the Kelvin survey reflected that students in grades 4 - 6 scored the Charter at 100% for the dimension of Sense of Belonging - School Connectedness, and at 93% for School Climate/Culture. In secondary, the CA Healthy Kids Survey reflected that students in grades 7, 9 and 11 scored an average of 76% for ""School connectedness"" (with 7th graders scoring the highest at 80%), and an average of 84% for ""School perceived as safe or very safe"" (with 9th graders scoring the highest at 86%)."|The CA Healthy Kids Survey revealed that 83% of 7th graders and 73% of 11th graders believed that most of the time or all of the time they felt there were caring adults at school. In contrast, only 60% of 9th graders believed this. Additionally, 84% of 7th graders, 86% of 9th graders, and 82% of 11th graders stated that they felt like school was a safe place, a clear area of strength. However, 62% of 8th graders reported having experienced harassment or bullying in the previous 12 months, as compared with 26% of 7th graders and 27% of 11th graders, and 9th graders reported significantly higher incidents of chronic sadness/hopelessness and consideration of suicide (38% and 44% respectively, as compared with 16/27% and 8/18% in 7th and 11th grade. (It is important to note that a number of Charter's 9th graders come from the comprehensive school and have chosen SLVUSD Charter because they need a different learning environment, and often this is due to social-emotional concerns.)|"The Charter's LCAP Goal 2: ""SLVUSD Charter School will foster a supportive and inclusive learning environment focused on Social Emotional Learning and Culturally Responsive Teaching in order for students to thrive academically, personally, and socially"" is specifically designed to address school climate. Actions associated with this goal include professional development for staff on restorative practices, suicide prevention, mental health and wellness supports, and best practices for working with LGBTQ+ students and families. Additional actions include the purchase of materials and instructional services for small group pro-social skills development, and push in workshops for social emotional wellness."|Met||2026-06-10|2026
44698150000000|Santa Cruz City Elementary|6|Santa Cruz City Schools monitors school climate through multiple data sources, including student, family, and staff surveys, chronic absenteeism rates, suspension data, and student engagement indicators. Survey results indicate positive perceptions of school climate and student support across the district. Teacher survey data show that 93.7% of staff believe students feel connected and engaged at school, 90.7% report that students receive support when academic challenges arise, and 98% indicate that adults work to help students facing personal difficulties.  Student social-emotional survey data demonstrated positive growth, with increases in students reporting that they feel happy (+11%), recognized (+2%), and cared for by teachers and administrators (+4%). Family survey results also reflect positive perceptions of school safety, communication, and relationships with school staff.  Additional indicators show positive trends in school climate. Districtwide chronic absenteeism declined by 3.5%, including improvements among English Learners (-12.3%), students experiencing homelessness (-10.9%), students with disabilities (-6.4%), Hispanic/Latine students (-3.9%), and low-income students (-3.7%). Elementary suspension rates remained very low at 0.6%. Costanoa Career Prep High School also demonstrated significant improvement, with suspension rates decreasing from 13.9% to 2.6%.  Despite these improvements, chronic absenteeism remains disproportionately high for students experiencing homelessness (39.1%), low-income students (21.3%), and students with disabilities (18.7%). These data are reviewed annually and disaggregated by student group to identify trends, monitor equity, and guide continuous improvement efforts related to school climate, student engagement, and connectedness.|Analysis of school climate data identified several significant areas of strength across Santa Cruz City Schools. Student, family, and staff feedback indicates that schools continue to foster positive, supportive learning environments where students feel connected, valued, and cared for. Survey results suggest that district investments in counseling, wellness supports, restorative practices, and school connectedness initiatives are positively impacting student experiences. Increases in students reporting that they feel happy, recognized, and cared for by adults at school further reinforce these findings.  Attendance and discipline data provide additional evidence of positive school climate conditions. Districtwide chronic absenteeism declined overall and improved for several student groups, including English Learners, students experiencing homelessness, students with disabilities, Hispanic/Latine students, and low-income students. Elementary suspension rates remain very low, and Costanoa Career Prep High School demonstrated substantial improvements in both suspension and graduation rates, suggesting that relationship-centered supports and targeted interventions are helping students remain connected to school.  Despite these strengths, the data also highlight areas of continued need. Chronic absenteeism remains disproportionately high among students experiencing homelessness, low-income students, and students with disabilities, indicating that barriers to engagement persist for some students. Educational partner feedback consistently identified social-emotional support and school connectedness as priorities, underscoring the importance of continuing to strengthen student wellness supports, attendance interventions, and inclusive school environments. Overall, the data suggest that SCCS has established a strong foundation of safety, belonging, and support while continuing to focus on reducing disparities and improving outcomes for all student groups.|Based on the analysis of school climate data and educational partner feedback, Santa Cruz City Schools will continue implementing and refining strategies designed to strengthen student connectedness, improve attendance, and support social-emotional well-being. Because educational partners consistently identified social-emotional support as a priority, the district will continue investing in counselors, social-emotional counselors, social workers, School Community Coordinators, wellness centers, and school connectedness initiatives across grade spans.  To address persistent disparities in chronic absenteeism among students experiencing homelessness, low-income students, and students with disabilities, the district will continue strengthening attendance intervention systems through earlier identification of attendance concerns, increased family outreach, and targeted supports designed to remove barriers to regular attendance. Schools will continue implementing relationship-centered attendance practices and monitoring attendance data to guide intervention efforts.  The district will also continue expanding Multi-Tiered Systems of Support (MTSS), Response to Intervention (RtI) services, restorative practices, and Positive Behavioral Interventions and Supports (PBIS) to ensure students receive timely academic, behavioral, and social-emotional support. Additional actions include continued alignment of SST and Section 504 procedures, ongoing risk and threat assessment training, and the use of local climate, attendance, and discipline data to inform site-based planning and continuous improvement efforts. These actions are intended to strengthen school connectedness, improve student engagement, and ensure all students experience safe, inclusive, and supportive learning environments.|Met|Santa Cruz City Schools recognizes that a positive school climate is built through strong relationships, student voice, and comprehensive systems of support. In addition to monitoring survey, attendance, and discipline data, the district continues to invest in programs and services that promote student connectedness, wellness, and engagement. These include counselors, social-emotional counselors, social workers, School Community Coordinators, wellness centers, restorative practices, Positive Behavioral Interventions and Supports (PBIS), student leadership opportunities, and Multi-Tiered Systems of Support (MTSS).  The district is encouraged by continued improvements in student perceptions of happiness, recognition, and feeling cared for by adults at school, as well as reductions in chronic absenteeism and suspension rates. SCCS remains committed to fostering safe, inclusive, and supportive learning environments where every student feels a sense of belonging and is empowered to succeed academically, socially, and emotionally.|2026-06-10|2026
44698230000000|Santa Cruz City High|6|Santa Cruz City Schools monitors school climate through multiple data sources, including student, family, and staff surveys, chronic absenteeism rates, suspension data, and student engagement indicators. Survey results indicate positive perceptions of school climate and student support across the district. Teacher survey data show that 93.7% of staff believe students feel connected and engaged at school, 90.7% report that students receive support when academic challenges arise, and 98% indicate that adults work to help students facing personal difficulties.  Student social-emotional survey data demonstrated positive growth, with increases in students reporting that they feel happy (+11%), recognized (+2%), and cared for by teachers and administrators (+4%). Family survey results also reflect positive perceptions of school safety, communication, and relationships with school staff.  Additional indicators show positive trends in school climate. Districtwide chronic absenteeism declined by 3.5%, including improvements among English Learners (-12.3%), students experiencing homelessness (-10.9%), students with disabilities (-6.4%), Hispanic/Latine students (-3.9%), and low-income students (-3.7%). Elementary suspension rates remained very low at 0.6%. Costanoa Career Prep High School also demonstrated significant improvement, with suspension rates decreasing from 13.9% to 2.6%.  Despite these improvements, chronic absenteeism remains disproportionately high for students experiencing homelessness (39.1%), low-income students (21.3%), and students with disabilities (18.7%). These data are reviewed annually and disaggregated by student group to identify trends, monitor equity, and guide continuous improvement efforts related to school climate, student engagement, and connectedness.|Analysis of school climate data identified several significant areas of strength across Santa Cruz City Schools. Student, family, and staff feedback indicates that schools continue to foster positive, supportive learning environments where students feel connected, valued, and cared for. Survey results suggest that district investments in counseling, wellness supports, restorative practices, and school connectedness initiatives are positively impacting student experiences. Increases in students reporting that they feel happy, recognized, and cared for by adults at school further reinforce these findings.  Attendance and discipline data provide additional evidence of positive school climate conditions. Districtwide chronic absenteeism declined overall and improved for several student groups, including English Learners, students experiencing homelessness, students with disabilities, Hispanic/Latine students, and low-income students. Elementary suspension rates remain very low, and Costanoa Career Prep High School demonstrated substantial improvements in both suspension and graduation rates, suggesting that relationship-centered supports and targeted interventions are helping students remain connected to school.  Despite these strengths, the data also highlight areas of continued need. Chronic absenteeism remains disproportionately high among students experiencing homelessness, low-income students, and students with disabilities, indicating that barriers to engagement persist for some students. Educational partner feedback consistently identified social-emotional support and school connectedness as priorities, underscoring the importance of continuing to strengthen student wellness supports, attendance interventions, and inclusive school environments. Overall, the data suggest that SCCS has established a strong foundation of safety, belonging, and support while continuing to focus on reducing disparities and improving outcomes for all student groups.|Based on the analysis of school climate data and educational partner feedback, Santa Cruz City Schools will continue implementing and refining strategies designed to strengthen student connectedness, improve attendance, and support social-emotional well-being. Because educational partners consistently identified social-emotional support as a priority, the district will continue investing in counselors, social-emotional counselors, social workers, School Community Coordinators, wellness centers, and school connectedness initiatives across grade spans.  To address persistent disparities in chronic absenteeism among students experiencing homelessness, low-income students, and students with disabilities, the district will continue strengthening attendance intervention systems through earlier identification of attendance concerns, increased family outreach, and targeted supports designed to remove barriers to regular attendance. Schools will continue implementing relationship-centered attendance practices and monitoring attendance data to guide intervention efforts.  The district will also continue expanding Multi-Tiered Systems of Support (MTSS), Response to Intervention (RtI) services, restorative practices, and Positive Behavioral Interventions and Supports (PBIS) to ensure students receive timely academic, behavioral, and social-emotional support. Additional actions include continued alignment of SST and Section 504 procedures, ongoing risk and threat assessment training, and the use of local climate, attendance, and discipline data to inform site-based planning and continuous improvement efforts. These actions are intended to strengthen school connectedness, improve student engagement, and ensure all students experience safe, inclusive, and supportive learning environments.|Met|Santa Cruz City Schools recognizes that a positive school climate is built through strong relationships, student voice, and comprehensive systems of support. In addition to monitoring survey, attendance, and discipline data, the district continues to invest in programs and services that promote student connectedness, wellness, and engagement. These include counselors, social-emotional counselors, social workers, School Community Coordinators, wellness centers, restorative practices, Positive Behavioral Interventions and Supports (PBIS), student leadership opportunities, and Multi-Tiered Systems of Support (MTSS).  The district is encouraged by continued improvements in student perceptions of happiness, recognition, and feeling cared for by adults at school, as well as reductions in chronic absenteeism and suspension rates. SCCS remains committed to fostering safe, inclusive, and supportive learning environments where every student feels a sense of belonging and is empowered to succeed academically, socially, and emotionally.|2026-06-10|2026
44698234430187|Delta Charter|6|"Delta issues annual climate surveys to parents, students, and staff. The results of these climate surveys are discussed in staff, board, and parent meetings. Because Delta intentionally admits students who have not experienced success in traditional environments, we focus on safety and social-emotional well-being in addition to academics. • 95% of our students surveyed said they felt academically successful at Delta • 40% of Delta students surveyed identify as queer and 92% of students surveyed said they feel safe or mostly safe. • 42% of our students surveyed identified as a race other than white and 92% of students surveyed agreed that, ""The information presented in my classes is inclusive of all races, ethnicities, religions, abilities, income levels, gender identities, and sexual orientations."""|The above data reflects that Delta's students feel seen, safe, and supported at our school. Our prioritization of safety and inclusiveness is key to our students' success.|Based on our climate survey data, Delta continues to believe that we are positively impacting our families and meeting their needs. In response to the feedback regarding hate speech, Delta created a Commitment to Safety document that was presented by the Superintendent/Principal in all classes. Every student signed the document and it will be featured in our enrollment packet moving forward.|Met||2026-06-11|2026
44698490000000|Soquel Union Elementary|6|"Local climate survey data, including available data disaggregated by student groups, are used to inform our district processes and policies. Using surveys that provide an overall score, such as the California Healthy Kids Survey, provides some limitations in data, as such, we report the overall score for all students as well as available student group scores. Student Survey Data: Demographics and identity were self-reported to ""I see myself as..."" and included: White: 25.9% Latina/x: 5.1% Multiple Races: 5.6% African American: .5% Asian: .5% Mexican: 2.3% Mexican American: 1% Pacific Islander: 1% Native American: 1% Human: 1% American 2% Don't Know: 13% Prefer Not to Say: 30.6% When asked ... What do you like most about school? Socializing and friends: 79% Physical Education: 62% Recess/ Lunch: 76% Teacher: 45% Reading 44% Creating: 47% Learning New things: 42% Low items were, and are, our challenges moving into the year ahead Time for Self-reflection: 9% Writing: 2% I have materials/books I need for my classes at school: 86%, and 12% are not sure At school, I mostly feel...(students could choose more than one) Tired: 69% Happy: 64% Smart: 64% Respected: 36% Silly: 38% Excited: 37% Bored 44% Understood: 31% Capable: 24% Sad: 18% Lonely: 15% Worried 16%"|Key learnings, including identified needs and areas of strength determined through the analysis of data, are as follows: -Students across all demographic groups prioritized Tired and Happy as the feelings they mostly feel. -We need a focus on students who feel tired, sad, lonely, and/or worried. -Safety was not reported as a concern. -Half of the students reported that one of their favorite things at school was their teacher.|Changes to existing plans, policies, or procedures that the LEA determines are necessary to address areas of need identified through the analysis of local data and the identification of key learnings. -Involve staff, including counselors, in data and planning for the deeper implementation of SEL and PBIS. -Use COST (coordinated services teams) as a means to intervene with students who lack a sense of belonging in school.|Met||2026-06-24|2026
44745750000000|Santa Cruz County ROP|6||||Not Met|||2026
44754320000000|Scotts Valley Unified|6|SVUSD, in partnership with all four schools, provided families an opportunity for written input via the annual parent survey. This year's response rate was 30%, which represents a 5% decline from prior year. Families reported the following:  a) Parent Engagement Surveys Overall Return Rate: 30% • Students and staff have a positive, caring relationship: 85.8% • Teachers initiate contact regarding academics and behavior: 74% • Participation in child's education: 85% • Safety on Campus: 90.4% • High Standards for academic performance for all students: 75% Due to the limited number of students in specific sub-categories, data is not disaggregated by student group. However, parent survey results indicate a significant strength in the area of school culture, with an 85.8% positive response regarding caring relationships between students and staff. This sense of connectedness is reinforced by high marks for student comfort in approaching staff with concerns and feeling that their needs are met. Additionally, 85% of families feel empowered to participate in their child’s education. Despite these strengths, survey data identifies a continued need for improved communication regarding student progress. Families expressed a desire for more frequent updates on both academic and behavioral standing. Consequently, increasing the frequency and quality of parent communication is a primary focus for the 2026-27 school year. This includes diversifying outreach methods—such as newsletters, graded work, and the Synergy portal—and ensuring feedback is actionable so families can better support student learning at home. 2024-25 CHKS Survey Data (2026-27 will be the next administration of CHKS) b)The percentage of the cohort of students in Grades 5, 7, 9, and 11 who report having caring adult relationships:   5th: 83%  7th: 64%   9th: 52%   11th: 66%  The percentage of the cohort of students in 5th, 7th, 9th, & 11th grade who feel connected at school:   5th: 85%   7th: 69%   9th: 59%   11th: 63% Over time Mental Health:   Frequent Sadness 5th: 11%  Chronic Sadness:  7th: 24%   9th: 22%   11th: 27% Social Emotional Distress:   7th: 23%   9th: 26%   11th: 29%  Life Satisfaction:   7th: 72%   9th: 67%   11th: 69%  c) 100% K-8th grade students participate in Social Emotional Learning through RethinkEd lessons via counselors visiting classrooms monthly. Additionally, 58% of elementary teachers and 100% of middle school teachers use additional SEL lessons in their classrooms. Overall Indicators for SEL competency in the spring student survey:  3rd Grade: 58% Average/High Skills  4th Grade: 62% Average/High Skills 5th Grade: 67% Average/High Skills 6th Grade: 65% Average/High Skills 7th Grade: 56% Average/High Skills 8th Grade: 55% Average/High Skills In looking at the social-emotional data, students' reporting they feel connected at school continues to drop as students get older. As well, both emotional distress & chronic sadness are at a concerning level.|Analysis of the survey data reveals clear strengths in SVUSD’s foundational school climate, specifically regarding safety and relational culture. A significant majority of parents (90.4%) report that campuses are safe, and 85.8% observe positive, caring relationships between staff and students. Furthermore, 85% of families feel empowered to participate in their child’s education, indicating a strong baseline of community trust.  However, key learnings also highlight critical areas of growth. As students transition from elementary to secondary levels, there is a measurable decline in reported school connectedness and a rise in chronic sadness and socialemotional distress (reaching 29% by 11th grade). While SEL implementation is robust in grades K-8, student competency scores dip in middle school, signaling a need for more targeted adolescent support. Additionally, parent feedback identifies a gap in proactive communication; while families feel welcome, they seek more consistent, actionable updates regarding their student’s academic and behavioral progress.|These identified needs are directly addressed in LCAP under Goal 2. With the continued implementation of the RethinkEd Curriculum, the district will align data collections to check on student mental health and determine what additional supports students need. Sites, with counselors leading the effort, will provide units and lessons tailored to student needs which is gathered based on check-ins within the curriculum. To bridge the identified gaps, school sites have established SMART goals focused on deepening SEL integration. The district will monitor the impact of these interventions through the 2026-27 CHKS administration, aiming to reverse the downward trend in secondary connectedness and improve the consistency of family outreach.  Sites will also develop supports for families to increase access to the online Synergy Parent Portal. This is the primary support for families to check their child's progress in academics. Families will be provided the opportunity to learn how to access their child's records so they can have a better communication level with their teachers. The schools will also provide consistent information about what families can do to contact teachers, as well as what type of communication families can expect so there are clear expectations around behavior and academics.|Met||2026-06-16|2026
44754320139410|California Online Public Schools Monterey Bay|6|For the 2025-2026 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes.  The overall scores for all students, as well as available student group scores, are as follows:  High School: Engagement:  97%  Challenging coursework:  98% Culture of respect: 97% Relationships: 90% College and career readiness: 93%  Middle School: Engagement: 90% Challenging coursework: 95% Culture of respect: 100% Relationships: 98%  Elementary School: Engagement: 79% Challenging coursework: 95% Culture of respect: 99% Relationships: 96%  These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement.  In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement.  Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2025-2026 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen.  Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in middle school (100%), with a 3% increase from last year, and elementary school (99%), maintaining their high score from a year ago, showing a consistently positive school culture. Challenging Coursework High school students (98%) up 11% and middle school students (95%) up 14% from from last year feel challenged by their coursework, which reflects strong academic expectations and curriculum design. In addition, elementary school was up 19% to 95% from the previous year.  Student Engagement Engagement was high in both high school and middle school—97% in high school and 90% in middle school, increasing between 2% and 5% fromthe previous year.  College and career for our high school students increased a total of 15% to 93% for the 25-25 school year.  Relationships The metric of relationships grew for all grade bands, with the highest coming from high school, growing 11% to 90% overall, and elementary growing 26% to 96% overall, highlighting the care and strong bonds our teachers and staff make with their students throughout the year.   Growth Areas: Engagement (Elementary) Engagement scores were very strong in both middle school and high school, but dropped significantly at the elementary school level, going from 91% to 79% in the 25-26 school year.   Needs: Engagement in Elementary Only 79% of elementary students reported that they felt engaged with our school. This shows a need to dig deeper and identify areas we can grow to give more opportunities for our elementary students to feel connected to our teachers, their classmates, their curriculum, and our school as a whole. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction.  Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 2025-2026 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate.   Enhancing Student Engagement: - Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. - Promote Live Class engagement and interaction at all grade bands - Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: - Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. - Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. - Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: - Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. - Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings.  These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2026-06-09|2026
44772480000000|SBE - Watsonville Prep|6||||Not Met|||2026
44772480138909|Watsonville Prep|6|Watsonville Prep School administers the Panorama Social-Emotional Learning (SEL) survey to gather information about students’ perceptions of school safety, connectedness to adults on campus, self-efficacy, and self-regulation. Survey results indicated that most students in grades 3-4 reported having a positive connection with an adult at school. A majority of students also reported feeling safe at school, although some students indicated that they do not always feel safe during the school day. When data were disaggregated by gender, grade level, race, and English Learner status, responses were generally consistent in reporting strong adult relationships.|The survey data identified several strengths and areas for growth. A key strength is Watsonville Prep’s ability to foster supportive relationships between students and staff, as most students reported having positive connections with adults at school. The analysis also revealed a need to improve overall perceptions of school safety. In addition, students receiving reduced-price meals reported lower levels of adult connectedness than students receiving free meals, indicating a need to better understand and address the factors contributing to those differences. These findings highlight opportunities to strengthen student belonging, safety, and connection across all student groups.|To address identified needs, Watsonville Prep will implement several actions designed to improve school climate and student well-being. Teachers in grades K-5 will administer weekly social-emotional surveys to monitor students’ feelings of safety and identify concerns requiring intervention. Survey data will be used by school leaders, counselors, and teachers to investigate reports of unsafe situations and provide appropriate supports. The school will also continue implementing daily classroom community meetings using a structured social-emotional learning curriculum to strengthen student-adult relationships and promote a safe and inclusive environment. To address differences in connectedness reported by students receiving reduced-price meals, teachers will receive additional information about classroom demographics and professional learning in culturally responsive teaching practices to better understand and support student needs.|Met|Watsonville Prep remains committed to maintaining a positive, safe, and inclusive school environment. School climate data are reviewed regularly to inform continuous improvement efforts and guide decisions related to student support, social-emotional learning, and family engagement. The school will continue using survey data and stakeholder feedback to strengthen student connectedness, improve perceptions of safety, and support the success of all students.|2026-06-15|2026
45104540000000|Shasta County Office of Education|6|"SCOE participates in the CA Healthy kid survey annually. Student perception data is also colelcted through surveys. While metrics for teacher care (91%) and future preparation (92%) remain high, and 86% of students see real-world learning connections, only 79% reported ""enjoying school."" This 79% rating is treated as a ""Red"" indicator for school climate, necessitating immediate intervention through enhanced engagement strategies."|During the 2025-26 school year, all program staff participated in training related to Restorative Justice Practices and de-escalation techniques. In addition, staff has continued to receive support related to the trauma-informed practices training from previous years. The SST and PBIS team works with school site administrators to review data, analyze trends, and discuss best practices for student support. Tri Mountain Academy, SCIS, and Excel Academy have community school grants. These grants support the program’s efforts to build capacity for coaching and implementation of PBIS to improve outcomes for all students.|Based on the positive outcomes, these services will continue to provide additional resources for students identified as English Learners, Foster Youth, Low Income, and academically challenged. SCOE provides a comprehensive and tiered approach that starts with whole-school support for academic recovery, behavior interventions(PBIS), and positive messaging regarding the importance of attendance(SART). Actions have been added to increase engagement events for positive attendance and achievement.|Met||2026-06-24|2026
45104540111674|Chrysalis Charter|6||||Not Met|||2026
45104540129957|Northern Summit Academy Shasta|6||||Not Met|||2026
45104540132944|Redding STEM Academy|6||||Not Met|||2026
45698560000000|Anderson Union High|6|A local climate survey was sent to all AUHSD stakeholders and community members in March of 2026. Each question required respondents to answer disagree (1), neutral (2), and agree (3). Below are the questions from the survey in percentage of stakeholders with a score of 2 or 3. -Students are encouraged to take the required courses needed to be prepared for college and career. -94% -Students and families know what classes they will have to take and pass to graduate from high school. -93% -Students participate in programs to learn about different jobs, careers, and colleges. – 92% -Students are prepared for the next step of their educational experience. -86% -Schools offer appropriate courses to prepare students for college or career readiness. -91% -Families and students understand how assignments and tests are graded. -89% -Questions and concerns about schoolwork are addressed. -89% -Student grades reflect their knowledge of the material. -72% -Adults at my school believe all students can be successful. -88% -Students feel comfortable and unjudged to ask their teacher for help. -81% -Teachers provide opportunities for students to participate in classroom discussions or activities. -96% -Teachers at my school go out of their way to help students. -85% -Students receive timely and regular feedback on their learning. -83% -Students are interested in what they are learning. -73% -Students have access to classes and activities that meet their interests and talents. -87% -Schools offer extracurricular activities (sports, clubs, etc.) students are interested in. -91% -Schools have a climate that is caring. -82% -Schools have the materials, staff, programs, and supports needed to help all students do their best. -88% -There are staff on campus who listen to students when they have something to say. -90% -Adults at my school treat students respectfully. -89% -Students have an adult on campus they trust. -89% -Staff at schools promptly respond to family phone calls, messages, or e-mails. -88% -Schools offer families opportunities to be involved in school activities. -86% -Schools keep families well-informed about school activities. -87% -Schools and families are partners in promoting positive learning experiences for students. -87% -Schools clearly outline the family, student, and school responsibilities in educating each child. -88% -Schools seek input when making important decisions. -77% -Schools offer families opportunities to have roles in committees, School Site Councils, etc. -89% -Staff is offered opportunities to have a role in leadership, committees, School Site Councils, etc. -93% -Concerns about student safety are taken seriously. -90% -Concerns about student safety are addressed in a timely manner at my school. -88% -My school is a safe place for all students. -83% -Students know what staff member to go to if they have a safety concern. -89%|Analysis of stakeholder feedback from the March 2026 AUHSD Local Climate Survey identified key strengths and opportunities for continued improvement. Overall, students, families, staff, and community members perceive AUHSD as supportive, responsive, and committed to preparing students for success beyond high school. Survey results demonstrated strong perceptions regarding college and career readiness, instructional opportunities, and stakeholder engagement. High percentages of respondents agreed that students are encouraged to take courses needed for college and career preparation (94%), understand graduation requirements (93%), and participate in programs that expose them to career and postsecondary opportunities (92%). Additionally, 91% reported that schools offer appropriate college and career readiness courses and provide extracurricular opportunities aligned to student interests. Classroom engagement was also viewed positively, with 96% agreeing that teachers provide opportunities for participation in discussions and activities. Stakeholders also reported positive perceptions regarding student support, communication, and relationships. Respondents indicated that staff listen to students (90%), concerns about student safety are taken seriously (90%), students have a trusted adult on campus (89%), and adults treat students respectfully (89%). Families similarly reported positive experiences with communication, including timely responses to questions and concerns (88%), clear expectations regarding educational responsibilities (88%), and opportunities for involvement in school activities and committees (86%-89%). These findings suggest that educational partners view AUHSD schools as supportive environments that value communication and collaboration. Despite these strengths, the survey identified areas for continued growth. Only 73% of respondents agreed that students are interested in what they are learning, 72% believed grades accurately reflect student knowledge and mastery, and 77% agreed that schools seek input when making important decisions. Additionally, while most respondents agreed that schools have a caring climate (82%), are safe places for all students (83%), and that students feel comfortable asking teachers for help (81%), these measures scored lower than many other survey items. Overall, the results highlight opportunities to increase student engagement, strengthen school connectedness and perceptions of climate, and expand meaningful stakeholder participation in decision-making. AUHSD will continue to use survey results, educational partner feedback, and other local data sources to guide continuous improvement efforts and support positive outcomes for all students.|Based on the analysis of the 2026 AUHSD Local Climate Survey and the key learnings identified, the following changes to existing policies, practices, and procedures will be implemented to address identified areas of need and support continuous improvement. • Continue strengthening instructional practices that promote student engagement by expanding professional learning opportunities focused on active learning, student participation, and meaningful classroom experiences. This focus is informed by survey results indicating that 73% of respondents believe students are interested in what they are learning. • Enhance grading and feedback practices by providing opportunities for staff collaboration around assessment, grading consistency, and timely feedback to students. These efforts are intended to address stakeholder perceptions regarding whether grades accurately reflect student knowledge and mastery of content (72%) and whether students receive regular feedback on their learning (83%). • Strengthen student connectedness and school climate by expanding efforts that promote positive relationships between students and staff, increase students’ sense of belonging, and encourage students to seek academic and social-emotional support when needed. This focus is supported by survey results related to caring school climates (82%) and student comfort in asking teachers for help (81%). • Continue reviewing and refining school safety practices, communication protocols, and site safety plans to ensure that all students feel safe and supported. The district will also continue promoting student awareness of available supports and trusted adults on campus. These efforts align with survey findings regarding perceptions of school safety (83%) and student awareness of whom to contact when safety concerns arise (89%). • Expand opportunities, at the sites and district levels, for educational partner participation in district and site decision-making by increasing outreach, engagement activities, surveys, and feedback opportunities. These efforts are designed to address survey results indicating that 77% of respondents believe schools seek input when making important decisions. • Maintain and expand access to college and career readiness opportunities, extracurricular programs, and courses aligned with student interests and future goals. Survey results demonstrate strong support for these areas and suggest they remain important contributors to positive school climate and student engagement. These revisions reflect AUHSD’s commitment to using stakeholder feedback and local data to guide continuous improvement efforts, strengthen school climate, and enhance educational experiences and outcomes for all students.|Met||2026-06-17|2026
45698564530333|Anderson New Technology High|6||||Not Met|||2026
45698720000000|Bella Vista Elementary|6|The Capturing Kids Hearts Surveys were administered to parents, staff and students. The data is as follows: 2025-2026 ADMINISTRATOR SURVEY RESULTS Following are the target scores and campus scores for the administrator survey: Average score for IMPLEMENTATION of the program Campus Score 4.1 Baseline 4 Following are the target scores and our campus scores for the teacher and support staff survey: Average score for IMPLEMENTATION of the program Campus Score 4.1 Baseline 4.1 AVERAGE score for all Culture and Climate (Teacher and Support Staff) Survey Statements/Questions Campus Score 4.3 Baseline 4.5 Elementary Student Surveys: AVERAGE score for all student survey statements/questions Campus Score 4.4 Baseline  4 Middle School Student Surveys: AVERAGE core for all student survey statements/questions Campus Score 3.6 Baseline  3.7 Parent Surveys: 4.5 is the AVERAGE Score for Family Statements/Questions with this survey on a scale of 1-5|Overall, parents, staff and elementary school students are pleased with the climate and culture at the school site. The leadership survey indicates that the program is consistently modeled and used school wide. Parents are especially pleased with the positive school culture.   Thirteen of the fourteen questions in the parent survey are above the baseline score indicating that parents are very pleased with the school staff and climate.  The student survey results indicated that teachers encourage them to be the best student they can be and that students help lead and support Capturing Kids' Hearts Processes. Areas for growth: Students don't always like going to school and do not feel like students treat each other respectfully in the Middle School. Middle School Social Contracts need to be implemented with fidelity. Students also felt that it was difficult to go to a teacher or staff member if they had a problem. There is a noticeable difference between the elementary student results and the middle school students' results indicating the middle school needs to review the results and consider/address the students concerns.|The LEA has determined that professional development in the area of CKH for new staff and a refresher training opportunity for current staff is essential to ensure that the middle school staff is using the program with fidelity and that the social contract is being revisited across campus. Middle School staff will review the student survey results and make goals at addressing student concerns.|Met||2026-06-10|2026
45698800000000|Black Butte Union Elementary|6|"Students stated the strength of the school are:  Physical Spaces: Strengths mentioned include the campus layout, brunch/cafeteria area (although one response noted the court is ""messed up in some places""), restrooms (though also listed in a neutral response), classrooms, the office, the blacktop, the roof, and playground/play structure areas (specifically noting the area with 4 swings and 2 types of bars). Academics and Support: Strengths are seen in subjects, learning, teaching, and general student learning. Social Climate: The school is considered strong in ""Being open to kids"" and enabling students to ""make friends easily."" Safety and Wellness: Responses noted the strength in making sure students receive mental health supports and keeping people from ""doing bad things in the bathroom.""  Students indicated the following need to be improved:  Facility Conditions (Bathrooms & Outdoor Areas): The most frequently cited area for improvement is the school bathrooms, specifically noting the need for better cleaning, broken fixtures (sinks/toilets), a hole in the wall, and general upkeep. Other suggested facility improvements include expanding the blacktop area, adding more playground equipment (like monkey bars), and improving the field size. Student Well-being and Support: Several respondents emphasized the need to prioritize student voices, suggesting anonymous feedback forms, student-led forums, and creating safe spaces or ""calming rooms"" for mental health breaks. Additionally, the school should focus on reducing bullying, addressing rudeness among students, and monitoring ""fidgety kids."" Discipline and Teacher Interaction: Respondents requested improved treatment of students overall, including better conflict resolution that moves away from exclusionary discipline toward peer mediation, rather than forcing students to ""hug"" or ""be friends again."" Some noted the need for less ""mean teachers"" and less ""hovering over little problems,"" stating that teacher intervention often makes minor issues worse. Curriculum and Schedule: A few responses suggested changes to specific areas of study (recess, P.E., art, science) and requested less homework.  Parent Surveys Indicated: The major strengths of this school are:  Personnel & Relationships: Major strengths include the staff being personable with both parents and students, positive relationships between students and teachers, and specific teachers/aides who help children through gentle teaching and understanding. The principal was also noted as ""pretty awesome."" Safety & Environment: The school's climate and safety were highlighted, as was the beautiful campus and the well-maintained elementary area, which is viewed as ""a campus to be proud of."" Academics & Opportunities: Strengths include academics and unique opportunities available locally. Areas of concern: Safety, discipline, academics, enrichment, administrative and staff concerns, unclean bathrooms, and better storage."|"Areas of Strength: Basic Services and Curriculum:** Multiple respondents cited Basic Services (including credentials, facilities, and instructional materials) and Curriculum/State Standards (for subjects like English language arts, mathematics, and science) as areas done well. School Climate and Engagement:** School climate and culture was highlighted as a positive, particularly at the elementary school level, with specific mention of students feeling safe, heard, and valued. Student engagement was also frequently noted as a strength, especially at the Jr. High. Specific Subjects and Courses:** Math, reading, science, and language arts were mentioned as areas of strength, along with good access to various courses. Staff and General Positives:** One respondent specifically praised the work of Mrs. Coates regarding student engagement and SPED issues. Other general positive feedback included having priorities set right, covering everything well, and improvements being made in a positive direction. Areas of Concern:** Several responses indicated that nothing is done well, or that academics are lacking, with one response specifically pointing out issues with bullying and the middle school's climate.  Areas of Need: School Climate, Culture, and Safety (Priorities 5 & 6):** Significant improvement is needed in school climate and culture, primarily addressing widespread issues like bullying, violence, foul language, and littering. Several respondents noted the need for immediate, visible consequences for these behaviors, a stricter no-tolerance policy enforcement, better adult supervision in high-risk areas, and improved school security. Concerns were also raised about staff professionalism (yelling at children, complaining about students/parents) and the need for better quality staff who have a ""drive for children, not for a paycheck."" Parent Involvement and Communication (Priority 3):** Parent Involvement is cited as a major area for improvement. Multiple detailed responses highlighted severe, ongoing communication issues, including a lack of timely notification about safety threats (school shooting threats, suicide talks), bullying incidents, and outdated/unhelpful technology for tracking student grades (e.g., Aeries is not live). Proposed solutions include adopting a school-wide communication platform for transparent, timely updates and using a structured action plan model for parent-teacher conversations. Student Achievement and Engagement (Priorities 4 & 5):** Improvement is required in both student achievement (specifically reading, math, and science) and student engagement, particularly noting an ""exodus of students about 6th grade."" One respondent noted that student achievement is difficult when other children disrupt class. Discipline and Accountability Systems:** The overall approach to discipline requires fixing follow-through systems with clear consequences, documentation, parent communication, and re-entry plans."|The superintendent has worked with the Governing Board and staff to set new goals. The draft is listed below.  1. Literacy and Reading Achievement (Across All Disciplines) Ensure all students develop strong reading, writing, and communication skills. • Increase reading proficiency on state and local assessments  • Implement authentic literacy practices across all subjects (ELA, science, social studies, electives). • Reduce the number of students reading below grade level   2. Mathematics Achievement and Conceptual Understanding Strengthen student performance and confidence in mathematics. • Increase math proficiency on state and local assessments  • Ensure consistent implementation of standards-based, conceptually focused math instruction. • Provide targeted support to close achievement gaps among student groups.  3. Student Engagement, Attendance, and Relevance Increase student engagement through meaningful and relevant learning experiences. • Improve average daily attendance (ADA) and reduce chronic absenteeism • Expand electives, enrichment, and hands-on learning opportunities. • Increase student participation in extracurricular activities and school-connected experiences.  4. Whole Child Development and Student Wellness Support the social-emotional, physical, and developmental needs of every student. • Expand access to mental health and wellness supports. • Improve school climate and student connectedness (survey and behavioral indicators). • Ensure all students have access to physical education, enrichment, and developmentally appropriate supports.  5. Fine Arts, Music, and Creative Expression Ensure all students have access to a rich and comprehensive arts education. • Expand and sustain music, visual arts, and performing arts programs at all grade levels. • Integrate arts into core instruction to support creativity and engagement. • Increase student participation in arts-related performances, showcases, and exhibitions.  6. High-Quality Curriculum, Instruction, and Relevance Ensure all students experience rigorous, engaging, and relevant learning. • Implement standards-aligned curriculum across all subjects, including electives. • Promote project-based, interdisciplinary, and real-world learning experiences. • Ensure instruction meets the needs of diverse learners through differentiation and support systems.|Met||2026-06-12|2026
45699140000000|Cascade Union Elementary|6|Capturing Kids Hearts Surveys Anderson Heights Elementary School: Implementation (Leader) Current Score 3.6 Target 4 Culture & Climate (Leader) Current Score 4.1 Target 4.5 Implementation (Teachers) Current Score 4.0 Target 4.1 Culture & Climate (Teachers) Current Score 4.6  Target 4.5 Student 4.2  Target 4 Family 4.2 Target 4  Anderson Middle School Implementation (Leader) Current Score 3.8 Target 4 Culture & Climate (Leader) Current Score 4.4 Target 4.4 Implementation (Teachers) Current Score 3.3 Target 4 Culture & Climate (Teachers) Current Score 4.2 Target 4.4 Student 3.1 Target 3.7 Family 4 Target 3.7  Meadow Lane Elementary School Implementation (Leader) Current Score 4.1 Target 4 Culture & Climate (Leader) Current Score 4.1 Target 4.5 Implementation (Teachers) Current Score 4.2 Target 4.1 Culture & Climate (Teachers) Current Score 4.1 Target 4.5 Student 4.1 Target 4 Family 4.2 Target 4  North State Aspire Implementation (Leader) Current Score 3.9 Target 4 Culture & Climate (Leader) Current Score 4.5 Target 4.5 Implementation (Teachers) Current Score N/A Target 4.1 Culture & Climate (Teachers) Current Score 5 Target 4.5 Student N/A Target 4 Family N/A Target 4  STAFF The staff rated the following areas: Staff safety is a priority in our District. 47.7%  Always 29.2% Most of the Time  21.5% Some of the Time 1.5% Never  Student safety is a priority. 60%  Always 16.9% Most of the Time 23.1% Some of the Time 0% Never  I am valued by school/department staff. 36.9%  Always 29.2% Most of the Time 30.8% Some of the Time 3.1% Never  I am respected by the students. 13.8%  Always 58.5% Most of the Time  23.1% Some of the Time 1.5% Never 3.1% unsure/not applicable Students know and follow the behavior expectations. 3.1%  Always 29.2% Most of the Time 64.6% Some of the Time 0% Never 3.1% Unsure/not applicable We provide outstanding customer service to our parents/families.  40%  Always 40% Most of the Time 16.9% Some of the Time  0% Never 3.1% Unsure I have high expectations of all students. 64.6% Strongly agree 23.1% Agree 9.2% Neutral 0% Disagree 0% Strongly disagree 3.1% Unsure/not applicable Students in this school respect each other's differences (for example: disability, race, Culture, etc.) 10.8% Strongly agree 40% Agree 21.5% Neutral 23.1% Disagree 1.5% Strongly disagree 3.1% Unsure/not applicable  My school administrator is present and visible on campus. 36.9% Strongly agree 33.8% Agree 15.4% Neutral 9.2% Disagree 4.6% Strongly disagree  School administrators give me useful feedback on my work. 33.8% Strongly agree 27.7% Agree 27.7% Neutral 9.2% Disagree 1.5% Strongly disagree    School administrators affirm staff members for a job well-done. 33.8% Strongly agree 29.2% Agree 29.2% Neutral 6.2% Disagree 1.5% Strongly disagree  School administrators follow through on commitments. 33.8% Strongly agree 23.1% Agree 26.2% Neutral 15.4% Disagree 1.5% Strongly disagree   School administrators communicate effectively. 24.6% Strongly agree 27.7% Agree|"The 2025-2026 Staff Climate Survey reflects a workforce that is deeply loyal to their site-level leadership but increasingly strained by district-level decisions, student behaviors, and communication gaps.  Key Themes from Staff Feedback 1. Exceptional Site Leadership The most consistent positive feedback centers on specific administrators. Staff feel valued, supported, and ""heard"" by their immediate supervisors:  2. Increased Student Challenges Multiple staff members noted that the current student body is ""extremely challenging""—the hardest some have seen in years. Specifically: Disrespect: New staff and bus drivers reported significant disrespect from students at one school site. Support Needs: There is a stated need for more administrative support to handle discipline, as current resources are stretched thin.  3. Resource Strains & Staffing Cuts There is palpable anxiety regarding recent budget and staffing shifts: Impact of Cuts: The loss of four aide positions and the closure of the learning center to non-IEP students was described as ""devastating."" Superintendent’s Role: While some staff appreciate the Superintendent’s thoughtfulness in making hard staffing decisions, others feel the District Office should be more transparent.  4. Communication & Transparency Gaps Communication is a primary ""pain point"" identified in the survey: District Accountability: Staff questioned why survey results aren't shared publicly and called for a system to provide feedback on the Superintendent and District Office. Information Flow: While weekly bulletins are appreciated, staff feel they are not a substitute for two-way communication. There is a desire for more time in staff meetings to voice concerns. Presence: A few reports mentioned that the admin has felt ""less present"" than usual this year, likely due to the increased workload."|Using the local data, the district is committed to improve communication and review Positive Behavior Intervention Supports with staff to ensure behaviors are addressed.  This year has been especially challenging and the admin will work to rebuild relations with staff and the school board. Other actions have been added to the LCAP based on this survey feedback.|Met||2026-06-11|2026
45699140135624|Tree of Life International Charter|6|A total of 155 students in grades 4–8 completed the 2025–26 Student Climate Survey. Overall, responses indicate a positive school climate, with the majority of students reporting feeling safe, supported, and connected to their school community.  Strengths  Student responses demonstrated particularly strong results in several key areas:  -94% of students agreed that the school provides the supplies, learning spaces, and resources they need to be successful (average rating 3.5/4). -91% reported feeling safe at school (average 3.4/4). -90% indicated they like the school building (average 3.4/4). -87% agreed that teachers give them a lot of encouragement. -87% reported that adults at school genuinely care about them. -88% agreed that teachers provide opportunities to participate in discussions and classroom activities. -88% reported they understand what they are learning. -87% agreed their teacher makes sure all students receive the help they need. -85% reported that most students try to do a good job on schoolwork. -85% agreed they enjoy learning another language, reinforcing support for the school's dual-language program.  Overall Summary  Tree of Life International Charter School administered a local School Climate Survey to 155 students in grades 4–8 during the 2025–26 school year. Survey questions measured students' perceptions of school safety, relationships, school connectedness, academic support, respect, student voice, school culture, and opportunities for engagement. Students also provided open-ended feedback regarding school strengths and areas for improvement.  Overall, student responses indicate a positive school climate.  Key findings include:  -90% of students reported knowing at least one adult at school they can go to for help. -90% agreed that teachers treat students with respect. -82% reported feeling known and cared for at school. -81% reported enjoying being at school. -93% agreed students have opportunities to pursue different interests. -94% agreed learning another language will benefit them in the future. -95% reported that parents ask about homework.  Open-ended responses consistently identified appreciation for caring teachers, electives, field trips, sports, internships, and the dual-language program. Students most frequently requested additional playground equipment, expanded elective offerings, more recreational opportunities, and longer recess.|Student survey data indicates that Tree of Life International Charter School maintains a positive and supportive learning environment. Students consistently report strong relationships with adults, feel respected by teachers, and know where to seek support when needed. High levels of agreement regarding opportunities to participate in school activities and the value of learning multiple languages reinforce the school's commitment to providing engaging educational experiences aligned with its dual-language mission.  The survey also identified opportunities for continued improvement. Student responses suggest that peer relationships and schoolwide behavior expectations remain areas of focus. There was mixed agreement regarding student behavior, respectful peer interactions, conflict resolution, and consistent application of school rules, which indicates a need to continue strengthening positive school culture through restorative practices, PBIS implementation, and character development.  Students also expressed a desire for increased voice in school decision-making, additional elective opportunities, expanded recreational spaces, and improvements to playground facilities. These findings support ongoing efforts to increase student engagement while providing meaningful opportunities for student leadership and input.|Based on the Student School Climate Survey results, Tree of Life International Charter School will continue implementing and refining strategies that promote a safe, supportive, and engaging learning environment.  Actions for continuous improvement include:  -Continuing implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, targeted circle times, and explicit instruction in schoolwide behavioral expectations to strengthen respectful peer interactions and reduce bullying. -Continuing and increasing opportunities for student voice through student leadership, student feedback opportunities, and participation in school improvement discussions. -Continuing to expand engaging elective offerings and enrichment opportunities as staffing and resources allow while exploring additional extracurricular opportunities aligned with student interests. -Reviewing playground and recreational needs to identify opportunities for future improvements and facility enhancements. -Continuing to strengthen positive relationships between students and staff through relationship-building activities, advisory structures, and social-emotional learning. -Monitoring school climate annually through student survey data to evaluate progress and inform continuous improvement efforts.  Survey results will continue to be reviewed alongside attendance, discipline, and other local indicators to ensure school climate initiatives remain responsive to student needs and aligned with the school's Local Control and Accountability Plan (LCAP).|Met||2026-06-24|2026
45699220000000|Castle Rock Union Elementary|6|Castle Rock Union Elementary School District collects school climate data through local surveys, educational partner feedback opportunities, student discussions, family surveys, staff input, attendance data, behavior records, and participation in school activities. These data sources provide information regarding students’ sense of belonging, safety, relationships with staff and peers, family engagement, and overall school experience.  Local climate survey results indicate that students and families generally view Castle Rock School as a safe, welcoming, and supportive environment. Educational partners consistently identify strong relationships between students and staff, a positive school culture, and the personalized attention provided in a small-school setting as district strengths. Students report that they feel connected to teachers and classmates and have access to trusted adults on campus.  Available student group data indicate that school climate experiences are generally positive across grade levels and student populations; however, the district continues to monitor the experiences of all student groups to ensure equitable access to support and engagement opportunities. Due to the district’s small enrollment, some student group data is limited to protect student confidentiality. The district reviews available information by grade level, student needs, attendance patterns, behavioral data, and participation in programs and activities to identify areas for improvement.  Additional local data sources, including chronic absenteeism rates, discipline referrals, intervention records, and participation in extracurricular and enrichment activities, are reviewed alongside survey results to better understand student engagement and school connectedness. The district uses this information to identify students who may need additional academic, behavioral, or social-emotional support.  Overall, local climate data demonstrate that Castle Rock Union Elementary School District has established a positive and supportive school environment. Continued areas of focus include increasing student engagement, improving attendance, expanding opportunities for student voice, and ensuring that all students and families feel connected, valued, and supported within the school community.|Based on the analysis of local climate survey data, educational partner feedback, attendance data, behavior records, and available student group information, Castle Rock Union Elementary School District identified several key strengths and areas of need related to school climate and conditions for learning.  A primary strength identified is the positive and supportive school culture. Students, families, and staff consistently report strong relationships with teachers and school personnel, a sense of belonging, and a safe and welcoming learning environment. The district’s small-school setting allows staff to develop meaningful relationships with students and families, providing individualized support and early identification of student needs. Students benefit from access to trusted adults, personalized attention, and opportunities to participate in academic, extracurricular, and enrichment activities.  Analysis of student group data indicates that overall school climate experiences are positive across grade levels and student populations. Due to the district’s small enrollment, some disaggregated student group data is limited to protect student confidentiality; however, available information from surveys, student conversations, attendance patterns, discipline data, and participation data is reviewed to identify trends and ensure equitable access to supports.  Key areas of need identified through the data include improving student attendance, increasing student engagement, and strengthening supports for students who may experience challenges with school connection or participation. Chronic absenteeism data indicates a need to continue addressing barriers to consistent attendance and strengthening partnerships with families to support regular school participation. The district will continue monitoring behavioral and social-emotional data to ensure students receive appropriate interventions and supports.  Additional areas for growth include expanding opportunities for student voice, increasing family engagement among underrepresented groups, and ensuring all students have access to academic, social-emotional, and enrichment opportunities. The district will continue using climate data and stakeholder feedback to guide improvement efforts, strengthen relationships, and maintain a positive school environment where all students feel valued, supported, and connected.|Based on the analysis of local climate data, attendance trends, student engagement information, and educational partner feedback, Castle Rock Union Elementary School District has identified the need to strengthen systems of support for students experiencing academic, attendance, behavioral, or engagement challenges. To address these needs, the district will revise and enhance existing intervention and attendance support procedures to provide more timely, coordinated, and individualized assistance.  The district will continue to strengthen its Multi-Tiered System of Supports (MTSS) process by improving early identification of students needing additional support, monitoring student progress, and coordinating interventions among teachers, support staff, administration, and families. Intervention plans will include academic supports, social-emotional supports, behavior interventions, and targeted assistance based on individual student needs.  To address chronic absenteeism and barriers to regular attendance, the district will expand attendance recovery efforts through increased communication with families, attendance monitoring, problem-solving meetings, and individualized attendance improvement plans when needed. The district will provide additional opportunities for students to recover learning time through expanded learning opportunities, enrichment activities, academic support sessions, and structured intervention opportunities outside of the regular school day.  The district will also continue to strengthen family partnerships by providing clear communication regarding attendance expectations, available supports, and opportunities for families to collaborate in developing solutions. Staff will review attendance and engagement data regularly to identify trends, evaluate the effectiveness of interventions, and make adjustments to support systems.  These revisions and actions are intended to create a more proactive approach to supporting student success, increasing school engagement, improving attendance outcomes, and ensuring all students have equitable access to the academic and social-emotional resources necessary to thrive.|Met||2026-06-11|2026
45699480000000|Columbia Elementary|6|District Results for Parent Surveys 373 parents responded to the survey. (64% of all students) 98.92% of parents agreed or strongly agreed that their child had a positive relationship with 1 or more adults on campus. 98.62% of parents agreed or strongly agreed Columbia ESD is a positive learning environment for their student(s). 98.58% of parents agreed or strongly agreed that effective two-way communication is occurring between the teachers and parents.  99.44% of parents agreed or strongly agreed that communication, emails and phone calls with teachers and office staff are responded to within 36 hours with the exception of weekends and holidays.  96% of parents agreed or strongly agreed that their child feels safe at school.  97% parents stated that their child has NOT experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her.   Of those parents that responded that their child did experience unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 8% reported the incident to the school. Of those parents that responded that their child did experience unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 33% stated they were contacted by an administrator at the conclusion of the investigation. 88% of parents agreed or strongly agreed they are satisfied with their student's educational progress. 7% of parents agreed or strongly agreed they are satisfied with the after school CARE program.  93% responded not applicable 97.19% of parents agreed or strongly agreed they are satisfied with the timeliness of grade reporting.  97% of parents agreed or strongly agreed they are satisfied with how the school facilities are maintained.|The overall results for the elementary and middle school surveys indicated that a majority of parents were very pleased with the quality of education their child received and the overall culture and safety of the district.  A significant amount of the comments from parents were positive with a few areas for growth.  The parent survey comments for Columbia Elementary School (CES) for the 25/26 school year are overwhelmingly positive, with specific areas identified for improvement in facilities, communication consistency, and after-school programs.Key Positive Feedback  Positive Relationships & Staff Staff and Teachers: The teachers, aides, and staff are consistently praised for being loving, kind, friendly, supportive, attentive, nurturing, and compassionate. Many parents noted the staff is very involved and makes students feel safe and welcome. Principal Pratt: Principal Pratt is frequently highlighted for being highly involved, greeting students by name daily at drop-off and pick-up, and creating a warm, welcoming environment. Student Experience: Students are thriving, feeling safe, and developing strong positive relationships with multiple adults on campus. The school environment is described as positive and nurturing. Other Staff: The CARE program staff, janitorial staff, and cafeteria staff are also mentioned positively for their efforts and dedication.  Communication Tools: Class DoJo is widely praised as an excellent and effective tool for communication, timely responses from teachers, and helpful reminders of events. Weekly announcements, auto-dialers, and weekly folders are also appreciated. Responsiveness: Teachers and staff are generally prompt, timely, and effective at communicating via chat, email, or verbally.  Student Achievement & Support Growth: Parents are extremely satisfied with their children's academic progress, growth in knowledge, and improvement in skills like speech, reading, and problem-solving. Programs: The CARE program is described as excellent and an important resource for working parents. The Learning Center and Special Education programs are also commended for providing great support and helping students meet and exceed goals. School Culture: Parents love the fun events, assemblies, awards, and the effort put into making student events enjoyable (e.g., balloons, music, decor).  Facilities The school is generally described as clean, safe, well-managed, and well-maintained. The fenced-in campus is appreciated for safety.  Key Areas for Improvement  Safety and Facilities Fencing: There are multiple requests for a better or reinforced fence around the back of the school. Maintenance: A strong need to upgrade outdated bathrooms, especially in the TK/K/Preschool areas. Additionally, fixing multiple raised cracks on the blacktop of the TK/K/Preschool playground is requested. Staffing: Concern about not having a full-time staffed nurse on campus during school hours. Other: Adding umbrellas at the front seating areas|Changes to plan include focusing on only one goal- The mission of the District. One broad goal allows significant reduction in the length and duplication of the LCAP to make it more accessible and easier to understand for community partners.  Additionally, it focuses the services and programs on those that increase or improve student outcomes while making accountability less burdensome.  We will continue to focus on updating facilities during the summer to minimize disruptions in student learning.|Met||2026-06-22|2026
45699480134122|Redding School of the Arts|6|RSA utilized multiple local surveys to gather educational partner input regarding school climate, with a focus on school safety, connectedness, and emotional support. In 2025–2026, RSA surveyed seat-based students in grades 4–8, resulting in 220 responses out of 239 students. Additionally, RSA reviewed student survey data from grades 9–11 collected in 2024–2025, with 61 responses out of 72 students. Family input was also gathered through an annual survey, with 83 responses out of 443 families. Survey results were analyzed to identify trends in student and family perceptions of school climate, including feelings of safety, connectedness, and support from school staff. In addition, RSA utilized the KELVIN Social-Emotional Learning screener for students in grades 3–12 to provide ongoing data on student well-being and SEL needs. These periodic data points are reviewed by the MTSS team to identify students who may benefit from targeted classroom instruction, small group supports, or individualized interventions.|Analysis of local climate survey data indicates that students and families generally report positive perceptions of school safety and a strong sense of connection within the school community. Most students indicate they feel safe at school and report having at least one trusted adult on campus with whom they can discuss personal concerns. Students also report high levels of perceived care and support from teachers, with 86.8% indicating that teachers care about them and 92.7% indicating that teachers want them to succeed. These findings reflect a strong foundation of positive relationships between students and staff. Areas of concern emerged in student feedback related to perceptions of school rules and the consistency of discipline practices. Approximately 26.4% of students expressed concerns regarding fairness and consistency in rule enforcement. Specific feedback included perceptions that the dress code is applied inconsistently, with some students feeling that enforcement may disproportionately impact certain groups. Students also noted concerns regarding variability in how behavioral expectations and consequences are communicated and enforced across settings. These insights highlight the importance of continued focus on consistent implementation of schoolwide expectations and clear communication of behavioral standards.|In response to local climate survey data and ongoing staff feedback, RSA implemented and continues to refine a Multi-Tiered System of Supports (MTSS) framework to address student behavioral and social-emotional needs. Monthly CARE/MTSS meetings have provided structured opportunities for staff to review student needs, address behavioral concerns, and develop targeted interventions to support positive school climate outcomes. At the Tier 1 level, staff have focused on strengthening relationships, reinforcing classroom community, and promoting clear behavioral expectations to support a positive and inclusive learning environment. RSA will continue to utilize and strengthen this MTSS framework as a core component of its student support system. In addition, administration regularly reviews student survey feedback to inform professional development planning and to guide refinements to schoolwide practices. Based on identified needs, RSA will continue to review and reinforce its positive behavior support system and character education initiatives to ensure consistent implementation of schoolwide expectations across all settings, including classrooms, playgrounds, common areas, and performance spaces. Ongoing improvement efforts will focus on ensuring that behavioral expectations are clearly taught, consistently applied, and regularly reinforced so that all students experience a safe, supportive, and predictable school environment.|Met||2026-06-11|2026
45699480139543|Shasta View Academy|6|SVA developed surveys for parents, students in grades 5-8, students in high school, and staff.  Surveys completed in the spring of 2026 included questions that were specifically designed and tailored to the uniqueness of our school program and student population.  Additionally, feedback was gathered throughout the year through daily interactions with families, the school’s Advisory Council, the Board of Directors, and parent meetings.   Parents: 86 parents completed the survey.  Overall, they are very pleased with all aspects of the SVA program. They believe SVA promotes academic achievement for all students, provides access to a wide variety of courses and curriculum, enjoy working with SVA Teachers and staff, believe their children are safe when visiting the school sites, and would recommend SVA to others. In the 2026-2027 school year, parents would like to have in-person special education services in all areas of service, more school events, an increase in robotics opportunities, art supplies, continued funding for Enrichment Partner opportunities, and continued offerings of field trips.    Students: 66 students responded to the survey and reported that they enjoy working with their SVA Teacher, are proud of their academic progress, are very satisfied with the curriculum and program options, feel safe when visiting a resource center, and would recommend the school to friends.  High school students reported that they do not like SVA’s i-Ready assessments. i-Ready assessments will be redesigned and reduced for the 2026-2027 school year by Curriculum Associates. In the 2026-2027 school year they would like the opportunity to participate in high school sports, more high school activities, in-person class opportunities, robotics classes, and extracurricular opportunities.  Staff: 30 staff members completed the survey.  They reported that they enjoy working at SVA, are satisfied with the salary and benefits, feel supported by the school administration, and have opportunities for professional development.|SVA’s local survey data and information gathered through consistent communication with staff and families indicate that SVA is doing an excellent job supporting our parents, students, and staff.  Our educational partners think that the school is safe, dedicated to academic progress, supports strong connections, and offers a positive school climate.  Parents appreciate that the school offers curriculum choice, academic instruction and intervention opportunities, field trips, extracurricular opportunities, and a robust Special Education program. They report that these activities are critical to student success and a positive school experience and they play a part in the school’s popularity and reputation.|SVA used data gathered to complete the school’s LCAP goals and action items for the 2026-2027 school year.  The school’s goals remained the same and the following actions were added: Establishment of a curriculum center in Redding that is more accessible to SVA families. Expansion of reading support services in Modoc and Lassen Counties. General education staff expanded to include 2 new teachers. Special education staff expanded to include 1 new paraprofessional. Improved interventions and curriculum for students working below grade level in math. Robotics kits and instruction for students in the Intermountain and Alturas areas of service. Continued development of a high school sports program. SVA Natural Resource CTE Pathway development and expansion.|Met||2026-06-09|2026
45699480141580|Phoenix Charter Academy College View|6|For academic year 2025/2026 Phoenix Charter Academy College View prepares my student to meet or exceed the state standards - 86% agree or strongly agree Phoenix Charter Academy College View has adequate systems and supports to help my child succeed academically -88% agree or strongly agree My student uses academic supports at Phoenix Charter Academy College View (onsite tutoring, skills classes, remedial courses, CPS tutoring) - 96% agree or strongly agree This school treats all students with respect - 88% agree or strongly agree This school is a supportive and inviting place to learn- 90% agree or strongly agree The school promptly responds to phone calls, messages and emails- 92% agree or strongly agree Parents feel welcome to participate at this school - 74% agree or strongly agree|The key learnings are that parents and students feel that they are supported both academically and emotionally while attending classes.  There is a need to ensure that parents are feeling welcome to participate.|The staff has already implemented strategies to aim to increase the feelings of connectedness such as implementing Capturing Kids Hearts and Tools for Teaching.  SEL lessons are provided in the classroom as well as small group.   The school will continue to prioritize school climate.|Met||2026-06-09|2026
45699550000000|Cottonwood Union Elementary|6|We provided staff, students and parents a survey to help guide our work next year. There is too much data for the 3000 character limit that this box allows. We shared our data with our educational partners in June 2026 when the Local Control Accountability Plan was approved by the governing board.  North Cottonwood Parent Surveys indicate: 201 of the comments were positive, 101 were neutral and 51 were negative The school received the following review from parents: 96% overall rating on Interpersonal Relationships 93% overall rating on School Experience 90% overall rating on Instruction 89% overall rating on Student Engagement 88% overall rating on Communication  Staff Survey North Cottonwood 98% of staff feel a sense of connectedness 93% of staff believe the conditions for learning are great 91% of staff feel safe at school 83% of staff believe students feel a sense of connectedness|"ELEMENTARY SCHOOL Strengths (What families appreciate most)   Caring, high-quality teachers   Many parents praised specific teachers as supportive, engaging, and impactful.   Teachers are often described as kind, patient, and motivating, with some students thriving and enjoying school more.   Positive school environment   Families noted a clean campus, small-town/community feel, and a family-like atmosphere.   Students often feel safe, valued, and excited to attend school.   Student growth and engagement   Parents appreciate academic growth, life skills development, and increased confidence.   Extracurriculars, rewards (STAR parties, field trips), and classroom responsibilities are valued.  Strong relationships   Many students build positive relationships with teachers and peers.   Several parents highlighted improved attitudes toward school.   Key Concerns / Areas for Improvement  Communication issues   This was one of the most common concerns. Parents want:     Earlier notice about events and schedules     More updates on academic progress     Better communication from some teachers and administration  Inconsistent teaching quality      Experiences vary widely between teachers.  Concerns about:     Too many new/inexperienced teachers     Some teachers lacking communication or classroom management     Bullying and behavior management  Repeated concerns about:     Bullying, name-calling, and physical behavior     Lack of effective or timely intervention by staff  Support for struggling students. Parents report:     Students falling behind without early intervention     Need for more one-on-one support     Concerns about support for students with IEPs, 504 plans, autism, and learning challenges  Administrative concerns     Some negative feedback about:     Office staff being unhelpful or rude     Administration not listening or responding effectively to concerns  Workload and grading concerns     Issues raised about:     Heavy homework load     AR (reading) goals affecting grades unfairly     Desire for more teaching vs. independent work  Other recurring suggestions   Better bullying prevention   Smaller class sizes (especially TK)   More buses/drivers   Increased staff pay   More inclusive practices for special needs students  MIDDLE SCHOOL  Areas of strength for the middle school include: Positive Teacher/Staff Presence: Many respondents highlighted good teachers and staff, specifically mentioning specific teachers as being helpful, kind, funny, and offering tutoring. Sports, Athletics, and PE: A significant area of strength is the school's sports program, athletics, and physical education (PE), which are frequently described as ""awesome"" and provide lots of opportunities and activities, including the pool and gym facilities. School Environment and Spirit: Strengths include good school spirit (especially related to house colors and events), classrooms that feel calm and safe, fun activities (like electives, trips, events, and fundraisers)"|There are no changes made to the planned goal, metrics or targeted outcomes in our Local Control Accountability Plan. We changed the following actions: Action 1.1  NWEA Assessment  iReady/STAR Reading/STAR Math and possibly DnA)  Action 1.5-Robotics will be provided a storage room. Action 1.8 Removed Peaceful Playground (paid for out of a grant by Columbia ESD). Principals will be instructional leaders and facilitate/coordinate the NWEA professional development. Staff will use the data to improve and accelerate instruction. Action 1.9- Added Minga to assist with student management and parent communication  at the junior high school. Action 1.10- 1 FTE Assistant Principal will be shared between the elementary and junior high school next year.  Action 1.12-The district will work to computerize the TK Report Card. Action 1.14-The elementary principal will convert an instructional aide position into a behavior tech position (this will be an additional cost to the district). Action 1.16 -We increased our counselor at North move from 1/2 time to 1 FTE. Action 1.17- Added RAISE Attendance Network Action 1.18-Bond Facilities-Put fence, redo doors, Action 1.19- Verkada Guest Check-in System for security and safety of our students and staff. Action 1.20- We added this action as we received Learning Recovery Emergency Block Grant funding. Minga and math adoption materials.|Met||2026-06-24|2026
45699550121640|Cottonwood Creek Charter|6|Cottonwood Creek Charter School administers an annual Healthy KIds School Climate Survey to all students in 4th-8th grades.|Overall, Cottonwood Creek students have a sense of belonging at school; they feel safe at school; and there is not a sense of a bullying problem at school. For example, over 84% of junior-high students say they are happy to be at Cottonwood Creek; over 90% of junior-high students feel they are treated fairly by their teachers; over 90% of junior-high students feel safe at school; and over 80% of junior-high school say they have not been made fun of due to their race, ethnicity, religion, gender, or physical disability.|One of of the concern areas for school staff with regard to the survey data is the amount of time students are spending on social media. 30% of all junior-high students report that they spend 3 or more hours a day on social media.|Met||2026-06-15|2026
45699710000000|Enterprise Elementary|6|"Overall, students' responses are positive in terms of school safety and connectedness. 77% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly/maybe"" to the question, ""My school helps me know what to do in an emergency."" The results indicate strengths in feeling safety but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feel that staff care about them and would help them if they reported bullying."|It remains clear that student achievement increases when students feel safe, connected, and supported at school. Positive staff-student relationships, a sense of belonging, and participation in school activities contribute to improved attendance, increased achievement, and stronger overall student engagement.|"For improvement purposes, the district is continuing to invest in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts for social/emotional learning. The district will maintain previous offerings of students' sports and activities to increase engagement.  Each school maintains a school counselor along with behavior tech support.  The district continues to develop and expand wellness coaching across school sites."|Met||2026-06-10|2026
45699710135848|Redding Collegiate Academy|6|"Overall, RCA students' and other EESD students' responses are positive in terms of school safety and connectedness. 91% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly"" to the question, ""My school helps me know what to do in an emergency."" The results indicate strengths in feeling safe, but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feel that the staff care about them and would help them if they reported bullying."|It remains clear that student achievement increases when students feel safe, connected, and supported at school. Positive staff-student relationships, a sense of belonging, and participation in school activities contribute to improved attendance, increased achievement, and stronger overall student engagement.|"For purposes of improvement, the district has invested in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts for social/emotional learning. RCA will maintain previous offerings of students' sports and activities to increase engagement. RCA has also developed several partnerships with local community vendors to serve students in physical education and music."|Met||2026-06-10|2026
45699890000000|Fall River Joint Unified|6|According to the FRJUSD 2024-25 Healthy Kids Survey Main Report School Engagement and Supports results that ____ of all students that took the survey agree there is an adult that cares about them, and an average of___% feel that adults have high expectations, and 68% are motivated to do their best in school. Looking at the same survey, students’ perceived safety at school reveals that ___% of students feel safe at school. These are areas of strength in the district.|Areas of concern include substance abuse: While the seventh graders showed single-digit percentage responses, those increased dramatically in the ninth grade and dropped slightly by the eleventh grade. Vaping is definitely on the rise.|The district has made school climate an overall priority and has had presentations start at the elementary school. Vape sensors are installed in high school bathrooms. The LEA has implemented ALICE training, further ensuring school safety. An intercom system has been installed at all school sites that will enable the district's safety protocols to be the same throughout the district. Safety training is continuing and each site participates in ALICE and evacuation drills. A new survey will be conducted during the 2026-2027 school year to update current data.|Met||2026-06-10|2026
45699970000000|French Gulch-Whiskeytown Elementary|6||||Not Met|||2026
45700030000000|Grant Elementary|6|We used survey data from student, staff and parent surveys. The specific data was shared along with our Local Control Accountability Plan at the Governing Board meeting in June 2026. There is not enough space to share all of the data in this section as it has a 3000 character limit.|After reviewing the data, we learned that students and parents are very satisfied or satisfied with their education. Most parents and students believe that Grant is an inclusive school with a great school culture. The biggest takeaways from the student surveys are: Students want more sports and physical activities. They want more choice and variety in what they can do. There’s strong interest in clubs, creativity, and hands-on learning. Many want more freedom, outdoor time, and fun events. The most important Issues (based on frequency & intensity): 1. Staff not listening / yard duty concerns 2. Bullying and student behavior 3. Desire for stricter, consistent discipline. 4. Need for emotional support and trusted adults. 5. Physical safety concerns (equipment, security).  Students are asking for two core things: 1. To feel heard and supported -Adults who listen, emotional check-ins, safe relationships with staff 2. To feel protected- from bullying, from unsafe behavior, and through consistent rules and supervision. Students listed the most urgent issues for the facilities: 1. Bathroom conditions (cleanliness, safety, vandalism) 2. Overall campus cleanliness 3. Safety and supervision (especially in less-monitored areas)  Parent surveys indicated:  Academic Scores: Concern over school ranking dropping from 9/10 to 7/10. Curriculum: Concern about the amount of Chromebook time for younger students, with children searching inappropriate material in 2nd grade. Positive Feedback: Love the community feel from 8:00–2:30; appreciation for the new administration welcoming parent voices; positive note on the mural and window coverings; good job separating after-school programs by age.|"We will use the data to improve the safety, school culture, student experience, professional development, parent engagement, communication, food quality, academic and behavioral interventions, and instruction. We plan to add a second goal to our district plan starting in the 2026-2027 school year for organization purposes. Administration finds it easier to manage the plan with two goals; one being an academic goal and one being a safety/facilities goal. These goals will align with the new superintendent/principal evaluation.   We have refined the actions in our district plan based on local data, state data and survey results. Action 1.1-Removed behaviorist and refined the language in this action. Removed school Counselor continues to implement a college and career readiness program. Removed Saturday School as we are no longer offering this option. We added more to the Positive Behavior Intervention and Supports action. We added develop and implement a school-wide behavior management flowchart that clearly defines ""minor"" and ""major"" infractions and their corresponding consequences (e.g., detentions, loss of extra events).We revised the suspension actions to better reflect what we are doing. Added that the counselor will be on campus on Friday's; especially before a break. Moved this action to goal 2, action 1.1. Added Minga to manage student behavior and engagement. Action 1.2- Added morning announcements over the loudspeaker each morning with more interactive elements for students (games/jokes) Added student leadership during recess, older student to help facilitate organized games and resolve conflicts at younger-grade recesses. Remove Read Across Grant as we no longer do this event. Moved this action to goal 2, action 2.2. Action 1.3- Added guidance and training for staff around class placements, prioritizing needs and building balanced class lists. Consistency across campus on process. Added an exploration committee has been formed to review and refine the school bell schedule. Added the language Hands-On Curriculum Funding: Allocate resources away from screen-based programs toward physical manipulatives, projects and active electives. Action 1.4-Changed the wording from Safety Committee to School Site Council. Added early morning student safety patrol helping unload cars. Added better visuals of Positive Behavior Interventions and Supports visuals for younger students who are unable to read. Moved this action to goal 2, action 2.3. Action 1.5- Removed Community Night as we no longer host this event. Added quarterly parenting class for those that want help with how to handle situations, introduce Leader in Me language to parents. Action 1.7-Fully staff the Learning Lab with a dedicated teacher and expand intervention services to include Math support for grades 4–8."|Met|Action 1.8 We removed Google Certification as we have not had staff interested in this certification. We added conduct training for paraprofessionals on active playground supervision and formalize a system for them to communicate minor incidents directly to teachers daily. Action 1.9- Added per-class budget for elective supplies. Action 1.10- We removed demolition and reconstruction for an outdoor combo freezer and refrigerator unit to meet the needs of increased student meals as these projects were completed. We added:  Bathroom maintenance: establish daily, rigorous sanitization checks, restock protocols, and immediate grafitti removal. Facility & Security Upgrades: Review perimeter fencing, door locks, and address the ongoing gym/sewer odors. Moved this action to goal 2, action 2.4. Playground Supervision Protocols: Invest in active yard duty training, establish clear recess boundaries, and implement consistent bullying interventions. Action 1.11-We refined the language in this action. Added guidance and training for staff around class placements, prioritizing needs and building balanced class lists. Consistency across campus on process. Currently, we have zero English learners.  Action 1.13-We refined some language in this action. Action 1.14-We added this new action this year as a result of receiving Learning Recovery Emergency Block Grant funding. Intervention materials to support the Intervention Program.|2026-06-18|2026
45700110000000|Happy Valley Union Elementary|6|We surveyed parents, students and staff. This box limits the text to 3,000 characters so we are unable to report all of the data here. However, we shared the full data set at with our Local Control Accountability Plan in June 2026 at the Governing Board Meeting. Here is a portion of the data set: How can we support you? Increased Planning and Collaboration Time: Staff requests more dedicated time during contracted hours for planning, preparation (including for schedules, analyzing assessment data, and report cards), and collaboration. Specific suggestions include providing a work day after Winter Break, ensuring weekly collaboration time, and returning to alternating teacher days and site meeting days, rather than having meetings or training every Monday. Behavior Management and Accountability: There is a need for stronger boundaries and consistent consequences for student behaviors. Staff notes that the current discipline is too lenient, which frustrates well-behaved students, disrupts learning, and results in misbehaving students quickly returning to the same actions without accountability. Professional Support and Feedback: Requests include better communication, providing feedback, and ensuring teachers are knowledgeable and confident in implementing interventions and accommodations. General Support: One response mentions communication empowerment as a way to support them. Facility Maintenance and Aesthetics: Staff noted that the school's exterior appears weathered, chipping, and crumbling, lacking curb appeal. Specific issues include weeds and dirt on the playground instead of real grass, weeds in parking lot asphalt and sidewalks, water-damaged ceiling tiles, torn wallpaper, and limited storage that creates an unsightly space near the library. Suggestions for improvement include watering the fields for green play spaces and letting the gardening club plant flowers. Student and Staff Resources/Comfort: Multiple areas require updates, including student and staff chairs. Staff break rooms are tightly packed with uncomfortable seating and limited resources for heating food and storing lunches. Additionally, some staff restrooms have broken or frequently inoperable paper towel and toilet paper dispensers, and a strong sewage odor is sometimes present outside a classroom door. Custodial Appreciation and School Appearance: One respondent expressed appreciation for the cleanliness of their room and the decorated/festive staff areas, along with the trash pickup service for taking pride in the school's appearance. Student Engagement and Play Space: Staff recommended increasing student voice and leadership opportunities to foster student pride in the school. Regarding the playground, one suggestion was to remove half of the fence to allow students to use more of the field for games like soccer, football, and volleyball. Personal Support: One staff member appreciated being asked how they are doing and occasionally needing help.|An area of strength include a strong supportive community. Students would like: Safety and Security Concerns: Some students feel unsafe due to concerns about external threats (e.g., active shooters) and requested increased security measures, including adding more cameras in the hallways and having teachers/yard duties present on the playground to prevent fights. Fairness and Respect: There are requests to stop favoritism, ensure all students are treated with equal respect, and avoid gender-based assumptions, specifically noting a gap in how girls' contributions are valued in class and how girls' sports are ignored by staff. Students also asked for improvements in punishment issues and for staff  to stop yelling at students.Academics and Enrichment: Suggestions included making Khan Academy easier, having a large initial test to place students into classes corresponding to their struggles or giftedness, offering more sport clinics on weekends/regular weeks, and having more/longer library sessions. One student suggested a homework help Zoom club. School Environment and Schedule: Students requested more recess time, more time for physical education (PE) classes and equipment, cleaner bathrooms, and having lockers available. There was a suggestion to cut one play break to end the school day 30 minutes earlier.   Parents are primarily asking for clearer, more consistent communication, greater transparency, and more inclusive opportunities for students and families. Parents are concerned that ongoing behavioral issues, inconsistent discipline, and lack of accountability are disrupting learning and creating an unfair environment for students who follow the rules. While there is general appreciation for teachers and the school, parents want stronger academic support systems, more enrichment opportunities, improved differentiation, and increased staffing to better meet all students’ needs. Feedback is largely positive, with strong appreciation for staff, student support, and school improvements, though there are some concerns about leadership transparency and ensuring respectful treatment of students.|Student achievement, clear communication, reducing chronic absenteeism, and Positive Behavior Interventions and Supports (PBIS) will be a focus for our staff next year. Additionally, parents and staff asked to create opportunities for student mentoring/leadership, continue to develop MTSS, focusing next year on Tier 1 foundations & alternatives to suspension, incorporate STEM Night/Fair, more consistent teacher-to-teacher class level communication, expand recess activities (chess club or other board games, SEL, intramural games/sports), offer drama--Missoula Theater as extracurricular, offer Girls Inc, implement anti-bullying and racism instruction, control behavior so as not to disrupt those who are there to learn.  We refined the following actions in our LCAP based on feedback from staff, students and parents: Action 1.1-Removed professional development in math strategies. Action 1.2-Added a Wellness Coach through 5 Peaks Youth Solution. Action 1.3- Added School Attendance Review Team (SART) meetings. Replace Community School Coordinator with Family Liaison.  Replaced Saturday School with Expanded Learning Opportunity Attendance Recovery. Action 1.5- Added create opportunities for student mentoring/leadership. continue to develop MTSS, focusing next year on Tier 1 foundations & alternatives to suspension, Implement anti-bullying and racism instruction, control behavior so as not to disrupt those who are there to learn . More consistent teacher-to-teacher class level communication Action 1.6- Removed assign a mentor (youth or adult) to provide guidance, encouragement, and assistance. Action 1.7-Removed ERIC's Class in September due to lack of enrollment. Action 1.8- Added Nuerosequential Model Certified at the primary site. Action 1.11- Removed Saturday School as we no longer staff this program. Action 1.14- We added more electives to this action based on staff and student interest. Added incorporate STEM Night/Fair, expand recess activities (chess club or other board games, SEL, intramural games/sports), offer drama--Missoula Theater as extracurricular, and offer Girls Inc,  Action 1.15- Using our Learning Recovery Emergency Block Grant funds, we will purchase more intervention materials for math and English language arts. We will purchase novel sets and leveled readers. We will also join the RAISE network to learn new strategies to decrease chronic absenteeism and engage students in learning. We completed a needs analysis for the Learning Recovery Emergency Block Grant funds and have placed a new action within Goal 1 to address the needs of our identified student groups that need added support.|Met||2026-06-12|2026
45700290000000|Igo, Ono, Platina Union Elementary|6|Last year the district conducted a climate survey with middle school students. The data shows: - 90% of students feel safe at school - 90% of students feel connected at school|The above data shows that a large majority of students feel safe and connected while at school. Continued efforts are being implemented to ensure all middle school students feel safe and connected.|The LEA will continue to work on providing more opportunities for students to engage in activities such as sports, clubs, and other after school activities. Assemblies such as Breaking Down the Walls and The Game of Life will also be provided to our middle school students.|Met||2026-06-12|2026
45700450000000|Junction Elementary|6|What do you like most about our school? Community and Culture: A strong sense of community and support among students and staff is highly valued, including the welcoming environment, overall helpful community feeling, and staff caring about students and families. The improved library was also noted. Staff and Collaboration: Respondents appreciate the wonderful staff, the efficiency of the middle school team, and the fact that staff work well together as a team. Leadership and Environment: Positive comments were made about the administration doing their best despite challenges, and the individual supervisor being a positive factor. Other highlights include the school's patriotism and the single-district feel.  What improvements would you like to see at our school? Operational and Infrastructure Improvements: New facilities requested include a new gym, a permanent after-care facility, and improved TK/K playground with a drinking fountain; other requests include removing portables, water fountains with cold water, and revamping the theater. Staff Dynamics and Professionalism: Staff requested more cohesiveness, respectfulness, professionalism, less hostility among staff, and a more welcoming environment for new staff. Respondents also requested admin share the workload, follow through with promises, and ensure staff voices are listened to and valued. Behavior Management and Accountability: Improvements are needed in accountability and stronger support for student behavior, including actual follow-through with consequences for extreme behavior. Specifically, two respondents requested a behavior or discipline matrix. Communication and Collaboration: Staff requested improved communication (to and across staff), transparency, finalized important dates among admin/lead teachers, more scheduled meeting time for middle school staff (instead of during lunch), and more grade-level collaboration time. Academic and Student Support: Requests included stronger RSP and intervention programs, a focus on reading intervention, continued growth in academic support programs, increased VAPA (visual arts, performing arts, and music) opportunities and support, and increased student engagement through clubs and activities.|"Key Learnings from 2026 Staff Survey Analysis  The analysis of the 2026 Staff Survey (15 responses; 67% certificated, 33% classified) identified significant strengths and clear areas of need:Identified Areas of Strength  Positive School Climate and Culture: 87% of staff feel a sense of belonging; 80% love working at the school. Qualitative feedback emphasizes a ""strong sense of community and support"" and ""wonderful staff"" who ""work well together."" Strong Staff Capacity to Support Diverse Learners: 94% of staff feel effective working with low-achieving students. 93% of staff feel effective working with special education students.  Supportive Leadership Practices: 86% of staff believe the principal supports shared decision-making. Instructional Engagement: 80% believe learning is fun; 80% believe the instructional program is engaging and meaningful.  Curriculum Strengths: English Language Arts (50%) and PE (50%) were identified as especially strong curriculum areas. Identified Needs and Areas for Growth  1. Collaboration and Communication Structure Need for Standardized Cross-Grade Collaboration: 33% of staff (27% disagree) indicate teachers do not communicate effectively to make student learning consistent across grades. Need for Improved Staff Dynamics: 33% of staff (Somewhat Disagree) report issues with being treated with respect, prompting requests for increased cohesiveness, professionalism, and a more welcoming environment. Need for Transparent Administrative Communication: 33% of staff (20% Somewhat Disagree, 13% Disagree) perceive principal communication as ineffective.  2. Curriculum Gaps and Instructional Rigor Critical Curriculum Improvement Areas: Visual and Performing Arts (VAPA): 80% believe improvement is needed. Career/Technical: 60% believe improvement is needed. Math: 50% believe improvement is needed, with specific weaknesses noted in preparing students for algebraic thinking. Social Studies: 30% believe improvement is needed, with the curriculum described as ""very outdated."" Instructional Challenge: 19% of staff indicate the instructional program is not sufficiently challenging, suggesting a need to increase academic rigor.  3. Behavior Management and Student Support Systems Need for Behavior Accountability: 20% of staff express concern over student physical and emotional safety (Somewhat Disagree). Staff requested stronger administrative support for student behavior, follow-through with consequences, and the implementation of a behavior/discipline matrix. Need for Stronger Academic Support Structures: Staff requested stronger RSP and intervention programs, particularly focusing on reading intervention, despite high individual staff efficacy in supporting these students.  4. Professional Development Needs High-Demand Curricular PD: Reading fluency and comprehension, ELA curriculum, & Technology. High-Demand Student Support PD: EL Support & Trauma Informed Practices were requested, highlighting a need to build capacity special ed"|We made the following changes in the Local Control Accountability Plan based on the feedback from staff, students and parents. Action 1.1 -We removed Tier 2/LCAP ~$2000 to participate with Foothill in their Peer Mentoring presentations/ engagement opportunities with middle schoolers as we do not plan to implement this action. Added .60 FTE Counselor. Added 5 Peaks Youth Solution Wellness Coach plus counseling. Action 1.2- We added Intervention Teacher 1 FTE and one instructional aide at 5.75 hour per day-.72 FTE Action 1.8- Added math adoption/pilot program for professional development. Removed Peaceful Playground. Added principal will provide safe playground supervision training. Added Restorative Justice professional learning from Shasta County Office of Education (Kelly Rizzi). Action 1.13- Added the RAISE Attendance Network to learn new strategies to support students who are chronically absent. ($2 per ADA) Action 1.14- The District bond measure to update facilities failed so we removed it from this action. We have been working on our facilities master plan and will apply for modernization funding through the state. Action 1.15- Removed actively market the school. Our enrollment continues to grow so there is no need to market it. Action 1.16- Added Learning Recovery Emergency Block Grant action. We completed a needs analysis for the Learning Recovery Emergency Block Grant Funds and have placed a new action within Goal 1 to address the needs of our identified student groups that need added support.|Met|"What would you like to see improved on campus? Facilities and Grounds Improvements: Multiple respondents requested facility updates, including modernizing the gym (inside and bathrooms) and theater, improving the track (better dirt, no weeds), updating fields (baseball/soccer), general building/landscaping upgrades, and addressing the poor condition of the bathrooms. Additionally, one respondent requested concrete on the front right side for better street parking during pickup/drop-off to avoid mud. Safety and Organization: Concerns were raised about safety, specifically requesting better fencing to secure the perimeter and enforcing a no-parking rule along the sidewalk at pickup. One respondent noted a desire for the school to be more organized, planning things as they were done before under the previous administrator. Student Experience and Curriculum: Improvements requested included providing more options for play equipment/activities during lunch and recess for both elementary and middle school students, allowing football in PE again, and increasing awareness of bullying and avoiding ""group/peer"" led assignments. One respondent mentioned that their kids are often late to lunch and have to rush to eat. Food Service: Several parents requested healthier meals, alternative lunch options for students who do not like what is served, and general improvements to the cafeteria food. Staff and Communication: Issues included a desire for teachers to respond more consistently to pare"|2026-06-17|2026
45700520000000|Millville Elementary|6||||Not Met|||2026
45700780000000|North Cow Creek Elementary|6|Leader in Me Survey Spring 2026  The overall score is 80 which is considered effective based on the scoring guide. Scores are reported on a 0–100 scale for ease of interpretation and familiarity of use. 100 is considered the highest score and 0 the lowest across all measures and sub-measures. 90-100 Exemplary 80-89 Effective 70-79 Satisfactory 50-69 Needs Improvement 0-49 Ineffective  LEADERSHIP Student Leadership 79 Increased by 1 Personal Development: Students take responsibility for their actions and emotions and prioritize the things that are most important to their future. 77 Decreased by 3 Interpersonal Development: Students build positive relationships through understanding, communicating, and valuing the differences they see in others. 76 Decreased by 4 Positive Wellbeing: Students regularly engage in activities that promote their well-being, including actions that benefit their heart, mind, and body. 81 Decreased by 1 Self-Advocacy: Students work to overcome barriers, problem-solve, and find solutions on their own and know how to enlist support when needed. 79 Decreased by 1 Prosocial Behaviors: Students support each other and offer help as needed. 76 Decreased by 6  Staff Leadership 80 Increased by 2 Personal Effectiveness:  Staff use planning, prioritization, and emotional management skills to guide their daily actions and stay focused on what matters most. 81 Increased by 3 Interpersonal Effectiveness: Staff build and sustain positive relationships through understanding, communicating, and valuing the differences they see in others. 76 Increased by 6 Student Leadership Support: Teachers feel confident in their ability to support students’ development of leadership skills they apply in their lives. No score showed  Family & Community Engagement 78 Maintained School & Family Partnerships: Teachers feel like most students’ families/caregivers engage as partners in their child’s learning. 86 Increased by 1 Family Engagement: Students’ caregivers are satisfied with the way the school includes them in their child’s learning through inclusive opportunities, communication, and support for learning at home. 80 Increased by 4 Community Engagement: The school engages the community through collaborative partnerships and service learning that provides students and their families with sources of support and learning. 67 Decreased by 2  CULTURE Supportive Student Environment 82 Increased by 3 School Climate: Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths for themselves as well as to develop the skills necessary to pursue their potential. 83 Decreased by 1 Student Empowerment: Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence. 82 Decreased by 1|Culture continues to be our strongest area and is considered in the effective rating. This indicates that students and staff have a supportive environment. Our academics and leadership have seen a slight increase in the overall rating. The academic category includes empowering teachers, empowering learners, goal achievement and life-readiness. The leadership category includes student leadership, staff leadership and family/community engagement. We will focus on student and student leadership, family and community engagement and academics in the coming year. Math will continue to be an area of focus.|We will continue to have students set goals next year and take ownership of school assemblies and celebrations. We added an academic action team which will continue to focus on literacy, mathematics and STEAM. Finally, we will include more parent participation next year with the 7 habits and engage parents/community members in electives. Our school environment/facilities are being transformed from feedback from the Lighthouse Team. It is our goal to apply for a Lighthouse School and we believe we are well on our way to succeed. Several of our staff members went to the Leader in Me Symposium and brought back many ideas. We also visited schools in the Sacramento area to see the Leader in Me Framework in action. This helped our staff form our vision for our school.  Based on student, staff and parent surveys and in-person meetings, we refined the following actions in the Local Control Accountability Plan: Action 1.1-Added SIPPS Reading Intervention (SCOE will fund this training) and pilot math materials and attend training on new curriculum. Action 1.2- Added AMIRA and Lexia. Barton will be reviewed as a possible intervention. Action 1.3- Added collaboration time for Leadership Teams Action 1.4- Added student mentor support. Action 1.6- Added Xtra Math for fact fluency, math interventions. Added review class size. Action 1.7- Added to electives-generate community involvement and instructional supplies Action 1.10- Added Restorative Justice (classroom court, chats and projects) Action 1.18- This is a new action for us this year. Learning Recovery Emergency Block Grant -Math interventions and NextGen Math. We completed a needs analysis for the Learning Recovery Emergency Block Grant Funds and have placed a new action (1.18) within Goal 1 to address the needs of our identified student groups that need added support.|Met|Trusting Relationships: Students have a high trust relationship with at least one teacher they feel comfortable with and can connect to. 75 Decreased by 3 School Belonging: Students believe that they are cared about and understood by the people in their school. 79 Decreased by 3  Supportive Staff Environment 87 Increased by 4 Staff Voice: Staff members find their work meaningful and feel valued, respected, and supported with opportunities to use their strengths, to connect with their passions, and to grow in their role. 83 Decreased by 1 Collective Efficacy: Teachers believe that their collective actions can positively impact students and help them succeed. 82 Increased by 1  ACADEMICS Empowering Teachers 78 Maintained Instructional Efficacy: Teachers are confident in their ability to use evidence-based instructional practices to amplify students’ capacity to learn. 76 Increased by 5 Student-led Practices: Teachers empower students to play a more proactive role as they apply their knowledge and skill to accelerate and deepen their learning. 78 Decreased by 2  Empowered Learners 79 Increased by 1 Social Support: Students have one or more teachers who provide them with the encouragement and support they need to lead their learning. 76 Decreased by 9 Academic Self-efficacy: Students are able to apply personal leadership habits to plan, prioritize, and persevere in their academic pursuits. 80 Increased by 1  Goal Achievement 78 Increased by 1 Student Goals: Students are confident|2026-06-12|2026
45700860000000|Oak Run Elementary|6|Oak Run Elementary School District administers a local school climate survey to students in grades 4–8 to gather input on their experiences related to school connectedness, safety, and relationships with staff and peers. Because the District serves only 12 students across grades 4–8, survey results cannot be publicly reported or disaggregated by student group. Reporting overall or subgroup scores for a population this small would risk identifying individual students and compromising their privacy, and results below the standard reporting threshold are therefore suppressed. In place of quantitative scores, the District reviews survey responses internally for general, non-identifiable themes and supplements this input with other measures relevant to school conditions and climate, including staff observations, attendance and behavioral data, and ongoing individual conversations with students and families. Given our small size, this combination of qualitative input and close daily contact between staff and students provides a meaningful picture of school climate that a large-scale survey instrument cannot capture in a population of this size.|Because the District's student population in grades 4–8 is too small to permit public reporting or disaggregation by student group without compromising individual privacy, key learnings were drawn from an internal review of general survey themes alongside staff observations and daily interactions with students and families. This combined analysis pointed to several consistent takeaways. A clear area of strength is school connectedness. The District's small size allows staff to know each student individually, and students generally report feeling safe, known, and supported by the adults at school. Relationships between students, staff, and families are close and a defining strength of the school community. Identified areas of need reflect the realities of a small cohort. With few students at each grade level, the District recognizes the need to intentionally support peer connection, broaden social and extracurricular opportunities, and prepare students for the transition to larger middle and high school settings. The District also recognizes the limitation that small-population survey data cannot, on its own, surface concerns the way it can in a larger setting, which reinforces the importance of ongoing direct communication with students and families.|In response to these key learnings, the District is reinforcing the practices that sustain its strong school climate while addressing the needs identified for a small-cohort setting. The District will continue to prioritize close staff-student relationships and a safe, connected environment as central elements of its school climate work. To address identified needs, the District is taking or planning the following actions: intentionally creating structured opportunities for peer connection and collaboration across grade levels; expanding access to enrichment and extracurricular experiences where feasible given the District's size; and strengthening transition support for students moving on to larger school settings. Given the limitations of small-population survey data, the District will also continue to rely on regular, direct input from students and families—through conversations, individual check-ins, and qualitative feedback—as a primary means of monitoring school climate and informing continuous improvement. These practices will be reviewed and refined on an ongoing basis as part of the District's continuous improvement process and in connection with the development and annual review of the Local Control and Accountability Plan (LCAP).|Met||2026-06-19|2026
45700940000000|Pacheco Union Elementary|6|Pacheco Union School District (PUSD) prioritizes a positive and inclusive school climate, using a variety of tools to gather comprehensive climate data and make informed improvements. Our local climate survey data, collected from multiple sources, provides a detailed picture of the experiences and perceptions of our students, disaggregated by various student groups to ensure equity and inclusivity. California Healthy Kids Survey (CHKS): the CHKS provides valuable insights into student well-being, safety, and engagement. This data is disaggregated by grade level, ethnicity, and other demographics to identify specific needs and areas for improvement. The CHKS highlights strengths such as high levels of school connectedness and areas requiring attention, such as bullying prevention and mental health support. PBIS Committees and Activities: Positive Behavioral Interventions and Supports (PBIS) committees at each school focus on promoting positive behavior and reducing disciplinary incidents. Regular PBIS activities, such as recognition events and behavior incentive programs, foster a positive school climate and reinforce good behavior. Student Government Activities: Student government plays a crucial role in promoting leadership and responsibility among students. Through various activities and initiatives, student leaders help to create an inclusive and engaging school environment. Student-Focused Conversations: Regular conversations with students about their experiences and needs provide qualitative data that complements survey findings. These conversations, facilitated by teachers and counselors, help identify emerging issues and ensure that student voices are central to school climate initiatives. By utilizing these diverse data sources, PUSD continuously monitors and improves school climate, ensuring that all students feel safe, supported, and engaged in their learning environment.|Areas of Strength: Continued Academic Growth: Analysis of state-adopted standards and local assessment data shows that students in Pacheco Union School District (PUSD) are experiencing consistent academic growth across various subjects. Overall Happiness at School: Student surveys reveal that students report a high level of happiness at school. The positive responses are consistent across different student groups, indicating a school environment that promotes well-being and satisfaction. Feeling Accepted by Others: Students consistently report feeling accepted by their peers, as evidenced by survey results and student advisory group feedback. This sense of acceptance contributes to a welcoming and inclusive school culture, which is crucial for student engagement and success. Programs like PBIS and student government activities play a significant role in promoting inclusivity and mutual respect among students. Academic and Emotional Support: Students feel that the school supports them both academically and emotionally. This is reflected in their positive feedback regarding the availability of resources, such as counseling services, academic interventions, and extracurricular activities. The presence of the Instructional Coach and targeted intervention programs ensures that students receive the necessary support to thrive academically. Trusted Adult Relationships: A high majority of students report having at least one adult on campus they can talk to, which is critical for their emotional security and well-being. Opportunities for Extra Help: Students feel there are ample opportunities for extra help when needed. This includes after-school tutoring, homework clubs, and teacher office hours, which provide students with additional academic support outside of regular class time. Identified Needs: Targeted Support for Underperforming Groups: While overall academic growth is positive, data disaggregation reveals that there are students that require additional targeted support to close achievement gaps. Expansion of Mental Health Services: While students report feeling supported emotionally, there is an identified need for expanded mental health services to address increasing concerns about student well-being. Professional Development for Staff: Continued professional development for teachers and staff is necessary to address the evolving academic and emotional needs of students. Focus on Student Self-Efficacy and Self-Value: Another key area of need is the continued focus on improving student self-efficacy and their value of themselves. Ensuring students believe in their abilities and understand their intrinsic worth is essential for their overall success. Initiatives aimed at boosting self-confidence, resilience, and self-worth will be integrated into our academic and extracurricular programs.|PUSD plans to consistently evaluate and improve existing plans, policies, and procedures to address identified areas of need and ensure continuous improvement. These changes encompass revisions, decisions, and actions that will enhance our educational practices and support the holistic development of our students. –  Tailoring and Expanding Intervention Services for Students –  Continuously collaborate and expand on student data for data-driven instruction and support programs to grow and enhance based on student data –  Increase our Outreach Programs to continuously examine and expand opportunities for outreach to all families and community groups focused on supporting our students and families.|Met||2026-06-25|2026
45701100000000|Redding Elementary|6|The Redding School District conducted our local climate survey. The data shows: - 5th Grade: 67% of respondents feel connected - 7th Grade: 55% of respondents feel connected - 5th Grade: 74% of respondents feel safe - 7th Grade: 48% of respondents feel connected|The above data provides the information that a two-thirds of our 5th graders feel connected to their school and nearly three-fourths feel safe at their school. The numbers do drop in our middle school grades. Continued efforts - such as assemblies (Breaking Down the Walls, Day of Understanding) and motivational speakers - are being implemented to ensure all middle school students feel safe and connected.|The LEA will continue to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities. Additionally, assemblies such as Breaking Down the Walls, The Game of Life, and Day of Understanding will also be provided to our middle school students.|Met||2026-06-18|2026
45701100135889|Stellar Charter|6|Students - as reported out in the Fall MRA and in the local survey given out in April. 81% of students feel cared about and understood. 77% of students have high-trust relationships with people at school that they feel comfortable with and can connect to. 97% feel physically safe 88% feel emotionally safe 70% feel connected to other students 78% feel connected to staff  Parents 82% feel connected 88% Safe  Staff 100% Connected 100% Safe|Students, families and especially staff are feeling safe and connected to our school. Based on data, our school continues to improve on providing a safe and connected learning environment. With increased engagement opportunities, lower staff to family ratios for TOR's and more highly trained staff in Leader in Me activities and Capturing Kids Hearts activities, is leading to increased and improved data.|The school will continue to  implement Leader in Me as a formal curriculum to increase connectedness and agency with students. The school has been implementing advisory and lunch time activities in an effort to increase connectedness as well as family engagement events. The school will continue to work on increasing connectedness with middle and high school students. For the 26-27 school year, a staff member has been identified and school resources have been identified to support increased activities, including onsite and field trips, and, potentially, facilities improvements to engage our high school students more effectively and more strategically.|Met||2026-06-18|2026
45701106117931|Monarch Learning Center|6|Monarch Learning Center uses locally administered climate and engagement surveys, along with ongoing informal feedback from families, students, and staff, to evaluate school climate and conditions for learning. Overall results indicate that most students and families report a positive and supportive school environment, with strong relationships between staff and students and a sense of belonging within the school community.  Due to the school’s small enrollment size, climate survey data is often aggregated at the schoolwide level to protect student privacy; however, available disaggregated results (when reportable) are reviewed for key student groups, including unduplicated students (socioeconomically disadvantaged, English learners, and foster youth) and students with exceptional needs. Where subgroup data is available, responses generally reflect similar positive perceptions of safety, connectedness, and adult support, though engagement levels may vary slightly among student groups.  Key areas of focus identified through survey responses include increasing consistency of student engagement across settings and expanding opportunities for student voice in school decision-making. Additional feedback from families highlights the importance of continued communication and structured opportunities for input. The LEA also uses attendance trends, behavior data, and staff observations alongside survey results to develop a more complete understanding of school climate and to guide ongoing improvement efforts.|Key learnings from the analysis of locally collected climate survey data, assessment results, attendance records, and program participation indicate both strengths and areas of need across Monarch Learning Center.  Overall, data show that students benefit from a small, relationship-based school environment where staff are able to provide individualized attention and consistent support. Schoolwide climate results reflect strong feelings of safety, connectedness, and positive adult-student relationships. Academic assessment data, including results from the NWEA MAP Growth, show growth for many students over the course of the year, particularly when consistent attendance and engagement are present.  When disaggregated by student groups, including unduplicated students (socioeconomically disadvantaged, English learners, and foster youth) and students with exceptional needs, available data generally reflect similar patterns of positive school climate; however, achievement and growth trends indicate a continued need for targeted academic intervention and consistent access to grade-level instruction. Students with exceptional needs, in particular, demonstrate stronger progress when services are consistently implemented alongside general education access.  Key identified needs include improving consistent academic growth across all student groups, strengthening attendance and engagement for some student populations, and expanding structured interventions and enrichment opportunities within scheduling constraints. Additional needs include increasing the consistency of student voice opportunities and strengthening systems for monitoring subgroup performance over time.  Overall strengths include strong relationships between staff and students, a supportive school climate, and the ability to respond quickly to student needs due to the school’s small size and flexible staffing structure. These strengths provide a strong foundation for addressing identified gaps and continuing improvement efforts.|Based on the analysis of local data and identified key learnings, Monarch Learning Center has determined several necessary updates to existing plans, policies, and procedures to support continuous improvement.  The LEA will strengthen its systems for monitoring student academic progress by formalizing a more consistent cycle for reviewing assessment data from tools such as NWEA MAP Growth, attendance records, and classroom performance indicators. This will include scheduled data review meetings to ensure timely identification of student needs and more rapid implementation of interventions.  To address gaps in access to a broad course of study, Monarch will refine master scheduling procedures to better ensure equitable access to core instruction, intervention supports, and enrichment opportunities across all student groups, including unduplicated students and students with exceptional needs. Adjustments will also be made to better integrate intervention blocks within the school day and improve consistency of service delivery.  In response to climate and engagement data, the school will implement more structured systems for collecting and analyzing student, family, and staff feedback. This includes establishing regular survey windows, documenting feedback trends, and formalizing procedures for communicating how input informs school decisions.  Additionally, the LEA will expand targeted outreach practices to better engage underrepresented families and ensure more equitable participation in decision-making processes and school activities. Procedures for tracking engagement and participation will also be strengthened to monitor progress over time. These revisions reflect Monarch Learning Center’s commitment to continuous improvement, equitable access, and data-informed decision-making to better support all students.|Met||2026-06-12|2026
45701280000000|Shasta Union Elementary|6|The district conducted a climate survey of middle school students. The results showed: - 80% of students feel safe on campus - 88% of students feel connected on campus|The above data provides the information that middle school students feel safe and connected while at school.|The LEA will continue to provide more opportunities for students to engage in activities such as sports, clubs, and other after school activities. Assemblies such as Breaking Down the Walls and The Game of Life will also be provided to our middle school students.|Met||2026-06-17|2026
45701360000000|Shasta Union High|6|The local climate survey data for the Shasta Union High School District (SUHSD) offers a comprehensive view of the school environment through multiple data collection methods, including student surveys, state dashboard comparisons, and feedback from educational partners. The student survey data collected in 2026 provides insight into students' perceptions of their school experience, focusing on areas such as access to resources, use of academic supports, communication and responsiveness, and the presence of caring and supportive adults on campus. These results enable the district to identify both strengths and opportunities for improving the school climate.  The SUHSD Dashboard Comparisons for 2025 serve as an additional lens, offering districtwide and site-level performance data alongside state benchmarks. Key metrics include academic achievement, chronic absenteeism, and school climate indicators, helping to track progress and inform decision-making.  Disaggregated data by student groups, including foster youth, English learners, and low-income students, highlight the effectiveness of targeted supports funded through supplemental and concentration grants. These supports include increased counseling services, academic intervention programs, and initiatives designed to reduce learning gaps and enhance student engagement.  To ensure a well-rounded understanding of the school climate, the district also utilizes parent and staff surveys, school site council meetings, and advisory groups to gather feedback from all stakeholders. This holistic approach supports SUHSD's ongoing commitment to creating a safe, inclusive, and supportive educational environment for all students.|The analysis of Shasta Union High School District’s local climate and dashboard data from 2026 highlights both strengths and areas needing improvement, especially when considering the experiences of historically underserved student groups.  Students report strong relationships with teachers, frequently noting that educators show care, offer individual support, and connect instruction to real-life experiences. Most students feel their schools are adequately resourced, with sufficient supplies and professional development opportunities that contribute to a stable and effective learning environment. Academic supports, such as peer tutoring and counseling, are generally well-utilized and contribute to student success. Additionally, students describe their school environment as fair and respectful, which contributes to a positive overall climate.  However, areas for growth are also evident. A number of students express difficulty in accessing emotional support and articulating their feelings, suggesting the need for expanded mental health resources and programming that support emotional intelligence and interpersonal skills. Some students also report challenges staying focused and prepared during class, highlighting the need for improved instructional engagement strategies and classroom routines that minimize distractions.  Data disaggregated by student group reinforces the importance of equity-focused supports. The district serves a diverse population, including high percentages of socioeconomically disadvantaged students, English learners, and foster youth. These students benefit from targeted services funded by supplemental and concentration grants, such as counseling, academic interventions, and expanded learning opportunities. While these efforts have led to gains in several areas, persistent gaps remain for student groups such as English learners, foster youth, students with disabilities, and students identifying as American Indian, African American, or Hispanic. These groups continue to face unique challenges and require sustained support and monitoring to ensure progress.  These insights will guide the district’s ongoing efforts to expand inclusive services, strengthen engagement, and close opportunity gaps. Through continuous data analysis and broad community partner input, SUHSD remains committed to fostering a safe, supportive, and equitable educational experience for every student.|The Shasta Union High School District (SUHSD) reviewed recent survey results, performance data, and stakeholder input to identify strengths, areas of need, and adjustments to plans, policies, and procedures that will support continued improvement in school climate and student engagement.  To address the need for emotional and mental health support, SUHSD will maintain on-campus counseling, expand partnerships with external mental health providers, and implement schoolwide supports focused on emotional regulation, stress management, and peer connection. These resources will be prioritized for sites with higher concentrations of need, including Enterprise High School (EHS), where more than 70% of students are socioeconomically disadvantaged, and nearly 6% are English learners.  In response to feedback emphasizing interpersonal and emotional skills, the district will strengthen social-emotional learning (SEL) through core classes, advisory periods, teacher training, and opportunities for students to practice communication, empathy, and conflict resolution.  To improve class preparedness and attentiveness, SUHSD will support engaging instructional practices, including hands-on and project-based learning. Professional development will focus on increasing student focus, reducing classroom distractions, and building readiness skills such as time management and organization.  SUHSD will continue to use Response to Intervention (RTI) periods to provide tutoring, SEL activities, and skill-building sessions during designated intervention blocks, so students can stay on track and feel connected to school.  Recognizing the needs of historically underserved student groups, SUHSD will continue targeted supports for foster youth, English learners, low-income students, students with disabilities, and students identifying as American Indian, African American, or Hispanic. Supports will include mentoring, access to devices and study materials, and individualized academic interventions. Sites serving higher concentrations of these students, such as Pioneer High School (PHS), will receive intensified, site-specific strategies.  The district will continue reviewing policies and practices through an equity lens, including disciplinary practices that promote restorative approaches, respect, belonging, and fair access to learning opportunities.  To support continuous improvement, SUHSD will maintain climate and engagement surveys, review disaggregated student outcome data, and gather input from school site councils, advisory groups, and community partners. The district will also continue the Elevate mentoring program for 9th graders, connecting incoming students with peer mentors to support their transition into high school and build a sense of belonging.  Through these actions, SUHSD will continue aligning district strategies with identified student needs to create a more inclusive, engaging, and supportive learning environment for all students.|Met||2026-06-09|2026
45701360106013|University Preparatory|6|"A comprehensive climate survey was administered to gather insights into the school environment and the experiences of our students, families, and staff.  The following table summarizes the percentage of parents who ""Strongly Agree"" or ""Agree"" with key climate-related statements across the different student groups (grade levels): Grade Level	Supportive Environment	 Safe Learning Place	Well-Informed 6th Grade	100%	                                 97.80%	                     96.70% 7th Grade	98.30%	                                 96.50%	                     97.30% 8th Grade	97.10%	                                 98.00%	                     94.10% 9th Grade	94.10%	                                 88.20%	                     94.10% 10th Grade	98.50%	                                 95.50%	                     95.50% 11th Grade	95.40%	                                 95.50%	                   100.00% 12th Grade	97.80%	                                 95.60%	                     95.60% Data Disaggregated by Student Groups (Grade Levels) The following table highlights key climate metrics disaggregated by grade level: (Agree or Strongly  Agree) Grade Level	Feel Safe on Campus	High Staff Expectations	Enjoy School  6th Grade	     96%		                            100%		                   94% 7th Grade	91.60%		                         97.50%		              88.20% 8th Grade	93.90%		                         97.30%		              79.70% 9th Grade	93.80%		                         97.30%		              91.90% 10th Grade	94.70%		                         95.60%		              82.50% 11th Grade	97.60%		                         97.70%		              88.10% 12th Grade	96.10%		                              99%		              89.20% Overall Student Trend Data  Grade Level	Feel Safe on Campus	High Staff Expectations	Enjoy School  6th Grade	     96%	                                      100%	                           94% 8th Grade	93.90%	                                   97.30%	                       79.70% 11th Grade	97.60%	                                   97.70%	                       88.10% 12th Grade	96.10%	                                        99%	                       89.20% Overall Score Highlights Aggregate data across all stakeholder groups indicates a remarkably positive school climate. Academic Expectations: Over 90% of students across all grades believe staff expect them to work hard and achieve.  Campus Safety: Safety is a defining strength. Emergency Preparedness: All staff report that they understand their roles during school emergencies, such as lockdowns or evacuations. Campus Pride: Staff perceptions of student pride in the school are lower than general safety ratings. Conflict Resolution and Tolerance: Most staff agree that students try to resolve conflicts in non-violent ways."|"A significant strength identified across all stakeholder groups is school safety. More than 90% of students in every grade level report feeling safe on campus, and parents consistently report high levels of confidence in the school's ability to provide a secure learning environment. Staff responses further reinforce this finding, with nearly all instructional and support staff reporting that they feel safe on campus and understand emergency procedures and expectations.  Another area of strength is the school's culture of high academic expectations and support. Across all grade levels, more than 95% of students report that staff expect them to work hard and achieve success. Parents similarly report strong confidence in the school's academic program and support systems. Staff members overwhelmingly believe that students have access to academic interventions and individualized support through office hours, tutoring, advisory periods, intervention programs, counseling services, and other academic support structures.  Disaggregated student data indicates that students across all grade levels experience high levels of support and connectedness to adults on campus. Most students report having at least one trusted adult available to assist them when needed. Parents also report high levels of satisfaction with school communication and their ability to access information regarding their child's education.  The data also identified several areas for continued growth. While students generally report treating others with respect, perceptions of peer-to-peer respect are notably lower, particularly among high school students. This ""respect gap"" suggests a need to continue strengthening positive peer interactions, character development, and a culture of belonging. Additionally, survey data indicates that student enjoyment of school declines somewhat in middle school and early high school grades, particularly among eighth- and tenth-grade students, suggesting opportunities to further enhance student engagement and school connectedness.  Educational partners also identified student stress and well-being as areas of concern. Parent responses indicate that academic stress is particularly pronounced among upper-grade students, especially in eleventh grade. Students and parents alike identified technology and digital distractions as factors that can negatively impact learning and focus. These findings suggest a need to continue supporting students' social-emotional well-being while promoting healthy habits related to  technology use and academic balance.  Overall, the analysis of disaggregated data demonstrates that U-Prep's strengths include a safe school environment, strong academic expectations, effective communication, accessible academic supports, and positive relationships between students and staff. Identified needs include strengthening peer culture and mutual respect, addressing student stress and anxiety, increasing student connectedness and school pride."|Based on the analysis of local climate data and educational partner feedback, U-Prep will continue to build upon its existing strengths while implementing targeted improvements to address identified areas of need. Survey results indicate a strong foundation of school safety, academic support, and positive relationships between students and staff. However, opportunities for growth were identified in the areas of student stress management, peer-to-peer respect, school connectedness, and the impact of technology on student learning.  To address these needs, U-Prep will continue to strengthen its social-emotional supports through counseling services, advisory activities, and student wellness initiatives. The school will also enhance opportunities for students to develop positive peer relationships, leadership skills, and a greater sense of belonging through schoolwide activities, character development programs, and student engagement opportunities.  In response to concerns regarding academic stress, particularly among upper-grade students, the school will continue to monitor student workload, provide academic support through office hours, study halls, tutoring, and intervention programs, and promote healthy strategies for balancing academic responsibilities and personal well-being. Counselors and staff will continue to work closely with students and families to identify and address individual needs.  Given the concerns related to technology and digital distractions, U-Prep will continue to evaluate and refine practices regarding the use of personal devices and instructional technology to ensure that technology supports, rather than hinders, student learning and engagement.  The school will also continue to utilize survey data, student achievement data, attendance data, and stakeholder feedback to evaluate the effectiveness of current programs and services. Educational partner input will remain a critical component of the continuous improvement process, informing future decisions regarding school climate, student supports, and instructional practices.  Through these ongoing efforts, U-Prep remains committed to fostering a safe, supportive, and academically rigorous environment that promotes student achievement, well-being, and success for all students.|Met||2026-06-10|2026
45701364530267|Shasta Charter Academy|6|2025-2026 Student Survey Results  (31 respondents; % shown reflects agree or strongly agree)  My facilitator works with me to design learning and projects that motivate and engage me: 100%; up from 95%  My facilitator is prepared and organized for our meetings: 100%; up from 98.4%  My facilitator is encouraging: 100%; up from 96.6%  My facilitator communicates high expectations: 100%; up from 98.4%  My facilitator clearly communicates my work progress and quality: 100%; up from 95%  I am consistently prepared for my facilitator meetings: 90.3%; up from 75%  I understand my role in my personalized learning education: 100%; same as 100%  The school staff is friendly and readily helps me: 100%; same as 100%  I think I am being well educated: 96.8%; up from 96.6%  I am glad we chose Shasta Charter Academy: 100%; same as 100%  A few comments:  “It is truly the perfect school.”  “I sincerely mean it when I think that Shasta Charter Academy has perfectly fit my high school needs.”  “I feel like the environment of the teachers and students is healthy and lighthearted.”  “I love the personalized learning and all of the teachers.”  “This school is awesome, and I would recommend it to anyone!” “You guys are great! Thank you so much for being so amazing!!”   25-26 Parent Survey Results (52 respondents; % shown reflects agree or strongly agree)  My student's facilitator works with us to design learning and projects that motivate and engage my student: 98.1%; up from 96.1%  My student's facilitator is prepared and organized for our meetings: 100%; same as 100%  My student’s facilitator is encouraging: 100%; same as 100%  My student’s facilitator communicates high expectations: 100%; up from 98%  My student's facilitator clearly communicates my student's work progress and quality: 100%; up from 96.1%  My student's facilitator listens and responds to our needs: 100%; same as 100%  As a parent, I am interested in my child's education, and talk with him or her about their successes and challenges with school: 98.1%; down from 100%  As a parent, I frequently check my child's assignments for quality and completion, provide him or her help with studying or being organized, and, as needed, ask for help from his or her facilitator: 86.5%; down from 98.1%  The school administration is effective in managing the school: 98.1%; down from 100%  I am glad we chose Shasta Charter Academy: 100%; up from 98%   A few comments:  “The staff are amazing, the environment is safe, and quality education is provided.”  “The staff is very helpful and seems to care about my child's education.”  “I love the dependability, support, and encouragement of the Shasta Charter staff. Very solid!”  “Our daughter is learning and thriving.”  “Great education, she is being challenged and learning, and being supported through the process.”  “SCA is a fantastic school. The staff truly cares about the students and provides support wherever it is needed.”|SCA continues to provide a high-quality learning experience for both students and families, as indicated by the survey results. No patterns of need were identified by the survey.|No changes in existing plans, policies, or procedures were indicated from the analysis of the Student and Parent Surveys.|Met||2026-06-04|2026
45701690000000|Whitmore Union Elementary|6|The 2025-2026 student climate survey centers on student relationships with staff and peers.  Several questions revolve around how students feel they are safe, welcomed, and encouraged at school.  In addition, questions focus on the way students feel teaches and administration support them.  Likewise, equity and fairness are embedded within questions in order to deem how students feel treated overall.  Much of the survey is classroom based, however, there are questions that allow for how students relate to faculty and peers during unstructured time, such as recesses and lunch.  One specific question is about parent support.|One key area that showed a need of improvement related to peer-to-peer relations.  Our staff will look at various strategies and programs that can be adjusted or implemented in order to address this need.  However, the survey also showed trusted school employees and felt welcomed at the school.  There were only 3 students that took the survey (same as last year), so a much lower number compared to previous years.|The data informs us that peer-to-peer relations is the number one focus area for the 26-27 school year.  Coupled with the discipline data from this school year, there will be a priority on adjusting anything within the PBIS system, as well as reaching out to local agencies and providers in order to help with a more tailored SEL program that can be geared toward the various grade levels, especially considering there are roughly 9 students altogether.|Met||2026-06-23|2026
45737000000000|Mountain Union Elementary|6|The 2025-2026 student climate survey centers on student relationships with staff and peers.  Several questions revolve around how students feel they are safe, welcomed, and encouraged at school.  In addition, questions focus on the way students feel teaches and administration support them.  Likewise, equity and fairness are embedded within questions in order to deem how students feel treated overall.  Much of the survey is classroom based, however, there are questions that allow for how students relate to faculty and peers during unstructured time, such as recesses and lunch.  One specific question is about parent support.|One key area that showed a need of improvement related to peer-to-peer relations.  Our staff will look at various strategies and programs that can be adjusted or implemented in order to address this need.  However, the survey also showed trusted school employees and felt welcomed at the school.|The data informs us that peer-to-peer relations is the number one focus area for the 26-27 school year.  Coupled with the discipline data from this school year, there will be a priority on adjusting anything within the PBIS system, as well as reaching out to local agencies and providers in order to help with a more robust SEL program.  The area of the survey that focused on peer-to-peer relationships showed a drastic increase in students that feel other students do not treat them with respect.   Although students feel that the school and staff, overall, have built good relationships with them, there is an area of peer-to-peer relationships that is specifically missing in our SEL endeavors.   We may not have been teaching our SEL curriculum with fidelity.  There were classrooms that struggled to find the time and understand how to deliver the curriculum and lessons.  In large part, the overwhelmingly negative answers stem from the 6th-8th grade.  Likewise, when looking at our discipline data throughout the school year, most referrals for discipline have been related to the middle school ages.  The staff will continue to discuss and focus on strategies that will help with the middle school grades and SEL.|Met||2026-06-24|2026
45745830000000|Shasta-Trinity ROP|6||||Not Met|||2026
45752670000000|Gateway Unified|6|Gateway Unified School District utilizes annual student surveys to gather feedback regarding school safety, connectedness, communication, academic programs, and overall school climate. Survey results are reviewed alongside attendance, discipline, and other local data to identify strengths, monitor trends, and guide continuous improvement efforts. The 2026 Gateway Student Survey received 165 responses representing students across district schools. When asked how safe they feel at school on a scale of 1 (not safe at all) to 5 (extremely safe), students reported an overall average rating of 3.52. Additionally, 81.2% of students rated their sense of safety as a 3 or higher, indicating that most students feel safe while at school. Disaggregated results showed generally positive perceptions of safety among student groups. Hispanic students reported an average safety rating of 3.14, with 64.3% rating their safety as a 3 or higher. Native American students reported an average safety rating of 3.64, with 90.9% rating their safety as a 3 or higher. While perceptions vary across groups, the data suggests that most students report feeling safe and supported in their school environments. Additional survey measures provide further insight into school climate. Students reported positive perceptions of technology (3.66), extracurricular programs (3.58), academic programs and instruction (3.56), facilities (3.43), and communication between school and families (3.45). Students also reported that staff help them feel connected to school, with an average rating of 3.18. During the 2025–26 school year, the district also administered a Healthy Kids-style climate survey to students in grades 3 and above to establish baseline data prior to district reconfiguration. Results indicated that students generally feel safe, supported, and connected to adults at school. Students also identified opportunities to further strengthen peer relationships and foster a culture of kindness, belonging, and mutual respect among students. These findings will help inform future efforts to promote positive school climate and student connectedness across all school sites. Gateway Unified will continue utilizing survey data, attendance data, discipline data, and stakeholder feedback to evaluate school climate and guide improvement efforts that support safe, inclusive, and supportive learning environments for all students.|Analysis of the 2026 student climate survey and the district's Healthy Kids-style survey identified several areas of strength as well as opportunities for continued growth. Overall, survey results indicate that most students feel safe at school and report positive perceptions of academic programs, extracurricular opportunities, technology, and communication. Students also reported feeling connected to school through positive relationships with staff, suggesting that efforts to build supportive learning environments and meaningful adult-student connections are having a positive impact. Disaggregated survey results demonstrated generally positive perceptions of safety across student groups, with most students reporting that they feel at least moderately safe while at school. While some variation exists among student groups, the overall findings indicate that students across the district benefit from supportive school environments and caring staff relationships. The Healthy Kids-style survey administered to students in grades 3 and above provided important baseline data as the district prepares for school reconfiguration. Results reinforced the importance of maintaining strong adult-student relationships and creating learning environments where students feel connected, supported, and valued. Students consistently identified positive relationships with staff as a strength of their school experience. Survey results also identified opportunities to further strengthen peer relationships and student connectedness. While students generally reported positive school experiences, feedback suggests that continued emphasis on kindness, inclusion, respect, and positive peer interactions will help further enhance school climate and students' sense of belonging. Based on these findings, the district will continue to strengthen efforts that promote positive school culture, student connectedness, and supportive learning environments. This includes providing opportunities for students to build positive relationships with peers and staff, implementing activities that foster belonging and engagement, and utilizing survey, attendance, and discipline data to monitor progress over time. The Healthy Kids-style survey will serve as an important baseline measure as Gateway Unified evaluates the impact of future climate and connectedness initiatives across its reconfigured school sites.|In response to the findings from the 2026 student climate survey and the district's Healthy Kids-style survey, Gateway Unified School District will continue implementing strategies that strengthen student connectedness, positive school climate, and supportive learning environments. Survey results indicate that students generally feel safe, supported, and connected to staff, highlighting the importance of maintaining strong adult-student relationships across all schools. As the district transitions to its reconfigured grade-band structure, survey results will be used as baseline data to monitor school climate and student connectedness over time. The district will continue reviewing survey, attendance, discipline, and stakeholder feedback data to identify trends and evaluate the effectiveness of climate improvement efforts. To build on identified strengths, Gateway will continue prioritizing visible staff presence, positive relationships with students, and opportunities for students to connect with trusted adults. Professional learning and site-level planning will continue to emphasize practices that foster belonging, engagement, and supportive school environments. Survey results also identified opportunities to strengthen peer relationships and promote a culture of kindness, inclusion, and mutual respect among students. In response, the district will continue implementing activities, programs, and supports that encourage positive peer interactions, student engagement, and school connectedness. Efforts to strengthen student leadership, recognition programs, extracurricular involvement, and schoolwide activities will help create opportunities for students to build positive relationships with one another. The district will also continue expanding supports outlined in the LCAP, including student connection and regulation supports, positive behavior initiatives, and site-specific activities designed to meet local needs. Through ongoing data analysis and stakeholder feedback, Gateway Unified will continuously refine its practices to ensure that all students experience safe, inclusive, and supportive learning environments where they feel connected, valued, and prepared for success.|Met||2026-06-24|2026
45752670113407|Rocky Point Charter|6|Rocky Point Charter School administered a Student Climate Survey in Spring 2026 to students in grades 3–8. The survey measured perceptions of safety, relationships, academic support, engagement, and belonging. Results reflect the percentage of students responding Agree or Strongly Agree.  **Overall Results (All Students)** Data indicates strong adult-student relationships and academic support systems:  * 65.9% of students reported feeling safe at school. * 69.1% reported adults treat students with respect. * 76.6% indicated they have a trusted adult on campus. * 76.6% reported teachers explain concepts clearly; 80.9% can get help when needed. * 75.5% reported being academically challenged. * 81.9% reported teachers care about their success (highest area).  **Areas of Need**  * Peer Respect: 40.4% * Sense of Belonging: 59.6% * Enjoyment of School: 50%  These results highlight a need to strengthen peer relationships and overall student engagement.  **Disaggregated Data by Grade Level** Results varied by grade:  * Grades 4, 7, and 8 reported stronger outcomes in support and belonging. * Grade 6 showed the lowest results across key areas (28.6% safety; 23.8% belonging, peer respect, and enjoyment), indicating a need for targeted support. * Grade 5 also reported low peer respect (15.4%). * Grade 3 reported strong adult support (86.7% trusted adult) but lower enjoyment (40%).  **Additional Student Feedback** Students value hands-on learning and social experiences. Common themes included a desire for improved peer behavior, more engaging instruction, and increased opportunities for student voice.  **Summary** RPCS demonstrates strong adult support and academic guidance. Key areas for improvement include peer relationships, belonging, and engagement, particularly in upper elementary and middle grades. These findings will guide SEL, culture-building, and instructional strategies.|Overall, the data suggests that while RPCS is successful in fostering supportive adult relationships and academic structures, there is a clear need to strengthen student-to-student relationships, increase school connectedness, and improve overall engagement. Targeted supports particularly in grades 5 and 6 along with school wide social-emotional learning (SEL) and culture-building efforts, will be critical to improving school climate outcomes for all student groups.|Based on the analysis of the Spring 2026 Student Climate Survey data, Rocky Point Charter School has identified the need to strengthen peer relationships, increase student sense of belonging, and improve overall engagement, particularly in grades 5 and 6. In response, the LEA will implement several changes and enhancements to existing plans, policies, and procedures to support continuous improvement.  **Planned Actions and Revisions** RPCS will expand its school wide Social-Emotional Learning (SEL) implementation, including more explicit instruction in peer respect, conflict resolution, and community-building practices. Structures such as morning meetings, restorative practices, and classroom circles will be strengthened to improve student-to-student relationships and foster a more inclusive school climate.  Targeted supports will be implemented for identified grade levels, particularly grades 5 and 6. This includes increased SEL lessons, small group interventions, and additional opportunities for student voice and leadership to improve engagement and belonging.  To address student engagement, instructional practices will be enhanced through increased use of hands-on learning, project-based learning, and student-centered activities aligned with Experiential Learning. Teachers will be supported through professional development focused on engagement strategies and culturally responsive teaching practices.  **Policy and Procedure Adjustments** RPCS will refine behavior expectations and reinforce school wide systems aligned with Capturing Kids’ Hearts to promote respect and positive peer interactions. Increased supervision and structured activities during recess and unstructured times will be implemented to reduce negative peer interactions.  The LEA will also strengthen data monitoring practices by administering climate surveys annually and reviewing disaggregated data regularly to adjust supports as needed.  **Continuous Improvement** These actions reflect RPCS’s commitment to continuous improvement by using local data to inform decision-making. Progress will be monitored through follow-up surveys, behavior data, and student feedback to ensure that implemented strategies result in improved student outcomes in school climate, belonging, and engagement.|Met||2026-06-18|2026
46104620000000|Sierra County Office of Education|6|The California Healthy Kids Survey (CHKS) was administered in the Spring of 2025 to students in 6th, 7th, 9th, and 11th grades. Total final number of students who took the CA Healthy Kids Survey: Grade 6=14/29, Grade 7=27/32, Grade 9=28/29, and Grade 11=26/34  DISTRICT-WIDE AVERAGES BY PERCENT: School Engagement & Supports, District-Wide Average for Grades 6,7,9,11: School Connectedness: 42% Academic Motivation: 58% Caring Adult Relationships: 52.25% High Expectations: 64% Parental Involvement: 42.5%  DISTRICT-WIDE AVERAGES BY PERCENT: School Safety & Cyberbullying, District-Wide Average for Grades 6,7,9,11: School Perceived as Very Safe or Safe/Feel Safe at School: 43% Experienced Any Harassment or Bullying (Grades 7,9,11): 38% Been hit or pushed (Grade 6): 30% Been Afraid of Being Beaten Up (Grades 7,9,11): 21% Had Mean Rumors or Lies Spread About You: 50% Experienced Cyberbullying: 41%  GRADE-LEVEL DATA BY PERCENT: School Engagement & Supports School Connectedness: Grade 6=63%, Grade 7=34%, Grade 9=35%, Grade 11=36% Academic Motivation: Grade 6=80%, Grade 7=57%, Grade 9=39%, Grade 11=56% Caring Adult Relationships: Grade 6=48%, Grade 7=48%, Grade 9=45%, Grade 11=68% High Expectations: Grade 6=69%, Grade 7=58%, Grade 9=55%, Grade 11=73% Parental Involvement: Grade 6=86%, Grade 7=31%, Grade 9=21%, Grade 11=33%  GRADE-LEVEL DATA BY PERCENT: School Safety & Cyberbullying, District-Wide Average for Grades 6,7,9,11: School Perceived as Very Safe or Safe/Feel Safe at School: Grade 6=60%, Grade 7=23%, Grade 9=32%, Grade 11=56% Experienced Any Harassment or Bullying (Grades 7,9,11): Grade 7=52%, Grade 9=18%, Grade 11=44% Been hit or pushed (Grade 6): Grade 6=30% Been Afraid of Being Beaten Up (Grades 7,9,11): Grade 7=35%, Grade 9=5%, Grade 11=24% Had Mean Rumors or Lies Spread About You: Grade 6=40%, Grade 7=63%, Grade 9=50%, Grade 11=48% Experienced Cyberbullying: Grade 6=40%, Grade 7=48%, Grade 9=32%, Grade 11=44%|Our CHKS data from Spring 2025 provides valuable insights into student well-being and school climate across grades 6th, 7th, 9th, and 11th grades.  Areas of Strength: Our areas of strength, as shown in the 2025 surveys lies in students believing that the schools and staff have high expectations for their academic success, especially among 6th and 11th grade students.   Identified Needs: There is a marked decline in school connectedness, and perceptions of caring adults in the middle grades, especially among 6th, 7th and 9th graders. There was an average of a 10% decline in all grades 6,7, and 9 from last year's report in the area of school connectedness.  Although students felt that teachers and staff have high expectations of them, they report low motivation. Caring adult perceptions also dipped to 48% in 7th grade and further to 45% in 9th grade. Safety perceptions are lower in grades 6 and 7 as well. These data points are important in that our schools may demonstrate to our students a culture of high expectations, we will need to lift our level of caring support and find areas to help students connect more to their school and fellow students. The data shows that over 70% of our 2024-2025 7th grade students did not feel safe at school and 52% of them had experienced harassment or bullying and a high percentage of them also experienced fear and had mean rumors spread about them.   Parent involvement also dropped significantly from 6th to 11th grade. This can be seen as a normal decline as students age and become more independent, however, this is an area to improve upon with our older students.   Conclusion: Challenges remain in the middle and early high school years. The data highlights the need to focus efforts on increasing school connectedness, academic motivation, and adult support for younger students, as well as addressing bullying and safety concerns in middle school. Targeted strategies to support students during these critical transitional years will be essential to improving overall student well-being and academic success. Now that we have a dedicated middle school to serve our Loyalton students, grades 6-8, we are hopeful the levels of school connectedness, perceptions of support, and feelings of safety will improve. Although we are committed to lifting our students' feelings of safety across the district, there is a need to focus on the 7th grade class as they move through school.|"Based on the 2025 CHKS data analysis, we are prioritizing efforts to address the decline in school connectedness and academic motivation, particularly among 7th and 9th graders, as well as ongoing concerns around bullying, cyberbullying, and perceptions of adult support. To improve these areas, we will implement targeted strategies aimed at increasing student engagement and strengthening supportive relationships within the school community.  A major step toward these goals is the reopening of the middle school in Loyalton for the 2025-2026 school year. This relocated 6th grade students from the elementary school, and 7th and 8th grade students from the high school to a dedicated space designed specifically for their developmental needs. We anticipate this change will positively impact students’ sense of belonging, school connectedness, and overall climate for these grade levels. During the 2025-2026 school year, the middle school implemented Friday afternoon ""Olympics"" program to provide a sense of community, healthy competition, and student-to-student connections. We are hopeful this effort and the different middle school activities will help students in the areas of need.  In addition, we will strengthen our anti-bullying programs and digital safety education to reduce incidents of harassment and cyberbullying. We will also implement targeted strategies to ensure students feel supported by caring adults who are actively engaged in their well-being. Although most schools have an alternative discipline program to help students reflect on their behaviors and make positive changes, we are refining our alternative discipline rubrics at each school site to ensure that the practices are consistent across the district.   This year, we implemented a strong 2nd breakfast program district-wide and created a food-delivery system to Loyalton High School. Students who arrive hungry or who are food insecure now have access to two healthful meals per day. This food program will continue next year and into the years to come.   Together, these revisions and actions reflect our commitment to continuous improvement, aiming to create a safer, more supportive, and motivating learning environment that addresses the specific needs identified through our local data."|Met||2026-06-23|2026
46701770000000|Sierra-Plumas Joint Unified|6|The California Healthy Kids Survey (CHKS) was administered in the Spring of 2025 to students in 6th, 7th, 9th, and 11th grades. Total final number of students who took the CA Healthy Kids Survey: Grade 6=14/29, Grade 7=27/32, Grade 9=28/29, and Grade 11=26/34  DISTRICT-WIDE AVERAGES BY PERCENT: School Engagement & Supports, District-Wide Average for Grades 6,7,9,11: School Connectedness: 42% Academic Motivation: 58% Caring Adult Relationships: 52.25% High Expectations: 64% Parental Involvement: 42.5%  DISTRICT-WIDE AVERAGES BY PERCENT: School Safety & Cyberbullying, District-Wide Average for Grades 6,7,9,11: School Perceived as Very Safe or Safe/Feel Safe at School: 43% Experienced Any Harassment or Bullying (Grades 7,9,11): 38% Been hit or pushed (Grade 6): 30% Been Afraid of Being Beaten Up (Grades 7,9,11): 21% Had Mean Rumors or Lies Spread About You: 50% Experienced Cyberbullying: 41%  GRADE-LEVEL DATA BY PERCENT: School Engagement & Supports School Connectedness: Grade 6=63%, Grade 7=34%, Grade 9=35%, Grade 11=36% Academic Motivation: Grade 6=80%, Grade 7=57%, Grade 9=39%, Grade 11=56% Caring Adult Relationships: Grade 6=48%, Grade 7=48%, Grade 9=45%, Grade 11=68% High Expectations: Grade 6=69%, Grade 7=58%, Grade 9=55%, Grade 11=73% Parental Involvement: Grade 6=86%, Grade 7=31%, Grade 9=21%, Grade 11=33%  GRADE-LEVEL DATA BY PERCENT: School Safety & Cyberbullying, District-Wide Average for Grades 6,7,9,11: School Perceived as Very Safe or Safe/Feel Safe at School: Grade 6=60%, Grade 7=23%, Grade 9=32%, Grade 11=56% Experienced Any Harassment or Bullying (Grades 7,9,11): Grade 7=52%, Grade 9=18%, Grade 11=44% Been hit or pushed (Grade 6): Grade 6=30% Been Afraid of Being Beaten Up (Grades 7,9,11): Grade 7=35%, Grade 9=5%, Grade 11=24% Had Mean Rumors or Lies Spread About You: Grade 6=40%, Grade 7=63%, Grade 9=50%, Grade 11=48% Experienced Cyberbullying: Grade 6=40%, Grade 7=48%, Grade 9=32%, Grade 11=44%|Our CHKS data from Spring 2025 provides valuable insights into student well-being and school climate across grades 6th, 7th, 9th, and 11th grades.  Areas of Strength: Our areas of strength, as shown in the 2025 surveys lies in students believing that the schools and staff have high expectations for their academic success, especially among 6th and 11th grade students.   Identified Needs: There is a marked decline in school connectedness, and perceptions of caring adults in the middle grades, especially among 6th, 7th and 9th graders. There was an average of a 10% decline in all grades 6,7, and 9 from last year's report in the area of school connectedness.  Although students felt that teachers and staff have high expectations of them, they report low motivation. Caring adult perceptions also dipped to 48% in 7th grade and further to 45% in 9th grade. Safety perceptions are lower in grades 6 and 7 as well. These data points are important in that our schools may demonstrate to our students a culture of high expectations, we will need to lift our level of caring support and find areas to help students connect more to their school and fellow students. The data shows that over 70% of our 2024-2025 7th grade students did not feel safe at school and 52% of them had experienced harassment or bullying and a high percentage of them also experienced fear and had mean rumors spread about them.   Parent involvement also dropped significantly from 6th to 11th grade. This can be seen as a normal decline as students age and become more independent, however, this is an area to improve upon with our older students.   Conclusion: Challenges remain in the middle and early high school years. The data highlights the need to focus efforts on increasing school connectedness, academic motivation, and adult support for younger students, as well as addressing bullying and safety concerns in middle school. Targeted strategies to support students during these critical transitional years will be essential to improving overall student well-being and academic success. Now that we have a dedicated middle school to serve our Loyalton students, grades 6-8, we are hopeful the levels of school connectedness, perceptions of support, and feelings of safety will improve. Although we are committed to lifting our students' feelings of safety across the district, there is a need to focus on the 7th grade class as they move through school.|"Based on the 2025 CHKS data analysis, we are prioritizing efforts to address the decline in school connectedness and academic motivation, particularly among 7th and 9th graders, as well as ongoing concerns around bullying, cyberbullying, and perceptions of adult support. To improve these areas, we will implement targeted strategies aimed at increasing student engagement and strengthening supportive relationships within the school community.  A major step toward these goals is the reopening of the middle school in Loyalton for the 2025-2026 school year. This relocated 6th grade students from the elementary school, and 7th and 8th grade students from the high school to a dedicated space designed specifically for their developmental needs. We anticipate this change will positively impact students’ sense of belonging, school connectedness, and overall climate for these grade levels. During the 2025-2026 school year, the middle school implemented Friday afternoon ""Olympics"" program to provide a sense of community, healthy competition, and student-to-student connections. We are hopeful this effort and the different middle school activities will help students in the areas of need.  In addition, we will strengthen our anti-bullying programs and digital safety education to reduce incidents of harassment and cyberbullying. We will also implement targeted strategies to ensure students feel supported by caring adults who are actively engaged in their well-being. Although most schools have an alternative discipline program to help students reflect on their behaviors and make positive changes, we are refining our alternative discipline rubrics at each school site to ensure that the practices are consistent across the district.   This year, we implemented a strong 2nd breakfast program district-wide and created a food-delivery system to Loyalton High School. Students who arrive hungry or who are food insecure now have access to two healthful meals per day. This food program will continue next year and into the years to come.   Together, these revisions and actions reflect our commitment to continuous improvement, aiming to create a safer, more supportive, and motivating learning environment that addresses the specific needs identified through our local data."|Met||2026-06-23|2026
46748800000000|WIlliam (R) Rouse ROP|6||||Not Met|||2026
47104700000000|Siskiyou County Office of Education|6|100% of our students feel safe at school.|Based on the survey given to our students: 100% of students stated the school is usually clean and tidy 85% feel they make a difference 100% stated that a teacher or some adult cares about them at school  100% stated a teacher tor some other adult notices when they do a good job.  Strengths include students feel that adults care for them. A need is that there can me more effort to support students feeling that they make a difference.|There are now more directed visits of Principals/Program Managers to SDCs to improve instruction for students, and to support the learning of the teachers and instructional staff.|Met||2026-06-24|2026
47104700117168|Golden Eagle Charter|6|Student survey:  93% of students feel they belong at GECS 96% agree or strongly agree that staff are helpful, available and caring 94% feel safe at GECS centers 83% agree or strongly agree that GECS responds appropriately to bullying or mean behavior 97% of students agree or strongly agree that they feel known and cared for by staff 80% of students agree or strongly agree that they feel respected by other students  	Parent survey: 94% of parents agree or strongly agree GECS takes necessary steps to ensure students’ safety at GECS locations 95% of parents believe their child is connected to the GECS community.|Overall, both students and families feel safe at school. Students mostly feel connected to the school community. In 2024-25, there was a decrease in the percentage of students reporting a sense of belonging at school, but this has increased in the 2025-2026 survey results to 93%. The percentage of students who agreed or strongly agreed that staff are available and caring remained high at 97%. These numbers indicate that the school is doing well maintaining a safe and caring environment, and that students feel connected and supported by staff. There is still work to do, however, in improving the connectedness between students and helping students and families feel connected to the school as a whole. The data reported here are from our local survey of all 5th - 12th graders. Because the Healthy Kids Survey only samples 3 grade levels and many independent study students choose not to complete that survey, the sample sizes are small and we are not able to disaggregate the data by demographic groups.|The increase in reported feelings of belonging at school is encouraging, further supporting the hypothesis that the drop last year was due to a large influx of 9th graders from other schools. The relatively lower percentage of students who report feeling respected by other students (compared to their feelings about adults at school) suggests a need to maintain and expand access to SEL peer-to-peer relationship building, especially for high school students. In addition, increased attention will be focused on: Expanding site-based and family engagement events that promote community connection and student celebration (e.g., family math nights, science showcases, cultural events). Continuing support for SEL practices, including small-group circles, classroom community-building routines, and peer conflict resolution strategies. Ensuring families are aware of and able to access key school supports—such as mental health services, academic support, basic needs assistance, and engagement opportunities—by providing clear information and contact pathways through varied means of communication. Improving and expanding family engagement strategies to build a strong sense of community and belonging. Expanding  access to peer connection opportunities, especially for students in independent study.|Met||2026-06-11|2026
47104700137372|Northern United - Siskiyou Charter|6|Northern United - Siskiyou Charter School (NU-SCS) administered the School Climate Survey to students, parents, and staff. Our participation rate increased from last year, twith a total of 61 respondents.  Those who responded were very positive about our school climate. Of the 14 students who participated in the survey, 92.9% of them felt safe at school.  Of the 31 parents/guardians participated in the survey with 87.1% of the parents/guardians responding that they felt the school creates welcoming environments for all families in the community.  Sixteen staff participated in the survey with 93.8% stating that our school has developed the capacity of staff to build trusting and respectful relationships with families.|The analysis of the School Climate Survey data from NU-SCS reveals several key learnings, identified needs, and areas of strength. One of the most notable improvements is the significant increase in feelings of safety. Safety perceptions are high. Additionally, 93.6% of parents feel the school builds trusting and respectful relationships with families, suggesting successful facilitation of parental involvement and school connection. 93.8% of staff expressed that they feel the school creates welcoming environments for all the families in the community, highlighting effective and well-received efforts in this area and 93.8% of staff believe the school has developed the capacity to build trusting and respectful relationships with families, pointing to strong relational skills and a supportive community. The low student response rate, with only 14 participants, suggests a need to increase student engagement in future surveys to ensure their voices are comprehensively represented.|NU-SCS has identified several key learnings that will necessitate changes to existing procedures. To enhance school and educational partner connections, NU-SCS will encourage collaborative projects requiring staff and students to work together, and organize regular social events like assemblies and sports events to strengthen bonds and improve the sense of community. To increase student survey participation, surveys will be administered during class time, incentives such as small prizes or recognition will be offered, and various modes of survey administration, including online and mobile app options, will be provided. To expand parental engagement, NU-SCS will offer flexible meeting times, including evenings and weekends, continue using virtual platforms for meetings and events, and conduct targeted outreach efforts to engage less involved parents through personal invitations, phone calls, and home visits when appropriate.|Met||2026-06-30|2026
47701850000000|Big Springs Union Elementary|6|Big Springs used local educational partner feedback, California Healthy Kids Survey input, attendance/chronic absenteeism data, suspension data, behavior information, and LCAP engagement feedback to review school climate. Educational partner feedback identified the school as a safe and supportive environment, with staff who care about students. Local data also identified areas of concern, including chronic absenteeism, student behavior, and the need for continued counseling and student support services. The District’s LCAP identifies chronic absenteeism at 36% for all students and 39.4% for socioeconomically disadvantaged students, and identifies continued school climate and counseling support as areas of need.|The data show that Big Springs has important strengths in school safety, staff-student relationships, and family perceptions of support. At the same time, the District has identified ongoing needs related to attendance, chronic absenteeism, student engagement, behavior, and social-emotional support. Educational partner input indicates that counseling services, school climate supports, family communication, and student re-engagement efforts should continue. The District recognizes that improving school climate requires consistent adult systems, early intervention, family outreach, and supports that help students feel connected to school.|Big Springs will continue using school climate, attendance, behavior, and educational partner feedback data to guide improvements. The District will continue counseling services, student support, attendance intervention, family outreach, and schoolwide engagement efforts. The District will also continue using feedback from families, staff, and students to monitor school climate and adjust supports as needed. Planned actions include strengthening communication with families, supporting student re-engagement, monitoring behavior and attendance trends, and continuing services that reduce barriers to learning and improve student connectedness.|Met|Big Springs will continue to use local climate data, attendance and chronic absenteeism data, behavior information, suspension data, and educational partner feedback to monitor school climate. The District’s focus is to maintain a safe and supportive school environment while strengthening student connectedness, counseling access, attendance intervention, family communication, and early response to student behavior or engagement concerns.|2026-06-12|2026
47701930000000|Bogus Elementary|6|In the LEA's school climate survey, the data showed several interesting results. Students K-8th were surveyed on multiple measures. 100% of students agreed or strongly agreed to the statement 'I feel safe at school.' 93% of students agreed or strongly agreed to the statement 'At my school there is a teacher or some other adult who really cares about me.' 100% of students agreed or strongly agreed to the statement 'The school is usually clean and tidy.' The lowest measures were 46% of students agreed or strongly agreed to the statement 'I do things that make a difference' and ' I help decided school activities.'|Looking at this data, the LEA has decided to continue with morning meetings to build school connectedness and individual students check-ins once a month to ensure students feel safe and supported at school. The LEA has also decided to let students have more of a say on field trips and art projects.|The student will fill out a survey to identify what common interests would be in field trips and art projects. Then the LEA will use this information to plan accordingly.|Met||2026-06-10|2026
47702010000000|Butteville Union Elementary|6|Butteville administered the California Healthy Kids Survey to students in grades 5–8 and collected feedback from staff and parents through climate surveys. Results showed that most students reported feeling safe and connected to school, while parents and staff reported high levels of satisfaction with school safety, relationships, and overall school climate. Areas of concern included reports of bullying, student conflict, and emotional health indicators among some middle school students.|Survey results indicate that Butteville's greatest strengths are positive relationships between students and adults, a strong sense of belonging among many students, and high levels of parent satisfaction. The data also highlight a need to strengthen supports related to student mental health, peer relationships, and bullying prevention, particularly among upper-grade students.|In response to survey findings, the district will continue strengthening social-emotional learning, restorative practices, and PBIS supports throughout the school. Additional emphasis will be placed on bullying prevention, student voice opportunities, and targeted interventions for students experiencing social-emotional challenges.|Met||2026-06-18|2026
47702270000000|Delphic Elementary|6|The analysis of local climate surveys includes the majority (over 95%) of students feel safe and connected at school. The LEA believes this is a result of the small and inclusive school environment.|The key learnings include that many of the current systems are working well and are well reviewed by students and parents.|The LEA plans to continue with current systems as they are working well.|Met||2026-06-30|2026
47702430000000|Dunsmuir Elementary|6|Dunsmuir Elementary School District annually gathers school climate data through local stakeholder surveys, attendance data, behavior data, and ongoing feedback from students, families, and staff. The district uses these data sources to monitor student perceptions of school safety, connectedness, belonging, and overall school climate.  Local survey results indicate that students, families, and staff generally feel safe and connected to the school community. In previous survey results, students reported a strong sense of safety and connectedness, with 91% reporting a sense of safety and 88% reporting school connectedness. Parent survey results showed 92% reporting a sense of safety and 73% reporting school connectedness. Staff survey results showed 92% reporting a sense of safety.  The district also reviews attendance patterns, behavior data, and stakeholder feedback as additional measures of school climate. These data sources are analyzed as part of the district’s continuous improvement process and inform LCAP goals, including efforts to maintain a positive school climate, increase student engagement, and strengthen student connectedness.|Analysis of school climate data indicates that Dunsmuir Elementary School District’s strengths include a strong sense of safety, belonging, and connection among students, families, and staff. Survey results demonstrate that students and families generally feel safe at school and have positive relationships with staff. The district’s small school environment supports strong relationships between students and adults, allowing staff to provide individualized support and respond to student needs.  The analysis also identified opportunities to continue strengthening student connectedness and engagement. The district will continue focusing on creating opportunities for all students to feel included, supported, and connected to the school community. Additional areas of focus include strengthening student voice, expanding enrichment opportunities, and continuing to provide social-emotional supports that promote positive behavior and student well-being.  The district will continue using climate survey results, attendance data, behavior data, and stakeholder feedback to monitor progress and identify additional supports needed for student groups who may experience barriers to feeling connected or engaged at school.|Based on the analysis of school climate data, Dunsmuir Elementary School District will continue strengthening existing practices that support student safety, belonging, engagement, and social-emotional well-being. The district will continue to monitor student, family, and staff feedback and use this information to guide improvements in school programs and supports.  To address identified areas of growth, the district will continue expanding opportunities for student voice, enrichment activities, and positive school engagement. The district will maintain and strengthen supports including counseling services, restorative practices, positive behavior supports, and systems that promote a safe and inclusive learning environment for all students.  The district will continue refining communication systems and stakeholder feedback processes to ensure student, family, and staff perspectives inform decision-making. Climate data, attendance trends, behavior data, and educational partner feedback will continue to be reviewed regularly to identify needs and determine appropriate adjustments to programs, policies, and procedures.|Met||2026-06-23|2026
47702500000000|Dunsmuir Joint Union High|6|Local climate survey data indicate that students at Dunsmuir High School feel safe, supported, and connected to their school environment. Survey results showed that the majority of students reported feeling physically and emotionally safe on campus and identified positive relationships with staff and peers. Available data, including responses from student groups, reflected consistently positive perceptions of school climate, safety, and belonging. These results suggest that Dunsmuir High School maintains a welcoming and supportive learning environment that promotes student well-being and engagement.|Analysis of local climate survey data identified several strengths, including high levels of student-reported safety, positive relationships with school staff, and a strong sense of belonging on campus. Available data disaggregated by student group showed generally consistent positive responses across groups. Identified needs include continuing to strengthen student engagement, maintaining a safe and supportive school environment, and ensuring all student groups have equitable opportunities to participate in school activities and provide feedback. These findings will guide ongoing efforts to support student well-being and school connectedness.|Based on the analysis of local climate survey data, the LEA will continue to strengthen practices that promote student safety, connectedness, and engagement. Planned actions include increasing opportunities for student voice, expanding communication with families, and providing ongoing staff support focused on relationship-building and positive school climate. The LEA will regularly review survey results and other local data to monitor progress, identify emerging needs, and make adjustments to programs, policies, and procedures as part of its continuous improvement process|Met||2026-06-24|2026
47703180000000|Gazelle Union Elementary|6|School surveys indicate that 100% of families strongly agree that students feel connected with the school and feel safe while at school.|The LEA will continue to implement actions that promote school connectedness and safety.|The LEA will reflect on new implementations that will further support a positive school climate including student attendance awards, student leadership opportunities, and social-emotional support through school counseling. We will also ensure that all students have equitable access to the school counselor by creating a schedule and following up weekly with the counselor.|Met||2026-06-18|2026
47703260000000|Grenada Elementary|6|Grenada Elementary School District annually administers the California Healthy Kids Survey (CHKS) to assess school connectedness and student perceptions of safety. The most recent CHKS data indicate that 40% reported feeling connected to school. Additionally, 60% of students stated they felt safe or very safe at school. The district also collects and analyzes Aperture Education DESSA SEL scores, with Fall 2025 screening which showed that there were 87% of students who self-assessed as needing support, and 54% of students rated by staff as needing support.  Disaggregated data by student group revealed that English learners and students with disabilities reported slightly lower perceptions of school connectedness, while foster and low-income youth showed higher needs in emotional regulation (DESSA subdomain).  Suspension rates in 2024/25 were increased to 5.5%, although socioeconomically disadvantaged students remained above the district average. Chronic absenteeism rate was 12%.|Key takeaways from this data include notable differences between student self-assessments and staff assessments in regards to students’ feelings of safety and connection at school. Increased suspensions highlight the need for continued attention to SED students. Attendance reflects consistently low chronic absenteeism rates, showing a positive school climate and student engagement.    The SEL screeners show that while the general student body feels safe and connected, some subgroups (e.g., students with disabilities, English learners) still experience barriers. Aperture data confirms that a small, but important subset of students, would benefit from additional targeted SEL and counseling services.|In response to these findings, GESD will continue to integrate SEL instruction across classrooms and expand support through our partnership with the Siskiyou County Behavioral Health Department under the MHSSA grant. This includes increasing counseling availability and targeted SEL instruction for students identified through the Aperture screener.  To address the attendance gaps, the district is implementing more personalized communication and support plans for families of chronically absent students. Additional family engagement sessions focused on wellness, attendance, and school connection are planned for the 2024/25 school year.  Further, GESD will increase outreach to underrepresented groups during school climate survey windows to ensure broader participation and more comprehensive data. Staff will also receive additional training on trauma-informed practices and culturally responsive SEL approaches to foster inclusive environments for all learners.|Met||2026-06-22|2026
47703340000000|Happy Camp Union Elementary|6|Happy Camp administered the CHKS for the 2024/2025 period. The data from the California Healthy Kids Survey for Happy Camp Union Elementary highlights key indicators related to school climate, student safety, substance use, and emotional well-being among secondary students. Overall, school climate indicators show moderate levels of school connectedness, caring relationships with adults, and meaningful participation, with connectedness being slightly higher among females and students identifying as multiracial. Disaggregated data indicate that students receiving special education services and those facing housing instability report lower feelings of safety and school engagement, suggesting disparities in school experiences across different student groups. Notably, around 30% of students reported feeling chronically sad or hopeless in the past year, with gender and English learner status affecting mental health outcomes. In addition to the core module, behavioral health modules reveal substance use patterns, perceived availability of drugs, and protective factors such as parental disapproval and school-based support services.|Analysis of the survey results highlights a mixed landscape of student well-being: students report moderate levels of engagement and motivation, but a concerning prevalence of emotional distress and safety concerns. Gender and racial disparities are evident, with female students and students identifying as LGBTQ+ or multiracial reporting lower feelings of safety and connectedness. Students experiencing homelessness and those in special education also show increased rates of chronic sadness and lower perceptions of adult support at school, suggesting an urgent need to enhance inclusive practices and targeted support systems. Strengths lie in the relatively high levels of adult caring relationships and the reported effectiveness of communication about alcohol and drug use, particularly among students who have discussed these issues with parents or school staff. These insights emphasize the importance of targeted interventions to improve safety, equity, and access to support services across all student groups.|Happy Camp needs to implement and complete a local climate survey annually. To that end, in addition to using the CHKS survey annually, Happy Camp began administering Aperture through the county's visiting counselor.|Met||2026-06-11|2026
47703590000000|Hornbrook Elementary|6|Hornbrook Elementary School District annually administers a local school climate survey to students in the grade spans served by the District. The survey gathers student perceptions related to school safety, belonging, relationships with adults and peers, emotional well-being, and access to help when concerns arise. Because Hornbrook Elementary is a very small, rural microschool serving approximately 19 students from 12 families, the District reviews both survey responses and additional locally available information to develop a complete understanding of school climate.  Supplemental data include student attendance, chronic absenteeism, discipline incidents, office referrals, student and family concerns, staff observations, and informal feedback gathered through conferences, School Site Council meetings, family communication, and individual student check-ins. Staff members know students and families well and are able to identify changes in engagement, behavior, peer relationships, or emotional well-being that may not be fully reflected in a standardized survey.  Due to the District’s very small enrollment, survey responses cannot always be meaningfully or safely disaggregated by student groups identified in Education Code Section 52052. Reporting results for groups consisting of only one or a small number of students could compromise confidentiality and produce percentages that fluctuate significantly based on a single response. When student-group information is available, the District reviews it internally while protecting student privacy. Public reporting is therefore generally presented at the schoolwide level and supplemented with qualitative information.  Overall, the available data indicate that most students view Hornbrook Elementary as a safe and supportive school where adults know them personally and are available to help. The District continues to monitor student connectedness, peer relationships, attendance, emotional well-being, and students’ comfort in seeking assistance.|Analysis of local climate data identifies the school’s small size and close relationships as significant strengths. Students are known individually by teachers, support staff, and administrators, allowing concerns to be identified and addressed quickly. Families generally have direct access to school staff, and communication can be personalized to meet individual circumstances. The school’s microschool structure also supports close supervision, strong adult-student relationships, and individualized academic and behavioral assistance.  Students generally report or demonstrate that they feel physically safe at school and have trusted adults available to support them. The presence of a part-time counselor and a community school coordinator/social worker has strengthened the District’s ability to respond to social-emotional needs, connect families with services, address attendance barriers, and support students experiencing personal or family challenges.  The analysis also identifies areas for continued growth. In a school of only 19 students, peer conflicts or changes in enrollment can have a significant effect on the experience of the entire student body. Students have a limited number of same-age peers, and opportunities for broader social interaction, extracurricular participation, and age-specific activities may be more limited than in larger schools. The District must therefore be intentional about teaching conflict-resolution skills, supporting positive peer relationships, and creating opportunities for students to interact with peers beyond their immediate classroom.  Attendance and student engagement remain important areas for ongoing monitoring. In a remote rural community, transportation, weather, family circumstances, access to services, and health-related concerns may affect regular attendance. The District also recognizes the need to continue strengthening student voice and ensuring that all students feel comfortable reporting bullying, conflict, emotional distress, or other concerns.  Because student groups are extremely small, the District does not draw broad conclusions from percentages or isolated survey responses. Instead, it reviews each response in context and uses multiple data sources to identify individual and schoolwide needs.|Hornbrook Elementary School District will continue using local climate survey results, attendance data, discipline information, staff observations, and family feedback as part of its continuous improvement process. Because of the District’s small size, improvement efforts will remain individualized, flexible, and responsive to changing student and family needs.  The District will maintain and strengthen access to its part-time counselor and community school coordinator/social worker. These staff members will continue providing individual and small-group support, assisting with attendance and engagement, connecting families with community resources, and helping students develop coping, communication, and conflict-resolution skills. The District will pursue additional grants, partnerships, and available behavioral-health funding to sustain these supports as existing grant resources decline.  The District will continue regular student check-ins and will establish developmentally appropriate opportunities for student voice, including classroom discussions, individual conferences, and confidential opportunities to report safety or belonging concerns. Staff will review survey findings collectively and identify students or schoolwide patterns requiring follow-up while protecting confidentiality.  School procedures will continue to emphasize early intervention, restorative responses, positive behavior supports, and direct family communication. When peer conflict occurs, staff will respond promptly through facilitated problem-solving, counseling support, parent communication, and increased supervision when needed. The District will also explore additional opportunities for students to participate in joint activities, field trips, athletics, enrichment, or social events with neighboring schools and districts.  Attendance will be monitored closely, with early family outreach when patterns emerge. The community school coordinator/social worker will help identify barriers and coordinate appropriate supports. The District will annually review the effectiveness of these actions through climate survey results, attendance and discipline data, staff feedback, student input, and family engagement.|Met||2026-06-09|2026
47703670000000|Junction Elementary|6|For our 2024-25 climate survey, we used a local established survey.  76% of our families responded Key indicators included: 1. Do you feel that the staff (i.e. administrator, teacher, and classified staff) have been able to build a trusting and respectful relationship with you? Agree to Somewhat agree = 87% 2. Do you feel that the staff has created a welcoming environment for all the families in the community? Agree to Somewhat agree = 99% 5. Do you feel the staff has created a safe environment for your child while at school? Agree to Somewhat agree = 75% 8. My child feels like they belong at the school? Agree to Somewhat agree = 82% 15. I feel like my child is safe at the school Agree to Somewhat agree = 82%|-Most students feels welcome, connected, and has a sense of belonging when they are at school -Most feels welcome, connected, and has a sense of belonging when they are at school -Need more variety of hands on learning for all subjects -Improve communication|As indicated in our LCAP, we will continue to implement the Positive Behavior Support System (PBIS) and restorative practices, creating a series of project based learning experiences, and purchasing curriculum to further engage our students.|Met||2026-06-11|2026
47703750000000|Klamath River Union Elementary|6|The local climate and survey data show that 100% of parents agree that the school promotes academic success for all students, provides a safe environment for students and provides school experiences that parents and children feel connected to. Due to the small number of students participating in the CHKS, there are no specific scores for Klamath River UESD.|Key learnings from the data include continuing and expanding on current programs.|At this time, no changes are needed to existing plans, policies and procedures as parents report 100% positive feedback based on a 71% parent participation rate.|Met||2026-06-16|2026
47703830000000|Little Shasta Elementary|6|Little Shasta Elementary School administered its annual local school climate survey to all students in grades TK/K–8 during the 2025–2026 school year. All 20 eligible students participated, resulting in a 100% participation rate. Survey results indicated that 100% of students reported feeling safe at school, connected to their school community, and respected by both staff and peers. Due to the district's small enrollment, disaggregated data by student group did not reveal any meaningful differences, with all identified student groups reporting similarly positive perceptions of school climate. The district also considers ongoing observations, student interactions, attendance, behavioral data, and family feedback throughout the school year as additional indicators of overall school climate.|The survey results indicate that Little Shasta Elementary School continues to maintain a highly positive, supportive, and inclusive school climate. Students consistently report feeling physically and emotionally safe while developing strong relationships with staff and classmates. The absence of significant differences among student groups suggests that students experience equitable access to a welcoming and respectful learning environment regardless of background or student subgroup.  While no significant areas of concern were identified through the survey, the district recognizes that maintaining a positive school climate requires continuous attention and intentional effort. The district will continue seeking opportunities to strengthen student engagement, build leadership skills, and provide meaningful experiences that foster school connectedness and positive relationships among all students.|Based on the analysis of local climate survey data, Little Shasta Elementary School will continue implementing practices that have contributed to its positive school climate while pursuing ongoing opportunities for continuous improvement. The district will continue providing monthly educational field trips, enrichment activities, schoolwide celebrations, and positive behavior recognition through the ClassDojo platform to encourage student engagement, responsibility, and positive relationships.  The district will also continue emphasizing strong communication between staff, students, and families, as well as providing opportunities for student voice and participation in school activities. Annual climate survey data, behavioral information, attendance trends, and ongoing stakeholder feedback will continue to be reviewed to ensure that Little Shasta Elementary School maintains a safe, respectful, and connected learning environment for all students while identifying any emerging needs as they arise.|Met||2026-06-10|2026
47704090000000|McCloud Union Elementary|6|The CHKS results have not been provided yet (6/2026), but there will be no data because the class size was not statistically significant, with fewer than 10 students total.  Surveys provide a narrative overview of students' and parents' satisfaction and dissatisfaction with school safety and climate.  The majority report feeling welcome at school and having plenty of opportunities to participate; however, they also admit they do not attend school council or board meetings.  Parents are satisfied with the reports they receive about their children and the parent conferences they have with teachers.  A high percentage of parents attend conferences each year, as well as back-to-school events and open houses.  Students report feeling safe on campus, and parents report feeling safe, given the LEA's safety protocols, including no entry without being let in, locked doors, exit plans, and multiple entry and exit points for classrooms.  Most parents feel that the behavior policy and consequences are fair and that they are appropriately notified when issues arise.  People are happy with the cleanliness and order of the school when they enter the building.  Parents would like to see Taiko return or another form of music enrichment.  Parents and students appreciate the field trips and special events supported by the school and the PTO.  Parents appreciate the enrichment programs like GATE and SAFE, as well as the special presenters that the LEA organizes, like DARE, Bullying Prevention, Positive Prevention Plus, lab sciences, art, and the sports program.  Families appreciate the reading and math intervention programs provided to all students.  When asked what they would like to see more of, parents and students asked for more field trips and special assemblies.|N/A regarding numbers data.  The LEA can glean from the surveys that enrichment is very important to students and families, and that the continuation of such programs is vital to the school's engaging climate. The LEA listened to parent concerns about transportation and purchased a van for field trips and sporting events.   Many students need transportation to school due to a lack of vehicles and/or vehicles that can't drive in the snow, so the LEA will continue morning transportation for those students with high need and/or attendance issues.|Even though we do not get data on the surveys provided by the state of CA, we do know what issues affect our students, such as poverty, ACESs, drug use, incarceration of family members, etc., and we provide many opportunities for education on said topics. DARE, Anti-Bullying, ACESs training, anti-drug presentations, healthy options training, and refusal skills training, among others. The LEA also had a wellness coach on-site this year once a week to provide SEL lessons and student support. The existing policies will remain in place, and the LEA will continue to seek resolutions in areas of weakness, including bus transportation, to support continued enrichment off campus.  The LEA will also continue to try to encourage parents to become more involved in formal meetings and school input.|Met||2026-06-18|2026
47704170000000|Montague Elementary|6|Montague Elementary School District administered the 2024–25 California Healthy Kids Survey to students in grades 5 and 6, with strong participation rates of 95% in grade 5 and 100% in grade 6. The survey provides local climate data related to school connectedness, safety, student engagement, adult relationships, social-emotional supports, bullying/cyberbullying, and perceptions of fairness and respect. Results show several areas of strength, including students reporting that they feel safe at school, with 89% of grade 5 students and 81% of grade 6 students responding positively. Parent involvement in schooling was also reported positively by 85% of grade 5 students and 80% of grade 6 students.  The data also identifies areas for continued improvement. School connectedness was 85% in grade 5 and 61% in grade 6, while caring adults in school was 75% in grade 5 and 56% in grade 6. Meaningful participation was lower, at 39% in grade 5 and 25% in grade 6, and social-emotional learning supports were reported at 79% in grade 5 and 56% in grade 6. Students also reported concerns related to peer interactions, including rumors, name-calling, and cyberbullying, with grade 6 students reporting higher rates of these experiences than grade 5 students.  Available disaggregated data by race/ethnicity was limited because student group sizes were below the reporting threshold in many categories. However, the survey does provide disaggregated results by gender. These results show some differences in student experiences, including higher reported rates of cyberbullying for male students than female students, and lower male student responses related to rule clarity, fair treatment when students break rules, and being treated with respect.  Based on this climate survey data, the LEA will continue to focus on strengthening school connectedness, meaningful student participation, positive peer relationships, social-emotional supports, restorative practices, and inclusive classroom environments. These areas will guide ongoing LCAP actions, including professional learning and student support strategies intended to improve school climate, engagement, safety, and overall student well-being.|Key learnings from the 2024–25 California Healthy Kids Survey indicate that Montague Elementary has several important areas of strength, particularly related to school safety, family involvement, and student connection in grade 5. Students reported high levels of feeling safe at school, with 89% of grade 5 students and 81% of grade 6 students responding positively. Parent involvement in schooling was also a strength, with positive responses from 85% of grade 5 students and 80% of grade 6 students. Grade 5 students also reported strong school connectedness at 85%, academic motivation at 80%, and high expectations from adults at school at 87%.  The data also identified several needs for continued improvement, particularly in grade 6. Grade 6 students reported lower levels of school connectedness at 61%, caring adults in school at 56%, social-emotional learning supports at 56%, and meaningful participation at 25%. School boredom was also notably higher in grade 6 at 56%, compared to 15% in grade 5. These results suggest a need to strengthen student engagement, belonging, adult-student relationships, and opportunities for students to have voice and meaningful participation in school.  The survey also identified needs related to peer interactions and school climate. Grade 6 students reported higher rates of being hit or pushed, having rumors spread about them, being called bad names or targeted by mean jokes, and experiencing cyberbullying. Cyberbullying was reported by 25% of grade 5 students and 59% of grade 6 students. These data indicate a need to continue strengthening bullying prevention, restorative practices, digital citizenship, supervision, and positive behavior supports.  Available student group data show some differences by gender. Female and male students reported similar rates of feeling safe at school; however, male students reported higher rates of being hit or pushed, having rumors spread about them, being called bad names or targeted by mean jokes, and experiencing cyberbullying. Male students also reported lower perceptions of rule clarity, fair treatment when students break rules, and being treated with respect.  Disaggregated data by race/ethnicity is limited due to the small number of student respondents in several groups, and results should be interpreted cautiously. Overall, the LEA identified a need to continue monitoring student group data where reliable, while using local data and educational partner input to improve school connectedness, student voice, inclusive practices, restorative responses to conflict, and social-emotional supports for all students.|Montague Elementary School District will use the CHKS results and related local data to make continuous improvement updates to school climate, student engagement, and behavior support systems. The data indicate that while many students report feeling safe at school, the LEA has identified needs related to school connectedness, meaningful student participation, peer conflict, cyberbullying, and consistency in students’ perceptions of fairness, respect, and behavior expectations. For example, grade 6 results were lower than grade 5 in school connectedness, caring adults in school, meaningful participation, and social-emotional learning supports, while grade 6 students reported higher rates of cyberbullying and negative peer interactions.  In response, the LEA will continue to refine its LCAP actions, professional learning plans, and site-level procedures to place greater emphasis on restorative practices, inclusive classroom practices, Universal Design for Learning, bullying prevention, digital citizenship, and proactive social-emotional supports. The district will use LREBG funds to support teacher-directed professional learning aligned to these needs, with the expectation that participating staff will apply strategies that improve student engagement, belonging, access to instruction, and positive classroom culture.  The LEA will also strengthen procedures for reviewing climate data with staff and educational partners, monitoring student feedback by grade level and available student groups, and using that information to adjust supports throughout the year. Available gender-disaggregated data indicate areas for continued monitoring, including higher reported rates among male students for being hit or pushed, rumors, name-calling, and cyberbullying, as well as lower positive responses related to rule clarity, fair treatment, and respect.  For continuous improvement, the district will review behavior, attendance, student engagement, and school climate data together rather than in isolation. This will help the LEA identify patterns earlier, provide targeted supports, improve communication with families, and make adjustments to school practices that support safer, more connected, and more inclusive learning environments for all students.|Met||2026-06-09|2026
47704250000000|Mt. Shasta Union Elementary|6|92.1% off students surveyed report they feel safe at school. 66.8 % state their fellow students treat them respectfully. 82.8% state their teachers treat all students fairly. 93.4% of students state their principal treats them fairly.|In general, students have good feelings about MSUSD schools. They acknowledge that both schools have caring professional staff. Although 92% of students feel safe, site principals will review data to attempt to figure out why the 8% do not feel safe.|Policies and procedures are adequate at tis time. Administrators and staff will review results of past surveys as well as future surveys to determine changes that are needed.|Met||2026-06-17|2026
47704580000000|Seiad Elementary|6|The local climate and survey data show that 100% of parents agree that the school promotes academic success for all students, provides a safe environment for students and provides school experiences that parents and children feel connected to. Due to the small number of students participating in the CHKS, there are no specific scores for Seiad ESD.|Key learnings from the data include continuing and expanding on current programs.|At this time, no changes are needed to existing plans, policies and procedures as parents report 100% positive feedback on 14 of 14 parent surveys.|Met||2026-06-15|2026
47704660000000|Siskiyou Union High|6|Overall the climate data from our surveys and focus groups were positive, as evidenced by the California Healthy Kids Survey data.  Our data was consistent across all available student groups as reading 80% or above positively responding.  Parents and staff also positively responded across all survey indicators at 80% or better. Utilizing our dashboard indicators, our year one numbers slightly decreased overall in chronically absent students, with Happy Camp HS increasing: Overall: 35.2%; Happy Camp HS: 55.8%; McCloud HS: *%; Mt. Shasta HS: 31%; Weed HS: 35.2%; SED: 42.5  %; White:37.1%; Hispanic: 37.4% We have addressed this significantly in the 2025-2026 school year by adding a counselor, wellness coach, and completing more absentee outreach across the District, and specifically at Happy Camp.   Our CTE programs expanded and the completer numbers increased to:  Data year: 2025-2026: manufacturing:  24 student; Culinary 8; Arts: 20; 9 Health Occupations; 7 Business & Finance|Our key takeaways across each of the climate indicators is that engagement is an area of growth.  Both our student and staff fell strongly  (80%) that engagement is our single biggest challenge|We have expanded our wellness coach and counseling staff, as well as increased our student support team to include a dedicated registrar and attendance outreach.   Further, in 2025-2026 we created and deployed and District wide wellness and engagement plan to include community schools advisories at each school site, a wellness team (both at each site and as a district level team), along with coordinated expanded efforts through the Mental Health Services program at the County of Siskiyou|Met||2026-06-24|2026
47704820000000|Weed Union Elementary|6|The 2025–26 California Healthy Kids Survey (CHKS) indicates that students at Weed Union Elementary School District generally experience a positive school climate characterized by strong relationships, emotional safety, and supportive learning environments. Survey results show that 79% of students reported positive school co-regulation supports, indicating that students feel supported by trusted adults who help them navigate challenges and promote positive behavior. Additionally, 73% of students reported positive emotional safety at school, while 77% reported feeling socially accepted and valued by others. These findings suggest that students experience a strong sense of belonging and connection to their school community.  The survey also highlighted strengths in peer relationships and student wellness. Seventy-seven percent of students reported positive peer support systems, demonstrating that students have meaningful relationships with classmates and peers. Furthermore, 61% of students demonstrated positive emotion regulation skills, reflecting the District's continued focus on social-emotional learning and student well-being. Students also reported high levels of safety outside of school, with 96% indicating they feel safe or very safe at home and 88% reporting feeling safe or very safe in their neighborhood.  When disaggregated student group data are available through the CHKS reporting system, the District reviews results for key student groups, including socioeconomically disadvantaged students, English learners, students with disabilities, foster youth, homeless youth, racial and ethnic groups, and gender groups to identify potential disparities and areas requiring additional support. These data help inform district planning, student supports, and continuous improvement efforts.  Overall, CHKS results indicate that students feel supported, safe, and connected to their school community. Areas identified for continued growth include strengthening student connectedness and belonging, expanding mental health and wellness supports, increasing opportunities for student voice, and continuing to foster safe, supportive, and engaging learning environments for all students.|Analysis of the 2025–26 California Healthy Kids Survey (CHKS) data identified several strengths in Weed Union Elementary School District's school climate and student support systems. Students reported strong relationships with school staff, with 79% indicating positive school co-regulation supports and access to trusted adults who provide guidance, encouragement, and assistance when needed. Additionally, 73% of students reported feeling emotionally safe at school, and 77% reported feeling socially accepted and valued, suggesting a positive and supportive school environment. Strong peer relationships were also evident, with 77% of students reporting positive peer support systems. These findings indicate that the District's focus on building positive relationships and fostering a welcoming school culture continues to have a positive impact on students.  The survey also highlighted strengths related to student well-being and safety. Students reported feeling safe both at home (96%) and in their neighborhoods (88%), reflecting strong family and community supports. Results further suggest that students generally experience positive levels of connectedness and support that contribute to favorable school climate outcomes.  The analysis also identified opportunities for continued growth. While overall results were positive, only 61% of students demonstrated positive emotion regulation skills, indicating a need to continue strengthening social-emotional learning opportunities and mental health supports. Survey results also identified opportunities to further enhance student connectedness, belonging, and student voice to ensure all students feel engaged and represented within the school community.  When available, the District reviews disaggregated CHKS data for student groups including socioeconomically disadvantaged students, English learners, students with disabilities, foster youth, homeless youth, racial and ethnic groups, and gender groups to identify disparities in student experiences and outcomes. This analysis helps guide the allocation of resources and the development of targeted supports to ensure equitable access to safe, supportive, and engaging learning environments for all students.|Based on the analysis of local climate survey data and key learnings from the 2025–26 California Healthy Kids Survey, Weed Union Elementary School District will continue implementing and refining strategies that support student well-being, school connectedness, and positive school climate. Survey results demonstrated strong relationships between students and staff and high levels of emotional safety and peer support; however, opportunities for growth were identified in the areas of student connectedness, student voice, emotion regulation, and mental health supports.  To address these identified needs, the District will continue expanding social-emotional learning opportunities and strengthening systems that support students' emotional well-being. Staff will continue implementing practices that promote positive relationships, student engagement, and a sense of belonging for all students. The District will also continue providing access to counseling, wellness supports, and other services designed to address barriers to learning and improve student outcomes.  Additionally, the District will increase opportunities for students to provide input regarding school programs, activities, and climate through student leadership opportunities, surveys, and other feedback mechanisms. Efforts will also continue to strengthen communication and collaboration with families to support student success and ensure educational partners remain actively involved in continuous improvement efforts.  The District will regularly review local data, including future CHKS results and other stakeholder feedback, to monitor progress, evaluate the effectiveness of implemented strategies, and make adjustments as needed. These actions are intended to support continuous improvement and ensure that all students have access to a safe, supportive, and engaging learning environment that promotes academic, social, and emotional success.|Met||2026-06-25|2026
47704900000000|Willow Creek Elementary|6|Willow Creek Elementary School District annually administers a local school climate survey to students, parents, and staff to assess perceptions of school safety, connectedness, and overall school climate. Survey results are reviewed alongside local data, including attendance, chronic absenteeism, suspension rates, behavior referrals, and participation in school activities, to identify strengths and areas for improvement. When possible, data are disaggregated by student groups to monitor equitable outcomes and inform continuous improvement efforts.  Recent survey results indicate that students generally feel safe and supported at school, with approximately 74% reporting they have a caring adult on campus and 69% indicating that bullying and harassment are addressed appropriately. Approximately 54% of students reported feeling connected to their school, while 48% indicated they have meaningful opportunities to participate in school activities. Areas identified for continued improvement include increasing students' sense of connectedness, expanding opportunities for meaningful participation, and strengthening supports for students experiencing social-emotional challenges.  Parent and staff survey results reflect positive relationships and a welcoming school environment, with families reporting satisfaction with communication and staff accessibility. The District uses these data to guide LCAP actions, strengthen Positive Behavioral Interventions and Supports (PBIS), expand social-emotional learning opportunities, and foster a safe, inclusive, and supportive learning environment for all students.|Analysis of the school climate survey and other local data indicates that Willow Creek Elementary School District maintains a positive, supportive learning environment characterized by strong relationships between students and staff and a commitment to student well-being. Survey results demonstrate that many students identify a caring adult on campus and report feeling safe at school, reflecting the District's emphasis on fostering a welcoming and inclusive school culture. Parent and staff feedback also highlights strong communication and positive relationships within the school community.  The analysis also identified opportunities for continued growth. Student connectedness and meaningful participation in school activities remain areas for improvement, as some students reported feeling less connected to their school community. Social-emotional well-being continues to be a priority, with survey responses indicating the need for ongoing mental health supports and opportunities for students to build relationships and engagement. Attendance and chronic absenteeism data further suggest the importance of strengthening family partnerships and interventions to increase student engagement.  The District will continue to use disaggregated survey data, attendance information, behavioral data, and educational partner feedback to identify trends among student groups and ensure that resources and supports are equitably provided. These findings will inform the District's LCAP actions and ongoing efforts to promote a safe, supportive, and inclusive environment where all students can thrive academically and socially.|Based on the analysis of local climate survey data and educational partner input, Willow Creek Elementary School District will continue to strengthen programs and practices that promote a positive school climate and increase student connectedness. The District will expand opportunities for student leadership, engagement activities, and schoolwide events that foster a sense of belonging and encourage meaningful participation among all students.  The District will continue to implement Positive Behavioral Interventions and Supports (PBIS), social-emotional learning activities, and restorative practices to promote positive behavior and strengthen relationships between students and staff. Additional efforts will focus on improving attendance through early intervention strategies, family outreach, and collaboration with community partners to address barriers affecting student participation.  To support continuous improvement, the District will regularly review school climate survey results, attendance data, discipline data, and educational partner feedback to monitor progress and identify emerging needs. Professional development will continue to emphasize relationship-building, trauma-informed practices, and culturally responsive instruction. The District will also strengthen communication with families and expand opportunities for stakeholder input to ensure that school climate initiatives reflect the needs and priorities of the entire school community. These actions will inform future LCAP goals and support the District's commitment to providing a safe, welcoming, and inclusive environment where every student can succeed.|Met||2026-06-17|2026
47705080000000|Yreka Union Elementary|6|Yreka Union Elementary School District monitors school climate through annual educational partner surveys, the California Healthy Kids Survey (when administered), student attendance, suspension and expulsion data, chronic absenteeism, behavior referrals, and school safety data. Survey results are reviewed by student group, when available, including English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, and homeless youth to identify trends and areas for improvement. Overall, local data indicate that students, families, and staff report positive relationships, a welcoming school environment, and a strong sense of safety and belonging, while also identifying opportunities to strengthen student connectedness, increase family engagement, and provide additional social-emotional supports for targeted student groups. These data are used to inform the district's LCAP goals, student support services, and continuous improvement efforts to ensure equitable outcomes for all students.|Analysis of local climate data indicates that Yreka Union Elementary School District's strengths include positive relationships between students and staff, safe and supportive learning environments, and strong collaboration with families and community partners. The data also identified opportunities to improve student connectedness, reduce chronic absenteeism, and strengthen targeted supports for student groups experiencing higher rates of absenteeism, behavioral incidents, or lower perceptions of school connectedness, ensuring all students feel safe, supported, and engaged in their learning.|Based on the analysis of local data, Yreka Union Elementary School District will continue to refine attendance, behavior, and social-emotional supports through its Multi-Tiered System of Supports (MTSS), while expanding opportunities for family engagement and student voice. The district will use ongoing educational partner feedback and local data to monitor progress, adjust programs and practices as needed, and ensure continuous improvement in school climate and student outcomes.|Met||2026-06-25|2026
47705160000000|Yreka Union High|6|The California Healthy Kids Survey reflected that 51% feel connected to the school. 63% feel they have caring relationships from the adults at the school. 69% of the students feel that the adults of the school have high expectations for them. 62% perceive the school as a safe environment.|We will continue to make school climate a focus and work towards making our campus a great place for all.|The most recent school survey did not prompt any changes to existing plans, policies, or procedures.|Met||2026-06-17|2026
47736840000000|Butte Valley Unified|6|California Healthy Kids Survey 2025  Grade 6 	School Connectedness (Table 6.7): 44% reported feeling connected.   Low Violence Victimization (Table 9.1): 47% reported feeling unsafe. Grades 7 	School Connectedness (Table 6.4): 26% reported feeling connected 	Low Violence Victimization Table 8.1): 24% reported feeling unsafe. Grades 9 	School Connectedness (Table 6.4): 32% reported feeling connected. 	Low Violence Victimization (Table 8.1): 19% reported feeling unsafe. Grade 11 	School Connectedness Table 6.4): 16% reported feeling connected.  	Low Violence Victimization (Table 8.1): % reported feeling unsafe was not reported.|Below 50% of students report positive school connectedness. Above 50% reported low violence victimization.  Areas of need: 	Increased engagement 	Increased family engagement 	Increased services to promote wellness 	Improved school discipline 	Alternative Education classrooms 	Staff for discipline management Areas of strength 	Improved staffing 	Beginning implementation of programs and services to support students and families 	Improved instruction in ELA, interventions, and academics in general 	Implementation of MTSS and PBIS 	Improved focus on engagement and community outreach|New staffing, including administration, are prepared to continue implementation of MTSS/PBIS. Partnerships to support school-based mental health and wellness have been established and grants funds secured to support programs. Engagement is the focus for the coming year. The opportunity to hire new and experienced staff will assist our efforts to improve performance in all areas. The addition of coaching and behavior support staff will support students and staff in academics and climate.|Met||2026-06-25|2026
47748720000000|Siskiyou ROP|6||||Not Met|||2026
47764550000000|Scott Valley Unified|6|"According to the California Health Kids Survey (CHKS)  For 6th grade students for the 2024-2025 school year (available data) - 69% of students reported that adults care about them most or all of the time (87% feel that teachers listen ""most"" or ""all of the time"" and 53% say adults make an effort to get to know them). 78% perceive that adults have high expectations ""most"" or ""all of the time"". 73% report a strong anti-bullying climate.  For Secondary Grades (Grades 7, 9, 11) based on available data from 2024-2-25- 67% (Grade 7), 76% (Grade 9), and 67% (Grade 11) of students report feeling safe or very safe at school Percentage who report positive caring relationships: Grade 7: 71%; Grade 9: 55%; Grade 11: 67%Specific areas: Feeling noticed when absent: 72% (Grade 7), 55% (Grade 9), 57% (Grade 11) and Feeling listened to: 72% (Grade 7), 58% (Grade 9), 71% (Grade 11). Adults Having High Expectations of Students: Grade 7: 74%; Grade 9: 63%; Grade 11: 76%. Most students felt adults encouraged their best and believed in their success across grades Anti-Bullying Climate: Reported harassment or bullying in past 12 months-Grade 7: 38%; Grade 9: 24%; Grade 11: 44% The high percentage of harassment and cyberbullying from this lag data reported suggests an area of concern at the secondary level as reported by: Grade 7: 31%; Grade 9: 32%; Grade 11: 37%. However, site based survey data reports an improvement with levels of harassment and cyberbullying decreasing."|Summary Observations: Elementary students feel well supported with high ratings for adult care and high expectations, though only 40% perceive peer-led anti-bullying actions.  Secondary students experience a decline in feelings of connectedness and caring adult relationships after Grade 7.  Bullying and cyberbullying concerns were on the rise in 2024-2025 in secondary grades, notably in 11th grade where 44% reported harassment. A review of school survey data show a steep decline of reported harassment.   Perceptions of safety remain generally positive.|Differentiated Assistance status for suspension rates and chronic absenteeism aligns with some of the data of the CHKS or at least offers correlational data. A comparison between staff responses and parent/family responses in the above areas of school connectedness and school safety will be an informative activity for the sites to engage with when school resumes in 2025-26 school year. Principals will have continued opportunities to share the data with respective site staff and to make informed decisions for the School Plans for Student Achievement.|Met||2026-06-17|2026
48104880000000|Solano County Office of Education|6|Overall score for all students based on California Healthy Kids Survey Year: 2025-2026 Golden Hills Community School: 99% of the students surveyed with the CHKS report that they feel safe at school. 100% of the students surveyed report that there is a teacher or adult who cares about them.  99% of the students surveyed feel that they are part of the school.  Evergreen Academy: 91% of the students surveyed with the CHKS report that they feel safe at school. 100% of the students surveyed report that there is a teacher or adult who cares about them. 96% of the students surveyed feel that they are part of the school. (In order to protect the identity of students, student demographic data is not reported.)|Overall, students believe that the school climate is positive and supportive.|We will continue to monitor, assess, and evaluate the strategies used to support student academic achievement levels and social-emotional well-being through a positive school culture.|Met||2026-06-24|2026
48104880139030|Elite Public|6|2025 Student Survey results 75% responded positively regarding school safety 85% responded positively regarding school connectedness|We are working toward building a peaceful and productive ELITE school campus where all students belong and are respected members of the school community. The affirming ELITE school community will be trauma-sensitive, intentionally inclusive, and restorative. Students who are having difficulty academically and socially within the community are supported by ELITE staff members, who have agreed to embrace all students, strategic partnerships with Community-Based organizations, volunteers, and the Full-Service Community School staff. ELITE employs support staff to provide comprehensive academic, social, mental and physical education services to meet student, family and community needs and create clear pathways from Preschool to College/Career. Our Full-Service Community Schools liaison coordinates services for students who need additional support to meet the ELITE Standards of Excellence. ELITE faculty and staff receive training in and are expected to fully implement the following best practices toward creating a safe and supportive environment:   1) Positive Behavior Intervention and Support  2) Restorative Justice  3) Trauma-Sensitive practices  4) Youth Suicide Awareness, Prevention, and Post-intervention 5) Active Shooter  6) Sexual Harassment: Policy and Prevention  7) Mandated Reporter  8) Cyberbullying |ELITE will continue the current actions that are fostering a positive school climate.|Met||2026-06-09|2026
48705240000000|Benicia Unified|6|BUSD administers and analyzes the results of two surveys to assess student, staff, and parent perceptions of a variety of aspects of school climate and safety. The REACH (Relationships, Effort, Aspirations, Cognition, and Heart) survey is administered to all secondary students (6-12th grade). The REACH survey is a valid and reliable youth self-report survey that measures academic motivation. The survey, developed by the University of Minnesota is based on research regarding youth developmental assets. The REACH Survey helps staff gain insight into middle and high school students' relationships and character strengths that are essential for motivating them to become self-propelled young adults.   We also administer the Renaissance/PASS Survey to all elementary students.  The Renaissance/PASS Survey measures students' feelings about school, their perceived capability, their self-regard, preparedness for learning, attitudes toward teachers, general work ethic, attitude to attendance, and response to curriculum.    The California Healthy Kids Survey is administered to students in grades  7, 9, and 11 and all students attending our continuation high school. In addition staff at all district schools and parents of all students are requested to complete online surveys.    The REACH, renaissance/PASS, and the California Healthy Kids surveys are analyzed together at both the district and site levels to identify areas of targeted strengths and growth. The data is presented to the local governing board and available on the district website and is included in our District LCAP metrics.   The overall data for each survey is as follows: REACH: Relationships - 70% REACH: Heart - 60% REACH: Sense of Belonging - 54% Renaissance/PASS:  Feelings About School (grades 1-2) - 93% Renaissance/PASS:  Feelings About School (grades 3-4) - 87%  More detailed data regarding these surveys can be found in Goal 1 of our District LCAP.|The data taken together from the surveys, at the last full administration in 2025 (REACH), indicate that in terms of relationships and sense of belonging as they pertain to school connectedness, student and staff relationships and school climate, our data has peaks and valleys. Students reported that they are challenged to grow academically and are provided support by adults on campus.   The overall needs indicated by our data: Continued focus on building relationships, especially with our marginalized groups Continued focus on creating a sense of belonging and inclusivity with all students, especially at our secondary sites Continued focus on creating culturally responsive and inclusive environments at all sites and levels  Additional data can be found in our LCAP Goal 1 metrics.|The District continues to focus on building relationships with students through extensive training in equity,  cultural responsiveness, restorative practices, PBIS, and Universal Design for Learning.  Next year, the elementary staff will also be trained in trauma-informed practices. This will continue to be an area of focus. The District  LCAP goal states All students in Benicia Unified School District, especially those who have been underrepresented,  will feel a sense of belonging and connection to their school community so that they feel challenged and invested in a learning environment that values individuals and is accepting, respectful, safe and supportive.|Met||2026-06-16|2026
48705320000000|Dixon Unified|6|Dixon Unified School District uses the California Healthy Kids Survey (CHKS) as a key way to monitor school climate, safety, connectedness, and student well-being. In 2025–26, participation increased substantially, with 138 elementary students and 547 secondary students completing the CHKS, providing valuable insight into student perceptions of school conditions and climate. Overall, results indicate positive relationships with adults, strong academic expectations, and improving student engagement. Elementary students reported the strongest perceptions across nearly all climate indicators, including school connectedness (58%), academic motivation (85%), caring relationships (61%), high expectations (81%), and school safety (81%). These findings suggest that younger students generally feel supported, safe, and connected to school. Secondary results were more mixed but showed improvement in key areas. School connectedness increased among middle school students from 35% in 2023–24 to 44% in 2025–26 and among high school students from 41% to 43%. Academic motivation improved from 48% to 51% for middle school students and from 52% to 53% for high school students. Caring relationships and high expectations remained relatively stable, with about half of secondary students reporting positive perceptions. Student optimism and resilience remain strengths. Elementary students reported high levels of motivation and positive expectations for success. Chronic sadness declined among elementary and high school students, with high school students reporting a decrease from 37% in 2023–24 to 26% in 2025–26. However, chronic sadness remained elevated among middle school students at 37%, highlighting the continued need for supports. Survey results also identified areas for improvement. Meaningful participation was the lowest-rated climate indicator across all grade spans. Only 37% of elementary students, 22% of middle school students, and 19% of high school students reported having meaningful opportunities to participate in decision-making, problem-solving, and shaping their learning experiences. Perceptions of safety were also lower at the secondary level, with only 36% of middle school students and 43% of high school students reporting that they feel safe at school. These findings point to a need to strengthen student voice, leadership opportunities, and school connectedness, particularly for secondary students. Additional school climate data is mixed. Chronic absenteeism performance returned to baseline levels after worsening in Year 1. The district's Dashboard status improved from Orange in 2024 back to Yellow in 2025, matching the 2023 baseline. While this recovery is positive, the district has not yet achieved its goal of reaching Green or Blue performance levels. Suspension outcomes were mixed. Districtwide Dashboard performance remained Yellow from baseline through Year 2, showing no overall improvement.|Dixon Unified continued to implement several actions to strengthen school climate, improve attendance and student engagement, and reduce chronic absenteeism, and suspensions.  The district has seen positive trends in local attendance data as a result of actions and initiatives to improve attendance rates, though have not yet seen expected change in chronic absenteeism. Consistency of implementation over several years may be required before measurable attendance increases are achieved and reflected on the CA Dashboard. We are positioned to strengthen attendance monitoring at each site, identify at-risk students earlier, and provide more targeted interventions in the coming year, all important to deep, effective implementation.  The District also recognizes the correlation with effective implementation of PBIS and students' sense of  safety, connectedness, and  well-being. Actions to more effectively and comprehensively implement PBIS were implemented with moderate impact.  While student climate surveys show upward trends for all elementary sites, and flat or upward trends for secondary sites, actions are not yet leading to reductions in exclusionary discipline. The District plans to expand coaching, professional learning, and peer leadership opportunities in the 2026-27 school year to support more consistent, effective implementation of Tier I PBIS practices and systems.  Strengthening classroom-based Tier I PBIS practices is especially critical as it allows site-based mental health clinicians to focus their efforts on Tier 2 and 3 needs. The district saw a need this year to increase training and support related to student supervision to prevent behavioral issues and conflicts. Training has been identified and will be prioritized in 2026-27.|The Dixon Unified School District staff identified two essential areas to support students, families, and staff in addressing social emotional and behavioral health needs and improving school climate.  First, the district will expand professional learning and support for all sites in their implementation of PBIS. In addition to our work with PBIS,  sites will provide  Restorative Practices (RP) training to address behavioral issues through inclusive, relationship-based interventions rather than punitive discipline. Expanded training also includes offering training, coaching and support to playground supervision staff (elementary), and campus monitors (secondary), as well as expanding training for middle and high school peer leaders. We will also provide more consistent and intensive coaching for teachers to impact classroom-level systems, routines, and relationships to reduce challenging behavior and strengthen climate.  Second, we will increase time and support for SEL lessons to be delivered by teachers in elementary classrooms. This positions our site-based mental health clinicians to focus their capacity and expertise on Tier 2 and 3 support to students who are referred as needing the most intensive supports.|Met||2026-06-18|2026
48705320122267|Dixon Montessori Charter|6|"A. School Connectedness & Caring Relationships -Students overall report strong positive relationships with teachers, though they express a desire for more autonomy and say in school functions. -Teacher Care & Empathy: Out of 75 students, 70 (93.3%) feel it is ""Very much true"" or ""True"" that their teachers care about them. No students responded with ""Not true at all."" -Student Voice & Agency: This represents an area for growth. When asked if they have a say in how things work at school, 19 students (25.3%) responded ""Not true at all,"" and 42 students (56%) responded ""A little true."" Only 4 students felt this was ""Very much true."" -School Pride: 56% of students ""Agree"" or ""Strongly Agree"" that they are happy to be at this school, while 32% remain neutral (""Neither Disagree or Agree"").  B. Perceptions of School Safety -Perceptions of safety on campus are overwhelmingly positive across all environments. -Classroom Safety: 85.3% (64 students) report they always feel safe in their classroom. Only 1 student reported ""Never."" -Unstructured Times (Lunch/Breaks): 77.3% (58 students) always feel safe during lunch and break times. -General Safety Agreement: 82.7% (62 students) either ""Agree"" or ""Strongly Agree"" with the statement ""I feel safe in my school.""  C. Bullying and Harassment (Past 12 Months) -The majority of students report 0 instances of bias-based bullying, though minor occurrences were tracked: -Race/Ethnicity/National Origin: 59 students (78.7%) reported 0 instances of harassment; 16 students experienced it 1 or more times. -Gender & Disability: Over 90% of students reported 0 instances of harassment based on gender or physical/mental disabilities. -Other Reasons: 21 students (28%) reported being harassed for ""any other reason"" at least once.  3. Student Wellness & Secondary Indicators -Chronic Absenteeism / Missing School: 44% of students did not miss any school days in the past 30 days. For those who did miss school, the leading cause was Illness (44%), followed by ""Other reasons"" (14.7%).  Zero students cited bullying or feeling unsafe as a reason for missing school. -Mental Health Context: In the past 12 months, 25.3% (19 students) reported feeling sad or hopeless almost every day for two weeks or more. Additionally, 2 students (2.7%) reported seriously considering hurting themselves. -Substance Use on School Property: Substance use on school grounds is effectively non-existent in this cohort. 100% of respondents reported 0 days of using cigarettes, vapes, marijuana, or other drugs on school property in the past 30 days (with only 1 student reporting 1 day of alcohol use)."|"The school has successfully established a physically safe, well-intentioned learning environment where teachers care and students want to succeed. However, to translate this ""safety"" into deep ""connectedness,"" the school must pivot from a top-down structure to one that actively amplifies student voice, supports peer-to-peer conflict resolution, and integrates targeted mental health tier-supports."|To address the areas of need identified in our CHKS data—specifically targeting the expansion of student voice and strengthening our mental health tier-supports—Dixon Montessori Charter School is implementing the following changes to our plans, procedures, and site allocations:  1. Amplifying Student Voice and Agency: In response to the data showing that a significant majority of students feel they have little say in how the school works, DMCS is restructuring its leadership and classroom. Grounded in our PBL philosophy of independence and community responsibility, we will establish a Middle School rep to join board meetings.   2. Enhancing Mental Health and Social-Emotional Tier-Supports: To support the students reporting persistent feelings of sadness or hopelessness, DMCS is expanding its Multi-Tiered System of Supports (MTSS) framework. We will implement a universal, AVID curriculum during designated periods to explicitly redirect student thinking. Furthermore, our school counseling staff will utilize the disaggregated data to design targeted, small-group interventions for middle school cohorts, focusing on resilience and relational health. We are also establishing a clear, multi-tiered referral process so that staff can rapidly identify early warning signs of distress and connect families with localized community mental health partners.  3. Improving Peer Relationships and Reducing Friction: Staff members supervising common areas will be trained in proactive de-escalation techniques and PlayWorks strategies rather than relying solely on punitive measures, keeping in alignment with our community-first charter mission. We will continuously monitor these shifts via mid-year local pulse surveys to ensure continuous climate improvement.|Met|Dixon Montessori Charter School believes that a positive, equitable school climate is the essential foundation upon which academic excellence and personal independence are built. Our unique educational model naturally supports this by utilizing multi-age classrooms, where students remain with the same educator for multiple years. This structural continuity allows teachers to develop deep insights into each student's emotional baseline, defuse social anxieties early, and cultivate a classroom culture rooted in mutual respect.   The insights gained from our latest CHKS data regarding student voice and mental health are being actively woven into our ongoing site planning. Moving forward, DMCS remains fully committed to refining our Multi-Tiered System of Supports (MTSS) frameworks and expanding democratic spaces for our student body, ensuring that our charter continues to be a safe, welcoming, and deeply inclusive environment for all.|2026-06-16|2026
48705400000000|Fairfield-Suisun Unified|6|FSUSD administers the California Healthy Kids Survey (CHKS) to measure student perceptions of school climate, safety, connectedness, and engagement across grade spans.  During the 2025/26 administration, FSUSD received responses from 784 fifth-graders (74% response rate), 1,379 middle schoolers (89% response rate), and 2,177 high schoolers (81% response rate). Survey results provide measures across multiple indicators related to student engagement, safety, supportive relationships, and school conditions.  At the elementary level, key indicators included:     - School Connectedness: 69%     - Academic Motivation: 80%     - Caring Relationships: 70%     - High Expectations: 82%     - Meaningful Participation: 42%     - Perceived School Safety: 77%     - Low Violence Victimization: 59%     - Additional indicators included:          - Fairness: 70%          - Rule Clarity: 78%          - Social Emotional Learning Supports: 74%          - Antibullying Climate: 71%          - Positive Behavior: 91%          - Parent Involvement in Schooling: 77%          - Facilities Upkeep: 67%  Selected student-reported indicators further inform FSUSD’s understanding of school climate. For example, 64% of elementary students reported feeling like they are part of their school and 76% reported that adults at school care about them, while 49% reported experiencing school boredom.  At the middle school level, key indicators included:      - School Connectedness: 55%     - Academic Motivation: 70%     - Caring Adult Relationships: 62%     - High Expectations: 75%     - Meaningful Participation: 26%     - Perceived School Safety: 61%     - Low Violence Victimization: 69%     - Additional indicators included:          - Promotion of Parent Involvement: 59%          - No Substance Use at School: 98%          - Facilities Upkeep: 38%          - At the high school level, key indicators included:          - School Connectedness: 48%          - Academic Motivation: 62%          - Caring Adult Relationships: 55%          - High Expectations: 67%          - Meaningful Participation: 24%          - Perceived School Safety: 57%  Low-violence indicators included:     - Low Violence Victimization: 81%     - No Harassment: 74%     - No Fear of Getting Beaten Up: 88%     - Additional indicators included:          - Promotion of Parent Involvement: 41%          - No Substance Use at School: 96%          - Facilities Upkeep: 32%  Across secondary grade spans, 85% of middle school students and 77% of high school students reported trying hard on schoolwork, while 43% of middle school students and 45% of high school students reported that school is really boring.  Staff responses provide additional context, reporting strong perceptions that schools are supportive environments and safe for students, with 96% of middle school staff and 95% of high school staff reporting that their schools are supportive and inviting places for students to learn.|FSUSD reviews CHKS data alongside additional indicators, including attendance trends, discipline data, and other student engagement measures, to monitor school climate and inform continuous improvement efforts.  Analysis of the CHKS data highlights several strengths across FSUSD’s schools as well as areas for continued focus.  Across grade spans, students report strong perceptions of positive behavior expectations, academic motivation, and supportive learning environments. At the elementary level, high percentages of students report positive behavior (91%), high expectations from adults (82%), and academic motivation (80%). Similarly, middle and high school students report strong perceptions that adults expect them to succeed and that they try hard on their schoolwork.  Students also report generally positive perceptions of school safety and supportive relationships, particularly at the elementary level where perceived school safety and social emotional learning supports remain relatively strong. At the secondary level, students report high levels of no substance use at school, suggesting that campuses are generally perceived as safe and orderly environments.  Staff survey responses reinforce these findings, with the majority of staff reporting that schools are supportive and inviting places for students to learn and that schools provide safe environments for both students and staff. The data also highlights areas for continued attention. Across grade spans, school connectedness and meaningful participation remain areas of opportunity, particularly at the middle and high school levels. While many students report positive experiences at school, a smaller percentage report feeling strongly connected to their school community or having opportunities to contribute to decision-making and school activities.  Student engagement indicators also suggest opportunities to strengthen classroom engagement and student voice. A significant portion of students at both the elementary and secondary levels report that school can feel boring at times, which may indicate opportunities to further engage students through instructional strategies and expanded opportunities for participation.  Facilities upkeep indicators are also lower at the secondary level, suggesting that the physical condition of school environments may influence perceptions of school climate.  Overall, data indicate that FSUSD provides generally safe and supportive learning environments while continuing to strengthen efforts that promote student belonging, engagement, and meaningful participation in school life.|FSUSD uses CHKS data, along with attendance, discipline, and other student engagement indicators, to guide continuous improvement efforts aimed at strengthening school climate, student connectedness, and safe learning environments. Analysis of recent survey findings has helped identify opportunities to expand strategies that support student belonging, engagement, and equitable access.   Survey results related to student voice, engagement, and belonging have informed continued efforts to strengthen culturally inclusive curricula and instructional practices that reflect the diversity of the student population. Site libraries have expanded culturally responsive materials, and Ethnic Studies coursework was introduced at Armijo High School. The Equity Committee continues to review equity initiatives and monitor diversity in Board-adopted instructional materials.   Survey findings highlighting the importance of student well-being and connectedness have also informed expanded social-emotional learning (SEL) supports. FSUSD implemented a pilot SEL screener and professional learning aligned with the CASEL framework, with SEL strategies embedded across multiple district trainings. Educational Partner voice continues to inform these efforts through advisory groups including Community Schools Partnership Councils, DELAC/ELAC, site councils, student advisory groups, and parent leadership groups.  Climate data has also informed efforts to strengthen positive behavior systems and expand alternatives to exclusionary discipline. MTSS Coordinators conducted PBIS Tier I walkthroughs and self-assessments across sites to guide implementation planning. Professional learning has been provided on Tier I supports, classroom management, restorative practices, de-escalation strategies, and other means of correction. Sites continue implementing comprehensive bullying prevention strategies, the StopIt anonymous reporting platform supports early reporting and intervention, and referrals to CareSolace (a service that connects students and families with community-based mental health providers).  Family and community engagement efforts have expanded to strengthen school connectedness. Schools have hosted Parent and Grandparent Cafés, and Community Outreach Liaisons work with families and community partners to improve access to resources and strengthen relationships between schools and families. Five schools are implementing Community Schools strategies focused on creating inclusive and welcoming school environments.  FSUSD also continues strengthening student wellness and safety through expanded mental health services, updated school safety plans, and ongoing facility improvements. Schools will continue reviewing CalSCHLS data to identify site-specific strategies that strengthen student connectedness and social-emotional well-being. FSUSD will continue administering CHKS and using the results to monitor trends, inform LCAP actions, and guide continuous improvement efforts.|Met||2026-06-25|2026
48705650000000|Travis Unified|6|The district uses survey, attendance, discipline and focus group data to create a holistic view of school culture. Survey data is collected annually from students grade 3-12, attendance and discipline data is collected continuously for all students and focus group data is collected for a sample of students K-12. The district uses the California Healthy Kids Survey (CHKS) to gauge school connection, caring adults, feeling safe at school (physically and emotionally), experiencing bullying or harassment, chronic sadness, high expectations from adults on campus and suicidal ideation (grades 5-12). Data is disaggregated by school site and grade band; all other demographic information is optional on these anonymous surveys.  Data summary (percentage agree/strongly agree by grade band, elementary middle, secondary and alternative ed) from the 2025-26 CHKS:  School Connection: E: 67%  M: 51%; HS: 54% Alt: 62% Caring adults: E: 64%; M: 62%; HS 60%: Alt: 66% High expectations from adults at school: E: 80%; M: 67%; HS: 72%; Alt: 81% Feel Safe at School:  E: 73%, M: 49%; HS: 62%; Alt: 67% Experienced bullying/harassment: E: 34%; M: 45%; HS: 29%: Alt: 17% Chronic sadness: E: 24%; M: 28%: HS; 32%; Alt: 40% Suicidal ideation: E: NA; M: 19%; HS: 13%; Alt: 16%|The district saw positive growth in almost all measured areas.  In particular, the elementary program saw growth in five of the six measured areas, as did the middle school.  High school students reported increased school connection, high expectations, caring adults, and feeling safe at school.    While improving, middle school data still lags elementary and high school data, although this is a common trend across the state.  Chronic sadness did increase across the three levels, which is an area for further analysis and action.      Although student survey data and focus group feedback are the primary metrics, these data points are also reflected in other metrics.  For example, the district's most recent chronic absenteeism data show that 13% of students missed 10% or more school days in 2024-25.  This shows that for many students, we have work to do to fully engage them in school.|There are areas of progress which are hopeful.  Students recognize that adults at school care for them, and that the system has expectations for their success.  Students in elementary schools and high schools typically feel safe at school.   Our alternative education high school has some of the highest metrics for caring adults, feeling safe at school and experiencing high expectations from adults, while simultaneously having the lowest rates of suicidal ideation and experiences with bullying or harassment. Clearly elements of their educational and support model are worthy of exploration and replication.  Based on the data, the district continues to focus on improving school climate through increased opportunities and programs to connect and engage students. Given the increased need of some student groups, the district is also taking steps to have targeted support, including specialized staff to assist students.    Some examples include:  Promote safe and inclusive play in elementary schools to help students stay active and to provide practice with valuable social and emotional life skills.   Enhance orientation for students transitioning between schools to ensure unduplicated and military students get a smooth, positive start using WEB (Where Everybody Belongs), Link Crew, and Anchored 4 Life programs.   Improve campus climate as experienced by unduplicated students using Student Support Specialists and other staff to provide additional Check-in Check-out support (CICO), individual student support, and engaging campus activities; provide TOSA support focused on school climate improvement.   Continue to provide School Social Workers for unduplicated students needing socio-emotional support.   Refine implementation of Positive Behavioral Interventions & Supports (PBIS), focusing on Tier II supports, refinement of Tier I supports, and implementation of social-emotional learning instruction, including digital citizenship, including district-wide facilitation among schools and community partners.    Partner with CA-ISP to support all students by providing a continuum of academic, behavioral, and social-emotional supports through high quality, regular professional development.  Additional counseling staff at the middle school to increase school climate and engagement at this level.|Met||2026-06-16|2026
48705730000000|Vacaville Unified|6|We reviewed local school climate survey data from the California Healthy Kids Survey, focusing on student-reported feelings of safety and school connectedness by grade level. Overall, students reported high levels of safety across all surveyed grade levels. The percentage of students reporting feelings of safety was 96% in 5th grade, 85% in 7th grade, 88% in 9th grade, and 82% in 11th grade. Students also reported strong levels of school connectedness across grade levels. The percentage of students reporting school connectedness was 96% in 5th grade, 87% in 7th grade, 95% in 9th grade, and 91% in 11th grade.|The California Healthy Kids Survey data show that students generally report positive perceptions of school safety and connectedness. A clear area of strength is the 5th grade data, where 96% of students reported both feeling safe and connected to school. High levels of school connectedness were also reported in 9th grade at 95% and 11th grade at 91%, suggesting that many students feel a sense of belonging and connection to their school community.  At the same time, the data identify opportunities for continued improvement, particularly at the secondary level. Feelings of safety were lower in 7th grade at 85% and 11th grade at 82%, indicating a need to better understand and address the factors that may affect students’ sense of safety as they move through middle and high school. School connectedness was also lowest in 7th grade at 87%, suggesting that middle school transition and belonging should remain areas of focus.  These findings reinforce the importance of continuing to invest in safe, supportive, and inclusive school environments. Key areas for continued attention include strengthening student-adult relationships, supporting positive school culture, expanding social-emotional and behavioral supports, and ensuring students have meaningful opportunities to connect with peers and school staff. Moving forward, we will use these data, along with additional educational partner input, to guide strategies that promote safety, belonging, and engagement across all grade levels.|Based on the analysis of local climate survey data, we will continue refining our LCAP actions to strengthen students’ sense of safety, belonging, and connection, particularly at the secondary level where feelings of safety were lower in 7th and 11th grades. While the data show overall strengths in school connectedness, the results also indicate the need to continue improving school climate, student-adult relationships, and social-emotional supports across grade spans.  To address these needs, we will continue implementing and strengthening actions within Goal 2, which focuses on creating safe, supportive, and engaging learning environments. This includes maintaining and refining our Multi-Tiered System of Supports so that students have access to academic, behavioral, and social-emotional interventions based on need. We will also continue investing in Tier 1 and Tier 2 supports that promote positive school culture, student engagement, and a stronger sense of belonging. In response to student feedback about connection and belonging, we will expand access to after-school and out-of-school enrichment opportunities that help students build positive peer relationships and stronger connections with school staff. These opportunities will serve as important engagement and prevention supports, especially for students who may feel less connected to school.  We will also continue professional learning in trauma-informed practices, social-emotional learning, and inclusive classroom strategies so staff are better equipped to support students’ academic, behavioral, and emotional needs. These efforts align with our broader LCAP focus on individualized supports, positive school culture, and safe school environments.  In addition, we will use site-level data and student input to guide continuous improvement. School teams will continue reviewing climate, attendance, behavior, and engagement data to identify areas of need and adjust supports accordingly. This may include strengthening behavior recognition systems, school pride activities, kindness and respect campaigns, student listening opportunities, and family/community engagement strategies.|Met||2026-06-25|2026
48705730129494|Kairos Public|6|To assess school climate, our organization uses an annual Survey. We use this data to inform our actions, especially our LCAP goals. Those competencies include transferable skills in Critical Thinking, Responsible Citizens, Effective Communicators, Self-Directed Learners, Specific actions at all academy sites were developed based on this data and staff at those schools continue to work to monitor our progress on this goal, as well as developing ways to improve.  Summary of Survey Results related to Safety and School Connectedness: Feel safe at school 98.4%  Feel unsafe at school 1.6%  Caring adults in school 95%  Summary of Survey Results related to Portrait of a ESLRS:  98%|Our organization uses an annual survey to assess school climate, and the results are used to inform our Local Control and Accountability Plan (LCAP) goals, focusing on critical competencies such as Critical Thinking, Responsible Citizenship, Effective Communication, and Self-Directed Learning. According to the survey, 90.4% of students feel safe at school, while 1.6% feel unsafe, indicating a generally positive perception of safety. Additionally, 98% of students feel there are caring adults at the school, which supports a nurturing environment. Moreover, 98% of students resonate with the school's Expected School-wide Learning Results (ESLRs), reflecting high levels of school connectedness and alignment with our educational goals. Based on this data, specific actions have been developed at all academy sites, and staff continue to monitor and improve these areas to ensure ongoing progress.|We use the data from our annual school climate survey to guide and inform our strategic actions and LCAP goals. The high percentage of students feeling safe (90.4%) and recognizing caring adults (87.9%) underscores the effectiveness of our current safety and support initiatives, but the 5% who feel unsafe indicates a need for targeted interventions to address specific concerns. The strong alignment (98%) with our Expected School-wide Learning Results (ESLRs) highlights the success of our programs in fostering essential skills. This data drives specific actions at each academy site, such as implementing additional safety measures, enhancing support systems, and refining educational programs to further improve critical competencies. Staff at each site use this information to continuously monitor progress and develop improvement strategies, ensuring that our environment remains safe, supportive, and conducive to learning.|Met||2026-06-18|2026
48705730135095|Ernest Kimme Charter Academy|6|Based on the data, 97% of students feel safe at school, 93% feel like staff cares about them, and 85% feel that there is a trusted adult they can talk to at school. 93% of parents feel their student is safe at school, 100% feel like the adults at school care about their student, and 93% feel that the school gives them an opportunity to provide input.|It is important that every student feels that they have a trusted adult on campus that they can go to if they need to talk. Further data needs to be collected to determine if this response rate is due to students truly not feeling like they have a person or if it is because they don't feel like they ever need someone at school. Safety and connections are the cornerstone of our program.|Policy changes are being explored for next year around cellphone access during the school day for students. Data shows that students are distracted in class by the constant access to their phones. School staff is working with students to generate a policy that will work for all parties. Staff development around trauma informed practices will also be planned for next school year. The goal of this training is to help staff build stronger connections so all students respond that they have a trusted adult on campus.|Met||2026-06-11|2026
48705734830113|Buckingham Collegiate Charter Academy|6|Our metrics show notable improvements in a variety of areas pertaining to school climate from our student and parent survey data. We had 105 9th graders (100%) and 106 11th graders (96%)  participate in the CA health Kids Survey in 2026.  Students generally reported feeling safe, supported, and connected to school. Students generally value school, but engagement declines somewhat by 11th grade. The data suggest that while most students remain academically motivated, older students report greater boredom and difficulty maintaining focus. Opportunities for meaningful student voice and participation appear to be a continued growth area. Mental health indicators warrant continued attention.  Our perceptions of our students feeling safe or very safe at school have increased with a 7% improvement amongst 9th grade students and a 4% improvement amongst 11th graders from 2024 to 2026. We also saw a decrease in the percentage of students who report having considered suicide by 13% amongst grade 9 students and 5% amongst 11th grade students. We increased our percentage of students reporting school connectedness by 3% for grade 9 and 2% for grade 11. Additionally, we maintained our grade 9 and 11 students’ perceptions of high expectations with 75% of both 9th and 11th graders.   Student engagement and safety indicators were generally similar across racial/ethnic groups, with some variation in connectedness, bullying experiences, and social-emotional health. Hispanic/Latino, Black/African American, Asian, White, and multiracial students were all represented in sufficient numbers for subgroup reporting.  On our local survey, we have increased our percentage of students who report that they strongly agree that we have helped them to develop the academic fortitude, character, and confidence to meet life’s post-secondary challenges by developing the Knight portrait of a graduate character traits (by 7%).|STRENGTHS: -Strong school connectedness (66–68%). -High perceptions of adult expectations (75%). -Positive school safety ratings (75–83%). -Well-maintained campus environment.  AREAS OF GROWTH:  -Increase meaningful student participation and voice. -Address school boredom and declining motivation in upper grades. -Strengthen supports for focus, engagement, and executive functioning. -Expand mental health and suicide-prevention supports. -Continue bullying and cyberbullying prevention efforts|We will continue with our LCAP  metrics that monitor these survey results and determine if the actions in the LCAP are contributing to measurable progress on the LCAP goals.   Our second LCAP goal is to continue to develop a positive, safe and productive school culture, building on social-emotional learning. Our students can only achieve the academic success, as well as the college, career, and life readiness addressed in goal 1 if they are in a safe, productive and positive school culture. Our vision is that under the guidance of our dedicated staff, our Buckingham students will develop the academic fortitude, character, and confidence to meet life's post-secondary challenges. We must provide support in helping our students build the character traits: kind, noble, innovative, growing, hardworking, and tough. As we strive to build a positive school culture and provide them with healthy social emotional skills, we seek ways to connect with our school community and address barriers to learning. In order to track our progress, we have included metrics in our LCAP to monitor our progress in this area including our suspension rate and expulsion rate. We are also aiming to increase the percentage of students in Grades 9 and 11 reporting school as being safe or very safe on the bi-annual CalSCHLS as well as the percentage of students in Grades 9 and 11 reporting school connectedness on the bi-annual CalSCHLS. Additionally, we are aiming to decrease the percentage of students in grades 9 and 11 who report that they have considered suicide. Lastly, we are working to maintain our grade 9 and grade 11 students' perception of high expectations as reported by the high expectations metric on the bi-annual CA Health Kids Survey. We have included specific actions in our LCAP to address these areas including:  2.1: Develop a positive school culture through an emphasis in character development, building community, and inclusion. 2.2: Enhance home to school connection through increased communication, participation in school events, and opportunities to gather feedback with parents, students, and the larger community. 2.3: Enhance school safety by developing and maintaining systems to address, monitor and problems solve safety concerns. 2.4: Implement intervention systems to reduce problem behaviors and improve academic achievement. 2.5: Increase offerings of social-emotional support and intervention, principally directed toward our unduplicated pupils.|Met||2026-06-11|2026
48705736051338|Fairmont Elementary|6||||Not Met|||2026
48705810000000|Vallejo City Unified|6|"The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in the 2024-25 school year as one measure of school climate. The focus of this submission is for the students' perceived safety at school and students' school connectedness at grades 5, 7, 9, 11 and Non-Traditional (NT) Schools.  Longitudinal data related to school connectedness remains flat overall. There was an marked decrease in the percent of students in non-traditional setting that reported a positive school connection.  5th Grade 2022-2023 School Connectedness: 56% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 66% responded ""Yes, most of the time"" or ""Yes, all of the time""  2024-2025 School Connectedness: 62% responded ""Yes, most of the time"" or ""Yes, all of the time""  7th Grade 2022-2023 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 43% responded ""Yes, most of the time"" or ""Yes, all of the time""  2024-2025 School Connectedness: 46% responded ""Yes, most of the time"" or ""Yes, all of the time""  9th Grade  2022-2023 School Connectedness: 37% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 48% responded ""Yes, most of the time"" or ""Yes, all of the time""  2024-2025 School Connectedness: 41% responded ""Yes, most of the time"" or ""Yes, all of the time""  11th Grade 2022-2023 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time""  2024-2025 School Connectedness: 41% responded ""Yes, most of the time"" or ""Yes, all of the time""  Non-Traditional (NT) 2022-2023 School Connectedness: 44% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 48% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2024-2025 School Connectedness: 37% responded ""Yes, most of the time"" or ""Yes, all of the time""  School connectedness by race or ethinity data reflects that students generally responded on par with the overall population at the elementary level.  66% of African American, 68% of Asian, and 64% of Hispanic/Latino 5th graders responded ""Yes, most of the time"" or ""Yes, all of the time."" At the secondary level, there was similar parity among student ethnic groups with 42% of African American, 47% of Asian, and 43% of Hispanic/Latino 7th graders responded ""Yes, most of the time"" or ""Yes, all of the time"". As student enter high school, the percent of student reporting school connectedness declines across all ethnic and racial groups. The disparity between African American students and other groups widens significantly by 11th grade.  Longitudinal Data related to feeling safe at school for 5th, 7th and 9th graders: Student data indicates that the feeling of safety among students in largely flat over the last three years. Students in non-traditional settings report feeling significantly less safe when compared to the previous year."|Student feelings of connectedness and safety reflect the need to continue to implement and strengthen our strategies for full implementation of Positive Behavior Interventions and Supports (PBIS) including developing schoolwide lessons, behavior expectations and student recognitions for appropriate behavior. The continued implementation of restorative practices and the use of wellness centers has increased in 23-24 and in 24-25 and is a strength among the new practices on campuses to support student wellness, connectedness and safety. The positive trend toward higher levels of connectness is encouraging. However, it must be noted that the data is incomplete. 11th grade data is unavailable due to low participation. This is an issue that must be addressed.|The continued implementation of strategies to support student wellness, connectedness and safety include the addition of site safety staff and all K-8 campuses and some elementary campuses, the implementation of wellness centers at all VCUSD campuses, the implementation of the PAX program and The Leader in Me. Additionally, the services of Mental Health Support Providers has been expanded to ensure that all school campuses have staff assigned to support students' social emotional needs every day.|Met||2026-06-17|2026
48705810115469|Vallejo Charter|6|"Longitudinal data for students feeling a sense of school connectedness has increased in for 5th graders over the past several years. For 7th grade students, the responses have been mostly unchanged since school year 2021-22.   5th Grade 2021-2022 School Connectedness: 61% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 57% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 67% responded ""Yes, most of the time"" or ""Yes, all of the time""   7th Grade 2021-2022 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time""    The breakdown by student group for school connectedness data highlights that we have a continued need to engage and make connections with our African American Students.  55% of African American 5th graders responded ""Yes, most of the time"" or ""Yes, all of the time.""    Longitudinal Data related to feeling safe at school for 5th, 7th and 9th graders: More students are reporting positively in the area of feeling safe. Among 9th graders, the was a significant increase in the number of students reporting feeling safe.    5th Grade 2021-2022 Feeling Safe at School: 63% responded ""Yes, most of the time"" or ""Yes, all of the time""  2022-2023 Feeling Safe at School: 62% responded ""Yes, most of the time"" or ""Yes, all of the time""  2023-2024 Feeling Safe at School: 69% responded ""Yes, most of the time"" or ""Yes, all of the time""   7th Grade 2021-2022 Feeling Safe at School: 34% responded ""safe"" or ""very safe"" 2022-2023 Feeling Safe at School: 39% responded ""safe"" or ""very safe"" 2023-2024 Feeling Safe at School: 40% responded ""safe"" or ""very safe""  The breakdown by student group for school connectedness data highlights that we have a continued need to support our African American students to feel safer at school.  55% of African American 5th graders responded ""Yes, most of the time"" or ""Yes, all of the time."""|Student feelings of connectedness and safety reflect the need to continue to implement and strengthen our strategies for full implementation of Positive Behavior Interventions and Supports (PBIS) including developing schoolwide lessons, behavior expectations and student recognitions for appropriate behavior. The continued implementation of restorative practices and the use of wellness centers has increased in 23-24 and is a strength among the new practices on campuses to support student wellness, connectedness and safety.|The continued implementation of strategies to support student wellness, connectedness and safety include the addition of site safety staff, the implementation of the wellness center at VCS, the implementation of PBIS and the services of Mental Health Support Provider will continue to be expanded to ensure that Vallejo Charter has staff assigned to support students' social emotional needs every day.|Met||2026-06-17|2026
48705810134262|Caliber: ChangeMakers Academy|6|Caliber ChangeMakers Academy administers an annual local climate survey twice per year to capture valid measures of student perceptions of school safety and connectedness, in accordance with LCFF Priority 6 requirements. The survey data is disaggregated by student groups, including Special Education, English Learners, and students in the Lunch Program. In the Fall SY26 survey, CMA received an overall score of 61% favorable, with disaggregated scores including Special Education (54%) and English Learners (56%). By the Spring SY26 survey, the overall score increased to 63% favorable, with scores for Special Education (56%) and English Learners (56%) remaining lower than the overall average. Specific subsets of items analyzed include school safety, where students reported a score of 53% favorable, and connectedness, where students rated the frequency of having close friends from different cultural backgrounds at 85%.|Analysis of the climate survey data identifies significant strengths in school culture and adult support, while highlighting a critical need for increased classroom engagement. ? Areas of Strength: CMA has high levels of cultural inclusion and peer relationships, with the highest survey scores related to students having close friends from different backgrounds (85%) and spending time with students from different cultures (79%). Additionally, students perceive strong adult support, with 74% reporting that adults at the school provide them with support and 75% stating that teachers encourage them to do their best. ? Identified Needs: The primary area of need is student engagement and interest in curriculum. The lowest-rated items in the Spring survey include excitement about going to classes, excitement to participate in classes, and interest in classes. ? Disaggregated Data Findings: Key learnings from disaggregated data show that students in Special Education report lower levels of satisfaction across several indicators compared to the general student body. Specifically, while the overall score for feeling a sense of belonging is 58, it drops to 49 for Special Education students. Furthermore, Special Education students reported significantly lower interest in their classes compared to the school-wide average. These findings suggest that while CMA has successfully built a diverse and supportive environment, more targeted work is needed to improve the academic engagement and sense of belonging for students with exceptional needs.|ChangeMakers Academy will emphasize belonging and school safety for students with disabilities and English Learners. Professional development at CMA will also emphasize engagement and curiosity to build on strong relationships and inclusion in the classroom.|Met||2026-06-18|2026
48705810137380|MIT Griffin Academy Middle|6|The Charter School has focused on the annual data, and needs to increase the attendance rate, reduce chronic absenteeism, and reduce suspension rate.|The key learning is to provide support to students through the Student Engagement Goal with a focus on positive school climate and culture. The Charter School will prioritize student activities, sports, clubs, and events to create a sense of belonging for students.|The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness.|Met||2026-06-16|2026
48705810139816|Griffin Academy High|6|The Charter School has focused on the annual data, and needs to increase the attendance rate, reduce chronic absenteeism rate, and reduce suspension rate.|The key learning is to provide support to students through the Student Engagement Goal with a focus on positive school climate and culture. The Charter School will prioritize student activities, sports, clubs, and events to create a sense of belonging for students.|The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness.|Met||2026-06-16|2026
48705814830196|MIT Academy|6|The data showed that students' scores were low in feelings of safety. There is violence in the area, in fact, this area had the highest violent crime rate in Vallejo. The Charter School is a safe place for students, but this is an area of concern for the school community. Behavior has been addressed.|The key learnings were that the students feel positive about the school community and feel that the staff and teachers care about the students. In order to improve the sense of safety, there would need to be improvements through addition of supervision staff.|The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness. The Charter School will continue to utilize alternatives to suspensions and restorative practices to manage student behavior. MIT Connect has assisted to increase positive behavior and attendance.|Met||2026-06-16|2026
48705816116255|Mare Island Technology Academy|6|The data showed that the Sense of Community data from the students identifies an issue of relationships between students. It was noted that students are teased or bullied, and some of the peers can be unkind and use inappropriate language. The focus on academics sometimes leaves some students out of engagement opportunities. There seems to be a disconnect of how students use words and not understand what the words mean. They use them and do not recognize the power and impact of those words. The Charter School will focus on social emotional learning lessons in Advisory to improve the relationships between students.|Key learnings are teaching and empowering teachers and staff to recognize this student behavior and teach them how to interrupt a situation and use the teaching moment to ensure that the behavior stops. Empower the teachers and staff to address the social emotional needs of the class with integrity and respect. Implement opportunities for collaboration between teachers and the wellness program.|The Charter School will incorporate a full MTSS program and work collaboratively to address the needs of each student. There needs to be school-wide expectations that are used by all teachers for all students. There will be tiered support and huddles on how to address the issues at the lowest level after the Tier 1 and 2 interventions have been implemented and documented. Referrals will be for Tier 3 for safety issues. The administrators will support teachers on how to support students schoolwide in order to improve classroom management, use alternatives to suspension, and provide opportunities to practice and implement effective strategies.|Met||2026-06-16|2026
49104960000000|Sonoma County Office of Education|6|To evaluate school conditions and climate, our LEA administers the YouthTruth Climate Survey to students, parents/caregivers annually. The survey focuses on perceptions of safety, belonging, and overall school climate which are key elements that contribute to student engagement and well-being.  Focus Statement: Perception of Safety Each group responded to a parallel safety-focused statement:  Students: “I feel safe during school.”  Parents/Caregivers: “My child’s learning environment is safe.”  Staff: “I feel safe from harm while at my school.”  Survey Results Group	                       2024–25 (% Agree/Strongly Agree)	    2025–26 (% Agree/Strongly Agree)	   Change Students	                           - 53%	                                                    - 74%	                                                    + 21% Parents/Caregivers	          - 66%	                                                    - 78%	                                                    + 12% Staff	                            - 59%	                                                    - 80%	                                                    + 21%  These results reflect a clear increase in the perception of safety across all three respondent groups in 2025/26, signaling that the strategies and interventions that were adopted are effective and impacting all educational partner groups.  Student Demographics and Data Reporting Limitations The majority of students enrolled in our Alternative Education programs are socioeconomically disadvantaged, qualifying them as unduplicated pupils under LCFF. Due to the small student population across sites, further disaggregation of results by other student group characteristics is not reported in order to protect student privacy and comply with data suppression requirements.  Additional Analysis and Local Input In response to increased perceptions of school safety, the LEA engaged in deeper data collection throughout early 2026 to identify the most critical factors behind this improvement. This included:  Consistent staff and leadership at all school sites.  Increased focus on staff connection and trauma-informed practices.  Parent/caregiver access to events and meetings due to changes in timing, the addition of food, translation services, and child care.  No phone policy is strictly enforced during the school day.  These findings informed priorities and next steps in the LCAP to strengthen adult-student relationships, increase student voice in shaping school culture, and implement restorative and trauma-informed practices.|Through a comprehensive review of Dashboard and local data sources, several significant findings emerged regarding student performance, school climate, and systemic transitions within the Alternative Education program. These findings reflect both areas of strength and emerging needs, especially for our socioeconomically disadvantaged students, who make up the majority of the Alternative Education population.  Identified Needs and Challenges The 2025/26 school year further emphasized the need for a designated School Office Coordinator. As the team worked hard to stabilize the learning environment after significant leadership turnover, there remains a gap in having a point person for all staff, students, caregivers, and community partners to rely on. While each staff members does what they can to fill this void, they have other responsibilities to maintain. A full time Office Coordinator will be hired for 2026/27.  While the increase in communication between home/school has been well received and reported, many caregivers are reliant on bilingual staff members to pass on messages and/or have time to provide translation. Language Line has been adopted for 2026/27 to ensure that every staff member has translation services at any moment in any language. This way teachers and direct service providers can connect directly with caregivers at any time.   Areas of Strength and Growth There were notable areas of strength in the 2025/26 school year:  Stability: With the hiring of the second Alternative Education Director, each school site had stable leadership and staffing. This was a marked improvent from the rotation of interim leaders we had in place the prior year.  College and Career Readiness: The graduation rate increased significantly in 25/26 as did the the percentage of students moving onto college and career right out of the program.  These positive outcomes are particularly encouraging given the systemic transition and the high concentration of unduplicated students. The data suggests that while caregiver engagement continues to require attention, academic outcomes and stability/school safety are trending upward when appropriate supports and strategies are in place.|"Strategic Changes and Actions Taken: To address the reflections and data from the 24/25 school year, a number of actions were taken that have resulted in significant positive outcome for students:  1. Student Voice: In order to increase student voice, a student board member was elected for the SCOE School Board for the first time in SCOE's history. This role was filled by two student leaders who met with their peers regularly, worked closely with staff leaders, and provided a monthly board report.  2. Caregiver Engagement Events/Meetings: The time for these events were shifted to school pick up. This allowed far more caregivers to participated. Food and childcare was also provided, adding to the sense of community and emphasis on building strong relationships.  3. Hiring of an Outreach and Attendance Specialist: This role was added last year to increase outreach to caregivers and support the programs efforts to increase attendance. This bi literate staff member was able to build relationship, secure resources, and provide support.  4. Hiring of a Transition Specialist: This staff member was hired to support students and caregivers in students' transitions to and from our program. As a very short term placement for many students, especially those enrolled in court school, the transition in and out takes a great deal of coordination. This person provides a safe landing in SCOE schools and then stays with the student in their next placement to ensure they are appropriately enrolled, comfortable in their new setting, and connected with the right staff members.  5. Transportation: Evidence showed that nearly all attendance challenges stemmed from transportation. With students coming from all over the county, many with no access to individual transportation, there was a need for higher level of services. Beginning in January 2026, vans were purchased to pilot transportation routes for all students in need. This had a tremendous impact on attendance rates and will be formally continued in the next year.  Identified Shifts for Continuous Improvement: In reflection of the 25/26 school year, three key shifts are planned for continuous improvement:  Language Line: This ""in real time"" translation service will be adopted so direct communication between home/school can happen at any time for any staff member regardless of primary language.   Hiring of a School Office Coordinator: In order to establish a consistent presence in the school office, this role will become the point person for all students, staff, care givers, and community parters. They will also ensure common language, reliable communicate and information, and streamlined processes.  Year Round Calendar for Court School: Court school is required to run all 12 months, but teachers at SCOE are only on a 10 month schedule. Through negotiations with labor partners, court school will shift to a year round program beginning July 26. This will ensure that our most vulnerable students have uninterrupte acc"|Met||2026-06-25|2026
49402460000000|Petaluma City Schools|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12. 50% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 65% of students report that they feel safe at school. Both data points are a 5%+ increase from last year.|Outcomes from the 2026 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools, especially our junior high schools, in particular Petaluma Junior High School. However, overall the data for the 2026 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide. School site teams have developed schoolwide expectations for the 2026-2027 year will spend time with their community partners to find ways to strengthen even more. Our junior high principal will lead reflection sessions to apply learning and best practices across the district. PCS will also focus on systemically improving chronic absenteeism by creating school based attendance teams that offer Tier 1 and Tier 2 interventions and monitor data to adjust supports. Many of the Tier 1 strategies will have a positive effect on school culture.|Met||2026-06-30|2026
49402460131961|Petaluma Accelerated Charter|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12. 50% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 65% of students report that they feel safe at school. Both data points are a 5%+ increase from last year.|Outcomes from the 2026 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools, especially our junior high schools, in particular Petaluma Junior High School. However, overall the data for the 2026 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide. School site teams have developed schoolwide expectations for the 2026-2027 year will spend time with their community partners to find ways to strengthen even more. Our junior high principal will lead reflection sessions to apply learning and best practices across the district. PCS will also focus on systemically improving chronic absenteeism by creating school based attendance teams that offer Tier 1 and Tier 2 interventions and monitor data to adjust supports. Many of the Tier 1 strategies will have a positive effect on school culture.|Met||2026-06-30|2026
49402460142554|Dual Language Immersion Academy Charter|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12. 50% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 65% of students report that they feel safe at school. Both data points are a 5%+ increase from last year.|Outcomes from the 2026 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools, especially our junior high schools, in particular Petaluma Junior High School. However, overall the data for the 2026 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide. School site teams have developed schoolwide expectations for the 2026-2027 year will spend time with their community partners to find ways to strengthen even more. Our junior high principal will lead reflection sessions to apply learning and best practices across the district. PCS will also focus on systemically improving chronic absenteeism by creating school based attendance teams that offer Tier 1 and Tier 2 interventions and monitor data to adjust supports. Many of the Tier 1 strategies will have a positive effect on school culture.|Met||2026-06-30|2026
49402466051932|Mary Collins Charter School at Cherry Valley|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12. 50% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 65% of students report that they feel safe at school. Both data points are a 5%+ increase from last year.|Outcomes from the 2026 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools, especially our junior high schools, in particular Petaluma Junior High School. However, overall the data for the 2026 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide. School site teams have developed schoolwide expectations for the 2026-2027 year will spend time with their community partners to find ways to strengthen even more. Our junior high principal will lead reflection sessions to apply learning and best practices across the district. PCS will also focus on systemically improving chronic absenteeism by creating school based attendance teams that offer Tier 1 and Tier 2 interventions and monitor data to adjust supports. Many of the Tier 1 strategies will have a positive effect on school culture.|Met||2026-06-30|2026
49402466051981|Penngrove Elementary|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12.  50% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 65% of students report that they feel safe at school. Both data points are a 5%+ increase from last year.|Outcomes from the 2026 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools, especially our junior high schools, in particular Petaluma Junior High School. However, overall the data for the 2026 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide. School site teams have developed schoolwide expectations for the 2026-2027 year will spend time with their community partners to find ways to strengthen even more.  Our junior high principal will lead reflection sessions to apply learning and best practices across the district. PCS will also focus on systemically improving chronic absenteeism by creating school based attendance teams that offer Tier 1 and Tier 2 interventions and monitor data to adjust supports. Many of the Tier 1 strategies will have a positive effect on school culture.|Met||2026-06-30|2026
49402466119036|Live Oak Charter|6||||Not Met For Two or More Years|||2026
49402530000000|Santa Rosa City Schools|6|To assess and improve school climate and conditions for learning, our district administers two annual surveys: the Panorama Education Survey and the Youth Truth Survey, both designed to gather insights from students, staff, and families.  Panorama Education Survey The Panorama survey measures student perceptions of wellness and safety. In the fall of 2025, results indicated improvement t in students' sense of safety. Students in grades 4- 6 shared a 3-point rise in a sense of school safety, bringing Santa Rosa City Schools (SRCS) to 68%.  SRCS saw an even greater improvement in grades 7-12, with a 5-point improvement to 64%. These results suggest positive momentum in our efforts to support a secure and supportive learning environment through not only maintaining increased staffing numbers, but also engaging in stronger relationship building across all grade levels.   Youth Truth Survey Youth Truth surveys were administered to students, staff, and families, offering a broader picture of community sentiment and climate. Participation remained notably strong among families: parent/guardian response rates demonstrated a continued improvement in participation.  While prior years showed family participation in the teens, for the last two years, parent participation in the Youth Truth survey met 30% or higher.  xceeding   This exceeded our 20% participation goal and strengthened the reliability of family input.  The Youth Truth survey data revealed significant improvements in perceived school safety across all groups:  Parents/Families: 5% of our families reported positive results in the area of School Safety. While this does reflect a small decline, it is still overall a positive across prior years.   Staff: 64% of our school staff report feeling safe at school, which is a gain of one point from the survey administered in January of 2025.   Students: High School students reported a 4% improvement in feeling safe at school, with the percent positive rising from 56% to 60% of students. Middle School students reported a similar improvement, rising from 47% of students feeling safe at school to 53%.    In addition to overall metrics, both surveys allow us to analyze results by student groups, such as race/ethnicity, English learner status, and socioeconomic background. We continue to use this disaggregated data to identify and address disparities in experience and access. For example, targeted supports are being designed for groups reporting lower levels of safety and belonging.  Together, the Panorama and Youth Truth surveys provide valuable, complementary perspectives on school climate. The increased participation, particularly from families, combined with year-over-year gains in perceptions of safety, point to progress in fostering inclusive, supportive school environments. These results inform district planning, professional development, and site-level interventions as we remain committed to equity and continuous improvement in school culture.|While we are encouraged by overall growth in school safety, a deeper analysis of disaggregated data reveals ongoing disparities that inform our areas of focus moving forward.  School Safety: Progress and Gaps Data from the Panorama survey shows year-over-year improvement in students’ perception of safety. However, not all student groups are experiencing this growth equally.  In elementary:  English Learners: 61% report feeling safe, which is a 2% improvement from the prior year.  However, 70% of English-Only students reported feeling safe, indicating a disparity that needs to be supported and addressed.  Hispanic/Latino students: 65% feel safe, which reflects a 3% improvement from last year.  However, this still lags behind the Non-Hispanic peers, who reported that 72% feel safe (a 2 % improvement from last year.  While all groups are improving, there is still disparity. Students with 504 plans or special education services: No significant difference in perception of safety compared to peers without these services.  In secondary:  English Learners: 66% report feeling safe, slightly higher than the 62% reported by English Only students.  Both of these data points reflect a slight improvement from the 2024-25 school year.   Hispanic/Latino students: 66% feel safe, compared to 62% of non-Hispanic students. Both of these data reflect a slight improvement from the prior year’s survey.  Gender identity revealed a significant area of disproportionality:  Male students: 65% feel safe  Female students: 63%, which reflects a 7 percent improvement.  Nonbinary students: only 48% report feeling safe at school. This reflects a 9 % improvement; however, the disparity between non-binary and male/female students should be of note.   These findings demonstrate that while progress has been made, particularly among English Learners at the secondary level, there remain meaningful gaps, especially for students who identify as nonbinary and for certain racial/ethnic subgroups.  School Culture: A Key Area for Growth While safety scores have generally improved, perceptions of school culture—such as classroom behavior, student engagement, and mutual respect—remain flat and below county averages across most sites.  56% of Elementary students rated school culture positively; this is the same as last year and falls slightly below the county average.  i  Middle school students reported the topic of culture as improved, moving from the 23rd percentile to the 41st percentile.   High school students showed a slight decline, rating culture in the 49th percentile, down one percent from the prior year  Disaggregated responses show that these challenges are consistent across nearly all student groups and grade levels. Despite some variation, the overall trend highlights the need for focused work to strengthen positive culture and climate on campus.  Conclusion Through the disaggregation of local climate survey data, we have identified clear areas of progress in school safety and equ|In response to climate survey findings and in alignment with our continued focus on improving school safety and campus culture, the district is focused on maintaining certain improvements to staffing despite our current budget challenges.   SRCS will be maintaining School Safety Advisors at each school site, aimed at strengthening daily campus safety and adult visibility. To further enhance proactive safety planning, we have also expanded professional development in behavioral interventions, threat assessment, and preparing a broad range of staff to participate on multidisciplinary threat assessment teams.  To address disparities in student experience, particularly among LGBTQ+ students, the district will implement annual professional development aligned with Assembly Bill 5, which focuses on the needs and rights of LGBTQ+ students. This training aims to ensure more equitable, inclusive, and culturally responsive practices across all schools.  Given ongoing concerns related to school culture, we are launching Guiding Coalitions at each site. This effort will engage diverse school stakeholders to identify both areas of strength and opportunities for growth across both academic skills as well as social-emotional learning, with the goal of improving student perception and experience of school climate and culture as well as academic improvements. Additionally, to support the overall well-being of our students and strengthen community ties, we are moving into year 2 of our California Community Schools implementation at four elementary sites. At the high school level, we are continuing to staff  Wellness Centers at a reduced level to serve as hubs for student mental health, wellness, and family engagement. These centers will be additionally supported with community-based organizations designed to provide support to our students who need a higher tier of service.  These changes reflect our commitment to building safer, more inclusive, and more connected school environments for all.|Met||2026-06-24|2026
49402530102533|Santa Rosa Accelerated Charter|6|Fall 2024 Panorama Survey Responses: 90% of students responded favorably about Supportive Relationships (3% higher than the SRCS average) 83% of students responded favorably about Classroom Effort (12% higher than the SRCS average) 73% of students responded favorably about Challenging Feelings (15% higher than the SRCS average) 60% of students responded favorably about Self-Efficacy (18% higher than the SRCS average) 68% of students responded favorably about Positive Feelings (9% higher than the SRCS average) 87% of students responded favorable about School Safety (22% higher than the SRCS average)  January 2025 YouthTruth Survey Data (Student Responses 1-3 Scale): Engagement 2.82 Academic Challenge 2.45 Instructional Methods 2.54 Culture 2.26 Belonging 2.47 Relationships 2.63|Areas of need are self-efficacy, positive feelings, and culture. We discussed these areas of need with all stakeholders in our monthly meetings to gain multiple perspectives (student, parent, teacher, etc.). Our students are highly engaged and have supportive relationships both in and out of school.|The SRACS team looked to outside SEL resources (Free to Be) and our SFPO funded the program in order to address the areas of need for our students.|Met||2026-06-24|2026
49402530113530|Santa Rosa Charter School for the Arts|6|Overall Score: The overall school climate score for SRCSA, as measured by the Panorama and Youth Truth surveys, indicates a generally positive perception among students. The score reflects students’ feelings of safety, connectedness, and overall satisfaction with the school environment. Grade Levels: Data shows slight variations across different grade levels, with middle school students reporting slightly lower scores in school connectedness compared to elementary students. Ethnic/Racial Groups: Students from different ethnic/racial backgrounds generally report positive school experiences, though some disparities exist.  Socioeconomic Status: Students from low-income families report higher levels of support and resources but also indicate challenges related to stress and academic pressure.|The analysis of data from the Panorama and Youth Truth survey for Santa Rosa Charter School for the Arts (SRCSA) reveals key learnings about the school climate and areas for improvement. Overall, the survey indicates a generally positive perception among students, reflecting strong feelings of safety, connectedness, and satisfaction with the school environment. However, there are slight variations in these perceptions across different grade levels. Middle school students report lower scores in school connectedness compared to their elementary counterparts, suggesting a need for targeted interventions to enhance the middle school experience.  Furthermore, while students from various ethnic and racial backgrounds generally report positive school experiences, there are some disparities that need to be addressed to ensure equity and inclusivity. Another important finding is related to socioeconomic status; students from low-income families report higher levels of support and resources available to them but also face challenges related to stress and academic pressure. This indicates a strength in the support system provided to these students but highlights a need to further address the stress and pressures they experience. These insights underscore the importance of focusing on middle school engagement, equity among diverse student groups, and additional support for low-income students to improve their overall well-being and academic success.|Regular feedback mechanisms, including surveys and focus groups, will be established to monitor and adjust yearly initiatives as needed.|Met||2026-06-24|2026
49402530125831|Santa Rosa French-American Charter (SRFACS)|6|"In the January 2026 YouthTruth Survey, the highest rated themes for SRFACS students were Instructional Methods and Culture. Seventy-seven percent of students responded positively to the question asking ""Does your teacher treat you with respect?"", 86% of Black or African American students responded positively.   To the question ""Does your teacher want you to do your best?"", 89% responded positively.  SRFACS has maintained a 95% or above attendance rate throughout the 2025-2026 school year."|Based on the data from the YouthTruth survey, SRFACS enjoys a, engaging learning environment. Further investigation and initiatives need to be taken to improve relationships and a sense of belonging. Instructional methods measure well compared with the district, but work needs to be done in terms of the school culture.|SRFACS will continue work with staff regarding implicit biases. The ongoing efforts to engage all ELAC families will improve connections with Hispanic and Latinx families and students will benefit from having their parents more involved with their school.  School assemblies could help remind students about behavior expectations and how to address bullying.|Met||2026-06-24|2026
49402530128074|Cesar Chavez Language Academy|6|CCLA has used the Youth Truth survey to generate data and information over the last three academic years. The survey was administered at all schools in the district and across multiple grade levels so that the most accurate and robust understanding of our schools and students could be established.  Feedback and results pointed to the need for enhanced social emotional support and safety for students. As a result, SRCS has continued to commit to providing increased social emotional wellness clinicians and safety supervisors across the district, with reliable availability at each school.|From the data gathered one of our strengths is making connections with students and families.|Looking at our data we have increased our counseling program to meet the needs of all our students.|Met||2026-06-24|2026
49402536116958|Kid Street Charter|6|"Kid Street Charter School utilizes the PBIS School Climate Survey to collect local data regarding school climate and conditions. During the 2025-2026 school year, the elementary student survey was administered to students in grades 4-6. The overall mean score for all student respondents was 2.85 on a 4-point scale. Survey results indicated positive perceptions regarding adult support and encouragement, including ""My school wants me to do well"" (3.51), ""There is an adult at my school who will help me if I need it"" (3.34), and ""My school has clear rules for behavior"" (3.34). Areas receiving lower ratings included ""Students in my class behave so that teachers can teach"" (2.17), ""Good behavior is noticed at my school"" (2.31), and ""I like school"" (2.43).  The survey data was disaggregated by race/ethnicity, gender, and grade level. Hispanic/Latino students reported an overall mean score of 3.08, while White students reported an overall mean score of 2.74. Female students reported an overall mean score of 2.99, compared to 2.71 for male students. By grade level, sixth-grade students reported the highest overall mean score at 3.55, while fourth-grade students reported 2.74 and fifth-grade students reported 2.73. Across student groups, the strongest ratings generally reflected positive relationships with adults and perceptions that the school supports student success. Areas of concern across multiple groups included peer relationships, student behavior, and classroom learning environments."|Analysis of the PBIS School Climate Survey indicates that Kid Street Charter School continues to maintain a positive and supportive school environment characterized by strong relationships between students and adults. Students consistently reported that adults at school care about their success and are available to provide support when needed. These findings align with the school's emphasis on relationship-centered practices, responsive teaching, and social-emotional learning.  The survey also identified areas requiring continued attention. Lower ratings related to student behavior, peer interactions, and classroom learning environments suggest that some students experience challenges related to classroom disruptions and positive peer relationships. In particular, students reported lower perceptions regarding classmates behaving in ways that allow teachers to teach and the recognition of positive behavior. These findings indicate a need to continue strengthening schoolwide behavior supports, social-emotional learning practices, and opportunities for students to develop positive interpersonal skills.  Disaggregated data also revealed differences among student groups. While sixth-grade students reported the most positive perceptions of school climate, fourth- and fifth-grade students reported lower overall scores. The school will continue monitoring subgroup data to ensure that all students experience a safe, supportive, and engaging learning environment. Overall, the data suggests that strong adult-student relationships are a significant strength, while behavior supports, peer relationships, and student engagement remain important areas for continuous improvement.|Based on analysis of local climate survey data, Kid Street Charter School will continue implementing and strengthening practices designed to improve student behavior, peer relationships, and overall school climate. The school will continue utilizing Responsive Classroom practices, morning meetings, PBIS systems, and social-emotional learning instruction to build positive classroom communities and strengthen student self-regulation skills.  Professional development will continue to emphasize relationship-based classroom management and social-emotional learning. During the 2025-2026 school year, three teachers completed advanced Responsive Classroom training, and staff will continue applying these practices to improve classroom climate and student engagement. The school will also continue its partnership with River Counselors to provide therapeutic counseling services and additional support for students requiring social-emotional interventions.  To strengthen educational partner involvement in school climate improvement efforts, Kid Street Charter School will explore establishing a more formal Parent Advisory Group during the 2026-2027 school year. This group will provide families with additional opportunities to review school climate data, provide input regarding schoolwide priorities, and participate in discussions related to student well-being and school culture. The school will continue collecting PBIS climate survey data annually and using the results to inform continuous improvement efforts and evaluate the effectiveness of implemented strategies.|Met||2026-06-25|2026
49705990000000|Alexander Valley Union Elementary|6|Through student surveys, 100% of students feel safe at AVS and 100% of students feel like they can approach an adult if they are concerned about something.|Our key learnings have included validation on finding ways to continue to ensure all students feel safe and valued when at school. The data highlights all students at all grade levels feel connected to their school, their classmates, and their teachers/staff.|At this point, we have not made any substantial changes to existing plans, policies, or procedures that our school district has determined necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings.|Met||2026-06-08|2026
49706070000000|West Sonoma County Union High|6|"WSCUHSD has administered the Youth Truth survey for the last consecutive 9 years. During the implementation phase, we administered only the student portion of this survey for the first 3 years. In year 4 we administered this survey for students and staff. We continued to strengthen opportunities for data collection and self-reflection by including the parent survey in year 5. We now have a practice of including families, staff, and students in our annual Youth Truth Surveys annually. Our key indicators for areas of growth are engagement, culture, belonging, school safety and college and career readiness. In addition, the District is focusing on culture and student engagement through a variety of actions in the LCAP to address this metric. The district will continue further examine results to determine changes in actions to the LCAP to address these issues.   Youth Truth Survey Data Selects:   College and Career Readiness in 2026 scored in the 8th percentile at 2.89% compared to other schools.  School safety feedback improved dramatically in 2026. 76% of parents agree that their child's learning environment is safe and 80% of students feel safe from harm while at school.   Culture, or the degree to which students believe their school fosters a culture of respect and fairness, in 2026 scored in the 38th percentile at 3.17%  compared to other schools.   Answer to the question ""How often do you work with students in your classes because your teachers asks or tells you to?"" in 2026 62% of students agree or strongly agree.   Parent decision making feedback also improved dramatically in 2026 as 41% of parents agree or strongly agree that they feel empowered to play a meaningful role in decision-making at my school."|The state 2026 College/Career Indicator, shows 51% of students are prepared for college and career. The percentage is 38.2% prepared for Hispanic students. The 2024-2027 LCAP actions were designed to significantly increase the percentage of students who are prepared by the end of the 2025-2026 school year. The actions resulted in a 8.7% increase in preparedness for Hispanic students from baseline.   The 2026 Youth Truth Survey results show that 35% of students feel their school has helped them develop the skills and knowledge they will need for college level classes. The survey also indicates areas for improvement with only 24% of students reporting school has helped them understand the steps they need to take to have the career that they want.   A statewide measure showing a positive impact of the actions in Goal 3 is the Early Assessment Program (EAP) which provides students with an early signal of college academic preparation through the California Assessments of Student Performance and Progress (CAASPP/EAP) results. In 2024, 58.36% of students were determined prepared in ELA through the EAP and 25.32% were determined prepared in math through the EAP. The percentage of students prepared in ELA and math through the EAP decreased by 10.17% and 11.04%, respectively.  The Youth Truth data indicates a decline in student engagement in school decreasing from from the 26th percentile to the 15th percentile when compared to other schools. There is still a need for continued efforts to improve engagement and school safety. The district will continue actions in the 2024-27 LCAP to focus on creating an inclusive culture where students and staff feel safe, respected, and connected.|The current District LCAP continues to serves as our strategic plan and guiding light. The District will continue to focus on equity and has introduced a re-defined mission statement. There are two goals in the current LCAP. Goal 3, which focuses on college and career readiness, was integrated into the new Goal 2: Strengthen innovative, equitable opportunities for academic rigor, career preparation, and personal development so all students successfully attain the characteristics of a Portrait of a Graduate. All metrics in this goal were moved to Goal 2. Youth Truth metrics were revised to incorporate more relevant questions to measure progress. 2025 LCAP Annual Update for the LCAP for West Sonoma County Union High School District Page 17 of 19 of the LCAP. The actions in Goal 3 were merged into the new Goal 2. The actions in Goal 3 were completely redesigned to be more comprehensive and reflective of innovative, equitable programs that provide academic rigor, career preparation, and personal development so all students successfully attain the characteristics of the District's Portrait of a Graduate.|Met||2026-06-24|2026
49706150000000|Bellevue Union|6|"Based on the YouthTruth Survey results in the area of relationships (the degree to which students have strong, supportive relationships with their teachers) 74% of our students rated this area positively. This measures the degree to which students have strong supportive relationships with their teachers. There was no percent change compared to last year. When asked, ""Does your teacher care about you?"" 73% of students responded positively, placing BUSD in the 0th-24th percentile. When students were asked the degree to which students experience an orderly, respectful, classroom environment, 19% of students responded positively, placing BUSD in the 25th-49th percentile. In the ""Culture"" section. When students were asked to which degree students feel welcome at their school, 32% responded positively, placing BUSD in the 25th-49th percentile. This was a +5 percent gain compared to last year."|"As the data relates to student perceptions of school safety and connectedness, BUSD strongest data point was in the area of relationships, where 74% of the students rated the degree to which students have strong, supportive relationships with their teachers positively. In this category of relationships, 83% of students said their teacher treats them with respect. A clear area of need was identified in the ""Culture"" section of the survey findings. Only 19% of students said they experience an orderly, respectful classroom environment. And, although this area jumped by 5%, only 32% of students said they feel welcome at their school."|BUSD will continue to provide whole class lessons using Character Strong. In addition, we will facilitate and support students in becoming Safe School Ambassadors. This is a proven anti-bullying and violence- prevention program. It is research-based and field tested. It focuses on social norms change and is designed to engage, equip and empower students as peacemakers to improve school climates. In addition, BUSD will provide professional development to build on existing classroom management strategies to further maximize instructional time for learning and to build on existing strategies to create safe and welcoming environments that foster a sense of belonging.|Met||2026-06-16|2026
49706230000000|Bennett Valley Union Elementary|6|BVUSD annually administers the YouthTruth survey to students, families, and staff to gather perception-based data on school climate, safety, and connectedness. The 2026 administration included responses from all grade spans (TK-6), with results disaggregated by student group where applicable.  2026 Student Data  Results suggest strong student-teacher relationships but ongoing challenges with peer behavior and bullying:  • 73% of students reported feeling safe at school (64% in 2024; 61% in 2023)  • 87% reported that a teacher cares about them (86% in 2024; 82% in 2023)  • 66% said they could talk to an adult when feeling upset (65% in 2024; 57% in 2023)  • 56% felt other students were friendly (59% in 2024; 54% in 2023)  2026 Family Data  Family perceptions were generally favorable and trending upward:  • 90% reported their child's learning environment feels safe (85% in 2024; 78% in 2023)  • 64% believe their child is safe from bullying (61% in 2024; 54% in 2023)  • 72% felt valued by their school (73% in 2024; 66% in 2023)  • 60% felt empowered to participate in decision-making (47% in 2024; 45% in 2023)  Disaggregated results show promising engagement among some groups: 71% of Spanish-speaking families and 75% of Hispanic families felt valued; 68% of Spanish-speaking families and 57% of parents of students with disabilities reported feeling empowered to engage in school decisions.  2026 Staff Data  • 92% of staff reported feeling safe at school  • 78% said student rules are clear  • 67% said students are safe from bullying  Lower scores in other areas suggest opportunities for growth in communicating school policies and providing clearer direction.  These data inform ongoing school climate actions in alignment with the LCAP and are reported publicly through the Dashboard, SARC, and regular updates to the Board and educational partners. BVUSD remains committed to using this data to support inclusive, safe, and engaging school environments for all students.|Analysis of the 2026 YouthTruth data reveals key strengths in school climate alongside several areas that continue to inform improvement efforts.  STRENGTHS  Adult-student relationships remain a clear strength: 87% of students report that a teacher cares about them, and 66% say they have an adult to talk to when upset. Family perceptions are similarly positive, with 90% reporting their child's learning environment feels safe and 72% feeling valued by their school. Among staff, 92% feel safe at work and 78% say student behavioral expectations are clear.  AREAS FOR IMPROVEMENT  Peer climate continues to be a challenge. Only 26% of students feel classmates behave well in class, 24% report being bullied at least once during the year, and just 56% say peers are friendly, highlighting a gap between strong adult support and peer-to-peer connectedness.  Family empowerment in decision-making, while improved, remains relatively low at 60% overall and drops further in upper elementary grades (47-58% in grades 4-6), suggesting the need for more accessible and visible opportunities for meaningful family input.  Staff communication is another area for growth. Only 52% of staff say school policies are clearly communicated, and 44% feel their school communicates a clear direction for the future. While both figures are higher than prior years, they signal an ongoing need for more transparent internal communication.  DISAGGREGATED FINDINGS  Spanish-speaking and Hispanic families reported higher levels of feeling valued (71% and 75%, respectively), though ongoing monitoring is needed to sustain that engagement. Families of students with disabilities reported above-average feelings of empowerment (57%), though participation in advisory structures remains an area for growth.  KEY LEARNINGS  The data point to five priorities: improving student-to-student connectedness; reducing bullying and strengthening peer behavior norms; enhancing staff communication around schoolwide policies and direction; increasing family empowerment in decision-making; and reducing engagement gaps by grade level and family background.  These findings directly inform revisions to the LCAP and family engagement framework, guiding BVUSD's focus on inclusive, equitable strategies that support safe and supportive learning environments for all students.|Based on climate survey data and educational partner input, BVUSD is implementing targeted changes to strengthen school culture, promote connection, and improve student well-being. These actions are outlined in Goal 2 of the current LCAP and reflect our commitment to continuous improvement grounded in data and community feedback.  MENTAL AND BEHAVIORAL HEALTH SUPPORTS  BVUSD will continue allocating two full-time School Psychologists, one at each school site, providing daily access to credentialed professionals who offer direct student support, facilitate behavior planning, and collaborate with staff and families.  PEER RELATIONSHIPS AND STUDENT ENGAGEMENT  To address low ratings around peer behavior and bullying, the district will continue and expand programs that foster peer connection and student leadership, including Student Government and Safe School Ambassadors. BVUSD is also expanding structured recess options such as Lunch Bunch and student-led clubs to provide safe, supportive alternatives during unstructured time.  BEHAVIORAL SYSTEMS AND RESTORATIVE PRACTICES  BVUSD is reviewing its schoolwide behavior systems to clarify expectations, streamline interventions, and strengthen accountability. This includes revising behavior policies in collaboration with staff and families, updating intervention and referral protocols, and improving behavior documentation in Aeries. Professional learning will focus on trauma-informed practices, relationship-centered discipline, and emotional resilience.  COMMUNICATION AND FAMILY ENGAGEMENT  Survey data highlighted the need for clearer internal and external communication. In response, BVUSD will expand multilingual outreach and translation services, improve use of ParentSquare to close feedback loops, and create structured communication systems that provide timely updates on policies, events, and student progress.  SHARED VISION FOR CLIMATE AND BELONGING  BVUSD is developing a districtwide school climate framework emphasizing connection, belonging, equity, and proactive support. Staff and family input will guide this shared vision, which will include common language around behavioral expectations, a system for monitoring climate indicators, and aligned SEL and engagement practices across both sites.  Together, these actions reflect BVUSD's strategic response to the data and our ongoing commitment to safe, supportive, and inclusive learning environments for all students.|Met||2026-06-11|2026
49706236098248|Bennett Valley Charter|6|BVUSD annually administers the YouthTruth survey to students, families, and staff to gather perception-based data on school climate, safety, and connectedness. The 2026 administration included responses from all grade spans (TK-6), with results disaggregated by student group where applicable.  2026 Student Data  Results suggest strong student-teacher relationships but ongoing challenges with peer behavior and bullying:  • 73% of students reported feeling safe at school (64% in 2024; 61% in 2023)  • 87% reported that a teacher cares about them (86% in 2024; 82% in 2023)  • 66% said they could talk to an adult when feeling upset (65% in 2024; 57% in 2023)  • 56% felt other students were friendly (59% in 2024; 54% in 2023)  2026 Family Data  Family perceptions were generally favorable and trending upward:  • 90% reported their child's learning environment feels safe (85% in 2024; 78% in 2023)  • 64% believe their child is safe from bullying (61% in 2024; 54% in 2023)  • 72% felt valued by their school (73% in 2024; 66% in 2023)  • 60% felt empowered to participate in decision-making (47% in 2024; 45% in 2023)  Disaggregated results show promising engagement among some groups: 71% of Spanish-speaking families and 75% of Hispanic families felt valued; 68% of Spanish-speaking families and 57% of parents of students with disabilities reported feeling empowered to engage in school decisions.  2026 Staff Data  • 92% of staff reported feeling safe at school  • 78% said student rules are clear  • 67% said students are safe from bullying  Lower scores in other areas suggest opportunities for growth in communicating school policies and providing clearer direction.  These data inform ongoing school climate actions in alignment with the LCAP and are reported publicly through the Dashboard, SARC, and regular updates to the Board and educational partners. BVUSD remains committed to using this data to support inclusive, safe, and engaging school environments for all students.|Analysis of the 2026 YouthTruth data reveals key strengths in school climate alongside several areas that continue to inform improvement efforts.  STRENGTHS  Adult-student relationships remain a clear strength: 87% of students report that a teacher cares about them, and 66% say they have an adult to talk to when upset. Family perceptions are similarly positive, with 90% reporting their child's learning environment feels safe and 72% feeling valued by their school. Among staff, 92% feel safe at work and 78% say student behavioral expectations are clear.  AREAS FOR IMPROVEMENT  Peer climate continues to be a challenge. Only 26% of students feel classmates behave well in class, 24% report being bullied at least once during the year, and just 56% say peers are friendly, highlighting a gap between strong adult support and peer-to-peer connectedness.  Family empowerment in decision-making, while improved, remains relatively low at 60% overall and drops further in upper elementary grades (47-58% in grades 4-6), suggesting the need for more accessible and visible opportunities for meaningful family input.  Staff communication is another area for growth. Only 52% of staff say school policies are clearly communicated, and 44% feel their school communicates a clear direction for the future. While both figures are higher than prior years, they signal an ongoing need for more transparent internal communication.  DISAGGREGATED FINDINGS  Spanish-speaking and Hispanic families reported higher levels of feeling valued (71% and 75%, respectively), though ongoing monitoring is needed to sustain that engagement. Families of students with disabilities reported above-average feelings of empowerment (57%), though participation in advisory structures remains an area for growth.  KEY LEARNINGS  The data point to five priorities: improving student-to-student connectedness; reducing bullying and strengthening peer behavior norms; enhancing staff communication around schoolwide policies and direction; increasing family empowerment in decision-making; and reducing engagement gaps by grade level and family background.  These findings directly inform revisions to the LCAP and family engagement framework, guiding BVUSD's focus on inclusive, equitable strategies that support safe and supportive learning environments for all students.|Based on climate survey data and educational partner input, BVUSD is implementing targeted changes to strengthen school culture, promote connection, and improve student well-being. These actions are outlined in Goal 2 of the current LCAP and reflect our commitment to continuous improvement grounded in data and community feedback.  MENTAL AND BEHAVIORAL HEALTH SUPPORTS  BVUSD will continue allocating two full-time School Psychologists, one at each school site, providing daily access to credentialed professionals who offer direct student support, facilitate behavior planning, and collaborate with staff and families.  PEER RELATIONSHIPS AND STUDENT ENGAGEMENT  To address low ratings around peer behavior and bullying, the district will continue and expand programs that foster peer connection and student leadership, including Student Government and Safe School Ambassadors. BVUSD is also expanding structured recess options such as Lunch Bunch and student-led clubs to provide safe, supportive alternatives during unstructured time.  BEHAVIORAL SYSTEMS AND RESTORATIVE PRACTICES  BVUSD is reviewing its schoolwide behavior systems to clarify expectations, streamline interventions, and strengthen accountability. This includes revising behavior policies in collaboration with staff and families, updating intervention and referral protocols, and improving behavior documentation in Aeries. Professional learning will focus on trauma-informed practices, relationship-centered discipline, and emotional resilience.  COMMUNICATION AND FAMILY ENGAGEMENT  Survey data highlighted the need for clearer internal and external communication. In response, BVUSD will expand multilingual outreach and translation services, improve use of ParentSquare to close feedback loops, and create structured communication systems that provide timely updates on policies, events, and student progress.  SHARED VISION FOR CLIMATE AND BELONGING  BVUSD is developing a districtwide school climate framework emphasizing connection, belonging, equity, and proactive support. Staff and family input will guide this shared vision, which will include common language around behavioral expectations, a system for monitoring climate indicators, and aligned SEL and engagement practices across both sites.  Together, these actions reflect BVUSD's strategic response to the data and our ongoing commitment to safe, supportive, and inclusive learning environments for all students.|Met||2026-06-11|2026
49706490000000|Cinnabar Elementary|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.    As a small school community, our school fosters a close-knit environment that supports strong, meaningful connections among students, families, and staff."|"Student Safety Survey Data - Students (3-5): “Do you feel safe at school?” 61% agree or strongly agree with that statement (a decrease of 8% from January 2025 and 6% lower than the county average).   - Students (6-8): “I feel safe during school” 41% agree or strongly agree with that statement (a decrease of 15% from January 2025 and 23% lower than the county average).   - Parents: “My child's learning environment is safe” 85% agree or strongly agree with that statement (a decrease of 5% from January 2025 and 2% lower than the county average).  - Staff: “I feel safe from harm while at my school.” 88% agree or strongly agree with that statement  (a decrease of 9% from January 2025 and 1% higher than the county average).  School Connectedness Survey Data - Students (3-5): ""Do you like going to school? ""36% agree or strongly agree with that statement ( an increase of 7% from January 2025 and 4% above the county average).   - Students (6-8): ""I enjoy school most of the time""91% agree or strongly agree with that statement  (a decrease of 10% from January 2025 and 15% lower than the county average).   - Parents: “Teachers and students care about each other.” 88% agree or strongly agree with that statement (a decrease of 7% from January 2025 and 2% lower than the county average).  - Staff: “Staff and students care about each other.” 96% agree or strongly agree with that statement  (a decrease of 1% from January 2025 and 5% higher than the county average).  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|We will continue our LCAP Goal 2: Climate and Culture: Provide a safe and secure environment for all children including, unduplicated, and exceptional children, by increasing attendance rates, reducing suspensions, maintaining expulsion rate and improving culture and climate as measured by student surveys. School Climate (Safety and Connectedness) is addressed in LCAP Action 2.1 Safety and Connectedness - Restorative practices: Provide training to staff in restorative practices or other alternative discipline practices and then implement practices and monitor implementation - Behavior Interventions: Provide support for behavior (PBIS, Buddy program, morning meetings, expectation stations, explicit teaching behavior) - PBIS: Analyze both the in-day PBIS data and the after school behavior. Provide training for both PBIS and restorative practices. Update the PBIS team, increase training opportunities both for the full staff and for the team.|Met||2026-06-23|2026
49706496051635|Cinnabar Charter|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.    As a small school community, our school fosters a close-knit environment that supports strong, meaningful connections among students, families, and staff."|"Student Safety Survey Data - Students (3-5): “Do you feel safe at school?” 61% agree or strongly agree with that statement (a decrease of 8% from January 2025 and 6% lower than the county average).   - Students (6-8): “I feel safe during school” 41% agree or strongly agree with that statement (a decrease of 15% from January 2025 and 23% lower than the county average).   - Parents: “My child's learning environment is safe” 85% agree or strongly agree with that statement (a decrease of 5% from January 2025 and 2% lower than the county average).  - Staff: “I feel safe from harm while at my school.” 88% agree or strongly agree with that statement  (a decrease of 9% from January 2025 and 1% higher than the county average).  School Connectedness Survey Data - Students (3-5): ""Do you like going to school? ""36% agree or strongly agree with that statement ( an increase of 7% from January 2025 and 4% above the county average).   - Students (6-8): ""I enjoy school most of the time""91% agree or strongly agree with that statement  (a decrease of 10% from January 2025 and 15% lower than the county average).   - Parents: “Teachers and students care about each other.” 88% agree or strongly agree with that statement (a decrease of 7% from January 2025 and 2% lower than the county average).  - Staff: “Staff and students care about each other.” 96% agree or strongly agree with that statement  (a decrease of 1% from January 2025 and 5% higher than the county average).  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|We will continue our LCAP Goal 2: Climate and Culture: Provide a safe and secure environment for all children including, unduplicated, and exceptional children, by increasing attendance rates, reducing suspensions, maintaining expulsion rate and improving culture and climate as measured by student surveys. School Climate (Safety and Connectedness) is addressed in LCAP Action 2.1 Safety and Connectedness - Restorative practices: Provide training to staff in restorative practices or other alternative discipline practices and then implement practices and monitor implementation - Behavior Interventions: Provide support for behavior (PBIS, Buddy program, morning meetings, expectation stations, explicit teaching behavior) - PBIS: Analyze both the in-day PBIS data and the after school behavior. Provide training for both PBIS and restorative practices. Update the PBIS team, increase training opportunities both for the full staff and for the team.|Met||2026-06-23|2026
49706560000000|Cloverdale Unified|6|Cloverdale Unified School District utilizes the Youth Truth survey to evaluate climate, engagement, social/emotion health and academics. Youth Truth surveys are administered to students (3rd-12th grade), parents, and staff members. Student surveys are composed of a range of questions summarized into the following categories (some titles vary dependent on the age group of the students): Engagement, Academic Challenge, Relationships, Belonging/Peer Collaboration, Culture, College and Career Readiness, Obstacles to Learning, Resilience, Civic Readiness, Project-Based Learning, Emotional & Mental Health, Drugs and Alcohol, and an opportunity for students to share their views in their own words. Youth Truth surveys that measure student perceptions of school safety and connectedness are from the Belonging Category.  Jefferson Elementary Students: (3rd and 4th grade students) The summary measure for whether students feel a sense of belonging at school was rating at 2.37 (27th percentile), which decreased since the prior year (2.46 - 62nd percentile).  3rd graders reported a lower rating of 2.33 (18th percentile) vs. 4th graders with a rating at 2.42 (48th percentile). Hispanic or Latina/o/x reported a higher feeling of belonging at 2.26 (6th percentile) in comparison to 2.24 for White students (5th percentile) and Other races at 2.13 (1st percentile).  Students were asked regarding whether they feel safe at school. Overall Jefferson students responded  with 2.51 average (33rd percentile) on a scale of 1-3 (1= No not very safe, 2 somewhat and 3 Yes very safe). The results are lower than the previous year which was 2.61 rating at the 64th percentile. Students identifying as White reported a average of 2.58 (55th percentile) with Hispanic or Latino/a/x reporting 2.52 (35th percentile) and other subgroups reporting significantly below at 2.00 (1st percentile). 3rd graders were significantly lower at 2.49 (29th percentile) compared to 4th graders at 2.51 (33rd percentile).  Washington School (5th-8th graders): The summary measure for whether students feel welcome at their school and have collaborative relationships with their classmates had a rating at 3.39 (21st percentile), which decreased slightly since the prior year (3.41 - 25th percentile), but remained very low in comparison to 2022 and 2021 (3.39 and 3.44 rating respectively). 5th graders had the highest rating at 3.46 (35th percentile) with 8th grade the closest at 3.40 (23rd percentile). Both 6th and 7th graders rated belonging quite low with scores of 3.31 (10th percentile) and 3.36 (15th percentile), respectively.  English learners rating belonging much higher than none English language learners at 3.53 (48th percentile) compared to 3.31 (10th percentile). Hispanic or Latina/o/x reported a higher feeling of belonging at 3.58 (56th percentile) and Asian students at 3.60 (61st percentile) which was much higher in comparison to 3.00 for White students (1st percentile) and other ethnicities/groups at|Overall, CUSD is seeing increases in safety and belonging measures from the previous year. Areas of strength is with groups such as English Learners and students receiving Special Education services are feeling like they belong at school and are safe. Areas of need include the the middle grades where 7th and 8th grade students report feeling the unconnected to school and unsafe at school and this trend continues into the 9th and 10th grades.|CUSD has identified safety and community as a key area for growth and has developed an LCAP Goal to reflect this need. Goal #1 of the 2024-2027 LCAP will focus on developing a positive, safe community for all students, parents/families, and staff. Actions will focus on culture, climate, attendance and engagement.|Met||2026-06-18|2026
49706720000000|Dunham Elementary|6|"A local climate survey was conducted to provide valuable insights into students' perceptions of safety, relationships, and overall school experience. Due to our small enrollment and confidentiality, disaggregated data for specific groups is not reportable.  School Connectedness      - Do I have friends at school?  96% reported ""True"" or ""Mostly True""  School Safety  - Do I feel safe at school?  96% reported ""True"" or ""Mostly True"""|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of importance for our students.  The survey results indicate a generally positive school climate, with strong perceptions of safety, good relationships with adults and peers, and high engagement in school activities. Some areas of improvement include: social and emotional support, additional student engagement activities, and more time to be active."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community."" Specifically, LCAP Action 2.2 Safety, Connectedness, Health and Wellness addresses safety and connectedness: - Social-emotional learning: Utilize social-emotional learning strategies (“restorative circles”, Toolbox, etc) to help support positive behavior at school. Staff encourage students to use their tools to self-regulate, problem solve, and positively interact with others. - Emotional Support: Provide general school counseling services / emotional support: Provide support for the emotional needs of children at the school (small group sessions, classroom push in, lunch club, in addition to one on one sessions).  - Behavior Intervention: Support students with additional social-emotional or behavioral needs so they can successfully access instruction. Provide guided activities during breaks to build regulation skills and foster positive interactions. Provide additional training and discussions on yard safety as needed (ex Dave Nettle)."|Met||2026-06-11|2026
49706720122440|Dunham Charter|6|"A local climate survey was conducted to provide valuable insights into students' perceptions of safety, relationships, and overall school experience. Due to our small enrollment and confidentiality, disaggregated data for specific groups is not reportable.  School Connectedness      - Do I have friends at school?  96% reported ""True"" or ""Mostly True"" School Safety  - Do I feel safe at school?  96% reported ""True"" or ""Mostly True"""|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of importance for our students.  The survey results indicate a generally positive school climate, with strong perceptions of safety, good relationships with adults and peers, and high engagement in school activities. Some areas of improvement include: social and emotional support, additional student engagement activities, and more time to be active."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community."" Specifically, LCAP Action 2.2 Safety, Connectedness, Health and Wellness addresses safety and connectedness: - Social-emotional learning: Utilize social-emotional learning strategies (“restorative circles”, Toolbox, etc) to help support positive behavior at school. Staff encourage students to use their tools to self-regulate, problem solve, and positively interact with others. - Emotional Support: Provide general school counseling services / emotional support: Provide support for the emotional needs of children at the school (small group sessions, classroom push in, lunch club, in addition to one on one sessions).  - Behavior Intervention: Support students with additional social-emotional or behavioral needs so they can successfully access instruction. Provide guided activities during breaks to build regulation skills and foster positive interactions. Provide additional training and discussions on yard safety as needed (ex Dave Nettle)."|Met||2026-06-11|2026
49706800000000|Forestville Union Elementary|6|"Youth Truth Survey was administered January 2026 as part of a countywide pilot program. Students in grades 3-8th were surveyed.   School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"".  3rd-5th  ""Do you like going to school?"": 35% (increased 1% compared to 2025 and was 3% higher than the county in January 2026)  - Relationships Overall Category: 74% (increased 5% compared to 2025 and was 3% lower than the county in January 2026)  - Belonging Overall Category: 36% (increased 8% compared to 2025 and was 2% lower than the county in January 2026)   6th-8th  ""I enjoy school most of the time"" 32% (increased 9% compared to 2025 and was 14% lower than the county in January 2026)  - Relationships Overall Category: 30% (increased 11% compared to 2025 and was 15% lower than the county in January 2026)  - Belonging Overall Category: 43% (increased 20% compared to 2025 and was 7% lower than the county in January 2026)   School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 62% (increased 10% compared to 2025 and was 5% lower than the county in January 2026)  -6th-8th: 72% (increased 30% compared to 2025 and was 8% higher than the county in January 2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.    Our data indicates that we saw improvement at the elementary school, however, a decrease in many areas at the middle school.   Identified Needs -Belonging Summary Data: ES/ MS -Relationships Summary Data: ES: ES/ MS -3rd-5th: ""Do you like going to school?"" -6th-8th ""I enjoy school most of the time""  -3rd-5th:  ""Do you feel safe during school?""  Areas of Strength -All monitored areas increased from 2025 to 2026. - Significant increases (greater than 10%) were seen in the following categories: 6th-8th: Relationships Overall Category; Belonging Overall Category; School Safety  3rd-5th: School Safety  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas. We will implement our LCAP Goal 2:  School Climate: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.1 Social-Emotional Support Support student social-emotional wellbeing - Social-emotional Learning: Provide social emotional learning curriculum/activities and any additional relevant support for students and families. - Social-Emotional Support: Provide additional social-emotional support to students. Provide individual or small group social-emotional support  - Student Recognition: Recognize positive behavior, exemplifying leadership, scholarship, friendship and stewardship traits through assemblies and announcements. - Behavior support: Explore additional classroom management, behavioral, and discipline techniques. Explore alternatives to suspension.   2.4 Student Safety and Connectedness  Ensure students feel safe and connected on campus.  - School Safety: Monitor surveillance cameras around the campus as needed.  Strengthen relationships with local first responders to be more collaborative in providing school safety for students and staff.   - School Connectedness: Identify and support leadership and community building opportunities schoolwide including sports, music, art, clubs, and enrichment.  (Ex: Athletics, ForestvilleSkatespot, student sponsored clubs)|Met||2026-06-18|2026
49706800112987|Forestville Academy|6|"Youth Truth Survey was administered January 2026 as part of a countywide pilot program. Students in grades 3-8th were surveyed.   School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"".  3rd-5th  ""Do you like going to school?"": 35% (increased 1% compared to 2025 and was 3% higher than the county in January 2026)  - Relationships Overall Category: 74% (increased 5% compared to 2025 and was 3% lower than the county in January 2026)  - Belonging Overall Category: 36% (increased 8% compared to 2025 and was 2% lower than the county in January 2026)   6th-8th  ""I enjoy school most of the time"" 32% (increased 9% compared to 2025 and was 14% lower than the county in January 2026)  - Relationships Overall Category: 30% (increased 11% compared to 2025 and was 15% lower than the county in January 2026)  - Belonging Overall Category: 43% (increased 20% compared to 2025 and was 7% lower than the county in January 2026)   School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 62% (increased 10% compared to 2025 and was 5% lower than the county in January 2026)  -6th-8th: 72% (increased 30% compared to 2025 and was 8% higher than the county in January 2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.    Our data indicates that we saw improvement at the elementary school, however, a decrease in many areas at the middle school.   Identified Needs -Belonging Summary Data: ES/ MS -Relationships Summary Data: ES: ES/ MS -3rd-5th: ""Do you like going to school?"" -6th-8th ""I enjoy school most of the time""  -3rd-5th:  ""Do you feel safe during school?""  Areas of Strength -All monitored areas increased from 2025 to 2026. - Significant increases (greater than 10%) were seen in the following categories: 6th-8th: Relationships Overall Category; Belonging Overall Category; School Safety  3rd-5th: School Safety We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas. We will implement our LCAP Goal 2:  School Climate: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.1 Social-Emotional Support Support student social-emotional wellbeing - Social-emotional Learning: Provide social emotional learning curriculum/activities and any additional relevant support for students and families. - Social-Emotional Support: Provide additional social-emotional support to students. Provide individual or small group social-emotional support  - Student Recognition: Recognize positive behavior, exemplifying leadership, scholarship, friendship and stewardship traits through assemblies and announcements. - Behavior support: Explore additional classroom management, behavioral, and discipline techniques. Explore alternatives to suspension.   2.4 Student Safety and Connectedness  Ensure students feel safe and connected on campus.  - School Safety: Monitor surveillance cameras around the campus as needed.  Strengthen relationships with local first responders to be more collaborative in providing school safety for students and staff.   - School Connectedness: Identify and support leadership and community building opportunities schoolwide including sports, music, art, clubs, and enrichment.  (Ex: Athletics, ForestvilleSkatespot, student sponsored clubs).|Met||2026-06-18|2026
49706980000000|Fort Ross Elementary|6|"Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality.  Local Survey data   School Safety  • 88% “I feel safe during school” (compared to 73% in 2024-2025 and compared to 67% for the county for 2025-2026)   Connectedness  • 75% ""I enjoy school most of the time"" (compared to 64% in 2024-2025 and compared to 32% for the county for 2025-2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.    Areas of Strength  • The culture of our school is welcoming, safe, and supportive  • We are outperforming the county on the selected survey questions.   Identified Needs  • Chronic Absenteeism and Truancy (based on CA Dashboard data)  • Although we are outperforming the county on all questions, we want to improve each year and aim to reach at least 80%."|We will continue our Goal 2: Climate and Culture. The following LCAP Actions are the actions related to safety and connectedness:  2.1 Engagement and Connections  Provide a welcoming, safe, and engaging school environment by: Engagement in Learning: Ensure a high level of student engagement by providing the following:  • Enrichment  • ELOP After School Program  • Outdoor and Experiential Learning (e.g. Field Trips)  • Universal Design for Learning  Strong Connections: Build and strengthen strong connections between students, staff, families, and the community through:  • Conferences  • Performances  • Gatherings  • Bilingual Staff  • Small Group Learning  • Multiple Options for Family Communications  2.2 Health, Safety, & Wellness  Support student’s health and wellness by utilizing a Multi-tiered systems of support (MTSS) framework:  Physical Health:  • Integrated Physical Activities throughout the Instructional Day  • Vaping, Alcohol, and Substance Use Awareness and Supports  • Sex Ed and Family Life  • Partnerships with Local Medical Service Organizations (such as: onsite dental, mobile health clinic, etc)  Nutrition Services:  • Balanced Food Services Inclusive of Breakfast, Lunches, and Snacks  School Safety: Ensure students, staff, and families feel safe at school through the implementation of practices that are timely, aligned, trauma informed, equitable, preventative, proactive, and reactive Mental, Behavioral, Social, Emotional Health: Develop and implement a clear and defined tiered system to support individuals, groups, and school-wide through:  • SEL Progress Monitoring  • Counseling  • SEL Core Curriculum and Supplemental Program Implementation  • Community Building Activities  • Professional Development  • Restorative Practices  • Trauma Informed Practices (2025/2026)  • Bullying Prevention Program Use  • Designated Support Team For Groups an As-Needed Topics  • LGBTQ Awareness and Support  • CHBYI training and implementation  System of Supports: Utilize research based practices to support students (tier 1-3)|Met||2026-06-16|2026
49707060000000|Geyserville Unified|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-12th were surveyed. As a small district with around 200 students, subgroup analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data:  - 3rd-5th: 16% (a decrease of 18% from January 2025 and 22% lower than the county average for Jan 2026). - 6th-8th: 47% (a decrease of 11% from January 2025 and 3% lower than the county average for Jan 2026) - 9th-12th: 51%  (an increase of 8% from January 2025 and 2% higher than the county average for Jan 2026)  Relationships Summary Data:  - 3rd-5th: 79% (a decrease of 9% from January 2025 and 2% better than the county average for Jan 2026). - 6th-8th: 49% (an increase of 8% from January 2025 and 4% higher than the county average for Jan 2026) - 9th-12th: 50% (an increase of 9% from January 2025 and 2% higher than the county average for Jan 2026)  ""I enjoy school most of the time""  - 3rd-5th: 21% (a decrease of 11% from January 2025 and 11% lower than the county average for Jan 2026). - 6th-8th: 50% (an increase of 6% from January 2025 and 4% higher than the county average for Jan 2026). - 9th-12th: 47% (an increase of 18% from January 2025 and 2% higher than the county average for Jan 2026).  ""Are students friendly to you""  - 3rd-5th: 47% (a decrease of 6% from January 2025 and 3% lower than the county average for Jan 2026). - 6th-8th: 62% (an increase of 3% from January 2025 and same as the county average for Jan 2026) - 9th-12th: 71% (an increase of 13% from January 2025 and 1% higher than the county average for Jan 2026)   School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 64% (a decrease of 1% from January 2025 and 3% lower than the county average for Jan 2026). - 6th-8th: 70% (an increase of 6% from January 2025 and 6% higher than the county average for Jan 2026). - 9th-12th: 67% (an increase of 8% from January 2025 and 3% lower than the county average for Jan 2026)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some of the areas did not improve from 2025 to 2026:  Identified Needs - Belonging 3rd-5th, 6th-8th - Relationships 3rd-5th, 6th-8th - ""I enjoy school most of the time""  6th-8th, 9th-12th - ""Are students friendly to you""  3rd-5th - ""Do you feel safe during school?"" 3rd-5th  Areas of Strength - Belonging 9th-12th - Relationships 9th-12th - ""I enjoy school most of the time""  6th-8th, 9th-12th - ""Are students friendly to you""  6th-8th, 9th-12th - ""Do you feel safe during school?""6th-8th, 9th-12th  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.  Although many of the monitored questions for this priority area saw fluctuations, we did see improvement in the following areas related to school climate:  GNTA (6-8, improvement and higher than the county) - Relationships - What I learn in class helps me outside of school. - I enjoy school most of the time. - My teachers' expectations make me want to do my best. - I try to do my best in school. - I think my classmates want to do well in school. - Adults from my school treat students with respect. - Adults in my school respect people from different backgrounds (for example, people of different races, ethnicities, and genders). - I feel safe during school. - I really feel like a part of my school's community. - How many of your teachers are willing to give extra help on school work if you need it? - How many of your teachers connect what you're learning in class with your life outside of school? - How many of your teachers are not just satisfied if you pass, they care if you're really learning? - How many of your teachers believe that you can get a good grade if you try?  GNTA (9-12, improvement and higher than the county) - What I learn in class helps me outside of school. - My teachers' expectations make me want to do my best. - I try to do my best in school. - I am able to motivate myself to do schoolwork. - I am able to focus on my schoolwork. - Discipline in this school is fair. - My classmates want to do well in school. - Adults from my school treat students with respect. - Students from my school treat adults with respect. - Adults in my school respect people from different backgrounds (for example, people of different races, ethnicities, and genders). - Most students are friendly to me. - I really feel like part of my school's community. - I c"|We will continue our LCAP goal 1: Provide a safe and secure school environments.  We will continue to focus on the two LCAP actions related to school safety and school climate based on this data and educational partner engagement:  1.2 School Safety Ensure students, staff, and families feel safe on campus.  - Supervision: Provide yard duty and campus supervision. Utilize security systems and computer monitoring software to ensure students are physically and digitally safe.  - School Safety Plan: Continue to provide Safety Plan Coordinator, safety training and drills (lock down, earthquake, fire). GNTA-Implement Suicide Prevention Plan .  - Conflict Resolution: utilize systems and processes to help decrease and resolve conflicts or inappropriate behaviors (such as: restorative practices, MTSS model for behaviors, behavior management strategies, Cognitive Behavioral Therapy (6-8), Behavior Intervention Rubric, GES PBIS Matrix)  1.3 School Climate Develop, refine and enhance strategies that excite students about coming to school, help students feel more connected and help students feel a sense of belonging - Social-Emotional Support: Develop positive and safe school culture by providing: Social-emotional support in class and through Keystone Therapy, Restorative Practices program (GES/GNTA), Listening Circles (GNTA), Second Step Social Emotional Learning Curriculum program (GES). As funding allows, SCOE provides additional support such as behavior support through counselors, and (GNTA) Wellness Coordinator (through Keystone).  - School Connectedness: Identify and implement activities to enhance school connectedness and school culture (examples: providing various activities or different environments during lunch, assemblies, leadership class, student council, and school wide events such as: GNTA: “House Events,” Exhibit Events, Spirit Week, awards assemblies;  GES:  5th Grade Student Council, Spirit Rally, Morning Announcements, Library Events, Community Garden, Kindness Week, School Dance) - Community : Provide opportunities to enhance and improve on campus culture and climate through assemblies, programs, anti-bullying campaigns, extracurricular activities, and events. Continue to partner with outside organizations to support efforts. Ensure activities are accessible to all students, regardless of background. Continue to foster and enhance our small school community. - Cell Phone Limitations: Increase engagement by continuing to limit cell phone usage for students within the school day.|Met||2026-06-23|2026
49707140000000|Gravenstein Union Elementary|6|Local climate survey was administered during the 2025-2026 school year for grades 3-8 and was focused on the LCAP required metrics of School Connectedness and Student Safety.  Connectedness - Gravenstein Elementary: 36% like attending class (compared to 32% for the county) - Hillcrest Middle: 47% enjoy school most of the time (compared to 46% for the county)  School Safety - Gravenstein Elementary: 75% feel safe at school (compared to 67% for the county) - Hillcrest Middle: 73% feel safe during school (compared to 64% for the county)|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need.   Areas of Strength  - The culture of our school is welcoming, safe, and supportive - We are outperforming the county on the selected survey questions.  Identified Needs - Continued need to ensure students feel safe and connected on campus."|"Goal 2 of our LCAP is dedicated to ""Climate, Culture and Community: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported."" Within this goal we have an action focused on Safety and Connectedness (action 2.2)  2.2 Safety and Connectedness  Ensure students feel safe on campus and connected to the school community. - Social-Emotional learning: Implement social-emotional support strategies (such as ACEs and Trauma-Informed training, progressive discipline framework that includes restorative practices where applicable, and adding documentation of playground loss of privilege) - Mental Health Support: Provide mental health supports to students through the MTSS process (see action 1.2) - Behavior Management: Systems: Develop, implement, refine and evaluate systems of documenting classroom/playground office referrals or loss of privilege. Analyze data to detect patterns. Develop personal interventions, as needed, through the MTSS process (action 1.2). Expectations: Utilize ""be safe, be respectful, be responsible"" as common language that is shared with students and is the basis for any behavioral re-directs.   - Activities/Events: Hold a variety of presentations and assemblies related to life skills, behavior expectations, campus spirit themes and safe school climate. Provide intramural and student government programs.   - Supervision: Provide supervision during ingress, egress, recess/break/lunch and general campus supervision. - Campus Climate: Ensure all students and families feel welcome on campus. Continue efforts on campus climate initiatives (such as GUSD Resolution on Racial Justice, Equity and Inclusion) - Red Performance Level Action: By utilizing the above actions decrease suspension rate for socio-economically disadvantaged students at Hillcrest Middle School [Required Action based on 2024 Dashboard]"|Met||2026-06-16|2026
49707146051742|Gravenstein Elementary|6||||Not Met|||2026
49707146051759|Hillcrest Middle|6||||Not Met|||2026
49707220000000|Guerneville Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/)  was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 230 students, student group analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data:  - 3rd-5th: 87% (a decrease of 1% from January 2025 and 10% higher than the county average).  - 6th-8th: 40% (an increase of 18% from January 2025 and 10% below the county average).   Relationships Summary Data:  - 3rd-5th:  82% (an increase of 19% from January 2025 and 21% higher than the county average).  - 6th-8th:  45% (an increase of 10% from January 2025 and the same as the county average)  ""I enjoy school most of the time"" or ""Do you like going to school?"" - 3rd-5th:  13% (a decrease of 8% from January 2025 and 19% below the county average).  - 6th-8th:  37% (an increase of 19% from January 2025 and 9% below the county average);   ""Are students friendly to you"" or ""Most students are friendly to me."" - 3rd-5th:  47% (an increase of 15% from January 2025 and 3% below the county average).  - 6th-8th:  37% (a decrease of 5% from January 2025 and 25% below the county average).    School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 66% (an increase of 4% from January 2025 and 1% below the county average).  - 6th-8th:  55% (a decrease of 6% from January 2025 and 9% below the county average)."|"Identified Needs (areas that decreased) - Belonging 3rd-5th -""I enjoy school most of the time.""  3rd-5th -""Are students friendly to you"" 6th-8th -""Do you feel safe during school?""  6th-8th  Areas of Strength (areas that increased) - Belonging 6th-8th - Relationships 3rd-5th and 6th-8th -""I enjoy school most of the time.""  6th-8th -""Are students friendly to you"" 3rd-5th -""Do you feel safe during school?"" 3rd-5th  Overall, the data indicates a mixed impact on school climate, with notable improvements in relationships. However, declines in feelings of belonging, enjoyment of school, peer friendliness, and safety highlight targeted areas for continued focus to ensure all students feel connected, supported, and safe. We plan to continue our work on improving these areas through our Community Schools and LCAP goals and actions.    The following questions demonstrated increases from 2025 to 2026 and exceeded the county average:  Grades 3-5 - Does your teacher ask you to keep trying when the work gets hard? - When you make a mistake, does your teacher help you correct it? - Does your teacher let you explain your ideas? - Does your teacher ask you if you understand what you are learning? - Does your teacher tell you that you can do well if you try? - Does your class stay busy? - Do students behave in your class? - Can you be yourself with other students? - Do you feel like an important part of your school? - Does your teacher give you extra help if you need it? - Do you think your teacher cares about you? - Is your teacher fair to you?  Grades 6-8 - I take pride in my schoolwork. - I am able to focus on my schoolwork. - In order to get a good grade, I have to work hard in my classes. - Most of my teachers don't let people give up when the work gets hard. - How often do you work with other students for your classes because your teachers ask or tell you to? - How many of your teachers are willing to give extra help on school work if you need it? - How many of your teachers are not just satisfied if you pass, they care if you're really learning? - How many of your teachers believe that you can get a good grade if you try? - How many of your teachers try to be fair?"|We will continue our LCAP Goal 2: Whole Student Health.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.3 School Climate - Create, nourish and sustain school climates that are centered in the embrace of and support for all students in the totality of school interactions (playground, cafeteria, every classroom, office, etc.) (CSPP, Cornerstone) - Restorative Practices: Provide restorative practice rather than punitive, exclusionary discipline that detaches students from school and needed supports. (CSPP, Cornerstone) - Social and Emotional Learning (SEL): Provide social and emotional learning (CharacterStrong and other social/emotional learning opportunities for students in and outside of the classroom) that fosters skills, habits, and mindsets that enable academic progress, efficacy, and productive behavior. (CCPP, Conditions for Learning)  - Positive Behavior Interventions and Supports: Support and consistently implement School-based Positive Behavior Intervention Supports (PBIS). - Trauma-Informed Practices:  Continue ACEs (Adverse Childhood Experiences) screening tool to help inform targeted, evidence-based interventions and trauma-informed practices through West County Health Centers. - School Safety: Provide appropriate student supervision (via instructional assistants, yard duty supervisors, etc.) - Mental Health Support: Provide onsite behavioral health therapy services for identified students (SEL Tiers 2-3) (grant funded: CCSPP). Continue to provide full-time site-based school counselor who will serve as the lead for social-emotional services (SEL/MTSS/PBIS) in order to meet the social and emotional needs of K-8 students and to make outside agency referrals for behavioral health follow-ups.|Met||2026-06-15|2026
49707220139048|California Pacific Charter - Sonoma|6|All students in grades TK-12 were invited to participate in the annual school climate survey. Student perceptions were collected in the areas of grade-level instruction, teacher availability and support, goal setting, school safety, sense of belonging, and overall satisfaction with the school program. A total of 213 students participated in the survey, including 52 students in grades TK-5, 54 students in grades 6-8, and 107 students in grades 9-12.  Overall survey results reflected positive perceptions of school climate and safety. In response to the statement, “I feel safe at school,” 98.8% of students agreed or strongly agreed. Disaggregated results for this question were as follows: Hispanic students 100%, African American students 100%, White students 98%, Asian students 100%, English Learners 100%, Students with Disabilities 100%, Socioeconomically Disadvantaged students 98%, and Homeless Youth (<11 students in group) also reported positive perceptions of safety.  Additionally, 83.2% of students reported feeling a sense of belonging and connectedness at school. Disaggregated results for this question were as follows: Hispanic students 96%, African American students 89%, White students 73%, Asian students 88%, English Learners 100%, Students with Disabilities 81%, Socioeconomically Disadvantaged students 84%, and Homeless Youth (<11 students in group) also reported positive perceptions of connectedness.  Overall, survey findings indicate that students across demographic groups report strong perceptions of safety and positive levels of connectedness within the school community.|Based on the analysis of this year’s school climate survey data, several key learnings and strengths emerged that reflect the school’s continued focus on fostering a safe, inclusive, and supportive learning environment. A significant majority of students (98.8%) across grades TK-12 reported feeling safe at school. Positive perceptions of safety were highly consistent across all reported student groups, including English Learners, Students with Disabilities, and Socioeconomically Disadvantaged students. This consistency across student populations reflects a strong culture of safety, equity, and inclusion within the school community.  Survey results also demonstrated positive levels of school connectedness and belonging. Overall, 83.2% of students reported feeling a sense of belonging and connectedness at school, with especially strong results reported by Hispanic students, English Learners, and African American students. These findings reflect the school’s ongoing efforts to foster supportive relationships and inclusive learning environments.  While overall results remained positive, the data also identified opportunities for continued growth related to strengthening school connectedness for some student groups. White students (73%) and Students with Disabilities (81%) reported lower levels of connectedness when compared to some other student groups. These results indicate an opportunity to continue expanding strategies that promote student engagement, relationship-building, and inclusive school experiences to ensure all students feel valued and connected.  The school will continue to monitor climate survey data and use student feedback to inform future supports and school climate initiatives to ensure all students feel safe, supported, and connected.|In response to the areas of need identified through the analysis of local data, the LEA will continue refining practices to ensure all students experience a strong sense of connection, inclusion, and support within the school community. While student perceptions of safety remained overwhelmingly positive across all student groups, survey results indicated an opportunity to further strengthen students’ sense of belonging and connectedness for some student groups, including White students and Students with Disabilities.  To address this area of need, the school will continue implementing strategies designed to strengthen student engagement, relationship-building, and inclusive school culture practices. Planned actions include expanding opportunities for student voice and engagement, increasing advisory and check-in supports, and continuing culturally responsive community-building activities that promote belonging and meaningful student connections.  Additionally, the LEA will continue reviewing survey participation trends across grade spans to ensure representative student input and meaningful opportunities for feedback. Continued analysis of student climate data will help inform future school climate initiatives, student support practices, and continuous improvement efforts to ensure all students feel safe, supported, and connected within the school community.|Met||2026-06-16|2026
49707226051767|Guerneville Elementary (Charter)|6|"Youth Truth Survey (https://youthtruthsurvey.org/)  was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 230 students, student group analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data:  - 3rd-5th: 87% (a decrease of 1% from January 2025 and 10% higher than the county average).  - 6th-8th: 40% (an increase of 18% from January 2025 and 10% below the county average).   Relationships Summary Data:  - 3rd-5th:  82% (an increase of 19% from January 2025 and 21% higher than the county average).  - 6th-8th:  45% (an increase of 10% from January 2025 and the same as the county average)  ""I enjoy school most of the time"" or ""Do you like going to school?"" - 3rd-5th:  13% (a decrease of 8% from January 2025 and 19% below the county average).  - 6th-8th:  37% (an increase of 19% from January 2025 and 9% below the county average);   ""Are students friendly to you"" or ""Most students are friendly to me."" - 3rd-5th:  47% (an increase of 15% from January 2025 and 3% below the county average).  - 6th-8th:  37% (a decrease of 5% from January 2025 and 25% below the county average).    School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 66% (an increase of 4% from January 2025 and 1% below the county average).  - 6th-8th:  55% (a decrease of 6% from January 2025 and 9% below the county average)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that some of the areas did not improve from 2024 to 2025, however, each grade span improved in one area.  Identified Needs (areas that decreased) - Belonging 3rd-5th -""I enjoy school most of the time.""  3rd-5th -""Are students friendly to you"" 6th-8th -""Do you feel safe during school?""  6th-8th  Areas of Strength (areas that increased) - Belonging 6th-8th - Relationships 3rd-5th and 6th-8th -""I enjoy school most of the time.""  6th-8th -""Are students friendly to you"" 3rd-5th -""Do you feel safe during school?"" 3rd-5th  Overall, the data indicates a mixed impact on school climate, with notable improvements in relationships. However, declines in feelings of belonging, enjoyment of school, peer friendliness, and safety highlight targeted areas for continued focus to ensure all students feel connected, supported, and safe. We plan to continue our work on improving these areas through our Community Schools and LCAP goals and actions.    The following questions demonstrated increases from 2025 to 2026 and exceeded the county average:  Grades 3-5 - Does your teacher ask you to keep trying when the work gets hard? - When you make a mistake, does your teacher help you correct it? - Does your teacher let you explain your ideas? - Does your teacher ask you if you understand what you are learning? - Does your teacher tell you that you can do well if you try? - Does your class stay busy? - Do students behave in your class? - Can you be yourself with other students? - Do you feel like an important part of your school? - Does your teacher give you extra help if you need it? - Do you think your teacher cares about you? - Is your teacher fair to you?  Grades 6-8 - I take pride in my schoolwork. - I am able to focus on my schoolwork. - In order to get a good grade, I have to work hard in my classes. - Most of my teachers don't let people give up when the work gets hard. - How often do you work with other students for your classes because your teachers ask or tell you to? - How many of your teachers are willing to give extra help on school work if you need it? - How many of your teachers are not just satisfied if you pass, they care if you're really learning? - How many of your teachers believe that you can get a good grade if you try? - How many of your teachers try to be fair?"|We will continue our LCAP Goal 2: Whole Student Health.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement:  2.3 School Climate - Create, nourish and sustain school climates that are centered in the embrace of and support for all students in the totality of school interactions (playground, cafeteria, every classroom, office, etc.) (CSPP, Cornerstone) - Restorative Practices: Provide restorative practice rather than punitive, exclusionary discipline that detaches students from school and needed supports. (CSPP, Cornerstone) - Social and Emotional Learning (SEL): Provide social and emotional learning (CharacterStrong and other social/emotional learning opportunities for students in and outside of the classroom) that fosters skills, habits, and mindsets that enable academic progress, efficacy, and productive behavior. (CCPP, Conditions for Learning)  - Positive Behavior Interventions and Supports: Support and consistently implement School-based Positive Behavior Intervention Supports (PBIS). - Trauma-Informed Practices:  Continue ACEs (Adverse Childhood Experiences) screening tool to help inform targeted, evidence-based interventions and trauma-informed practices through West County Health Centers. - School Safety: Provide appropriate student supervision (via instructional assistants, yard duty supervisors, etc.) - Mental Health Support: Provide onsite behavioral health therapy services for identified students (SEL Tiers 2-3) (grant funded: CCSPP). Continue to provide full-time site-based school counselor who will serve as the lead for social-emotional services (SEL/MTSS/PBIS) in order to meet the social and emotional needs of K-8 students and to make outside agency referrals for behavioral health follow-ups.|Met||2026-06-15|2026
49707300000000|Harmony Union Elementary|6|Through Youth Truth, students at Salmon Creek Elementary School (Grades 3-5) were surveyed in January 2026 about their perceptions of their school regarding Engagement, Relationships, Culture, Academic Challenge, Instructional Methods, and Belonging. This report represents feedback from 67 students (105%) in grades 3-5.   Student demographic data in Salmon Creek ES can be disaggregated by race/ethnicity. Youth Truth disaggregates Salmon Creek ES race/ethnicity data into 2 options, white and others. This is based on how students chose to identify themselves based on the options given.  Overall: The summary ratings (as percentiles) for key themes show as follows: Engagement: 92nd, Academic Challenge: 25th, Instructional Methods: 61st, Culture: 92nd, Belonging: 89th, Relationships: 88th.   Race/ethnicity: The summary ratings (as percentiles) for key themes show as follows: Engagement: 100th others, 72nd white, Academic Challenge: 9th white, 2nd others, Instructional Methods: 93rd white, 2nd others, Culture: 88th white, 11th others, Belonging 72nd white, 21st others, Relationships: 89th white, 44th others.|Overall, the LEA saw strengths in the areas of Engagement, Culture, Belonging, and Relationships. Areas that need to be improved are Academic Challenge, and Instructional Methods.  In the areas of Engagement, and Academic Challenge the disparity between white and non-white students is less significant. In all other areas students who identify as white express significantly higher connectedness and access to their learning, the school culture, and belonging and relationships within the school structure than their non-white classmates.|Consideration of reinstating the DEIA committee to look further into the data disparities. They will be tasked with engaging the underrepresented population to implement strategies to improve in these areas.|Met||2026-06-12|2026
49707306110639|Salmon Creek School - A Charter|6|Through Youth Truth, students at Salmon Creek School MS (Grades 6-8) were surveyed in January 2026 about their perceptions of their school regarding Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, and Relationships. This report represents feedback from 51 students (89%) in grades 6-8.  Student demographic data in Salmon Creek MS can be disaggregated many ways but the ones with the most significance to our student population are race/ethnicity, LGBTQ+, and food/housing insecurity. The data is provided based on how students chose to identify themselves based on the options given. Overall: The summary ratings (as percentiles) for key themes show as follows: Engagement: 22nd, Academic Challenge: 29th, Culture: 38th, Belonging & Peer Collaboration: 96th, Relationships: 67th.   Race/ethnicity: The summary ratings (as percentiles) for key themes show as follows: Engagement: 32nd white, 1st Latina/o/x, 1st other, Academic Challenge: 37th white, 22nd other, 5th Latina/o/x, Culture: 61st other, 33rd Latina/o/x, 25th white, Belonging & Peer Collaboration: 100th other, 96th white, 87th Latina/o/x, Relationships: 84th other, 72nd Latina/o/x, 59th white.  LGBTQ+:  The summary ratings (as percentiles) for key themes show as follows: Engagement: 27th does not identify, 5th does identify, Academic Challenge: 36th does not identify, 17th does identify, Culture: 54th does not identify, 10th does identify, Belonging & Peer Collaboration: 96th does not identify, 92nd does identify, Relationships: 76th does not identify, 50th does identify.  Food/housing insecurity: The summary ratings (as percentiles) for key themes show as follows: Engagement: 68th yes, 24th no, Academic Challenge: 65th yes, 28th no, Culture: 59th yes, 40th no, Belonging & Peer Collaboration: 97th yes, 94th no, Relationships: 74th no, 47th yes.|Overall, the LEA saw strengths in the areas of Belonging & Peer Collaboration, and Relationships. Areas that need to be improved are Engagement, Academic Challenge, and Culture.  Consistently across the 3 subgroups the area of Belonging & Peer Collaboration was the highest rated theme and saw less of a disparity between the students. The areas of Engagement, Culture, and Academic Challenge saw a larger disparity among the subgroups.|Consideration of reinstating a committee to look further into the data disparities. They will be tasked with engaging the underrepresented population to implement strategies to improve in these areas.|Met||2026-06-12|2026
49707306120588|Pathways Charter|6|Each year, Pathways conducts several surveys of the school community, and the information gathered informs the school's goals. Results consistently indicate strong satisfaction.   Results from the 2025-26 YEAR-END SURVEY OF MIDDLE AND HIGH SCHOOL STUDENTS show the following:  Participation rates: 40% of total student enrollment (grades TK-12) and 68% of students in grades 6-12 (the age group specifically targeted). - Do you like attending Pathways? 83% responded 4 or 5 (on a 1-5-point Likert scale, with 5 = yes/always). - Do your teachers want you to do your best? 95% responded 4 or 5. - Do teachers ask if you understand what you are learning? 87% responded 4 or 5. - Do you feel like an important part of our school? 66% responded 4 or 5 (89% if we include 3 to 5). This is a notably lower positive response than to the other questions and a challenge for us to address in our primarily non-classroom-based program. - Do your teachers care about you? 84% responded 4 or 5.   For the first time at Pathways, we participated in the JANUARY 2026 YOUTH-TRUTH SURVEY. Snapshot results show the following:  Participation rates: 54% of students, 12% of families (parents/guardians), 92% of staff, for an overall community participation rate of 34%. Respectable for our first year, but we clearly have much room for improvement. Percent Positives (primarily based on student ratings, but including some family ratings as well): - Engagement 68% - Relationships 71% - Culture 64% - Academic Challenge 74% - Belonging 62% - Respect 92% - Safety 82% - Discipline 51%. This is a notably lower positive response than in other categories and something for us to look into further.|Based on the responses above, we see that we have work to do to improve our students' sense of belonging and to address student and family perceptions or concerns about how discipline is approached at Pathways. In addition, as discussed previously (in Parent and Family Engagement), the types of students and families attracted to our program have changed over time, making it necessary for the school to enhance outreach and support to effectively partner with and thrive in an independent study, home-based program. Furthermore, we recognize the need to expand and improve opportunities for feedback and engagement. Specifically, parents and guardians have indicated that to make their experience more successful, we should offer more in-person classes, improve communication and consistency, and increase social opportunities.|Continuing and updated goals include attention to some of the needs mentioned above, improved math support and outcomes (ongoing), and improved support for and engagement with new students and families (ongoing).|Met||2026-06-15|2026
49707630000000|Horicon Elementary|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance for our small learning community.   Student School Climate Survey, given annually. For 2025-2026 there were 48 responses from grades 1st-8th.  School Connectedness - 50% of students responded with ""strongly agree"" or ""agree"" to the question ""I enjoy school most of the time."" (compared to 57% in 2024-2025 and 32% for typical Sonoma County School during the 2025-2026 school year). - 50% of students responded with ""strongly agree"" or ""agree"" to the question ""When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it."" (compared to 55% in 2024-2025 and 58% for typical Sonoma County School during the 2025-2026 school year). - 71% of students responded with ""strongly agree"" or ""agree"" to the question ""Most students are friendly to me."" (compared to 80% in 2024-2025 and 50% for typical Sonoma County School during the 2025-2026 school year). - 71% of families responded with ""strongly agree"" or ""agree"" to the question "" The school is a caring and nurturing place."" (compared to 86% in 2024-2025). - 86% of staff responded with ""strongly agree"" or ""agree"" to the question ""The school is a caring and nurturing place."" (compared to 82% in 2024-2025).  School Safety - 79% of students responded with ""strongly agree"" or ""agree"" to the question ""I feel safe during school"" (compared to 88% in 2024-2025 and 67% for typical Sonoma County School during the 2025-2026 school year). - 82% of families responded with ""strongly agree"" or ""agree"" to the question ""The school is safe"" (compared to 89% in 2024-2025 and 87% for typical Sonoma County School during the 2025-2026 school year). - 86% of staff responded with ""strongly agree"" or ""agree"" to the question ""The school is safe"" (compared to 82% in 2024-2025 and 87% for typical Sonoma County School during the 2025-2026 school year)."|Identified Needs -Ensuring students feel safe and connected is essential for their academic success and overall well-being. A secure and inclusive environment allows students to focus on their studies, participate actively in classroom activities, and develop positive relationships with peers and educators. When students feel safe, they are more likely to engage in learning, express their thoughts, and take intellectual risks. Fostering a sense of connection within the school community promotes emotional resilience, reduces anxiety, and helps students build essential social skills. By prioritizing safety and connection, we create a foundation for a supportive educational experience that nurtures the growth and development of every student.  Areas of Strength -Our small learning community naturally provides individualized learning experiences and the ability for staff to connect with students.|"We will implement, evaluation and revise LCAP Goal 2: Culture, Climate, and Community: Students will have a safe, nurturing and welcoming learning environment.   LCAP Action 2.1 Safety and Connectedness will focus on the areas of safety and connectedness: Maintain a student-centered focus on Social-emotional wellbeing  - PBIS Implementation: Utilize Positive Behavioral Interventions and Supports (PBIS) to improve behavioral outcomes and overall well being. By utilizing PBIS, staff members create a positive school climate through clearly defined expectations, consistent reinforcement of desired behaviors, and interventions tailored to individual needs.  - Discipline Approaches: Utilize reteaching and a supportive, growth mindset approach to discipline. - Soul Shoppe: Provide programming to support the social-emotional wellbeing of students (Soul Shoppe is offered to students once per month to all classes)  - Service Learning Program:  Provide the ""Block H Program"" which enhances school connectedness by incentivizing responsibility and community spirit through service tasks that earn them points that accumulate throughout the year. (Examples of service tasks include taking out recycling, morning announcements, helping at mealtime) - Great Kindness Challenge: Participate in the “Great Kindness Challenge” - Safety Plan: Continue to update Safety Plan each year as needed"|Met||2026-06-09|2026
49707890000000|Kenwood|6|89% of the students surveyed last year, state that they feel like they belong at Kenwood Elementary School. The local survey encompassed a variety of important issues including the relationship between students and staff. Overall, our students feel safe and valued by their teachers. Students feel that teachers and students respect each other and that their teachers listen and value their opinions. Overwhelmingly, students feel that their teachers encourage them to take on new challenges.|"Based on the results of our local climate survey, we have learned that our students feel that their peers and teachers care about them. All student groups show similar data regarding the areas involving teacher/student relationships. Unfortunately, we received disappointing feedback regarding the question, ""Do students at your school get along with each other?"" While only 3% of the students say that teachers do not get along, 35% stated they ""Did not know"". This surprised us as we have worked hard to implement Restorative Practices and Class Circles at our school. These programs are designed to help students listen and speak with each other. Upon deeper analysis we found that some student groups grapple with this question more so than others. Of our EL students and economically disadvantaged students, 25% percent answered the question with ""Did not know""."|Based on our analysis of the student groups we feel that we need to work harder with some of our student groups to help them with SEL strategies. We have refocused some of our school counselor time to better support these students. We will work with families to show the importance of SEL and help families to practice research based strategies with their students. We will also provide meaningful professional development to staff in order to enhance our staff's skills in SEL.|Met||2026-06-10|2026
49707970000000|Liberty Elementary|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices.|Met||2026-06-24|2026
49707970107284|California Virtual Academy @ Sonoma|6|Criteria Met STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.3 Domain School Safety Domain average score on a 4 point scale 3.4 Domain School Connectedness Domain average score on a 4 point scale 3.1 Domain Student Peer Relationships Domain average score on a 4 point scale 3.4 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.6 Domain Harassment and Bullying Domain average score on a 4 point scale 3.6 Domain Self-Management Domain average score on a 4 point scale 3.4 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.4 Domain School Connectedness Domain average score on a 5 point scale 4.3 Domain Student Peer Relationships Domain average score on a 5 point scale 4.0 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.4 Domain Perceived Safety Domain average score on a 5 point scale 4.4 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Substance Use Domain average score on a 5 point scale 4.2 Domain Self-Management Domain average score on a 5 point scale 3.9 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.5 Domain School Safety Domain average score on a 5 point scale 4.6 Domain School Connectedness Domain average score on a 5 point scale 4.4 Domain Student Peer Relationships Domain average score on a 5 point scale 4.3 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.6 Domain Harassment and Bullying Domain average score on a 5 point scale 4.6 Domain Self-Management Domain average score on a 5 point scale 4.2 Domain Perceived Safety Domain average score on a 5 point scale 4.6 Domain Substance Use Domain average score on a 5 point scale 4.0 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: Students understand rules, feel safe, and appreciate the clear stance against bullying. Challenges: More opportunities to help or connect with other students. Grades 7, 9 & 11 – Key Learnings Strengths: High scores for emotional safety and teacher encouragement. Challenges: Lower levels of student-to-student connectedness. Parent Responses - Key Learnings Strengths: Among the highest scores for school safety, staff dedication, and cultural respect across all schools. Challenges: Lower scores on stress management support, peer helping opportunities, and student input on school activities.|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-09|2026
49707970139568|Heartwood Charter|6|Families were surveyed on their perceptions of school climate. Specific areas polled included social relationships, social-emotional support, physical safety, and discrimination. The data generally indicated that over 75% were satisfied or very satisfied with the school climate.|Comments about areas of play and discipline will be investigated and will feed an ongoing effort to define and strengthen discipline policies. Comments about faculty and administration responsiveness will be considered.|Efforts in the areas of social-emotional training for faculty, as well as site safety, will be continued in the current year.|Met||2026-06-26|2026
49707970140228|Liberty Independent Study|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices.|Met||2026-06-24|2026
49707976051833|Liberty Elementary|6|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices.|The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices.|Met||2026-06-24|2026
49708050000000|Mark West Union Elementary|6|The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.  SCHOOL SAFETY My child's learning environment is safe. District parents=88% MWE=85% JBR=84% SM=93%  Do you feel safe at school? District students (all elementary sites)=64% MWE=61% JBR=59% SM=73%   I feel safe from harm while at my school. District staff (all elementary sites)=89% MWE=89% JBR=80% SM=98%  I feel engaged with my school. District parents=77% MWE=74% JBR=73% SM=84%  My school is cooperative and team-oriented. District staff=88% MWE=91% JBR=79% SM=94%  Do you feel like an important part of your school? District students (all elementary sites)=29% MWE=29% JBR=23% SM=35%  I feel empowered to play a meaningful role in decision-making at my school.  MWUSD=60% (all elementary sites) TK parents=60% Kinder parents=70% 1st grade parents=63% 2nd grade parents=48% 3rd grade parents=67% 4th grade parents=58% 5th grade parents=54% 6th grade parents=61%  I feel valued by my school. MWUSD=80% (all elementary sites) TK parents=81% Kinder parents=86% 1st grade parents=88% 2nd grade parents=73% 3rd grade parents=78% 4th grade parents=79% 5th grade parents=78% 6th grade parents=79%  YouthTruth Family Participation Rate MWUSD= 62% (all elementary sites) MWE=46% JBR=71% SM=71%  Parent/family members are included in planning school activities. MWUSD(all elementary sites) Spanish speaking parents =83% English speaking parents=80%  I feel empowered to play a meaningful role in decision-making at my school.  MWUSD (all elementary sites) Parents of students with disabilities=62% Parents of general education students=61%|Of the District parents surveyed, 87% of District parents feel their child’s learning environment is safe compared to 66% of District students that feel safe at school.  Overall, 91% of District staff report feeling safe from harm at school.  The adults in the (parents and staff) are operating with an overwhelming sense of security that. Because the adults feel safe; the high marks from staff and parents suggest that the District's structural safety measures are working. However, the student data proves that physical security does not equal emotional or psychological safety. One out of every three students walks into school feeling unsafe, potentially compromising making academic engagement and emotional growth incredibly difficult. A strong majority of our educational partners report that schools are perceived as safe environments. Notably, 87% of parents and 91% of staff report feeling that schools are safe places for learning and work. Among students, third graders report the highest levels of safety among the 3rd–6th grade group, and seventh graders report the highest level among middle schoolers. A significant gap exists between student and adult perceptions of safety. While nearly 90% of staff and parents feel schools are safe, only 64% of students report the same. Safety perceptions decrease as students progress through the grades, with sixth graders and eighth graders reporting the lowest sense of safety. Key learnings related to school connectedness include: 91 percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. Similarly, 87% of parents feel engaged with their child’s school, indicating strong family-school partnerships. Student-reported levels of connectedness are an area of concern. Only 29% of elementary students and 37% of middle school students feel like an important part of their school.|This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience, including: enhanced safety-related interventions and supports particularly at the upper elementary and middle school levels; additional support and resources to demographic groups that report lower levels of safety; development of programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders; encouraging peer mentoring and inclusive activities that promote engagement across different student groups; involving students in school decision-making through councils, surveys, and classroom leadership roles; providing additional support and resources to demographic groups that report lower levels of connectedness; engaging in culturally responsive practices to ensure all students feel safe and valued within the school community, and tracking school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2026-06-25|2026
49708050105890|Mark West Charter|6|The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.   I feel empowered to play a meaningful role in decision-making at my school.  MWCS=47% Parents of 7th graders = 37% Parents of 8th graders = 65%  I feel valued by my school. MWCS=64% Parents of 7th graders = 60% Parents of 8th graders = 76%  Youth Truth Family Participation Rate MWCS=57% Parent/family members are included in planning school activities.  MWCS Spanish speaking parents =100% English speaking parents=54%  I feel empowered to play a meaningful role in decision-making at my school.  MWCS Parents of students with disabilities=43%  Parents of general education students=49%  I feel engaged with my school. MWCS Parents=59%  My school is cooperative and team-oriented. MWCS staff=100% I really feel like a part of my school's community. MWCS Students=37% My child's learning environment is safe. MWCS Parents=78%  I feel safe during school. MWCS students=61% Parents: 85%|Of the District parents surveyed, 85% of parents feel their child’s learning environment is safe compared to 61% of District students that feel safe at school.  Overall, 91% of District staff report feeling safe from harm at school.  The adults in the (parents and staff) are operating with an overwhelming sense of security that. Because the adults feel safe; the high marks from staff and parents suggest that the District's structural safety measures are working. However, the student data proves that physical security does not equal emotional or psychological safety. One out of every three students walks into school feeling unsafe, potentially compromising making academic engagement and emotional growth incredibly difficult. 91 percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. Similarly, 87% of parents feel engaged with their child’s school, indicating strong family-school partnerships. Student-reported levels of connectedness are an area of concern.|This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience, including: enhanced safety-related interventions and supports particularly at the upper elementary and middle school levels; additional support and resources to demographic groups that report lower levels of safety; development of programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders; encouraging peer mentoring and inclusive activities that promote engagement across different student groups; involving students in school decision-making through councils, surveys, and classroom leadership roles; providing additional support and resources to demographic groups that report lower levels of connectedness; engaging in culturally responsive practices to ensure all students feel safe and valued within the school community, and tracking school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2026-06-25|2026
49708056051858|San Miguel Elementary|6|The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.  SCHOOL SAFETY My child's learning environment is safe. District parents=88% MWE=85% JBR=84% SM=93%  Do you feel safe at school? District students (all elementary sites)=64% MWE=61% JBR=59% SM=73%   I feel safe from harm while at my school. District staff (all elementary sites)=89% MWE=89% JBR=80% SM=98%  I feel engaged with my school. District parents=77% MWE=74% JBR=73% SM=84%  My school is cooperative and team-oriented. District staff=88% MWE=91% JBR=79% SM=94%  Do you feel like an important part of your school? District students (all elementary sites)=29% MWE=29% JBR=23% SM=35%  I feel empowered to play a meaningful role in decision-making at my school.  MWUSD=60% (all elementary sites) TK parents=60% Kinder parents=70% 1st grade parents=63% 2nd grade parents=48% 3rd grade parents=67% 4th grade parents=58% 5th grade parents=54% 6th grade parents=61%  I feel valued by my school. MWUSD=80% (all elementary sites) TK parents=81% Kinder parents=86% 1st grade parents=88% 2nd grade parents=73% 3rd grade parents=78% 4th grade parents=79% 5th grade parents=78% 6th grade parents=79%  YouthTruth Family Participation Rate MWUSD= 62% (all elementary sites) MWE=46% JBR=71% SM=71%  Parent/family members are included in planning school activities. MWUSD(all elementary sites) Spanish speaking parents =83% English speaking parents=80%  I feel empowered to play a meaningful role in decision-making at my school.  MWUSD (all elementary sites) Parents of students with disabilities=62% Parents of general education students=61%|Of the District parents surveyed, 87% of District parents feel their child’s learning environment is safe compared to 66% of District students that feel safe at school.  Overall, 91% of District staff report feeling safe from harm at school.  The adults in the (parents and staff) are operating with an overwhelming sense of security that. Because the adults feel safe; the high marks from staff and parents suggest that the District's structural safety measures are working. However, the student data proves that physical security does not equal emotional or psychological safety.One out of every three students walks into school feeling unsafe,potentially compromising making academic engagement and emotional growth incredibly difficult. Of the District parents surveyed, 79% feel engaged with their school. 85% percent of District staff report that they believe their school is cooperative and team-oriented.  Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 35% of elementary school students surveyed feel like an important part of their school community.  Thirty-seven percent of middle school students really feel like a part of their school community.   Results related to this measure of school connectedness by grade level are below: Key learnings related to school safety include: A strong majority of our educational partners report that schools are perceived as safe environments. Notably, 87% of parents and 91% of staff report feeling that schools are safe places for learning and work. Among students, third graders report the highest levels of safety among the 3rd–6th grade group, and seventh graders report the highest level among middle schoolers. A significant gap exists between student and adult perceptions of safety. While nearly 90% of staff and parents feel schools are safe, only 64% of students report the same. Safety perceptions decrease as students progress through the grades, with sixth graders and eighth graders reporting the lowest sense of safety. Key learnings related to school connectedness include: 91 percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. Similarly, 87% of parents feel engaged with their child’s school, indicating strong family-school partnerships. Student-reported levels of connectedness are an area of concern. Only 29% of elementary students and 37% of middle school students feel like an important part of their school.|This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience. Enhance safety-related interventions and supports particularly at the upper elementary and middle school levels. Provide additional support and resources to demographic groups that report lower levels of safety. Foster School Connectedness: Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Involve students in school decision-making through councils, surveys, and classroom leadership roles. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Track school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2026-06-25|2026
49708056111066|John B. Riebli Elementary|6|The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness.  Key learnings indicate that overall our educational partners feel the learning environment is safe.  Results are shared below.  SCHOOL SAFETY My child's learning environment is safe. District parents=88% MWE=85% JBR=84% SM=93%  Do you feel safe at school? District students (all elementary sites)=64% MWE=61% JBR=59% SM=73%   I feel safe from harm while at my school. District staff (all elementary sites)=89% MWE=89% JBR=80% SM=98%  I feel engaged with my school. District parents=77% MWE=74% JBR=73% SM=84%  My school is cooperative and team-oriented. District staff=88% MWE=91% JBR=79% SM=94%  Do you feel like an important part of your school? District students (all elementary sites)=29% MWE=29% JBR=23% SM=35%  I feel empowered to play a meaningful role in decision-making at my school.  MWUSD=60% (all elementary sites) TK parents=60% Kinder parents=70% 1st grade parents=63% 2nd grade parents=48% 3rd grade parents=67% 4th grade parents=58% 5th grade parents=54% 6th grade parents=61%  I feel valued by my school. MWUSD=80% (all elementary sites) TK parents=81% Kinder parents=86% 1st grade parents=88% 2nd grade parents=73% 3rd grade parents=78% 4th grade parents=79% 5th grade parents=78% 6th grade parents=79%  YouthTruth Family Participation Rate MWUSD= 62% (all elementary sites) MWE=46% JBR=71% SM=71%  Parent/family members are included in planning school activities. MWUSD(all elementary sites) Spanish speaking parents =83% English speaking parents=80%  I feel empowered to play a meaningful role in decision-making at my school.  MWUSD (all elementary sites) Parents of students with disabilities=62% Parents of general education students=61%|Of the District parents surveyed, 87% of District parents feel their child’s learning environment is safe compared to 66% of District students that feel safe at school.  Overall, 91% of District staff report feeling safe from harm at school.  The adults in the (parents and staff) are operating with an overwhelming sense of security that. Because the adults feel safe; the high marks from staff and parents suggest that the District's structural safety measures are working. However, the student data proves that physical security does not equal emotional or psychological safety. One out of every three students walks into school feeling unsafe, potentially compromising making academic engagement and emotional growth incredibly difficult. Of the District parents surveyed, 79% feel engaged with their school. 85% percent of District staff report that they believe their school is cooperative and team-oriented.  Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 35% of elementary school students surveyed feel like an important part of their school community.  Thirty-seven percent of middle school students really feel like a part of their school community.   Results related to this measure of school connectedness by grade level are below: Key learnings related to school safety include: A strong majority of our educational partners report that schools are perceived as safe environments. Notably, 87% of parents and 91% of staff report feeling that schools are safe places for learning and work. Among students, third graders report the highest levels of safety among the 3rd–6th grade group, and seventh graders report the highest level among middle schoolers. A significant gap exists between student and adult perceptions of safety. While nearly 90% of staff and parents feel schools are safe, only 64% of students report the same. Safety perceptions decrease as students progress through the grades, with sixth graders and eighth graders reporting the lowest sense of safety.Key learnings related to school connectedness include: 91 percent of staff report a collaborative and team-oriented school culture, which serves as a strength in fostering positive school climate. Similarly, 87% of parents feel engaged with their child’s school, indicating strong family-school partnerships. Student-reported levels of connectedness are an area of concern. Only 29% of elementary students and 37% of middle school students feel like an important part of their school.|This gap between student and adult perceptions of safety indicates a need to better understand and address the specific concerns students may have regarding safety in their daily school experience. Enhance safety-related interventions and supports particularly at the upper elementary and middle school levels. Provide additional support and resources to demographic groups that report lower levels of safety. Foster School Connectedness: Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Involve students in school decision-making through councils, surveys, and classroom leadership roles. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Track school climate data disaggregated by student group and grade level at least twice annually to monitor progress.|Met||2026-06-25|2026
49708130000000|Monte Rio Union Elementary|6|Youth Truth Survey Data documents the safe positive school culture and climate. 98% of parents rate the school very safe. In grades 3-5 students reported 96% positive culture and 83% positive belonging and 68% strong relationships. In grades 6-8 98% reported strong belonging and 94% positive relationships.|Monte Rio School staff work diligently to provide a safe and nurturing environment. There is a strong climate of safety and positive culture.|The school will continue Tiger Teams and multi age program of social and emotional wellness with teams of students Tk/K-8 completing collaborative tasks with a teacher or counselor. Tiger team meets weekly and grows cross age relationships with a specific focus on components of the Portrait of a Graduate. The counselor visits classrooms to support age appropriate social development and friendships.|Met||2026-06-21|2026
49708210000000|Montgomery Elementary|6|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. As a small rural community with less than 40 students, our small school environment lends itself to building strong community for all students and families."|"Student Safety Survey Data -Students: “I feel safe during school” 91% agree or strongly agree with that statement (an increase of 1% from January 2024 and 24% above the county average). -Parents: “My child's learning environment is safe” 100% agree or strongly agree with that statement (an increase of 10% from January 2024 and 13% above the county average). -Staff: “I feel safe from harm while at my school.” 100% agree or strongly agree with that statement (maintained from January 2024 and 14% above the county average). School Connectedness Survey Data -Students: ""I enjoy school most of the time""91% agree or strongly agree with that statement increased by 16% from January 2025 and 59% above the county average). Areas of strength from students and staff: The school provides social-emotional support for students and staff The school provides tutoring support for students The school provides workshops and mentoring supports for staff There is an adult whom I trust and can go to for help Areas of growth from students and staff: The school should work to increase parent involvement The school should effectively address attendance and absenteeism The school should use more student and parent input to improve instruction We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships."|We will continue our LCAP Goal 2: Climate, Culture, and Community: Create and sustain a safe, respectful, inclusive and supportive environment for all students, teachers, staff, parents and guests. We have enhanced and added additional items within the five actions of this goal: 2.1 Student Engagement and Safety; 2.2 Health and Wellness; 2.3 Attendance; 2.4 Physical Environment; 2.5 Family and Community Engagement.|Met||2026-06-10|2026
49708390000000|Oak Grove Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th:  44% (maintained 44% compared to January 2025 and 6% better than the county average for January 2026).  -6th-8th:  42%  (an increase of 1% from January 2025 and 8% below the county average for January 2026).   Relationships Summary Data:  -3rd-5th: 84% (an increase of 2% from January 2025 and 7% better than the county average for January 2026).  -6th-8th: 37% (maintained 37% from January 2025 and 8% below the county average for January 2026).    ""I enjoy school most of the time"" or ""Do you like going to school?"" -3rd-5th:  46% (a decrease of 2% from January 2025 and 14% better than the county average for January 2026).  -6th-8th:  35% (an increase of 2% from January 2025 and 11% below the county average for January 2026).   ""Are students friendly to you""  -3rd-5th:  54% (an increase of 2% from January 2025 and 4% better than the county average for January 2026).  -6th-8th:  60%  (an increase of 6% from January 2025 and 2% below the county average for January 2026).    School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th:  68% (an increase of 3% from January 2025 and 1% better than the county average for January 2026).  - 6th-8th:  57% (an increase of 3% from January 2025 and 7% below the county average for January 2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area.  Identified Needs -Belonging  6th-8th (maintained, did not improve, lower than the county) -Relationships 6th-8th (maintained, did not improve, lower than the county) -""Are students friendly to you""  6th-8th - WMS is below the county average for all areas.  Areas of Strength - Grades 6-8 maintained or improved from January 2025 to January 2026 in all monitored category/questions. - Grades 6-5 maintained or improved from January 2025 to January 2026 in all monitored category/questions, except  ""Do you like going to school?"" - Grades 3-5 is better than the county average in all monitored category/questions.   5% or more improvement was seen on the following questions:  Grade 3-5: - Does what you learn in class help you in your life? - Does the work you do for class make you really think? - Does your teacher let you explain your ideas? - Does your teacher tell you that you can do well if you try? - Do you feel like an important part of your school? - Is your teacher fair to you? - When I'm feeling upset, I know some ways to make myself feel better.  Grades 6-8 -What I learn in class helps me outside of school. - My teachers explain things in a way that I understand. - Most students are friendly to me. - How many of your teachers connect what you're learning in class with your life outside of school? - How many of your teachers are not just satisfied if you pass, they care if you're really learning? - I care more about what I’m learning when I feel like I’m solving a real-world problem."|We will continue our LCAP GOAL 3: Culture, Climate and Community Engagement.  We continue to implement and evaluate the following actions related to school safety and school climate based on this data and educational partner engagement: 3.1 Social-Emotional Wellness Our school provides multi-tiered instruction and support based on functions of behavior and social-emotional learning with fidelity (SWIFT 4.2) - Trauma Informed: Utilize a trauma informed approach to help address the social and emotional needs of students and provide school-wide social-emotional curriculum to students with opportunities to learn life skills and develop socially appropriate behaviors.	 - SEL Curriculum: Utilize SEL curriculum or activities (such as Toolbox, Character Strong)  as described in the MTSS Action Plan [summarized] - Counseling: Provide counseling support and education to all students through in-class presentations and intervention services to identify students in need of social-emotional support through individual and small group programs (such as, School based counselors or other contracted services).	  3.2 School Safety - Supervision: Provide before/after school and recess supervision to ensure a safe playground and school environment.	 - Training: Provide safety training for staff  - MTSS Behavior Supports: Implement behavior components of MTSS (see Action 2.2)|Met||2026-06-11|2026
49708390138065|Pivot Charter School - North Bay|6|A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 69.3% of students indicating they felt connected and included at Pivot, 57.1% of students indicating that their teachers and other adults at Pivot know and understand them, and 78.2% of students indicated that they feel successful at Pivot.    Unduplicated students 66.2% indicated that they feel connected and included at Pivot  57.1% indicated that their teachers or other adults at Pivot know/understand them  50.4% indicated that they feel successful at Pivot    Special education students  64.7% indicated that they feel connected and included at Pivot  56.9% indicated that their teachers or other adults at Pivot know/understand them  80.4% indicated that they feel successful at Pivot    Students who are in both unduplicated and special education subgroups: 63.2% indicated that they feel connected and included at Pivot  52.6% indicated that their teachers or other adults at Pivot know/understand them  81.6% indicated that they feel successful at Pivot    Students in neither the unduplicated nor the  special education subgroups: 75.0% indicated that they feel connected and included at Pivot  72.2% indicated that their teachers or other adults at Pivot know/understand them  83.3% indicated that they feel successful at Pivot    Parents and guardians were also surveyed: 99.1% indicated that they were satisfied with Pivot Charter School 98.2% indicated that they were satisfied with the curriculum.    Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 98.2% indicated that they were satisfied with the curriculum   Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 92.0% indicated that they were satisfied with the curriculum   Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum   Parents and guardians of students in neither the unduplicated nor the special education subgroups: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum|"Analysis of our local climate survey data reveals a consistent upward trend across all four campuses from Fall to Spring. A primary strength is the increase in students ""feeling successful"" (averaging over 80% in the Spring) and a significant rise in students feeling that adults at Pivot ""understand them,"" with some schools seeing nearly a 10% gain. These indicators suggest that our relational independent study model is successfully fostering a sense of belonging and academic confidence.   However, an identified area of need is Peer-to-Peer Connection. While scores improved throughout the year, initial Fall data showed that less than half of students felt they had a peer they could talk to. This highlights the ""social gap"" common in blended learning models. Additionally, while participation improved by moving the survey to ParentSquare, increasing the response rate remains a priority."|"To address the social connection gap identified in our local data, Pivot entered its third year of Pivot P.R.I.D.E., a comprehensive program that pairs monthly core values (e.g., Perseverance) with explicit Social-Emotional Learning (SEL) competencies. Recognizing that peer connection was a growth area, we are expanding this program beyond weekly virtual homerooms to include site-based SEL ""warm-ups,"" counselor-led small groups, and monthly on-campus pep rallies designed to foster physical community.   For the upcoming year, we are implementing various strategic shifts for continuous improvement. Your new Bilingual Outreach Coordinator and Community Liaison will focus on connecting underrepresented families to these events, ensuring that student safety, discipline, and inclusion efforts are communicated in a culturally responsive manner."|Met||2026-06-16|2026
49708396051890|Oak Grove Elementary/Willowside Middle|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed.  School connectedness related student survey data:  Belonging Summary Data:  -3rd-5th:  44% (maintained 44% compared to January 2025 and 6% better than the county average for January 2026).  -6th-8th:  42%  (an increase of 1% from January 2025 and 8% below the county average for January 2026).   Relationships Summary Data:  -3rd-5th: 84% (an increase of 2% from January 2025 and 7% better than the county average for January 2026).  -6th-8th: 37% (maintained 37% from January 2025 and 8% below the county average for January 2026).    ""I enjoy school most of the time"" or ""Do you like going to school?"" -3rd-5th:  46% (a decrease of 2% from January 2025 and 14% better than the county average for January 2026).  -6th-8th:  35% (an increase of 2% from January 2025 and 11% below the county average for January 2026).   ""Are students friendly to you""  -3rd-5th:  54% (an increase of 2% from January 2025 and 4% better than the county average for January 2026).  -6th-8th:  60%  (an increase of 6% from January 2025 and 2% below the county average for January 2026).    School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th:  68% (an increase of 3% from January 2025 and 1% better than the county average for January 2026).  - 6th-8th:  57% (an increase of 3% from January 2025 and 7% below the county average for January 2026)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued need.  Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area.  Identified Needs -Belonging  6th-8th (maintained, did not improve, lower than the county) -Relationships 6th-8th (maintained, did not improve, lower than the county) -""Are students friendly to you""  6th-8th - WMS is below the county average for all areas.  Areas of Strength - Grades 6-8 maintained or improved from January 2025 to January 2026 in all monitored category/questions. - Grades 6-5 maintained or improved from January 2025 to January 2026 in all monitored category/questions, except  ""Do you like going to school?"" - Grades 3-5 is better than the county average in all monitored category/questions.   5% or more improvement was seen on the following questions:  Grade 3-5: - Does what you learn in class help you in your life? - Does the work you do for class make you really think? - Does your teacher let you explain your ideas? - Does your teacher tell you that you can do well if you try? - Do you feel like an important part of your school? - Is your teacher fair to you? - When I'm feeling upset, I know some ways to make myself feel better.  Grades 6-8 -What I learn in class helps me outside of school. - My teachers explain things in a way that I understand. - Most students are friendly to me. - How many of your teachers connect what you're learning in class with your life outside of school? - How many of your teachers are not just satisfied if you pass, they care if you're really learning? - I care more about what I’m learning when I feel like I’m solving a real-world problem."|We will continue our LCAP GOAL 3: Culture, Climate and Community Engagement.  We continue to implement and evaluate the following actions related to school safety and school climate based on this data and educational partner engagement: 3.1 Social-Emotional Wellness Our school provides multi-tiered instruction and support based on functions of behavior and social-emotional learning with fidelity (SWIFT 4.2) - Trauma Informed: Utilize a trauma informed approach to help address the social and emotional needs of students and provide school-wide social-emotional curriculum to students with opportunities to learn life skills and develop socially appropriate behaviors.	 - SEL Curriculum: Utilize SEL curriculum or activities (such as Toolbox, Character Strong)  as described in the MTSS Action Plan [summarized] - Counseling: Provide counseling support and education to all students through in-class presentations and intervention services to identify students in need of social-emotional support through individual and small group programs (such as, School based counselors or other contracted services).	  3.2 School Safety - Supervision: Provide before/after school and recess supervision to ensure a safe playground and school environment.	 - Training: Provide safety training for staff  - MTSS Behavior Supports: Implement behavior components of MTSS (see Action 2.2)|Met||2026-06-11|2026
49708470000000|Old Adobe Union|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   La Tercera Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  29% - all students  3rd Grade- 39% 4th Grade - 40% 5th Grade- 19% 6th Grade - 19%  Belonging - Do you feel safe at school?  60% positive - all students 3rd Grade- 52% 4th Grade - 71% 5th Grade- 54% 6th Grade - 59%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services.  We will also continue to focus on a follow up survey for our students to gain a better understanding of where students do not feel safe.   It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward.|Met||2026-06-11|2026
49708470119750|River Montessori Elementary Charter|6|Annual student survey data reflects a school climate of exceptional and sustained strength. 96% of students report happiness at RMCS, 97% describe the school as peaceful, and 97% report feeling safe. Kindness is measurably embedded in school culture — 99% report that most students are kind, 99% identify their teacher as kind, and 98% report that their teacher holds high expectations for their best work.  Disaggregated survey data confirms that positive climate outcomes are experienced equitably across student groups, including English Learners, Students with Disabilities, and other unduplicated populations — with [X]% of English Learners, [X]% of students with disabilities reporting happiness, safety, and a sense of belonging at RMCS. Year-over-year comparison demonstrates sustained and improving results, with overall student happiness maintaining a high rate of 96% in the current reporting period, affirming that RMCS's climate investments are producing durable, measurable outcomes.  Survey results are analyzed by teachers and support staff to deepen understanding of student experience across academics, social-emotional wellbeing, safety, and classroom environment, with targeted attention to equity gaps across student groups. Responsive actions include mindfulness programming and Montessori dedicated lessons targeting self-awareness, self-regulation, and academic persistence, which has garnered improvement in positive self-image, social emotional skills and strategies, as well as confidence among participating students. Additional supports include individualized instructional tailoring, expanded social development opportunities, targeted tutoring, family partnership, and intentional relationship-building between teachers and individual students.|Student survey data affirms that RMCS has established a safe, respectful, and relationship-centered learning community. Students know and report that RMCS is a place where they are known, valued, and supported as children, learners, and emerging leaders.  Key learnings confirm that strong relationships are the foundation of social-emotional development, and that academic success follows. Identified areas for continued growth include executive function, personal agency, and mental wellbeing — priorities that align directly with Montessori's developmental commitments and California's state standards for the whole child.  Disaggregated data analysis informs RMCS's commitment to ensuring that every student group experiences the safety, belonging, and high expectations reflected in overall survey results.|The overwhelming majority of students identified no areas requiring improvement — a meaningful finding in itself, reflecting broad satisfaction with the RMCS school experience. Student suggestions, including interest in classroom pets, expanded recess,  and time with friends, have been received with genuine respect for student voice.  Consistent with RMCS's commitment to student agency and participatory decision-making, these suggestions will be researched, assessed for feasibility, and returned to students for feedback and collaborative decision-making — modeling the Montessori principle that students are active partners in shaping their learning environment.|Met|RMCS's school climate data reflects not only compliance with state reporting requirements, but compelling evidence of a school community that is safe, joyful, and purposefully designed to support the whole child. Student survey results are among the strongest indicators of institutional health available to an authorizer. At RMCS, 96% of students report happiness, 97% report feeling safe, 98% report that their teacher holds high expectations, and kindness is affirmed as a measurable, lived norm. These outcomes are not incidental — they are the direct result of Montessori pedagogy, which places relationships, respect, and individual dignity at the center of every educational decision. RMCS treats student voice as actionable data. Survey results drive instructional adjustments, social-emotional programming, targeted supports, and relationship-building strategies — ensuring that student feedback produces visible, responsive change. The inclusion of students in reviewing findings and contributing to solutions reflects authentic partnership and develops the personal agency, accountability, and leadership that define the Montessori graduate. School climate at RMCS is further sustained by a professional culture of continuous reflection, collaborative oversight, and unwavering fidelity to a model that honors every child's experience as central to educational success. River Montessori Charter School is a place where children are known, respected, and inspired— and the data confirms it.|2026-06-25|2026
49708470127555|Loma Vista Immersion Academy|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  34% - all students  (+6 increase from previous year) 3rd Grade- 38% 4th Grade - 39% 5th Grade- 30% 6th Grade - 27%  Belonging - Do you feel safe at school?  64% positive - all students (+6 increase from precious year) 3rd Grade- 68% 4th Grade - 63% 5th Grade- 54% 6th Grade - 76%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward through the use of action plans to address specific areas for focus.|Met||2026-06-11|2026
49708476051924|Old Adobe Elementary Charter|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  38% - all students  3rd Grade- 18% 4th Grade - 58% 5th Grade- 41% 6th Grade - 22%  Belonging - Do you feel safe at school?  64% positive - all students 3rd Grade- 41% 4th Grade - 81% 5th Grade- 71% 6th Grade - 78%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, increasing student leadership opportunities and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward.|Met||2026-06-11|2026
49708476072136|Miwok Valley Elementary Charter|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  33% - all students  3rd Grade- 37% 4th Grade -  35% 5th Grade - 31% 6th Grade - 26%  Belonging - Do you feel safe at school?  64% positive - all students 3rd Grade-  69% 4th Grade - 58% 5th Grade - 52% 6th Grade - 76%|Identified areas of need include:  Strengthening students’ sense of belonging and inclusion across all grade levels Increasing opportunities for student voice, leadership, and meaningful participation in school culture Providing additional social-emotional supports and community-building experiences, particularly for upper grade students Continuing to strengthen positive peer relationships and trusted adult connections  Identified areas of strength include:  Strong overall student perceptions of safety Particularly positive safety responses among third and sixth grade students Existing school structures that help students feel physically and emotionally secure|After reviewing multiple sources of data — including YouthTruth student and family surveys, educational partner feedback, school site data (such as referrals and COST team data), and the California State Priorities — we will continue providing support through a multi-tiered approach. This includes ongoing implementation of PBIS, the Second Step social-emotional curriculum, school counseling services, and MTSS supports. This work remains essential to promoting student engagement and supporting students’ mental, emotional, and physical well-being as we continue to refine and strengthen our systems of support.|Met||2026-06-11|2026
49708476114755|Sonoma Mountain Elementary|6|The Youth Truth Survey is administered to all students in 3rd-6th grade annually.   Youth Truth Student Survey  Belonging - Do you feel like an important part of your school?  33% - all students  3rd Grade- 41% 4th Grade - 56% 5th Grade- 36% 6th Grade - 31%  Belonging - Do you feel safe at school?   68% positive - all students 3rd Grade- 71% 4th Grade - 84% 5th Grade- 74% 6th Grade - 71%|The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success.|Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward.|Met||2026-06-11|2026
49708540165241|Valley Vista Public Waldorf|6|Petaluma City Schools administered the Youth Truth Survey in January 2025 to students in grades 3-12. 50% of students report that when they are upset or stressed there is an adult at school they can talk to. Additionally, 65% of students report that they feel safe at school. Both data points are a 5%+ increase from last year.|Outcomes from the 2026 Youth Truth Survey demonstrate that PCS is moving in the right direction for some schools, especially our junior high schools, in particular Petaluma Junior High School. However, overall the data for the 2026 has not deviated too much from the previous year. The district hopes to continue to work with schools with our pulse surveys, PDs and admin meetings to help discuss, review and find ways to improve our data.|In order to strengthen school connectedness, Petaluma City Schools will continue to implement Positive Behavior Intervention and Supports (BPIS) districtwide. School site teams have developed schoolwide expectations for the 2026-2027 year will spend time with their community partners to find ways to strengthen even more. Our junior high principal will lead reflection sessions to apply learning and best practices across the district. PCS will also focus on systemically improving chronic absenteeism by creating school based attendance teams that offer Tier 1 and Tier 2 interventions and monitor data to adjust supports. Many of the Tier 1 strategies will have a positive effect on school culture.|Met||2026-06-30|2026
49708700000000|Piner-Olivet Union Elementary|6|POUSD uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 87% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development, implementation of Restorative Practices in our school environment and implement E3 safety app at our school site.   Connectedness:  POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 78% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 41% of students felt belonging in their school community. Specifically, 41% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 60% in the next few years. In order to do this, we will have a Justice League at all elementary schools, provide restorative practices training, implement our school equity goals, increase student leadership by listening to our student voices and their perspective on how to increase belonging in their school community.  Engagement:  POUSD used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 79% of staff felt engaged in the school community and were proud of their school. Our goal is to increase the percentage of staff that feel engaged in the school community by 3% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development around our E3 Safety Application as well as increase implementation of Restorative Practices and Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. We will also host a District Community Fair in which we invite over 20 local partners with resources to support our district families.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, 1:1 meetings, Justice League at each elementary school, and Instructional Leadership Teams at school sites for decision making.|Met||2026-06-12|2026
49708700106344|Northwest Prep Charter|6|NWP uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  NWP used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 90% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development, implementation of Restorative Practices in our school environment and implement E3 safety app at our school site.   Connectedness:  NWP used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 95% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  NWP used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 7th and 8th grade students 63% of students felt belonging in their school community and 9th-12th grade students 55% of students felt belonging in their school community. Specifically, 63% (7th and 8th graders) and 55% (9th-12th graders) feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 70% in the next few years. In order to do this, we will provide restorative practices training, implement our school equity goals, increase student leadership by listening to our student voices and their perspective on how to increase belonging in their school community.  Engagement:  NWP used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 100% of staff felt engaged in the school community and were proud of their school. Our goal is to continue to reach 100%  of staff that feel engaged in the school community each year. In order to do this, we will continue to provide community circles during staff meetings, Student of Concern meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development around our E3 Safety Application as well as increase implementation of Restorative Practices and Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. We will also host a District Community Fair in which we invite over 20 local partners with resources to support our district families.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, Student of Concern meetings, and Instructional Leadership Teams at school sites for decision making.|Met||2026-06-12|2026
49708706066344|Olivet Elementary Charter|6|Olivet uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  Olivet used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 88% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development, implementation of Restorative Practices in our school environment and implement E3 safety app at our school site.   Connectedness:  Olivet used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 88% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  Olivet used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 53% of students felt belonging in their school community. Specifically, 53% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 60% in the next few years. In order to do this, we will have a Justice League at our school, provide restorative practices training, implement our school equity goals, increase student leadership by listening to our student voices and their perspective on how to increase belonging in their school community.  Engagement:  Olivet used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 88% of staff felt engaged in the school community and were proud of their school. Our goal is to increase the percentage of staff that feel engaged in the school community by 3% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development around our E3 Safety Application as well as increase implementation of Restorative Practices and Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. We will also host a District Community Fair in which we invite over 20 local partners with resources to support our district families.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, 1:1 meetings, Justice Leagues at each elementary school, and Instructional Leadership Teams at school sites for decision making.|Met||2026-06-12|2026
49708706109144|Morrice Schaefer Charter|6|POUSD uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  Schaefer used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 81% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development, implementation of Restorative Practices in our school environment and implement E3 safety app at our school site.   Connectedness:  POUSD used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 85% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 33% of students felt belonging in their school community. Specifically, 33% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 60% in the next few years. In order to do this, we will have a Justice League at all elementary schools, provide restorative practices training, implement our school equity goals, increase student leadership by listening to our student voices and their perspective on how to increase belonging in their school community.  Engagement:  POUSD used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 87% of staff felt engaged in the school community and were proud of their school. Our goal is to increase the percentage of staff that feel engaged in the school community by 3% each year. In order to do this, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development around our E3 Safety Application as well as increase implementation of Restorative Practices and Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. We will also host a District Community Fair in which we invite over 20 local partners with resources to support our district families.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, 1:1 meetings, Justice Leagues at our elementary school, and Instructional Leadership Teams at our site for decision making.|Met||2026-06-12|2026
49708706113492|Piner-Olivet Charter|6|POC's uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness based on a friendly and welcoming environment for parents and belonging for students, and staff engaged with the school community. Within each of the areas related to school conditions and climate, the data will be presented, the meaning of the data as well as the use of the data and how we are going to continuously improve based on the data from our local survey: Youth Truth.|School Safety:  POC's used the YouthTruth Survey question that surveyed the percentage of parents who feel their child's learning environment is safe. The results were 89% of parents felt that their child's learning environment is safe. Our goal is to increase the percentage of parents that feel the school is a safe learning environment for their child by 3% each year. In order to do this, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development, implementation of Restorative Practices in our school environment and implement E3 safety app at our school site.   Connectedness:  POC's used the YouthTruth Survey question that surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 82% of parents felt that the school creates a friendly environment. Our goal is to increase the percentage of parents that feel the school is welcoming and friendly by 5% each year. In order to do this, we will provide more inclusive events and increase participation through individual invitations.  POC's used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 67% of students felt belonging in their school community. Specifically, 67% of students feel that when they are upset, there is an adult from school that you can talk to. Our goal is to increase the percentage of students that feel belonging by over 75% in the next few years. In order to do this, we will continue to provide restorative practices training, implement our school equity goals, increase student leadership by listening to our student voices and their perspective on how to increase belonging in their school community.  Engagement:  POC's used the YouthTruth Survey question that surveyed the percentage of staff who felt engaged in the school community. The results were 100% of staff felt engaged in the school community and were proud of their school. Our goal is to continue to keep 100% of staff feeling engaged in the school community each year. In order to do this, we will continue to provide community circles during staff meetings, Student of Concern meetings and Instructional Leadership Teams and Executive Meetings at school sites for decision making.|School Safety:  In order to increase school safety, we will communicate our School Safety Plan, practice steps outlined in the plan, and follow procedures as developed. In addition, we will increase professional development around our E3 Safety Application as well as increase implementation of Restorative Practices and Trauma-Informed Practices in our school environment.  Connectedness:  In order to be more connected, we will provide more inclusive events and increase participation through individual invitations and we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. We will also host a District Community Fair in which we invite over 20 local partners with resources to support our district families.  Engagement:  In order to increase engagement among our staff community, we will provide more community circles during staff meetings, Student of Concern meetings, and Instructional Leadership Teams as well as Executive Meetings at the school site for decision making.|Met||2026-06-12|2026
49708880000000|Kashia Elementary|6||||Not Met|||2026
49708960000000|Rincon Valley Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" • RVUSD overall: 33% (decrease of 2% from January 2025 and 1% better than the county average in Jan 2026 of 32%). • Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Sequoia: 30% (increased 1%); Village: 32% (decreased 8%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 68% (an increase of 8% from January 2025 and 1% higher than the county average in Jan 2026 of 67%). • Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Madrone: 74% (increased 17%); Manzanita: 67% (Increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD. Our data indicates that many of the areas improved. Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Village: 32% (decreased 8%); -The following schools showed a decrease for our monitored school safety survey question: Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025. • The following schools showed an increase for our monitored school connectedness survey question: Sequoia: 30% (increased 1%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) • The following schools showed an increase for our monitored school safety survey question: Madrone: 74% (increased 17%); Manzanita: 67% (increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%) We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1 Positive Behavior Intervention and Supports Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation (years 5-7) in all schools. • Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. • Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity. • Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. • Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. • Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment (lessons, teaching practices, and strategies).  LCAP Action 3.2 School Safety and Connectedness Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. Social Emotional Learning (SEL) • Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) • Explore, pilot, and select a research based SEL curriculum for grades 3-8 School Safety Plans • Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. • Increase communication with families regarding safety measures. School Culture and Climate • Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress to the community. Mental Health Supports Counselors, Counseling Interns, and District Behavior Team works with site teams to provide the following • Counseling: Provide mental health services/school counseling services. A Lead Counselor guides the Counseling Interns and supports elementary schools with SARB processes. • Daybreak Health: Increase access to mental health services, including access to elementary fa|Met||2026-06-16|2026
49708960102525|Spring Lake Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026. Students in grades 6th-8th were surveyed. School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" -SLMS overall: 54% (increase of 11% from January 2025 and 8% better than the county average in Jan 2026 of 46%). School Safety related student survey data: ""Do you feel safe during school?"" -SLMS overall: 60% (increase of 2% from January 2025 and 4% lower than the county average in Jan 2026 of 64%)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD. Our data indicates that many of the areas improved from 2024 to 2025. Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Whited: 27% (decreased 10%); SLMS: 43% (decreased 2%) -The following schools showed a decrease for our monitored school safety survey question: Sequoia: 45% (decreased 10%); Village: 62% (decreased 2%); SLMS: 58% (decreased 2%) Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025. We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout educational partner engagement. LCAP Action 3.1 and LCAP Action 3.2 provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1: Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation in all schools. • Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off task and disruptive behaviors. Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity. Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment (lessons, teaching practices, and strategies). LCAP Action 3.2: Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. Social Emotional Learning (SEL): Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) Explore, pilot, and select a research based SEL curriculum for grades 3-8. School Safety Plans. Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. Increase communication with families regarding safety measures. School Culture and Climate: Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress. Mental Health Supports:Counselors, Counseling Interns, and District Behavior Team works with site teams to provide the following. Counseling: Provide mental health services/school counseling services. A Lead Counselor guides the Counseling Interns and supports elementary schools with SARB processes. Daybreak Health: Increase access to mental health services, including elementary family teletherapy at no cost to families. Trauma Informed Practices:Provide training and support for teachers and staff. Crisis Management and Risk Assessment Teams:Meet regularly to debrief, review and update protocols.|Met||2026-06-16|2026
49708966052039|Manzanita Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" • RVUSD overall: 33% (decrease of 2% from January 2025 and 1% better than the county average in Jan 2026 of 32%). • Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Sequoia: 30% (increased 1%); Village: 32% (decreased 8%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 68% (an increase of 8% from January 2025 and 1% higher than the county average in Jan 2026 of 67%). • Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Madrone: 74% (increased 17%); Manzanita: 67% (Increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD. Our data indicates that many of the areas improved. Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Village: 32% (decreased 8%); -The following schools showed a decrease for our monitored school safety survey question: Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025. • The following schools showed an increase for our monitored school connectedness survey question: Sequoia: 30% (increased 1%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) • The following schools showed an increase for our monitored school safety survey question: Madrone: 74% (increased 17%); Manzanita: 67% (increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%) We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout educational partner engagement. LCAP Action 3.1 and LCAP Action 3.2 provide the details of the strategies and practices planned to support improvement in this area: LCAP Action 3.1: Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation in all schools. • Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity. Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment (lessons, teaching practices, and strategies). LCAP Action 3.2: Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. Social Emotional Learning (SEL): Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) Explore, pilot, and select a research based SEL curriculum for grades 3-8. School Safety Plans. Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. Increase communication with families regarding safety measures. School Culture and Climate: Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress. Mental Health Supports:Counselors, Counseling Interns, and District Behavior Team works with site teams to provide the following. Counseling: Provide mental health services/school counseling services. A Lead Counselor guides the Counseling Interns and supports elementary schools with SARB processes. Daybreak Health: Increase access to mental health services, including elementary family teletherapy at no cost to families. Trauma Informed Practices: Provide training and support for teachers and staff. Crisis Management and Risk Assessment Teams: Meet regularly to debrief, review and update protocols.|Met||2026-06-16|2026
49708966052047|Whited Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" • RVUSD overall: 33% (decrease of 2% from January 2025 and 1% better than the county average in Jan 2026 of 32%). • Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Sequoia: 30% (increased 1%); Village: 32% (decreased 8%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 68% (an increase of 8% from January 2025 and 1% higher than the county average in Jan 2026 of 67%). • Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Madrone: 74% (increased 17%); Manzanita: 67% (Increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD. Our data indicates that many of the areas improved. Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Village: 32% (decreased 8%); -The following schools showed a decrease for our monitored school safety survey question: Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025. • The following schools showed an increase for our monitored school connectedness survey question: Sequoia: 30% (increased 1%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) • The following schools showed an increase for our monitored school safety survey question: Madrone: 74% (increased 17%); Manzanita: 67% (increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%) We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout educational partner engagement. LCAP Action 3.1 and LCAP Action 3.2 provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1: Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation in all schools. • Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off task and disruptive behaviors. Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity. Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment (lessons, teaching practices, and strategies). LCAP Action 3.2: Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. Social Emotional Learning (SEL): Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) Explore, pilot, and select a research based SEL curriculum for grades 3-8. School Safety Plans. Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. Increase communication with families regarding safety measures. School Culture and Climate: Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress. Mental Health Supports:Counselors, Counseling Interns, and District Behavior Team works with site teams to provide the following. Counseling: Provide mental health services/school counseling services. A Lead Counselor guides the Counseling Interns and supports elementary schools with SARB processes. Daybreak Health:Increase access to mental health services, including elementary family teletherapy at no cost to families. Trauma Informed Practices: Provide training and support for teachers and staff. Crisis Management and Risk Assessment Teams:Meet regularly to debrief, review and update protocols.|Met||2026-06-16|2026
49708966052070|Village Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" • RVUSD overall: 33% (decrease of 2% from January 2025 and 1% better than the county average in Jan 2026 of 32%). • Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Sequoia: 30% (increased 1%); Village: 32% (decreased 8%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 68% (an increase of 8% from January 2025 and 1% higher than the county average in Jan 2026 of 67%). • Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Madrone: 74% (increased 17%); Manzanita: 67% (Increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD. Our data indicates that many of the areas improved. Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Village: 32% (decreased 8%); -The following schools showed a decrease for our monitored school safety survey question: Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025. • The following schools showed an increase for our monitored school connectedness survey question: Sequoia: 30% (increased 1%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) • The following schools showed an increase for our monitored school safety survey question: Madrone: 74% (increased 17%); Manzanita: 67% (increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%) We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout educational partner engagement. LCAP Action 3.1 and LCAP Action 3.2 provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1: Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation in all schools. • Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased off task and disruptive behaviors. Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity. Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment (lessons, teaching practices, and strategies). LCAP Action 3.2: Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. Social Emotional Learning (SEL): Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) Explore, pilot, and select a research based SEL curriculum for grades 3-8. School Safety Plans. Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. Increase communication with families regarding safety measures. School Culture and Climate: Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress. Mental Health Supports:Counselors, Counseling Interns, and District Behavior Team works with site teams to provide the following. Counseling: Provide mental health services/school counseling services. A Lead Counselor guides the Counseling Interns and supports elementary schools with SARB processes. Daybreak Health: Increase access to mental health services, including elementary family teletherapy at no cost to families. Trauma Informed Practices: Provide training and support for teachers and staff. Crisis Management and Risk Assessment Teams:Meet regularly to debrief, review and update protocol.|Met||2026-06-16|2026
49708966085229|Binkley Elementary Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: ""Do you like going to school? / I enjoy school most of the time."" • RVUSD overall: 33% (decrease of 2% from January 2025 and 1% better than the county average in Jan 2026 of 32%). • Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Sequoia: 30% (increased 1%); Village: 32% (decreased 8%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 68% (an increase of 8% from January 2025 and 1% higher than the county average in Jan 2026 of 67%). • Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Madrone: 74% (increased 17%); Manzanita: 67% (Increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD. Our data indicates that many of the areas improved. Identified Needs -The following schools showed a decrease for our monitored school connectedness survey question: Austin Creek: 30% (decreased 6%); Binkley: 36% (decreased 2%); Madrone: 31% (decreased 7%); Manzanita: 36% (decreased 4%); Village: 32% (decreased 8%); -The following schools showed a decrease for our monitored school safety survey question: Austin Creek: 66% (decreased 4%); Binkley: 68% (decreased 4%); Areas of Strength -The overall district results for ""Do you like going to school?"" improved by 1% from 2024 to 2025. -The overall district results for ""Do you feel safe at school?"" improved by 2% from 2024 to 2025. • The following schools showed an increase for our monitored school connectedness survey question: Sequoia: 30% (increased 1%); Whited: 41% (increased 14%); SLMS: 43% (increased 11%) • The following schools showed an increase for our monitored school safety survey question: Madrone: 74% (increased 17%); Manzanita: 67% (increased 6%); Sequoia: 60% (increased 15%); Village: 71% (increased 9%); Whited: 57% (increased 13%); SLMS: 60% (increased 2%) We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically."|The importance of school connectedness and safety is a key theme throughout educational partner engagement. LCAP Action 3.1 and LCAP Action 3.2 provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1: Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Student Advocates and District Behavior Team and other personnel will support site teams in this work. Continue implementation in all schools. • Routines and Procedures: Develop regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establish evidence based, Universal and/or Tier 1 interventions district wide. Establish, refine, and evaluate procedures for monitoring and training for Universal interventions being implemented with integrity. Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. Minor/Major Calibration: Establish, refine and evaluate consistent universal data collection and incident tracking on minor and major incidents. Teach/Reteach: Teach, reteach, and integrate reinforcement behavior lessons into the classroom environment (lessons, teaching practices, and strategies). LCAP Action 3.2: Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. Social Emotional Learning (SEL): Provide learners with tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices) Explore, pilot, and select a research based SEL curriculum for grades 3-8 School Safety Plans. Review and approve Comprehensive School Safety Plans, and work with local law enforcement on planning and drills. Increase communication with families regarding safety measures. School Culture and Climate: Administer surveys to Learners, Families, and Staff (such as Youth Truth Survey). Utilize data to shape district and school site goals. Communicate goals and progress. Mental Health Supports:Counselors, Counseling Interns, and District Behavior Team works with site teams to provide the following. Counseling: Provide mental health services/school counseling services. A Lead Counselor guides the Counseling Interns and supports elementary schools with SARB processes. Daybreak Health: Increase access to mental health services, including elementary family teletherapy at no cost to families. Trauma Informed Practices: Provide training and support for teachers and staff. Crisis Management and Risk Assessment Teams: Meet regularly to debrief, review and update protocols.|Met||2026-06-16|2026
49709040000000|Roseland|6|"To measure our progress in promoting a positive, healthy school climate, the district administers the YouthTruth survey annually to students in grades 3-6. Through this survey, we collect data related to student perceptions of school safety, school culture, relationships, belonging, and social-emotional well-being. Survey results are used to identify strengths and areas for growth and are reported annually through the LCAP.  School connectedness-related student survey data (Jan. 2026):  Belonging Summary Data:  39% (1% higher than the county average)  Relationships Summary Data:  83% (6% higher than the county average)  Engagement: ""Do you like going to school?""  33%- Always or Almost Always (1% higher than the county average)  Belonging: ""Are students friendly to you""  53% (3% higher than the county average)  School Safety: ""Do you feel safe during school?""  69% (2% higher than the county average)"|Based on our data collection in the area of school climate, the district has found that students generally report levels of school connectedness, relationships, and belonging that are at or above countywide averages.   Our next steps are to: - Continue to focus on providing a safe, stable, nurturing environment - Focus on increasing students’ sense of belonging and engagement at school - Continue to update and implement the Comprehensive School Safety Plan|The district will continue to implement the actions and services in Goals 2 and 3 of the LCAP, which aim to improve school climate and student well-being. Principals, teachers, and staff will continue our focused work on providing a safe, stable, and nurturing environment.  A specific area of focus will be to increase students' sense of belonging.|Met||2026-06-17|2026
49709040101923|Roseland Charter|6|"Roseland Charter administers the YouthTruth Survey annually to students in grades 3–12 as part of a countywide initiative. The survey measures student perceptions of school climate, including belonging, relationships, safety, and social-emotional well-being. Survey results are reviewed annually and reported through the LCAP. Data are analyzed by student groups when available to identify trends, monitor progress, and better understand the experiences of different student populations, including multilingual learners and other student groups.  School connectedness student survey data: Belonging Summary Data:  6th-8th:  52% (a decrease of 9% since January 2024 and 9% higher than the county average).  9th-12th:  49% (a decrease of 7% from January 2023 and the same as the county average)   Relationships Summary Data:  6th-8th: 52% (an increase of 1% since January 2024 and 7% above the county average).  9th-12th:  36% (a 3% increase since January 2024 and 7% lower than the county average)  ""I enjoy school most of the time.""  6th-8th:  41% (an increase of 4% since January 2024 and 5% below the county average);  9th-12th:  39%  (an increase of 5% from January 2024 and 9% lower than the county average)  ""Are most students friendly to you?""  6th-8th:  63% (an increase of  4% since January 2024 and % higher than the county average).  9th-12th: 62% (an increase of 8% from January 2024 and 8% lower than the county average).   School Safety student survey data was the question ""Do you feel safe during school?"" 6th-8th:  67% (an increase of 11% from January 2024 and 3% above the county average) 9th-12th:  61% (an increase of 12% since January 2024 and 10% lower than the county average)."|Analysis of YouthTruth survey data shows that students’ perceptions of belonging, relationships, and safety declined significantly following the pandemic. Over the past three years, the charter has seen improvement in these areas, suggesting that efforts to rebuild school culture and support student well-being have had a positive impact. Despite this progress, survey results indicate a continued need to strengthen students’ sense of connection, support, and safety. Data also highlight the importance of providing ongoing social-emotional supports, helping students manage stress and anxiety, and addressing the needs of students experiencing academic challenges. Relationship-building and targeted support for multilingual learners remain important priorities.|In response to survey findings, Roseland Charter will continue implementing actions outlined in Goal 3 of the LCAP to promote a positive school climate and support student well-being. The charter will maintain school counseling services, monitor and address chronic absenteeism, and connect families with community resources when needed. Additionally, the Long-Term English Learner/Newcomer Support Teacher will continue providing targeted academic, social-emotional, and relationship-building support for identified multilingual learners. The charter will regularly review YouthTruth and other local data to evaluate the effectiveness of these efforts and make adjustments as part of its continuous improvement process.|Met||2026-06-16|2026
49709380000000|Sebastopol Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 400 students, subgroup analysis is not available due to the low number of students.   School connectedness related student survey data:  Belonging Summary Data: • 3rd-4th: 43% (increased 5% compared to 2025 and was 5% higher than the county) • 5th Grade: 28% (decreased 1% compared to 2025 and was 10% lower than the county; however, the county comparison reflects aggregated grades 3–5 rather than 5th grade specifically) • 6th-8th: 42% (decreased 3% compared to 2025 and was 8% lower than the county)  Relationships Summary Data: • 3rd-4th: 88% (increased 3% compared to 2025 and was 11% higher than the county) • 5th Grade: 93% (increased 7% compared to 2025 and was 16% higher than the county; however, the county comparison reflects aggregated grades 3–5 rather than 5th grade specifically) • 6th-8th: 45%, decreased 2% compared to 2025, and was the same as the county  ""I enjoy school most of the time"" / Do you like going to school?"" • 3rd-4th: 34%, decreased 3% compared to 2025, and was 2% higher than the county • 5th Grade: 23%, decreased 15% compared to 2025 and was 9% lower than the county; however, the county comparison reflects aggregated grades 3–5 rather than 5th grade specifically) • 6th-8th: 41%, decreased 5% compared to 2025, and was 5% lower than the county  School Safety related student survey data was the question ""Do you feel safe during school?"" or ""I feel safe during school."" • 3rd-4th: 75% (1% decrease compared to 2025 and was 8% higher than the county) • 5th Grade: 62% (5% decrease compared to 2025 and was 5% lower than the county; however, the county comparison reflects aggregated grades 3–5 rather than 5th grade specifically • 6th-8th: 68% (1% decrease compared to 2025 and was 4% higher than the county)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of importance for our students. Identified Needs • Belonging (5th, 6th-8th) -Relationships (6th-8th) • ""I enjoy school most of the time""/ ""Do you like going to school?"" (3rd-4th, 5th, 6th-8th) -""Do you feel safe during school?"" (3rd-4th, 5th, 6th-8th) Areas of Strength • Belonging (3rd-4th) -Relationships (5th, 3rd-4th) We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships. The following questions from the survey demonstrated increases from 2025 to 2026 and exceeded the county average:  3rd-4th • Does your teacher ask you to keep trying when the work gets hard? • Does your teacher want you to do your best? • Do you think your teacher wants you to work your hardest? • Do you learn interesting things in school? • Does what you learn in school help you in your life? • Does your teacher let you explain your ideas? • Does your teacher tell you that you can do well if you try? • Does your teacher ask you to show your work? • Do you feel safe at school? • Do you think your teacher cares about you? • Is your teacher fair to you? • Does your teacher treat you with respect? • When you are upset, is there an adult from school you can talk to? 5th • Does your teacher ask you to keep trying when the work gets hard? • Does your teacher ask you if you understand what you are learning? • Do students behave in class? • Do students stay busy in class? • Do students from your class treat the teacher with respect? • Is your teacher fair to you? • Can you talk to adults at your school about your background? • Can you talk to students from your school about your background? • Do adults at your school value people of different backgrounds? • Do you learn about people of different backgrounds? • Do you see people of different backgrounds in class materials? 6th-8th • I think my classmates want to do well in school. How many of your teachers believe that you can get a good grade if you try? • How many of your teachers are willing to give extra help on schoolwork if you need it? • How many of your teachers try to understand what your life is like outside of school? Page 16 of 18 2\ • When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. • My school encourages students to speak out against racism."|"We will continue our LCAP goal 2: Culture, Climate and Community Engagement: ""All students will have access to a safe, positive school culture with equitable opportunities to learn in a culturally responsive, physically and emotionally healthy environment."" LCAP Action 2.1 Safety and Connectedness will focus on the areas of safety and connectedness:  2.1 Safety and Connectedness Ensure students feel safe and connected on campus. • Recognition: Celebrate personal achievement and good behavior. • Expectations: Continue to establish school norms. Setting consistent discipline.. • Restorative Practices: Continue implementing Restorative Practices • Student Surveys: Provide student surveys to gain feedback on improving the connectivity and engagement of students • PBIS: Utilize Positive Behavioral Interventions and Supports (PBIS) to create a positive school climate through clearly defined expectations, consistent reinforcement of desired behaviors, and interventions tailored to individual needs."|Met||2026-06-09|2026
49709386113039|Sebastopol Independent Charter|6|Our LEA-specific survey gathered information that helps our school leadership to determine priorities and plans that will serve all students.|Our surveys indicated approval for where we are investing our focus and resources.|We were pleased to find that our survey results indicated that we are on track with our current plans.|Met|We put a lot of energy and focus on having a positive, healthy school culture. This value is emphasized with all school community members. We have established communication guidelines that we print on meeting agendas, including parent conferences, board meetings, and special education meetings. We expect all stakeholders to adhere to the communication guidelines. We keep the communication guidelines relevant by revisiting and updating them.|2026-06-22|2026
49709530000000|Sonoma Valley Unified|6|Sonoma Valley Unified School District engages students annually in the Youth Truth Student Survey. Each year, students in grades 3-12 provide anonymous voice and feedback through this local climate survey in areas that include, but are not limited to, Belonging & Peer Collaboration and Culture. In collaboration with Sonoma County Schools and the Sonoma County Office of Education, SVUSD administered this online survey during the month of  January in the 25-26 school year. High School students who marked “agree” or “strongly agree” to the statement I feel safe during school increased by 16% overall from the previous year, from 41% to 57% (marking a 4 or 5 for agree or strongly agree)  Middle School students who marked “agree” or “strongly agree” to the statement I feel safe during school  in 2026 was 48% percent positive (marking a 4 or 5 for agree or strongly agree), a decrease from 52% in 2024.  Elementary students in grades 3-5 answered the question, Do you feel safe at school?. 73 % answered “yes, very safe” compared to 63% in 2024 As far as a sense of belonging, Youth Truth Survey from January 2026 Belonging  shows the following: Elementary 41%, an increase from 37% (2024), Middle School 37%, a decrease from 44% in 2024 and High School 44%, increase of 10 points from 2024.|The key learnings identified for this section, based on the analysis of the Youth Truth Student Survey data from January 2026, are: Areas of Prioritization: Students' sense of belonging (feeling part of a school community) and feeling safe at school (culture) are areas of prioritization for Sonoma Valley Unified School District. Identified Need (Middle School Belonging): Belonging is a specific area of focus for the middle school, evidenced by a decrease in the percentage of students answering positively on the survey. Recommended Next Steps: It is recommended that listening circles and empathy interviews be integrated into the student experience to gain deeper insight into students' sense of belonging and to inform further next steps.|All actions are being implemented with the aim to support positive culture and a sense of belonging for all K-12 students in Sonoma Valley Unified School District.   Our Board of Education is interested in re-evaluating our district’s Discipline Matrix. A committee will be formed in the 2026-2027 school year to review this.  We will continue our efforts on Positive Behavior Intervention and Supports (PBIS) and Bullying Prevention district wide.|Met||2026-06-18|2026
49709530105866|Woodland Star Charter|6|Every year we conduct student surveys in 5th and 8th grade. Questions ask mirror those in our annual surveys for parents and staff. Students are asked to rate their confidence in academic subjects, if they know how to get help with academics if needed, how to get help with social issues if needed and overall comfort at school. Students are given an opportunity to leave questions, comments, or concerns as part of their responses.|"Most students feel confident in their social and academic progress. Fifth grade students showed confidence in reading and writing but less so in math (70.83%) and 86.39% feel that they have gained the academic skills necessary to be successful in middle school, a 9.12% increase over the previous year. 8th grade showed less confidence in math than reading or writing, however 100% feel confident that they gained the academic skills necessary to be successful in high school.   Students in 5th grade 75% of students responded positively to ""Socially, I feel confident in my peer group"" and 86.96% agreed with the statement ""I know how to get help when things are difficult for me socially."" Within the 8th grade, 95% responded positively to their social confidence but only 80% responded positively to knowing how to get help with social issues."|NA|Met||2026-06-17|2026
49709536111678|Sonoma Charter|6|Sonoma Charter engages students annually in the Youth Truth Student Survey. Each year, students in grades 3-8 provide anonymous voice and feedback through this local climate survey in areas that include, but are not limited to, Belonging & Peer Collaboration and Culture. In collaboration with Sonoma County Schools and the Sonoma County Office of Education, Sonoma Charter administered this online survey during the month of January in the 25-26 school year. -Middle School students who marked “agree” or “strongly agree” to the statement I feel safe during school in 2026 was 68% percent positive (marking a 4 or 5 for agree or strongly agree), an increase from 52% in 2024. -Elementary students in grades 3-5 answered the question, Do you feel safe at school?  64% answered “yes, very safe” compared to 52% in 2024. As far as a sense of belonging, Youth Truth Survey from January 2026, Belonging shows the following: Elementary 64%, an increase from 62% (2024), Middle School 46%, an increase from 44% in 2024.|The key learnings identified for this section, based on the analysis of the Youth Truth Student Survey data from January 2026, are: -Areas of Prioritization: Students' sense of belonging (feeling part of a school community) and feeling safe at school (culture) are areas of prioritization for Sonoma Charter School. -Identified Need (Middle School Academic Challenge): Academic Challenge is a specific area of focus for the middle school, evidenced by this category indicated as the lowest rated core survey theme. Recommended Next Steps: It is recommended that Middle School students be surveyed to indicate the areas in which the school can increase the level of academic challenge in order to gain deeper insight into students' end user experience in the school setting.|All actions are being implemented with the aim to support positive culture and a sense of belonging for all K-8 students at Sonoma Charter. We will continue our school wide efforts on Positive Behavior Intervention and Supports (PBIS) and Bullying Prevention.|Met||2026-06-23|2026
49709610000000|Twin Hills Union Elementary|6|"outh Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-5th were surveyed. As a small school, student group analysis is not available due to the low number of students.    School Safety 73% of students feel safe on campus (compared to 52% in 2024-2025, and compared to 67% for the county in 2025-2026)  Student Connectedness 34% responded positively to the question ""Do you like going to school?"" (compared to 24% in 2024-2025, and compared to 32% for the county in 2025-2026) 37% responded positively to the overall category of ""Belonging"" (compared to 27% in 2024-2025, and compared to 38% for the county in 2025-2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance.    Identified Needs - Even though the monitored areas demonstrated improvement and are better than the county average, school climate is an area of continued importance.    Areas of Strength - Student Connectedness - School Safety  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.  The following questions from the survey demonstrated increases from 2025 to 2026 by 10% or more and exceeded the county average:  - Do you like going to school? - Do you learn interesting things in school? - When you make a mistake, does your teacher help you correct it? - Does your teacher ask you if you understand what you are learning? - Does your teacher ask you to show your work? - Do you feel safe at school? - Is your teacher fair to you? - Does your teacher treat you with respect? - Does your teacher ask you about your life outside of school? - Do you learn about people of different backgrounds? - Do you see people of different backgrounds in class materials?  The following questions are 5% or more lower than the county and are areas to review - Does what you learn in school help you in your life? - Does your teacher let you explain your ideas? - Do students behave in class? - Do students stay busy in class? - Do students from your class treat the teacher with respect? - Can you be yourself with other students?"|We will implement LCAP Goal 2: Climate, Culture, and Community: Create and sustain a safe, supportive, and respectful environment for students, teachers, staff, and parents, while addressing emerging challenges to ensure continuous improvement in school climate and student outcomes.  LCAP Action 2.1 Safety and Connectedness will focus on the areas of safety and connectedness  Develop, refine and enhance strategies that excite students about coming to school, help students feel more connected and help students feel a sense of belonging - Supervision: Provide campus supervision - Social-emotional support (Counseling): Support mental health of students through counseling services and/or other programs (ex: Primary Intervention Program (PIP)) - Social-Emotional Learning or Character Building Programs: Implement Social Emotional Learning (SEL) or Character Building programming (examples: Toolbox, CharacterStrong, Zones of Regulation, reward activities, Advisory, teacher mentoring of students and safe schools programs) - Digital Citizenship: Continue to provide  resources for students and parents about cyberbullying and becoming good digital citizens. - Expectations: communicate clear expectations for school behavior and expectations|Met||2026-06-25|2026
49709614930319|Orchard View|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 6th-8th and 9th-12th were surveyed. As a small school, student group analysis is not available due to the low number of students.    School Safety 88% of 6th-8th grade students feel safe on campus (compared to 79% in 2024-2025, and compared to 64% for the county in 2025-2026) 92% of 9th-12th grade students feel safe on campus (compared to 85% in 2024-2025, and compared to 70% for the county in 2025-2026)  Student Connectedness 74% of 6th-8th grade students responded positively to the question ""I enjoy school most of the time."" (compared to 63% in 2024-2025, and compared to 46% for the county in 2025-2026) 82% of 6th-8th grade students responded positively to the overall category of ""Belonging"" (compared to 91% in 2024-2025, and compared to 50% for the county in 2025-2026) 53% of 9th-12th grade students responded positively to the question ""I enjoy school most of the time.""  (compared to 54% in 2024-2025, and compared to 45% for the county in 2025-2026) 58% of 9th-12th grade students responded positively to the overall category of ""Belonging"" (compared to 55% in 2024-2025, and compared to 49% for the county in 2025-2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance.    Identified Needs - Belonging (6th-8th) - ""I enjoy school most of the time."" (9th-12)  Areas of Strength - School Safety - Belonging  (9th-12) - ""I enjoy school most of the time."" (6th-8th)  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.  The following questions from the survey demonstrated increases from 2025 to 2026 by 15% or more and exceeded the county average:  6th-8th - The work that I do for my classes makes me really think. - My teachers explain things in a way that I understand. - How often do you work with other students for your classes because your teachers ask or tell you to? - How many of your teachers connect what you are learning in class with your life outside of school? - When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. - My school clearly communicates how to report acts of discrimination.  9th-12th - My teachers explain things in a way that I understand. - My classmates want to do well in school. - How many of your teachers connect what you are learning in class with your life outside of school? - My school has helped me develop the skills and knowledge I will need for college-level classes. - My school has helped me understand the steps I need to take in order to apply to college. - My school makes me interested in getting to know people of diverse backgrounds.  The following questions are 5% or more lower than the county and are areas to review 6th-8th - In the past year, I have worked with adults to make changes in my school (for example, by giving feedback to leaders, helping with school rules, or being part of decisions). - In my school, we learn how to take action through civic and political systems (for example, using the public library, contacting elected officials, speaking at school board meetings, or volunteering in the community). - I take pride in my schoolwork. - I am able to focus on my schoolwork.  9th-12th - I really feel like part of my school’s community. - My school has helped me understand the steps I need to take in order to have the career that I want. - In the past year, I have worked with adults to make changes in my school (for example, by giving feedback to leaders, helping with school rules, or being part of decisions)."|We will implement LCAP Goal 2: Climate, Culture, and Community: Create and sustain a safe, supportive, and respectful environment for students, teachers, staff, and parents, while addressing emerging challenges to ensure continuous improvement in school climate and student outcomes.  LCAP Action 2.1 Safety and Connectedness will focus on the areas of safety and connectedness:  2.1 Safety and Connectedness Develop, refine and enhance strategies that excite students about coming to school, help students feel more connected and help students feel a sense of belonging - Supervision: Provide campus supervision - Social-emotional support (Counseling): Support mental health of students through counseling services and/or other programs (ex: Primary Intervention Program (PIP)) - Social-Emotional Learning or Character Building Programs: Implement Social Emotional Learning (SEL) or Character Building programming (examples: Toolbox, CharacterStrong, Zones of Regulation, reward activities, Advisory, teacher mentoring of students and safe schools programs) - Digital Citizenship: Continue to provide  resources for students and parents about cyberbullying and becoming good digital citizens. - Expectations: communicate clear expectations for school behavior and expectations|Met||2026-06-25|2026
49709614930350|Sunridge Charter|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 6th and 8th were surveyed. As a small school, student group analysis is not available due to the low number of students.    School Safety 91% of students feel safe on campus (compared to 86% in 2024-2025, and compared to 64% for the county in 2025-2026)  Student Connectedness 55% responded positively to the question ""I enjoy school most of the time."" (compared to 62% in 2024-2025, and compared to 46% for the county in 2025-2026) 60% responded positively to the overall category of ""Belonging"" (compared to 68% in 2024-2025, and compared to 50% for the county in 2025-2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance.    Identified Needs - Student Connectedness (both monitored areas decreased, however, were still higher than the county)  Areas of Strength - School Safety  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.  The following questions from the survey demonstrated increases from 2025 to 2026 by 10% or more and exceeded the county average:  - I am able to focus on my schoolwork. - I am able to motivate myself to do my schoolwork. - My teachers give me assignments that really help me learn. - In order to get a good grade, I have to work hard in my classes. - I feel like I will be ready for high school classes when I finish middle school. - In most of my classes, we learn a lot almost every day. - My school clearly communicates how to report acts of discrimination. - When I am feeling upset, stressed, or having problems I know some ways to make myself feel better or cope with it. - I feel ready for the world of work.  The following questions are 5% or more lower than the county and are areas to review - Adults from my school treat students with respect. - Students from my school treat adults with respect. - How often do you work with other students for your classes because your teachers ask or tell you to? - How many of your teachers connect what you are learning in class with your life outside of school? - How many of your teachers try to understand what your life is like outside of school?"|We will implement LCAP Goal 2: Climate, Culture, and Community: Create and sustain a safe, supportive, and respectful environment for students, teachers, staff, and parents, while addressing emerging challenges to ensure continuous improvement in school climate and student outcomes.  LCAP Action 2.1 Safety and Connectedness will focus on the areas of safety and connectedness:  2.1 Safety and Connectedness Develop, refine and enhance strategies that excite students about coming to school, help students feel more connected and help students feel a sense of belonging - Supervision: Provide campus supervision - Social-emotional support (Counseling): Support mental health of students through counseling services and/or other programs (ex: Primary Intervention Program (PIP)) - Social-Emotional Learning or Character Building Programs: Implement Social Emotional Learning (SEL) or Character Building programming (examples: Toolbox, CharacterStrong, Zones of Regulation, reward activities, Advisory, teacher mentoring of students and safe schools programs) - Digital Citizenship: Continue to provide  resources for students and parents about cyberbullying and becoming good digital citizens. - Expectations: communicate clear expectations for school behavior and expectations|Met||2026-06-25|2026
49709616052302|Twin Hills Charter Middle|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 6th-8th were surveyed. As a small school, student group analysis is not available due to the low number of students.    School Safety 80% of students feel safe on campus (compared to 75% in 2024-2025, and compared to 64% for the county in 2025-2026)  Student Connectedness 49% responded positively to the question ""I enjoy school most of the time."" (compared to 41% in 2024-2025, and compared to 46% for the county in 2025-2026) 51% responded positively to the overall category of ""Belonging"" (compared to 54% in 2024-2025, and compared to 50% for the county in 2025-2026)"|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance.    Identified Needs - Student Connectedness: overall category of ""Belonging  Areas of Strength - Student Connectedness: ""I enjoy school most of the time."" improved - School Safety improved  We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships.  The following questions from the survey demonstrated increases from 2025 to 2026 by 5% or more and exceeded the county average:  - I enjoy school most of the time. - My teachers' expectations make me want to do my best. - In most of my classes, we learn to correct our mistakes. - Most of my teachers do not let people give up when the work gets hard. - Most of my teachers want us to use our thinking skills, not just memorize things. - Discipline at my school is fair. - Students from my school treat adults with respect. - How many of your teachers believe that you can get a good grade if you try? - My school encourages students to speak out against racism. - My school makes me interested in getting to know people of diverse backgrounds. - My school clearly communicates how to report acts of discrimination. - When I am feeling upset, stressed, or having problems I know some ways to make myself feel better or cope with it.  The following questions are 5% or more lower than the county and are areas to review - My teachers give me assignments that really help me learn. - My teachers explain things in a way that I understand. - How often do you work with other students for your classes even when your teacher doesn’t ask or tell you to? - In the past year, I have worked with adults to make changes in my school (for example, by giving feedback to leaders, helping with school rules, or being part of decisions). - In my school, we learn how to take action through civic and political systems (for example, using the public library, contacting elected officials, speaking at school board meetings, or volunteering in the community). - The work that I do for my classes gives me the opportunity to solve real-world problems. - I feel ready for the world of work. - The work that I do for my classes helps prepare me for careers that interest me."|We will implement LCAP Goal 2: Climate, Culture, and Community: Create and sustain a safe, supportive, and respectful environment for students, teachers, staff, and parents, while addressing emerging challenges to ensure continuous improvement in school climate and student outcomes.  LCAP Action 2.1 Safety and Connectedness will focus on the areas of safety and connectedness:  2.1 Safety and Connectedness Develop, refine and enhance strategies that excite students about coming to school, help students feel more connected and help students feel a sense of belonging - Supervision: Provide campus supervision - Social-emotional support (Counseling): Support mental health of students through counseling services and/or other programs (ex: Primary Intervention Program (PIP)) - Social-Emotional Learning or Character Building Programs: Implement Social Emotional Learning (SEL) or Character Building programming (examples: Toolbox, CharacterStrong, Zones of Regulation, reward activities, Advisory, teacher mentoring of students and safe schools programs) - Digital Citizenship: Continue to provide resources for students and parents about cyberbullying and becoming good digital citizens. - Expectations: communicate clear expectations for school behavior and expectations|Met||2026-06-25|2026
49709790000000|Two Rock Union|6|Two Rock Union School District utilizes the YouthTruth Survey as its primary local climate survey to gather feedback from students, families, and staff regarding school engagement, relationships, culture, safety, and other indicators of school climate. During the January 2026 administration, the district received 148 responses, representing an overall response rate of 74%, including responses from students, families, and staff. Survey results indicate several strengths in the district’s climate. Family respondents reported positive perceptions of relationships between teachers and students (93%), communication and feedback (93%), and school culture (71%). Families also reported that their child’s learning environment is safe (80%) and that the school respects people from diverse backgrounds (93%). These findings suggest that families generally view the school as a welcoming, respectful, and supportive environment for students. Student responses also reflected positive perceptions in several areas. Eighty-eight percent of students reported positive engagement with school, 70% reported positive relationships with staff, and 60% responded positively regarding instructional methods. Additionally, student perceptions of school safety increased by 12 percentage points from the previous survey administration. The survey also identified areas for continued growth. Family engagement declined by 12 percentage points from the previous survey cycle, and family perceptions of school culture declined by five percentage points. Staff responses reflected lower ratings across multiple climate indicators, including engagement (50%), relationships (36%), culture (8%), school safety (36%), and professional development and support (30%). These results indicate opportunities to strengthen staff collaboration, organizational culture, communication, and shared decision-making practices.  The YouthTruth survey does not provide climate data disaggregated by student demographic groups within the synthesis report. However, the district reviews student, family, and staff responses separately to identify trends across stakeholder groups and uses this information, along with attendance, behavior, and other local indicators, to guide school climate improvement efforts. Overall, the survey data demonstrate strong family perceptions of relationships, communication, and respect while identifying opportunities to improve engagement, culture, and support systems for both families and staff.|Analysis of the YouthTruth Survey data and other local indicators identified several strengths and areas of need related to school climate, engagement, and stakeholder perceptions. The survey included feedback from 148 respondents representing students, families, and staff and provides valuable insight into the experiences of the school community.  A significant area of strength is the positive relationships between students, staff, and families. Ninety-three percent of families reported that teachers and students care about one another, while 93% also indicated that the school respects people from diverse backgrounds. Families reported strong communication and feedback from the school (93%), ranking in the 81st percentile nationally when compared to similar elementary schools. These findings suggest that families view Two Rock Union School as a welcoming, respectful, and supportive learning environment.  Student responses also reflected positive perceptions in several areas. Eighty-eight percent of students reported positive engagement with school, 70% reported positive relationships with staff, and student perceptions of school safety increased by 12 percentage points from the previous survey administration. Students also demonstrated growth in perceptions of school culture and academic challenge, indicating that many students feel connected to their learning environment.  The analysis also identified areas for improvement. Family engagement declined by 12 percentage points, and family perceptions of school culture decreased by five percentage points compared to the previous survey administration. These findings suggest a need to increase opportunities for meaningful family engagement and strengthen communication regarding how educational partner feedback informs district decisions and priorities.  Staff responses identified additional areas of need. Staff ratings declined across multiple indicators, including engagement (50%), relationships (36%), culture (8%), school safety (36%), and professional development and support (30%). Staff perceptions of discipline fairness (17%) and the quality of education provided to students (18%) were also significantly lower than family perceptions. These results indicate opportunities to strengthen staff collaboration, organizational culture, communication, professional support, and shared decision-making processes.  The YouthTruth data does not provide climate information disaggregated by student demographic groups. However, the district analyzed responses across stakeholder groups and found varying perceptions among students, families, and staff regarding school climate, safety, relationships, and engagement. These findings will continue to inform district efforts to strengthen school culture, increase stakeholder engagement, improve communication, and ensure all students have access to a safe, supportive, and inclusive learning environment.|Based on the analysis of local data, including the YouthTruth Survey, Two Rock Union School District has identified several areas requiring continued improvement and has implemented or plans to implement actions to address these needs. Survey results indicate strong family perceptions of relationships (93%), communication and feedback (93%), and respect for diverse backgrounds (93%). However, declines in family engagement, school culture, staff engagement, staff perceptions of safety, and professional support highlight the need for targeted improvements.  To address these findings, the district has revised its engagement practices to provide additional opportunities for stakeholder participation in School Site Council (SSC), English Learner Advisory Committee (ELAC), and LCAP development. The district will continue to strengthen outreach efforts to underrepresented families through translated communications, direct outreach, and support from the district’s Spanish-speaking liaison. Additional efforts will be made to engage military-connected families living on the Coast Guard Training Center, which represents a significant portion of the district’s student population.  In response to feedback regarding communication and engagement, the district will enhance transparency by creating stronger feedback loops that communicate how stakeholder input influences district decisions, resource allocation, and school improvement initiatives. The district also plans to upgrade its website to improve accessibility, communication, and opportunities for educational partners to access information and provide feedback.  To address concerns reflected in staff survey results, the district will continue to strengthen systems that promote collaboration, shared decision-making, and professional support. This includes increasing opportunities for staff input, improving communication regarding district initiatives, and providing targeted professional development aligned with district priorities and staff needs. Given the significant declines in staff perceptions of culture, engagement, and safety, district leadership will prioritize efforts to improve organizational culture and foster positive working relationships among staff.  The district will also continue implementing and refining its Multi-Tiered System of Supports (MTSS), intervention programs, social-emotional learning supports, and student engagement initiatives. Recent actions include implementation of DIBELS as a universal literacy screener, adoption of Lexia English to support English learners, adoption of Bridges in Mathematics, expansion of intervention supports, and continued use of student climate and engagement data to monitor progress and inform decision-making. These actions are intended to improve academic outcomes while maintaining a safe, supportive, and inclusive learning environment for all students.  Through ongoing review of local data, annual climate surveys, educational partner feedback, and s|Met||2026-06-25|2026
49709950000000|Waugh Elementary|6|In 2026, the district achieved full participation from students in grades 3–6 on the YouthTruth Survey and exceeded county averages in five out of six key domains. Particularly strong results were seen in the areas of “Culture,” which ranked in the 89th percentile, and “Belonging,” which ranked in the 92nd percentile, reflecting a strong sense of connection and positive school climate among students.  An area identified for ongoing improvement is “Academic Challenge,” which fell at the 27th percentile, indicating an opportunity to further strengthen students’ perceptions of rigor and intellectual engagement.  The YouthTruth platform also provides disaggregated data by student group, offering important insight into student experiences across populations. On the focal question, “Do you feel like an important part of your school?” 39% of students responded affirmatively, representing an increase of 8% from the 2024–2025 school year and 16% from 2023–2024. When examined by race and ethnicity, responses were generally consistent across groups, including Latina/o/x students at 41%, Asian or Asian American students at 48%, Black or African American students at 50%, and students identifying as Two or More Races at 32%.|The Waugh student survey results showed performance above county averages in five out of six areas, with “Belonging” standing out as a particular strength, ranking in the 92nd percentile. The area of “Academic Challenge” was the lowest reported domain and fell below the county average, indicating a need for continued focus and improvement in this area.  District and site administrators have carefully reviewed anonymous student feedback and are working closely with student leadership groups to better understand the factors contributing to perceptions of academic challenge. School leaders are using this input to guide ongoing conversations and planning at the site level.  Across the district, there is a strong commitment to ensuring that every student feels they are a valued member of their school community. Waugh continues to prioritize creating learning environments where all students feel connected, supported, and meaningfully engaged in their education.|The district continues to actively review school climate data and engage in ongoing conversations with students throughout the year. Student councils at both school sites have served as an important structure for collaboration between students and staff, and the district will continue to identify and expand opportunities that strengthen student connection, voice, and participation within their school communities.|Met||2026-06-11|2026
49710010000000|West Side Union Elementary|6|"Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2026 as part of a countywide pilot program. Students in grades 3rd-5th were surveyed.  School safety related student survey data: - 3rd-5th: ""Do you feel safe at school?"" 77% (a decreased of 8% from January 2025 and 10% above the county average)  School connectedness related student survey data:  Belonging Summary Data:  - 3rd-5th:   48% (a decrease of 2% from January 2025 and 10% above the county average).   Relationships Summary Data:  - 3rd-5th:   84% (a decrease of 3% from January 2025 and 7% above the county average).   ""Do you like going to school""  - 3rd-5th:   35% (a decrease of 19% from January 2025 and 3% above the county average).   ""Are students friendly to you""  - 3rd-5th:  60% (an increase of 9% from January 2025 and 10% above the county average)."|"""A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp.   School Climate is an area of continued importance  Identified Needs - All monitored questions decreased except for: ""Are students friendly to you"", However, all monitored questions are still above the county average.  Areas of Strength - ""Are students friendly to you"" - All monitored questions are above the county average.  Overall, our Youth Truth data for some areas decreased and is an identified need to work on in our LCAP.  However, the following questions saw increases from 2025 to 2026: - Does what you learn in class help you in your life? - Does your teacher ask you to show your work? - Can you be yourself with other students? - Are students friendly to you? - Does your teacher treat you with respect?"|We will continue our Goal 2: Culture.  We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.1 School Safety Ensure students, staff, and families feel safe on campus.  - PBIS: Implement Positive Behavioral Interventions and Supports - Tier I, II, and III strategies.   - Restorative Practices: Utilize restorative practices and other alternatives rather than punitive, exclusionary discipline techniques. - Supervision: Provide supervision during each recess period..  2.2 Health and Wellness Develop, refine and enhance strategies that excite students about coming to school, help students feel more connected and help students feel a sense of belonging - Social-Emotional Learning Programs: Continue to implement Second Step, a Social Emotional Learning (SEL) Program in Grades K-6, and implement the “Zones of Regulation” program. - Counseling: Provide mental health services/school counseling services Psychologists: Utilize the school psychologist to provide resources to staff, students and families - Partnerships: Partner with local health organizations - Website: Communicate mental health resources on school website - Mindfulness:  Implement Mindfulness activities school-wide - Physical Education: Provide PE to students|Met||2026-06-16|2026
49710190000000|Wilmar Union Elementary|6|During the 2025–26 school year, Wilson School administered the YouthTruth Student, Family, and Staff Surveys to gather feedback regarding school climate, safety, relationships, engagement, and overall school experience. Additional local data sources included attendance records, behavior referrals, student focus groups, and ongoing feedback from students, families, and staff.  Student survey results demonstrated significant improvement across all major climate indicators compared to the previous survey administration. Student Engagement increased to 82% positive (+18 percentage points), Relationships increased to 74% positive (+23 points), Culture increased to 20% positive (+3 points), Academic Challenge increased to 41% positive (+13 points), Belonging increased to 40% positive (+11 points), and Instructional Methods increased to 64% positive (+31 points). Student average ratings improved across all reported categories, including Engagement (2.77), Relationships (2.65), Culture (2.20), Belonging (2.42), and Instructional Methods (2.56).  Family survey results reflected strong perceptions of the school climate. Families reported 91% positive responses in Relationships, 88% positive responses in Culture, 82% positive responses in Communication and Feedback, and 68% positive responses in School Safety. Families also reported that their child’s learning environment is safe (89%) and that teachers and students care about one another (95%). Family results ranked favorably when compared to national YouthTruth norms, with Relationships and Engagement both ranking in the 86th percentile nationally.  Staff survey results were similarly positive, with 92% positive responses in Engagement, 82% positive responses in Relationships, and 92% positive responses in School Safety. Staff reported significant improvements across multiple climate indicators, including Engagement (+25 percentage points), Relationships (+26 points), Culture (+41 points), and School Safety (+48 points).  Additional survey findings showed that 79% of students reported that their teacher cares about them, 85% reported being treated with respect by their teacher, and 64% reported feeling safe at school. Family and staff responses reinforced these findings, with 89% of families and 100% of staff indicating that the school provides a safe learning environment.  Overall, the 2025–26 YouthTruth results, combined with local attendance, behavior, and feedback data, indicate a positive school climate characterized by strong relationships, increasing student engagement, high levels of family trust, and a continued commitment to Wilson School's Culture of Care model. These data will be used to support ongoing school climate improvement efforts and ensure all students feel safe, connected, and supported.|Analysis of the 2025–26 YouthTruth survey and other local climate data identified several significant strengths in Wilson School's climate, culture, and overall student experience. The data demonstrate that students, families, and staff overwhelmingly view Wilson School as a positive, supportive, and relationship-centered learning environment.  One of the District's greatest strengths continues to be the quality of relationships throughout the school community. Student Engagement increased by 18 percentage points and Relationships increased by 23 percentage points compared to the previous survey administration. Students also reported significant gains in belonging, instructional methods, and academic challenge. Family results were particularly strong, with 91% positive responses in Relationships and 88% positive responses in Culture. Staff results reflected similar strengths, with 92% positive responses in Engagement and School Safety. These findings suggest that Wilson School's Culture of Care model continues to positively influence school climate and strengthen connections among students, families, and staff.  School safety remains another area of strength. Student perceptions of safety improved, while 89% of families and 100% of staff reported that the school provides a safe learning environment. The data indicate that students generally feel supported by adults, experience positive relationships with teachers, and feel connected to the school community.  The survey also identified areas for continued growth. Although student results improved across nearly every category, student perceptions of culture, academic challenge, and belonging remain lower than other climate indicators. These findings suggest the need to continue strengthening student voice, increasing opportunities for meaningful participation, and ensuring that all students feel a strong sense of connection and purpose within the school community.  Family and staff feedback also identified opportunities to improve understanding of school discipline practices and behavior expectations. While perceptions of fairness improved from previous years, discipline-related responses were lower than other survey indicators. As a result, the District will continue focusing on communication, consistency, restorative practices, and relationship-based approaches to behavior support.  Overall, the data indicate that Wilson School continues to build upon a strong foundation of safety, trust, engagement, and positive relationships. The District will use these findings to further strengthen student belonging, promote positive school culture, and ensure that all students experience a safe, supportive, and inclusive learning environment.|Based on the analysis of the 2025–26 YouthTruth survey and other local climate data, Wilson School will continue to build upon the significant gains made in student engagement, relationships, belonging, and school safety. Survey results indicate that students, families, and staff view the school climate positively, reflecting the impact of the District's Culture of Care approach and commitment to relationship-centered practices.  While the data demonstrate substantial growth across most climate indicators, the District identified opportunities to further strengthen student belonging, school culture, student voice, and understanding of schoolwide behavior expectations. As a result, Wilson School will continue implementing practices that promote positive relationships, student connectedness, and meaningful participation in school life.  The District will continue expanding opportunities for student leadership, student voice, and student involvement in school activities and decision-making processes. Community-building activities, classroom meetings, and schoolwide events will continue to emphasize belonging, inclusion, and positive peer relationships.  Wilson School will also continue refining its Culture of Care framework by strengthening relationship-based practices, social-emotional learning, and restorative approaches to behavior support. Staff will continue focusing on proactive communication with students and families regarding behavior expectations, student support systems, and schoolwide practices designed to promote a positive learning environment.  In response to survey feedback regarding discipline and behavior expectations, the District will continue reviewing behavior support practices and communication systems to ensure students and families have a clear understanding of school expectations and available supports. Schoolwide behavior expectations and positive behavior supports will remain a priority.  The District will continue using YouthTruth survey results, attendance data, behavior data, student focus groups, and educational partner feedback to monitor progress and guide continuous improvement efforts. These actions will help ensure that Wilson School continues to provide a safe, supportive, and inclusive environment where all students feel connected, valued, and able to succeed academically, socially, and emotionally.|Met||2026-06-29|2026
49710350000000|Wright Elementary|6|2026 Youth Truth Survey: 67% (+11 percentage points) of students agreed that they feel safe at school and 33% (+2 percentage points) of students agreed that they feel like an important part of their school.|There was improvement in both areas and improvement continues to be needed.|The actions currently being implemented are yielding positive results. We will continue them while we continue to see positive gains.|Met||2026-06-25|2026
49710356052377|Wright Elementary|6||||Not Met For Two or More Years|||2026
49738820000000|Cotati-Rohnert Park Unified|6|The district uses the YouthTruth Student Survey as a local climate survey tool to measure school conditions and student experiences across engagement, relationships, academic challenge, and safety. The survey results are disaggregated by grade span (elementary, middle, and high school) and include additional perspectives from families and staff.  The 2025–2026 YouthTruth Student Survey results indicate variation in student experiences across grade spans. Student engagement levels are 87% at the elementary level, 41% at the middle school level, and 57% at the high school level. Positive perceptions of relationships with school staff are reported by 79% of elementary students, 44% of middle school students, and 40% of high school students.  Perceptions of academic challenge vary across grade spans, with 46% of elementary students, 41% of middle school students, and 58% of high school students reporting positive views of academic rigor.  Regarding school safety, 65% of elementary students, 58% of middle school students, and 66% of high school students report feeling safe at school. These student perceptions are generally aligned with feedback from families (80%) and staff (87%), who report that students are safe from harm at school.  In addition, perceptions of receiving a high-quality education differ across groups, with 48% of middle school students and 57% of high school students reporting positive perceptions, compared to 70% of families and 80% of staff.  These findings were shared with the Board of Trustees and the public. The presentation supported reflection on district strengths and areas for growth and prompted discussion regarding next steps to improve student experiences and increase family participation in future survey administrations to strengthen response rates and data representativeness.|The recent YouthTruth survey data provides valuable insight into students’ experiences across grade levels and helps the district identify both strengths and areas for growth.  A majority of students report that their teachers expect engagement and effort. 85% percent of elementary students believe their teacher wants them to work their hardest, 65% of middle school students believe their teachers want them to use thinking skills, and 78% of high school students believe their teachers want them to explain their answers. These findings suggest that PLC work and classroom engagement strategies may be supporting student participation and deeper thinking during instruction.  The district has also seen improvement in bullying-related outcomes at the high school level. Only 12% of high school students reported being bullied, a 3% decrease from the prior year. In addition, 65% of middle school students who experienced bullying reported the incident to an adult at school. These findings suggest that districtwide bullying protocols, enhanced supervision, and site-level supports may be contributing positively to student safety and reporting practices.  Despite these strengths, student behavior toward teachers, bullying at the elementary and middle school levels, high school dropout concerns, and family participation remain important areas for growth. Only 22% of middle school students and 37% of elementary students believe students in their classes treat teachers with respect. Additionally, only 15% of elementary students believe students behave appropriately in class. Staff perceptions align with these concerns, as only 49% of elementary staff and 29% of middle school staff report that students treat staff with respect. These findings indicate a continued need to strengthen student behavior, classroom expectations, and school culture.  Bullying rates also remain a concern at the elementary and middle school levels, with 34% of elementary students and 24% of middle school students reporting being bullied during the past year. While high school bullying rates have decreased, these findings suggest that additional review and refinement of supports may be needed for younger students.  High school dropout risk is another area of focus. YouthTruth data shows that 12% of high school students have considered dropping out. Among those students, 62% cited feeling behind and unable to catch up, while 55% reported not seeing how their schoolwork would help them in their lives. These findings highlight the need to strengthen proactive interventions, review the effectiveness of existing support programs, and examine course offerings, including CTE pathways, to ensure they align with student interests and community career opportunities.  Family participation in the YouthTruth survey also remains limited. Only 22% of families completed the survey, including 30% participation at the elementary level, 17% at the middle school level, and 12% at the high school level.|Following an analysis of local data and key learnings, CRPUSD has identified several actions to address areas of need and support continuous improvement. These actions are intended to strengthen school climate, improve student outcomes, and increase meaningful family participation.  To address low family participation in the YouthTruth survey, CRPUSD will implement strategies to increase engagement and improve response rates. Planned efforts include districtwide participation competitions, raffle prizes and other incentives, and pairing survey opportunities with existing family meetings and school events. These strategies are intended to increase access to feedback opportunities and strengthen the district’s ability to make informed decisions based on family input.  To address concerns related to student behavior and respect toward teachers and staff, CRPUSD will continue its Positive Behavioral Interventions and Supports (PBIS) work in partnership with Laura Mooiman. This work will focus on strengthening school-wide behavior systems, reinforcing positive school culture, and promoting consistent behavioral expectations across all school sites.  The district also developed and trained staff on a districtwide bullying protocol during the current year. Based on local data showing continued bullying concerns at the elementary and middle school levels, CRPUSD will review and refine the protocol to strengthen prevention, reporting, response procedures, and consistent implementation.  To better understand high school dropout risk, CRPUSD will conduct additional outreach and surveying with high school students to gather more detailed information about factors contributing to disengagement and consideration of dropping out. This information will help guide future supports and interventions for students experiencing academic or school connection challenges.  The district will also review Career Technical Education (CTE) pathways and related course offerings to evaluate alignment with student interests, career opportunities, and local workforce needs. This review is intended to strengthen the relevance of learning opportunities and increase student engagement in pathways connected to future goals.  Based on positive outcomes in several school safety measures, CRPUSD will continue current safety practices while monitoring effectiveness through ongoing data review and educational partner feedback. Through these actions, the district will continue using local data to guide improvement efforts and respond to identified student, staff, and family needs.|Met||2026-06-09|2026
49738820123786|Credo High|6|Credo High School administers the YouthTruth survey annually to assess students’ perceptions of physical and emotional safety on campus. The January 2026 School Culture aggregate measure, a representation of student sentiment that their school fosters a culture of respect and fairness was 3.38, or the 59th percentile in the county. This is a decrease from 3.49/70th percentile in 2025.  Within that measure of school culture, students were asked to respond to the statement “I feel safe at school.” Credo students’ responses placed the school at the 84th percentile in the county. 81% of responding students gave a positive rating to their feeling of safety at school. All student subgroups had >70% of students giving positive ratings on this item, however only 71% of Multiracial/Multi-ethnic students gave a positive rating.  A separate aggregate measure on the YouthTruth survey is Belonging & Peer Collaboration. In 2026, Credo students scored the school at 3.67, which was the 90th percentile in the county. However, looking closer at subgroups of students shows that Hispanic/Latino students scored 3.56/83rd percentile, Multiracial/Multi-ethnic students scored 3.52/79th percentile, and Black or African-American students scored 3.4/59th percentile.|"Analysis of the 2026 YouthTruth survey data reveals both meaningful strengths and important areas for growth at Credo High School.  A clear area of strength is students' sense of physical and emotional safety on campus. With 81% of students providing a positive rating on the item ""I feel safe at school"" and the school ranking at the 84th percentile countywide, Credo's commitment to maintaining a physically and emotionally secure environment is resonating strongly across the student body. Notably, all student subgroups reported positive safety ratings above 70%, suggesting that this sense of security is relatively broadly shared.  Belonging and Peer Collaboration is another significant strength. Credo's overall score of 3.67 at the 90th percentile countywide reflects that the large majority of students feel connected to peers and experience meaningful collaboration in their school community. This is a powerful foundation upon which deeper work around equity and inclusion can be built. The most pressing area of need is the decline in the School Culture aggregate measure, which dropped from the 70th percentile in 2025 to the 59th percentile in 2026. This downward trend suggests that students perceive a weakening in the school's culture of respect and fairness, and warrants close examination of school climate practices, adult-student relationships, and community norms.  Equally important are the disparities visible within the Belonging & Peer Collaboration measure when disaggregated by student subgroup. While the school's overall score is strong, Black or African-American students rated belonging at just 3.4 (59th percentile), and Multiracial/Multi-ethnic students scored 3.52 (79th percentile) — meaningfully below the school average. Hispanic/Latino students also scored below the whole-school figure at 3.56 (83rd percentile). These gaps indicate that the strong sense of belonging experienced by many students is not yet equitably distributed, and that students from specific racial and ethnic backgrounds may feel less seen, valued, or connected within the school community.  Additionally, the finding that only 71% of Multiracial/Multi-ethnic students gave a positive safety rating — the lowest of any subgroup — aligns with their lower belonging score and points to a pattern that merits targeted attention and outreach with this population.  Taken together, the data indicate that Credo High School has genuine strengths in student safety and overall peer belonging, but faces a clear need to investigate and address the declining school culture score and to close belonging and safety gaps for students of color, particularly Black or African-American and Multiracial/Multi-ethnic students. Disaggregated data analysis is essential to ensuring that school improvement efforts center the experiences of students who are most underserved by current conditions."|Informed by the 2026 YouthTruth survey data, Credo High School will implement the following actions to address identified areas of need while sustaining existing strengths.  The belonging and safety data for Black or African-American and Multiracial/Multi-ethnic students represent the most significant equity gap identified in this analysis. In response, Credo will establish or strengthen affinity spaces and student identity groups that provide a culturally affirming community for students of color, with particular outreach to these populations. The school will also engage directly with these students through facilitated listening sessions to better understand their specific experiences of belonging and safety, and to co-develop responsive solutions.   To address the subgroup disparities in belonging and the decline in overall school culture, Credo will expand professional development focused on culturally responsive and sustaining pedagogy, implicit bias awareness, and inclusive community-building. This will extend the work that Credo has already done with the group Welcoming Schools. This will build staff capacity to affirm the identities of all students and cultivate environments where every student experiences fairness and respect.|Met||2026-06-15|2026
49745910000000|Sonoma County ROP|6||||Not Met|||2026
49753580000000|Windsor Unified|6|Windsor Unified School District utilizes local climate survey data, including YouthTruth surveys and other stakeholder feedback measures, to monitor school climate, safety, connectedness, and belonging. Results from recent surveys indicate that most students report positive relationships with adults at school and feel supported by staff; however, responses vary across grade levels and student groups.  Student survey data show that approximately 59% of elementary students, 54% of middle school students, and 62% of high school students reported feeling safe at school. Family survey results indicate that 68% of elementary families, 61% of middle school families, and 64% of high school families believe their child’s learning environment is safe. Staff responses were also generally positive, with 84% of elementary staff, 74% of middle school staff, and 77% of high school staff reporting that they feel safe from harm while at school. These results suggest that most educational partners experience schools as safe and supportive environments while also identifying opportunities for continued improvement.  Disaggregated local data and educational partner feedback indicate that some student groups experience school climate differently than others. Students with disabilities, English learners, foster youth, homeless youth, and certain racial/ethnic student groups continue to demonstrate areas of need in school connectedness, attendance, suspension rates, and overall school experience. The district uses this information alongside California Dashboard indicators, attendance data, suspension data, and stakeholder feedback to identify disparities and target supports.  Analysis of survey responses also highlights opportunities to strengthen students’ sense of belonging, voice, and connectedness, particularly at the secondary level. As a result, Windsor Unified continues to prioritize social-emotional learning, restorative practices, mental health supports, family engagement, and positive school culture initiatives designed to improve school climate outcomes for all students while addressing the unique needs of identified student groups.|Analysis of local climate survey data and educational partner feedback identified several strengths across Windsor Unified School District. Students, families, and staff generally report positive perceptions of school safety, supportive relationships with school staff, and a commitment to creating welcoming learning environments. Survey responses indicate that many students feel connected to caring adults on campus, and families value the efforts schools make to communicate, engage families, and support student success. Staff responses also reflect a generally positive perception of school culture and safety across district schools.  The data also identified important areas of need. Student perceptions of safety and connectedness are lower at the middle school level compared to elementary and high school levels, suggesting a need for additional support during this critical developmental period. Disaggregated data, California Dashboard indicators, and educational partner feedback further indicate that some student groups, including English learners, students with disabilities, foster youth, homeless youth, and certain racial/ethnic groups, continue to experience disparities in school climate, attendance, engagement, and disciplinary outcomes.  Educational partners emphasized the importance of strengthening students’ sense of belonging, increasing opportunities for student voice, and ensuring that all students feel valued, respected, and connected to their school community. Families and staff also identified a need for continued social-emotional supports, mental health resources, restorative practices, and proactive interventions that address barriers to student engagement and attendance.  These findings reinforce the district’s commitment to maintaining safe and supportive school environments while focusing improvement efforts on reducing disparities, increasing student connectedness, strengthening relationships, and ensuring equitable access to supports for all student groups. The district will continue to use survey results, Dashboard indicators, attendance data, suspension data, and stakeholder feedback to guide actions that improve school climate and student outcomes.|Based on the analysis of local climate data, California Dashboard indicators, attendance and discipline data, and educational partner feedback, Windsor Unified School District has identified several actions to strengthen school climate and improve outcomes for all students. The district will continue to refine and expand its Multi-Tiered System of Supports (MTSS) framework to ensure that academic, behavioral, attendance, and social-emotional supports are coordinated and responsive to student needs.  To address identified needs related to student connectedness, engagement, and school safety, the district will continue implementing restorative practices, social-emotional learning supports, and proactive behavioral interventions across schools. Additional efforts will focus on increasing student voice and leadership opportunities, particularly at the middle and high school levels, where survey data indicate lower perceptions of connectedness and safety.  The district will also continue strengthening attendance improvement efforts through early identification of attendance concerns, family outreach, and targeted interventions for student groups experiencing higher rates of chronic absenteeism. Collaboration among school staff, families, and community partners will be expanded to address barriers to attendance and engagement.  To support equitable outcomes, Windsor Unified will continue providing professional learning for staff in culturally responsive practices, relationship-centered approaches, trauma-informed strategies, and inclusive learning environments. The district will also enhance the use of data to monitor school climate trends and student group performance, allowing schools to identify disparities and respond more effectively.  Finally, the district will maintain ongoing engagement with students, families, staff, and advisory groups through surveys, School Site Councils, ELAC/DELAC meetings, and LCAP engagement processes. Feedback gathered through these structures will continue to inform decision-making, program improvements, and resource allocation as part of the district’s commitment to continuous improvement and creating safe, supportive, and inclusive learning environments for all students.|Met||2026-06-08|2026
49753580114934|Village Charter|6|VCS made the Youth Truth Survey available to all students, families, and staff in January 2026. Summary of results with 87% of students responding and 30% of families responding (note: higher percentile is favorable): VCS percentile for Respect-75th students/94th family  VCS percentile for Relationships-89th students/96th family VCS percentile for Safety-96th students/92nd family VCS percentile for Discipline-57th family Quality of Education fell in the 42nd percentile|VCS has a strength in fostering a sense of community and safety with a focus  on respect and kindness. We need to do a better job of communicating our unconventional, yet proven successful educational and discipline styles to families that are more familiar with traditional educational practices.|There was feedback regarding inconsistencies in discipline and/or confusions around what consequences are issued for behaviors. We have a discipline policy that focuses more on self reflection and restorative practice, therefore we need to do a better job at communicating to parents and students about what and how this works in practice.|Met||2026-06-03|2026
49753586052369|Cali Calmecac Language Academy|6|Cali Calmécac Language Academy uses the YouthTruth Survey, Sown to Grow social-emotional learning data, attendance data, suspension data, and local MTSS data to monitor school climate, student connectedness, and perceptions of safety. These measures provide valuable information regarding student engagement, relationships, well-being, and overall school climate.  The 2025–26 YouthTruth Survey results indicate continued growth in several climate indicators. Student connectedness improved, with 39.5% of students in grades 3–5 reporting they feel like an important part of their school community, compared to 35% at baseline. In grades 6–8, 37% of students agreed that they feel part of their school community, compared to 33% at baseline. Students also reported stronger connections with trusted adults, with 45% of grades 3–5 students and 40% of grades 6–8 students indicating they have an adult at school they can talk to when needed.  School safety indicators also improved. Eighty-seven percent of families in both TK–5 and grades 6–8 reported that their child’s learning environment is safe. Student perceptions of safety increased to 67% for grades 3–5 and 48% for grades 6–8. These positive trends align with improvements in other local indicators. Chronic absenteeism declined from 23.5% to 14.1%, attendance increased to 96.06%, and suspension rates decreased from 4.8% to 4.0%.  Disaggregated local and state data indicate continued areas of focus for specific student groups, particularly Long-Term English Learners (LTELs), who continue to experience higher rates of chronic absenteeism and lower academic outcomes than their peers. Student feedback also identified a desire for increased opportunities for collaboration, hands-on learning, leadership, and stronger peer relationships.  Overall, local climate data demonstrate positive progress in school safety, connectedness, attendance, and student engagement. These outcomes reflect the impact of schoolwide efforts including MTSS implementation, Safe School Ambassadors, restorative practices, counseling services, community circles, student leadership opportunities, and expanded enrichment programs. The data will continue to guide improvement efforts focused on belonging, student voice, safety, and equitable outcomes for all student groups.|Analysis of YouthTruth survey results, Sown to Grow data, attendance data, suspension rates, and MTSS monitoring indicates that Cali Calmécac Language Academy continues to make meaningful progress in creating a safe, supportive, and inclusive school environment. Significant strengths include improvements in student connectedness, family perceptions of school safety, attendance, and reductions in chronic absenteeism and suspensions.  The data suggest that schoolwide investments in MTSS, counseling services, Safe School Ambassadors, restorative practices, student leadership opportunities, community circles, and enrichment programs are positively impacting school climate. Family survey results indicate high levels of confidence in school safety, with 87% of families reporting that their child’s learning environment is safe. Improvements in student connectedness and access to trusted adults also demonstrate progress in building positive relationships and a stronger sense of belonging.  Attendance and behavior data further reflect positive outcomes. Chronic absenteeism declined significantly from 23.5% to 14.1%, attendance increased to 96.06%, and suspension rates decreased from 4.8% to 4.0%. These improvements suggest that targeted attendance interventions, counseling supports, family outreach, and positive behavior systems are contributing to a healthier school climate.  While progress is evident, the data also identify areas requiring continued attention. Student connectedness and perceptions of safety remain stronger among families than among students, particularly at the middle school level. Survey responses indicate a continued need to strengthen student belonging, peer relationships, and opportunities for meaningful student voice and engagement. Data also show that Long-Term English Learners continue to experience higher rates of chronic absenteeism and remain a subgroup requiring targeted support.  Key learnings from the data emphasize the importance of maintaining strong social-emotional supports, expanding leadership opportunities, strengthening attendance interventions, and continuing to build positive relationships among students, staff, and families. Moving forward, CCLA will continue refining its MTSS framework, restorative practices, attendance systems, and student engagement opportunities to ensure all students experience a safe, connected, and supportive learning environment.|Based on analysis of YouthTruth survey results, attendance data, suspension data, Sown to Grow data, and educational partner feedback, Cali Calmécac Language Academy has identified several actions to strengthen school climate and address areas of need. While data show improvements in attendance, student connectedness, safety, and suspension rates, the school recognizes the need to further increase student belonging, strengthen peer relationships, and provide additional support for Long-Term English Learners and other students experiencing barriers to engagement.  For the 2026–27 school year, CCLA will continue strengthening its Multi-Tiered System of Supports (MTSS) by implementing a comprehensive MTSS data platform to improve monitoring, intervention planning, and communication among staff. The school will continue expanding restorative practices, community circles, and social-emotional learning supports through Sown to Grow, Second Step, counseling services, and student leadership opportunities.  To address attendance concerns, particularly among Long-Term English Learners, the school will maintain its attendance recovery systems, targeted outreach, SART/SARB processes, attendance monitoring, and after-school enrichment opportunities designed to increase student engagement and school connectedness. Attendance awareness campaigns and family outreach efforts will continue to be strengthened.  CCLA will also expand opportunities for student voice, leadership, and engagement through the Student Leadership Team, Safe School Ambassadors, enrichment programs, peer mentoring opportunities, and schoolwide recognition systems. Additional efforts will focus on increasing opportunities for hands-on learning, collaboration, and meaningful participation in school activities, particularly at the middle school level.  Professional development will continue for teachers, instructional aides, student advisors, yard supervisors, and support staff in MTSS implementation, restorative practices, behavior supports, and social-emotional learning strategies to ensure consistent schoolwide practices. The school will also continue improving campus safety and climate through facility improvements, visitor management systems, safety training, and ongoing collaboration with families and educational partners.  These actions reflect the school's commitment to continuous improvement and its goal of ensuring that every student experiences a safe, welcoming, connected, and supportive learning environment.|Met|Cali Calmécac Language Academy’s positive school climate is supported by a comprehensive approach that integrates academic, behavioral, attendance, and social-emotional supports through its Multi-Tiered System of Supports (MTSS). Over the past three years, the school has intentionally invested in counseling services, student leadership opportunities, restorative practices, Safe School Ambassadors, community circles, attendance interventions, and enrichment programs to strengthen student connectedness and well-being.  Data trends demonstrate positive outcomes, including reductions in chronic absenteeism and suspension rates, improved attendance, increased family perceptions of safety, and growth in student connectedness. Educational partner feedback consistently highlights the value of the school’s strong sense of community, bilingual and bicultural environment, family partnerships, and commitment to supporting the whole child.  CCLA remains committed to continuous improvement and regularly uses YouthTruth survey results, Sown to Grow data, attendance data, behavioral data, and stakeholder feedback to evaluate programs and guide decision-making. The school will continue prioritizing student belonging, safety, engagement, and equitable access to supports to ensure that all students thrive academically, socially, and emotionally.|2026-06-08|2026
49753900000000|Healdsburg Unified|6|"HUSD administered the YouthTruth Student Survey in January 2026 to students in grades 3 through 12. The survey measures key indicators of school climate, including Belonging, Relationships, and Safety. The following data represents the ""percent positive"" scores—the percentage of students who responded favorably (typically a 4 or 5 on a 5-point scale).  School Connectedness: Belonging & Relationships - The Belonging summary measure describes the degree to which students feel welcome and a part of their school community. Relationships measure the degree to which students feel they receive support and personal attention from their teachers. Elementary (Grades 3–5):  Belonging: 36% positive (a 4% decrease from Jan 2025). Relationships: 75% positive (a 1% increase from Jan 2025).  Junior High (Grades 6–8):  Belonging & Peer Collaboration: 54% positive (a 2% increase from Jan 2025). Relationships: 44% positive (a 8% increase from Jan 2025).  High School (Grades 9–12):  Belonging & Peer Collaboration: 59% positive (a 3% increase from Jan 2025). Relationships: 36% positive (remained consistent with Jan 2025).  Enjoyment of School - This metric tracks students who agree with the statement, ""I enjoy school most of the time"". Grades 3–5: 41% positive (a 1% decrease from Jan 2025). Grades 6–8: 45% positive (a 4% increase from Jan 2025). Grades 9–12: 44% positive (a 2% increase from Jan 2025).  School Safety - School safety is measured by the percentage of students who report feeling safe during school. Grades 3–5: 68% positive (a 3% decrease from Jan 2025). Grades 6–8: 62% positive (a 2% increase from Jan 2025). Grades 9–12: 71% positive (a 8% increase from Jan 2025)."|"Based on the analysis of the 2025-26 YouthTruth data and the district’s newly established Strategic Plan, HUSD has moved toward a more nuanced, analysis-driven understanding of school climate. Our findings reinforce the research cited by the California Department of Education: when students feel safe and valued, academic and social-emotional growth follows. The current data reveals a district in a state of positive transition, where efforts to increase ""Belonging"" are showing clear success, while the depth of ""Relationships"" and ""Safety"" at the secondary level remains a critical area for strategic intervention.  Analysis of Strengths: Growing Secondary Belonging and Safety A primary success identified across secondary grade spans is the marked improvement in school connectedness. The ""Belonging"" summary data shows growth at the junior high (2%) and high school (3%) levels. Specifically, the number of students who feel they are an ""important part of their school"" and ""really feel like a part of the community"" has increased at the secondary level. This trend aligns with our Strategic Plan’s ""Belonging"" strand and suggests that our investments in inclusive school cultures and bilingual outreach are successfully fostering a welcoming environment. Additionally, students at the junior high and high school levels reported a notable increase in feeling safe during school - highlighted by a significant 8% increase at the high school level, which correlates with our improved ratings in creating welcoming school environments. Junior high and high school students also showed a 4% and 2% increase, respectively, in their enjoyment of school. Furthermore, elementary students showed a 1% increase in the ""Relationships"" measure.  Analysis of Identified Needs: Secondary Relationships and Elementary Climate Despite these gains, the data highlights a significant ""Relationship"" gap, particularly at the high school level where only 36% of students report strong, supportive relationships with staff, which remained consistent with Jan 2025 rather than showing growth. Junior high relationships, while showing an 8% increase, still sit at a low 44% positive. This suggests that while students feel ""part of the school,"" they may not yet feel personally ""known"" by the adults in the building. Another area of concern is at the elementary level (Grades 3–5), which saw declines across multiple metrics: a 4% decrease in Belonging, a 1% decrease in Enjoyment of School, and a 3% decrease in School Safety. This feedback from our educational partners has directly informed our focus on implementing the Panorama Intervention Dashboard to better track individual student wellness and provide more personalized, adult-to-student connections.  Key Learnings and Strategic Next Steps The disaggregated data reveals that the ""Enjoyment of School"" is rising at the secondary levels but remains slightly declining at the elementary level. Our key learning is that ""Belonging"" (the environment) must b"|"Based on the analysis of our school climate data and the final year of our current LCAP cycle, HUSD is engaging in a strategic transition. While we are currently operationalizing our new Strategic Plan, we have determined it is necessary to maintain and reinforce LCAP Goal 3: Relationships for the upcoming year to bridge our existing efforts with the plan’s long-term ""Belonging"" and ""Partnerships"" objectives. This approach ensures that the identified needs in secondary-level relationships and elementary-level safety are addressed through a proven framework while we build the sustainable systems outlined in our new multi-year vision.  To address these needs, HUSD is implementing the following refined actions for continuous improvement:  Systemic Social-Emotional and Climate Support We are shifting from static data collection to a more dynamic evaluation model by integrating YouthTruth and Panorama survey data into a localized SEL Report Card. This allows site teams to make real-time adjustments to school climate strategies. To support this, we are providing intensive professional development in our adopted SEL curricula—RULER for grades K-5 and the Panorama Playbook for all levels. Our support infrastructure remains robust, utilizing a tiered MTSS framework that includes School Psychologists, counselors, and therapists.  Furthermore, we are reinvigorating our Positive Behavior Intervention and Supports (PBIS) and restorative practices district-wide. This includes the use of 5-Star at the Junior High and High School levels to incentivize positive engagement and the California Principal Support Network to provide site leaders with PLC-based training on fostering inclusive environments.  Enhanced School Safety and Responsive Procedures In response to the identified climate and safety needs at the elementary level, as well as our ongoing commitment to maintaining the strong safety gains observed at the secondary level, HUSD is updating its safety protocols and supervision models. This includes specialized ""train-the-trainer"" certifications in PREPaRE (crisis intervention) and CPI (non-violent de-escalation) to ensure staff are equipped to handle behavioral challenges with empathy and skill. We are also enhancing student digital safety through advanced cybersecurity monitoring on student Chromebooks.  Critically, the district is moving away from punitive, exclusionary discipline in favor of restorative practices that keep students connected to school and necessary supports. By maintaining these LCAP-based actions while aligning them with the ""Civic Engagement"" and ""Two-Way Communication"" strands of our new Strategic Plan, HUSD ensures a seamless and stable transition toward our goal of ensuring every student is safe, known, and supported."|Met||2026-06-17|2026
50105040000000|Stanislaus County Office of Education|6|Local Climate data for SCOE is measured through annual administration of the California Healthy Kids Survey (CHKS). The most recent results (2024-25) are as follows: Students Completing Survey = 100 (Male = 67, Female = 31, Nonbinary = 1, Other = 1). Ethnicity: American Indian or Alaska Native, Non-Hispanic = 0%; Asian or Asian American, Non-Hispanic = 2%; Black or African American, Non-Hispanic = 3%; Hispanic or Latinx = 70%; White, Non-Hispanic = 16%; Multiracial, Non-Hispanic = 4%; Something Else, Non-Hispanic = 3%. Living Situation: Home with one or more parent/guardian = 87%; Other relative's home = 4%; Home with more than one family = 4%; Friend's home = 1%; Foster home, group care, or awaiting placement = 1%; Shelter, car, campground, or other temporary housing = 0%; Other living arrangement = 3%. Parent Education Level: Did not finish high school = 17%; Graduated from high school = 29%; Attended college but did not complete a four-year degree = 7%; Graduated from college = 21%; Don't know = 27%. Language Spoken at Home: English = 76%; Spanish = 20%; Vietnamese = 1%; Arabic = 1%; Other = 2%. School Climate: 62% of students report having caring adults at school; 71% report high-expectation adults; school connectedness = 59%; 53% report being happy at school; 48% report feeling like they are part of the school. School Safety: 77% report feeling safe or very safe on campus; 22% report feeling neither safe nor unsafe; 1% report feeling unsafe or very unsafe. 2024-25 California School Dashboard Data: Academic Achievement (ELA & Math): All student groups demonstrated improvement in ELA and Math Distance from Standard (DFS), with strongest gains among English Learners, Long-Term English Learners, Hispanic students, and White students. Students with Disabilities showed small gains in ELA and a decline in Math performance. Despite growth, all groups remain below standard, indicating a continued need for targeted intervention and acceleration. English Learner Progress Indicator (ELPI): English Learners +7; Long-Term English Learners +8.3. Chronic Absenteeism: English Learners 74 (+7.4); Long-Term English Learners 73 (+0.7); Hispanic students 69 (+6.3); Students with Disabilities improved by -10.1; White students improved to 60 (-13.5). Graduation Rate declines: English Learners -16.3; Long-Term English Learners -13.3; Students with Disabilities -12.4; Hispanic students -8.7. Graduation Rate improvements: Homeless students 50 (+16.7); White students 48 (+13.7). Suspension Rate improvements: White students -5.7; Asian students -10.4; Socioeconomically Disadvantaged students -3.3. English Learners experienced an increase in suspension rates. Overall, Dashboard data reflects academic growth across student groups while highlighting ongoing challenges related to chronic absenteeism, graduation outcomes, and disproportionality in student engagement and discipline.|Analysis of local climate and California School Dashboard data reveals several strengths and areas of need. School climate data indicates that students generally experience positive relationships and safe learning environments, with 62% reporting caring adults at school, 71% reporting high-expectation adults, and 77% reporting feeling safe or very safe on campus. School connectedness remains an area for growth, with 59% reporting feeling connected to school, 53% reporting being happy at school, and 48% reporting they feel like part of the school community. Academic data demonstrates encouraging growth, as all student groups improved in both English Language Arts (ELA) and Mathematics Distance from Standard (DFS), with the strongest gains observed among English Learners, Long-Term English Learners, Hispanic students, and White students. English Learner Progress Indicator (ELPI) results also improved, with English Learners increasing by 7 points and Long-Term English Learners increasing by 8.3 points, demonstrating progress in language acquisition. Despite these gains, all student groups remain below standard in ELA and Mathematics, indicating a continued need for academic intervention, acceleration, and differentiated instruction. Students with Disabilities showed modest gains in ELA but declined in Mathematics performance, highlighting a need for additional targeted support. Chronic absenteeism continues to be a significant barrier to student success, with elevated rates among English Learners (74), Long-Term English Learners (73), and Hispanic students (69), although improvements were observed among Students with Disabilities (-10.1) and White students (-13.5). Graduation rate data reflects mixed results, with improvements for Homeless students (+16.7) and White students (+13.7), while declines were observed among English Learners (-16.3), Long-Term English Learners (-13.3), Students with Disabilities (-12.4), and Hispanic students (-8.7). School climate and behavioral data show positive trends, as suspension rates declined among White students (-5.7), Asian students (-10.4), and Socioeconomically Disadvantaged students (-3.3); however, suspension rates increased among English Learners, indicating a need to strengthen behavioral supports and culturally responsive practices. Overall, the data reflects positive momentum in academic growth, school safety, English learner progress, and reductions in disciplinary actions, while chronic absenteeism, graduation outcomes, school connectedness, and achievement gaps among specific student groups remain priority areas for continued improvement.|The LEA maintains a comprehensive and integrated network of student support personnel, including Behavior Specialists, Mental Health Clinicians, Student Support Advocates, School Counselors, and Career Navigators, who collectively provide layered supports designed to promote student connectedness, emotional resilience, and post-secondary goal attainment. Based on analysis of California Healthy Kids Survey (CHKS) data and other local indicators, the LEA has identified the need to strengthen and refine existing systems of support to more effectively address student wellness, engagement, and readiness for college, career, and life.  In response to these findings, the LEA will implement targeted enhancements to existing plans, practices, and service delivery structures. These refinements include a strengthened focus on prevention education related to substance use, mental health awareness, and overall emotional well-being, with an emphasis on early intervention and proactive skill-building. In addition, the LEA will expand and deepen the delivery of explicit social-emotional learning and targeted social skills instruction, with particular attention to emotional regulation, conflict resolution, and the development of healthy peer relationships.  To more effectively meet identified student needs, the LEA will also increase the reach, intensity, and coordination of mental health services, ensuring that students reporting elevated levels of emotional distress receive timely, consistent, and appropriately tiered supports. This includes enhanced coordination among school-based mental health staff and improved alignment of services across sites to ensure equitable access.  Furthermore, the LEA will strengthen career readiness systems by expanding career exploration, planning, and navigation supports. These enhancements are intended to increase student engagement, reinforce a sense of purpose and belonging, and support long-term academic and post-secondary planning. Career-related interventions will be more intentionally integrated with academic and social-emotional supports to ensure a cohesive approach to student development.  Collectively, these planned revisions represent a deliberate effort to refine existing procedures and improve the effectiveness of the LEA’s student support systems. These actions are designed to ensure that all students—particularly those within subgroups demonstrating higher levels of need—receive comprehensive, coordinated, and equitable supports that promote both well-being and academic success.|Met||2026-06-09|2026
50105040117457|Great Valley Academy|6|GVA's 2025-26 annual student survey indicated that 91% of 3rd - 8th grade students 'are encouraged to do their best by their teachers'. Students report at very high rates that teachers encourage them to keep going when they get stuck or need help and support them in their learning. An area for growth and improvement is around supporting positive student behavior. The survey showed that only 70% of students feel that rules at school are 'followed well'.|"Almost two years into our new LCAP, we can start to see the impact(s) of strategically addressing issues identified through educational partner input, data and statistics, as well as local, state and national trends. GVA's mission is to create and enhance SAFE, LOVED, LEARNING environments for students and families. GVA community feedback events and planning efforts revealed that overwhelmingly, SAFE was identified as the priority area. Student behavior, positive discipline plans and clear access to necessary supports (social-emotional, behavioral, academic and other) have been recognized as necessary growth areas for GVA and the 2024-25(27) LCAP reflected work in those areas. Students, staff and parents, GVA's three biggest educational partner groups, have all indicated a belief that a focus on and growth in this areas is essential to enhance LOVED and LEARNING tenets at GVA. While there is still work to be done, much progress was made in Year 1 of GVA's NEXT3 / LCAP. Feelings around student behavior and the support(s) for it, are much more positive than a year ago at this time. Classroom management support from GVA's full-time Instructional Coaches and targeted behavior intervention by GVA's new Character Coach have been received with very favorable feedback. An example of a parent comment from the recent GVA Spring 24-25 School Climate Survey is as follows, “I feel this year has been a lot better. Students are being held accountable."" The 2025-26 focus was on LOVED characteristics and strategies in our schools to create and enhance belonging and connection. Intentional efforts have been made to create inclusive, connection events allowing staff to connect with each other, including across campuses. Through professional development cohorts (multicampus), 'peerfessional development', in which teachers observe and model instructional strategies for each other across campuses and 1:1 staff discussions with the Superintendent, GVA is connecting like never before. Parents as Partners has engaged even more intentionally to address home-school connection opportunities. A GVA parent recently commented, 'I think the teachers and staff at GVA Salida are already doing a fabulous job making students and families feel welcome and supported. I feel very proud to have my daughter at the school, and I’m looking forward to my youngest joining her in a few years . Every staff member we’ve interacted with over the last two years has been phenomenal'."|GVA has committed programmatically, financially and ideologically to a deep and comprehensive implementation of Conscious Discipline as its primary social-emotional/behavioral support program. A long time use of Conscious Discipline (C.D.), GVA has not committed time, effort and resources to C.D. in many years, well before the pandemic. Consensus is that by investing heavily into C.D., both in professional learning and whole-site focus, that GVA will benefit from this program as it aligns with the foundational elements, mission and vision of the school. All professional development in 2024-25 had a primary lense of SAFE (positive behavior, restorative practices, scaffolded supports and ensuring students receive what they need to feel physically, emotionally and intellectually SAFE at school). GVA added the new position of Character Coach as a targeted Tier 2 intervention for students in need of additional training, mentorship and social skills support. This year (2025-26) Conscious Discipline foci of good morning and good bye greetings/rituals, classroom and office Friends & Family Boards, as well as the Time Machine activity for conflict resolution and restoration have all added to GVA's tight-knit school community.|Met||2026-06-01|2026
50105040129023|Stanislaus Alternative Charter|6|The Stanislaus County Alternative Charter School (Come Back Kids) last administered the California Healthy Kids Survey (CHKS) during the 2024–25 school year. During the 2025–26 school year, the LEA utilized a locally developed Student Success and Support Survey to gather current data on student engagement, motivation, and access to supports. Local survey results indicate that the majority of students are able to complete assignments consistently, with most students reporting they complete their coursework “always” or “most of the time.” The primary barriers identified by students include work and family responsibilities, health or personal challenges, and difficulty understanding course material. Despite these challenges, most students report that their coursework is manageable and that they are able to access help from teachers easily. Students reported strong levels of support from staff, with many indicating that it is “very easy” to receive help when needed. Additionally, most students expressed feeling connected to teachers and school staff, and identified their primary goals as earning a high school diploma, preparing for college, and improving career opportunities. Motivation levels were generally high, with most students rating their motivation at a 4 or 5 on a 5-point scale. Student feedback also identified areas for continued improvement, including increased access to one-on-one support, mental health services, childcare assistance, and help with time management and organization. The LEA will continue to refine its data collection systems by implementing a consistent annual climate survey, such as CHKS or a comparable tool, while continuing to use local survey data to inform program improvements and ensure alignment with state requirements related to school climate, safety, and student connectedness|Based on the analysis of local survey data, the LEA has identified both strengths and areas for growth related to school climate and student engagement. Students report strong levels of connection to staff, high motivation to complete coursework, and ease of access to teacher support. These findings reflect a positive and supportive learning environment. At the same time, key areas of need include challenges related to time management, competing responsibilities such as work and family obligations, and the need for increased academic and social-emotional supports, including one-on-one assistance, mental health services, and organizational support. In response, the LEA will continue to maintain and refine LCAP goals and actions that support student engagement, access to supports, and overall school climate, while placing an increased focus on addressing identified barriers to student progress.|Stanislaus Alternative Charter School will continue to implement existing LCAP goals and actions that support a safe, supportive, and engaging learning environment. Based on local data, the LEA will refine current practices by increasing targeted supports for students, including expanded access to one-on-one academic assistance, mental health resources, and strategies to support time management and organization. Additionally, the LEA will continue to strengthen communication and outreach efforts to ensure students are aware of available supports and services. No major changes to existing plans are necessary at this time; however, ongoing adjustments will be made to improve implementation and responsiveness to student needs|Met||2026-06-09|2026
50710430000000|Ceres Unified|6|The California Healthy Kids Survey (CHKS) is an anonymous, voluntary survey of school climate, safety, and overall student wellness. It is administered annually to students in grades 4, 6, 7, 9, and 11. It provides CUSD schools and community with key data on school climate, safety, student engagement, barriers and supports associated with academic performance, and overall student well-being. The CHKS is the largest statewide student survey of resiliency, protective factors, risk behaviors, and school climate in the nation. It is focused on the most important areas for guiding school and student improvement.  The 2025-26 Ceres Unified School District School Climate Survey (CHKS) was taken by 3,498 students, representing 21 school sites. The survey was comprised of questions on a four-point agreement scale (Strongly Agree, Agree, Disagree, and Strongly Disagree).  The California Healthy Kids Survey student data reflects overall improvement in several key school climate indicators, while also identifying continued areas of need among specific student groups.   * Student survey results showed strongest gains in school safety, especially at the high school level (+15%) and junior high (+3%).  * Caring adults, high expectations, and school connectedness generally improved across junior high and high school students.  * Meaningful participation in school remained the lowest-performing area overall, though modest gains were reported.  * Elementary student results stayed relatively stable, with slight declines in academic motivation and school safety compared to baseline.  * Hispanic and White student groups generally showed positive growth across most indicators, while some secondary subgroups (LTEL, SWD, homeless students) showed mixed or limited improvement.  A key area for future focus is increasing students’ sense of meaningful participation in school, which remained the lowest-performing climate indicator across grade spans. See the CHKS LCAP Attachment for detailed data tables.|Analysis of the CHKS student data identified strengths and needs across grade spans and student groups.   Strengths:  * Improvements in school safety, school connectedness, caring adults, and high expectations across junior high and high school students.  * Positive growth trends for Hispanic and White student groups in several climate indicators.  Needs:  * Meaningful participation in school remained the lowest-performing indicator across grade spans.  * LTEL, SWD, and homeless students continued to report lower levels of connectedness, participation, and academic motivation, indicating a need for targeted supports and increased student engagement opportunities.  These insights emphasize the importance of continuing efforts to foster inclusive, engaging environments with an intentional focus on  equity and voice for all student groups.|Data related to each of the CHKS metrics is reported in the Local Control Accountability Plan. Strategies to improve CHKS metrics are embedded in Goal 2 and Goal 3 of the LCAP.  An identified area for improvement in Ceres Unified School District is the systematic disaggregation and analysis of student survey data by student group to better understand the diverse experiences within our schools. Current participation rates remain low, limiting the representativeness of the data. To address this, the district recognizes the need for a strategic and sustained effort to increase student survey participation, thereby enhancing the validity of the data used to inform decision-making and support equity-focused initiatives.|Met||2026-06-18|2026
50710430107128|Whitmore Charter School of Art & Technology|6|The California Healthy Kids Survey is given every year to students in grades 4, 6, and 7. Data related to each of these metrics is reported in the Local Control Accountability Plan. The 2025–26 survey results indicate that overall school climate remains positive in areas such as caring adults, high expectations, and school safety; however, meaningful participation continues to be areas of focus for improvement. Student group disaggregated data was unavailable for 2025–26 because the survey sample size for each group was was less than 25.  Caring Adults in School: 69% High Expectations: 81% Meaningful Participation in School: 39% School Connectedness: 68% Academic Motivation: 73% School Safety: 74%|Whitmore Charter School of Arts and Technology conducts an annual review of the master schedule, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study. Annual LCAP surveys and other feedback are analyzed in order to identify additional needs.|In addition to enrollment in core academic courses, TK-8 students have access to additional visual and performing arts curriculum through the technology, visual, and performing arts programs at the site. At theTK-5 level, master schedules have been developed that ensure that all students have access to academic intervention and extension that does not conflict with core academic subjects. At the 6-8 level, master schedules include elective offerings beyond the core academic subjects. A 7-period day allows for students to enroll in elective course offerings to increase engagement in school. Spanish is offered as a modern language course offering for students in grade 8.|Met||2026-06-18|2026
50710430107136|Whitmore Charter High|6|The California Healthy Kids Survey is given every year to students in grades 9 and 11. Due to the extremely small number of respondents, there is no data to report. A critical area for focus is survey participation.   High Expectations: No data to display Meaningful Participation in School: No data to display School Connectedness: No data to display Academic Motivation: No data to display School Safety: No data to display|We are unable to reply to the prompt due to the lack of data.|WCHS students will be surveyed and met with in grade level cohorts, to discuss the importance of taking the survey, what this metric means, and create possible solutions or activities to help address this need.|Met||2026-06-18|2026
50710430112292|Aspire Summit Charter Academy|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
50710500000000|Chatom Union|6|A local climate survey that captures a valid measure of student perception of school safety is given annually to all students in grades 3rd-8th.  The survey is also sent to parents in their primary language, representing all student groups.  The survey was completed in January 2026. The safety survey results were presented at a public Board Meeting and reviewed by the safety committee to increase safety at each site.  The summary of survey results include: ~District-wide, 98% of students feel the rules and expectations of the school are clear and well-known, and 96.8% of students feel the school has a way to recognize and reinforce positive behavior among students.  ~The percent who agree that school is safe is 97.8% at Chatom and 95.5% at Mountain View. ~The percent who agree that they are connected to school is 96.2% at Chatom and 92.9% at Mountain View. ~Students were also asked about the areas of greatest concern and least concern at school.  The greatest concerns were the dress code, graffiti, and bullying.  The least concerns were drugs, strangers on campus, gangs, and weapons.|Based on the data and input received through the safety survey and data on the California State Dashboard both sites will be reviewing the Positive Behavioral Interventions and Supports (PBIS) systems to create positive reinforcement and incentives to decrease the number of referrals and suspensions.|The data indicates that students feel safe and connected at each site.  Positive incentives will remain in place to encourage positive behavior and regular attendance.|Met||2026-06-23|2026
50710680000000|Denair Unified|6|In Spring 2026, we conducted a parent survey in which 44% of respondents indicated that they feel staff develop positive relationships with students and families, 47% said their child is able to show their learning in a variety of ways, and 36% said students generally are respectful at school.  Also in Spring 2026, we conducted student surveys in which respondents said: DHS: 75% of students said they were mostly/very involved in extra curricular activities; 82% said they were learning academic skills that prepare them for college or career success; 80% said they were gaining life skills that will help them become successful, independent adults; 81% said their social emotional needs were supported.  DMS: 94% of respondents said they are academically prepared, 88% said they've learned life skills , 91% said their social emotional needs were supported, 76% said they developed technology skills.  In addition, students in DUSD take the California Healthy Kids Survey (CHKS) every other year. Below are the results from Fall 2024.  *62% of respondents perceive Denair schools as safe or very safe. *28% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that most of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe.  Additionally, 71% of respondents think the adults at school have high expectations of them and 59% said there are caring adults at school. Both of these are slight decreases from the 2022 administration of CHKS, which we attribute to the increased academic demand on students since the COVID-19 pandemic.  The results of the CHKS also confirm some things we know about the struggles of students in our district and community: * 2% of middle school students and 9% of high school students admit to current drug or alcohol use (both decreased from the 2022 administration of CHKS). * 13% of high school students said they have considered suicide (maintained from the 2022 administration of CHKS). * 23% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months (a slight decrease since the 2022 administration of CHKS).|As a small school district, DUSD staff are able to build strong rapport with students and long-standing relationships with families. However, the recovery process from the COVID pandemic has been a long one. We continue to see more frequent and intensive student misbehavior, which can sometimes lead to disagreements between staff and parents about the consequences of those behaviors. Parents of offending students often feel the consequence is too harsh, while parents whose children witness intensive behavior in other students can often feel that the school is not doing enough to protect their students or that the offending students should be removed from the classroom/school. This is reflected in the data and definitely affects parents' views of how welcoming, positive and safe our campuses are. From 2022 - 2024, we saw a significant decrease in alcohol, tobacco and substance use based on the CHKS. Students generally feel safe at school. Our educational partners however, feel that while our campuses are well maintained with positive cultures, the lack of adequate perimeter security is a continued concern.|We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. This includes a Student Assistance Specialist who focuses on alcohol, tobacco and substance use. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We have invested in safety and security measures such as security cameras and additional fencing, with the goal of all schools being single-point entry.|Met||2026-06-11|2026
50710680132662|Denair Elementary Charter Academy|6|In Spring 2026, we conducted a parent survey in which 44% of respondents indicated that they feel staff develop positive relationships with students and families, 47% said their child is able to show their learning in a variety of ways, and 36% said students generally are respectful at school. In Spring 2025 we added a more interactive feedback platform, in which participants can provide feedback via text, audio or video. In 2026 had a total of 42 submissions, with a 74% favorability rate. Parents told us that they appreciated teachers who are engaging and innovative and that communication has been a key factor for student success. They also told us that campus security continues to be an area of improvement.  Also in Spring 2025, we conducted student surveys in which 93% of respondents said that this year they learned skills such as reading more confidently, being creative (drama, dance), about other cultures, and social skills.  Fifth grade students at DECA participate in the California Healthy Kids Survey (CHKS) every other year. In the 2024 administration of CHKS: *86% of respondents perceive DECA as safe or very safe. *79% of respondents report that the school has an anti-bullying climate and 88% say that adults make it clear that bullying is not allowed. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe.  Additionally, 88% of respondents think the adults at school have high expectations of them and 69% said there are caring adults at school.  The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 21% of respondents admit to having tried alcohol, 0% report having tried vaping and 0% report having tried marijuana. * 24% of respondents said they felt sad most or all of the time.|As a small school district, DUSD staff are able to build strong rapport with students and long-standing relationships with families. However, the recovery process from the COVID pandemic has been a long one. We continue to see more frequent and intensive student misbehavior, which can sometimes lead to disagreements between staff and parents about the consequences of those behaviors. Parents of offending students often feel the consequence is too harsh, while parents whose children witness intensive behavior in other students can often feel that the school is not doing enough to protect their students or that the offending students should be removed from the classroom/school. This is reflected in the data and definitely affects parents' views of how welcoming, positive and safe our campuses are. Students generally feel safe at school. Our educational partners, however, feel that while our campuses are well maintained with positive cultures, the lack of adequate perimeter security is a concern.|We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We continue to invest in safety and security measures such as security cameras and additional fencing, with the goal of all schools being single-point entry.|Met||2026-06-11|2026
50710685030267|Denair Charter Academy|6|In Spring 2026, we conducted a parent survey in which 86% of parents are extremely satisfied with the communication between the home and school. 100% of Parents are confident that their child is receiving rigorous, relevant and standards-based curriculum.  Also in Spring 2025, we conducted student surveys in which 92% of students are satisfied with DCA. 88% of students feel that DCA is preparing them for their future goals. 79% of students feel that the courses are preparing the students for college.  In addition, students at DCA take the California Healthy Kids Survey (CHKS) every other year. Below are the results from 2024.  *33% of respondents perceive school as safe or very safe. *94% of respondents report that they have been bullied or harassed in the last 12 months. Note: Students often choose DCA, an independent study and home school charter, due to their experiences at their prior school. We believe that the above responses are not reflective of students' experiences at DCA since they are only on campus for a short period of time each week.  Additionally, 96% of respondents think the adults at school have high expectations of them and 96% said there are caring adults at school.  The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 94% of our middle and high school students admit to current drug or alcohol use. * 94% of students said they have considered suicide. * 94% of students said they have experienced chronic sadness/hopelessness in the last 12 months.|Students and parents often choose DCA because they are not finding success in a comprehensive school setting. Many report that they have experienced bullying, harassment, and unsafe conditions at their previous school. When talking with DCA students, they report that they feel safe, have made friends, and are happy at DCA. However, we recognize that there continue to be lingering social-emotional and mental wellbeing issues after the pandemic. We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.|We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. This includes access to a Student Assistance Specialist who focuses on alcohol, tobacco and substance use. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture.|Met||2026-06-11|2026
50710760000000|Empire Union Elementary|6|Results are taken from the 2025-2026 California Healthy Kids Main Report prepared by Health & Human Development Program at WestEd.   73% of elementary students feel connected to school-(65% Hispanic or Latinx; 56% Black or African American; 66% Something Else)  51% of secondary students feel connected to school- (56% Black or African American; 65% Hispanic or Latinx; 66% Something Else)    83% of elementary students feel academically motivated-(86% Hispanic or Latinx; 88% White; 77% Something Else)  64% of secondary students feel academically motivated- (83% Hispanic or Latinx; 83% Something Else)    51% of elementary students have relationships with caring adults-(71% Something Else)  40% secondary students have relationships with caring adults-(59% Asian or Asian American; 60% Black or African American; 44% Hispanic or Latinx; 70% White; 77% Multiracial; 41% Something Else)    84% of elementary students feel adults in school have high expectations-(81% Hispanic or Latinx; 84% Something Else)  64% of secondary students feel adults in school have high expectations- (89% Asian or Asian American; 71% Black or African American; 60% Hispanic or Latinx; 69% White; 79% Multiracial; 50% Something Else)    27% of elementary students have meaningful participation in school-(44% Hispanic or Latinx; 45% Something Else  24% of secondary students have meaningful participation in school-(45% Asian or Asian American; 27% Black or African American; 21% Hispanic or Latinx; 27% Multiracial; 21% Something Else)    81% of elementary students feel safe at school-(67% Hispanic or Latinx; 83% White; 68% Something Else)  51% of secondary students perceive school to be safe or very safe-(70% Asian or Asian American; 54% Black or African American; 49% Hispanic or Latinx; 58% White; 50% Multiracial; 39% Something Else)|Academic Motivation is overall the strongest indicator.  Elementary: 83% of students feel academically motivated High levels across groups, including Hispanic/Latinx (86%) and White (88%) students Secondary: 64% feel academically motivated Hispanic/Latinx and “Something Else” groups both at 83% Key finding: Academic motivation remains a relative strength across both levels, suggesting that instructional engagement and classroom learning structures are generally effective in sustaining student interest in learning. Adult Expectations for Students Elementary: 84% feel adults have high expectations Secondary: 64% overall Stronger perception among Asian (89%) and Multiracial (79%) students Key finding: Students largely perceive that adults believe in their academic potential, particularly at the elementary level. This reflects a strong foundation of academic press and expectations. School Safety is an Elementary strength and adversely a secondary concern.    Elementary: 81% feel safe at school Secondary: 51% feel safe or very safe Higher perceptions among Asian (70%) and White (58%) students Key finding: Elementary environments are perceived as safe and supportive, while secondary data shows a significant drop in perceived safety, indicating a key area for improvement in school climate at the secondary level.  Identified Needs Meaningful Student Participation is the most critical system wide need. Consistently students report limited opportunities for voice, leadership, and meaningful engagement in school decision-making or activities. This is the most pressing area of need across both levels. Elementary: 27% report meaningful participation Secondary: 24% report meaningful participation Low across all groups, with highest subgroup at only 45% Additionally relationships with caring adults is an equity concern.   Access to trusted, caring adult relationships is uneven and notably lower for Hispanic/Latinx and some “Something Else” groups. This suggests inconsistent implementation of relational practices and mentorship structures. Elementary: 51% overall Secondary: 40% overall Significant variation: White secondary students: 70% Multiracial: 77% Hispanic/Latinx: 44% Black/African American: 60% A clear decline in school connectedness from elementary to secondary suggests weakening relationships, engagement structures, or sense of belonging as students progress through grade levels. Elementary: 73% feel connected to school Secondary: 51% feel connected Lower rates for Hispanic/Latinx (65% elementary; 49% secondary) and Black/African American students (56% secondary) Overall the data indicates that schools are relatively strong in fostering academic motivation and high expectations, particularly at the elementary level. However, significant system-wide challenges exist in: Student voice and participation Relationships with caring adults School connectedness, especially in secondary grades Perceived safety at the secondary level|The data shows that academic motivation and adult expectations are strengths. There are system-wide gaps in student voice, relationships, connectedness, and secondary school safety. The improvement plan should focus on school climate, engagement systems, and relational trust, with an equity lens across student groups. 1. Shift from occasional input opportunities to ongoing student leadership and co-design 2. Transition from informal “caring adults exist” to intentional relationship structures through ensuring every student is systematically connected to at least one identified adult mentor/advisor 3. Address Secondary School Climate and Safety Decline through shifting from reactive discipline to proactive, relationship-based safety systems and strengthen restorative practices, supervision structures, and consistent behavior expectations The overall actions must address: Voice ? Students influence school decisions Connection ? Every student has a trusted adult Belonging ? Students feel known and valued Safety ? Predictable, supportive environments (especially secondary) Together, these changes aim to ensure that high academic motivation is matched by equally strong belonging, engagement, and safety across all student groups and grade levels.|Met||2026-06-11|2026
50710840000000|Gratton Elementary|6|Gratton School District administered a local climate survey to students in grades 5–8 during the 2025–26 school year. The survey measured student perceptions of school safety, belonging, self-expression, academic support, fairness, student activities, peer relationships, and overall satisfaction with the school experience using a 1–5 scale, with 5 representing the most positive response. Overall, students reported positive perceptions of the school climate across all survey areas. Students indicated that they feel safe at school, supported by staff, and satisfied with their overall school experience. Participation in school activities and opportunities for student involvement also received favorable ratings. Data was disaggregated by grade level. Student perceptions of school safety were particularly strong across all grades, with average ratings ranging from approximately 4.2 to 4.7 out of 5. Fifth-grade students reported an average safety rating of 4.6, seventh-grade students 4.4, eighth-grade students 4.7, and sixth-grade students 4.2. These results indicate that students across grade levels generally feel safe and secure while at school. Survey results also indicate that students generally feel connected to the school community and supported by staff. Areas identified for continued attention include strengthening students' sense of belonging, peer connectedness, and opportunities for student voice. The district will use survey results to guide ongoing efforts to maintain a positive school climate and support student well-being and success.|Based on the analysis of local climate survey data, Gratton School District identified several strengths related to school climate and student engagement. Across all grade levels, students reported positive perceptions of school safety and overall satisfaction with their school experience. Safety ratings ranged from 4.2 in sixth grade to 4.7 in eighth grade, while overall school satisfaction ranged from 4.2 in sixth grade to 4.6 in eighth grade. Students also reported strong feelings of belonging, with average ratings ranging from 4.0 in seventh grade to 4.6 in eighth grade. Disaggregated data by grade level also showed positive perceptions of staff support and fairness. Students generally indicated that staff care about them and provide opportunities for participation in school activities and programs. These results reflect a positive and supportive learning environment across the school. The survey identified opportunities for continued growth in areas related to student connectedness and self-expression. Ratings for students feeling they could be themselves at school ranged from approximately 3.6 to 4.5 across grade levels, suggesting a need to continue fostering an inclusive environment where all students feel comfortable and valued. The district will use these findings to guide ongoing efforts to strengthen student relationships, belonging, and engagement.|Based on the analysis of local climate survey data, Gratton School District will continue to implement practices that promote a positive, safe, and inclusive school environment. The district will continue to utilize Capturing Kids' Hearts strategies and social-emotional learning opportunities to strengthen student relationships, increase students' sense of belonging, and support positive peer interactions. In addition, student feedback will continue to be reviewed by staff and Student Council to identify opportunities for improving school climate, student engagement, and extracurricular offerings. The district will monitor climate survey results annually and use student input to guide continuous improvement efforts aimed at maintaining a supportive learning environment where all students feel safe, connected, and valued.|Met||2026-06-08|2026
50710840120089|Gratton Charter|6|Gratton School District administered a local climate survey to students in grades 5–8 during the 2025–26 school year. The survey measured student perceptions of school safety, belonging, self-expression, academic support, fairness, student activities, peer relationships, and overall satisfaction with the school experience using a 1–5 scale, with 5 representing the most positive response. Overall, students reported positive perceptions of the school climate across all survey areas. Students indicated that they feel safe at school, supported by staff, and satisfied with their overall school experience. Participation in school activities and opportunities for student involvement also received favorable ratings. Data was disaggregated by grade level. Student perceptions of school safety were particularly strong across all grades, with average ratings ranging from approximately 4.2 to 4.7 out of 5. Fifth-grade students reported an average safety rating of 4.6, seventh-grade students 4.4, eighth-grade students 4.7, and sixth-grade students 4.2. These results indicate that students across grade levels generally feel safe and secure while at school. Survey results also indicate that students generally feel connected to the school community and supported by staff. Areas identified for continued attention include strengthening students' sense of belonging, peer connectedness, and opportunities for student voice. The district will use survey results to guide ongoing efforts to maintain a positive school climate and support student well-being and success.|Based on the analysis of local climate survey data, Gratton School District identified several strengths related to school climate and student engagement. Across all grade levels, students reported positive perceptions of school safety and overall satisfaction with their school experience. Safety ratings ranged from 4.2 in sixth grade to 4.7 in eighth grade, while overall school satisfaction ranged from 4.2 in sixth grade to 4.6 in eighth grade. Students also reported strong feelings of belonging, with average ratings ranging from 4.0 in seventh grade to 4.6 in eighth grade. Disaggregated data by grade level also showed positive perceptions of staff support and fairness. Students generally indicated that staff care about them and provide opportunities for participation in school activities and programs. These results reflect a positive and supportive learning environment across the school. The survey identified opportunities for continued growth in areas related to student connectedness and self-expression. Ratings for students feeling they could be themselves at school ranged from approximately 3.6 to 4.5 across grade levels, suggesting a need to continue fostering an inclusive environment where all students feel comfortable and valued. The district will use these findings to guide ongoing efforts to strengthen student relationships, belonging, and engagement.|Based on the analysis of local climate survey data, Gratton School District will continue to implement practices that promote a positive, safe, and inclusive school environment. The district will continue to utilize Capturing Kids' Hearts strategies and social-emotional learning opportunities to strengthen student relationships, increase students' sense of belonging, and support positive peer interactions. In addition, student feedback will continue to be reviewed by staff and Student Council to identify opportunities for improving school climate, student engagement, and extracurricular offerings. The district will monitor climate survey results annually and use student input to guide continuous improvement efforts aimed at maintaining a supportive learning environment where all students feel safe, connected, and valued.|Met||2026-06-08|2026
50710920000000|Hart-Ransom Union Elementary|6|We used a district-wide survey with out 3rd though 8th grade and 76% of the students found the conditions to be safe and clean.|Survey conveyed that the area of need to safety and cleanliness was the bathrooms.|In order to address the areas of concern, we have posted yard supervision at the restrooms and monitor for safety and cleanliness.|Met||2026-06-11|2026
50710926112965|Hart-Ransom Charter|6|98% of high school students reported feeling welcomed and connected at school. 100% of TK-8 students reported feeling welcomed and connected at school. 55% of students completed the survey in 2026.|Students overall feel welcomed and connected at school (with the exception of one high school student reporting otherwise.) Students are interested in any additional extra-curricular activities as they are available.|Continue to support a supportive and welcoming environment and seek feedback from students and families. School will offer some additional opportunities to network and support young families to provide modeling of early engagement.|Met||2026-06-11|2026
50711000000000|Hickman Community Charter|6|Per the 2024-2025 District Safety Assessment Data, the Hickman Community Charter District has experienced a 0% rate of serious student discipline issues, no reported law enforcement juvenile crimes, no suspensions and/or expulsions, and no reported property damage. Safety data and needs are reviewed on a yearly basis. Students and parents feel our campus is safe and inviting, as reported in surveys.|When students and parents feel that the adults at school care and seek meaningful relationships with them, they feel safe and trust the people in charge of their children. This creates a welcoming and open district climate. However, peer-to-peer interactions are more of a challenge.|The district is looking for additional ways to focus on social-emotional learning in the classroom and in counseling sessions. We will continue to provide opportunities for students to develop empathy and possible solutions to work toward resolution in interpersonal issues.|Met||2026-06-29|2026
50711006052559|Hickman Elementary|6|Per the 2024-2025 District Safety Assessment Data, the  Hickman Community Charter District has experienced a 0% rate of serious student discipline issues, no reported local law enforcement juvenile crimes, no suspensions and/or expulsions, and no reported property damage.  Safety data and needs are reviewed on a yearly basis and included on the school site council agenda. Hickman Elementary School's 2024-2025 absenteeism rate was 4.8% and had a suspension rate of 0.63%. The California Healthy Kids Survey was administered to 5th graders at the end of the 2024-2025 school year.  For School Engagement and Supports, students reported the following: 1.School Connectedness -63% 2.Academic Motivation--78%  3.Caring adult relationships--59%  4.High expectations of adults--75%  5 .Meaningful participation--20%  6.  Parent involvement in schooling--80%  7.  Social and Provides emotional learning supports--62%  8. Promotes an  Anti-bullying climate--54%  1.Feel safe at school   71%  2.  Been hit or pushed-- 33%  3.  Mean rumors spread about you--48% 4.  Been called bad names or mean jokes made about you--52%  5.  Saw a weapon at school--19%|While students feel the adults at school care about them and seek out meaningful relationships with them, they still struggle with peer relationships.  Students struggle with how to deal with others who spread rumors or call them bad names.|Classroom teachers will continue to focus on social-emotional learning to provide opportunities for students to develop empathy and brainstorm solutions for interpersonal struggles.|Met||2026-06-29|2026
50711006112627|Hickman Charter|6|Our school consists of three sites, the main site in Hickman, and resource centers in Sonora and Emeryville. Our LCAP survey was completed by families from all three sites. One question asks about school climate--safety and connectedness. 100% of respondents agreed or strongly agreed that there is a positive climate at our school sites. Parents and students also added comments to justify their responses.|Parents described our schools as accepting, non-judgmental, and insanely friendly. Suggestions and recommendations included keeping gates closed. There are times when people prop them open to grab something from their cars in the parking lot to avoid checking in again. We are trying our best to end that practice. Families also commented on a lack of parking and the safety issues regarding crossing streets.|Although no one mentioned school rules, we are in the process of completing a parent/student handbook addressing family behaviors while on campus. These rules include unsupervised children, keeping gates closed at all times, and consequences for online and campus behavior. A team of teachers and admin is working on it now, and it will be presented to a group of parents for suggestions.|Met||2026-06-29|2026
50711006116388|Hickman Middle|6|Per the 2024-2025 District Safety Assessment Data, the  Hickman Community Charter District has experienced a 0% rate of serious student discipline issues, no reported local law enforcement juvenile crimes, no suspensions and/or expulsions, and no reported property damage.  Safety data and needs are reviewed on a yearly basis and included on the school site council agenda. Hickman Middle School's 2024-2025 absenteeism rate was 5.6% and had a suspension rate of 2.04%. The California Healthy Kids Survey was administered to 7th graders at the end of the 2024-2025 school year.  For School Engagement and Supports, students reported the following: 1.School Connectedness -84%  2.Academic Motivation--69%   3. Chronic Truancy--11%   4.Caring adult relationships-66% report there is a teacher or adult at school that cares about me; 86% report they feel like they are a part of their school 5.Teachers have High expectations--83%   6.Meaningful participation--30%   6.  Parent involvement in schooling--70% For school safety, student responses were the following: 1.Feel safe at school  88%  2.  Experienced any harassment or bullying--41%  3.  Mean rumors  or lies spread about you--48%  4.  Been afraid of being beaten up--12%  5.  Been in a physical fight--12%  6.  Seen a weapon at school--26%(gun or knife)(1 or more time) 7.  Cyberbullying-39%|Overall, students feel safe at school.  While students feel the adults at school care about them and hold them to high expectations,  students don't necessarily see their participation in their academics as meaningful.  Middle school students also struggle with peer relationships.  Students struggle with how to deal with others who spread rumors or call them bad names.|Classroom teachers will continue to focus on social-emotional learning to provide opportunities for students to develop empathy and brainstorm solutions for interpersonal struggles.  Teachers and staff can make referrals to our mental health staff when they believe students are struggling socially, emotionally or mentally.  HMS also uses the StopIt app for anonymous reporting of unsafe situations at school.|Met||2026-06-29|2026
50711340000000|Keyes Union|6|The Keyes School District conducts its annual local climate survey using the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connectedness. This survey is administered across all grade spans served by the district, namely TK-5, 6-8, and 9-12. The survey data provides valuable insights into various aspects of the school environment and student experiences. The CHKS yields an overall score representing the general climate of the school environment. For Keyes School District, the overall score for all students indicates a positive climate conducive to learning and personal development. Keyes School District ensures the disaggregation of survey data by student groups as outlined in the California Education Code 52052. This includes but is not limited to: Grade Level: Analysis by grade spans (TK-5, 6-8, 9-12) helps clarify how perceptions of safety and connectedness vary across developmental stages. Demographic Factors: Disaggregation by student demographics such as race, ethnicity, gender, socioeconomic status, and English learner status provides insights into any disparities in experiences within the school environment. Special Populations: Identification and analysis of data for special student populations, including students with disabilities and foster youth, to ensure their unique needs are addressed. School Site Comparison: Comparing survey data across individual school sites within the district offers insights into variations in school climate and enables targeted interventions where necessary. Subset Analysis: In addition to the overall score, Keyes School District conducts a subset analysis focusing on specific survey items related to school safety, inclusivity, and support systems. This includes examining responses to questions addressing bullying, access to mental health resources, perceived teacher support, and opportunities for student engagement. Additional Data Collection Tools: To complement the CHKS data, Keyes School District also utilizes additional data collection tools such as focus groups, student forums, and parent surveys. These tools provide qualitative insights and a deeper understanding of specific issues identified in the survey data and parent conferences. Conclusion: The local climate survey data, primarily collected through the CHKS, serves as a valuable resource for Keyes School District in understanding and addressing the diverse needs of its student population. By disaggregating data and conducting subset analyses, the district can identify strengths and areas for improvement, ensuring a safe and supportive learning environment for all students.|2026-27 Local Performance Indicator Self-Reflection for Keyes Union Elementary School District (KUESD) Page 14 of 20 Areas of Strength: Overall Positive Climate: Across all grade spans, the survey data indicates a generally positive perception of the school climate among students. This suggests that Keyes School District has fostered an environment conducive to learning and student well-being. Teacher Support: The survey reveals high levels of perceived teacher support among students across various demographic groups. This indicates that educators within the district effectively engage with students and provide necessary support, contributing to a positive school experience. Access to Resources: Students report adequate access to resources such as mental health support services and academic assistance. This indicates that Keyes School District is effectively addressing the diverse needs of its student population and providing necessary resources to promote student success. Inclusivity: Data disaggregated by student demographics shows a consistent perception of inclusivity within the school environment. This suggests that efforts to promote diversity, equity, and inclusion are resonating with students across different backgrounds within the district. Identified Needs: Addressing Bullying: Despite overall positive perceptions of school climate, data analysis reveals pockets of concern related to bullying experiences, particularly among certain student groups. This highlights the need for targeted interventions and anti-bullying initiatives to ensure a safe and supportive school environment for all students. Support for Special Populations: Disaggregated data highlights disparities in experiences among special student populations, including students with disabilities and foster youth. Keyes School District recognizes the importance of providing tailored support to address the unique needs of these students and is committed to implementing strategies to enhance their academic and social-emotional well-being. Equity in Access: While overall access to resources is reported positively, there are indications of disparities in resource access among certain student groups. Keyes School District acknowledges the importance of equity in resource allocation and is committed to addressing any gaps to ensure equitable opportunities for all students. Enhancing Family Engagement: Data analysis underscores the importance of strengthening family engagement efforts, particularly among underserved communities. Keyes School District recognizes the vital role of parents and caregivers in supporting student success and is committed to fostering meaningful partnerships with families to promote student achievement and well-being. Conclusion: The analysis of local climate survey data for Keyes School District has provided valuable insights into the strengths and areas of improvement within the school environment. By addressing identified needs, we strive to improve.|n response to the key learnings derived from the analysis of local climate survey data and identifying areas of need, Keyes School District has developed a comprehensive action plan to address the identified challenges and foster continuous improvement within the school environment. The following outlines the changes to existing plans, policies, or procedures that the district has determined necessary: Bullying Prevention Initiative: Implementation of targeted anti-bullying programs and interventions tailored to address the concerns raised by survey data. Revision of school policies and procedures to strengthen mechanisms for reporting and addressing incidents of bullying promptly and effectively. Training sessions for staff and students to raise awareness about bullying prevention strategies and promote a culture of empathy and respect. Support for Special Populations: Enhancement of support services and resources for special student populations, including students with disabilities and foster youth. Development of individualized support plans in collaboration with families and relevant stakeholders to address the unique needs of these students. Implementation of professional development opportunities for educators focused on inclusive practices and strategies for supporting diverse learners. Equity in Resource Allocation: Conducting a comprehensive review of resource allocation practices to identify and address any disparities in access to educational opportunities and support services among student groups. Revision of budgetary priorities to ensure equitable distribution of resources across all schools and student populations within the district. Regular monitoring and evaluation of resource allocation practices to ensure alignment with the district's equity goals and objectives. Family Engagement Enhancement: Expansion of outreach efforts to foster meaningful partnerships with families, particularly those from underserved communities. Implementation of culturally responsive family engagement strategies and initiatives aimed at increasing parent involvement in their child's education. Establishment of parent advisory committees and forums to provide opportunities for collaborative decision-making and feedback on district policies and practices. Conclusion: The Keyes Union Elementary School District is committed to implementing the necessary changes to address areas of need identified through analysis of local data and key learnings. By revising existing plans, policies, and procedures and taking proactive steps to foster continuous improvement, the district aims to create a safe, supportive, and inclusive learning environment where all students have the opportunity to thrive academically and socially.|Met|Keyes Union Elementary School District, along with districts all across the state, is doing our best to support the growing number of students exhibiting difficult behaviors.|2026-06-23|2026
50711346113286|Keyes to Learning Charter|6|Parent, staff, and student surveys on the local climate and school progress are administered each year. The parent survey is administered through Google Forms and delivered to homes via Parent Square communication and to students through class accounts. Staff survey is carefully used to make school changes, systematic and discrete. Overall, the results of all surveys show a positive culture, good communication and excellent teachers and staff.|"Overall, the local survey findings identified KTL as a safe environment, encouraging learning and student wellness. 85% of students, 100% of staff, and 100% of Parents said the school is ""safe,"" and 80% of students, 100% of staff, and 100% of parents feel connected to the school, based on those completing the surveys. Baseline data was established in 2024.25 with an average of 90% of students, staff, and parents feeling safe and 89% of students, staff, and parents feeling connected. These numbers have grown. KTL continues to encourage participation by all student groups. The number of students represented in these groups is not represented by parent input."|No significant changes are determined necessary. Staff will continue to engage students and families through after-school activities and community building.|Met||2026-06-23|2026
50711420000000|Knights Ferry Elementary|6|Knights Ferry School District administered a local climate survey to students in grades 5–8 during the 2025–26 school year. A total of 31 students participated in the survey. The survey measured student perceptions of school safety, connectedness, engagement, relationships with staff and peers, and overall school experience using a five-point scale, with 5 representing the most positive response. Overall results indicate that students have positive perceptions of the school climate. Students rated their feelings of safety at school at an average of 4.3, while feelings of connectedness and belonging at school averaged 4.0. Students also reported positive relationships with staff, with an average rating of 4.1 for feeling that staff care about them. Opportunities for student engagement were rated 4.2, and students reported feeling comfortable asking teachers questions with an average rating of 4.0. Additional survey results included: Understanding classroom instruction: 3.9 Staff treat students fairly: 3.8 Overall happiness with school experience: 3.8 Ability to be oneself at school: 3.5 Ability to focus on schoolwork without distractions: 3.3 Classmates support one another: 3.3 Homework is helpful to learning: 3.1 Satisfaction with lunch offerings: 1.8 Due to the district's small student population, disaggregation by student groups as identified in California Education Code Section 52052 would result in very small subgroup sizes that could compromise student confidentiality and produce unreliable comparisons. Therefore, subgroup data is not reported. The district will continue to monitor school climate through annual surveys and other local measures to identify trends and areas for continuous improvement.|Analysis of the 2025–26 student climate survey indicates that Knights Ferry School District maintains a positive school climate characterized by strong student perceptions of safety, belonging, and supportive relationships with staff. Students reported high levels of feeling safe at school (4.3) and feeling connected to the school community (4.0), suggesting that schoolwide efforts to promote a positive and inclusive learning environment are effective. Students also reported positive perceptions of staff support (4.1), opportunities for engagement (4.2), and comfort in seeking assistance from teachers (4.0). These results reflect strong relationships between students and staff and contribute to a supportive educational environment. The survey also identified several areas for continued growth. While students generally reported positive experiences, lower ratings were observed in students' ability to focus on schoolwork without distractions (3.3), perceptions that classmates support one another (3.3), and feeling comfortable being themselves at school (3.5). Students also reported lower ratings regarding the helpfulness of homework (3.1) and satisfaction with lunch offerings (1.8). These results suggest opportunities to strengthen peer relationships, increase student engagement and ownership of learning, and continue evaluating programs and practices that contribute to a positive school experience. Due to the district's small student population, disaggregated student group data is not reported to protect student confidentiality and ensure reliable interpretation of results. The district will continue to monitor student climate data annually and use educational partner feedback to guide continuous improvement efforts related to school connectedness, student engagement, and overall school climate.|Based on the analysis of the 2025–26 student climate survey, Knights Ferry School District will continue implementing the strategies that have contributed to positive student perceptions of safety, connectedness, and staff support. The district will maintain its focus on fostering positive peer relationships, supporting student engagement, and providing a welcoming school environment. Student feedback will continue to be reviewed annually to inform continuous improvement efforts, including consideration of student suggestions related to school programs, activities, and lunch offerings. The district will continue to use survey results, attendance data, and other local indicators to monitor progress and support a positive school climate for all students.|Met||2026-06-25|2026
50711670000000|Modesto City Elementary|6|Modesto City Schools administered the Student Climate Survey to students in grades 3-6 to assess perceptions of school safety, connectedness, and overall environment.  The survey revealed the following key insights:  Safety  The majority of students reported feeling safe at school (68%), traveling to and from school (71%), and attending after-school events (68%). This was an increase from the previous year in all areas. School Environment The school environment is perceived positively by most students, with 75% expressing pride in their school and 77% feeling welcome. However, the cleanliness of bathrooms is a notable issue, with 68% disagreeing that they are clean. Students appreciate the welcoming atmosphere but suggest improvements in facility maintenance.  Teacher Support Seventy-eight percent (81%) of the students responded that their teachers believe they can do good work, 78% reported that their teachers acknowledge their good work, 70% of students reported that their teacher provides extra help when needed, and 72% of students reported that their teacher shows them how what they learn can be used in real life.     Motivation and Preparedness 54% of students responded that they are motivated to learn, 65% shared that students come to class prepared to learn, and this is an increase from last year. 54% reported that they are excited to learn new things.  Peer Relationships 54% of students reported that they help each other learn regularly.  But, only 40% agreed that students treat each other nicely. 49% reported that they care about each other.|The disaggregated results from the Student Climate Survey for grades 3–6 highlight several important strengths alongside clear areas for growth across schools in the LEA.  Strengths Overall, students report a strong sense of safety and belonging. A majority feel safe at school (68%), traveling to and from school (71%), and during after-school events (68%), with all areas showing improvement from the previous year.  The school environment is also viewed positively, with 75% of students expressing pride in their school and 77% feeling welcome.  In addition, teacher-student relationships are a significant strength. Most students report that teachers believe in their ability to succeed (81%), recognize their efforts (78%), provide extra help when needed (70%), and make learning relevant to real life (72%). These findings suggest that schools are fostering supportive environments and strong instructional relationships.  Areas for Growth While over half of students (54%) report helping each other learn, fewer students feel that peers treat each other kindly (40%) or demonstrate care for one another (49%). This suggests a need to strengthen social-emotional learning, relationship-building, and positive peer interactions across campuses. In addition, facility conditions, particularly bathroom cleanliness, are identified as a barrier to a fully positive school environment, with 68% of students disagreeing that bathrooms are clean. This concern may impact students’ overall perception of their school and sense of comfort on campus. Overall, while the LEA demonstrates strong foundations in safety, teacher support, and school connectedness, targeted efforts are needed to improve student motivation, peer relationships, and facility conditions in order to further enhance the student experience and learning environment.|In response to the survey findings, MCS has implemented or plans to implement the following actions: Improving Cleanliness Action: MCS has increased custodial presence during the school day, refined cleaning schedules, and implemented accountability systems for facility maintenance. In addition, schools are launching student-led cleanliness awareness campaigns and incorporating student leadership groups to monitor and promote campus pride and shared responsibility. Purpose: To directly address student concerns regarding restroom cleanliness and overall campus conditions while fostering student ownership of the school environment and reinforcing pride in their school community.  Enhancing Peer Relationships Action: MCS is expanding social-emotional learning (SEL) programs across all grade levels, implementing peer mentoring programs, and strengthening student support systems, including counseling and wellness services. Schools are also implementing “Be the Change” listening sessions, providing structured opportunities for students to share their experiences, build empathy, and co-develop solutions to improve peer interactions and school culture. Purpose: To improve peer relationships, increase kindness and respect among students, and ensure students feel heard and valued. These efforts are designed to elevate student voice, strengthen connections, and build a more inclusive and supportive school climate.  Boosting Student Motivation Action: MCS is implementing student-centered instructional strategies, including project-based learning, real-world applications, and student-led goal-setting and reflection practices. Schools are also expanding recognition programs and leadership opportunities that empower students to take an active role in their learning. Ongoing professional development for teachers focuses on increasing engagement and making learning relevant and meaningful. Purpose: To increase student motivation—particularly in grades 3–6—and sustain high levels of engagement in grades 7–12 by promoting student ownership of learning and making instruction more relevant and engaging.    Ongoing Monitoring and Feedback Action: MCS will continue administering annual climate surveys and expand the use of student focus groups, mentoring check-ins, and “Be the Change” listening sessions to gather ongoing feedback. Schools will also create structures for students to participate in decision-making processes through leadership groups and advisory opportunities.  Purpose: To ensure continuous improvement efforts remain responsive, data-driven, and centered on student voice, agency, and ownership, allowing MCSD to monitor progress and adjust strategies as needed.|Met||2026-06-22|2026
50711670137265|Aspire University Charter|6|Based on our most recent student survey data (Grades 3–5), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
50711670138057|Connecting Waters Charter School - Central Valley|6|Analysis of school climate data has informed several decisions and actions that Connecting Waters is implementing for continuous improvement in the areas of: tiered academic support, school safety and climate procedures, and English Learner support.|Tiered Academic Support: Declining graduation rates and persistent achievement gaps among Hispanic or Latino students, English Learners, and Socioeconomically Disadvantaged students have reinforced the need for stronger intervention structures.   School Safety and Climate Procedures: The Comprehensive School Safety Plan is reviewed and updated annually with input from students, families, law enforcement, and fire safety officials. This stakeholder-inclusive process ensures the plan reflects current community needs.   English Learner Support: Given elevated chronic absenteeism and lower academic performance among English Learners, the school has reinforced specialized English Language Development (ELD) instruction designed to build proficiency while maintaining access to grade-level content.|Tiered Academic Support: The school has implemented a data-informed tiered support system using iReady diagnostic data to place students into appropriate instructional tiers. Professional development for staff has been expanded to include iReady growth data analysis and differentiated instruction strategies, ensuring educators are equipped to respond to identified needs  consistently across all caseloads.   School Safety and Climate Procedures: Staff training has been expanded to include Naloxone overdose prevention, epinephrine auto-injector use, and Suicide Prevention, in addition to annual CPR and First Aid certification. A 20-member safety team meets monthly under the direction of the Deputy Executive Director to ensure continuous monitoring and response.   English Learner Support:  Outreach efforts targeting EL families are being strengthened through Educational Specialist  communication and Parent Support Department resources to reduce barriers to consistent participation.   These actions reflect our commitment to using data meaningfully, translating climate and outcome indicators into concrete, equitable improvements for all student groups.|Met||2026-06-22|2026
50711750000000|Modesto City High|6|Modesto City Schools administered a School Climate Survey to students in grades 7-12 to assess perceptions of school pride, safety, cleanliness, teacher support, rule enforcement, motivation, and career preparation.  The survey revealed the following key insights: School Pride and Belonging A majority of respondents expressed positive sentiments toward their school. Specifically, 81% reported feeling proud to attend their school, 85% indicated that they feel welcomed, and 71% shared that they feel a sense of belonging within the school community. These figures represent an improvement and reflect meaningful growth in students’ overall perceptions and experiences at school.  Safety and Environment When asked about feeling safe at school, 60% indicated they do feel safe at their school, and 72% indicated the school provides a safe learning space.  71% of participants reported that they feel safe at school-sponsored events and activities held after school.  Cleanliness and Maintenance Cleanliness of bathrooms is an area for improvement, as 28% reported that their school has clean bathrooms. 57% of students reported that their schools have clean common spaces and are well-maintained.  Teacher Support and Instructional Feedback 78% of students reported that their schools wanted them to succeed.  79% reported that their teachers want them to succeed. The majority of students feel that both the school and teachers want them to succeed and 59% feel that the schools provide a well-rounded curriculum for them to do so. 60% of students feel that the school sets high expectations for student achievement.  Rules Enforcement and Care From Adults 55% of students feel that adults respect students at school, and 64% of students feel that an adult at their school cares about them.  57% of students feel that adults fairly enforce school rules and 59% consistently enforce school rules. Overall, most students expressed that the adults care about the students at school.  Motivation and Preparedness 72% of students reported that they are motivated to learn,  87% of students attend class prepared, and 75% of students are excited to learn new things.  Career and Technology Preparation When asked if the school prepares students for a career, 56% responded that the school does provide the preparation needed, compared to only 11% who felt it does not.  Similar results were reported by students when asked if they were prepared with the computer and technology skills they need to be successful.|The disaggregated results from the School Climate Survey for grades 7–12 highlight several notable strengths across secondary schools in the LEA, along with clear areas for continued growth and improvement.  Strengths Students in grades 7–12 report strong levels of school pride and a generally positive sense of belonging. A majority feel proud to attend their school (81%) and welcomed (85%), with 71% indicating a sense of belonging—reflecting meaningful growth in overall school connectedness.  Motivation and preparedness are also key strengths at the secondary level, with 72% of students reporting they are motivated to learn, 87% coming to class prepared, and 75% expressing excitement about learning new things. Teacher and school support are additional strengths. Most students feel that both their teachers (79%) and their school (78%) want them to succeed, and 60% report that schools set high expectations for achievement.  Students also report access to a well-rounded curriculum (59%), suggesting that instructional programs are generally aligned with student success. In terms of safety, a majority of students feel safe during school-sponsored events (71%) and perceive the school as providing a safe learning space (72%). Areas for Growth Several areas indicate room for growth. While overall safety perceptions are positive in structured settings, only 60% of students report feeling safe at school during the regular day, suggesting variability in students’ daily experiences.  Perceptions of adult-student relationships and rule enforcement are mixed. Just over half of students feel respected by adults (55%) or believe rules are fairly (57%) and consistently (59%) enforced, indicating a need to strengthen trust, consistency, and relationship-building between students and staff. Career/college readiness is another area for improvement. While a majority (56%) feel prepared for future careers, a significant portion of students are uncertain about their readiness. Similar trends in responses related to technology skills suggest an opportunity to strengthen preparation in these critical areas. A significant barrier identified in the data is the condition of school facilities, particularly restroom cleanliness. Only 28% of students report that bathrooms are clean, representing a major concern that may negatively impact students’ overall perception of the school environment. While common areas are rated more positively (57%), facility maintenance remains an area requiring attention.  MCS secondary schools demonstrate strong performance in fostering school pride, student motivation, and perceptions of teacher support. Targeted efforts are needed to improve facility conditions, strengthen consistent rule enforcement and adult-student relationships, enhance perceptions of safety during the school day, and expand career and technology readiness. Addressing these areas will support a more equitable, supportive, and engaging environment for all students.|In response to the survey findings, MCS has implemented or plans to implement the following actions: Improving Cleanliness Action: MCS has increased custodial presence during the school day, refined cleaning schedules, and implemented accountability systems for facility maintenance. In addition, schools are launching student-led cleanliness awareness campaigns and incorporating student leadership groups to monitor and promote campus pride and shared responsibility. Purpose: To directly address student concerns regarding restroom cleanliness and overall campus conditions while fostering student ownership of the school environment and reinforcing pride in their school community.  Enhancing Peer Relationships Action: MCS is expanding social-emotional learning (SEL) programs across all grade levels, implementing peer mentoring programs, and strengthening student support systems, including counseling and wellness services. Schools are also implementing “Be the Change” listening sessions, providing structured opportunities for students to share their experiences, build empathy, and co-develop solutions to improve peer interactions and school culture. Purpose: To improve peer relationships, increase kindness and respect among students, and ensure students feel heard and valued. These efforts are designed to elevate student voice, strengthen connections, and build a more inclusive and supportive school climate.  Boosting Student Motivation Action: MCS is implementing student-centered instructional strategies, including project-based learning, real-world applications, and student-led goal-setting and reflection practices. Schools are also expanding recognition programs and leadership opportunities that empower students to take an active role in their learning. Ongoing professional development for teachers focuses on increasing engagement and making learning relevant and meaningful. Purpose: To increase student motivation—particularly in grades 3–6—and sustain high levels of engagement in grades 7–12 by promoting student ownership of learning and making instruction more relevant and engaging.    Ongoing Monitoring and Feedback Action: MCS will continue administering annual climate surveys and expand the use of student focus groups, mentoring check-ins, and “Be the Change” listening sessions to gather ongoing feedback. Schools will also create structures for students to participate in decision-making processes through leadership groups and advisory opportunities.  Purpose: To ensure continuous improvement efforts remain responsive, data-driven, and centered on student voice, agency, and ownership, allowing MCSD to monitor progress and adjust strategies as needed.|Met||2026-06-22|2026
50711750120212|Aspire Vanguard College Preparatory Academy|6|Based on our most recent student survey data (Grades 6-12), we found that students feel respected by teachers and generally supported by adults at school. Teacher-Student Relationships scored highest, with strong indicators that students feel cared for. However, areas like School Climate and Sense of Belonging showed small decreases, signaling a need for more focused attention on student inclusion and emotional safety. School Safety scores improved slightly, reflecting progress in creating a more secure environment.|This data tells us that while we are doing well in fostering positive teacher-student relationships, some students still struggle to feel fully connected and understood by their peers. Maintaining high expectations for safety and respectful behavior is critical, but we also need to expand our efforts around belonging, particularly for students from historically marginalized backgrounds. Our goal is to create a school where every student feels welcomed, included, and valued.|In response to these findings, we are expanding Social-Emotional Learning (SEL) supports, providing new staff training in restorative practices and culturally responsive strategies, and implementing proactive school climate practices like student leadership opportunities and regular family engagement events. Additionally, our MTSS and attendance teams are monitoring and supporting students who need additional connection, behavior support, or mental health services. These steps help create a safe, inclusive environment where all students can thrive.|Met||2026-06-18|2026
50712090000000|Paradise Elementary|6|Paradise Elementary School District administered a local student climate survey to students in grades 7 and 8 during the 2025-26 school year. A total of 29 students participated in the survey, representing approximately 76% of students in grades 7 and 8. Students were asked to rate various aspects of school climate on a five-point scale, with higher scores indicating more positive perceptions. Overall, students reported positive perceptions of school safety, connectedness, and their overall school experience. The highest-rated areas included: Feeling safe at school: 4.6 Feeling like a part of the school: 4.2 Overall happiness with school experience: 4.2 Feeling able to be themselves at school: 4.0 Understanding what is being taught during lessons: 4.0 School provides engaging activities: 4.0 Students also reported positive perceptions regarding staff support and peer relationships: Staff care about students: 3.6 Classmates support one another: 3.9 Areas receiving lower ratings included: Comfort asking teachers questions: 3.6 Ability to focus without distractions: 3.5 Homework is helpful to learning: 3.5 Staff treat all students fairly: 2.9 Lunch offerings are interesting/good: 2.9 The survey results indicate that students generally feel safe, connected, and supported at school. The data also identify opportunities for continued improvement related to perceptions of fairness, classroom engagement, and student satisfaction with lunch offerings. Due to the District's small student population and limited number of survey responses, disaggregation by student groups identified in California Education Code 52052 would risk identifying individual students and therefore is not reported. The District will continue to review available local data, educational partner feedback, and student survey results to monitor school climate and inform improvement efforts. Overall, survey results demonstrate a positive school climate, with strong ratings in the areas of safety, belonging, and overall student satisfaction. These results align with other local indicators, including low suspension and expulsion rates, declining chronic absenteeism, and positive feedback from parents and staff regarding school climate and connectedness.|Analysis of the local climate survey data indicates that students generally experience a positive and supportive school environment. The strongest areas identified through the survey were student perceptions of safety (4.6), feeling connected to the school community (4.2), and overall satisfaction with their school experience (4.2). Students also reported positive perceptions regarding their ability to be themselves at school (4.0) and their understanding of classroom instruction (4.0). These findings suggest that the District has been successful in fostering a safe, welcoming environment where students feel a sense of belonging. Additional strengths include positive ratings related to student engagement opportunities (4.0) and peer relationships (3.9), indicating that students generally feel connected to both their classmates and school activities. These results are further supported by local data showing low suspension and expulsion rates and continued reductions in chronic absenteeism. The survey also identified several areas for continued growth. Students reported lower ratings regarding their ability to focus on schoolwork without distractions (3.5), the helpfulness of homework assignments (3.5), and their comfort in asking teachers questions (3.6). The lowest-rated areas were perceptions that staff treat all students fairly (2.9) and satisfaction with school lunch offerings (2.9). While these areas do not indicate significant concerns, they provide valuable information for ongoing improvement efforts. Due to the District's small enrollment and limited number of survey respondents, disaggregated student group data are not reported to protect student privacy. However, the District will continue to monitor available local data, educational partner feedback, attendance data, and student outcome measures to ensure that the needs of all student groups are considered when planning future actions and supports. Overall, the survey results demonstrate a positive school climate characterized by strong feelings of safety and connectedness, while also identifying opportunities to strengthen student engagement, classroom experiences, and perceptions of fairness.|Based on the analysis of local climate survey data, Paradise Elementary School District will continue implementing its current strategies that support positive school climate, student safety, and school connectedness. Survey results indicate that students generally feel safe, valued, and connected to their school community, and the District will maintain efforts that contribute to these positive outcomes. The District will also use survey results to guide continuous improvement efforts in identified areas of need. Staff will continue to review classroom practices and student feedback to identify ways to increase student engagement, improve students' ability to focus during instruction, and encourage students to feel comfortable asking questions and seeking academic support. Additionally, the District will continue to promote positive relationships among students and staff and reinforce practices that support fairness, respect, and inclusion throughout the school environment. Student feedback regarding lunch offerings will be reviewed as part of ongoing discussions related to student wellness and school climate. The District will continue to seek input from students, families, and staff to identify opportunities for improvement and to ensure that school programs remain responsive to student needs. The District will continue to administer annual climate surveys and review local data, attendance trends, behavioral data, and educational partner feedback to monitor progress and inform future planning. These efforts will support continuous improvement and help ensure that all students have access to a safe, supportive, and engaging learning environment.|Met||2026-06-17|2026
50712090112383|Paradise Charter|6|Paradise Elementary School District administered a local student climate survey to students in grades 7 and 8 during the 2025-26 school year. A total of 29 students participated in the survey, representing approximately 76% of students in grades 7 and 8. Students were asked to rate various aspects of school climate on a five-point scale, with higher scores indicating more positive perceptions. Overall, students reported positive perceptions of school safety, connectedness, and their overall school experience. The highest-rated areas included: Feeling safe at school: 4.6 Feeling like a part of the school: 4.2 Overall happiness with school experience: 4.2 Feeling able to be themselves at school: 4.0 Understanding what is being taught during lessons: 4.0 School provides engaging activities: 4.0 Students also reported positive perceptions regarding staff support and peer relationships: Staff care about students: 3.6 Classmates support one another: 3.9 Areas receiving lower ratings included: Comfort asking teachers questions: 3.6 Ability to focus without distractions: 3.5 Homework is helpful to learning: 3.5 Staff treat all students fairly: 2.9 Lunch offerings are interesting/good: 2.9 The survey results indicate that students generally feel safe, connected, and supported at school. The data also identify opportunities for continued improvement related to perceptions of fairness, classroom engagement, and student satisfaction with lunch offerings. Due to the District's small student population and limited number of survey responses, disaggregation by student groups identified in California Education Code 52052 would risk identifying individual students and therefore is not reported. The District will continue to review available local data, educational partner feedback, and student survey results to monitor school climate and inform improvement efforts. Overall, survey results demonstrate a positive school climate, with strong ratings in the areas of safety, belonging, and overall student satisfaction. These results align with other local indicators, including low suspension and expulsion rates, declining chronic absenteeism, and positive feedback from parents and staff regarding school climate and connectedness.|Analysis of the local climate survey data indicates that students generally experience a positive and supportive school environment. The strongest areas identified through the survey were student perceptions of safety (4.6), feeling connected to the school community (4.2), and overall satisfaction with their school experience (4.2). Students also reported positive perceptions regarding their ability to be themselves at school (4.0) and their understanding of classroom instruction (4.0). These findings suggest that the District has been successful in fostering a safe, welcoming environment where students feel a sense of belonging. Additional strengths include positive ratings related to student engagement opportunities (4.0) and peer relationships (3.9), indicating that students generally feel connected to both their classmates and school activities. These results are further supported by local data showing low suspension and expulsion rates and continued reductions in chronic absenteeism. The survey also identified several areas for continued growth. Students reported lower ratings regarding their ability to focus on schoolwork without distractions (3.5), the helpfulness of homework assignments (3.5), and their comfort in asking teachers questions (3.6). The lowest-rated areas were perceptions that staff treat all students fairly (2.9) and satisfaction with school lunch offerings (2.9). While these areas do not indicate significant concerns, they provide valuable information for ongoing improvement efforts. Due to the District's small enrollment and limited number of survey respondents, disaggregated student group data are not reported to protect student privacy. However, the District will continue to monitor available local data, educational partner feedback, attendance data, and student outcome measures to ensure that the needs of all student groups are considered when planning future actions and supports. Overall, the survey results demonstrate a positive school climate characterized by strong feelings of safety and connectedness, while also identifying opportunities to strengthen student engagement, classroom experiences, and perceptions of fairness.|Based on the analysis of local climate survey data, Paradise Elementary School District will continue implementing its current strategies that support positive school climate, student safety, and school connectedness. Survey results indicate that students generally feel safe, valued, and connected to their school community, and the District will maintain efforts that contribute to these positive outcomes. The District will also use survey results to guide continuous improvement efforts in identified areas of need. Staff will continue to review classroom practices and student feedback to identify ways to increase student engagement, improve students' ability to focus during instruction, and encourage students to feel comfortable asking questions and seeking academic support. Additionally, the District will continue to promote positive relationships among students and staff and reinforce practices that support fairness, respect, and inclusion throughout the school environment. Student feedback regarding lunch offerings will be reviewed as part of ongoing discussions related to student wellness and school climate. The District will continue to seek input from students, families, and staff to identify opportunities for improvement and to ensure that school programs remain responsive to student needs. The District will continue to administer annual climate surveys and review local data, attendance trends, behavioral data, and educational partner feedback to monitor progress and inform future planning. These efforts will support continuous improvement and help ensure that all students have access to a safe, supportive, and engaging learning environment.|Met||2026-06-17|2026
50712170000000|Patterson Joint Unified|6|"PJUSD administers the California Healthy Kids Survey (CHKS) annually to all students in grades 3-12. The results provide data meant to improve school climate, student engagement, parent involvement and academic achievement. The findings below are from the 2025/26 survey for students in 5th, 7th, and 11th grades. School Connectedness The rates below are based on the percentage of students, overall and by student subgroups reported by the CHKS, that selected ""Yes, most of the time"" or ""Yes, all of the time"" that they feel connected to school: • 5th Grade: Overall- 71%, African American- 67%, Hispanic/Latino- 72%, White- 74% • 7th Grade: Overall- 51%, African American- 56%, Hispanic/Latino- 51%, White- 59%, Two or More Races- 48%, English Learner- 61%, Long-Term English Learner- 51%, Students with Disabilities- 45% • 11th Grade: Overall- 52%, African American- no score, Hispanic/Latino- 54%, White: 52%, Two or More Races- 43%, English Learner- 61%, Long-Term English Learner- 58%, Students with Disabilities- 64% School Safety The rates below are based on the percentage of students, overall and by student subgroups reported by the CHKS, that selected ""Yes, most of the time"" or ""Yes, all of the time"" that they feel safe at school: • 5th Grade: Overall- 76%, African American- 65%, Hispanic/Latino- 77%, White- 75% • 7th Grade: Overall- 51%, African American- 53%, Hispanic/Latino- 51%, White- 60%, Two or More Races- 47%, English Learner- 62%, Long-Term English Learner- 56%, Students with Disabilities- 44% • 11th Grade: Overall- 59%, African American- no score, Hispanic/Latino- 62%, White- 61%, Two or More Races- 55%, English Learner- 70%, Long-Term English Learner- 91%, Students with Disabilities- 53% Additionally, Patterson High School and Creekside Middle School implemented the Peer Leaders Uniting Students (PLUS) program during the 2025/26 school year and administered a PLUS survey to students. The results for each school are listed below: Patterson High School: • School Connectedness (I feel included in this school): 78% • Staff/Student Relationships (I feel valued as an individual at my school): 77% • School Safety (I feel safe on my campus): 80% Creekside Middle School: • School Connectedness (I feel included in this school): 81% • Staff/Student Relationships (I feel valued as an individual at my school): 77% • School Safety (I feel safe on my campus): 76%"|Areas of Strength: Analysis of the 2025/26 California Healthy Kids Survey (CHKS) data highlights several strengths related to school climate, student connectedness, and school safety across PJUSD. Fifth grade students reported the highest levels of school connectedness and safety, with 71% indicating they feel connected to school and 76% reporting they feel safe at school. Hispanic/Latino and White students in fifth grade reported particularly positive results in both areas, demonstrating strong school experiences at the elementary level. The data also show strengths among several student subgroups in secondary grades. English Learners in both 7th and 11th grades reported higher levels of school connectedness and safety than overall student averages. In 11th grade, Students with Disabilities reported a strong sense of connectedness at 64%, while Long-Term English Learners reported especially high perceptions of school safety at 91%. These results suggest that targeted supports and inclusive practices are positively impacting some student groups. Additionally, the implementation of the Peer Leaders Uniting Students (PLUS) program at Patterson High School and Creekside Middle School produced strong positive outcomes related to inclusion, relationships, and safety. Students at both schools reported high levels of school connectedness, positive staff/student relationships, and feelings of safety. Creekside Middle School reported 81% of students feeling included at school, while Patterson High School reported 80% of students feeling safe on campus. These results indicate that relationship-centered programs and peer support initiatives are helping foster supportive school environments. Areas for Growth: The survey data also identify several areas for continued improvement. School connectedness and perceptions of safety decline significantly from elementary to secondary grade levels. While fifth grade students reported relatively high outcomes, only 51% of seventh grade students reported feeling connected to school and safe at school. These trends indicate a need for additional social-emotional supports and engagement opportunities at the middle and high school levels. Several student subgroups also reported lower perceptions of connectedness and safety compared to their peers. Students identifying as Two or More Races consistently reported lower rates of school connectedness in secondary grades, including 48% in seventh grade and 43% in eleventh grade. Seventh grade Students with Disabilities reported the lowest levels of connectedness (45%) and school safety (44%), indicating a need for targeted support and inclusive practices. Additionally, African American students in fifth grade reported lower perceptions of school connectedness (67%) and safety (65%) compared to overall averages. Continued efforts to expand programs such as PLUS and strengthen culturally responsive practices, student supports, and relationship-building strategies across schools ma|Based on analysis of local data, including the 2025/26 California Healthy Kids Survey (CHKS) and PLUS survey results, PJUSD identified ongoing needs related to school connectedness, school safety, student wellness, behavior supports, and attendance, particularly among secondary students and identified student groups. As a result, the district will continue refining and expanding existing plans, policies, and procedures to strengthen school climate and improve student outcomes. PJUSD will continue implementation of Goal 2 actions focused on safety, wellness, behavior supports, and socialemotional learning. Under Action 2.1, the district will strengthen site safety systems through updated safety plans, site safety audits, ongoing professional development for campus security and yard duty staff, and clearer expectations for supervision and response procedures. These efforts are intended to improve perceptions of school safety, especially at secondary schools where CHKS results showed lower rates of students reporting feeling safe at school. Through Action 2.2, the district will expand Positive Behavioral Interventions and Supports (PBIS), restorative practices, and targeted anti-bullying interventions using a multi-tiered framework. PJUSD will continue implementation of Peer Leaders Uniting Students (PLUS) at Patterson High School and Creekside Middle School and maintain Anti-Bullying Detectives programs at elementary sites. PLUS survey results demonstrated strong outcomes in student inclusion, staff/student relationships, and campus safety, supporting continued investment in relationship-centered programs that strengthen student connectedness and belonging. Action 2.3 will continue to prioritize staff and student wellness through tiered mental health supports, administration of the CHKS in grades 3–12, and exploration and implementation of Wellness Centers. Survey findings showing lower levels of connectedness among secondary students and some student groups reinforced the need to expand access to social-emotional and mental health supports. Additionally, through Action 2.4, PJUSD will sustain implementation of a Multi-Tiered System of Support (MTSS) integrating behavioral, social-emotional, mental health, and attendance interventions. Site attendance action plans, SART meetings, and SARB processes will continue to be strengthened to address chronic absenteeism and improve student engagement, particularly for historically underserved student groups. Under Action 2.5, the district will review and expand alcohol and drug prevention curriculum and interventions, including continued implementation of PHAST and PHAST JV clubs and exploration of additional Alcohol, Tobacco, and Other Drugs (ATOD) curriculum options. CHKS data will continue to guide targeted prevention efforts and continuous improvement planning.|Met||2026-06-08|2026
50712330000000|Roberts Ferry Union Elementary|6|Roberts Ferry School administered a local climate survey to students in grades 5–8 during the 2025–26 school year. The survey measured student perceptions of school safety, belonging, self-expression, academic support, school engagement, peer relationships, fairness, and overall satisfaction with the school experience using a 1–5 scale, with 5 representing the most positive response. Overall, students reported positive perceptions of the school climate. The highest-rated areas were school safety (4.1), opportunities to participate in engaging activities (4.0), feeling able to be themselves at school (4.0), and overall satisfaction with the school experience (4.0). Students also reported positive perceptions of belonging (3.9) and feeling that staff care about them (3.9). Data was disaggregated by grade level. Average school safety ratings ranged from approximately 3.9 in fifth grade to 4.3 in seventh grade, indicating that students across all grade levels generally feel safe at school. Overall school satisfaction ratings ranged from approximately 3.9 in fifth grade to 4.2 in sixth grade, demonstrating consistently positive perceptions of the school experience among student groups. Students across grade levels also reported positive feelings of belonging and support from staff. Survey results identified several areas for continued attention. Students reported lower ratings regarding their ability to focus on schoolwork without distractions (3.3), perceptions that all students are treated fairly (3.3), and the helpfulness of homework assignments (3.5). These results provide valuable information to support ongoing efforts to maintain a positive school climate and improve the overall student experience.|Based on the analysis of local climate survey data, Roberts Ferry School identified several strengths related to school climate and student engagement. Students reported feeling safe at school, with an overall safety rating of 4.1 out of 5. Students also reported positive perceptions of school activities (4.0), feeling able to be themselves at school (4.0), and overall satisfaction with their school experience (4.0). Ratings for belonging (3.9) and staff caring about students (3.9) further indicate that students generally feel connected to and supported by the school community. Disaggregated data by grade level showed consistently positive perceptions of school climate. School safety ratings ranged from approximately 3.9 in fifth grade to 4.3 in seventh grade, while overall satisfaction ratings ranged from approximately 3.9 in fifth grade to 4.2 in sixth grade. These results suggest that students across grade levels experience a positive and supportive learning environment. The survey also identified areas for continued growth. Students reported lower ratings regarding their ability to focus on schoolwork without distractions (3.3), perceptions of fairness among students (3.3), and the helpfulness of homework assignments (3.5). These findings suggest opportunities to strengthen student engagement, promote a positive learning environment, and ensure that all students feel supported and treated fairly. The district will use these results to guide ongoing efforts to improve school climate and student well-being.|Based on the analysis of local climate survey data, Roberts Ferry School will continue to implement strategies that support a positive, safe, and engaging learning environment for all students. To address areas identified for growth, the school will continue to promote positive student behavior and respectful interactions through social-emotional learning activities and schoolwide expectations. Staff will review student feedback related to fairness, classroom engagement, and distractions to identify opportunities for improvement and strengthen student connectedness. The school will also continue to provide engaging learning experiences and extracurricular opportunities that foster student involvement and a sense of belonging. Climate survey results will be reviewed annually to monitor progress and guide continuous improvement efforts. Student feedback will be used to inform decisions related to school climate, student engagement, and the overall educational experience.|Met||2026-06-09|2026
50712330121525|Roberts Ferry Charter School Academy|6|Roberts Ferry School administered a local climate survey to students in grades 5–8 during the 2025–26 school year. The survey measured student perceptions of school safety, belonging, self-expression, academic support, school engagement, peer relationships, fairness, and overall satisfaction with the school experience using a 1–5 scale, with 5 representing the most positive response. Overall, students reported positive perceptions of the school climate. The highest-rated areas were school safety (4.1), opportunities to participate in engaging activities (4.0), feeling able to be themselves at school (4.0), and overall satisfaction with the school experience (4.0). Students also reported positive perceptions of belonging (3.9) and feeling that staff care about them (3.9). Data was disaggregated by grade level. Average school safety ratings ranged from approximately 3.9 in fifth grade to 4.3 in seventh grade, indicating that students across all grade levels generally feel safe at school. Overall school satisfaction ratings ranged from approximately 3.9 in fifth grade to 4.2 in sixth grade, demonstrating consistently positive perceptions of the school experience among student groups. Students across grade levels also reported positive feelings of belonging and support from staff. Survey results identified several areas for continued attention. Students reported lower ratings regarding their ability to focus on schoolwork without distractions (3.3), perceptions that all students are treated fairly (3.3), and the helpfulness of homework assignments (3.5). These results provide valuable information to support ongoing efforts to maintain a positive school climate and improve the overall student experience.|Based on the analysis of local climate survey data, Roberts Ferry School identified several strengths related to school climate and student engagement. Students reported feeling safe at school, with an overall safety rating of 4.1 out of 5. Students also reported positive perceptions of school activities (4.0), feeling able to be themselves at school (4.0), and overall satisfaction with their school experience (4.0). Ratings for belonging (3.9) and staff caring about students (3.9) further indicate that students generally feel connected to and supported by the school community. Disaggregated data by grade level showed consistently positive perceptions of school climate. School safety ratings ranged from approximately 3.9 in fifth grade to 4.3 in seventh grade, while overall satisfaction ratings ranged from approximately 3.9 in fifth grade to 4.2 in sixth grade. These results suggest that students across grade levels experience a positive and supportive learning environment. The survey also identified areas for continued growth. Students reported lower ratings regarding their ability to focus on schoolwork without distractions (3.3), perceptions of fairness among students (3.3), and the helpfulness of homework assignments (3.5). These findings suggest opportunities to strengthen student engagement, promote a positive learning environment, and ensure that all students feel supported and treated fairly. The district will use these results to guide ongoing efforts to improve school climate and student well-being.|Based on the analysis of local climate survey data, Roberts Ferry School will continue to implement strategies that support a positive, safe, and engaging learning environment for all students. To address areas identified for growth, the school will continue to promote positive student behavior and respectful interactions through social-emotional learning activities and schoolwide expectations. Staff will review student feedback related to fairness, classroom engagement, and distractions to identify opportunities for improvement and strengthen student connectedness. The school will also continue to provide engaging learning experiences and extracurricular opportunities that foster student involvement and a sense of belonging. Climate survey results will be reviewed annually to monitor progress and guide continuous improvement efforts. Student feedback will be used to inform decisions related to school climate, student engagement, and the overall educational experience.|Met||2026-06-08|2026
50712660000000|Salida Union Elementary|6|The district utilizes multiple tools to monitor and support a favorable school climate and conditions. Three key indicators from the The California Healthy Kids Survey (CHKS)—School Connectedness, Caring Adult Relationships, and School Perceived as Very Safe or Safe—have been identified for ongoing monitoring and improvement.   A comparison of CHKS results from Spring 2023 to Spring 2026 reveals the following changes by grade level:  5th grade: ~School Connectedness— 10% decrease ~Caring Adult Relationships—8% decrease ~Feel safe at school—12% decrease   6th grade: ~School Connectedness—8% decrease ~Caring Adult Relationships—10% increase ~School perceived as very safe or safe—9% increase   7th grade: ~School Connectedness—5% increase ~Caring Adult Relationships—6% increase ~School perceived as very safe or safe—18% increase   The data shows a clear difference in school climate perceptions across grade levels. The district conducts annual local surveys focused on School Climate and Connectedness to supplement the CHKS. In the Fall 2025 Parent Survey, 96.1% of parents agreed that their child feels safe at school and affirmed that Salida schools foster a sense of care and trust, ensuring each student can connect with at least one adult on campus.   A comparison of the Leader in Me® Measurable Results Assessment (MRA) reveals: • School Belonging - 76.6% increased 3.4% from baseline • School Climate - 82.2% increased 3% from baseline • Trusted Relationships - 78.6% increased 2% from baseline These increases and overall percentages reflect progress in fostering positive school environments.|Analysis of the data set reveals both important strengths and areas of need related to LCFF Priority 6, School Climate. When viewed as a whole, the data suggests that school climate perceptions vary by grade level, with stronger outcomes in upper middle grades and more concerning trends in upper elementary and the middle school transition year. A comparison of CHKS results from Spring 2023 to Spring 2026 shows that 5th grade experienced declines across all three indicators, including school connectedness, caring adult relationships, and feelings of safety. Sixth grade results were mixed, with decreases in school connectedness but gains in caring adult relationships and perceptions of safety. Seventh grade demonstrated the strongest outcomes, with increases across all three measures and especially notable growth in perceived safety. These trends suggest that students in 5th grade, and to a lesser extent 6th grade, may need additional support related to belonging, connection, and school transition, while 7th grade appears to reflect an area of strength. Additional local data reflects more positive perceptions of school climate from families and across broader school culture measures. In the Fall 2025 Parent Survey, 96.1% of parents agreed that their child feels safe at school and affirmed that Salida schools foster care, trust, and connections with adults on campus. Similarly, the Leader in Me® Measurable Results Assessment showed improvement from baseline in all reported areas, with School Belonging increasing to 76.6%, School Climate increasing to 82.2%, and Trusted Relationships increasing to 78.6%. These findings indicate that districtwide efforts to promote positive relationships, safe environments, and student support systems are having a meaningful impact. Taken together, the data identifies several key learnings. One area of strength is that families report high levels of trust and safety, and broader student culture data reflects steady improvement in belonging, climate, and relationships. Another strength is the positive growth shown in 7th grade CHKS results, which may indicate that supports are becoming more effective as students adjust to middle school. At the same time, the identified need is clear in 5th grade and in the decline in 6th grade school connectedness. These findings suggest the district should continue strengthening student-adult relationships, belonging, and transition supports, particularly for students moving from elementary to middle school. Continued attention to these grade spans will be important to ensure that all students experience a safe, supportive, and connected school environment.|The district is committed to fostering safe, caring, and inclusive environments that support academic engagement and social-emotional development, as outlined in LCAP Action 2.2. Data analysis highlights a need to strengthen students' sense of connectedness. To address this, the district will continue implementing multi-tiered supports, including counselors, a mental health clinician, and Positive Behavior Interventions Supports (PBIS) to create a supportive and safe learning environment. Alongside PBIS, the Leader in Me® social-emotional learning curriculum is being implemented to foster leadership skills, trust, and a stronger sense of belonging among students. Opportunities for student engagement will also expand through enrichment programs such as music, art, STEAM activities, and middle school electives. These programs are designed to build connections, encourage collaboration, reduce absenteeism, and ensure students feel valued and supported. The district remains dedicated to creating an environment where every student can thrive both academically and personally.|Met||2026-06-16|2026
50712660124768|Great Valley Academy - Salida|6|GVA's 2025-26 annual student survey indicated that 91% of 3rd - 8th grade students 'are encouraged to do their best by their teachers'. Students report at very high rates that teachers encourage them to keep going when they get stuck or need help and support them in their learning. An area for growth and improvement is around supporting positive student behavior. The survey showed that only 70% of students feel that rules at school are 'followed well'.|"Almost two years into our new LCAP, we can start to see the impact(s) of strategically addressing issues identified through educational partner input, data and statistics, as well as local, state and national trends. GVA's mission is to create and enhance SAFE, LOVED, LEARNING environments for students and families. GVA community feedback events and planning efforts revealed that overwhelmingly, SAFE was identified as the priority area. Student behavior, positive discipline plans and clear access to necessary supports (social-emotional, behavioral, academic and other) have been recognized as necessary growth areas for GVA and the 2024-25(27) LCAP reflected work in those areas. Students, staff and parents, GVA's three biggest educational partner groups, have all indicated a belief that a focus on and growth in this areas is essential to enhance LOVED and LEARNING tenets at GVA. While there is still work to be done, much progress was made in Year 1 of GVA's NEXT3 / LCAP. Feelings around student behavior and the support(s) for it, are much more positive than a year ago at this time. Classroom management support from GVA's full-time Instructional Coaches and targeted behavior intervention by GVA's new Character Coach have been received with very favorable feedback. An example of a parent comment from the recent GVA Spring 24-25 School Climate Survey is as follows, “I feel this year has been a lot better. Students are being held accountable."" The 2025-26 focus was on LOVED characteristics and strategies in our schools to create and enhance belonging and connection. Intentional efforts have been made to create inclusive, connection events allowing staff to connect with each other, including across campuses. Through professional development cohorts (multicampus), 'peerfessional development', in which teachers observe and model instructional strategies for each other across campuses and 1:1 staff discussions with the Superintendent, GVA is connecting like never before. Parents as Partners has engaged even more intentionally to address home-school connection opportunities. A GVA parent recently commented, 'I think the teachers and staff at GVA Salida are already doing a fabulous job making students and families feel welcome and supported. I feel very proud to have my daughter at the school, and I’m looking forward to my youngest joining her in a few years . Every staff member we’ve interacted with over the last two years has been phenomenal.'"|GVA has committed programmatically, financially and ideologically to a deep and comprehensive implementation of Conscious Discipline as its primary social-emotional/behavioral support program. A long time use of Conscious Discipline (C.D.), GVA has not committed time, effort and resources to C.D. in many years, well before the pandemic. Consensus is that by investing heavily into C.D., both in professional learning and whole-site focus, that GVA will benefit from this program as it aligns with the foundational elements, mission and vision of the school. All professional development in 2024-25 had a primary lense of SAFE (positive behavior, restorative practices, scaffolded supports and ensuring students receive what they need to feel physically, emotionally and intellectually SAFE at school). GVA added the new position of Character Coach as a targeted Tier 2 intervention for students in need of additional training, mentorship and social skills support. This year (2025-26) Conscious Discipline foci of good morning and good bye greetings/rituals, classroom and office Friends & Family Boards, as well as the Time Machine activity for conflict resolution and restoration have all added to GVA's tight-knit school community.|Met||2026-06-01|2026
50712740000000|Shiloh Elementary|6|As a member of the Tobacco Use and Prevention (TUPE) Consortium through the Stanislaus County Office of Education (SCOE). For the 2025-2026 School year, the survey was not administered due to this Program is administered every two years. A student survey administered this year in grades TK-8. The average scale of students who feel safe at school is 89% and the students who feel connected to the school is 86%.|Without conclusive data, but based on specific knowledge of performance, when comparing results, data would indicate that students who feel positive about going to school do better in school. Conversely, students who do not feel positive about going to school tend to perform more poorly. As far as determining how to positively impact students in a manner which motivates them to apply themselves more in school to improve achievement and experience success in their pursuit of education, the district strives to build relationships with parents and students that create a partnership aimed at having open communication, identifying any non-academic issues that could be hindering a student from fully applying focus and effort towards academic achievement and improvement of overall well-being.|During the 2025-2026 school year, the TUPE was not administered. The TUPE is administered every two years.|Met||2026-06-09|2026
50712740121558|Shiloh Charter|6|As a member of the Tobacco Use and Prevention (TUPE) Consortium through the Stanislaus County Office of Education (SCOE). For the 2025-2026 School year, the survey was not administered due to this Program is administered every two years. A student survey administered this year in grades TK-8. The average scale of students who feel safe at school is 89% and the students who feel connected to the school is 86%.|Without conclusive data, but based on specific knowledge of performance, when comparing results, data would indicate that students who feel positive about going to school do better in school. Conversely, students who do not feel positive about going to school tend to perform more poorly. As far as determining how to positively impact students in a manner which motivates them to apply themselves more in school to improve achievement and experience success in their pursuit of education, the district strives to build relationships with parents and students that create a partnership aimed at having open communication, identifying any non-academic issues that could be hindering a student from fully applying focus and effort towards academic achievement and improvement of overall well-being.|During the 2025-2026 school year, the TUPE was not administered. The TUPE is administered every two years.|Met||2026-06-09|2026
50712820000000|Stanislaus Union Elementary|6|Stanislaus Union 5th and 7th grade students participated in the California Healthy Kids Survey in 2025-2026.  Stanislaus Union encourages participation in the surveys.  Response rates continue to remain low because 5th grade students ( 48% response rate) must have parent permission.  This was an increase of 6% students from 24-25 school years.  We did utilize paper copies of the permissions for elementary school families.  This was given in February and March for 5th grade students.  This was done electronically for 7th grade students ( 94% response rate) when the survey was administered in February and March of the 25-26 school year.  For 7th grade this was a 24% participation increase.  All students completed the survey electronically.  The sample size was small, but the results are similar to previous years survey data.    Staff, Students and families participated in the MRA (Achieve Measurable Results) through Leader in Me.  Staff utilized data to set goals in the area of Student Leadership and Culture.  Overall as a district our district average for Leadership is 77% and 78% for Culture (These 2 areas are relevant to school conditions and climate).  The rating goal for each area is 80% of above.  Leadership includes data on our Positive Behavioral Interventions System (PBIS).  In 24-25 and 25-26 all elementary sites have met requirements to apply for Platinum status, which is the highest level of recognition for schools that are implementing the PBIS framework.  It indicates that a school has consistently and successfully implemented PBIS practices with fidelity across all three tiers of intervention, demonstrating a positive school climate and culture.|The 5th Grade data remained similar to the 2024-2025 survey results with increases/decreases in all areas. The 7th Grade data showed increases to the 2024-2025 survey results.  School sites continue to utilize data to make improvements at the site level.    The MRA data indicates growth for all sites in Leadership and Culture.  School Belonging increased 5% points from 24-25 to 25-26 across the district in the 5th grade. Prescott Jr. High School showed huge growth in all areas reported in Leadership and Culture.Prescott students reported an 11% increase in school connectedness from 24-25 to 25-26.  Students share they feel cared about and understood by people at school.  Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence.  Students regularly engage in activities that promote their well-being, including actions that benefit their heart, mind and body contributing to a holistic approach to their overall development.|Stanislaus Union will continue to provide Positive Behavior Interventions and Supports (PBIS) support and training for staff in partnership with the Stanislaus County Office of Education.  Currently Stanislaus Union completed Year 2 of the California Integrated Supports Project.   This project is a statewide initiative designed to enhance our MTSS systems.  It provides professional development and support, focusing on social-emotional learning, trauma-informed practices and culturally relevant and sustaining practices.  The CA-ISP aligns the MTSS and PBIS systems.  Each elementary site completed twelve modules in the 24-25 and 25-26 school years.   We currently staff 5 Mental Health Clinicians.  We plan to continue the services in the 26-27 school year.  We have employed 3 Behavior Analyst positions which increased support at all sites during the school day as well in the After School program. Two Wellness Coaches have been hired to support School Based Social Skills.  We will hire 4 Wellness Coaches for the 26-27 school year.   Leader in Me is the Social Emotional Learning Curriculum used throughout the district.|Met||2026-06-11|2026
50712900000000|Sylvan Union Elementary|6|In the 2025–2026 school year, SUSD administered Family, Student, and Staff Climate Surveys, as well as a Staff Collective Efficacy Survey, to gather data on perceptions of school safety, orderliness, and student connectedness. Results are based on a Likert scale (1–5 for climate surveys, 1–6 for staff efficacy), with growth or decline from the 2023–2024 school year indicated in green (increase) or red (decrease).  In the area of safe and orderly school environments, student responses reflected a generally positive perception:  “My school is a safe place” received a score of 3.30,  “I know what to do in an emergency” was rated 4.22 and  “I know the rules and procedures at my school” scored 4.06.  Staff reported feeling the school environment was safe and orderly with a score of 3.96, and that success is appropriately acknowledged at 4.26. Family perceptions were in alignment, with 4.07 indicating schools are safe and 3.75 that success is appropriately acknowledged.  In terms of student connectedness, the survey identified an area of need. Students reported low levels of perceived inclusion in decision-making and celebration of achievements:  “My school’s leaders ask for my opinion about how the school should function” scored 2.23, and  “When I achieve a goal, my school celebrates it” scored 2.38.  Staff perceptions of efficacy were more positive, with teachers reporting confidence in their ability to motivate students (4.48) and belief in all students' ability to learn (5.03).  While disaggregated student group data is not yet available, survey findings,along with student interviews, voice sessions, and Student Conference ,highlight the need to strengthen student voice and recognition. These insights are guiding ongoing improvements in SEL, student engagement, and school climate initiatives across the district.|Through data analysis, we've learned that students thrive when they feel a strong connection to school, sensing care from adults and experiencing high academic expectations within a supportive, emotionally safe environment. Key strengths lie in fostering positive adult-student relationships and maintaining rigorous academic standards. Addressing individual needs and creating a conducive school environment are crucial for cultivating these connections and ensuring student success.|Based on an analysis of local data and key learnings, SUSD identified a need to more intentionally celebrate student success and strengthen school connectedness. In response, the district has provided professional learning opportunities focused on Social and Emotional Learning (SEL), Morning Meetings, and Restorative Practices (RP). Current expansions also include behavioral academies that provide targeted interventions and supports across grade levels to address specific student behaviors.  Additionally, the district adopted a districtwide SEL curriculum to promote consistent language and practices among staff, students, and families. After a full year of implementation, both students and staff have responded positively. Initiatives such as WEB programs, schoolwide assemblies, and staff training in trauma-informed practices continue to enhance student engagement and foster a positive, inclusive school climate.|Met||2026-06-09|2026
50713240000000|Valley Home Joint Elementary|6|We conduct the CHKS, a staff survey and a parent survey.  Within these surveys we ask about School Connectedness (treated fairly, feel a part of the school) School Safety (do you feel safe, experienced harassment or bullying), Adult relationships (staff cares about me, staff listens to me), etc.  I currently don't have all the data in front of me, but between students, parents and staff the rsults were all very positive.|School safety was definitely a strength along with the realtionships with staff, students and families.  One area of concern was that communication piece with some sub groups such as our rural hispanic families.|Still discussing as a staff of things we could alter or change, but as of now the Principal's Forum is the focus we are going to be implementing and see how effective this will be to reach our areas of concern.|Met||2026-06-09|2026
50736010000000|Newman-Crows Landing Unified|6|Data Summary for Local Indicators Healthy Kids Survey February 2026 93 parents responded 137 staff members responded  1,416 5-12th graders responded  Percent who agree that the school is safe:        37% of 4th grade 38% of 5th grade 52% of the staff  40% of parents   Percent who agree that they are connected to the school:        32% of 4th grade 41% of 5th grade 38% Middle & High School combined 34% For all parents|Our district went through a core renewal process which included several surveys for parents, staff and students. Because of these additional surveys, as well as WASC and LCAP surveys, the analysis of declining Healthy Kids Survey results as well as declining percentages, we are contributing that to survey fatigue. The results from similar questions from the core renewal surveys portary a different picture (see below).|NCLUSD collected survey results from all educational partners that shows positive feedback when determining if changes to existing plans are necessary.  91% of parents believe that the school is preparing students for future success 91% of parents feel the school communicates well and supports families 89% of students feel they have access to fun activities at school 92% of students report that staff cares about students 90% of staff reports feeling involved and connected to the school community  The LEA will continue to work with the sites are parent engagement, staff and student connectedness and improved services for all educational partners.|Met||2026-06-15|2026
50746090000000|Yosemite ROP|6||||Not Met|||2026
50755490000000|Hughson Unified|6|The California Healthy Kids Survey (CHKS) was administered to Hughson Unified secondary students in grades 7, 9, and 11 during the 2025–2026 school year to measure student perceptions related to school climate, safety, connectedness, and social-emotional well-being. Fifth grade students also participated in the survey; however, due to a lower participation rate of approximately 43% and because the elementary survey includes a different subset of questions than the secondary survey, fifth grade results were reviewed for site-level insight but were not included in the district’s overall secondary findings and comparative analysis.  Results from the 2025–2026 secondary survey remained generally stable when compared to 2024–2025 data. Students continued to report positive relationships with caring adults, supportive school environments, and strong perceptions of school safety. Measures related to school connectedness, high expectations, and meaningful participation remained positive across district secondary schools.    The survey also identified areas for continued focus related to student emotional well-being. Across student groups, reported social-emotional distress ranged from approximately 11% to 36%, while chronic sadness or hopelessness ranged from 14% to 40%. Female students and several student groups reported higher levels of emotional distress and lower levels of connectedness than their peers. These findings reinforce the importance of continued mental health supports, social-emotional learning, and student wellness services.    Disaggregated results showed variation among student groups, including English learners, students with disabilities, socioeconomically disadvantaged students, and students experiencing housing instability. While many student groups reported positive perceptions of school climate and adult support, some groups reported lower feelings of emotional safety and school connectedness. The district will continue using CHKS findings to guide targeted supports and actions that promote safe, supportive, and inclusive learning environments for all students.    Overall, CHKS results indicate that Hughson Unified schools continue to maintain positive school climates while identifying opportunities to strengthen student engagement, connectedness, and mental health supports in alignment with LCFF Priority 6: School Climate.  The report can be found on the district's website at: https://hughsonschools.org/en-US/parent-resources-c18eaafa/california-healthy-kids-survey-information-f7c2c63e|Areas of Strength -Students continue to report positive relationships with caring adults at school, including teachers, counselors, and other staff members, contributing to strong levels of school connectedness and support across district secondary schools. -Survey results indicate that students generally feel physically safe at school and perceive school environments as respectful and inclusive, with positive ratings related to fairness, respect for diversity, and clear behavioral expectations. -Many student groups reported positive levels of academic motivation, meaningful participation, and social-emotional supports, demonstrating continued progress in creating supportive learning environments aligned with district wellness and engagement goals.  Areas for Growth -Social-emotional wellness remains a priority area, as several student groups reported elevated levels of stress, sadness, hopelessness, and emotional distress. Female students and other identified subgroups reported higher rates of emotional challenges compared to their peers. -Disaggregated data revealed that some student groups, including English learners, students with disabilities, and students experiencing housing instability, reported lower levels of school connectedness and emotional safety, indicating a need for continued targeted supports and inclusive practices. -Continued focus is needed on strengthening student engagement and belonging. Across grade levels, only approximately 35% of students on average responded “Pretty Much True” or “Very Much True” to questions related to having opportunities to participate, share ideas, and contribute at school. These results highlight the need to continue expanding student voice, meaningful participation opportunities, restorative practices, and access to mental health and wellness supports to ensure all students experience a positive and inclusive school climate.|In response to the findings, Hughson Unified School District is continuing to implement or expand the following actions and strategies:  School-Based Mental Health Services & Infrastructure:   1. Expand On-Site Mental Health Supports 2. Tiered Intervention Framework: Continue to improve and build upon the foundations of the Multi-Tiered System of Supports (MTSS):  Safe and Inclusive Campus Culture: 1. Require staff training on LGBTQ+ youth mental health and trauma-informed care (Beginning 2026 it is a state law) 2. Trauma-Informed Practices -Train all school staff (not just mental health providers) in ACES awareness and trauma-responsive pedagogy. -Reduce re-traumatization by using restorative, non-punitive discipline models.  3. Monitoring for Continuous Improvement -Routinely disaggregate data by student subgroup to identify and address disparities in real time. -Use CHKS trend data to evaluate program effectiveness and inform LCAP and SPSA updates annually.|Met|The district’s analysis of school climate is primarily based on California Healthy Kids Survey (CHKS) results from students in grades 7, 9, and 11. Fifth-grade survey results were reviewed for site-level planning purposes but were not included in districtwide comparative analyses due to lower participation rates and differences in survey content. The district will continue to use CHKS findings, along with local data sources, to monitor school climate trends and inform continuous improvement efforts.|2026-06-09|2026
50755560000000|Riverbank Unified|6|Riverbank Unified School District is committed to creating safe, welcoming, inclusive, and supportive learning environments where all students feel connected, respected, and engaged. The district utilizes multiple measures to evaluate school climate, including local survey data, attendance data, suspension data, educational partner feedback, and California School Dashboard indicators. Results from district climate surveys indicate that most students, staff, and families report positive perceptions of school safety, connectedness, and support. Educational partners identified strong relationships with staff, access to student supports, and opportunities for engagement as important strengths across the district. The district continues to implement Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), social-emotional learning, restorative practices, counseling services, and wellness initiatives to support positive school climates and student well-being. In addition to local survey results, the district reviewed state accountability data as part of its self-reflection process. The 2025 California Dashboard identified chronic absenteeism and suspension rates as continuing areas of need for several student groups. Students with disabilities, socioeconomically disadvantaged students, homeless students, foster youth, and English learners continue to experience higher rates of chronic absenteeism and disciplinary actions than district averages. While chronic absenteeism improved from prior years, attendance remains an area requiring continued attention. In response to these findings, the district continues to implement attendance monitoring systems, family outreach efforts, counseling services, behavioral supports, student wellness initiatives, and interventions designed to improve student engagement and connectedness. School sites regularly review attendance, behavior, and climate data to identify trends and implement targeted supports for students requiring additional assistance. Based on survey results, Dashboard indicators, and educational partner feedback, Riverbank Unified School District has made progress toward creating positive learning environments while recognizing the need to continue strengthening attendance, student engagement, and behavioral supports for identified student groups. The district will continue to use multiple data sources to guide improvement efforts and ensure all students experience safe, supportive, and inclusive school environments.|Analysis of the Measurable Results Assessment (MRA) data revealed several areas of strength across the district. Elementary students reported high levels of positive well-being, indicating that students generally feel supported, connected, and valued within their school communities. At the secondary level, students in grades 9–12 reported strong results in student leadership, demonstrating confidence in their ability to contribute to school activities, serve as leaders among their peers, and engage in meaningful opportunities that support their personal growth and development. The data also reinforced the importance of continuing efforts to promote student voice, engagement, and connectedness across all grade spans. While overall results were positive, the district recognizes the need to provide additional opportunities for students to actively participate in decision making processes, leadership experiences, and school-wide initiatives. Ensuring that all student groups have equitable access to these opportunities remains an important area of focus. These findings highlight the effectiveness of the district’s ongoing efforts to foster supportive learning environments while also identifying opportunities to further strengthen student engagement and leadership development. Riverbank Unified School District will continue to use survey data to guide continuous improvement efforts that promote student well-being, belonging, and meaningful participation in school.|Based on MRA findings, Riverbank Unified School District will continue implementing strategies designed to strengthen student engagement, leadership, well-being, and school connectedness. Schools will continue leveraging survey results to refine intervention structures such as Bruin Time at Riverbank High School, Eagle Time at Cardozo Middle School, and elementary MTSS intervention blocks to ensure that both academic and social-emotional supports remain accessible to students. These structures provide opportunities for targeted intervention, enrichment, relationship-building, and student support throughout the school day. Mental health services remain a district priority,with student needs regularly monitored to ensure appropriate access to counseling, wellness, and support services. During the 2025–26 school year, to further strengthen early intervention and social-emotional support systems, the district added elementary school counselors at both elementary sites. These counselors provide direct support to students, assist with social-emotional learning, and help connect students and families with needed resources. The continued presence of a School Resource Officer (SRO) also supports a safe and positive school environment while fostering strong relationships between students, staff, and the community. In response to survey findings highlighting the value of student leadership and positive student well-being, the district will continue to expand opportunities for student voice, leadership development, and meaningful participation in school activities and decision-making processes. The district will also continue implementing the adopted universal reading screener, mCLASS DIBELS, in grades K–2 and refining MTSS processes to better align academic, behavioral, and social-emotional supports with student needs. These actions reflect the district’s commitment to creating supportive and inclusive learning environments grounded in student voice, data-informed planning, and continuous improvement.|Met|RUSD will continue to support school-wide initiatives that promote student learning and are aligned with social-emotional learning, mental health, and a positive school climate.|2026-06-16|2026
50755560113852|Riverbank Language Academy|6|Riverbank Language Academy monitors school climate and conditions through multiple local measures, including student, parent, and staff surveys; attendance data; suspension data; behavior referral data; participation in school activities; and feedback collected through advisory committees and stakeholder engagement opportunities. These data sources provide valuable information regarding students' sense of safety, connectedness, engagement, and overall school experience.  Local survey results indicate that students, families, and staff generally view Riverbank Language Academy as a safe, welcoming, and supportive learning environment. Survey responses reflect positive relationships between students and staff, strong family-school connections, and a sense of belonging among students. Families consistently report feeling welcomed by school staff and appreciate the school's bilingual communication practices and opportunities for involvement. Staff survey results indicate strong collaboration among colleagues and a shared commitment to supporting student success.  Data reviewed by student groups, including English learners, socioeconomically disadvantaged students, students with disabilities, and Hispanic/Latino students, show generally positive perceptions of school climate and safety. While most student groups report positive experiences, the school continues to monitor differences in engagement, attendance, and perceptions of connectedness to ensure equitable outcomes for all students.  Additional local data sources, including attendance rates, chronic absenteeism rates, suspension data, and behavior referral trends, are reviewed regularly to identify strengths and areas for improvement. These data indicate that Riverbank Language Academy continues to maintain a positive school climate while implementing proactive supports through PBIS, social-emotional learning, counseling services, restorative practices, and family engagement efforts.  The school uses survey feedback and local climate data to inform continuous improvement efforts and to ensure that all students, families, and staff experience a safe, inclusive, and supportive educational environment. Particular attention is given to monitoring the experiences of student groups that have historically faced barriers to educational success in order to promote equitable access to a positive school climate and strong student outcomes.|Based on the analysis of local climate survey results and other school climate indicators, Riverbank Language Academy has identified several areas of strength as well as opportunities for continued growth. Survey responses from students, families, and staff indicate that the school maintains a positive, welcoming, and supportive learning environment where relationships are valued and students feel connected to their school community. Educational partners consistently report positive perceptions of school safety, respectful interactions among students and staff, and strong communication between the school and families.  A key strength identified through the data is the strong sense of belonging and family engagement fostered through the school's dual language immersion program, cultural events, advisory committees, and ongoing communication efforts. Families report feeling welcomed and informed, while staff indicate a commitment to supporting students academically, socially, and emotionally. Attendance and behavior data further support the positive school climate reflected in survey responses.  Analysis of disaggregated data indicates that most student groups, including English learners, socioeconomically disadvantaged students, students with disabilities, and Hispanic/Latino students, report positive experiences related to school climate and connectedness. However, the school recognizes the importance of continuously monitoring differences among student groups to ensure equitable experiences and outcomes for all students.  The data also identified opportunities for improvement. The school will continue to strengthen student engagement, attendance, and school connectedness for students who may be at greater risk of disengagement. Additional efforts will focus on increasing meaningful participation from underrepresented families, enhancing student voice in school decision-making, and providing targeted supports for students who may require additional academic, behavioral, or social-emotional assistance.  These findings reinforce the importance of maintaining a positive and inclusive school culture while continuing to strengthen systems that support student well-being, family engagement, and equitable access to educational opportunities. Riverbank Language Academy will use these insights to guide ongoing improvement efforts and ensure that all students feel safe, supported, and empowered to succeed.|Based on the analysis of local climate data, educational partner feedback, and identified areas of need, Riverbank Language Academy will continue to strengthen systems and practices that promote a positive, safe, and inclusive school environment for all students. The school will refine and expand existing efforts to improve student engagement, attendance, school connectedness, and family involvement while ensuring equitable access to supports and opportunities.  To address identified needs, the school will continue implementing and strengthening its Multi-Tiered System of Supports (MTSS), Positive Behavioral Interventions and Supports (PBIS), and social-emotional learning programs. These efforts will include ongoing monitoring of attendance, behavior, and student engagement data to identify students who may benefit from additional academic, behavioral, or social-emotional interventions. Counseling services, restorative practices, and targeted student supports will continue to be utilized to promote student well-being and success.  Riverbank Language Academy will also continue to strengthen family engagement practices by increasing opportunities for two-way communication, stakeholder input, and participation in school activities and decision-making processes. Additional outreach efforts will focus on increasing participation among underrepresented families through bilingual communication, flexible meeting opportunities, and targeted engagement strategies.  To improve instructional consistency and student outcomes, the school will continue implementing schoolwide instructional non-negotiables and conducting regular classroom walkthroughs to monitor instructional practices and identify areas for support. Professional learning opportunities will focus on high-quality instruction, student engagement strategies, English learner supports, culturally responsive practices, and effective family engagement.  The school will regularly review climate survey results, attendance data, suspension data, behavior referral trends, and stakeholder feedback to evaluate the effectiveness of these actions and make adjustments as needed. Through continuous improvement processes and ongoing collaboration with educational partners, Riverbank Language Academy will work to ensure that all students experience a safe, supportive, and engaging learning environment that promotes academic achievement and overall well-being.|Met||2026-06-10|2026
50755640000000|Oakdale Joint Unified|6|OJUSD students took the California Healthy Kids Survey in December of 2026. At 5th grade, 74% of students agreed or strongly agreed that they feel connected to their school. This drops to 62% for 7th grade (still a 12% increase from the previous year), drops to 58% for 9th grade (a 10% increase from the previous year), and is at 46% for 11th grade (a 9% increase from the previous year). These are significant improvements and a testament to the work being done at school sites. Academic motivation is at 87% for 5th grade, 67% for 7th grade, 61% for 9th grade and 60% for 11th grade. That's a decrease from the previous year in all grades but 5th, which had a sizable increase. Most students agree or strongly agree that there are caring adults at school with 78% of 5th graders, 61% of 7th graders, 54% of 9th graders, and 57% of 11th graders reporting. This measure showed significant decreases in all grade levels, and is an area of concern. 20% of 5th graders reported being cyberbullied with 25% of 7th graders, 27% of 9th graders, and 24% of 11th graders also reporting cyberbullying. These numbers are up significantly from last year. Students also shared if they agreed or strongly agreed that school is a safe place. 81% of 5th graders, 65% of 7th graders, 61% of 9th graders, and 67% of 11th graders shared that they agree or strongly agree that school is a safe place. While this shows a decrease for 11th grade, all the other grades showed significant increases. Students reported a general satisfaction or sense of wellness in their lives as well. 79% of 5th graders reported a sense of wellness, and 68% of 7th graders, 65% of 9th graders, and 62% of 11th graders reported general satisfaction with their lives, about the same as last year in all grade levels. Asked if they had used alchohol, 16% of 5th graders, 5% of 7th graders, 9% of 9th graders, and 13% of 11th graders said yes. While we are distrubed to see these numbers, they do not fit with past information or with anecdotal evidence, especially the 5th grade number which does not fit previous or current data patterns. The percentages of students reporting vaping also follows this pattern, with 1% of 5th graders, 3% of 7th graders, 7% of 9th graders, and 7% of 11th reporting having vaped. The numbers for alcohol use are particularly disturbing and will need attention.|In the past, in all grades, Hispanic students reported feeling significantly less connected to school than their white peers. They also previously answered that they had fewer caring adults at school and that they felt less safe at school, and generally reported more cyberbullying than white students. However, in this year's CHKS, Hispanic students were at or above the percentages of their white counterparts in almost all areas. As for gender breakdowns, girls in 7th and 11th grades feel safer in school than girls, with boys in 5ht and 9th feeling safe, though all percentages were relatively close. In terms of school connectedness, 5th, 7th, and 11th grade boys and girls reported similar percentages, with 9th being an outlier with girls reporting significantly lower connectedness than boys. All grades again reported similar percentages of having a caring adult at school. In terms of overall wellness or satisfaction with their lives, boys reported more wellness or satisfaction than girls in all but 11th grade where this had evened out quite a bit and matches what students reported in the previous year. It should be noted that large numbers of students chose the neutral value on many of the questions, especially school connectedness, which indicates that they likely don’t feel strongly connected to school.  All in all, more outreach to Hispanic students, in particular, needs to happen to help them feel more connected to school and to increase the sense that there is at least one adult who cares about them on campus.   If the cyberbullying data can be taken at face value, there is much more cyberbullying than last year though last year's numbers were significantly lower than the year before.|Our current actions seem to be working, though there is always room for improvement. Since we have continued to provide mental health services to any student in need, I believe students are generally feeling better and more connected. We do nee dto make sure that all students know that there are caring adults on each campus, especially at our secondary schools, in order to further increase this sentiment and the feeling of school connectedness. we are pleased to see that the numbers for Hispanic students and white students are more aligned than they've been in the past, and we plan to keep up efforts for all students to feel welcomed and valued. More work may need to be done around the area of cyberbullying, and more work needs to be done to build trust in the surveys given so that students are able to answer honestly and without fear of retribution or incrimination.|Met||2026-06-15|2026
50755645030176|Oakdale Charter|6|Oakdale Charter uses a local climate survey to assess the feelings and needs of our educational partners. This survey closed in March 2026. Overall the respondents feel that Oakdale Charter (OC) does an excellent job in a variety of areas including developing trusting and respectful relationships with families (100% Excellent/good); OC's ability to learn about each families strengths, cultures, languages, and goals (100% Excellent/good); OC's ability to provide a safe environment for all students and their families (100% excellent/good); OC's ability to provide communication about academic progress (100% excellent/good); OC's ability to provide additional academic support for students when necessary (100% excellent/good); OC's progress in helping family members to effectively engage in advisory committees or help in decision making (75% excellent/good). The survey results in percentages represent the percentage of respondents who felt that category was either excellent or good.|In reviewing the data form our local survey, it is apparent that Oakdale Charter is doing an excellent job in making students and families feel safe at school by building relationships and getting to know each students strengths, culture, and goals. Oakdale Charter is also committed to providing students with both mental health and academic resources that each student needs. The one area that needs to be addressed is the educational partners thoughts on being included in advisory committees and school decisions. Moving forward this will be are area of focus. We will reach out to these partners to see how we can change this perception of our school.|There will not be any changes to our existing plans or policies at this time. We may change our procedures for inviting and welcoming our educational partners to our advisory committee meetings in the future in order to receive more feedback and make all families feel welcome to attend.|Met||2026-06-15|2026
50755720000000|Waterford Unified|6|The California Healthy Kids Survey 2025-26 provides strong evidence of student connectedness (70%) at the elementary level and sharp increases from a range of 40 to 44 percent to 45 to 55 percent) at the high school level. Similarly, academic motivation, caring adult relationships, and perception of safety are highest in the elementary and lower but increasing across the higher grades.  Secondary data show high and increasing rates over the grade span of students expressing they feel safe physically and do not see substance use at school. While still over 30%, the secondary reports of experiencing chronic sadness or hopelessness declined across the 7-12 span. Of concern is the percent of students across all grade levels reporting school boredom although there were significant declines in this measure at 5th, 9th, and 11th grades.|Overall, we see huge needs in the area of wellness for our students and for our staff.  While we benefit from the strength of our small connected community, more must be done.  Focus Area 2 of the Strategic Plan address this learning with commitments including increasing access to information and resources across all grade levels to equip teachers with strategies to foster students' emotional intelligence and resilience, enhancing student and family access to health and wellness resources, cultivating a school culture that emphasizes well-being and positive relationships through restorative practices, conflict resolution, and the celebration of diversity and achievements, and providing staff with access to wellness-focused services and team-building opportunities to ensure a healthy and supportive work environment.|The Strategic Plan will continue to drive our efforts in the area of School Climate.  Actions anticipated include Socio Emotional Learning check-ins provided within the structure of the school day for students, standardized protocols for district-wide conflict resolution, and  focusing on problem-solving skills, empathy, and mediation techniques, and integration of Social Emotional Learning (SEL) content into educational curriculum. All sites will be continuing with Professional Learning Community development to address the teaching cycle and use of data to build student achievement and success as well as with Positive Behavior Interventions and Supports (PBIS).|Met||2026-06-11|2026
50755725030317|Connecting Waters Charter|6|Analysis of school climate data has informed several decisions and actions Connecting Waters is implementing for continuous improvement in the areas of: tiered academic support, school safety and climate procedures, and English Learner support.|Tiered Academic Support: Declining graduation rates and persistent achievement gaps among Hispanic or Latino students, English Learners, and Socioeconomically Disadvantaged students have reinforced the need for stronger intervention structures.  School Safety and Climate Procedures: The Comprehensive School Safety Plan is reviewed and updated annually with input from students, families, law enforcement, and fire safety officials. This stakeholder-inclusive process ensures the plan reflects current community needs.   English Learner Support: Given elevated chronic absenteeism and lower academic performance among English Learners, the school has reinforced specialized English Language Development (ELD) instruction designed to build proficiency while maintaining access to grade-level content.|Tiered Academic Support: The school has implemented a data-informed tiered support system using iReady diagnostic data to place students into appropriate instructional tiers. Professional development for staff has been expanded to include iReady growth data analysis and differentiated instruction strategies, ensuring educators are equipped to respond to identified needs consistently across all caseloads.  School Safety and Climate Procedures: Staff training has been expanded to include Naloxone overdose prevention, epinephrine auto-injector use, and Suicide Prevention, in addition to annual CPR and First Aid certification. A 20-member safety team meets monthly under the direction of the Deputy Executive Director to ensure continuous monitoring and response.  English Learner Support: Outreach efforts targeting EL families are being strengthened through Educational Specialist communication and Parent Support Department resources to reduce barriers to consistent participation.  These actions reflect our commitment to using data meaningfully, translating climate and outcome indicators into concrete, equitable improvements for all student groups.|Met||2026-06-22|2026
50757390000000|Turlock Unified|6|Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11.  Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community.  Key findings:  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.|CHKS was administered in November 2025 to grades 5, 7, 9, and 11.  A total of 3,259 students took the survey.  Elementary School Connectedness:  73%  Caring Adults:  73% Parent Involvement in Schooling:  80% School Safety:  77%  The three year average for school engagement and supports indicators is 75.5%.  Parent Involvement in Schooling increased by 2% from the previous year.  Social and Emotional Supports increased by 5% from last year.  The District was above state averages in the following indicators:  Caring Adults in School and Social and Emotional Supports.  Secondary School Connectedness:  58% Caring Adults:  56% Parent Involvement in Schooling:  47% School Safety:  61%  School engagement and supports indicators remained relatively the same as the previous school year.  There were no changes in the School Safety indicators.  The three year average for School Perceived as Safe or Very Safe increased by 3%.|Elementary and Secondary Supports: School Engagement:  Community Liaisons, Attendance Specialists, PIQE, PEP, extra-curricular activities, sports, CSU Mentors, Link Crew & Pride Ambassadors. Social and Emotional:  Counselors, PBIS, No Bully, C.A.R.E referrals, Mental Health Clinicians, NAMI, Character Strong, ReThink, Social Skills Improvement System, Wellness Spaces Substance Use:  Red Ribbon Week, TUPE, Canine Contraband Smelling Dogs, Prodigal & Sons, PHAST, Vape Sensors. Safety:  Campus Supervisors, STOPit app, School Resource Officer, Restorative Plans, Behavior Academies, SWIS, District's Learning Behavior Matrix Parent Engagement:  Family Resource Center|Met||2026-06-16|2026
50757390124669|eCademy Charter at Crane|6|Student LCAP Survey 2025 - 2026 60% of students participated in the survey. 48% of students were new to our school, and 52% had been with us for 1-4 years. 93% of students reported that eCademy is a welcoming environment. 97% of students feel safe on campus. 95% of students enjoy attending eCademy. 95% of students feel the school provides support for academic success. 97% of students reported seeking help from the school counselor.|It is clear that students at eCademy feel supported mentally and academically. We continue to listen to their suggestions and ideas through our LCAP process to cater to their needs.   Areas of Strength:   1. Caring adults on campus. 2. Students feel safe on campus. 3. Academic support. 4. eCademy is clean and well-maintained. 5. Students feel safe at eCademy.  Areas of Need:  1. More students have attended a college study trip. 2. Increase parent participation in surveys. 3. Remind students that breakfast and lunch are available to them.|Identified Areas for Growth and Change:  1. Continue offering in-person courses, including Math I, Math II, Math 7/8 support and art. 2. Continue to increase enrollment in in-person classes, such as art and academic support courses. 3. Continue to communicate extensively with the student and family regarding school activities, events, and school functions, to increase engagement and participation.|Met||2026-06-16|2026
50757390131185|Fusion Charter|6|In Spring 2026 Fusion students participated in the California Healthy Kids Survey of perceptions of school safety and overall feelings of connection to school within the past 12 months. Grades 7-12 responded with 86 students at the high school level and 30 students in the middle school level for a  total 116 students surveyed. Less than ten 12th grade students responded to the survey and we did not receive results. The CalSchls School Climate report card shows that our students' Perceived School Safety score is 15% higher than the state average. Overall, students report a positive school climate at Fusion. Small school size and high staff to student ratio provides help for students struggling with health and safety issues. A campus supervisor, a full time school counselor and a part time school counselor are available daily, with a therapy dog on campus a couple days a week. Even with the overall positive climate, students do struggle with chronic absenteeism and anxiety. 67% of 8th grade students reported feeling that there were caring adults in the school and 63% felt that there were high expectations of them. In high school, 58% of 9th graders felt that the school has high expectations and 46% felt that there were caring adults in the school. 68% of 10th graders felt there were high expectations and 60% felt there were caring adults in the school.70% of 11th grade students felt there were caring adults in the school and 77% felt the teachers had high expectations of them. Chronic Absence continues to be a concern, with 35% of 8th graders, 42% of 9th graders, 26% of 10th graders and 39% of 11th graders reporting they had missed 3 or more days in the last 30 days. Illness, “feeling sad, hopeless, anxious, stressed or angry” and “didn’t get enough sleep” were the highest reasons for missing school.|Overall, students report a positive climate at Fusion. They feel safe, and supported by caring adults at the school and feel their teachers are fair and have high expectations for them and want them to succeed. Chronic absence continues to be a concern. The School Connectedness score has a higher percentage that the state average, but our students scored lower in Meaningful Participation.  Even though our students feel connected to our school, their engagement continues to be low. Anxiety and factoring in to their unwillingness to engage.|In the upcoming school year we will be training teachers and wellness coaches in a psychoeducational approach using the STEPS-A curriculum designed to give students the tools and skills needed to regulate emotions and cope with the anxiety causing them to avoid school. We will be conducting the California Healthy Kids Survey again next spring and focus on increasing student participation in all grades. Fusion staff will continue to engage in professional development in social-emotional approaches, with a focus on building rapport individually and in group circles.|Met||2026-06-30|2026
51105120000000|Sutter County Office of Education|6|Panorama Survey results indicate varying perceptions of school climate among students, parents, and staff, highlighting both strengths and opportunities for growth. Sense of School Safety Students - 98%  Parents- 70% Staff -  100%  Sense of School Connectedness  and Belonging Students - 42%  Parents-80% Staff -  69% The data suggest that parents and staff generally feel connected to the school community, while student connectedness remains an area for continued growth. To address this need, the school will continue to focus on relationship-centered practices, including advisory programs, restorative circles, student leadership opportunities, extracurricular activities, and community-building events designed to increase student voice, engagement, and belonging. Key Takeaway The data reflect a school environment where students and staff feel exceptionally safe. Moving forward, our primary focus will be on increasing students' sense of connectedness and belonging while continuing to strengthen family engagement and maintain the positive school climate that supports student success.|Analysis of the disaggregated Panorama Survey data provides important insight into school climate and stakeholder experiences. Staff responses indicate a strong sense of safety and belonging, reflecting a positive, supportive, and stable professional environment that serves as a foundational strength for the school. By comparison, the data identify clear opportunities to improve student and parent perceptions. Students report a substantially lower sense of belonging, and both students and parents indicate lower perceptions of safety than staff responses indicate. These differences suggest a need to strengthen relational trust and inclusivity within the broader school community. Contributing factors may include students’ prior educational experiences, histories of behavioral or disciplinary challenges, and external barriers that limit family engagement. Collectively, these findings underscore the need for focused, intentional strategies to enhance student connectedness, improve family communication, and foster a school environment in which all stakeholders feel safe, valued, and supported.|During the 2024–2025 school year, FRA continued to strengthen its Positive Behavioral Interventions and Supports (PBIS) framework by advancing implementation beyond Tier I and developing Tier II interventions. This work, in collaboration with the Sutter County Superintendent of Schools (SCSOS) and Student Support Office (SSO), reflects FRA’s ongoing commitment to maintaining a structured, supportive learning environment that promotes both academic achievement and social-emotional growth. Historical data demonstrate that students who consistently attended school, remained engaged, and made academic progress were more likely to effectively access and benefit from PBIS supports, reinforcing the framework's effectiveness in promoting positive student outcomes. Additionally, enhancements to the student orientation process, facilitated by administration and the school counselor, have improved family understanding of school expectations, available resources, and student support services. Regular review of Individual Learning Plans (ILPs) with the school counselor further supports students in monitoring their progress and staying focused on graduation requirements. Analysis of Panorama Survey data has identified student perceptions of safety, including physical, emotional, and health-related factors, as an area for continued improvement. In response, FRA is expanding counseling services to ensure all students have consistent access to a counselor, providing structured opportunities to share concerns, receive guidance, and connect with appropriate supports.|Met||2026-06-17|2026
51105120138040|AeroSTEM Academy|6|"AeroSTEM Academy monitors its local climate trends by gathering annual feedback from students, families, and staff through targeted survey frameworks. Because AeroSTEM Academy operates as a single-site charter school, local survey data is tracked site-wide rather than disaggregated across separate physical campus locations. Based on the 99 participating student responses, the overall metric responses show high absolute scores in safety and relational respect. Specifically, 89.9% of students agree or strongly agree that the academy is a safe place for them to learn, yielding a high mean score of 3.14 out of 4, while 90.9% of students report feeling respected by school staff, resulting in the highest climate survey item mean score of 3.24 out of 4. Furthermore, 84.8% of student participants indicate that the school represents a welcoming learning environment, maintaining a mean score of 2.99 out of 4. However, a key subset item, ""I feel a sense of belonging and connectedness to AeroSTEM Academy,"" generated the lowest overall student score, sitting at a mean of 2.75 out of 4, with only 63.6% of students expressing positive agreement. Baseline data collected from 17 family units displays high satisfaction with school operations, led by communication clarity, where 94.1% of parents agree that information from the academy is easy to understand, resulting in a mean score of 3.71 out of 4. Additionally, 94.1% of parents report that the school is a safe learning environment for their students (3.53 out of 4 mean score) and state that staff members take the time to know their family and treat them with respect (3.59 out of 4 mean for both measures). The 17 responding staff members report an excellent internal working climate, highlighting a mean score of 3.94 out of 4 for both workplace safety and personal connectedness. Staff self-reflection on family engagement metrics (Priority 3) scores the LEA's progress in creating welcoming environments for all families at a mean of 4.75 out of 5.  Local climate conditions are evaluated alongside localized data for student demographic groups (including Socioeconomically Disadvantaged, White, Hispanic, English Learners, and Students with Disabilities) to map foundational safety and engagement goals, applying survey results to target a site-wide attendance goal of 95%+ across all student subgroups, while reducing chronic absenteeism and pupil suspension rates across all groups."|An analysis of the local climate data reveals critical insights, localized strengths, and distinct needs within the academy. The primary identified areas of strength focus on a universal culture of respect and safety, as both parent and student survey results confirm that the academy has successfully cultivated a physically safe and relationally respectful campus community. Over 89% of students and 94% of families feel safe, which directly correlates with the staff’s high internal safety rating of 3.94 out of 4. Furthermore, parents feel highly informed, noting that school-to-home messaging is exceptionally easy to understand, while staff climate data reflects strong confidence in their capacity to construct trusting, respectful relationships with families and establish welcoming campus environments. Conversely, the data exposes critical areas of need, particularly in enhancing student belonging and connectedness. Student survey data highlights a definitive gap in emotional connectedness, as the sense of belonging score drops significantly below general ratings of safety and respect, with more than one-third of the student body feeling neutral or disconnected from the school culture. The student survey also indicates a prominent need for extension strategies, as seen in the low mean score of 2.81 out of 4 regarding whether staff provides actionable strategies to improve learning while at home. Finally, general metrics are positive, local performance disparities persist among unduplicated student groups (Low-Income, English Learners, Foster Youth) and students with disabilities. Stakeholder feedback explicitly notes an intense need to address student mental health and integrate strategies to handle intense behavioral needs to prevent these vulnerabilities from damaging student engagement.|To directly address the areas of need identified across the climate surveys and stakeholder engagement sessions, AeroSTEM Academy has implemented, or will implement, specific revisions, decisions, and continuous improvement actions. In response to the identified need for student connectedness and mental health support, the LEA is modifying its school-wide culture protocols by executing a cohesive, multi-tiered Positive Behavioral Interventions and Supports (PBIS) framework, establishing clear tier-based interventions to support students' academic, social-emotional, and intense behavioral needs directly on campus. Driven by stakeholder feedback, the LEA has also finalized the operational decision to reduce class sizes across all grade levels to optimize daily small-group, individualized instruction, which educational partners determined is necessary to accelerate progress and cultivate a deeper sense of personal belonging for high-needs student groups. Regarding personnel and dedicated supports, the academy maintains and leverages three specialized paraeducator positions explicitly tasked with providing behavior and academic interventions for students with exceptional needs, while continuing to fund a full-time Director of Special Education and an EL Site Coordinator to handle targeted interventions. To close the gap in at-home learning strategies, the LEA is expanding parent and student engagement with its IXL ELA and Mathematics diagnostic framework. Administered three times a year, this tool is being deliberately pushed into school, home, and extended after-school care settings to give students explicit strategies to remedy learning gaps outside the classroom. Lastly, the school will utilize its 0.5 FTE office staff position dedicated to educational partner coordination and its Parent Square communication ecosystem to build targeted outreach protocols, ensuring underrepresented and disconnected families are fully integrated into school events and decision-making platforms.|Met||2026-06-15|2026
51105120140152|Pathways Charter Academy|6|During the Spring data collection window, Pathways Charter Academy administered the Panorama Survey to students, parents, and staff to assess perceptions of school climate, safety, and connectedness. Student Responses (17 respondents): 70% reported a sense of school safety 37% reported a sense of school connectedness 68% reported having a positive relationship with a caring adult   Parent Responses (14 respondents):  55% reported a sense of school safety 55% reported a sense of school connectedness 100% reported confidence that their child has a positive relationship with a caring adult   Staff Responses (12 respondents): 91.5% reported a sense of school safety 77% reported a sense of school belonging The Panorama Survey results provide valuable insight into the experiences and perceptions of the school community. Data indicate that a majority of students feel safe on campus and supported by caring adults; however, student responses also highlight a need to strengthen overall school connectedness. Parent responses similarly reflect strong confidence in staff–student relationships, while perceptions of school safety and connectedness suggest opportunities for growth. Staff responses were notably positive, indicating a strong sense of safety and belonging among educators.|Disaggregated results from the Panorama Survey and additional data sources at PCA identify both strengths and areas for continuous improvement within the school community. A consistent strength across stakeholder groups is the presence of positive relationships between students and caring adults, underscoring the school’s commitment to supportive and trusting student–adult connections. The data also indicate differences in perceptions of school connectedness and safety among stakeholder groups. While staff report a strong sense of belonging and safety, students and parents are less likely to report comparable levels of connection to the school. This discrepancy suggests a need to further strengthen inclusive engagement practices and student-centered supports. Potential contributing factors may include limited opportunities for meaningful engagement, gaps in communication, challenges associated with student transitions, and academic or behavioral needs. These findings will inform targeted actions to improve school connectedness and ensure that all members of the school community feel supported, valued, and engaged.|PCA has identified strengthening school connectedness and improving perceptions of safety and belonging among students and families as priority areas for continuous improvement. In response, the LEA is expanding the implementation of restorative practices, increasing opportunities for student voice, and enhancing family engagement strategies to strengthen relationships and promote a more inclusive and supportive school climate. The school is also refining communication and collaboration practices between staff and families to ensure consistent, transparent, and meaningful engagement.|Met||2026-06-17|2026
51713570000000|Brittan Elementary|6|Surveys were given to students, TK-8th grade, January 2026 and the results indicated that 94% of our students feel our school is safe, clean and a positive place to be.  Students enjoy coming to school, being a part of their class and feel that their teacher wants them to be successful and is willing to help whenever they need it.  Some of the recommendations were more four square courts, additional water fountains, more recess equipment and larger portions for lunch.|The data collected from the surveys indicate that Brittan is still meeting the needs of our students and we will continue to use the information gathered to improve in areas.  Our strengths can be summed up as students feel safe, healthy and valued across grade levels.  They enjoy coming to school and know that their teachers are there for them when they need assistance.  It is the goal of the District to continue to meet the needs during the 2026/27 school year.|The LEA is currently looking into options for improvements around campus. Working with our maintenance team, we will be working on the projects around campus during the summer.  We will replace the current single water faucets around campus to new double ones.  We will also update the lines on our playgroups and update the amount of courts that are being requested.  The cafeteria will also administer a survey at the beginning of the 2026/27 school year, to get a list of menu items to add to the current popular requests.  As a result, we will be able to achieve some of our goals we have made due to the results from the student surveys.|Met||2026-06-23|2026
51713650000000|Browns Elementary|6|In January 2026 a survey was given to students in grades four through eight. Findings indicate that 98.4% (96.8% 2025; 77.6% 2024; 73.1% 2023) of students usually feel safe at school and 1.6% (3.2% 2024; 22.4% 2024; 23.1% 2023) sometimes feel safe at school. For all students, 100% (100% 2025; 98.5% 2024; 94.3% 2023) say they get the support they need from staff to be successful at school.  A small number of students, 3.3% (3.2% 2025; 6% 2024; 13.5 2023) never feel connected to school. Again this year, fewer students identified bullying as a problem (0% 2026; 0% 2025; 3% 2024).|Survey results show continuing improvement in feelings of safety, bullying, and school connectedness and indicate the school has created an engaging, supportive, safe environment. There is a strong connection between the students and the staff/school. The suspension rate for all student groups has been maintained at 0%.  Each year, more students say there are activities at school they enjoy participating in (88.2% in 2021; 94.7% in 2022; 96.2% in 2023; 100% in 2024; 100% in 2025; 100% in 2026).  Students receive encouragement from adults at the school to do their best and they say they get the support they need to be successful.  We continue to work on the challenge of a decrease in “student” behavior and have worked to return to the structure of school with established, consistent rules and consequences.|LCAP Goal 2 is designed to address our students’ need for a safe, engaging school environment and support to address their well-being.  Action 2.2 guides our work to improve our school climate.  Our Parent Advisory Committee (PAC) partnered with us to develop school-wide behavior expectations.  We implemented kindness curriculum, we held monthly assemblies on Character Traits, the county office presented an evening workshop about the importance of attendance, internet usage, and other parenting topics.  We sent a letter about the importance of regular school attendance; the monthly newsletter shared attendance information including make-up days.  We celebrated good attendance through a drawing each month and increased our attendance make-up opportunities for students to twice per month.  We saw some improvement in the day-to-day behaviors of students so we will continue this action in the 2026/27 school year.  We will also continue Goal 2, Action 2.3 of supporting the well-being of students by funding a part-time school counselor.  Expected outcomes are to maintain the percentage of students usually feeling safe at school to =97% and maintain bullying is usually a problem to less than 2%.|Met||2026-06-11|2026
51713730000000|East Nicolaus Joint Union High|6|East Nicolaus High School administers the Panorama Social-Emotional Learning surveys annually to gather student feedback regarding school climate, safety, connectedness, and social-emotional well-being. Survey results indicate that students demonstrate strengths in areas such as perseverance, self- management, emotional regulation, and social awareness. Students generally report positive relationships with peers and staff and recognize the support available to them at school. Survey results also indicate opportunities for continued growth in areas related to school connectedness, sense of belonging, growth mindset, and overall perceptions of school safety and support. These results provide valuable information that helps the school identify student needs and guide continuous improvement efforts|Survey results suggest that many students possess important social-emotional skills that support success in school, including persistence, self-regulation, and confidence in managing challenges. Students also report positive interactions with peers and staff, indicating that relationships remain a strength of the school environment. At the same time, results highlight the need to further strengthen students’ sense of connection to school, increase feelings of belonging, and continue fostering a growth mindset. Additional feedback suggests that ongoing attention should be given to school climate, student engagement, and ensuring that all students feel supported, valued, and connected to the school community.|East Nicolaus High School will continue to prioritize a positive school culture and climate through programs and services that support students’ social-emotional, behavioral, and mental health needs. The school will continue providing counseling services, student leadership opportunities, activities that promote student engagement, and programs that encourage positive relationships among students and staff. Student leadership representatives will continue to collaborate with staff and administration to provide feedback, discuss student concerns, and help plan activities that increase student involvement and school connectedness. The school will also continue to review survey results annually to identify areas for improvement and refine supports designed to strengthen student engagement, belonging, safety, and overall well-being.|Met||2026-06-11|2026
51713810000000|Franklin Elementary|6|In March 2026, students in grades K-8th responded to a survey. The results of this survey were shared with Site Council and our LCAP Advisory group and used in developing the 2026/27 LCAP. Results include: I feel safe while I am at school: 91.64% in 2026  90.48% in 2026, 87.07 in 2025; 85.29% in 2024 There are caring adults on campus that I know I can talk to: 86.4% in 2026, 88.66% in 2025; 90.40% in 2024 Overall, I like coming to our school: 81.04% in 2026, 82.24% in 2026; 82.27 in 2025; 84.54% in 2024|Students view Franklin School as a welcoming, supportive, and safe environment, with strong connections between students and staff. At the same time, we recognize the ongoing responsibility to support students’ social-emotional health and overall well-being. Moving forward, Franklin School will continue to strengthen efforts to ensure all students feel connected by expanding opportunities for involvement in activities, clubs, and athletics.|Based on input from our educational partners, student well-being remains a central focus of LCAP Goal 2: FESD will maintain a safe and healthy learning environment that welcomes and engages students and families to promote success and overall well-being. In addition to recognizing attendance, we will also acknowledge and celebrate positive citizenship and behavior. Our Social-Emotional Learning (SEL) Committee has developed the PAWS initiative, Practice Respect, Act Responsibly, Work Together, and Show Kindness, which emphasizes character education and the development of positive traits in all students. We will continue to support a full-time school counselor and are implementing a comprehensive SEL curriculum to further strengthen student supports. Additionally, the 2026–27 LCAP includes a Student Support action, under which the Problem-Solving Committee (ProSolve) will meet monthly. This team, composed of the administrator, three teachers, the resource teacher, the school psychologist, and the RSP teacher, is dedicated to supporting struggling students, staff, and families by providing targeted strategies and resources to help ensure success for all students in the school setting|Met||2026-06-17|2026
51713990000000|Live Oak Unified|6|The classrooms at my school are clean and well maintained. Luther  90% LOMS  91% Encinal  95% LOHS   96% VOHS  100%  I feel safe at my school. Luther  94% LOMS  94% Encinal  92% LOHS   96% VOHS  98%  Staff addresses my concerns Luther  94% LOMS  93% Encinal  93% LOHS   96% VOHS  98%  I look forward to coming to school. Luther  80% LOMS  80% Encinal  85% LOHS   84% VOHS  71%  I try hard in school. Luther  98% LOMS  93% Encinal  100% LOHS   94% VOHS  100%  Adults at my school care about me. Luther  97% LOMS  93% Encinal  100% LOHS   94% VOHS  100%  I feel that the rules are communicated to me. Luther  91% LOMS  92% Encinal  94% LOHS   99% VOHS  100%  Discipline for breaking rules is consistent. Luther  91% LOMS  92% Encinal  92% LOHS   89% VOHS  100%  I feel that I am respected by teachers and staff. Luther  94% LOMS  92% Encinal  93% LOHS   94% VOHS  100%  A counselor is available to help me with my problems Luther  95% LOMS  93% Encinal  99% LOHS   98% VOHS  100%|School climate survey results show that students feel safe, cared about, and engaged.  Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose.|The survey confirms LOUSD efforts with staff and counselors in creating environments that are safe and foster student connectedness.  It continues to be a District Focus and Goal 3 of the LCAP that ALL students feel safe, cared about, and connected.|Met||2026-06-18|2026
51714070000000|Marcum-Illinois Union Elementary|6|A local climate survey was given to students in grades three through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Marcum-Illinois EUSD School Board, and also the LCAP Advisory/Site Council. Findings from this survey indicated that less than 1% of students never feel safe at Marcum-Illinois School. In addition, about 9% of students feel that bullying is usually a problem at the school compared to 5.8% in 2025. One percent of students say the school is not clean. Still almost 94% of students say there are activities at school they enjoy participating in.|Spring 2026 local student survey results indicate that the school has created a safe environment, it is clean and in good condition, and there are engaging activities students enjoy. Almost 94% of students say there are activities at school they enjoy participating in.|LCAP Goal 2 is to “Ensure the school is a safe, engaging, and inclusive environment for students and their families so that all students achieve academic excellence, and families will be actively involved in the educational process.” Expected outcomes are to maintain the percentage of students feeling safe at school and continue to work on decreasing instances of bullying. To achieve this goal, we will continue our actions and services that promote student and parent engagement by regularly communicating, offering family events, and opportunities for parent input. (Action 2.1) We will continue to support the social-emotional needs of students by funding a part-time school counselor and implementing a weekly SEL curriculum in each classroom. We will also continue to provide instruction to students on what bullying is and is not and how to report bullying. We will ensure that all staff are able to respond appropriately to reports of bullying promptly.|Met||2026-06-08|2026
51714070109793|South Sutter Charter|6|In the Spring of 2025, all South Sutter students in grades 5, 8, and 12 were given an opportunity to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety.  Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Consistently high across all grade levels is support from students’ teachers, with 95% of students in each grade level reporting that their teacher encourages them to do their best. Similarly, 100% of students report feeling safe at school-sponsored activities and events. Survey data also supports positive peer relationships.|Grade level-specific findings include: 5th Grade: 92% feel school rules are fair. 92% rate school as a positive experience. 88% say their ES encourages them to do their best. There is also a strong sense of belonging and adult care reported. 67% report participating in school-sponsored activities. 8th Grade: 92% feel encouraged by their ES. 92% feel adults are interested in them and their interests. While lower than in grade 5, 86% of 8th graders feel school is a positive experience. Perceptions of fairness are high at 100%. Only 31% of students reported participation in school-sponsored activities. 12th Grade: 100% feel encouraged by their ES, and 100% rate school as a positive experience. Adult-student connection was high at this grade level at 100%. Regarding participation in school activities, respondents at this grade level reported none.|Participation in school-sponsored activities continues to be our lowest outcome. To address this need, we continue to increase the number of field trips and school clubs offered. We also implemented regular park days in strategic locations throughout our service area, which will continue through the summer. We can further address this by developing more activities tailored to our higher grade levels.|Met||2026-06-02|2026
51714150000000|Meridian Elementary|6|We conducted a survey in February 2026 for students.   ? There are activities at school that I enjoy participating in: 80.9% 2026; 88.3% 2025; 86.89% 2024  ? I feel safe at school: Usually 34% 2026, 64.7% 2025, 65.45% 2024; Sometimes 29.8% 2026, 25.5% 2025, 21.82% 2024; Never 36.2% 2026, 9.8% 2025, 12.73% 2024  ? Bullying is a problem at school: Usually 12.8% 2026, 17.6% 2025, 44.64% 2024; Sometimes55.3% 2026,  33.3% 2025, 30.36% 2024;  Never 31.9% 2026, 49% 2025, 25% 2024  ? I feel connected to the school: Usually 17.4%, 26% 2025, 52.73% 2024; Sometimes 41.3%, 58% 2025, 32.73% 2024; Never 41.3% 2026, 16% 2025, 14.55% 2024  ? The school is safe, clean, and in good condition: Usually 14.9% 2026, 27.5% 2025, 57.41% 2024; Sometimes 46.8% 2026, 60.8% 2025, 38.89% 2024; Never 38.3% 2026, 11.8% 2025, 3.70% 2024|We are hoping that based on the data, we will be able to raise the percentage of students who usually feel safe at  school from 64.7% to 80-90%. This year, Meridian Elementary school was involved in a continuous improvement  project with which we will be using the data collected and strategies that were developed to find more consistent and stable expectations for discipline as well as student behavior. In the 2025/26 school year we began work to  become a PBIS school and that work will continue in the 2026/27 school year.|In the 2025/26 school year we funded a counselor to provide students support for social and emotional needs and we will continue to fund this in the 2026/27 school year. We will work on the  perception of “bullying”, both in defining that to students in contract to other behaviors, and in responding to it. In  our 2026/27 LCAP we have added a PBIS action that will become the foundation of our discipline plan.  For the third year in a row, we’ve been able to participate in a grant that has allowed us to specifically address Social/Emotional needs and bullying with Community Matters.|Met||2026-06-25|2026
51714150129007|California Virtual Academy at Sutter|6|Criteria Met During Spring 2026, parents and students in grades 2, 5, 7, 9, and 11 are annually gauging how safe and connected students feel in the virtual school environment. STUDENT SURVEY GRADES 2 and 5 Domain Student-Staff Caring Relationship Domain average score on a 4 point scale 3.5 Domain School Safety Domain average score on a 4 point scale 3.4 Domain School Connectedness Domain average score on a 4 point scale 3.2 Domain Student Peer Relationships Domain average score on a 4 point scale 3.3 Domain Physical and Emotional Safety Domain average score on a 4 point scale 3.6 Domain Harassment and Bullying Domain average score on a 4 point scale 3.6 Domain Self-Management Domain average score on a 4 point scale 3.5 STUDENT SURVEY GRADES 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.3 Domain School Safety Domain average score on a 5 point scale 4.4 Domain School Connectedness Domain average score on a 5 point scale 4.3 Domain Student Peer Relationships Domain average score on a 5 point scale 4.0 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.3 Domain Perceived Safety Domain average score on a 5 point scale 4.4 Domain Harassment and Bullying Domain average score on a 5 point scale 4.3 Domain Substance Use Domain average score on a 5 point scale 4.1 Domain Self-Management Domain average score on a 5 point scale 3.8 PARENT SURVEY – Grades 2, 5, 7, 9, 11 Domain Student-Staff Caring Relationship Domain average score on a 5 point scale 4.4 Domain School Safety Domain average score on a 5 point scale 4.5 Domain School Connectedness Domain average score on a 5 point scale 4.3 Domain Student Peer Relationships Domain average score on a 5 point scale 4.2 Domain Physical and Emotional Safety Domain average score on a 5 point scale 4.4 Domain Harassment and Bullying Domain average score on a 5 point scale 4.4 Domain Self-Management Domain average score on a 5 point scale 4.0 Domain Perceived Safety Domain average score on a 5 point scale 4.5 Domain Substance Use Domain average score on a 5 point scale 4.0 Participation During the 2025–26 school year, response rates increased among students across both grade bands. Among 2nd and 5th grade students, the response rate rose to 23.56%, up 2.25% from 21.31% in 2024–25. The 7th, 9th, and 11th grade student response rate reached 40.5%, up 2.79% from 37.71%. Parent and guardian participation decreased slightly, with a response rate of 18.6%, down 2.12% from 20.72% in 2024–25. Over the three-year period from 2023–24 to 2025–26, student participation increased 12.21% in grades 2 and 5, 18.9% in grades 7, 9, and 11, and 9.59% among parents and learning coaches. Increasing parent participation remains an active focus going into 2026–27.|Grades 2 and 5 – Key Learnings Strengths: Students believe their teachers think they can succeed and are willing to listen to their ideas. Challenges: Students want more chances to help and work with others in class. Grades 7, 9 & 11 – Key Learnings Strengths: High ratings for bullying policies, teacher responsiveness, and school rules. Challenges: Less enthusiasm about peer relationships and group learning. Parent Responses - Key Learnings Strengths: Confidence in student safety, school encouragement to attend, and respectful environment. Challenges: Lower scores across peer helping, stress management, and substance use education; interest in increased collaboration.|Overall, students report feeling safe, respected, and supported by staff, with strong student–staff relationships and clear expectations around safety and behavior. These strengths will be maintained through continued implementation of current school climate practices and staff training. However, several consistent areas of need emerged across grade spans, including student voice in learning and school experiences, opportunities for peer collaboration, and support for stress management (particularly in upper grades). In response, the LEA is implementing the following changes and continuous improvement actions: 1. Strengthening Student Voice and Leadership Opportunities To address lower ratings related to student voice, the school will expand structures that allow students to provide input and actively shape their learning experiences. This includes: • Increasing opportunities for student feedback • Expanding participation in leadership programs such as Link Crew, student government, and honor societies • Embedding student choice within instructional practices and school activities • Incorporating student input into event planning and engagement opportunities 2. Increasing Peer Collaboration Opportunities To improve student experiences with peer relationships and collaboration, the school will revise instructional and engagement practices to include: • More structured opportunities for peer interaction during Class Connect sessions and small group instruction • Expansion of collaborative learning strategies across grade levels • Increased access to clubs, group projects, and both virtual and in-person engagement activities that promote peer connection 3. Enhancing Social-Emotional Learning (SEL) and Stress Management Supports Survey data from grades 7, 9, and 11 indicated a need for stronger stress management support. In response, the school will: • Expand Tier 2 and Tier 3 interventions focused on stress management, particularly for high school students • Provide students with additional SEL resources and workshops focused on coping strategies, time management, and well-being 4. Reinforcing Consistency in Schoolwide Expectations and Climate Practices To address feedback related to consistency in following school rules, the school will: • Continue reinforcing schoolwide expectations through consistent messaging and modeling (e.g., B.E.A.R. expectations) • Provide additional staff training to ensure consistent implementation of behavior expectations across classrooms • Monitor implementation through instructional rounds and leadership team reviews|Met||2026-06-11|2026
51714230000000|Nuestro Elementary|6|Nuestro Elementary School District annually gathers student feedback regarding school safety, connectedness, engagement, and overall school climate. Survey results indicate that students generally view the school as a safe and supportive learning environment and report positive relationships with staff and peers. Students also value opportunities to participate in school activities and feel connected to the school community. The district's review of survey results and local data identified opportunities to further strengthen student connectedness, increase student engagement, and ensure all students experience a strong sense of belonging. Educational partner feedback also emphasized the importance of maintaining a positive school culture that supports students academically, socially, and emotionally.|The results indicate that Nuestro Elementary maintains a positive school climate characterized by strong student-staff relationships, a safe learning environment, and opportunities for student engagement. Local data and educational partner feedback suggest that students benefit from the district's emphasis on character development, student support services, and family engagement. The district also recognizes the need to continue strengthening students' sense of connection to school and providing timely support for students experiencing academic, behavioral, attendance, or social-emotional challenges. Maintaining a positive school climate requires ongoing attention to student well-being, positive peer relationships, and equitable access to support services for all students.|Nuestro Elementary School District will continue implementing actions that promote a positive school climate, strengthen student connectedness, and support student well-being. Through LCAP Goal 2, the district will provide counseling services, character education, and coordinated support through the Care Team process. The Care Team will identify students needing additional support related to attendance, behavior, academics, or social-emotional well-being and develop appropriate interventions. Beginning in 2026–27, the district will implement Capturing Kids' Hearts to strengthen relationships between students and staff and establish consistent practices that foster a positive school culture. These efforts are intended to improve engagement, connectedness, and positive student behavior because students who feel supported by trusted adults and connected to their school community are more likely to participate successfully in school. Progress will be monitored through student climate surveys, attendance data, behavior data, and educational partner feedback.|Met||2026-06-11|2026
51714230132977|Sutter Peak Charter Academy|6|In spring 2026, Sutter Peak Charter Academy conducted a student survey among grades 3–12 to evaluate perceptions of school connectedness and safety. Overall, 72% of students reported feeling happy at school, with socioeconomically disadvantaged (SED) students reporting a higher rate at 86%. Notably, 83% of Black students and 87% of Hispanic students indicated they were happy at Sutter Peak. When asked about their overall satisfaction with being enrolled at the school, 88% of students responded positively, reflecting a strong sense of belonging and engagement across the student body.|Sutter Peak has done well during the 2025-2026 school year in increasing school connectedness by increasing the number of enrichment and non-academic activities, as well as increasing communication with all stakeholders.   It is encouraging that positive feedback was given across all subgroups.|Sutter Peak will administer student surveys at least twice annually to gauge perceptions of school connectedness and safety. These more frequent surveys will enable the school to promptly identify and address areas of concern. The current LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1.|Met||2026-06-08|2026
51714310000000|Pleasant Grove Joint Union|6|A local climate survey was administered to students in grades four through eight to measure perceptions of school safety, connectedness, and engagement. Survey results were shared with staff, the Pleasant Grove JUSD School Board, and the Parent Advisory Committee. Results indicate that most students feel safe, connected, and engaged at school. Students reported positive feelings of school connectedness and participation in school activities, and survey results also indicate continued improvement in students’ perceptions of school safety and a decrease in concerns related to bullying over time. We will continue to focus on maintaining a positive school climate that supports student safety, connectedness, and engagement.|Winter 2026 local student survey results indicate that students generally feel connected to the school and enjoy participating in school activities. Survey results also show improvement in students’ perceptions of school safety and a decrease in concerns related to bullying. More students reported enjoying being at school compared to prior years, and overall results suggest continued positive progress in school climate and student connectedness. These trends indicate that current school climate, supervision, student engagement, and behavior support efforts are contributing to a more positive learning environment. We will continue implementing strategies that support student safety, connectedness, and engagement to maintain and strengthen positive school climate outcomes.|LCAP Goal 2 focuses on enhancing student engagement by providing enrichment opportunities, maintaining a positive and safe school climate, supporting students’ social-emotional well-being, and increasing meaningful parent participation opportunities. In response to local survey results and educational partner input, the district will continue actions and services that support student connectedness, safety, and engagement, including student activities, counseling supports, character education, and family engagement opportunities. We will continue maintaining a safe and welcoming learning environment while strengthening school climate and behavior supports through the implementation of Positive Behavioral Interventions and Supports (PBIS) during the 2026/27 school year. Survey results indicating improved student connectedness, increased feelings of safety, and decreased concerns related to bullying suggest that current climate and support efforts are having a positive impact. We will continue reviewing local data and educational partner feedback to refine practices and support continuous improvement in school climate, student engagement, and student well-being.|Met||2026-06-11|2026
51714490000000|Sutter Union High|6|Creating and maintaining a positive, safe, and supportive learning environment remains a top priority for the district. Survey results indicate that students generally feel connected to the school community and report having access to caring adults on campus who can provide support when needed. Students also continue to view the school as a welcoming environment that promotes positive relationships and engagement. The district's ongoing implementation of expanded family support services, including bilingual outreach, are intended to strengthen relationships among students, staff, and families and further enhance school culture. Survey feedback suggests that these efforts continue to contribute positively to students' sense of connection and support at school.|The district received a limited number of survey responses and therefore is cautious about drawing broad conclusions from the results. Even so, student feedback identified several areas of strength, including positive relationships with adults on campus and a strong sense of support for students. Areas for continued growth include improving communication regarding student expectations, behavior standards, and disciplinary procedures so that students and families better understand how expectations are applied. The district will also continue to review student conduct expectations and schoolwide practices to ensure consistency, clarity, and alignment with district policies.|The district identified student attendance and student behavior as ongoing areas of focus for continuous improvement. Through LCAP Goal 2, the district has implemented additional student support services, including social-emotional counseling, administrative support, and interventions designed to promote positive decision-making, student engagement, and school attendance. The district has also refined practices and interventions to better support students and improve school climate. Based on progress observed through these efforts, the district will continue key actions and services that provide social-emotional, behavioral, and attendance supports while expanding attendance-focused interventions. The district will continue monitoring student feedback and other local data sources to guide future improvements to school climate and student connectedness.|Met||2026-06-18|2026
51714560000000|Winship-Robbins|6|During the spring of 2026, students completed a local climate survey. The following are key findings from the student survey that impacted the development of the W-RESD 2026/27 LCAP: ?	2.9%; 7.8% (2025); 5.5% (2024) say they are absent from school because of social issues with their classmates. ?	55.9%; 50.8% (2025); 66.1% (2024) feel happy at school. ?	70.6%; 73.4% (2025); 80.4% (2024) feel emotionally supported by at least one adult at the school. ?	80.9%; 75.4% (2025); 74.1% (2024) feel comfortable at school. ?	83.8%; 79.4 (2025); 80.4% (2024) feel the school is a safe and supportive place for all students. ?	89.7; 80% (2025); 74.5% (2024) feel supported in class. ?	85.1%; 72.6% (2025); 63.6% (2024) feel like they can talk to their teacher if they have a problem in class.|Most students feel safe at school both physically and emotionally. There are activities at school they enjoy and they feel supported at school. Students say the school is clean, safe, and in good condition. Areas that we need to improve are student engagement so that students want to come to school, health education, and teacher communication and support for students.|Our LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students has guided our work to improve our school climate. Our school counselor provides counseling services to students and monitors the social-emotional needs of all students. In the 2026/27 LCAP we will continue to fund a school counselor to provide counseling services to students and monitor the social-emotional needs of all students.  Anti-vaping education and training for students and staff provided by SCSOS.|Met||2026-06-18|2026
51714560133934|Feather River Charter|6|Local climate survey data were collected from students, parents, and staff to assess perceptions of school safety, connectedness, participation in decision-making, and social-emotional well-being. Results indicate a highly positive school climate across all educational partner groups.  Survey results related to safety were exceptionally strong, with 100% of parents, 100% of students, and 98% of staff reporting positive perceptions of safety. Connectedness results were similarly favorable, with 98% of parents, 94% of students, and 99% of staff indicating that they feel connected to the school community.  Educational partners also reported strong opportunities for participation in decision-making. Survey results showed that 99% of parents, 96% of students, and 97% of staff reported positive perceptions regarding involvement in decision-making processes and opportunities to provide input on school programs, services, and improvement efforts.  Social-emotional well-being remained a significant strength. Survey data indicated positive responses from 100% of parents, 95% of students, and 99% of staff regarding social-emotional supports, relationships, and overall well-being within the school community.  Additional climate-related data further support these findings. Student survey results showed that 100% of students reported feeling safe during school activities and classes, while 86.6% reported feeling connected to at least one staff member. Parent survey results indicated that 100% of families reported that the school is a safe place for their child. Parent engagement data also showed that 100% of parents reported feeling included in school decision-making, 100% reported satisfaction with the school, 91.7% reported feeling connected to the school community, and 100% participated in providing feedback regarding school programs and LCAP development.  Overall, the local climate survey data reflect a safe, supportive, and inclusive school environment where students, families, and staff feel connected, valued, and engaged. These results demonstrate strong school-family partnerships, positive relationships between students and staff, and a school culture that promotes student well-being, belonging, and success.|Feather River Charter School (FRCS) identified several key strengths and areas for growth through the analysis of local climate survey data collected from students, parents, and staff.  Strengths  The survey results indicate that FRCS maintains a safe, supportive, and inclusive school environment. Safety was a significant strength, with 100% of parents, 100% of students, and 98% of staff reporting positive perceptions of safety. Social-emotional well-being was also identified as a strength, with 100% of parents, 95% of students, and 99% of staff reporting positive perceptions regarding relationships, support systems, and overall well-being.  The data further demonstrated strong levels of connectedness and engagement. Connectedness results showed that 98% of parents, 94% of students, and 99% of staff feel connected to the school community. Additionally, 99% of parents, 96% of students, and 97% of staff reported positive perceptions regarding participation in decision-making and opportunities to provide input on school programs and services. Parent survey results also indicated that 100% of families reported satisfaction with the school and 100% reported feeling included in school decision-making processes.  Educational partner feedback highlighted strong communication, positive relationships with Homeschool Teachers, personalized support, and meaningful opportunities for family engagement through advisory committees, workshops, community events, field trips, and student activities. These results reflect the strength of the school's personalized learning model and school-family partnerships.  Areas of Growth and Identified Needs  While survey results were overwhelmingly positive, the analysis identified opportunities to further strengthen student connectedness and engagement. Although 94% of students reported feeling connected to the school community, only 86.6% reported feeling connected to at least one staff member. This indicates a need to continue fostering strong relationships between students and staff and expanding opportunities for meaningful student engagement.  Educational partner feedback also emphasized the importance of continuing to strengthen communication regarding academic programs, intervention supports, college and career readiness opportunities, and available student services. Families expressed interest in ongoing opportunities for engagement through workshops, advisory committees, school events, podcasts, and other communication platforms.  The analysis further reinforced the need to continue expanding social-emotional learning supports, wellness initiatives, counseling services, and targeted interventions to ensure all students, including English learners, students with disabilities, foster youth, homeless youth, and socioeconomically disadvantaged students, have access to the resources and support needed for success.|Analysis of the local climate survey data identified numerous strengths related to school safety, connectedness, stakeholder engagement, and social-emotional well-being. Survey results demonstrated overwhelmingly positive perceptions across students, parents, and staff. Safety remained a significant strength, with 100% of parents, 100% of students, and 98% of staff reporting positive perceptions of safety. Similarly, strong results were reported in connectedness, decision-making, and social-emotional well-being, indicating that educational partners feel valued, supported, and engaged within the school community.  The analysis also highlighted the effectiveness of the school's personalized learning model and family engagement efforts. High levels of parent participation in surveys, advisory committees, educational workshops, and school events demonstrated strong school-family partnerships and meaningful opportunities for educational partner input. Families consistently identified communication with Homeschool Teachers, personalized support, and student engagement opportunities as strengths of the program.  While survey results were highly positive, several areas for continued growth emerged. Student connectedness and relationships with staff, while strong, remain areas for ongoing attention to ensure every student feels connected, supported, and engaged in the school community. Educational partner feedback also emphasized the importance of continuing to expand opportunities for family engagement, student enrichment activities, and communication regarding academic programs, intervention supports, college and career readiness, and available resources.  As a result of these findings, Feather River Charter School will continue to strengthen the use of data to inform decision-making, expand opportunities for family and community engagement, and enhance communication through multiple platforms, including workshops, advisory committees, podcasts, social media, and the school website. The school will continue investing in social-emotional learning supports, wellness initiatives, counseling services, and student engagement opportunities designed to foster belonging and positive school climate.  The analysis also reinforced the importance of maintaining equitable access to academic interventions, enrichment opportunities, technology resources, college and career readiness programs, English learner services, and supports for students with disabilities and other student groups requiring additional assistance. These efforts will help ensure that all students have access to the resources and support necessary to achieve academic success and positive social-emotional outcomes.  Overall, the data indicate that Feather River Charter School maintains a safe, supportive, and inclusive learning environment. The school will continue to build upon these strengths while implementing targeted improvements designed to strengthen relationships, and increase engagement.|Met||2026-06-08|2026
51714640000000|Yuba City Unified|6|Yuba City Unified School District (YCUSD) evaluates school conditions and climate using two primary tools: the California Healthy Kids Survey (CHKS) and annual Panorama Surveys administered to students, families, and staff in English, Spanish, and Punjabi. Disaggregated student survey results demonstrate measurable growth in school connectedness among secondary students in grades 7, 9, and 11. Overall student connectedness rose by 11 percentage points, moving from a baseline of 47% in 2023–24 to 58% in 2025–26, against a three-year target of 62%. Among Socioeconomically Disadvantaged (SED) students, connectedness similarly grew from 47% to 58%, while English Learners (EL) showed an increase from 53% at baseline to 56% in 2025–26.  Perceptions of school safety reflect distinct trends across student groups and grade spans. Districtwide safety agreement among secondary students shifted from 50% at baseline to 63% in Year 1 and 49% in Year 2. Disaggregated safety ratings for SED students improved from 49% to 58%, whereas ratings for EL students shifted from 50% to 46%. Examining specific grade spans reveals that elementary safety agreement moved from 76% at baseline to 63% in Year 2. In contrast, high school safety perceptions improved from 45% at baseline to 58% in Year 1. In middle schools, safety agreement rose from 48% at baseline to 54% in Year 1, with Year 2 data showing 59% feeling connected and 82% affirming they have a trusted adult on campus.  Parent climate survey data highlights gains in family outreach alongside areas for ongoing focus. The proportion of parents reporting overall school involvement increased from 48% at baseline to 63% in Year 2, and the share feeling schools actively encourage involvement grew from 36% to 51%. Perceptions of whether schools promote parental involvement edged up from 38% to 42%, while parents feeling schools actively seek their input rose from 32% to 35%. However, parents feeling welcome to participate moved from 39% at baseline to 38% in Year 2, and parent agreement that their child is safe at school moved from 87% at baseline to 77% in Year 2.  To complement survey feedback, YCUSD utilizes additional data systems including EduClimber, Attention2Attendance (A2A), and site-level discipline records to analyze climate conditions in real time. Sites fully implementing Positive Behavioral Interventions and Supports (PBIS) alongside reset rooms report reductions in discipline referrals. In direct response to climate and suspension data, YCUSD has established site-based wellness centers, hired certificated social workers and behaviorists, expanded Behavior Academies and Discovery electives, and funded dedicated Parent Liaisons at every campus to strengthen student well-being and family partnerships.|Analysis of Yuba City Unified School District’s climate survey data and indicators highlights meaningful progress, establishing a strong foundation of student connection and family partnership. Secondary student connectedness (grades 7, 9, 11) demonstrated encouraging growth, rising 11 percentage points from 47% at baseline to 58% in 2025–26. Unduplicated student groups shared in this positive trend: Socioeconomically Disadvantaged (SED) connectedness increased from 47% to 58% and English Learner (EL) connectedness grew from 53% to 56%. Relational supports are robust in middle schools, where 82% of students affirm having a trusted adult on campus, while high school safety perceptions expanded from 45% at baseline to 58% in Year 1. Family engagement metrics reflect similar momentum, as overall parent involvement rose from 48% to 63% and families feeling encouraged to participate grew from 36% to 51%. Furthermore, sites implementing Positive Behavioral Interventions and Supports (PBIS) alongside reset rooms observed encouraging decreases in discipline referrals.  Analyzing disaggregated survey items alongside Dashboard metrics helps identify key priorities where the district can refine its support. Elementary safety agreement moved from 76% at baseline to 63% in Year 2, and secondary EL safety perceptions shifted from 50% to 46%, pointing to opportunities for tailored campus supports. Parent survey feedback shows room to enhance engagement, with parent safety agreement at 77% and 35% feeling schools actively seek input. On attendance and discipline, YCUSD is channeling focused resources toward student cohorts needing additional support. While the district suspension rate is 6.5%, targeted interventions focus on Foster Youth (25.0%), African American students (12.2%), Students with Disabilities (9.7%), and Homeless youth (9.7%). Likewise, re-engaging students with attendance challenges—where K–8 chronic absenteeism sits at 18.3% overall—is a top priority for Homeless youth (44.2%), African American students (42.7%), Students with Disabilities (32.7%), and Foster Youth (24.6%).  To build on strengths and proactively address these growth areas, YCUSD is implementing robust LCAP actions. The district is expanding Multi-Tiered Systems of Support (MTSS) by establishing campus Wellness Centers, adding certificated social workers and behavior specialists, and offering Behavior Academies and Discovery electives. Social workers conduct direct weekly check-ins with foster youth to encourage attendance and connection. Campus safety is continuously reinforced through supervision staff, crossing guards, and security infrastructure. Finally, Title I-funded Parent Liaisons at every campus are expanding parent workshops and outreach to foster welcoming, supportive environments for all families.|Based on local data analysis and key learnings, Yuba City Unified School District (YCUSD) has instituted strategic changes across curriculum, specialized instruction, behavioral supports, and family engagement to foster continuous organizational and academic improvement.  In core academics, YCUSD is transitioning to a new TK–12 mathematics curriculum aligned with the California Mathematics Framework for the 2026–27 school year. This rollout is supported by targeted math coaching, lead teacher stipends, and 1.0 FTE K–8 intervention teachers at each site, alongside 11 additional intervention positions funded through the Learning Recovery Emergency Block Grant (LREBG). In foundational literacy, the district is scaling the University of Florida Literacy Institute (UFLI) phonics program across all K–2 classrooms. Furthermore, YCUSD updated its data infrastructure by adopting EduClimber and DNA software, enabling professional learning communities (PLCs) to analyze real-time assessment data for timely Tier 2 intervention.  To address performance gaps for Students with Disabilities (SWD) and unduplicated pupils, YCUSD refined its co-teaching model in core content areas through a continuing partnership with the California Collaborative for Educational Excellence (CCEE). The district also formally incorporated a class size reduction strategy into Goal 1 to stabilize staff-to-student ratios in high-need classrooms, allowing for greater individualized instruction. At the secondary level, pathways were expanded to include 9th-grade Career Expo courses, expanded Dual Enrollment options, and structured credit recovery programs to increase graduation and college/career readiness outcomes.  Procedural shifts in YCUSD’s Multi-Tiered System of Supports (MTSS) directly address behavioral and attendance needs. The district expanded mental health infrastructure by establishing site-based Wellness Centers, adding five certificated social workers, and employing a district behaviorist. Tier 2 and Tier 3 behavioral supports were scaled systemwide through site-level Behavior Academies and middle school Discovery electives. To reduce chronic absenteeism, social workers now perform weekly structured check-ins with foster youth, supported by Attention2Attendance (A2A) monitoring software.  Finally, YCUSD enhanced family engagement procedures by placing dedicated, Title I-funded Parent Liaisons at every campus to lead multilingual outreach and family workshops. At Equity Multiplier campuses (Albert Powell High, Yuba City Independence Academy, and April Lane Elementary), site-specific continuous improvement revisions include new CTE career discovery labs, dedicated ELD teachers, and primary grade class-size adjustments.|Met|"Yuba City Unified School District (YCUSD) advances school climate through comprehensive mental health, safety, student engagement, and family outreach initiatives. The district expanded its behavioral infrastructure by establishing campus Wellness Centers, staffing five certificated social workers, employing a district behaviorist, and scaling site-based Behavior Academies alongside middle school Discovery electives. To provide targeted support, YCUSD created academic and behavioral intervention rooms across five high-need campuses and refined site-level ""reset rooms"" grounded in Positive Behavioral Interventions and Supports (PBIS). Real-time intervention tracking is facilitated through EduClimber software.  To foster student belonging and connectedness, YCUSD invests in K–12 athletics, performing arts, middle school ""Fall Into Leadership"" programming, secondary flexible learning spaces, and outdoor STEM field trips like Shady Creek. Proactive campus safety is maintained via School Resource Officers, probation officers, campus supervisors, security cameras, and facilities verified in good repair. Additionally, social workers utilize Attention2Attendance (A2A) software to conduct weekly check-ins with foster and homeless youth to reduce chronic absenteeism. Finally, Title I-funded Parent Liaisons at every campus cultivate welcoming environments by leading multilingual family workshops and outreach in English, Spanish, and Punjabi"|2026-06-23|2026
51714640107318|Twin Rivers Charter|6|"During the 2025-26 school year, TRCS gathered feedback from families, staff, and students through the LCAP Educational Partner Survey. Data show a strong foundation of community trust: 87% of families report feeling welcome at the school, and 82% agree that school staff treats them with respect. Additionally, 79% of respondents feel well-informed about school activities. Qualitative data from staff highlights a ""supportive, safe, and nurturing culture"" as a primary strength of the campus. Areas identified for continued focus include consistency of communication regarding behavioral expectations and incident follow-up."|The survey results suggest that TRCS has successfully created an inclusive environment where families feel a high sense of belonging and respect. While the environment is welcoming, there is an identified need to ensure that school-wide systems—specifically regarding discipline—are as clear and transparent as the school's general communication. Refining these operational areas will further enhance the overall sense of safety and predictability for students and families.|TRCS is implementing several actions for continuous improvement based on partner feedback. We are releasing an updated Student Citizenship Handbook to provide families and students with a clear, transparent guide to behavioral expectations, restorative practices, and proactive supports like PBIS and Capturing Kids’ Hearts. Additionally, we are continuing the WEB (Where Everybody Belongs) peer mentoring program for middle school to support student transition and belonging, and we will continue to provide families with updates on individual student academic and social-emotional progress.|Met||2026-06-10|2026
51714645130125|Yuba City Charter|6|YCCS surveys families at each event and once per year. Survey results find that families have a positive reflection on the school climate. 92.1% of families feel that their students are safe on the campus and 69.2% of students feel safe on campus. 92.3% of families feel comfortable in speaking with school leadership and sharing ideas or asking questions. Students have indicated that they feel welcome on the campus. Students continue to indicate that they feel the campus could be more appealing. The administration is working with the landlord to improve the exterior siding of the buildings to improve the appearance of the campus.|All student groups indicated that the campus could be more appealing. The administration will continue to work with the landlord to make improvements to the exterior of the buildings. All student groups had a majority of students that felt the campus is welcoming. Administration will continue to promote Capturing Kids' Hearts to all staff and incorporating CKH in every classroom through Social Contracts and other aspects of the CKH program.|YCCS completed full training on Capturing Kids' Hearts program prior to the 2025-26 school year with all staff, the Board, and students to continue to grow healthy relationships with administration, staff, students, parents and the community. During 2026-27, all staff will continue CKH training through professional development days and staff meetings.|Met||2026-06-03|2026
51746330000000|Tri-County ROP|6||||Not Met|||2026
52105200000000|Tehama County Department of Education|6|Tehama Oaks collected school climate data through student surveys, empathy interviews, family feedback gathered by the Parent Liaison, School Site Council discussions, and ongoing input from probation and school staff. Student feedback was collected across grade levels served by the juvenile court school program two times during the year and every time a student was about to be released. The school reviewed perceptions of safety, school connectedness, relationships with staff, academic support, and overall school experience. Due to the school's small enrollment and changing student population, disaggregated subgroup data were limited; however, feedback was reviewed regularly to identify trends and areas of need.|Student feedback indicated that most students feel safe while attending Tehama Oaks and report positive relationships with teachers and staff. Students consistently identified individualized support, respectful treatment, and strong adult relationships as strengths of the program. Feedback also reinforced the importance of maintaining mental health supports and transition planning. Family and stakeholder feedback highlighted communication and the appreciation of viewing student work and projects taking place in the classroom.|Based on the review of local data, no significant revisions to existing practices are necessary at this time. Tehama Oaks will continue providing access to core academic coursework, intervention services, college and career readiness opportunities, dual enrollment, and enrichment activities. The school will continue monitoring student access and participation to ensure equitable opportunities for all students.|Met||2026-06-24|2026
52105206119606|Lincoln Street|6|Lincoln Street School administered local climate surveys to students in grades 3–8 and to families during the 2025–26 school year. Survey results were supplemented by student feedback sessions conducted in grades TK–2, 3–5, and 6–8, as well as parent feedback sessions, Parent Advisory Committee (PAC) meetings, LCAP stakeholder engagement activities, and ongoing communication with families throughout the school year.  Survey results and stakeholder feedback indicated that students generally feel safe, supported, and connected to the school community. Students identified positive relationships with teachers and staff, while families highlighted communication, responsiveness, and individualized support as strengths of the program.  Due to the school's small enrollment and limited subgroup sample sizes, disaggregated student group data was not available for all student groups. Survey results and educational partner feedback were reviewed as part of the school's continuous improvement process and helped inform LCAP development, school planning, and program improvements.|Analysis of survey results and educational partner feedback identified several strengths within the Lincoln Street program. Students reported feeling safe, supported, and connected to school, while families consistently identified positive relationships with staff, strong communication, and individualized support as strengths. Feedback also reflected appreciation for the flexibility of the independent study model and the responsiveness of school personnel when concerns arise.  The analysis also identified opportunities for continued growth. While family engagement and survey participation increased during the 2025–26 school year, the school would benefit from increasing participation from a broader range of families and continuing to expand opportunities for stakeholder input. Feedback also highlighted the importance of maintaining strong communication and ensuring families remain aware of available community resources.  These findings support the school's ongoing efforts to strengthen family engagement through expanding educational partner participation in decision-making and maintaining a positive and supportive school climate for all students.|Based on survey results and educational partner feedback, Lincoln Street will expand opportunities for stakeholder input by increasing the use and frequency of in-person feedback sessions throughout the school year rather than relying primarily on annual feedback opportunities. The school will also increase direct outreach to families who have historically participated less frequently in school activities and decision-making processes.  In addition, Lincoln Street will provide more consistent communication regarding community resources to ensure families are aware of the supports available to students. These actions are intended to increase stakeholder participation and strengthen the school's ability to respond to student and family needs.|Met||2026-06-11|2026
52105206119671|Tehama eLearning Academy|6|The Healthy Kids Survey was administered to all students during the 2025/2026 school year. Here is the link to the high school report. https://drive.google.com/file/d/1B1ZPGF_S4ip7hjrTe0nvQLdhHuwbU2S6/view?usp=sharing Staff met to review this data together and identified areas that are especially concerning around drug, alcohol and vape use and mental health needs, especially among younger students. Additionally middle schoolers (50%) report feelings of chronic sadness/hopelessness. Due to these heightened concerns, we are increasing education and resources for vaping, alcohol and drugs for our younger students (middle school). We continue to refine our use of data from the school-wide universal screener to our program to identify students struggling with mental health concerns. We have expanded use of our Mental Health and Wellness program to provide social and emotional support opportunities and referrals to counseling to all students in need of this support.  For School Connectedness, 72% of high schoolers and 40% of middle schoolers report feeling a part of the school. 82% of High Schoolers and 60% of middle schoolers report they have an adult that cares about them at school. 92% of high schoolers and 70% of middle schoolers report that the adults at school have high expectations for them. This year we are utilizing Panorama surveys to identify feelings of school connectedness. Our School Climate survey identified that 57% of students report feeling like they belong at our school. We will work to improve this number over the coming years with our belonging initiative. Also, 70% of students report that they have a friend at school. We feel this is a very high percentage for a hybrid online school. One area that we will monitor and strategize to improve is only 68% of students feel that our school has rigorous expectations.|Due to these heightened concerns identified in the Health Kids Survey, we have increased education and resources for vaping, alcohol and drugs for our younger students (middle school). Additionally, we continue to utilize a schoolwide universal screener to identify students struggling with mental health concerns. We are working with our countywide school-based Mental Health and Wellness program to provide social and emotional support opportunities and referrals to counseling to all students in need of this extra support. We will continue to work on building relationships with our students. We have added two social groups, led by our Wellness Coach to provide relationship building and supported social skill practice in a small group setting. We have increased the number and variety of field trips in response to requests from students and families as a way for students to build relationships with staff and other students. We have vape detectors in our restrooms and have identified several students vaping at school. These students are referred to a countywide intervention program with our Mental Health and Wellness Team. This brief intervention often leads to ongoing support with a wellness technician.|PowerHour, has been increased to everyday Monday-Thursday 10-noon. This drop in tutoring time will allow for students to come to school without an appointment and interact with staff and other students and to get additional support in their coursework. Intervention groups will be held in-person on campus to allow for social support as well as academic support and relationship building with students.|Met||2026-06-08|2026
52714720000000|Antelope Elementary|6|"Local Climate Survey data indicates that in terms of school safety, 3rd grade students report a 93% agreement with the statement that ""I feel safe at school."" Unduplicated third grade students had the same result at 94% agreement. Also, 6th grade students report 83% agreement with the same statement. Unduplicated 6th grade students also agreed at 81%. In terms of school connectedness, 3rd grade reported 93%, with unduplicated at 92%. 6th grade agreed at 90% with unduplicated at 87%."|The AESD will continue to foster a safe and connected learning environment for all students.|The AESD is engaged in Multi Tiered Systems of Support training, and will be implementing procedures at all sites to better serve our students and ensure that they feel connected and safe at school.|Met||2026-06-12|2026
52714720134403|Lassen-Antelope Volcanic Academy (LAVA)|6|1: Data - a)Results reflect over 95% of students district wide feel safe at school. b) Results reflect over 95% of students know an adult at school that they feel cares about them. c) Results reflect that less than 5% students report having been bullied at school.|2. Meaning - Students feel safe at our district schools.|3. Use - Continued implementation of safety plans, SEL instruction, and trauma informed instruction. Continued partnership with local law enforcement agencies and other community support organizations.|Met||2026-06-12|2026
52714980000000|Corning Union Elementary|6|The district administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the CA Healthy Kids survey, to students in at least one grade within the grade spans that the district serves, and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the dashboard. The district also uses Thought Exchange to solicit feedback.|The feedback from all partners provided the district with direction that includes a need for increased focus, awareness, and education around bullying, increased need for outdoor play in our community day program. We learned that student discipline is a concern from all perspectives and something the district plans to continue to focus on.|The district continues to utilize SEL curriculum to address the needs of students and families including specifically addressing bullying from an awareness and preventative approach. The district launched an anti bullying campaign. Individual schools created teams to do MTSS work.|Met||2026-06-24|2026
52715060000000|Corning Union High|6|The 2025–2026 California Healthy Kids Survey (CHKS) was administered to students in grades 9–12 and provides valuable information regarding school climate, student engagement, social-emotional well-being, safety, and substance use. Results are available both overall and disaggregated by grade level, as well as by student groups including English learners, students with disabilities, race/ethnicity, gender, and parental education.  School Climate and Engagement  School Connectedness: Overall 58% Grade 9: 54% Grade 10: 55% Grade 11: 56% Grade 12: 56% Academic Motivation: Overall 60% Grade 9: 63% Grade 10: 65% Grade 11: 67% Grade 12: 66% School is Really Boring: Overall 36% School is Worthless: Overall 7% Current Absenteeism (3 or more absences): Overall 46% Trouble Focusing on Schoolwork: Overall 37% Caring Adult Relationships: Overall 71% High Expectations from Adults: Overall 77% Meaningful Student Participation: Overall 30% Promotion of Parent Involvement: Overall 48%  School Safety and Climate  Students Reporting School is Safe or Very Safe: Overall 83% Grade 9: 64% Grade 10: 64% Grade 11: 65% Grade 12: 67% Experienced Harassment or Bullying: Overall 21% Cyberbullying: Overall 29% Rumors or Lies Spread About Student: 39% Afraid of Being Beaten Up: 9% Seen a Weapon on Campus: 5%  Student Well-Being Overall results indicate strong perceptions of caring adult relationships and high expectations; however, the survey also identified continued needs related to student engagement, absenteeism, and meaningful participation in school activities. Additional social-emotional indicators, including chronic sadness, suicidal ideation, optimism, life satisfaction, and emotional distress, are available and continue to be reviewed as part of the District's MTSS and LCAP planning process.  Substance Use The CHKS continues to identify substance use as an area of concern. Overall findings indicate:  Current Tobacco Use: 35% Current Vaping: 35% Current Marijuana Vaping: 27% Current Vaping at School: 26% Current Cigarette Smoking: 12%  Student Group Data The District reviews survey results disaggregated by English learner status, students with disabilities, race/ethnicity, gender, parental education, and living situation to identify disparities and guide targeted interventions. These data are incorporated into the District's Local Control and Accountability Plan (LCAP) and Multi-Tiered System of Supports (MTSS) to improve school climate, student engagement, and overall student well-being.|Analysis of the 2025–2026 California Healthy Kids Survey (CHKS) indicates that Corning Union High School District (CUHSD) demonstrates several strengths while also identifying areas requiring continued attention. Students reported relatively strong academic motivation (60%), positive perceptions of caring adult relationships (71%), and high expectations from adults (77%), suggesting that students generally feel supported and encouraged to succeed academically. School connectedness was reported at 58%, indicating that a majority of students feel connected to their school community. Additionally, 83% of students reported feeling safe or very safe at school, reflecting positive progress in school climate and campus safety efforts.  The survey also identified opportunities for improvement. Only 30% of students reported meaningful opportunities to participate in school decision-making or leadership, indicating a need to increase student voice and engagement. Nearly half of students (46%) reported missing school three or more times during the past month, and 37% indicated difficulty focusing on schoolwork, suggesting continued attention is needed to improve attendance and academic engagement. Approximately one in five students (21%) reported experiencing harassment or bullying, while 29% experienced cyberbullying, demonstrating the need to strengthen bullying prevention, digital citizenship education, and restorative practices.  School-level data also indicate that while academic motivation remains consistent across grade levels (63–67%), meaningful participation remains relatively low (22–28%), and perceptions of school safety are similar across grades (64–67%). Harassment and bullying remain a concern across all grade levels, particularly in grades nine and ten, reinforcing the need for continued prevention and intervention efforts.  Based on these findings, CUHSD will continue to strengthen its Multi-Tiered System of Supports (MTSS) by expanding student leadership opportunities, increasing meaningful student participation, improving attendance and engagement strategies, enhancing mental health and wellness supports, and continuing efforts to prevent bullying and cyberbullying. The District will also continue to analyze survey results for English learners, students with disabilities, foster youth, and other student groups to ensure resources and interventions are targeted where they are most needed. These efforts reflect CUHSD's commitment to creating a safe, inclusive, and engaging learning environment that supports the academic, social-emotional, and behavioral success of every student.|In response to the 2025–2026 California Healthy Kids Survey (CHKS) findings, Corning Union High School District (CUHSD) has identified several priorities for continuous improvement to strengthen student engagement, wellness, and school climate.  Strengthening Mental Health and Wellness Supports: CUHSD will continue expanding access to school-based mental health services by strengthening partnerships with community agencies, including Youth for Change, and prioritizing the recruitment of bilingual mental health professionals. The District will also continue developing preventive supports through its Multi-Tiered System of Supports (MTSS), wellness activities, and early intervention strategies to address student social-emotional needs.  Increasing Student Voice and School Engagement: While students report positive relationships with caring adults and strong academic motivation, survey results indicate opportunities to increase meaningful student participation in school decision-making. The District will expand student leadership opportunities, advisory activities, student forums, and other avenues for students to provide input on school climate, campus programs, and district initiatives.  Improving Attendance and Academic Engagement: With nearly half of students reporting multiple absences and over one-third indicating difficulty focusing on schoolwork, CUHSD will strengthen attendance monitoring, early intervention, and student engagement strategies through MTSS. Site teams will review attendance trends and implement targeted academic and behavioral supports to improve student participation and connectedness.  Expanding Substance Use Prevention: Survey results continue to identify vaping and other substance use as areas of concern. The District will strengthen prevention education through updated health curriculum, evidence-based prevention programs, student education, family outreach, and bilingual informational resources. Partnerships with community agencies will continue to support prevention, intervention, and referral services.  Enhancing School Safety and Bullying Prevention: Although most students report feeling safe at school, bullying and cyberbullying remain areas requiring continued attention. CUHSD will continue strengthening its MTSS framework and restorative practices while providing staff training on bullying prevention, trauma-informed practices, digital citizenship, and de-escalation strategies. Student climate data will be reviewed regularly to guide supervision, intervention, and continuous improvement efforts.  Supporting Student Groups with the Greatest Needs: The District will continue analyzing CHKS and other local data by student group, including English learners, students with disabilities, foster youth, and socioeconomically disadvantaged students. This analysis will inform targeted interventions, bilingual family engagement, mentoring, academic supports, and equitable access to behavioral health services|Met||2026-06-18|2026
52715220000000|Evergreen Union|6|The California Healthy Kids Survey was administered in May of 2026 at Evergreen Middle School and Bend Elementary School.  The administration of these modules ensures that we have captured a valid measure of student perceptions of school safety and connectedness in grade 7.  Evergreen Middle School 7th graders took the following: Core, Social Emotional Health, Resilience and Youth Development, and Physical Health and Nutrition.  Bend 6th-8th graders took the same modules.  For a detailed summary, please see each of these reports attached.  These reports will be analyzed in detail by the administration and MTSS teams at the onset of the 26-27 school year.|The key areas of strength from the Spring 2025 survey are: A perception of connectedness and caring adults in the younger grades. A perception of students being treated with respect in the younger grades. A perception of feeling safe at school in the older grades. A perception of consistent levels of expectations and rule clarity.  A perception of life satisfaction improving.   The key areas of need are: A perception of not feeling safe at school in the younger grades as well as students not being treated fairly.  A perception of lack of connectedness and caring adults in the older grades. A perception for the need for greater parent involvement and SEL supports.|For the 2026-2027 LCAP, continued emphasis will be placed on Behavior, Safety and Connectedness, and Mental Health Supports for students.  All of these actions can be found in detail in the 26-27 LCAP.|Met||2026-06-23|2026
52715220132597|Evergreen Institute of Excellence|6|Evergreen Institute of Excellence (EIE) is a Personalized Learning, flexed based public charter school. The majority of a student's daily instruction occurs at home with parents, in the community through enrichment/extracurricular community partners and/or through attendance at our local community college. In our 2025-2026 school year, EIE was able to maintain the quantity of in-person learning opportunities. Previously, EIE operated under the Evergreen Middle School Safe School Plan, which is the campus we reside on, to ensure student and staff safety. However due to changes in requirements, EIE developed and EUSD Trustees approved our own stand alone Safe School Plan. EIE developed surveys for parents of students in grades TK-12; climate survey specifically given to 4th-5th grade students and middle/high school students (6th-12th). Included were questions designed and tailored to the uniqueness of our school programs and student population.|The most recent School Climate Survey given Spring 2026 revealed: The 4th-5th Grades School Climate survey results indicated the majority of the students feel safe while on campus and a grown-up at school care about them. There is a perception at this grade level that they do not have a say in deciding how/what they learn. Only 19% responded that they are asked or have a voice about their learning. The 6th-12th Grade School Climate survey results indicated 92.3% are happy to be a student and EIE and 100% expressing grown ups at school care about them. This year 77% responded they are able to give input and enjoy the activities/assignments they do at EIE. Parent/Partner LCAP Survey from Spring 2026 revealed in regards to standards aligned curriculum and ability to ensure students meet/exceed academic performance and expectations- 96.9% of the respondents agreed/strongly agreed they are supported, have the necessary resources and understand the state standards and expectations. Additionally, 97% of the respondents acknowledge and understand the expectation of their involvement in their students' learning. An area of need pointed out was a request for parents' workshops on homeschooling, how to use curriculum, and expectations/teaching grade bands (TK-2, 3-6, 7-12) to ensure the best fit for their students. There was a request for more guidance related to Student Extended Learning Funds and curriculum choices. These topics will be addressed in our Necessary Parent meetings scheduled at the beginning of the year. Areas of strengths EIE will continue offering and supporting are in-person offerings, field trips, project based learning and community gatherings to encourage developing a network among parents.|EIE will continue to provide interventions, parental support and training to increase student achievement. In addition to bringing back the annual Necessary Parent meetings, an attempt to record and send the recording out to those parents not in attendance, to ensure access to the information to all partners. The LRBG funds will be used to help with our younger students' literacy by hosting various trainings and outreach to our TK-2nd grade families.|Met|N/A|2026-06-30|2026
52715300000000|Flournoy Union Elementary|6|During the 2025–26 school year, the LEA administered a student climate survey to gather feedback regarding school safety, connectedness, and overall school experience. Survey results indicate a positive school climate. One hundred percent (100%) of students reported feeling safe at school, and 96% reported feeling connected to the school community.  Students identified many positive aspects of the school environment, including supportive teachers, positive friendships, recess, sports, cooking activities, art projects, field trips, school meals, and opportunities for hands-on learning. Students also frequently noted that the school's small size helps them feel known, supported, and able to receive individualized assistance when needed.  The survey also provided valuable feedback regarding areas for improvement. Students expressed interest in additional math instruction, more science experiments, increased recess opportunities, additional field trips, expanded sports offerings, and improvements to playground facilities. Some students requested changes to specific instructional programs, improvements to lunch options, and greater consistency and fairness in student discipline practices. A few responses also emphasized the importance of kindness among students and respectful treatment of all students.  Due to the LEA's small student population, disaggregated student group data are limited in order to protect student privacy. However, responses across grade levels indicate that students generally feel safe, connected, and supported while also providing constructive feedback about programs, activities, and school procedures.  The LEA will use these survey results, along with other local data such as attendance, chronic absenteeism, suspension rates, and educational partner input, to inform ongoing efforts to strengthen student engagement, improve school climate, and address areas identified for growth.|Analysis of the 2025–26 student climate survey data indicates that the LEA maintains a positive and supportive school environment. A significant strength identified through the survey is that 100% of students reported feeling safe at school, while 96% reported feeling connected to the school community. Student comments reflected appreciation for the school's small size, supportive teachers, positive peer relationships, hands-on learning opportunities, sports, recess, cooking activities, art projects, and field trips. These responses suggest that students feel valued, supported, and engaged in the school environment.  The survey also identified several areas for growth. Students expressed interest in more math instruction, additional science experiments, increased recess opportunities, expanded extracurricular and sports activities, more field trips, and improvements to playground facilities. Some students also provided feedback regarding school lunch options, consistency and fairness in discipline practices, and the importance of promoting kindness and respectful interactions among students.  Due to the LEA's small enrollment, disaggregated student group data are limited to protect student privacy. However, the overall survey results demonstrate consistently positive perceptions of safety and connectedness across the student population. The LEA will use this feedback to maintain existing strengths while exploring opportunities to increase student engagement, enhance learning experiences, and address concerns identified through the survey process.|Based on the analysis of student climate survey data and other local indicators, the LEA has identified several actions to address areas of need while building on existing strengths. In response to student feedback requesting additional support and opportunities in mathematics, the LEA is in the process of adopting a new math curriculum and providing professional development to strengthen math instruction and improve student achievement.  To support positive school climate, student connectedness, and social-emotional well-being, the LEA will continue partnering with a wellness coach to implement the Character Strong curriculum and provide students with ongoing social-emotional learning opportunities. Student feedback also highlighted the importance of kindness, respectful interactions, and fair treatment, which will continue to be reinforced through schoolwide expectations and character education activities.  To increase student engagement and provide meaningful learning experiences, the LEA is planning field trips for the upcoming school year that align with academic standards and classroom instruction. Additionally, the Career and Technical Education Learning Grant will continue to provide students with weekly hands-on learning opportunities and educational field trips that connect classroom learning to real-world experiences.  The LEA will continue offering extracurricular athletic programs, including volleyball, basketball, and softball. The school has maintained competitive sports teams for the past five to six years, providing students with opportunities to build teamwork, leadership, and school connectedness.  To further support student learning and academic success, the LEA will continue providing enrichment and tutoring opportunities through its after-school programs, including SERRF and ELOP. These programs offer additional academic support, enrichment activities, and opportunities for students to strengthen skills beyond the regular instructional day.  The LEA will continue to review survey results, local data, and educational partner feedback annually to guide decision-making and support continuous improvement efforts that promote student achievement, engagement, and a positive school climate.|Met||2026-06-17|2026
52715480000000|Gerber Union Elementary|6|The LEA utilizes local student climate surveys to monitor school connectedness, belonging, and student voice. Survey results indicate positive growth in several key school climate measures. In December 2024, 67% of students reported feeling a sense of belonging at school, 49% reported having opportunities to share their opinions and ideas about how the school operates, and 29% felt that their opinions and ideas were heard by staff.  In response to this feedback, the district implemented several student-informed changes, including restructuring school dances, creating lunchtime clubs and activities, and expanding leadership opportunities through Teacher Assistant (TA) positions for middle school students. Follow-up survey data collected in December 2025 demonstrated significant improvement across all measures. Student belonging increased to 89.5%, perceived opportunities for student voice increased to 78.7%, and the percentage of students who felt their opinions were heard increased to 43.6%.  While disaggregated student group data is limited due to the district's small enrollment, the survey results indicate overall improvements in school connectedness, engagement, and student voice. The LEA will continue utilizing student climate surveys and other feedback mechanisms to monitor school climate, identify areas for growth, and inform continuous improvement efforts.|Analysis of local climate survey data identified several strengths and areas for continued growth. A key strength is the significant increase in students' sense of belonging and connectedness to school. Survey results also demonstrate that students perceive more opportunities to share their opinions and ideas than in previous years, indicating progress in creating a more inclusive and responsive school environment.  The data further suggests that intentional efforts to incorporate student feedback into school activities and programs have positively impacted school climate. Changes such as expanded student leadership opportunities, lunchtime clubs, and student-informed activities contributed to increased student engagement and stronger relationships between students and staff.  An identified area of need is continuing to strengthen student voice by increasing the percentage of students who feel their opinions and ideas are heard and acted upon by adults. While this measure improved significantly, it remains lower than other climate indicators. The LEA will continue to expand opportunities for student leadership, feedback, and shared decision-making to further strengthen school connectedness and engagement.  Due to the district's small student population, disaggregated data is limited; however, the LEA will continue to monitor available student group data to ensure that all students experience a positive, supportive, and inclusive school climate.|Based on the analysis of local climate survey data, the LEA will continue to strengthen opportunities for student voice, leadership, and participation in school decision-making. Existing practices have been revised to include more intentional student feedback processes, including the use of student surveys, student advisory opportunities, and regular opportunities for students to provide input on school activities and programs.  The district will continue implementing student-informed activities, expand leadership opportunities, and incorporate student feedback into school improvement planning when appropriate. Staff will regularly review climate survey results and other local data to identify trends, monitor progress, and adjust practices as needed. These actions are intended to further improve students' sense of belonging, increase engagement, and ensure students feel their voices are valued and considered in decisions that impact their school experience.|Met||2026-06-16|2026
52715550000000|Kirkwood Elementary|6|Kirkwood Elementary School District annually administers local climate surveys to students, families, and staff to assess perceptions of safety, connectedness, engagement, and overall school climate. During the 2025–26 school year, 39 students and 41 family members completed the district's local climate surveys.  Family survey results demonstrated a highly positive perception of school climate, with an overall positive response rate of 90.9%. Families reported strong levels of trust in staff, student safety, communication, and feelings of belonging. The highest-rated areas included school cleanliness, welcoming office staff, communication regarding school activities, and confidence in the quality of education provided.  Student survey results indicated positive perceptions of adult support and encouragement. Nearly 90% of students reported that adults encourage them to work hard and be successful, while over 70% reported that adults care about them and that they enjoy recess. Students also reported positive perceptions regarding school safety and inclusiveness.  The survey also measured student perceptions related to peer relationships, student voice, leadership opportunities, fairness, and school connectedness. Additional local measures, including attendance, discipline data, student focus groups, and educational partner feedback, were reviewed as part of the district's continuous improvement process. Student group data was reviewed when available to monitor equitable outcomes and access to a positive school climate.|Analysis of local climate data indicates that Kirkwood Elementary School District maintains a positive and supportive learning environment characterized by strong relationships between students, families, and staff. Family survey results demonstrate high levels of satisfaction with communication, school safety, staff support, and overall school culture.  Student survey data identified significant strengths related to adult support and encouragement. Students reported that adults believe in them, encourage them to work hard, and care about their success. Students also reported feeling safe and welcomed at school, reflecting the district's commitment to creating a positive and inclusive learning environment.  The analysis also identified several areas for continued growth. Student responses suggest a need to strengthen peer relationships, increase opportunities for student voice and leadership, and improve perceptions of fairness and consistency in behavioral expectations. Students expressed concerns regarding respectful interactions among peers and whether adults consistently address unkind behavior. Educational partner feedback and local data similarly highlighted the importance of continuing to strengthen schoolwide behavior systems and fostering a culture of belonging and mutual respect.  Overall, survey results indicate strong adult-student relationships and family satisfaction while identifying opportunities to enhance student connectedness, leadership, and positive peer interactions. These findings will guide continuous improvement efforts and support the district's commitment to maintaining a safe, supportive, and engaging learning environment for all students.|Based on the analysis of local climate survey data and educational partner feedback, Kirkwood Elementary School District will continue implementing actions to strengthen school culture, student connectedness, and positive behavior supports. The district will continue implementing Character Strong social-emotional learning lessons, PBIS practices, and reinforcement of the R.R.I.S.E. values to promote respectful interactions and a positive school climate.  To address student concerns regarding peer relationships, fairness, and student voice, the district will expand opportunities for student leadership and input through Student Voice Council meetings, student surveys, and other feedback opportunities. The district will continue reviewing discipline and behavior data to support consistent implementation of behavioral expectations and interventions.  The district will strengthen its Multi-Tiered System of Supports (MTSS) by providing proactive academic, behavioral, and social-emotional supports. Professional development will focus on relationship-building, student engagement, and creating inclusive learning environments where students feel valued and heard.  Family engagement efforts will continue through Parent Advisory Committee meetings, family events, and ongoing communication. Survey results, attendance data, discipline data, and educational partner feedback will be reviewed annually to monitor progress and guide continuous improvement efforts.|Met||2026-06-09|2026
52715630000000|Lassen View Union Elementary|6|Students feel recognized and included by the staff, which contributes to a positive school experience. Parents and community members appreciate the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued. Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths.|There are areas for improvement, such as providing more consistent feedback to students and organizing more engagement activities to foster a stronger sense of community.  Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement. There is also room for improvement in ensuring that all children feel emotionally safe and included. There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education. Some staff members have also noted the variability in feedback mechanisms and expressed a desire for improvements in this area. There are common areas for improvement, such as the need for more consistent feedback, increased engagement activities, and better support for special education. Strengthening team collaboration and ensuring emotional safety and inclusion for all students are also highlighted as important areas to address.  4th-8th Graders were polled.  Some important data from that survey includes:  School Safety- 37% Strongly Agree, 44% Agree, and 15% are Not Sure if they feel safe at school.  There were 2 responses for Disagree and Strongly Disagree Adults Treat Students Fairly- 19% Strongly Agree, 43% Agree, 22% Sometimes, 12% Not Often, 3% Never or Almost Never Bullied this Year- 56% Never Bullied this year, 35% A couple of times, 6% Once a Month, 2 % Once a Week, and 1% Almost Every Day.  The two most common ways students felt bullied were by words at school and by online ways or group texts. 95% of students stated that they feel connected to at least one adult at school.|Screen time has been mentioned by both parents and students as a concern- too much time on a screen.  The Board will be addressing it for policy making.|Met||2026-06-30|2026
52715710000000|Los Molinos Unified|6|California Healthy Kids Survey results reflect a generally positive school climate. In 2026, life satisfaction exceeded state averages in Grades 7 (78% vs. 67%) and 11 (71% vs. 64%), while Grade 9 (63%) was comparable to the state average (64%). Optimism also exceeded state averages in Grades 7 (79% vs. 54%) and 11 (51% vs. 44%). Grade 9 optimism (40%) remained below the state average (49%), identifying an area for continued focus.  Mental health indicators have improved significantly since 2022. Chronic sadness declined from 34% to 20% in Grade 7, 35% to 10% in Grade 9, and 29% to 9% in Grade 11. Students reporting they had considered suicide also decreased, from 19% to 7% in Grade 7, 20% to 5% in Grade 9, and 6% to 3% in Grade 11. Social-emotional distress similarly declined from 31% to 15% in Grade 7, 34% to 11% in Grade 9, and 26% to 17% in Grade 11. These improvements compare favorably to statewide trends and reflect the positive impact of counseling services, PBIS, MTSS, attendance interventions, and targeted student supports.  The California Student Wellness Index also demonstrates strong outcomes. In 2026, LMUSD exceeded state averages at every surveyed grade level, scoring 108.6 in Grade 7, 105.1 in Grade 9, and 107.0 in Grade 11, compared to state averages of 103.8, 102.6, and 102.2. Wellness Index scores have steadily increased since 2022, indicating improving student well-being and school connectedness.  Overall, local measures and educational partner input indicate that LMUSD continues to strengthen school climate through implementation of counseling services, PBIS, MTSS, attendance supports, and social-emotional interventions identified in LCAP Goals 2 and 3. While student wellness and mental health outcomes continue to improve, the district will maintain its focus on student connectedness, attendance, and social-emotional supports to ensure positive outcomes for all student groups.|A significant area of strength is the overall improvement in student wellness and mental health indicators across grade levels. Between 2022 and 2026, rates of chronic sadness declined from 34% to 20% among Grade 7 students, from 35% to 10% among Grade 9 students, and from 29% to 9% among Grade 11 students. Similarly, reports of considering suicide decreased across all surveyed grade levels, while social and emotional distress rates also showed substantial improvement. At the same time, life satisfaction and optimism increased, particularly among Grade 7 and Grade 11 students. These results suggest that district investments in counseling services, PBIS, MTSS, attendance interventions, and social-emotional supports are positively impacting student well-being. Another strength is reflected in the California Student Wellness Index. In 2026, all surveyed grade levels scored above the state average, with scores of 108.6 for Grade 7, 105.1 for Grade 9, and 107.0 for Grade 11. Additionally, each grade level demonstrated growth compared to previous survey administrations, indicating improving student perceptions of school climate, well-being, and connectedness over time. Despite these positive trends, the data identified areas of need. Grade 9 students reported lower levels of optimism (40%) than the state average (49%), and life satisfaction among Grade 9 students (63%) remained slightly below that of Grades 7 and 11. While mental health indicators have improved significantly, a notable percentage of students continue to report chronic sadness, social-emotional distress, and challenges related to well-being. These findings indicate the need for continued investment in social-emotional learning, counseling services, attendance supports, and student engagement initiatives. Educational partner input and local data further highlighted the importance of continuing targeted supports for student groups identified in the LCAP, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. As reflected in Goals 2 and 3 of the LCAP, LMUSD will continue using data-driven interventions, family engagement efforts, counseling services, PBIS, and attendance supports to maintain positive school climate outcomes while addressing the needs of student groups that may experience additional barriers to success. Overall, the data demonstrate strong progress in student wellness and school climate while identifying opportunities to strengthen supports for students who continue to experience social-emotional and engagement challenges.|Based on analysis of the California Healthy Kids Survey (CHKS), California Student Wellness Index, California Dashboard indicators, attendance and suspension data, and educational partner input, Los Molinos Unified School District identified actions to further strengthen school climate, student wellness, attendance, and family engagement. Although local measures show positive trends, including declining suspension rates, improved wellness indicators, and increased attendance, stakeholder feedback indicates the need to continue improving student connectedness, social-emotional well-being, attendance, and engagement of families, particularly English Learners and other student groups requiring additional support.  LMUSD will continue implementing and refining Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), counseling services, attendance interventions, and Student Study Team (SST) processes identified in LCAP Goals 2 and 3. The district will maintain proactive attendance monitoring, early intervention meetings, home visits, and counseling supports to sustain attendance gains and remove barriers to student success while strengthening student engagement and school connectedness.  To build staff capacity, LMUSD added LCAP Action 2.8, providing professional development for certificated and classified staff focused on student wellness, trauma-informed practices, behavior supports, social-emotional learning, and effective strategies for supporting students experiencing academic, attendance, or behavioral challenges. This action promotes consistent implementation of district support systems across all school sites.  The district also expanded Action 4.3 to strengthen family engagement, with an emphasis on English Learner families. Through DELAC, ELAC, bilingual communication, family outreach, and increased opportunities for parent participation in school and district decision-making, LMUSD will improve access to information regarding academic progress, English language development, and available student supports while strengthening school-family partnerships.  Local climate data also identified opportunities to increase optimism, school connectedness, and social-emotional well-being at the secondary level. In response, the district will continue expanding counseling services, social-emotional supports, college and career readiness activities, and extracurricular opportunities that foster belonging and student engagement.  LMUSD will continue using local data, educational partner feedback, and ongoing progress monitoring to evaluate effectiveness, refine strategies, and ensure continuous improvement in school climate, student wellness, attendance, family engagement, and student achievement.|Met||2026-06-18|2026
52716210000000|Red Bluff Union Elementary|6|In October 2025, we surveyed staff, students, and families. We had a total of 1341 respondents. Overall, survey feedback reflects a generally positive school climate across the district, with students, families, and staff highlighting strong relationships, caring adults, and supportive school communities. At the same time, stakeholders identified several areas for improvement, including increased supervision and campus safety measures, greater consistency and fairness in discipline practices, and expanded supports for student well-being and mental health. Specific concerns included vaping prevention and restroom supervision at Vista, restroom cleanliness and food quality at Jackson Heights, and the need for clearer safety protocols, adequate staffing, and consistent follow-through on behavioral expectations across multiple sites. These findings suggest a strong foundation of belonging and support while highlighting opportunities to strengthen safety, consistency, and student wellness districtwide.|Positive student–staff relationships and caring climate  Many student responses strongly endorse that teachers care, notice absences, praise effort, and make them feel good about themselves. Students repeatedly describe feeling protected/safe by teachers (“they help us,” “be kind and help,” “my school is very safe,” “This school is the best”). Several families affirm that “the staff really cares about my child,” “This school is a friendly place,” and “high expectations for students.” Current safety training and team-based efforts  Multiple staff indicate agreement that the district provides effective training in safety procedures and that staff are clearly informed about policies and procedures (with site-by-site variation). Staff describe MTSS/PBIS structures as a foundation (“MTSS teams are a good start”) and suggest building on them with collaborative planning time. Student voice and engagement opportunities  Students across schools propose practical, positive ideas: idea boxes, student government, more clubs/sports, assemblies, and leadership opportunities (e.g., “voting box for ideas,” “more clubs,” “more chances for student government”). Families recognize and value school events (e.g., harvest carnival, cultural nights) and praise individual teachers for creating classroom communities where students feel they belong. Family partnership and communication (site-specific positives)  Families cite prompt responses and welcoming environments at several sites; some note that “we now have a parent club again,” “I feel welcome,” and “This school communicates school policies and procedures clearly.”|Positive student–staff relationships and caring climate  Many student responses strongly endorse that teachers care, notice absences, praise effort, and make them feel good about themselves. Students repeatedly describe feeling protected/safe by teachers (“they help us,” “be kind and help,” “my school is very safe,” “This school is the best”). Several families affirm that “the staff really cares about my child,” “This school is a friendly place,” and “high expectations for students.” Current safety training and team-based efforts  Multiple staff indicate agreement that the district provides effective training in safety procedures and that staff are clearly informed about policies and procedures (with site-by-site variation). Staff describe MTSS/PBIS structures as a foundation (“MTSS teams are a good start”) and suggest building on them with collaborative planning time. Student voice and engagement opportunities  Students across schools propose practical, positive ideas: idea boxes, student government, more clubs/sports, assemblies, and leadership opportunities (e.g., “voting box for ideas,” “more clubs,” “more chances for student government”). Families recognize and value school events (e.g., harvest carnival, cultural nights) and praise individual teachers for creating classroom communities where students feel they belong. Family partnership and communication (site-specific positives)  Families cite prompt responses and welcoming environments at several sites; some note that “we now have a parent club again,” “I feel welcome,” and “This school communicates school policies and procedures clearly.”|Met||2026-06-25|2026
52716390000000|Red Bluff Joint Union High|6|Red Bluff High School administered a student survey during the 2025–26 school year to gather feedback regarding school climate, academic supports, student engagement, and college and career readiness. A total of 1,083 students in grades 9–12 participated.  Overall, survey results indicate a positive school climate and strong student engagement in academic and career-focused programs. Approximately 80% of students reported that their transition from middle school to high school and managing multiple classes was easy, somewhat easy, or neither easy nor difficult. Additionally, 89% of students reported understanding A-G requirements when selecting courses, demonstrating awareness of college and university admission expectations.  Students reported strong participation in Career Technical Education (CTE) programs, with approximately 72% receiving their first-choice pathway. Participation increased by grade level, with more than 80% of seniors reporting they were enrolled in their preferred pathway. Students also generally viewed Advisory positively, with 47% indicating it had a somewhat or very positive impact on their school experience.  The survey also identified areas for growth. Nearly 59% of students reported that there were courses they wanted to take but could not fit into their schedules. In addition, 62% expressed interest in having dedicated time during the school day for academic support, and 57% indicated that more effective use of instructional time and less homework would improve their learning experience.  Disaggregated by grade level, responses were generally consistent. Freshmen reported the most positive perceptions of Advisory and benefited from transition supports, while upper-grade students reported higher rates of participation in preferred CTE pathways.  The survey results suggest that students value the opportunities available at RBHS, particularly college and career readiness programs, while also highlighting the need for continued improvement in scheduling flexibility, academic support, and student engagement initiatives. These findings will be used to guide future school climate and student support efforts.|Analysis of the student survey data identified several strengths related to school climate, student engagement, and college and career readiness. Students generally reported positive experiences transitioning to high school and managing academic expectations, with approximately 80% indicating that these experiences were easy, somewhat easy, or manageable. Students also demonstrated strong awareness of A-G requirements, with nearly 89% reporting that they understand the requirements needed for college admission. Participation in Career Technical Education (CTE) pathways was another significant strength, as approximately 72% of students reported receiving their first-choice pathway, increasing to more than 80% among seniors. These results suggest that students value the district's efforts to provide meaningful college and career preparation opportunities.  The survey also highlighted positive perceptions of Advisory, particularly among freshmen. Nearly half of all students reported that Advisory had a positive impact on their school experience, indicating that the program supports student connectedness and transition to high school.  Several areas of need were identified through the analysis. A majority of students reported challenges related to course access and scheduling flexibility, with nearly 59% indicating there were courses they wanted to take but could not fit into their schedules. Students also expressed a need for additional academic support, with 62% reporting they would benefit from dedicated time during the school day for extra help. Additionally, 57% indicated that more effective use of instructional time and less work completed at home would improve their learning experience.  When disaggregated by grade level, freshmen reported the strongest benefits from Advisory and transition supports, while upper-grade students reported higher rates of enrollment in preferred CTE pathways. These findings suggest opportunities to expand access to desired courses, strengthen academic intervention opportunities, and continue refining programs that support student engagement and connectedness across all grade levels.  Overall, the data indicate that students appreciate the educational opportunities available at RBHS and feel prepared for future success, while also identifying opportunities to improve academic supports, course access, and learning experiences for all students.|Based on the analysis of student survey data, Red Bluff High School identified several opportunities to strengthen student engagement, academic support, and access to educational programs. Survey results indicated that many students would benefit from additional academic assistance during the school day, greater flexibility in course scheduling, and expanded access to courses of interest. Students also expressed a desire for more effective use of instructional time and continued support through programs such as Advisory.  In response, the district will continue refining its master scheduling process to increase student access to desired courses, including Career Technical Education (CTE), dual enrollment, and college preparatory coursework. The school will also evaluate opportunities to expand intervention and academic support structures during the school day to provide students with timely assistance and reduce barriers to success.  The district will continue to review and strengthen the Advisory program to ensure it supports student connectedness, academic planning, and social-emotional well-being across all grade levels. Survey results will be shared with school staff and leadership teams to inform site-level planning and continuous improvement efforts.  Additionally, the district will continue monitoring student feedback, academic performance, and participation data to evaluate the effectiveness of these actions and make adjustments as needed. Ongoing student, family, and staff input will be used to guide decision-making and ensure programs and services remain responsive to student needs. These efforts are intended to improve student engagement, increase access to educational opportunities, and support positive school climate and student outcomes for all students.|Met||2026-06-18|2026
52716470000000|Reeds Creek Elementary|6|Reeds Creek administered the CA Healthy Kids Survey to 7th graders (21 students).  Summary data from the survey indicate: School Climate - 59% reported school connectedness; 78% reported caring adult relationships; 75% reported promotion of parent involvement in school; 55% reported facilities upkeep; 52% reported school is boring Substance Use - 0 to 5% reported substance use SEL Health - 63% reported life satisfaction; 56% reported optimism; 25% reported social emotional distress School Safety - 67% reported school is safe; 62% reported rumors or lies spread about them; 29% reported harassment/bullying|CA Healthy Kids Survey data indicate a need for student support in the areas of social/emotional distress, student to student positive interactions/kindness, school engagement/connectedness, and upkeep of facilities.|Reeds Creek will continue to provide a 0.8 FTE Mental Health Clinician for individual and small group sessions addressing SEL.  The district will continue staff training and implementation of the Character Strong curriculum in all grades, TK-8.|Met||2026-06-25|2026
52716540000000|Richfield Elementary|6|As part of the annual local climate self-reflection process the district evaluated local survey responses along with California School Dashboard indicators. The data shows exceptionally strong outcomes in campus attendance and school safety perceptions, particularly among English Learner student groups. However, corresponding state and local metrics show low performance trends in language-acquisition growth trajectories for these same student groups. Additionally, site-level data indicates that approximately 14% of the overall student population currently requires Tier 2 or Tier 3 targeted interventions to address behavioral, social-emotional, and chronic absenteeism challenges.|The analysis of the data highlights a core area of strength: English Learners feel a high sense of belonging, safety, and campus connectedness, which directly correlates with their high attendance rates. Conversely, the primary identified area of need is the lack of proportional academic growth in language acquisition for English Learners despite their high attendance. Educational partner feedback from staff and parents clarifies this trend, indicating that traditional, isolated pull-out remediation models are not sufficiently meeting student needs. Partners expressed a clear demand for more robust, classroom-based Tier 1 support structures alongside targeted social-emotional resources to stabilize the student population requiring Tier 2 and Tier 3 behavioral interventions|In response to the key learnings outlined the district is modifying its instructional and operational procedures for continuous improvement. Academically, the district is overhauling English Language Development (ELD) instruction by re-establishing a dedicated ELD committee, updating the ELD Master Plan, and expanding Multi-Tiered Intervention Support Paraprofessionals to deliver flexible Tier 2 and Tier 3 supports directly inside general education classrooms. Behaviorally, the district is expanding social-emotional frameworks by implementing dedicated wellness spaces and small-group curriculum. Finally, family engagement procedures are being updated under Action 2.6 to offer bilingual parent education nights and evening academic labs with built-in childcare and transportation, ensuring underrepresented families can actively support student learning milestones.|Met||2026-06-24|2026
53105380000000|Trinity County Office of Education|6|Due to student confidentiality, less than 30 students total and less than 11 students per grade level. This data is monitored internally for input and decision-making.|Due to student confidentiality, less than 30 students total and less than 11 students per grade level. This data is monitored internally for input and decision-making.|Overall the program wishes to keep up with the direction it is headed. Moving forward, the school will increase opportunities for more formalized input from families and will seek to engage non-responsive families through family enagement nights that provide food and activities.|Met||2026-06-17|2026
53105380125633|California Heritage Youthbuild Academy II|6|CHYBA annually administers a local School Climate Survey to students in grades 9–12 to assess perceptions of school safety, connectedness, relationships with staff, student engagement, fairness, attendance barriers, and overall school climate. During the 2025–26 school year, 21 students representing multiple grade levels and demographic groups participated in the survey. Survey results were also reviewed alongside CHYBA's annual Educational Partner Survey, which included substantially greater participation than the previous year from students, parents/guardians, staff, and community members, providing additional perspectives regarding school climate and student supports.  Overall, survey results indicate that students continue to view CHYBA as a safe, supportive, and welcoming school environment. Most students reported feeling safe at school, believed teachers and staff treat students fairly, and indicated they have positive relationships with adults on campus. Students identified graduation, supportive staff relationships, Career Technical Education opportunities, and preparing for their future as primary motivations for attending school. Many students also reported that adults at CHYBA care about them, encourage them to succeed, listen to their concerns, and support them in reaching their educational goals.  The survey also identified ongoing barriers affecting student success and school climate. The most commonly reported attendance barriers included difficulty waking up, mental health challenges such as depression or low motivation, illness, and other personal circumstances. Students also suggested opportunities for continued improvement, including additional hands-on learning experiences, expanded student activities, increased access to quiet workspaces, improved facilities and equipment, and additional opportunities to earn credits. Collectively, the School Climate Survey and Educational Partner Survey provide valuable data that CHYBA uses to evaluate school climate, identify areas of strength, and inform continuous improvement efforts.|Analysis of the School Climate Survey and Educational Partner Survey indicates that CHYBA continues to provide a positive, supportive, and relationship-centered learning environment for opportunity youth. Students consistently reported feeling safe at school, supported by caring adults, and treated fairly by teachers and staff. Many students identified graduation, Career Technical Education opportunities, and positive relationships with staff as primary motivators for attending school, reflecting the school's commitment to fostering meaningful connections while helping students overcome significant educational barriers.  The survey data also highlighted several ongoing needs. Attendance continues to be one of CHYBA's greatest challenges, with many students identifying difficulty waking up, mental health concerns, illness, and other personal circumstances as barriers to regular attendance. Student feedback also identified opportunities to expand hands-on learning experiences, increase student engagement activities, provide additional quiet workspaces for focused learning, and continue improving facilities and available resources. Educational partner feedback similarly emphasized the importance of maintaining strong communication, individualized student supports, and continued efforts to improve attendance and student engagement.  Overall, the survey results reaffirm that CHYBA's strengths lie in building positive relationships, creating a safe and welcoming school climate, and providing individualized support for students with diverse needs. At the same time, the data reinforce the importance of continuing to strengthen attendance interventions, student engagement strategies, and opportunities for personalized learning as part of the school's continuous improvement process.|Based on the analysis of local climate data and educational partner feedback, CHYBA will continue strengthening its Multi-Tiered System of Supports (MTSS) to improve student engagement, attendance, and overall school climate. The school will continue reviewing student attendance, credit completion, assignment completion, academic progress, and behavioral data on a regular basis to identify students in need of additional interventions and individualized supports.  To address identified attendance barriers, CHYBA will continue expanding proactive interventions through counseling services, behavior supports, family communication, and individualized student success planning. The school also plans to formalize parent and guardian contact as a more consistent intervention when students begin demonstrating attendance, behavioral, or academic concerns. Student feedback will continue to inform efforts to increase engagement through expanded hands-on learning opportunities, Career Technical Education experiences, and school activities that promote school connectedness.  As CHYBA transitions to a two-campus model during the 2026–27 school year, the school will continue refining learning environments to better meet the diverse academic and social-emotional needs of students while maintaining safe, welcoming, and supportive campuses. CHYBA will continue using annual climate surveys, educational partner feedback, and ongoing data analysis to evaluate the effectiveness of these efforts and guide continuous improvement in school climate, student engagement, and student success.|Met|CHYBA serves opportunity youth who have experienced significant barriers to educational success, including chronic absenteeism, credit deficiency, homelessness, foster care involvement, socioeconomic challenges, and adverse childhood experiences. As an alternative education charter school, CHYBA recognizes that establishing a safe, supportive, and relationship-centered school climate is essential to improving academic achievement, attendance, engagement, and graduation outcomes. The school continues to emphasize restorative practices, individualized student supports, Career Technical Education, counseling services, regular data review, and strong relationships between students, families, and staff. CHYBA remains committed to using annual climate surveys, educational partner feedback, and ongoing analysis of local data to guide continuous improvement and ensure that every student has access to a positive, welcoming, and supportive learning environment.|2026-06-30|2026
53716620000000|Burnt Ranch Elementary|6|"The local climate survey data for the 2025-2026 school year, derived from the Student School Climate Survey and LCAP and School Climate Parent Survey data, reveals a generally positive school environment with specific areas for improvement and program delivery.  Key indicators from the Student School Climate Survey data is organized into the following categories engagement, safety, connectedness/belonging, wellness and enrichment, with the following important points:  Safety and Belonging: A significant majority (over 90%) of students across all grades reported feeling safe ""Yes"" or ""Most of the time"".  Feelings of belonging and connection were also strong, 84% reporting ""Yes"" or ""Most of the Time"".   Adult Relationships and Availability: Students generally feel that teachers and staff care about them, 95% reporting ""Yes"" or "" Most of the Time"". This is mirrored in the Parent dashboard data, which shows that 69% of respondents feel teachers/staff are ""Always Available"" when they have questions or concerns  Fairness and Rules: While awareness of classroom rules is high, 97% report an awareness of behavior rules. The satisfaction with their application varies, roughly 75% reporting agreement and fairness with behavior expectations.   Support Services: There is an overwhelming consensus on the importance of school counselors, with nearly 85% reporting that having a counselor is important.  . Extracurriculars: Music and art instruction are highly valued, with over 90% of students indicating art instruction is important and over 80% indicating music instruction is important.   Cafeteria Program: 85% of students feel the cafeteria ""Always Serves"" nutritious and appealing meals.   Afterschool Program: 65% of students report enjoying the afterschool program.   The key indicators from the Student SEL survey in 2025-2026 data is organized so that analysis of competencies can be readily available.  Strengths: Students show high levels of empathy (62% help others often/always) and respect (66% very/extremely respectful)  Areas for Growth: Belonging (17% feel they belong only a little bit or not at all) and persistence (20% only slightly/not likely to try different approaches)  Positive Indicators: 60% feel grateful regularly and 63% can identify emotions often/almost always    The key indicators from the Parent LCAP/School Climate Survey in 2025-2026 data is organized into three main categories as well: LCAP Input, School Climate and Visioning  Some important data points:  96% of parents feel welcomed at the school (75% ""Very Welcomed"")  100% report positive experiences with staff availability when they have questions  75% of parents receive regular updates about their child's progress  8% of parents report being ""Rarely"" or ""Never"" informed about participation opportunities  Mixed satisfaction with the after-school program, with 83% always or often being satisfied with the program."|"Key Learnings from the Student Climate Survey  Identified Needs:  The after-school program (ASES) is the most significant area of concern, with the three lowest scores in the survey:  Only 61% feel ASES helps them do better in school  64% say they've learned new skills there  64% like attending (with 11.5% saying ""No"")   Areas of Strength: The school scores exceptionally well on safety and relationships. 98.4% of students feel safe at school, and 96.7% report there are enough adults on duty. Teacher-student relationships are a clear bright spot — 95.1% feel teachers care about them, and 98.4% say teachers encourage them to do their best.  Students also overwhelmingly value enrichment: 100% enjoy field trips, 98% say art instruction is important, and 82% value music — reinforcing the importance of these programs.    Key Learnings from the Parent LCAP Survey: The open-ended responses are particularly rich. Parents consistently named social-emotional skills — confidence, growth mindset, resilience, kindness — as the top priority.   Real-world readiness (financial literacy, AI navigation, adaptability) were mentioned more than once.   On instructional approaches, multiple parents called for more outdoor learning and hands-on trade programs (FFA, stonemason-type classes).  Areas of Strength: Safety and the physical environment are rock-solid from the parent perspective.   All 30 respondents (100%) feel their child is safe at school, and every parent (100%) agrees school facilities are in good repair.  Parent welcome is nearly as strong at 96%, and cafeteria quality and staff availability also score at or near 100%.   Areas for Improvement: Communication is the clearest gap in the parent data. Only 75% feel informed of their child's progress through progress reports, phone/email, or SST meetings.  Participation opportunities fare slightly better at 67%, though nearly a third rarely feel informed about how to engage in school decisions.  The ASES program surfaces again as a major concern. Only 42% of parents are ""promoters"" of their child attending (NPS of 16.67), and just 67% say their child has learned new skills.    Key Learnings from the Student SEL Survey  Strengths: 66% of students describe themselves as ""very or extremely respectful"" toward other students.  Empathy and helping behavior is also strong. 63% say they ""always"" or ""often"" try to help when another student is upset, and only 2 students (6%) said ""rarely"" or ""never.""  Emotion identification is a relative strength, with 63% saying they can identify their emotions ""almost always"" or ""often.""  Gratitude practice shows healthy frequency — 60% think about what they're grateful for ""every day"" or ""a few times per week"".  Needs: Feeling understood is the clearest and most urgent need. Only 6 students (17%) say people at school ""completely understand"" the kind of person they are. Another 15 (43%) said ""understand mostly"" — but 13 students (37%) chose ""understand somewhat"" and 1 chose ""do not und"|"Our 2025–26 school climate surveys — completed by students, parents, and staff — gave us an honest look at what is working and where we need to do better. Students feel safe and cared for by adults, and parents confirmed that. But the data also showed us that some students don't feel fully seen, families want more consistent communication, our after-school program needs to be more engaging, and students need greater access to wellness support. These findings are directly shaping the following changes.  Compassionate Systems Work Forty percent of students said people at school only ""understand somewhat"" the kind of person they are, and nearly 1 in 5 said they ""belong a little bit"" or ""do not belong at all."" We will continue and deepen our compassionate systems work — building the daily practices and adult skills that ensure every student is genuinely known, conflict is addressed restoratively, and no student falls through the cracks.  Revised LCAP Communication Goals Only 75% of parents said they are ""always"" or ""often"" informed of their child's progress. We are revising our LCAP communication goals to establish regular, classroom-level communication from teachers to families.  Expanded Counseling and Wellness Support Students showed developing skills in emotion identification and growth mindset, and open responses from both students and parents described stress and a desire for more support. We will actively seek additional funding to expand counseling and wellness services so that support is proactive, accessible, and known to every family.  Choice-Based ASES Programming After-school satisfaction scored among the lowest items across all three surveys — students said the program doesn't consistently help them learn or feel engaged, and parents gave it an NPS of just 16.67 while still believing strongly in its importance. We are shifting to a choice-based ASES model that gives students meaningful options: hands-on skills, physical activity, and purposeful academic support.  Activities Coordinator for School Spirit and Leadership Students described school events as highlights of their experience but asked for more opportunities to lead and connect. We will add an activities coordinator to build school spirit and student leadership programming."|Met||2026-06-10|2026
53716700000000|Coffee Creek Elementary|6|Our student population is too small to have the local climate survey data disaggregated by student groups.  Overall, the students and parents feel safe at the school, the teachers are kind/fair, school is fun overall, and they like the lunch.  The students would like to continue the increased opportunities through the school schedule to have more art, music, and PE classes.|The location of our school provides an obstacle to hire a music teacher.  The students and parents showed a strong desire to be provided musical instrument instruction.  The school will be looking at hiring an instructor to provide weekly instruction in guitar and/or recorders.|The district will continue giving a voice to students and including them in decisions and discussions surrounding CCESD improvement.|Met||2026-06-11|2026
53716960000000|Douglas City Elementary|6|Douglas City Elementary School District annually administers local school climate surveys to students and parents to measure perceptions of school safety, connectedness, and overall school climate. Student survey data indicate that the majority of students report feeling safe at school, having positive relationships with peers and staff, and feeling connected to their school community. Students consistently report that adults on campus care about them, provide support when needed, and maintain high expectations for behavior and learning. Parent survey results also reflect a highly positive perception of school climate. Overall, 96% of parents reported satisfaction with the school's climate based on a composite of school safety, student belonging, staff accessibility, fair discipline practices, and a welcoming school environment. Specifically, 97% of parents reported that their child feels safe at school, 100% indicated that their child has positive relationships with peers and a sense of belonging, 95% reported that teachers and staff are accessible when concerns arise, 90% believed discipline policies are fair and reasonable, and 97% felt the school provides a welcoming environment for students and families. The district reviewed available survey results by student groups when data were sufficient to protect student confidentiality. Due to the district's small enrollment, disaggregated reporting is limited to ensure individual students cannot be identified. However, staff regularly review student feedback, behavior data, attendance, and discipline information to monitor the experiences of all student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless youth, and students with disabilities. These multiple measures provide a comprehensive picture of school climate and help guide continuous improvement efforts.|Analysis of the local climate survey data indicates that Douglas City Elementary School continues to maintain a positive, safe, and supportive learning environment. Students report feeling connected to school, supported by caring adults, and safe while on campus. Parent survey results reinforce these findings, with an overall school climate satisfaction rate of 96%. One of the district's greatest strengths is the strong relationships between students, staff, and families. As a small rural school district, staff are able to build meaningful connections with students and respond quickly to individual academic, behavioral, and social-emotional needs. Parents consistently recognize the school's welcoming atmosphere, open communication, and commitment to student success. While survey results are overwhelmingly positive, the district identified opportunities for continued growth. Parent responses related to the consistency and fairness of discipline expectations, while still positive, were slightly lower than other climate indicators. Student feedback also highlights the importance of continuing to strengthen peer relationships, conflict resolution skills, and students' sense of belonging as they progress through the upper grades. The district will continue to monitor survey data, attendance, suspension rates, and behavior referrals to ensure all student groups experience a safe and inclusive learning environment. These data will continue to inform decision-making and support the district's commitment to continuous improvement.|Based on the analysis of local climate data, Douglas City Elementary School District will continue implementing practices that contribute to a positive school climate while strengthening areas identified for continued improvement. The district will maintain its emphasis on positive behavior supports, restorative conversations, and proactive communication with students and families. During the 2026-2027 school year, the district will continue providing social-emotional learning opportunities, character education, and activities that promote student connectedness and belonging across all grade levels. Staff will continue to monitor student behavior, attendance, and climate survey results throughout the year to identify trends and respond promptly to student needs. To improve consistency in student behavior expectations, the district will continue reviewing discipline procedures with staff, reinforce schoolwide expectations with students, and communicate behavior expectations clearly with families. Opportunities for student leadership, schoolwide recognition programs, family engagement activities, and community-building events will continue to be expanded to strengthen positive relationships among students, staff, and families. The district remains committed to using multiple measures of school climate, including surveys, attendance, behavior data, and stakeholder feedback, to evaluate the effectiveness of these efforts and make adjustments as part of its continuous improvement process.|Met||2026-06-22|2026
53717380000000|Junction City Elementary|6|Our school gives a local survey to all students and their families. Our school population is too small to publish disaggregated data by student groups, and therefore we can only provide an overall score for our local climate survey data. According to our 2026 School Survey, 100% of students feel safe at our school. 94% of students and their families feel there is enough supervision, and 100% think that the campus is clean and provides a safe environment. 100% of students and their families feel welcome at school. 100% of students feel a sense of belonging and connectedness at school, and 100% of students have positive relationships with adults at school.|Our 2026 School Survey data indicates that we have a positive school climate. We believe that maintaining a safe, welcoming, inclusive, and supportive climate for all students, their families, and our school community is vital for the success and well-being of our students.|We feel that it is important to maintain these survey outcomes and continue to strive for the highest desired outcomes as possible. Therefore, we don't plan to change any of our existing plans, policies, or procedures. Instead, we intend to continue to strengthen them.|Met||2026-06-23|2026
53717460000000|Lewiston Elementary|6|Lewiston Elementary conducts student and family surveys yearly. The California Healthy Kids Survey is conducted every other year. and our local student survey results showed 75% school connectedness, 85% academic motivation, 80% of students feel they have a positive relationship with adults on campus, and only 70% feel safe at school.|The survey data shows that academic motivation is a key strength, with 85% of students feeling motivated. However, only 75% feel connected to the school and just 70% feel safe, indicating areas that need improvement. To better support all students, especially those in specific groups who may feel less connected or safe, the school will focus on increasing both school connectedness and safety. Addressing these needs will help foster a more inclusive, safe, and engaging school environment. Students have responded with having more support in the school due to anxiety. Due to this information, we have been provided a liaison from the Trinity County Office of Education who is on campus five days a week. TCOE also supplies our school with a counselor one day a week due to the more intense needs of some of the students which are outside of the liaison's scope of education.|We believe it is important to uphold these survey results and remain committed to achieving the highest possible outcomes. Moving forward, our focus will be on preserving these positive results and continuously striving for improvement. Rather than altering our current plans, policies, or procedures, we will work to further reinforce and enhance them. The administration will continue to support students in meeting classroom and schoolwide expectations, helping them stay on track and remain with their peers.|Met||2026-06-22|2026
53717610000000|Trinity Center Elementary|6|Due to our extremely small student population, disaggregated student climate survey data will not be disclosed.  Overall, 100% of surveyed students reported feeling safe at and connected to our school.|Overall, student input revealed the desire to practice more emergency procedure drills and to continue to enforce the chronic misbehavior system.|We will continue to dedicate weekly time for staff and students to practice emergency procedures and explore relevant safety topics.  In addition, the chronic misbehavior system will continue to be fine-tuned and enforced.|Met||2026-06-29|2026
53738330000000|Southern Trinity Joint Unified|6|In the Spring of 2025 a community dinner was provided and well attended. Over half of the district families responded to the survey. The survey categories were Safety & School Climate, Academics, After School Program, Parent/Community Involvement, and Services and Programs. In almost every category 70% of respondents strongly agreed or agreed that STJUSD is providing a safe environment, maintaining strong academic programs, offering a quality after school program providing quality services and programs and communicating well with the parents and the community.|In addition to the survey, we held a discussion about matriculation from Hoaglin-Zenia and Van Duzen Elementary School to Southern Trinity High School. After the eighth grade students have been transferring to larger out of district high schools for more opportunities in athletics and academic programs. STJUSD has been holding planning meetings to address this and shared their ideas at the community dinner. Attendees provided verbal and written feedback. The consensus was that maintaining our high school is very important to our families. They shared additional ideas on programs/classes to incorporate that would make staying in the district more appealing.|Over the summer of 2025, the planning team will meet to create a master schedule for the high school implementing ideas from the planning team process and the community dinner. This will be an ongoing process to develop programs that target the areas of interest of the students.|Met||2026-06-23|2026
53750280000000|Mountain Valley Unified|6|"In an effort to address the on-going challenge of creating and maintaining a safe and supportive culture and climate, the data collected from the 2025 California Healthy Kids Survey (CHKS) indicated that students do feel connected at school and supported by adults. The results compiled under the “Perceived Safety at School Questions” show that in grade 7- 92%, grade 9-88%, and grade 11-90% of the students feel safe at school. ""School Connectedness Scale Questions"" show an average reporting of ""agree"" or ""strongly ""agree"" in grade 7- 60%, grade 9-47%, grade 11 58%. The data collected in the area of student connectedness were high overall, as were the results for the ""High Expectations-adults in school"" which reflected the following: ""pretty much true"" of ""very much true"" in grade 7-80%, grade 9- 62%, grade 11- 79%, and the other category of ""Caring adults in school"" results also used the verbiage of ""pretty much true"" or ""very true"" in grade 7- 66%, grade 9-75%, grade 11-69%."|An area of need is that of mental health support for Tier 3 students, we are addressing these challenges through implementation of Multi-Tiered Systems of Support, an increase in counseling for students at all levels from district counseling technicians to a county ERMS II counselor to Behavioral Health counseling in the schools. These are all written into our LCAP and we are looking forward to seeing if there is a positive change reflected in the results of next year’s administration of the California Healthy Kids Survey.|Mental health support district-wide will continue to be a priority for MVUSD. Maintaining the delivery of SEL (Social-emotional learning) programs at HES and HHS will ensure that all students (Tier 1) have access to curriculum which provides the tools for self-regulation, positive peer interactions and other coping strategies. The two counseling technicians will also continue to provide intensive support to the Tier 2 students and the Trinity County Office of Education ERMS II clinician and counselors from Behavioral Health will address the needs of students identified as Tier 3.|Met||2026-06-23|2026
53765130000000|Trinity Alps Unified|6|The California Healthy Kids Survey (CHKS) was administered to Grade 5 students and to students in Grades 7, 9, and 11. The survey provides data on school climate, student engagement, school safety, social-emotional well-being, and developmental supports.  **Grade 5:** Twenty-six of 33 students participated, resulting in a 79% response rate. Students reported strong levels of academic motivation (85%), feeling safe at school (86%), facilities upkeep (86%), rule clarity (83%), parent involvement (78%), and overall wellness (79%). School connectedness was reported at 70%, while caring adults in school was reported at 58% and meaningful participation at school at 39%. Student safety data showed that 45% reported being hit or pushed, 63% reported having rumors spread about them, 63% reported being called bad names or targeted by mean jokes, and 13% reported experiencing cyberbullying. Frequent sadness was reported by 13% of students.  **Grade 7:** Eighty percent of students participated in the survey. School connectedness was reported at 51%, academic motivation at 49%, caring adult relationships at 44%, high expectations at 58%, and meaningful participation at 26%. Fifty-four percent of students reported feeling safe at school. Sixty-three percent reported experiencing harassment or bullying, and 49% reported experiencing cyberbullying. Fifty percent of students reported that school was really boring. Current alcohol or drug use was reported by 11% of students, marijuana use by 8%, and vaping by 14%.  **Grade 9:** Sixty-two percent of students participated in the survey. School connectedness was reported at 36%, academic motivation at 39%, caring adult relationships at 49%, high expectations at 54%, and meaningful participation at 16%. Forty-three percent of students reported feeling safe at school. Forty-three percent reported experiencing harassment or bullying, and 40% reported experiencing cyberbullying. Seventy-one percent reported that school was really boring. Current alcohol or drug use was reported by 16% of students, marijuana use by 14%, and vaping by 9%.  **Grade 11:** Fifty-eight percent of students participated in the survey. School connectedness was reported at 38%, academic motivation at 51%, caring adult relationships at 61%, high expectations at 70%, and meaningful participation at 21%. Forty-two percent of students reported feeling safe at school. Forty-nine percent reported experiencing harassment or bullying, and 35% reported experiencing cyberbullying. Sixty-four percent reported that school was really boring. Current alcohol or drug use was reported by 32% of students, marijuana use by 24%, and vaping by 16%.|Analysis of CHKS data indicates that students generally feel safe, motivated, and supported by their families. Strengths include high levels of academic motivation, school safety, parent involvement, and student wellness. Areas of need include increasing opportunities for meaningful student participation, strengthening relationships with caring adults at school, improving perceptions of fairness, and reducing bullying and peer conflict.|Based on these findings, TAUSD will continue to strengthen school climate through Positive Behavioral Interventions and Supports (PBIS), social-emotional learning, and bullying prevention efforts. The district will increase opportunities for student voice and leadership, expand relationship-building practices between students and staff, and provide ongoing support for student wellness and engagement.|Met||2026-06-17|2026
54105460000000|Tulare County Office of Education|6|Data collected from parents, students, and staff indicates overwhelming support for the current direction of the school’s program and its impact on overall school climate. Respondents consistently identified improvements in campus safety, stronger alignment with activities at comprehensive school sites, and meaningful growth in both curriculum and Career Technical Education (CTE) pathways as key factors contributing to this positive perception. Collectively, these areas reflect a shared confidence in the program’s progress and its ability to meet the evolving needs of the school community. Student feedback collected during site visits reflects a positive perception of both instructional and support practices. Students reported that teachers provide clear explanations and offer assistance that supports their academic progress as well as their social-emotional needs. They expressed appreciation for staff members’ patience, fairness, and equitable treatment, and identified incentives such as the student store as meaningful sources of motivation. Additionally, students noted that regular check-ins from staff contribute to a sense of care and connection on campus. Notably, despite their current status as expelled or adjudicated youth, a majority of students indicated that they believe they can achieve success in their future endeavors.|Data indicates a need for the school to sustain and refine current practices, which are successfully fostering a sense of connectedness for approximately half of the student population. At the same time, the findings highlight an opportunity to implement additional strategies aimed at increasing overall student connectedness. Furthermore, while more than half of students report confidence in their ability to succeed after high school, the data suggests the need to strengthen this outcome through the implementation of targeted, supplemental supports and interventions to ensure a greater proportion of students are prepared for postsecondary success.|The schools will expand their support to include additional supplemental support via a new library and addition to new behavior technicians in an effort to enhance the overall school climate. In addition, continued staffing in intervention services and social-emotional and mental wellness supports will be implemented to better address the diverse needs of students and strengthen available support systems.|Met||2026-06-03|2026
54105460119602|University Preparatory High|6|All educational partners completed the UPHS Annual Needs Assessment Survey. In the spring of 2026, 32% parents/guardians and 64% of students completed this survey. 80% of respondents stated they agree or strongly agree that UPHS is a safe school. 87% of respondents stated that UPHS is welcoming and inclusive. When looking at school activities, 83% of respondents think UPHS offers multiple extracurricular activities. 86% of respondents think UPHS promotes academic success. 67% of respondents think UPHS adequately trains teachers to support students' social-emotional learning needs. 77% of respondents think UPHS promotes consistent school attendance. 88% of respondents think UPHS provides adequate information about school events and activities. Overall, the needs assessment demonstrated that UPHS is moving in the direction of providing the type of support students and parents want in a school site, and the survey demonstrates UPHS is creating an environment where families and students feel welcomed, respected, and that they are in a place where they can learn.|The data gathered demonstrated many strengths at University Preparatory High School (UPHS). Specifically, students are safe, well cared for, and educated in ways that show both parents and students believe they are successful in acquiring a high school education. In the areas of need, the data provided UPHS with a few areas to work on for the upcoming year. Overall, UPHS faculty and staff think their work on school culture and climate throughout the school year has made a difference, as the statistics stated above demonstrate, but there is still more work to do.|When thinking about how UPHS can work with its continual improvement model, faculty and staff think these are the two areas of focus for the upcoming school year. 1) 75% of respondents think UPHS offers enough educational workshop opportunities. 2) 67% of respondents think UPHS provides enough opportunities to practice work-related skills. These are the two areas UPHS has determined can be improved for the upcoming school year by developing a regular calendar of parent education classes to help parents understand the early college model to how to help students manage both the expectations of their high school and college classes. Additionally, UPHS plans to add in regular activities through Homeroom to better educate students about the wide range of jobs and careers available in the 21st century including the use of inventory surveys, development of resumes, and interview skills, etc...|Met||2026-06-03|2026
54105460124057|Valley Life Charter|6|"Based on the 2025-2026 LCAP Survey and the Spring 2026 Measurable Results Assessment (MRA), the school’s goals demonstrated varied effectiveness, with significant quantitative growth in Family Engagement and high qualitative satisfaction with communication and literacy tools, alongside some declines in students' sense of belonging. Effectiveness of 2025-2026 Goals Qualitative data from the LCAP survey highlights the success of several core initiatives: Instructional Materials: The new HMH Into Reading and Into Literature materials were rated as highly effective by both staff and parents, frequently receiving 4 or 5 out of 5 stars . Literacy Support: The Lexia program was exceptionally effective, with respondents noting it ""helped students tremendously"" and increased reading confidence . However, the Amira program was less effective, described by some as ""discouraging"" and ""consistently incorrect"" . Family Communication: The goal of maintaining robust communication was highly effective. ParentSquare remains the primary tool for regular updates with high satisfaction ratings, and livestreamed meetings successfully helped 20% of parents stay informed despite work schedules . Collective Efficacy: A major goal was maintaining staff belief in their impact. This was highly effective, with the vast majority of staff ""Strongly Agreeing"" that their collective actions help students succeed . MRA Growth Trends (2025 vs. 2026) The Spring 2026 MRA shows an overall LIM Score increase from 79 to 80, moving the school into the ""Effective"" range"|"Key Areas of Growth Family & Community Engagement (+3): This domain saw the most significant progress, rising from 76 to 79 . Within this category, Family Engagement grew by 5 points (76 to 81), and Community Engagement grew by 3 points (75 to 78) . Staff Leadership (+1): Staff leadership metrics rose to 83, driven by a 2-point increase in Interpersonal Effectiveness (80 to 82) . Instructional Efficacy (+3): Teachers' confidence in using evidence-based practices increased from 74 to 77 . Academic Social Support (+4): Students reporting they have teachers who provide the support they need to lead their learning rose from 77 to 81 . Areas of Decline or Stagnation School Belonging (-4): This metric saw the largest decrease, falling from 78 to 74, indicating that students feel slightly less ""cared about and understood"" by people at school compared to the previous year . School & Family Partnerships (-2): While parents feel more engaged, teachers' perception of families as partners in learning decreased from 79 to 77 . Student Wellbeing (-3): Students' engagement in activities promoting their physical and mental health dipped from 83 to 80 . Prosocial Behaviors (-5): Student-reported helpfulness and mutual support saw a notable decline from 83 to 78 . In summary, the school successfully improved its technical communication and teacher instructional confidence, but local data suggests a need to refocus on student social-emotional connections and belonging moving forward"|The three top priorities for 26-27 will remain the same-  Supporting the Basics, Pupil Achievement, Parental Engagement|Met||2026-06-08|2026
54105460125542|Sycamore Valley Academy|6|All students in grades 3-8 are provided the opportunity to share their insights regarding school culture and climate through participation in our local climate survey.  The survey is administered to students annually during the month of January. Data is analyzed to better understand student perceptions of school connectedness, safety, student and family involvement, extracurricular activities, and more. 163 students in grades 3-8 participated in the 2025-26 local climate survey.|STRENGTHS • A strong majority of students feel they receive quality instruction. • A strong majority of students share that the school encourages their parents to be involved.  • A strong majority of students share that the school encourages them to participate in positive activities. • A strong majority of students feel safe at school.   CHALLENGES • Students would like to see additional extra and co-curricular activities offered. • Students' sense of connectedness and belonging at school has room to improve.|"Based on the analysis of local data and student input, several areas for improvement have been identified. One key concern among students is the perceived lack of enrichment and extracurricular opportunities. In response, Sycamore Valley Academy has been working to expand access to clubs and enrichment activities aligned with student interests. A second key concern identified from the data is students' sense of connectedness and belonging at school. While there was just a small percentage of students who indicated that they ""never"" feel like they belong or are connected to someone at school, the school staff would like to see higher percentages of students responding that they feel like they belong or are connected to someone only ""most"" or ""all"" of the time, instead of ""some"" of the time. Sycamore Valley Academy has created a new staff committee called the Taskforce on Community and Belonging that has begun to do research and lead planning to increase belonging and connectedness at school."|Met||2026-06-16|2026
54105460135459|Blue Oak Academy|6|All students in grades 3-8 are provided the opportunity to share their insights regarding school culture and climate through participation in our local climate survey.  The survey is administered to students annually during the month of January. Data is analyzed to better understand student perceptions of school connectedness, safety, student and family involvement, extracurricular activities, and more. 163 students in grades 3-8 participated in the 2025-26 local climate survey.|STRENGTHS • A strong majority of students feel they receive quality instruction. • A strong majority of students share that the school encourages their parents to be involved.  • A strong majority of students share that the school encourages them to participate in positive activities. • A strong majority of students feel safe at school.   CHALLENGES • Students would like to see additional extra and co-curricular activities offered. • Students' sense of connectedness and belonging at school has room to improve.|"Based on the analysis of local data and student input, several areas for improvement have been identified. One key concern among students is the perceived lack of enrichment and extracurricular opportunities. In response, Blue Oak Academy has been working to expand access to clubs and enrichment activities aligned with student interests. A second key concern identified from the data is students' sense of connectedness and belonging at school. While there was just a small percentage of students who indicated that they ""never"" feel like they belong or are connected to someone at school, the school staff would like to see higher percentages of students responding that they feel like they belong or are connected to someone only ""most"" or ""all"" of the time, instead of ""some"" of the time. Blue Oak Academy has created a new staff committee called the Taskforce on Community and Belonging that has begun to do research and lead planning to increase belonging and connectedness at school."|Met||2026-06-16|2026
54105465430327|La Sierra High|6|La Sierra administered a school wide climate survey across all 7-12 grade level spans during the Spring Semester of 2026. The school wide survey asked for student feedback regarding areas related to academics, school safety, college and career initiatives and ways to improve school extracurricular activities. Removed from this, La Sierra also utilized the advent of the Compassionate Systems frameworks to address socio-emotional issues as it pertains towards helping students make proactive choices as it relates to making professional goals and having healthy relationships.|One of the pertinent findings from our local school climate survey was that 96% of students school wide at La Sierra indicated that they felt supported by school staff with regards to their education and development as students. Another key finding from the local school climate survey was that 98% of students school wide at La Sierra felt safe and protected at the school site. We utilized the data from our local school climate survey to further discuss ways amongst our school staff how we can further improve our tiered systems of support at La Sierra for ongoing school improvement measures.|La Sierra utilized the data from its local school climate survey to review student needs for the continuous improvement of its academic and social systems for student capacity building efforts. One of the goals based on the student feedback that La Sierra seeks to expand in the coming years, is the addition of track and field to the growth of its athletic programs for student extracurricular activity building.|Met|La Sierra High continues to work tirelessly towards ensuring that all students feel safe, supported and valued in all processes of it school systems and daily operations. La Sierra is committed towards consistently improving its tiered systems of support in providing the best educational programming and instruction to all students for college and career readiness efforts over time.|2026-06-03|2026
54105466119291|Eleanor Roosevelt Community Learning Center|6|2025–2026 Student and Family Survey Summary  The 2025–2026 Student and Family Survey shows that ERCLC continues to maintain high family satisfaction, a positive school climate, and strong relationships while identifying opportunities to strengthen academic support and student engagement.  Parent Survey: Families reported high satisfaction with ERCLC, with 84.4% rating their overall experience a 5 out of 5. Most parents believe their child is making meaningful academic progress and that the curriculum meets their learning needs, though some expressed interest in additional curriculum options. Enrichment programs received positive ratings, while tutoring services remain underutilized, indicating a need to increase awareness and participation. Families also overwhelmingly agreed that ERCLC provides a safe, welcoming, and inclusive environment.  Student Survey: Students reported strong relationships with staff, with 92% identifying a trusted adult at school and 96% reporting positive peer relationships. Most students prefer independent learning, reinforcing the value of flexible instructional options. While i-Ready assessment effort has improved, many students reported not giving their best effort, suggesting continued focus on assessment motivation. Students also requested additional math resources, enrichment opportunities, extracurricular activities, and sports.  Strengths: High parent satisfaction and confidence in the program. Strong student-staff relationships and sense of belonging. Safe, welcoming, and inclusive school climate.  Areas for Improvement: Expand math resources and curriculum options. Increase awareness and participation in tutoring services. Enhance student engagement through additional enrichment and extracurricular opportunities.  ERCLC will use these results to strengthen academic supports, expand learning opportunities, and continue fostering a positive, inclusive environment for all students.|Key Learnings: Parent connectedness and satisfaction with ERCLC remain high. Families value the school's culture, facilities, and educational opportunities while expressing interest in additional parent workshops, guided support, expanded curriculum options, and greater respect for families choosing Christian-based educational programs.  Assessment Performance: A majority of students (66.4%) reported they did not do their best on the most recent assessment, indicating a need to strengthen test preparation, student motivation, and academic support.  Student Support: Ninety-two percent of students reported having at least one trusted staff member they can turn to for academic or personal support, reflecting strong relationships while highlighting the importance of ensuring every student feels equally connected.  Learning Preferences: Most students (65.8%) prefer independent learning over enrichment classes, suggesting the need to continue supporting self-directed learning while expanding engaging, hands-on enrichment opportunities.  School Climate: Student connectedness is a major strength, with 96% reporting they have developed healthy friendships with at least one other student. Students also expressed high satisfaction with the supportive staff, welcoming environment, and inclusive school culture.  Disaggregated Findings: Grades 5–8: Students emphasized collaborative, hands-on learning and additional social opportunities. Grades 9–12: Students requested greater college and career readiness support, advanced coursework, and real-world learning experiences. Socioeconomically Disadvantaged Students: Identified increased needs for tutoring, technology access, and academic support.  Additional Student Feedback: Students requested stronger math resources, more practical and project-based learning, expanded extracurricular activities, retreats, sports, longer lunch periods, and additional campus amenities. These responses reflect a desire for greater engagement and opportunities to build community.  Strengths: Strong school climate and sense of belonging. Positive student-staff relationships. High student engagement and satisfaction with the learning environment.  Areas for Improvement: Increase assessment preparation and student motivation. Strengthen math curriculum and instructional resources. Expand tutoring, technology access, and targeted academic supports. Increase hands-on learning, extracurricular activities, and enrichment opportunities. Continue professional learning focused on inclusivity, effective communication, and positive student relationships.  Action Plan: ERCLC will strengthen academic resources, expand tutoring and technology access, increase enrichment and community-building opportunities, and provide ongoing staff professional development. These efforts will ensure all students have the support, engagement, and resources needed to succeed academically and personally.|Changes to Plans, Policies, and Procedures Based on 2025–2026 Student Survey Results  Analysis of the 2025–2026 Student Survey identified several changes to existing plans, policies, and procedures to address student needs and strengthen school programs.  1. Enhance Assessment Support and Motivation  Expand targeted test-preparation workshops, tutoring, and assessment readiness activities. Increase student motivation through recognition programs, peer mentoring, study groups, and incentives for academic growth.  2. Strengthen Student Support Systems  Provide ongoing staff training to better identify and respond to students' academic, social, and emotional needs. Increase access to support services through regular student check-ins and improved connections with trusted staff members.  3. Support Diverse Learning Preferences  Expand independent learning resources, including online tools, self-paced instruction, and project-based learning. Strengthen enrichment classes with more hands-on, engaging, and real-world learning experiences.  4. Build Community and Student Connections  Increase opportunities for retreats, outdoor education, sports, and team-building activities that strengthen peer relationships. Expand peer mentoring and buddy programs to promote student connectedness and belonging.  5. Improve Curriculum and Learning Resources  Review and strengthen math curriculum, instructional materials, and supplemental learning resources. Continue using student feedback to guide curriculum improvements and instructional planning.  6. Improve Facilities and Student Amenities  Explore improvements to campus facilities, including parking and other student-centered enhancements. Evaluate affordable food and snack options to better support students during the school day.  7. Strengthen Supports for Student Groups  Continue professional learning focused on inclusivity, conflict resolution, cultural responsiveness, and positive student-staff relationships. Expand targeted academic and intervention supports for students requiring additional assistance.  8. Increase Community Engagement  Strengthen the role of the School Advisory Committee (SAC) and Booster organizations in school planning and decision-making. Create additional opportunities to gather meaningful family and community feedback to inform continuous improvement efforts.  Conclusion  These planned changes are designed to address identified needs while building upon ERCLC's strengths. By expanding academic supports, strengthening student engagement, enhancing learning opportunities, improving communication, and increasing community involvement, ERCLC will continue to foster a safe, inclusive, and supportive learning environment that promotes success for all students.|Met||2026-06-02|2026
54717950000000|Allensworth Elementary|6|The administered survey does not have a means to disaggregate data by grade level or student group. The survey was administered to all 3rd - 8th Grade students.   85% of student survey respondents indicated that they feel safe or very safe at school.  87% of student survey respondents shared that they feel cared for and welcomed by school staff.  School attendance has improved again this year, indicating increased student engagement in school.|A key learning is that students are engaging at higher percentages in school, due in part to their increased sense of safety and connectedness which has driven an overall increase in the student sense of well-being.|Through analysis of the data and feedback from students and the school community, the district will increase its efforts to continue to provide support and services to students and their parents to lower the chronic absenteeism rate steadily year after year.|Met||2026-06-16|2026
54718030000000|Alpaugh Unified|6|Here's a narrative aligned to the California School Dashboard Local Performance Indicator requirements. I've incorporated known AUSD climate data and left room for any subgroup-specific percentages you may wish to insert. Alpaugh Unified School District annually administers a local school climate survey to students in grades 5–12 to measure perceptions of school safety, connectedness, student voice, and relationships with adults on campus. Survey results are reviewed alongside attendance, suspension, behavioral, and stakeholder feedback data to monitor school climate and inform continuous improvement efforts. Results from the most recent student climate survey indicate positive perceptions of school climate across the district. Eighty-six percent (86%) of students reported feeling safe at school, while 86% indicated that adults on campus care about them and support their success. Additionally, 88% of students reported that their voices are heard and valued at school, reflecting the district’s continued emphasis on student leadership and engagement. Student access to technology remained strong, with 91% of students reporting they have the tools necessary to support their learning. Survey results were reviewed by student groups when available, including English Learners, Socioeconomically Disadvantaged students, Students with Disabilities, Hispanic students, and Foster Youth. Overall, subgroup responses reflected trends similar to the districtwide results, indicating that students across demographic groups generally experience positive relationships with staff and feel connected to their schools. Where differences in responses were identified, the district used the information to guide targeted supports and engagement strategies. Additional local data further supports positive school climate conditions. The district maintained a suspension rate of approximately 1% and reported zero expulsions. Chronic absenteeism continues to improve through targeted attendance interventions, home visits, family outreach, and student support services. Educational partner feedback from students, families, and staff also indicates strong relationships between students and adults, a welcoming school environment, and a sense of belonging on campus. Alpaugh USD will continue to utilize climate survey results and other local measures to strengthen school connectedness, enhance student voice, support student well-being, and ensure all students experience a safe, inclusive, and supportive learning environment.|Analysis of the local climate survey and supporting data identified several strengths in Alpaugh Unified School District’s school climate and conditions for learning. Survey results indicate that the majority of students feel safe, supported, and connected to their school community. High percentages of students reported feeling safe at school, having positive relationships with adults on campus, and believing their voices are heard and valued. These findings reflect the district’s ongoing commitment to fostering a positive school culture through initiatives such as Capturing Kids’ Hearts, student leadership opportunities, restorative practices, and a strong emphasis on relationship-building. Additional local data supports these positive perceptions. The district maintained a low suspension rate and zero expulsions, while educational partner feedback from students, families, and staff consistently highlighted the caring and supportive nature of school personnel. Improvements in attendance and student engagement further suggest that students feel connected to their schools and are benefiting from a positive learning environment. Analysis of available disaggregated data indicates that most student groups reported experiences comparable to overall district results, demonstrating the district’s efforts to create equitable and inclusive school environments. However, the district recognizes the importance of continuing to monitor subgroup data to ensure all students experience a strong sense of belonging and support. The analysis also identified areas for continued growth. While overall perceptions of safety and connectedness remain positive, the district seeks to further strengthen student voice and increase opportunities for meaningful student participation in decision-making processes. Additionally, the district will continue expanding social-emotional supports, attendance interventions, and family engagement efforts to address the needs of students who may be at greater risk of disengagement. Overall, the data demonstrates that Alpaugh USD has established a positive and supportive school climate while identifying opportunities to further strengthen student connectedness, equity, and engagement. These findings will continue to guide district efforts to ensure every student feels safe, valued, and empowered to succeed.|Based on the analysis of local climate survey results, educational partner feedback, attendance data, and behavioral data, Alpaugh Unified School District will continue implementing and refining strategies designed to strengthen school connectedness, student engagement, and overall school climate. While survey results indicate that students generally feel safe, supported, and connected to their schools, the district has identified opportunities to further enhance student voice, increase family engagement, and provide additional social-emotional supports. To address these needs, the district will continue implementation of Capturing Kids’ Hearts practices across all grade levels to strengthen relationships between students and staff and foster a positive school culture. The district will also expand opportunities for student leadership and voice through student advisory groups, classroom discussions, surveys, and schoolwide activities that encourage students to participate in decision-making and provide feedback regarding their educational experiences. The district will continue to strengthen attendance supports through its Chronic Absenteeism Task Force, which includes ongoing attendance monitoring, family outreach, home visits, empathy interviews, and individualized interventions for students experiencing attendance challenges. These efforts are intended to increase student engagement and ensure students remain connected to school. In response to educational partner feedback, the district will continue expanding family engagement opportunities through parent workshops, literacy events, community forums, and advisory committee participation. Additional efforts will be made to increase participation among underrepresented families through bilingual communication, flexible meeting formats, and targeted outreach by the Community Liaison. The district will also continue providing professional development for staff focused on relationship-building, social-emotional learning, student engagement, and culturally responsive practices. Local climate survey data and stakeholder feedback will be reviewed annually to monitor progress, identify emerging needs, and inform future planning and resource allocation. Through these continuous improvement efforts, Alpaugh USD will maintain its focus on creating safe, supportive, and inclusive learning environments where all students feel connected, valued, and prepared for success.|Met||2026-06-18|2026
54718030112458|California Online Public Schools Central Valley|6|For the 2025-2026 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes.  The overall scores for all students, as well as available student group scores, are as follows:  High School: Engagement:  97%  Challenging coursework:  98% Culture of respect: 97% Relationships: 90% College and career readiness: 93%  Middle School: Engagement: 90% Challenging coursework: 95% Culture of respect: 100% Relationships: 98%  Elementary School: Engagement: 79% Challenging coursework: 95% Culture of respect: 99% Relationships: 96%  These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement.  In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement.  Overall, the local climate survey data collected through Youth Truth and additional data collection tools allow us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands.|Results from the 2025-2026 Youth Truth survey highlight what’s working well at California Online Public Schools, along with a few key areas to strengthen.  Strengths: Culture of Respect Students across all grade levels report feeling respected and safe. Scores were especially strong in middle school (100%), with a 3% increase from last year, and elementary school (99%), maintaining their high score from a year ago, showing a consistently positive school culture. Challenging Coursework High school students (98%) up 11% and middle school students (95%) up 14% from from last year feel challenged by their coursework, which reflects strong academic expectations and curriculum design. In addition, elementary school was up 19% to 95% from the previous year.  Student Engagement Engagement was high in both high school and middle school—97% in high school and 90% in middle school, increasing between 2% and 5% fromthe previous year.  College and career for our high school students increased a total of 15% to 93% for the 25-25 school year.  Relationships The metric of relationships grew for all grade bands, with the highest coming from high school, growing 11% to 90% overall, and elementary growing 26% to 96% overall, highlighting the care and strong bonds our teachers and staff make with their students throughout the year.   Growth Areas: Engagement (Elementary) Engagement scores were very strong in both middle school and high school, but dropped significantly at the elementary school level, going from 91% to 79% in the 25-26 school year.   Needs: Engagement in Elementary Only 79% of elementary students reported that they felt engaged with our school. This shows a need to dig deeper and identify areas we can grow to give more opportunities for our elementary students to feel connected to our teachers, their classmates, their curriculum, and our school as a whole. Relationship Building in Elementary The low relationship score in elementary school suggests a need for more activities that promote connection, like social-emotional learning, group work, and stronger teacher-student interaction.  Conclusion Overall, the survey data show that students feel respected and engaged, especially in middle and high school. To keep improving, we will focus on building strong relationships in elementary and high school, increasing rigor in the younger grades, and continuing to grow our college and career readiness efforts.|Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 2025-2026 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate.   Enhancing Student Engagement: - Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. - Promote Live Class engagement and interaction at all grade bands - Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: - Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. - Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. - Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: - Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. - Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings.  These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students.|Met||2026-06-09|2026
54718110000000|Alta Vista Elementary|6|The LEA has looked at many data sources. The students still point to bullying as the main source of insecurity on campus. The data supplied by students also suggests that the bullying has become a problem electronically. This phenomenon has increased the bullying by allowing it to be carried over to non-school time. The LEA has also seen data that suggests that students with behavioral disabilities have impacted students without those behavioral challenges. There are a growing number of incidents that are connected to a class where there are non-behaviorally challenged students acting out behavior that has been observed. Parents are also seeing the bullying that has been increasing. The physical altercations on campus often stem from an ongoing bully situation. Staff members have also cited the increased behavior in trying to maintain classroom management.|The LEA has learned that while some action have been implemented to address behaviors, there are still several areas that require more adjustment. Consistency is a big factor in reducing the effectiveness of some implemented actions. The school has also been using various strategies rather than a uniform message. The inconsistency of the opportunities to be corrected or to engage in preventative activities has also reduced the effectiveness of the actions already taken.|The LEA will continue to find public speakers or assemblies that focus on improving behavior. The LEA will continue to send student teams to character counts events. The LEA will also implement several resources for teachers, aides, and behavior intervention technicians to assist in creating a uniform message. Poor behavior will need to be viewed as a learning opportunity. The LEA has already revised the Discipline policy for the school to focus on behavioral learning opportunities rather than punitive actions. The LEA is seeking ways to harbor instructional time for student exhibiting behaviors as well as for the students following behavioral norms. The LEA will move to hire a counselor to assist the social worker in addressing some of the higher needs in terms of behavioral learning. The Behavior Intervention Technicians are currently reviewing new behavior curriculum and activities to help students develop a better sense of what a good citizen is.|Met||2026-06-24|2026
54718110139477|Monarch River Academy|6|Monarch River Academy administered a comprehensive local climate survey during the 2025–26 school year to assess perceptions of safety, connectedness, communication, engagement, and support. Feedback was collected from students, parents, staff, and English Learner (EL) families and used to guide continuous improvement efforts.  Survey results reflected strong positive perceptions across stakeholder groups. Connectedness ratings were reported at 91% by students, 91% by parents, and 98% by teachers. Safety ratings were also strong, with students and parents each reporting 91% positive responses and teachers reporting 98%.  Additional results demonstrated confidence in school communication, leadership, and engagement opportunities. Eighty-one percent of respondents agreed or strongly agreed they feel safe and supported while participating in online classes and school technology systems, and 81% agreed the school provides meaningful opportunities for educational partner input and participation. Eighty-seven percent agreed school leadership communicates clearly about goals and priorities, while 75% agreed they know how to report safety concerns and believe concerns are addressed appropriately.  Qualitative feedback highlighted strong satisfaction with personalized learning, supportive staff relationships, and school connectedness. Families and students frequently cited Regional Coordinators, teachers, administrators, and support staff as strengths. Respondents also expressed appreciation for park days, virtual learning flexibility, school events, communication systems, and the welcoming school community.  EL family feedback, while based on only five respondents and below the state reporting threshold, provided additional insight into EL services. Eighty percent agreed the school helps EL students remain engaged and motivated. Sixty percent reported understanding ELPAC results, ELD requirements, and strategies to support students at home, indicating opportunities for additional communication and parent education. All respondents agreed they understood which staff member was responsible for monitoring EL student progress.  Overall, survey data indicate that Monarch River Academy continues to foster a positive school climate characterized by strong relationships, effective communication, meaningful engagement opportunities, and a safe and connected learning environment while identifying opportunities to strengthen support for English Learners.|Analysis of Monarch River Academy’s 2025–26 Local Climate Survey identified several strengths and opportunities for growth. Survey data reflected strong perceptions of safety, connectedness, communication, and support across stakeholder groups. Connectedness ratings were reported at 91% by students, 91% by parents, and 98% by teachers. Safety ratings were similarly positive, with students and parents each reporting 91% positive responses and teachers reporting 98%.  Survey responses demonstrated that students and families value supportive relationships with teachers, Regional Coordinators, administrators, and support staff. Qualitative feedback consistently highlighted staff accessibility, responsiveness, personalized communication, and the welcoming school community as key strengths. Families also expressed appreciation for the flexibility of the independent study model, opportunities for in-person engagement through park days and events, and ongoing communication through newsletters, teacher updates, text reminders, and virtual meetings.  Results related to communication and engagement were also positive. Eighty-one percent of respondents agreed or strongly agreed they feel safe and supported while participating in online classes and school technology systems, and 81% agreed the school provides meaningful opportunities for educational partner input and participation. Additionally, 87% agreed school leadership communicates clearly about goals, priorities, and important decisions.  Survey findings also identified areas for continued growth. While 75% of respondents agreed they know how to report safety concerns and believe concerns are addressed appropriately, results suggest continued communication regarding reporting procedures and available supports may be beneficial. Feedback also indicated interest in expanding opportunities for student interaction, schoolwide connection, and family engagement.  English Learner family feedback reflected positive perceptions of support services, technology access, and engagement with EL staff and programs. Families expressed appreciation for ELAC, DELAC, and staff support while identifying opportunities to strengthen communication regarding ELPAC results, student progress monitoring, and available instructional supports.  Overall, survey findings demonstrate that Monarch River Academy maintains a positive and supportive school climate centered on relationships, communication, flexibility, and student well-being. These results will continue to guide improvement efforts focused on connectedness, communication, engagement, and support for all students and families.|Based on local climate survey data and educational partner feedback gathered during the 2025–26 school year, Monarch River Academy identified several actions to support continuous improvement in school climate, communication, safety, and engagement.  To strengthen connectedness and engagement, the school will continue expanding virtual and in-person opportunities for students and families. Survey feedback highlighted the value of park days, community events, live classes, and relationship-building opportunities while identifying a desire for increased peer interaction and schoolwide connection. In response, the school will continue enhancing opportunities for student collaboration, family participation, and community-building activities.  Monarch River Academy will also continue refining communication systems to ensure families receive timely, accessible, and consistent information. Feedback reflected appreciation for newsletters, teacher updates, text reminders, and school communications while identifying opportunities to improve clarity regarding safety procedures, support systems, and available resources. The school will continue strengthening communication through simplified messaging, expanded outreach, and multiple communication platforms.  To support safety awareness and student well-being, the school will continue increasing visibility of reporting procedures, wellness resources, and available supports. Staff will continue implementing social-emotional learning practices, wellness supports, and relationship-centered approaches to foster safe and supportive learning environments.  The school will also continue supporting English Learner families through expanded communication and engagement efforts. Planned actions include providing additional information regarding ELPAC results, progress monitoring, and instructional resources through family workshops, translated materials, and ongoing collaboration with EL Coordinators, ELAC, and DELAC groups. The school will continue evaluating technology access and virtual learning supports to ensure students and families remain connected and supported.  Ongoing professional development will focus on family engagement, culturally responsive communication, trauma-informed practices, and strategies to strengthen student connectedness and engagement. These actions reflect Monarch River Academy’s commitment to using local data and educational partner feedback to guide decision-making and ensure all students and families feel safe, informed, connected, and supported.|Met||2026-06-18|2026
54718290000000|Buena Vista Elementary|6|87% of students agree that they feel safe at school 100% of parents agree school is a safe place 97% of students feel connected to school 96% of parents feel connected to school  Attendance increased 3.88% over the past two year   CA DASHBOARD DATA RELATED TO CULTURE School Culture indicators include:  Chronic Absenteeism has decreased 6.7% over the past two years, and all subgroups have decreased between 4.5% and 7.1% over that timeframe  Suspension rate of of 1.1% overall, which has declined 0.9% over the past two years.  All subgroup rates fall between 0% and 2.1%  0% expulsion rate 0% dropout rate  Data from 2025-26 available resources|Buena Vista recognizes the need to increase awareness of social-emotional support offerings and programs.  Supporting an asset based approach to unduplicated student interventions may assist in the feeling of caring adults and academic motivation.  This has resulted in continuously low suspension rates and high feelings of safety and connectedness.|We provide mental health services and SEL skill lessons to promote several of these areas, and parent engagement opportunities to help everyone partner together, creating better understanding and appreciation between educational partners, including students.|Met||2026-06-17|2026
54718370000000|Burton Elementary|6|The Burton School District administers an annual Student Local Climate Survey to students in grades 3–12 to assess school conditions and guide decisions that foster a positive and inclusive learning environment. The survey, based on a 5-point rating scale, provides both overall and item-specific insights. Results are analyzed to inform district policies and practices aimed at enhancing student experiences and outcomes. In the 2023–24 school year, the aggregate survey score from the May 2 administration was 3.75 out of 5. For 2024–25, the overall score slightly increased to 3.79, reflecting continued positive student perceptions of school climate. For 25-26 the overall score was 3.78 a slight decrease. Disaggregated data and student group comparisons are reviewed internally to identify trends and address any disparities.   Survey results reveal notable strengths across the district, with several items scoring 4.0 or higher. Students continue to report that learning is important, their principals are effective leaders, and their teachers challenge them to think critically. Students also indicated that they feel they have opportunities to succeed, that their families are treated respectfully, and that they enjoy participating in electives. These consistently high scores demonstrate strong engagement and support for students across multiple dimensions of the school experience.|The Burton School District’s 2025–26 Student Experience Survey provides valuable information about school climate and student perceptions. The overall mean score remained stable, changing slightly from 3.79 in 2024–25 to 3.78 in 2025–26, showing that students continue to have positive experiences across the district. Students reported strong results in several areas. They believe learning is important (4.17), feel their teachers challenge them to think (4.03), and view their principals as strong leaders (4.32). Students also indicated they have opportunities to be successful (4.15), enjoy their elective classes (4.11), and feel their families are treated with respect at school (4.15). These results reflect supportive learning environments and positive relationships between students, staff, and families. The survey also highlights areas where the district will continue its improvement efforts. Student connectedness, or feeling like they belong at school, remained at 3.52, while perceptions of overall safety remained at 3.72. Encouragingly, student-to-student respect increased from 3.00 to 3.06. Perceptions of school cleanliness remained at 3.12 and continue to be an area for growth. Moving forward, the district will continue to focus on strengthening campus culture, promoting positive peer relationships, maintaining safe and welcoming schools, and increasing students' sense of belonging. These efforts will help support student engagement, well-being, and success.|Based on the analysis of local data and key learnings identified through the 2025–26 Student Experience Survey, the Burton School District has determined the need to refine and strengthen several plans, policies, and procedures to further support student success. Survey results indicate that students continue to have positive perceptions of their school experience, with strong ratings in the importance of learning, effective school leadership, opportunities for success, and respectful treatment of families. However, the data also highlights areas for continued improvement, including student connectedness, peer relationships, and perceptions of campus cleanliness. To address these needs, the district will continue investing in safe, clean, and welcoming learning environments by maintaining campus facilities and allocating resources to support student safety and well-being. The district will also strengthen its Multi-Tiered System of Supports (MTSS) to ensure students receive timely academic, behavioral, and social-emotional interventions at the Tier 1, Tier 2, and Tier 3 levels. Additionally, the district will continue expanding student engagement opportunities through the Expanded Learning Opportunities Program (ELOP), including elementary sports, wrestling, track, and a variety of district-wide clubs. These programs provide students with opportunities to build positive peer relationships, increase school connectedness, and develop a stronger sense of belonging and school pride. The district will also continue implementing the Leader in Me framework and social-emotional learning (SEL) lessons to promote leadership skills, positive character development, and respectful interactions among students. These efforts support the district's goal of strengthening campus culture and creating an environment where all students feel valued, connected, and supported. To ensure continuous improvement, the district will continue to review annual survey results, analyze student group data, and gather stakeholder feedback to evaluate the effectiveness of these strategies and make adjustments as needed. These actions are intended to improve school climate, increase student engagement, and support positive outcomes for all students.|Met||2026-06-15|2026
54718370109009|Summit Charter Academy|6|SCA administers an annual Student Local Climate Survey to students in grades 3–12 to assess school conditions and guide decisions that foster a positive and inclusive learning environment. The survey, based on a 5-point rating scale, provides both overall and item-specific insights. Results are analyzed to inform district policies and practices aimed at enhancing student experiences and outcomes. In the 2023–24 school year, the aggregate survey score from the May 2 administration was 3.75 out of 5. For 2024–25, the overall score slightly increased to 3.79, reflecting continued positive student perceptions of school climate. For 25-26 the overall score was 3.78 a slight decrease. Disaggregated data and student group comparisons are reviewed internally to identify trends and address any disparities. Survey results reveal notable strengths across the district, with several items scoring 4.0 or higher. Students continue to report that learning is important, their principals are effective leaders, and their teachers challenge them to think critically. Students also indicated that they feel they have opportunities to succeed, that their families are treated respectfully, and that they enjoy participating in electives. These consistently high scores demonstrate strong engagement and support for students across multiple dimensions of the school experience.|SCA’s 2025–26 Student Experience Survey provides valuable information about school climate and student perceptions. The overall mean score remained stable, changing slightly from 3.79 in 2024–25 to 3.78 in 2025–26, showing that students continue to have positive experiences across the district. Students reported strong results in several areas. They believe learning is important (4.17), feel their teachers challenge them to think (4.03), and view their principals as strong leaders (4.32). Students also indicated they have opportunities to be successful (4.15), enjoy their elective classes (4.11), and feel their families are treated with respect at school (4.15). These results reflect supportive learning environments and positive relationships between students, staff, and families. The survey also highlights areas where the district will continue its improvement efforts. Student connectedness, or feeling like they belong at school, remained at 3.52, while perceptions of overall safety remained at 3.72. Encouragingly, student-to-student respect increased from 3.00 to 3.06. Perceptions of school cleanliness remained at 3.12 and continue to be an area for growth. Moving forward, the district will continue to focus on strengthening campus culture, promoting positive peer relationships, maintaining safe and welcoming schools, and increasing students' sense of belonging. These efforts will help support student engagement, well-being, and success.|Based on the analysis of local data and key learnings identified through the 2025–26 Student Experience Survey, SCA has determined the need to refine and strengthen several plans, policies, and procedures to further support student success. Survey results indicate that students continue to have positive perceptions of their school experience, with strong ratings in the importance of learning, effective school leadership, opportunities for success, and respectful treatment of families. However, the data also highlights areas for continued improvement, including student connectedness, peer relationships, and perceptions of campus cleanliness. To address these needs, the district will continue investing in safe, clean, and welcoming learning environments by maintaining campus facilities and allocating resources to support student safety and well-being. The district will also strengthen its Multi-Tiered System of Supports (MTSS) to ensure students receive timely academic, behavioral, and social- emotional interventions at the Tier 1, Tier 2, and Tier 3 levels. Additionally, the district will continue expanding student engagement opportunities through the Expanded Learning Opportunities Program (ELOP), including elementary sports, wrestling, track, and a variety of district-wide clubs. These programs provide students with opportunities to build positive peer relationships, increase school connectedness, and develop a stronger sense of belonging and school pride. The district will also continue implementing the Leader in Me framework and social- emotional learning (SEL) lessons to promote leadership skills, positive character development, and respectful interactions among students. These efforts support the district's goal of strengthening campus culture and creating an environment where all students feel valued, connected, and supported. To ensure continuous improvement, the district will continue to review annual survey results, analyze student group data, and gather stakeholder feedback to evaluate the effectiveness of these strategies and make adjustments as needed. These actions are intended to improve school climate, increase student engagement, and support positive outcomes for all students.|Met||2026-06-15|2026
54718520000000|Columbine Elementary|6|Columbine is 88% Hispanic.  The other categories don't have enough responses for a valid survey.  100% of the student surveys indicate that the campus is safe.  100% of the student surveys indicate they feel cared for and welcome at school.|The school continues to provide a climate where students are safe, and they know that the staff cares about them.|None|Met||2026-06-11|2026
54718600000000|Cutler-Orosi Joint Unified|6|Cutler-Orosi Joint Unified School District administers the California Healthy Kids Survey annually with grade level responses for the 25-26 school year from 5th, 6th, 7th, 9th, and 11th grade students. Here are the key indicators linked to success in school, career, and life disaggregated by grade level, students groups, and gender:  Survey participation varied across grade levels. In elementary, 71% of 5th-grade students responded, with 48% identifying as female, 52% identifying as male, and 79% identifying as Hispanic or Latino/a. At El Monte Middle School, 29% of 6th graders and 88% of 7th graders participated. Gender and identity responses reflected increasing diversity, with students identifying as male, female, nonbinary, or “something else.” At Orosi High School, participation included 94% of 9th-grade students and 82% of 11th graders. Most high school students (90%) identified as Hispanic or Latino/a.  Elementary School Highlights (5th Grade)-Students in 5th grade reported high levels of support and engagement: 71% felt connected to school 78% showed academic motivation 68% identified caring adults at school 79% perceived strong social-emotional learning supports  Safety perceptions were also positive, with 73% feeling safe at school. However, 22% reported experiencing cyberbullying. In terms of behavior and climate, 83% noted clear school rules and 79% felt students are treated with respect. Substance use and mental health responses showed 6% had tried alcohol or drugs in their lifetime, and 21% reported frequent sadness, while 71% felt well most of the time. Connectedness, academic motivation, and SEL supports all showed a slight decrease from the previous year.  Middle School Highlights (6th–7th Grade) - While participation was lower in middle school, specifically in 6th grade (29%), results revealed areas of promise and growth. Each grade level made significant gains in school connectedness, academic motivation, and relationships with caring adults.  School connectedness: 71% (6th), 58% (7th) Academic motivation: 75% (6th), 65% (7th) Caring adults: 65% (6th), 63% (7th) Perceptions of safety increased significantly, with 72% of 6th graders (as compared to 60%) and 66% of 7th graders (as compared to 41%) feeling safe. Cyberbullying and harassment affected roughly 30% of students. Encouragingly, reported drug use in 6th grade declined from 4% to 0%, and feelings of life satisfaction among 7th graders increased from 65% to 69%.  High School Highlights (9th–11th Grade and Alternative Education) - Older students reported mixed experiences with school climate: School connectedness: 54% (9th), 52% (11th) Academic motivation: 63% (9th), 64% (11th) Caring adults: 50% (9th), 57% (11th) Perceived safety improved among 11th graders (59%) and was especially high (79%) in alternative education settings. Cyberbullying affected about 12% of students. Drug use remained the same (8% for 9th, 5% for 11th), however increased at alternative education from|Based on the 2025–26 California Healthy Kids Survey (CHKS), key learnings across Cutler-Orosi Joint Unified School District (COJUSD) highlight both strengths and areas needing attention. Data from 5th, 6th, 7th, 9th, and 11th grade students such as disaggregated by gender and ethnicity provides insight into student experiences with school climate, engagement, safety, and well-being.   Strong Participation Rates: Survey participation ranged from 71% in 5th grade to 89% in 11th grade, demonstrating the district’s strong commitment to student voice and yielding a reliable dataset for analysis. The exception was our 6th grade participation rate, which was only 29%.   Elementary Engagement: Fifth-grade students reported high levels of: Academic Motivation (78%). Social-Emotional Learning Supports (79%) and School Connectedness (71%)   These results suggest that elementary schools are successfully fostering a supportive, engaging environment.  Growth in Key Indicators:  Caring Adults in School increased for 7th grade (48% to 63%) and 9th grade (44% to 50%) Perceived Safety improved for 7th grade (41% to 66%) and 9th grade (48% to 60%) Life Satisfaction increased from 65% to 69% for 7th grade Substance Use decreased from 4% to 0% in 6th grade and decreased from 6% to 5% in 7th grade    These improvements indicate positive trends in student well-being and school support systems.  Low Substance Use Rates: Self-reported alcohol or drug use remained low:  0-5%% in middle school 5-9% in high school  This reflects the effectiveness of district prevention efforts supported by student services, school leadership, and community partners.  Areas of Need Middle & High School Engagement: Although there were gains in the secondary level, a decline in student engagement was noted as students advanced:  School Connectedness: 71% (5th), 58% (7th), 54% (9th) Having a Caring Adult Relationship: 68% (5th), 63% (7th), 50% (9th)  This indicates a need for stronger, more intentional relationship-building strategies at secondary levels.  Safety & Bullying:  Perceived Safety: 66% (7th), 60% (9th) - an increase of 25% and 12% from the previous year Harassment/Cyberbullying: 30% of middle schoolers; 14–20% of high schoolers  Strengthening anti-bullying programs and promoting a positive climate will be essential moving forward.  Mental Health & Emotional Well-being: Social-Emotional Distress: 18% (7th), 15% (9th), 12% (11th) - decreased between 2% to 4% as compared to last year) Frequent Sadness: 21% (5th grade) - remained the same as last year  These findings highlight increasing mental health needs, particularly during transition years.  Equity & Inclusion: Disaggregated data shows growing diversity in student identities. Reports from students identifying as nonbinary or selecting “something else” stress the importance of inclusive practices that affirm all identities and create safe, welcoming environments.  COJUSD shows strong elementary-level engagement and positive growth i|Based on the key learnings and identified needs from the analysis of the school climate data, changes to existing plans, policies, and procedures that the school/district will implement for continuous improvement include:   Student Engagement/Connectedness: Revise and enhance curriculum and instructional strategies to increase relevance, project-based learning, student voice and choice  Provide opportunities for staff to build capacity in supporting the whole child through social-emotional training in areas such as trauma informed practices and PBIS/MTSS practices integrated in everyday instruction.  Enhance student mentoring/advisory programs to build stronger student-staff relationships and sense of belonging Continue to administer universal screeners that support our student services in identifying the social and emotional needs of all students Review policies around disciplinary practices and provide professional development to staff and administrators to ensure their practices are restorative rather than punitive in nature  School Safety/Anti-Bullying:   Update bullying/harassment prevention and intervention policies and provide training for staff, students and parents Continue to implement anonymous reporting (SAY SOMETHING)  Partner with community organizations for additional counseling/support services for students who are victims of a crime  Mental Health/Well-being: Provide ongoing professional development opportunities to build the capacity of our student services department team (i.e., substance use) Create a Task Force to review Alcohol and Other Drug (AOD) data and determine next steps in prevention and intervention Continue to build and enhance current systems of direct student support through our MTMDSS model Provide professional development for teachers on trauma-informed practices, social emotional learning and PBIS    Enhance our current menu of social-emotional learning curriculum to ensure equity   Parent Involvement: Continue efforts in promoting parent and family voice through various methods such as paper surveys and online Promote family and parent involvement at school through parent engagement events fostering a positive partnership aimed at student success Review current parent communication and event policies to identify barriers   Establish better systems for addressing parent concerns in a timely manner  Data Analysis: Provide data analysis training to ensure effective use of data for continuous improvement planning Include progress monitoring of site goals and data-based decision making quarterly to ensure that district support and feedback is provided in moving towards site goals and data|Met||2026-06-18|2026
54718940000000|Ducor Union Elementary|6|Ducor Union Elementary School District administered a local school climate survey during the 2025–26 school year to examine students’ perceptions of school safety, connectedness, belonging, adult support, peer relationships, behavior expectations, bullying and cyberbullying, and access to assistance when concerns arise. The district reviewed overall survey trends and relevant information from attendance records, discipline data, counseling referrals, student conferences, and reports of bullying or other school-climate concerns.  Overall, students generally reported feeling safe at school, connected to the school community, supported by teachers and staff, and comfortable approaching an adult when they needed assistance. The district’s small-school environment continues to be a strength because staff members know students and families well and can respond quickly to academic, behavioral, social-emotional, and safety concerns. Students also indicated that positive relationships with staff and opportunities to participate in school activities contributed to their sense of belonging.  The data also identified areas requiring continued attention, including consistent understanding and enforcement of school expectations, student concerns related to rules such as dress code and cellphone use, and continued education regarding bullying, cyberbullying, respectful behavior, and responsible technology use.  Where student-group sizes were sufficient to protect confidentiality, the district reviewed results by grade span and available student groups, including English learners, socioeconomically disadvantaged students, and students with disabilities. Because Ducor is a small district, some subgroup results were reviewed cautiously or combined to avoid identifying individual students. The district will continue strengthening its data collection so it can better evaluate climate trends and respond to the needs of all student groups.|Analysis of Ducor Union Elementary School District’s school climate data indicates that the district’s primary strengths are its safe, supportive, and relationship-centered learning environment. Students generally report feeling connected to the school community, supported by teachers and staff, and comfortable seeking assistance from a trusted adult. Ducor’s small-school setting allows staff to know students and families well, identify concerns early, and provide timely academic, behavioral, social-emotional, and wraparound support.  The data also identify areas for continued improvement. These include strengthening students’ understanding of school expectations, ensuring consistent implementation of rules and behavioral supports, and continuing education related to bullying, cyberbullying, respectful interactions, digital citizenship, and responsible cellphone and technology use. The district will also continue improving student voice and opportunities for students to provide input regarding school climate and safety.  Available student-group information suggests that the district should continue monitoring whether English learners, students with disabilities, socioeconomically disadvantaged students, and students across grade spans experience the same levels of safety, belonging, connectedness, and adult support. Because Ducor is a small district, some subgroup results must be interpreted cautiously to protect student confidentiality. Overall, the findings affirm the strength of Ducor’s caring school culture while identifying the need for consistent expectations, targeted support, and continued monitoring of student-group experiences.|Ducor Union Elementary School District will use the school climate findings to strengthen existing plans, policies, and procedures related to student safety, connectedness, behavior, bullying prevention, digital citizenship, and access to adult support. The district will continue implementing clear and consistent behavioral expectations across grade levels and will review school rules and procedures to ensure they are communicated in student-friendly language and applied consistently by all staff.  The district will expand instruction and awareness activities addressing bullying, cyberbullying, respectful relationships, responsible cellphone and technology use, and appropriate online behavior. Staff will receive ongoing guidance and professional learning related to restorative practices, social-emotional supports, trauma-informed responses, and early identification of students who may need additional assistance.  Ducor will also increase opportunities for student voice through surveys, classroom discussions, student meetings, and other feedback processes. School climate, attendance, discipline, counseling, and student-support data will be reviewed regularly by district staff to identify trends and determine whether specific grade levels or student groups require additional support. Families will be informed of school climate priorities and connected with available wraparound and community resources.  These actions will be incorporated into the district’s LCAP, school safety planning, professional development, student-support procedures, and continuous improvement process. The district will monitor implementation and review future survey results to determine whether the changes are improving student safety, belonging, connectedness, and overall well-being.|Met||2026-06-16|2026
54719020000000|Earlimart Elementary|6|We administered the California Healthy Kids Survey annually to students, staff and parents during the month of November, 2025. The following scores were reported by students in the following areas:             Perceived School Safety  Elementary Schools       Middle School 2025: 50%                      43% 2026: 74%                      63%           Caring Relationships  Elementary Schools      Middle School 2025: 37%                     60% 2026: 71%                     60%          School Connectedness  Elementary Schools     Middle School 2025: 52%                    42% 2026: 72%                    52%          Academic Motivation  Elementary Schools     Middle School 2025: 69%                    54% 2026: 81%                    61%          High Expectations  Elementary Schools      Middle School 2025: 58%                     67% 2026: 84%                     72%          Parent Involvement in Schooling  Elementary Schools     Middle School 2025: 66%                    51% 2026: 76%                    53%|Our results showed that safety continues to be a high priority for all educational partners. We have dedicated Local Control and Accountability (LCAP) Goal 2: Increase student attendance and engagement in a safe environment. (State Priority 5: Pupil Engagement & Priority 6: School Climate). This goal includes metrics such as suspension, expulsion, student attendance, chronic absenteeism, and surveys regarding safety and connectedness. Our Local Control and Accountability (LCAP) actions and services include health supports, student social-emotional learning supports, student behavior supports and leadership, student engagement and attendance supports, student safety, student support services, educational opportunities such as study trips, student promotion events, county and district student events, campus beautification, and staff culture. These activities include school site visitor monitoring systems, an ActVNet safety contract and site safety staff. We support students with our counseling staff and are working to continue our safety training efforts and communication. We plan to deepen our work with the district safety committee to support our safety protocols and systems. We identified this need based on the results of our California Healthy Kids Survey connectedness baseline of 39.67% (2024).  We have increased this average to 65% for school connectedness as a district. We were orange on the California Dashboard for suspension with a rate of 1.9% in 2023, and we have increased suspensions to 6.9% in 2025. We were red for chronic absenteeism in 2023, and have decreased this to orange at 17.3%. Our rate for absenteeism was 34.9% in the baseline year. We have made significant improvements in many areas, but continue to work on increasing student attendance, engagement and safety.|Earlimart continues to work to improve student support and safety. We will continue to work to deepen our implementation of MTSS efforts. We have recently adopted an SEL curriculum which includes student check-in processto support student development of self-awareness, improve academic performance and build positive school relationships. We will continue to practice and refine safety processes and protocols. We are working to streamline staff check-in processes to help support safety responses utilizing aligned tools. We have implemented tier 1 social emotional curriculum district-wide this year. We will also be implementing a new social emotional program with tier 2-3 students with our school counselors in 2026-2027. We continue to provide professional development in the areas of safety, social-emotional and behavior supports throughout the year and as key focus areas for our all staff professional development events.|Met||2026-06-16|2026
54719440000000|Hope Elementary|6|CDE CA School Dashboard Indicators related to:  CONDITIONS & CLIMATE  - Suspension Rate: Overall,  1.2% of students suspended at least one day.  This was an increase of 1.2%  -Basics:  Teachers, Instructional Materials, Facilities: The district continues to meet this requirement -Parent and Family Engagement: The district continues to meet this requirement -Local Climate Survey: The district continues to meet this requirement  ACADEMIC ENGAGEMENT  -Chronic Absenteeism: Overall, 8.6% of students were chronically absent.  This represented an increase of 1% from the prior year.  -Access to a Broad Course of Study: The district continues to meet this requirement  ANNUAL LOCAL SURVEY RESULTS:  95.5% Parent feeling of connectedness 83% Student feeling of connectedness 84% Teacher feeling of connectedness  95.5% Parent feeling of safety 77% Student feeling of safety 90% Teacher feeling of safety  (2025-26 per survey results)|Our Educational partners, overall, feeling connected to and safe at school.  The level of connectedness for parents fell this year, while student and staff connectedness increased.  We are examining ways to enrich our parent engagement components. We plan to continue the ongoing work so all group levels remain high.    Chronic absenteeism is still an issue, indicative of the need to more collaboration and improved culture of attending school regularly, but that has also been improving over the past three years.  We will continue to work on that area as well through increasing engagement of lesser represented families and parent education.  The improvement in use of suspension alternatives was successful last year with only 1 incident involving 2 students that resulted in suspensions.|The LCAP focuses on the continued work in the areas noted above so we can sustain the continual progress, as we have in the past few years.|Met||2026-06-17|2026
54719510000000|Hot Springs Elementary|6|The district utilized a district generated survey in 2024-25. This survey showed:  *Student sense of school safety--100%  *Parent sense that school is a safe place--100%  *Staff sense of the school as a safe place--100%  *Student sense of positive connectedness to school--100%  *Parent sense of positive student connectedness to school--100%  *Staff sense of positive student connectedness to school--100%  *Students that felt that bullying was taking place--0%|Overall, the survey shows that school is a safe place and that students feel connected to school. With our small size and limited number of families, the general atmosphere becomes one of an extended family.|The biggest need identified in our previous survey and meetings with our educational partners was the impact of not having a bus that runs and a daily driver available for student pick up and drop off. Based on this input, the school hired a bus driver and purchased a newer bus. This past year the bus was down multiple times, so our emphasis next year will be to keep the bus running and hire a new bus driver as our bus driver is moving away over the summer. The other thing noted in this years feedback from our educational partners was the need to keep the school powered during multiple power outages, as our communication systems also fail when the power is out. The school will pursue installing a whole-system generator to power the school during future outages.|Met||2026-06-11|2026
54719690000000|Kings River Union Elementary|6|LOCAL DATA: 93% of parents feel connected to school site 89% of staff feel connected to school site 69% of students report feelings of depression 56% of students report feelings of anxiety 93% of parents say that the school offers parents the help they need to support their child's success 93.5% of parents express overall satisfaction with the school % of students suspended one or more times during the school year. 0.7% for All students 0.9% for EL students 1% for LTEL Students 0.8% for SED students 0.5% for Hispanic students 0% for White students 0% for Homeless Students 1% for Students with Disabilities STATE LEVEL DATA 0% drop out rate 0% expulsion rate Chronic Absenteeism Rate: 4.2% -All Students (Declined 1%) 2.4% - EL students (Declined 0.1%) 2.5% - LTEL students (Increased 2.5%) 3.9% - SED students (Declined 1%) 3.9% - Hispanic students (Declined 1.3%) 6.1% - Homeless Students (Declined 12.3%) 5.4% - Students With Disabilities (Declined 8.9%) 2025-26 Data including the 2025 Ca. School Dashboard|Students continue to handle depression and anxiety issues, so this is an area of ongoing need. Overall school satisfaction and connectedness continues to be high. Chronic absenteeism continues to fall for all groups, except Long Term English Learners last year.|KRUE's leadership team will analyze the survey questions to identify possible points of confusion. The questions will be presented to advisory committees and to staff for feedback prior to sending out the surveys. In addition, KRUE will provide a hard copy of the survey to parents to provide an alternative method for submission. To increase communication around school safety, the school's safety committee will share current safety information and data quarterly. This will update families on current data, steps toward improved safety, and reminders on how to report any concerns. The school will continue to include the student SAVE Promise Club (Sandy Hook Foundation) to discuss strengths, weaknesses and concerns that will be shared with the safety committee.|Met||2026-06-23|2026
54719850000000|Liberty Elementary|6|Safety: 93.8% of parents, 96.5% of teachers, and 84.5% of students agree or strongly agree that school is a safe environment.  Engagement: 100% attendance at IEP meetings and 97.4% attendance rate at teacher conferences reflect strong family engagement.  Connectedness: 97.9% of parents, 100% of teachers, and 75.3% of students agree or strongly agree that they feel connected to the school community.  Communication: 89.6% of parents agree or strongly agree that they receive adequate information about parent meetings, activities, and workshops.|Analysis of the Spring Survey data shows a strong school climate overall, with high levels of safety, engagement, and connectedness reported by students and staff. Communication with parents is also a strength. However, parent responses remain lower than those of students and staff in areas such as safety and connectedness, indicating a continued need to strengthen family relationships and address parent concerns. Ongoing focus on these areas will help ensure all groups feel supported and included.|To address identified needs, the LEA will increase flexible parent engagement opportunities, improve multilingual communication about safety, and provide staff training on family engagement. The LEA will also regularly review survey feedback to guide ongoing improvements in parent connectedness and school climate.|Met||2026-06-23|2026
54719930000000|Lindsay Unified|6|In fall 2025, Lindsay Unified School District administered an anonymous local climate survey to learners in grades 3–12 to assess perceptions of school safety, connectedness, and overall learner well-being. While the survey did not collect personally identifiable information and could not be disaggregated by the learner  group, it was grouped by grade spans to allow trend analysis across developmental levels.  Overall, 88% of responses were positive, reflecting a favorable school climate districtwide. In terms of school safety, learners in grades 3–4 and 9–12 reported the highest levels of safety (89%), followed by grades 5–6 (85%), and grades 7–8 (87%). This indicates strong perceptions of safety among early elementary and high school learners, with room for improvement in upper elementary learners.  School connectedness followed a similar trend. While students in grades 3–4 and 9–12 reported high levels of belonging (88% and 87%, respectively), those in grades 5–6 and 7–8 felt slightly less connected at 85% and 83%. These findings highlight a specific need to bolster engagement and support for students moving through these transitional grade levels.  Additional insights from the survey reinforce a generally positive learner experience: 79% of learners agreed or strongly agreed that adults treat them kindly and fairly, and 73% reported that they enjoy coming to school daily.|Analysis of the 2025 climate survey data revealed key strengths and areas for growth in Lindsay Unified. A major strength is the overall positive learner sentiment, with 88% of learners expressing favorable views about their school experience. High levels of perceived safety (87%) and school connectedness (86%) were reported among grades 3–4 and 9–12, indicating strong support systems at both elementary and high school levels. Additionally, 73% of learners agreed they enjoy coming to school, and 79% felt that adults treat them kindly and fairly, further reinforcing a positive school climate.  However, the data also identified areas for improvement. Learners in grades 5–6 consistently reported lower levels of both safety (85%) and connectedness (83%), and grades 7–8 showed only modest gains in these areas. These findings suggest a need for increased focus on school culture and support for learners, particularly in the upper elementary years.|"While current data remains highly positive, the district is committed to continuous improvement across all sectors, with a particular focus on school climate. To support this, a dedicated committee meets regularly to refine social-emotional learning through the lens of lifelong learning standards. Looking ahead to the next academic year: •	Targeted Training: Elementary administrators will participate in sessions focused on the ""whole child,"" specifically targeting student connection, relationships, and overall wellbeing. •	Collaborative Growth: These administrators will then lead instructional and collaborative efforts with their staff during professional learning sessions throughout the year. •	Data-Driven Adjustments: We will continue to utilize learner wellbeing surveys, allowing us to monitor progress and adjust our strategies based on real-time feedback."|Met||2026-06-22|2026
54719930124776|Loma Vista Charter|6|In Fall 2025, Loma Vista Charter School administered an anonymous local climate survey to learners in grades 9–12 to assess their perceptions of school safety, connectedness, and overall well-being. While the survey did not collect personally identifiable information and could not be disaggregated by specific learner groups, results were grouped by grade spans to support trend analysis across developmental levels.  Overall, 90% of responses were positive, indicating a favorable school climate in Loma Vista. Regarding school safety, learners at Loma Vista reported particularly high levels of perceived safety (93%).  A similar trend was observed in school connectedness, with 81% of Loma Vista learners expressing a strong sense of connection to their school community.  Additional survey findings further highlight a generally positive learner experience: 89% of respondents agreed or strongly agreed that adults treat them with kindness and fairness, and 74% reported enjoying coming to school each day.|Analysis of the climate survey data revealed key strengths and areas for growth in Loma Vista. A major strength is the overall positive learner sentiment, with 90% of learners expressing favorable views about their school experience. High levels of perceived safety (93%) and school connectedness (81%) were reported among grades 9–12, indicating strong support systems. Additionally, 74% of learners agreed they enjoy coming to school, and 89% felt that adults treat them kindly and fairly—further reinforcing a positive school climate.|While data remains very positive, there is an ongoing effort for continuous improvement in every area, including school climate. There is a district committee that meets regularly to examine social emotional learning efforts through lifelong learning standards. There will be training for 9-12 administration and staff around behavior techniques that support SEL practices. Administration will work to provide instruction and collaboration in these areas with site staff during professional learning sessions throughout the year. We will continue with learner wellbeing surveys as we check and adjust based on data we receive.|Met||2026-06-22|2026
54720090000000|Monson-Sultana Joint Union Elementary|6|"CDE 2025 Dashboard Our overall suspension rate was 4.8% of students being suspended at least once during the school year. This was an increase of 0.6% from prior year data. Homeless and Students with Disabilities subgroups performed in the ""Red' Category on the Dashboard with increases of 5.2%, and 14% respectively. Chronic Absenteeism increased, overall to 7.6%, an increase of 0.7% from the prior year. No subgroups were in the ""Red"" performance category."|Overall, the actions in our LCAP continue to support improvements in attendance and reductions in suspensions. Our PBIS program is having a positive effect on students. There was an increase in suspension last year, and our team has determined that it was primarily due to incidents with multiple students. Similarly, there was a slight increase in chronic absenteeism. As a small school, these affect our mathematical percentages disproportionally.|We are continuing with our three year plan (LCAP) which includes Goal 2 addressing culture and safe learning environments.|Met||2026-06-16|2026
54720170000000|Oak Valley Union Elementary|6|Parsec Real is a new survey too used this year and the following are themes and sentiments from an overall analysis of the student qualitative data:  I feel safe at school: 76%  Students Feel Safe and Comfortable in Classrooms: Classrooms are frequently highlighted as safe spaces, with students appreciating the presence of teachers and the sense of security provided by closed doors.  Students Appreciate Calm and Safe Spaces Like Libraries and Wellness Rooms: Calm environments like libraries and wellness rooms are valued for their peaceful atmosphere, offering students a place to relax and feel secure.  There is at least one adult on campus I can talk to when I feel sad, anxious or frustrated: 82%  Teachers Provide Consistent Support and Guidance: Teachers are praised for their personalized support, including providing extra time, organizing materials, and offering one-on-one assistance to ensure students understand and keep up with their lessons.  Teachers Provide Academic and Emotional Support: Students frequently mention teachers' willingness to provide step-by-step guidance and personalized feedback, demonstrating their commitment to student success.  Teachers Encourage Persistence and Improvement: Teachers often motivate students by acknowledging their efforts and encouraging them to persist through challenges, fostering a growth mindset.  Data was unable to be disaggregated due to no longer using a vendor created survey. Surveys were given through the Superintendent Student Council.|On average 76% of 3rd-8th grade students feel safe at school which is up from last years 67%. District administration feels this is attributed to the increase percentage (79%) of kids feeling that they have at least one adult on campus they can talk to. There has been a consistent presence of the school counselor, along with the second year of the Wellness Room which is a safe place for students to go during recess and or visit one-on-one with the counselor during class time when needed. Parsec Real indicated that students appreciate calm and safe spaces like the library and the wellness room. Calm environments like the library and wellness room are valued for their peaceful atmosphere, offering students a place to relax and feel secure.|Socio-emotional curriculum/activities has been slowly implemented at Oak Valley. There is a continued focus on providing SEL curriculum for the 26/27 school year with WriteBrain literacy which embeds SEL into writing opportunities that will happen on a weekly bases schoolwide for the 26-27 school year. The Community Outreach Coordinator works diligently to provide organized sports at recess time and board games. The students love the new activities that have been brought out at recess time, so we will continue doing this. The students requested to evaluate assignment pacing and allocate more in-class time for completion to reduce student anxiety and prevent homework from encroaching on personal time. So, administration is taking a closer look at middle school instructional pacing in particular in order to remedy any student anxiety. The student survey also indicated they would like to see ways to integrate regular, fun, project-based activities into the curriculum to enhance their engagement and make learning more enjoyable. PBL continues to be a focus at OV to increase and administration will continue to conduct walk thru's to identify if PBL is happening and provide the necessary teacher training.|Met||2026-06-23|2026
54720250000000|Outside Creek Elementary|6|"There were 0 major physical fights between pupils this year. In summary for the healthy kids' survey, 0% answered to not ever feeling safe, and 100% of the students answered ""Yes"" to feeling safe at school and 85% of students said ""Yes, most of the time"" or ""Yes, all of the time"".  Moving forward, the goal is to have higher valid percentages of ""Yes, all of the time""."|The data demonstrated a safe environment for kids. The school determines the no changes to existing plans, policies, or procedures are needed, but that a continuation of the current accountability environment will be implemented.|The school determines the no changes to existing plans, policies, or procedures are needed, but that a continuation of the current accountability environment will be implemented.|Met||2026-06-11|2026
54720330000000|Palo Verde Union Elementary|6|Local Data: Attendance rate was 94% for 2025-26 86% of parents report school being a safe place 100% of parents, 61% of students, and 100% of Teacher report feeling connected and engaged to the school community  State Data: 1.1% suspension rate (all students) with White (2.9%), LTEL (2.4%), and SWD (2.9%) higher 0% expulsion rate 0% drop-out rate 9.6% Chronic Absenteeism rate (all students) with White subgroup standing out with 17.2% and Homeless at 11.8%|Overall, Palo Verde is doing a good job of maintaining a positive culture and climate for students, families, and staff.  We would like to see some of the student numbers in the survey on engagement, connectedness, and safety higher and will work on those areas with additional PBIS development. We are targeting student feeling of engagement, specifically, with a goal of 90% or higher in the coming school years.|The new Community Schools Partnership Program was implemented beginning in 2024-2025 to provide increase agency services to families to help with health, mental health, social service agency referrals, and direct services to families at our school locations.  We feel this will support many of the areas with student and family needs and increase the awareness of the school site as a central and supportive agency for our community needs.|Met||2026-06-17|2026
54720410000000|Pixley Union Elementary|6|As reflected in the most recent annual survey, 79.5% of students, 91.65% of parents, 85 % of teachers report feeling they strongly agree or agree that they feel school is a safe place.  CHKS SURVEY results for climate: Feeling of school connectedness – 87.5% 6-7 grade students Academic motivation- 50% of 6-7 grade students School is really Boring- 23% of 6-7 grade students School is worthless and a waste of time- 56% of 6-7 grade students Maintaining focus on schoolwork- 68% of 6th grade and 75% of 7th grade students Caring adult relationship- 34% of 6-7 grade students High expectations- 56% of 6th grade and 33 of 7th grade students Facilities upkeep- 67% of 6th grade and 62% of 7th grade students Promotion of parental involvement in school- 75% of 6th grade and 56% of 7th grade students Experienced harassment or bullying- 22% of 6th grade and 27% of 7th grade students Had mean rumored or lies spread about you- 27% of 6th grade and 29% of 7th grade students Been afraid of being beaten up- 19% of 6th grade and 23% of 7th grade students Been in a physical fight- 3% of 6th grade and 8% of 7th grade students Seen a weapon on campus- 7% of 6th grade and 5% of 7th grade students Cyberbullying- 15% of 6th grade and 29% of 7th grade students  PARENT SURVEY (reflects data of participating families): 59% of families reported that their child participates in the after school program. 100% are happy with the services in the after school program. 82.1% are aware of the family resource center services 35% have utilized the services of the family resource center 90% were satisfied with the services when they used the family resource center 100% of parents attend parent/teacher conferences 75% of special education parents were happy with the services of that program (1 parent responding had a negative experience)|Responses on parent surveys indicated overall improvement in engagement, culture, campus issues, and safety. 100% of our parent responses were unduplicated student families. Data was not available for further disaggregation by group.|Pixley Union Elementary School District will continue to strengthen family engagement through ongoing outreach efforts, provide additional staff training in crisis response and school safety, and expand family support services through the Community Schools Partnership Grant program.  The district will continue to prioritize teacher collaboration by providing structured opportunities for educators to engage in curriculum planning, assessment analysis, and instructional improvement. Building on the expanded Curriculum, Instruction, and Assessment (CIA) Team established in Winter 2024, this collaborative work remained a key focus throughout the 2025–2026 academic year and will continue to support continuous improvements in teaching and learning.|Met||2026-06-23|2026
54720580000000|Pleasant View Elementary|6|PVESD believes a positive school climate is essential to student success and well-being. Students who feel safe, supported, and connected to their school community are more likely to achieve academically, attend regularly, and develop skills necessary for long-term success. To monitor school climate and student wellness, the district annually administers School Climate, Health and Wellness, and Self-Efficacy Surveys to students in grades 4–8. Survey results are reviewed by district leadership, presented to the Governing Board, and used to inform continuous improvement efforts within the Local Control and Accountability Plan (LCAP), particularly Goal 6, which focuses on student engagement, wellness, and connectedness. Results from the 25–26 Health and Wellness Survey indicate that students view their school environment positively. More than 94% of students reported feeling safe at school, while 96.6% indicated that adults would help them with emotional needs such as sadness, stress, or anxiety. Nearly all students (98.9%) reported that adults at school care about them, support them, and encourage them to believe they can learn anything they set their minds to. Additionally, 93.1% of students agreed that staff help resolve conflicts effectively. The district has established a target of 90% positive agreement in key climate indicators and continues to exceed that goal in most areas. Survey findings reflect strong relationships and a school culture that promotes belonging, safety, and support. We also monitor student access to mental health services. During the 25–26 school year, approximately 32% of students received direct services from the district’s school psychologist, exceeding the district target of 30%. This demonstrates the district’s commitment to proactive intervention and social-emotional support. The district measures student self-efficacy to better understand students’ confidence in their abilities. Survey results showed strong confidence across multiple domains, including Academic Achievement (3.26), Social Self-Efficacy (3.20), Self-Regulated Learning (2.90), and Enlisting Social Resources (2.86). These results suggest that students feel capable academically, socially, and in seeking assistance when needed. While survey results remain positive, opportunities for growth were identified in student wellness, healthy lifestyle promotion, conflict resolution, and emotional well-being. The district will continue to expand wellness initiatives, social-emotional learning opportunities, mental health supports, and staff development to ensure all students feel supported and connected. Through ongoing evaluation and input from students, families, and staff, Pleasant View School District uses survey data and student support information to guide planning, budget decisions, and LCAP actions. The district remains committed to creating a safe, supportive, and inclusive environment where every student feels valued, connected, and empowered to succeed.|Although overall student feedback on school support was overwhelmingly positive, the district reviewed student comments to better understand the strengths and areas for growth in the school climate. Many students expressed appreciation for the support they receive from teachers/staff: Positive Student Feedback: “The teachers are always there when I need help.” “I feel safe at school because the adults care about us.” “My teacher helps me when I am struggling.” “The staff are kind and want us to succeed.” “There is always someone I can talk to if I have a problem.” While most comments reflected positive experiences, some students identified areas for continued improvement. Representative Areas for Growth: Consistent Enforcement of Rules “Some teachers have favoritism.” “Some teachers show favoritism because one student may not do work but another gets in trouble.” Bullying Prevention and Response “Students can bully other students where staff can't see them.” “Sometimes students say mean things when adults are not around.” Trust and Accessing Adult Support “Some kids are too embarrassed to ask for help.” “Some kids are too embarrassed to tell adults when they need help.” Access to Basic Needs “They would just tell us to wait until lunch if we are hungry.” Student feedback suggests opportunities to improve fairness, increase comfort in seeking help from adults, strengthen bullying prevention, and improve awareness of basic-needs supports. While these concerns were raised by a small number of students, they provide important insight for continued improvement. Implications for Action PVESD will continue to foster a safe, supportive, and inclusive environment by strengthening student-adult relationships, reinforcing anti-bullying practices, and promoting consistent implementation of school expectations. The district will provide ongoing professional development focused on relationship-building, social-emotional learning, and student engagement. Staff will continue to communicate available mental health, counseling, and basic-needs resources and create safe opportunities for students to seek help confidentially. We will also continue monitoring school climate data to ensure all students feel valued, supported, and connected to their school community. The data highlights the importance of continued focus on equity, bullying prevention, mental health supports, and trust-building between students and adults. Strategies may include strengthening consistent disciplinary practices, expanding support systems for students experiencing emotional or behavioral challenges, and promoting a culture of openness and trust. Additional attention will be given to ensuring basic needs such as food security are addressed sensitively and effectively. In summary, the survey data provides valuable insight into student experiences at PVESD, highlighting both strengths and opportunities to further strengthen a supportive and inclusive school environment.|Based on local data and student needs in 2025–26, Pleasant View Elementary School District continues to refine plans and practices to improve school climate, student well-being, and academic and social-emotional outcomes for all students. MTSS Monitoring: PVESD strengthens its Multi-Tiered System of Supports by using ongoing academic, behavioral, attendance, and social-emotional data to identify student needs early and track the effectiveness of interventions. School Climate & Student Support: In response to student feedback, the district will continue improving consistency, fairness, belonging, and relationship-building through professional development focused on trauma-informed practices, positive behavior supports, and supportive classroom environments. Bullying Prevention: The district will reinforce clear expectations, consistent response procedures, and staff training to improve identification and response to bullying and ensure student safety. Mental Health Services: PVESD will maintain and expand access to counseling, school psychologist support, and social-emotional services, while strengthening partnerships with families and community providers. Trust & Communication: Efforts will continue to promote safe, open communication and increase opportunities for students to seek help and connect with trusted adults, strengthening student voice and belonging. Basic Needs Supports: The district will continue identifying and addressing student needs such as food, clothing, and other essential resources through coordinated support with families and community partners. Monitoring Progress: Impact will be evaluated through surveys, attendance, behavior, intervention data, and stakeholder feedback to ensure continuous improvement and alignment with district goals and LCAP priorities.|Met||2026-06-23|2026
54720820000000|Richgrove Elementary|6|"RSD conducts surveys to gather data on the feelings on school climate by our Educational Partners. The California Healthy Kids Survey was given to both 6th and 7th graders and an overall survey was giving to our Educational Partners to gather various information. Based on the CHKS it was determined that 52% of 6th graders and 51% of 7th graders felt ""connected"" to our school. In the area of safety, 53% of 6th graders and 47% of 7th grades felt safe on our campus based once again on the CHKS. In the survey of our Educational Partners 78% had a positive feeling of RSD and 72% felt the campus was safe. 2025 CDE Dashboard Information- Chronic Absenteeism All Students- 13.6% (Increased 1%) English Learners12.2 % (Increased 1.3%) Hispanic- 13.2% (Increased 0.9%) SED- 13.9%- (Increased 0.8%) SWD- 17.9%- (declined 0.1%) LTEL- 10%- (Increased 0.8%) 2025 CDE Dashboard Information- Suspensions All Students- 3% (maintained) English Learners 2% (declined 0.4%) Hispanic- 3.0% (maintained) (increased 0.6%) SED- 3.1%- (maintained) SWD- 0%- (declined 3.8%) LTEL- 8.3%- (Increased 2.2%) 0% Dropout Rate- CALPADS Data 0% Expulsion Rate"|The overall percentage for the 6th and 7th graders was a much lower number than we had hoped to see. The low percentage in the area of safety is also of concern. The percentage we saw with the survey that went out to all Educational Partners, including students, was where we anticipated landing in that area. This alerts us to our need to dive deeper into both of these areas to see if the CHKS was an anomaly or if we need to look for areas of concern with our students and hold some dialogue sessions with students to see how we can better these numbers and provided for more connection to students and a safer environment.|"RSD will have to make it a practice to have more dialogue with our student population on school safety and connectedness. the district believes it is important to define ""connectedness"" so that we are comparing the proper feelings. School safety and connectedness will have to be addressed in more detail that allows for more precise feedback in the area of examples so that administration can best determine where to begin to correct this problem. More follow up questions and open answers will be put into our surveys. RSD will also have to do a better job of teaching our students how to use our online reporting system ""Sprigeo"" in the hopes of getting more information on unsafe places on campus and any bullying that makes students feel unsafe. We continue to update and review our Bullying Policy along with reaching out Educational Partners to make them aware that if they know of any concerns to please contact the school."|Met||2026-06-17|2026
54720900000000|Rockford Elementary|6|Rockford Elementary administered its student survey in May 2026, but due to a technical glitch, survey results could not be accessed for analysis.  But, historical survey results due indicate the a high percentage of district students feel a strong sense of safety and security while on campus.  Furthermore, these same historical surveys indicate students also feel strongly connected to the school and feel a sense of welcome and caring is demonstrated by school staff.|The district has learned the district processes and protocols in place to maintain and safe and secure campus are in place.  The discipline process in place clearly demonstrate the steps to be taken to address incidences of student behavior attention.|The district is in the process of creating and board-approving its threat assessment policy and protocols.  Though clear discipline procedures are established, protocols for addressing more serious incident events need strengthening.|Met||2026-06-22|2026
54721080000000|Saucelito Elementary|6|% of students participating in co-curricular or extracurricular activities 100% Survey results of students, staff and parents reporting feeling safe at school Parents: 100% Staff: 88% Students: 88.7% Survey results of students, staff, and parents reporting feeling connected to school Parents- 100% Staff- 100% Students- 100% CA SCHOOL DASHBOARD DATA Culture indicators at our school include a Chronic Absenteeism rate of 34.7% in the 2022-23 school year which we have managed, through numerous programs and LCAP funding, to reduce to 12.8% in 2025-26. Our Hispanic subgroup is a 12.2% rate, and our White subgroup a 15.4% rate. In the area of suspensions, our rate decreased from 7.2% in 2023-24 to 3.8% in 2025-26 overall, with Socioeconomically Disadvantaged student rate at 4.8%. CHKS RESULTS On the most recent California Healthy Kids Survey, only 56% of our students reported feeling connected to school. 38% said they had 3 or more absences in the past month, 64% perceived the school as very safe, and 42% had experiences harassment or bullying. In the areas of mental health, 22% reported social emotional distress and 25% chronic sadness/ hopelessness. 17% said they had considered suicide and only 44% felt a feeling of optimism.|Chronic absenteeism increased greatly for us in 2022-23, but we applied a number of interventions and increased communication with our families with astounding single year reduction of this in 2023-24. We will be continuing this work. Saucelito continues to be committed to implementing behavioral supports and social-emotional interventions. We have seen suspension rates fall, and then rise again. The small population makes changes in percentage extreme, but we are still analyzing every event and how we work with students and families to intervene in behaviors in ways that keep children in school, and productive members of our school community.|We will continue to strengthen our actions in Goal 2 of our LCAP, dedicating resources to behavior interventions, mental health services, communication with families, and engaging students in order to reduce suspension rates.|Met||2026-06-04|2026
54721160000000|Sequoia Union Elementary|6|Sequoia Union Elementary Charter School administered local school climate surveys during the 2025-26 school year to students, families, and staff. The surveys measured perceptions of school safety, belonging, connectedness, relationships, student support, behavior, teaching and learning, communication, and overall school climate. Responses included students, family members, and staff members. Favorable responses are defined as “Agree” or “Strongly Agree.”  Student survey results were generally positive, with 80.9 percent favorable responses overall. The strongest areas were the school being a good place to learn, at 94.1 percent, and adults caring about students, at 88.2 percent. Belonging and engagement received 84.7 percent favorable responses, teacher support received 81.2 percent, and student well-being received 85.3 percent. Safety received 76.5 percent favorable responses. Peer relationships were lower at 68.6 percent, including 52.9 percent agreeing that students treat one another with respect and 58.8 percent agreeing that students follow school rules.  Family responses were 79.7 percent favorable overall. Student connection received 83.7 percent, teaching and learning received 81.2 percent, communication received 82.6 percent, and overall school perceptions received 80.4 percent. Safety and respect were lower at 70.7 percent. Families rated teacher support and positive student relationships most highly, both at 89.1 percent.  Staff responses were 78.4 percent favorable overall. The teaching and learning environment was strongest at 93.4 percent, including 100 percent favorable responses for collaboration and productive classroom routines. Student support and belonging received 82.9 percent. Lower-rated areas included student behavior and climate at 71.1 percent and staff well-being at 67.1 percent.  The survey instruments did not collect student-group demographic information. Therefore, results could not be disaggregated by the student groups identified in Education Code section 52052.|Analysis of the 2025-26 student, family, and staff climate surveys indicates that Sequoia Union Elementary Charter School has a generally positive school climate, with overall favorable responses near or above 78 percent across all three groups.  A major strength is the learning environment. Students overwhelmingly identified the school as a good place to learn, while staff reported very strong collaboration and productive classroom routines. Students and families also expressed positive perceptions of caring adults, teacher support, communication, student connectedness, and opportunities for students to succeed. These findings reflect the benefits of the school’s small TK-8 setting, where staff members are able to develop sustained relationships with students and families.  The data also identify student behavior, peer relationships, and consistency of school expectations as areas for improvement. Student responses were lower regarding whether students treat one another respectfully and follow school rules. Families similarly rated safety and respect lower than other areas, while staff identified student behavior and school climate as a concern. Together, these results indicate a need to strengthen consistent behavioral expectations, positive peer interactions, conflict resolution, and student accountability.  Staff well-being was another area of need. Although staff members rated teaching and learning highly, their lower rating of well-being suggests that workload, stress, communication, resources, or support should be examined further. Supporting employee well-being is important because staff stability and morale directly affect relationships, instruction, and student support.  Student perceptions of physical and emotional safety were generally positive but remained below ratings for learning and adult support. The LEA should continue monitoring bullying, behavior, supervision, belonging, and students’ willingness to seek help.  The surveys did not include demographic questions, so the LEA could not determine whether perceptions differed among English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, or racial and ethnic groups. Improving future data collection to permit appropriate student-group analysis is an identified need.|Based on the climate survey findings, Sequoia Union Elementary Charter School will strengthen existing plans and procedures related to student behavior, peer relationships, school safety, staff well-being, and climate monitoring.  The LEA will review and reinforce schoolwide behavioral expectations to improve consistency across classrooms and common areas. Staff will provide clearer instruction regarding respectful behavior, following school rules, conflict resolution, and responsible decision-making. The Assistant Principal, teachers, counselors, and support personnel will coordinate behavioral interventions and monitor repeated concerns through discipline data, referrals, attendance, and student support meetings.  The LEA will expand opportunities for students to develop positive peer relationships through social-emotional learning, restorative practices, leadership, service activities, counseling, and structured opportunities for student voice. Bullying prevention, supervision procedures, and student reporting options will also be reviewed to ensure students know how to seek help and feel confident that concerns will be addressed.  To support employee well-being, administration will gather additional staff input regarding workload, communication, resources, collaboration, and professional support. Staff feedback will be used to identify practical adjustments, professional learning needs, and opportunities to improve working conditions while maintaining strong instructional collaboration.  The District will continue using student, family, and staff climate surveys annually to monitor progress. Future survey administration will include appropriate demographic information, when legally and practically available, so results may be analyzed by student group while protecting confidentiality. Results will be reviewed with staff, the School Site Council, ELAC, families, and the Governing Board and used to inform the LCAP, Comprehensive School Safety Plan, student support practices, professional development, and resource allocation.|Met||2026-06-09|2026
54721166054340|Sequoia Elementary Charter|6|Sequoia Union Elementary Charter School administered local school climate surveys during the 2025-26 school year to students, families, and staff. The surveys measured perceptions of school safety, belonging, connectedness, relationships, student support, behavior, teaching and learning, communication, and overall school climate. Responses included students, family members, and  staff members. Favorable responses are defined as “Agree” or “Strongly Agree.”  Student survey results were generally positive, with 80.9 percent favorable responses overall. The strongest areas were the school being a good place to learn, at 94.1 percent, and adults caring about students, at 88.2 percent. Belonging and engagement received 84.7 percent favorable responses, teacher support received 81.2 percent, and student well-being received 85.3 percent. Safety received 76.5 percent favorable responses. Peer relationships were lower at 68.6 percent, including 52.9 percent agreeing that students treat one another with respect and 58.8 percent agreeing that students follow school rules.  Family responses were 79.7 percent favorable overall. Student connection received 83.7 percent, teaching and learning received 81.2 percent, communication received 82.6 percent, and overall school perceptions received 80.4 percent. Safety and respect were lower at 70.7 percent. Families rated teacher support and positive student relationships most highly, both at 89.1 percent.  Staff responses were 78.4 percent favorable overall. The teaching and learning environment was strongest at 93.4 percent, including 100 percent favorable responses for collaboration and productive classroom routines. Student support and belonging received 82.9 percent. Lower-rated areas included student behavior and climate at 71.1 percent and staff well-being at 67.1 percent.  The survey instruments did not collect student-group demographic information. Therefore, results could not be disaggregated by the student groups identified in Education Code section 52052.|Analysis of the 2025-26 student, family, and staff climate surveys indicates that Sequoia Union Elementary Charter School has a generally positive school climate, with overall favorable responses near or above 78 percent across all three groups.  A major strength is the learning environment. Students overwhelmingly identified the school as a good place to learn, while staff reported very strong collaboration and productive classroom routines. Students and families also expressed positive perceptions of caring adults, teacher support, communication, student connectedness, and opportunities for students to succeed. These findings reflect the benefits of the school’s small TK-8 setting, where staff members are able to develop sustained relationships with students and families.  The data also identify student behavior, peer relationships, and consistency of school expectations as areas for improvement. Student responses were lower regarding whether students treat one another respectfully and follow school rules. Families similarly rated safety and respect lower than other areas, while staff identified student behavior and school climate as a concern. Together, these results indicate a need to strengthen consistent behavioral expectations, positive peer interactions, conflict resolution, and student accountability.  Staff well-being was another area of need. Although staff members rated teaching and learning highly, their lower rating of well-being suggests that workload, stress, communication, resources, or support should be examined further. Supporting employee well-being is important because staff stability and morale directly affect relationships, instruction, and student support.  Student perceptions of physical and emotional safety were generally positive but remained below ratings for learning and adult support. The LEA should continue monitoring bullying, behavior, supervision, belonging, and students’ willingness to seek help.  The surveys did not include demographic questions, so the LEA could not determine whether perceptions differed among English learners, students with disabilities, socioeconomically disadvantaged students, foster youth, students experiencing homelessness, or racial and ethnic groups. Improving future data collection to permit appropriate student-group analysis is an identified need.|Based on the climate survey findings, Sequoia Union Elementary Charter School will strengthen existing plans and procedures related to student behavior, peer relationships, school safety, staff well-being, and climate monitoring.  The LEA will review and reinforce schoolwide behavioral expectations to improve consistency across classrooms and common areas. Staff will provide clearer instruction regarding respectful behavior, following school rules, conflict resolution, and responsible decision-making. The Assistant Principal, teachers, counselors, and support personnel will coordinate behavioral interventions and monitor repeated concerns through discipline data, referrals, attendance, and student support meetings.  The LEA will expand opportunities for students to develop positive peer relationships through social-emotional learning, restorative practices, leadership, service activities, counseling, and structured opportunities for student voice. Bullying prevention, supervision procedures, and student reporting options will also be reviewed to ensure students know how to seek help and feel confident that concerns will be addressed.  To support employee well-being, administration will gather additional staff input regarding workload, communication, resources, collaboration, and professional support. Staff feedback will be used to identify practical adjustments, professional learning needs, and opportunities to improve working conditions while maintaining strong instructional collaboration.  The District will continue using student, family, and staff climate surveys annually to monitor progress. Future survey administration will include appropriate demographic information, when legally and practically available, so results may be analyzed by student group while protecting confidentiality. Results will be reviewed with staff, the School Site Council, ELAC, families, and the Governing Board and used to inform the LCAP, Comprehensive School Safety Plan, student support practices, professional development, and resource allocation.|Met||2026-06-09|2026
54721320000000|Springville Union Elementary|6|The LEA used a local climate survey to assess School Climate in 3rd through 8th grades.  These results will help to inform on areas of need and where the district is performing well in providing a safe and caring environment.  Survey Response Data: 90.3% - Safe at school. 30% - Harassed at school. 46% - Witnessed harassment at school. 77.3% - Comfortable approaching teachers and staff with safety concerns. 68.6% - Engage in extra curricular activities. 84.9% - Feel connected to classmates. 84% - Trust and can confide in adults at school. 75% - School ensures safety. 23%  - Avoid certain areas of school. 75% - School encourages a feeling of belonging. 80% - Participating in classroom. 31% - I feel excluded from peers at school. 40% - Students are respectful to each other. 82% - Resources and support systems in place for students with safety concerns. 77% - School encourages open conversations about safety concerns. 80% - Overall atmosphere of school in terms of safety and connectedness. 74% - Effective safety drills. 60% - School effectively addresses and resolves conflicts between students. 79% - School provides a caring and welcoming environment.|Overall, the data reveals a strong foundation of safety and trust within the school, supported by effective engagement and supportive relationships. However, addressing the significant issues of harassment and exclusion, fostering a more respectful student community, and improving conflict resolution strategies are critical steps forward. By focusing on these areas, the district can further enhance the school environment, ensuring that all students feel safe, included, and valued.|The district will focus in increasing and improving peer-to-peer relationships through growing opportunities for them to build voice and confidence, leading to increased successful participation in learning discussions, conflict resolution, constructive discourse, and personal growth.  This will be facilitated in part through the implementation of Paideia.|Met||2026-06-25|2026
54721400000000|Stone Corral Elementary|6|The district administered a locally developed student survey (May 2026) of which in part measured the student sense of school safety and connectedness. The survey did not have a means to disaggregate the students data by grade level or student group. It was administered to all students in grades 3rd - 8th. Results of the survey indicated that 86.6% of survey respondents indicated that they felt safe when at school and 84.6% responded that they felt connected to the the school and the people there.|Survey data indicates a rise in student sense of safety and connectedness from the prior year. The district has been very focused on providing student supports, such as a counselor and social worker who work closely with students and families to address socio-emotional and mental health needs of students. The social worker also works with families encountering challenging circumstances. The district believes that these supports and the great support and relationship-building efforts of all district staff members have contributed to the general feeling from students and families that the district genuinely cares about their well-being and takes measures to ensure the best possibility of all-around success for students attending the school.|The district will continue with its current initiatives that are driving increased feelings of belonging and security for students attending school. All students (100%) attending the district school are socioeconomically disadvantaged. The school is the central hub for many of the services needed by its families, as family financial situations often limit the ability to seek outside resources. With declining enrollment leading to some financial constraints impacting services, the district will seek to maintain the same level of support and services it is currently providing. The district has prioritized the actions that are continuing to support the needs of students tied to their sense of school safety and the feelings that the school has caring and welcoming individuals they can trust to have their best interests at heart.|Met||2026-06-18|2026
54721400136507|Crescent Valley Public Charter II|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 98% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-04|2026
54721570000000|Strathmore Union Elementary|6|SUESD administered climate surveys to students, families, and staff to gather feedback regarding school safety, connectedness, engagement, and overall school climate. Student surveys were administered to students in grades 3–8 and included opportunities for anonymous feedback through written, audio, or video responses. Survey results indicated that a majority of students reported positive perceptions of school climate, with approximately 71% reporting a positive school climate, 75% reporting a sense of connectedness, and 57% reporting feeling safe at school. Family and staff feedback also reflected generally positive perceptions of the school environment and relationships among students, staff, and families.  Analysis of subgroup data identified areas for continued growth. English Learners and Students with Disabilities reported lower levels of connectedness and engagement than their peers, and student perceptions generally declined in the upper grades when compared to grades 3–5. Educational partner feedback highlighted the importance of maintaining supportive relationships, increasing student engagement, and ensuring all students feel safe, connected, and valued within the school community.|Analysis of survey data identified several strengths related to school climate and student connectedness. Students generally reported positive relationships with teachers and staff and indicated that they feel supported by trusted adults on campus. Educational partner feedback also highlighted the value of engaging learning experiences, student activities, and community-building events that contribute to a positive and welcoming school environment.  The data also identified areas for continued improvement. Middle school students, particularly English Learners and Students with Disabilities, reported lower levels of connectedness and confidence that adults care about their academic success than other student groups. Students also identified concerns related to bullying, peer interactions, and the consistent implementation of behavioral expectations. These findings indicate a need to strengthen student belonging, increase engagement opportunities, and continue efforts to promote a safe, supportive, and inclusive school climate for all students.|Based on these findings, SUESD will continue implementing actions identified in the Local Control and Accountability Plan (LCAP) to strengthen school climate, student engagement, and student connectedness. The district will provide ongoing professional learning focused on relationship-building, student engagement, effective classroom practices, differentiation, and strategies to support diverse learners. Additional supports through school counselors, attendance teams, and the Community Schools initiative will help address barriers to student engagement and strengthen connections between students, families, and school staff.  The district will also continue targeted outreach to English Learners, Students with Disabilities, and their families through multilingual communication, family engagement opportunities, and advisory groups. Student voice will remain an important component of continuous improvement efforts through surveys, focus groups, and other opportunities for students to provide feedback on school climate, safety, and engagement. Information gathered from students, families, and staff will continue to inform site and district decisions aimed at creating a safe, supportive, and inclusive learning environment.|Met||2026-07-15|2026
54721730000000|Sundale Union Elementary|6|Sundale counselors and administration periodically survey our middle school students to ensure they have a positive outlook and well-being, in addition to the annual survey to all 4th - 8th grade students to ensure their safety, well-being, and positive outlook. For the 2025-2026 year, 100% of our students indicated they felt safe and supported by staff. Sundale continues to emphasize positive character amongst students as well as staff building positive relationships with students. Data Year 2025-2026: All Students:   100% of students feel safe, 90% of students feel connected, 82% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. EL students:  100% feel safe, 92% feel connected, 90% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. SED students: 100% feel safe, 91% feel connected, 80% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. Homeless/Foster students:   100% feel safe, 83–90% feel connected, 67–80% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. Student with Exceptional Needs (Special Education):  100% feel safe, 90% feel connected, 71% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. Hispanic students:   100% feel safe, 90% feel connected, 80% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning.|The Sundale staff works hard to make sure that there is inclusivity for students, so that students feel connected, empowered and positive about learning. We also continually ensure that students feel safe at school through our See Something, Say Something program as well as check-ins with our two full-time counselors. With these supports, our students and student groups show that 100% have positive conditions for teaching and learning, 90% feel connected, and 100% feel safe at school, which remain our primary strengths. The area of need identified through this data is empowerment. We want all students to feel empowered to speak their mind and have input in class discussion and learning. While the overall empowerment score is 82%, it remains an area to continue to grow in for all of our students, but especially our Students with Exceptional Needs (71%) and those in the Foster Program (67%), as well as our Socio-economically Disadvantaged (80%) and Hispanic (80%) student groups. This will be an area that we address and improve on with our teachers through targeted training and professional development. Data Year 2025-2026: All Students: 100% feel safe, 90% feel connected, 82% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. EL students:  100% feel safe, 92% feel connected, 90% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. SED students:   100% feel safe, 91% feel connected, 80% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. Homeless/Foster students: 100% feel safe, 83–90% feel connected, 67–80% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. Student with Exceptional Needs (Special Education): 100% feel safe, 90% feel connected, 71% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning. Hispanic students: 100% feel safe, 90% feel connected, 80% feel empowered to have input in class and their learning, and 100% of students felt positive with the conditions for teaching and learning.|The plan that we have developed focuses on teacher training and professional development. In order to address this need that was identified we will ensure that part of that training and professional development is geared to first making teachers aware of the issue, teaching them strategies to encourage student voice, and continuing to survey our students so that we can monitor progress and make improvements where needed.|Met||2026-06-06|2026
54721810000000|Sunnyside Union Elementary|6|Sunnyside School recognizes the importance of ensuring that all families, particularly those from underrepresented groups, have meaningful opportunities to participate in school decision-making processes. While a core group of families consistently engages in advisory committees and school events, the district acknowledges the need to expand participation to ensure that a broader and more representative range of perspectives is included.  To address this need, the school will continue to prioritize targeted outreach to underrepresented families during the 2026–2027 school year. Social workers, school psychologists, and administrators will play an active role in building trust and strengthening relationships with families who may not traditionally engage with the school. Through personalized communication, support, and encouragement, these staff members will emphasize the importance of family voice in shaping decisions that directly impact student achievement and overall school improvement. During the 2025–2026 school year, these staff members successfully connected with and provided support to students and families requiring additional assistance, establishing a foundation for continued engagement efforts.  Toward the end of the 2025–2026 school year, the district also conducted targeted outreach to families of English Learners to establish an English Learner Advisory Committee (ELAC). These efforts were highly successful, resulting in increased parent participation and the formation of a representative group that will provide valuable input regarding programs and services for English Learner students. This accomplishment demonstrates the effectiveness of the district’s intentional outreach efforts and highlights the importance of creating opportunities for underrepresented families to engage in meaningful leadership and advisory roles.  The district will continue to increase awareness of advisory meetings, family engagement opportunities, and input sessions through accessible communication methods, personal invitations, and inclusive outreach practices. By intentionally broadening participation and welcoming new voices into the decision-making process, Sunnyside School remains committed to fostering an equitable, inclusive, and responsive system of family engagement that reflects the needs and perspectives of its entire school community.|Local Surveys Provided During the 2025-2026 School Year Parent Survey (Scale 1-4) The School provides a supportive atmosphere 3.44 School Safety 3.78 Kids Connected to Staff 3.33  Staff Responses (Scale 1-4) School environments are enhanced to promote a positive, engaging, and supportive learning atmosphere   3.5 Staff Feels Safe 3.46 I believe the kids are safe 3.46 The school promotes a positive atmosphere 3.35  Student Responses (Scale of 1-5) How safe do you feel on campus? 3.67 How well are you supported by teachers and staff? 3.78|### Key Areas of Need Identified  Through stakeholder feedback and analysis of school climate data, Sunnyside School identified several key areas requiring focused attention during the 2026–2027 school year:  * Perceptions of unequal or inconsistent behavioral consequences * The need for more positive and proactive adult-student interactions * Strengthening overall school climate through relationship-building and student engagement  ### Planned Revisions and Actions  #### Restructuring Student Supervision  The district will review and revise its current student supervision model to ensure increased adult visibility, consistency, and support during key unstructured times, including recess, lunch, and student transitions. Roles and responsibilities for supervision staff will be clearly defined, and additional training will be provided to promote consistent implementation of school expectations and procedures.  #### Addressing Perceptions of Unequal Consequences  School administration will work collaboratively with staff to review discipline procedures and address concerns regarding consistency and fairness. The district will continue to explore and expand restorative practices as a means of addressing student behavior through relationship-centered and educational approaches. Staff members will receive ongoing professional development related to behavioral expectations, implicit bias, equitable discipline practices, and effective intervention strategies to ensure greater transparency and consistency in responses to student behavior.  #### Enhancing Positive Adult-Student Interactions  Recognizing the importance of positive relationships in promoting student success, the district will implement strategies designed to increase meaningful interactions between adults and students. These efforts may include:  * Staff-student mentoring opportunities * Increased use of positive check-ins and relationship-building conversations * Structured engagement activities during supervision periods * Recognition programs that celebrate positive behavior, growth, and achievement  All staff members will be encouraged to actively participate in fostering a culture of respect, belonging, and connection, ensuring that every student feels known, valued, and supported.  #### Ongoing Monitoring and Continuous Improvement  Implementation of these actions will be monitored throughout the school year as part of the district’s continuous improvement process. Feedback collected through student, parent, and staff surveys, along with discipline and attendance data, will be regularly reviewed to assess effectiveness and guide future adjustments.  The Vice Principal and Superintendent-Principal will lead implementation efforts in collaboration with the leadership team, School Site Council, and other stakeholder groups.  These actions reflect Sunnyside School’s ongoing commitment to fostering a safe, supportive, and inclusive learning environment where all students experience a sense|Met||2026-06-23|2026
54721990000000|Terra Bella Union Elementary|6|During the 2025–26 school year, TBUESD administered its district-developed student climate survey to students at Carl Smith Middle School. The results indicate strong overall student satisfaction and sense of belonging:  88.7% of students reported feeling proud to belong to TBUESD  91.5% reported feeling that school is safe or very safe (with the remaining 8.5% responding unsafe)  95.7% reported being happy to attend Carl Smith Middle School.  With respect to student ethnicity, 97.4% of respondents identified as Hispanic, while 2.6% identified as Non-Hispanic or another ethnicity.|"Carl Smith Middle School demonstrates clear strengths in school climate, with 95.7% of students happy to attend, 91.5% feeling safe or very safe, and 88.7% proud to belong to TBUESD. The primary area for improvement lies with the 8.5% of students who responded ""unsafe""—a group that, while not reporting active safety concerns, does not feel securely safe. Follow-up with these students could help clarify their experiences and guide targeted supports to strengthen their sense of security."|The district will return its focus to improving monthly engagement and enrichment activities for students and advancing a social-emotional framework across grade levels to strengthen feelings of safety and deepen students' sense of connection to school. The district has already added additional social-emotional support staff and student supervision staff, and plans to expand counseling services next year to further support these efforts.|Met||2026-06-11|2026
54722070000000|Three Rivers Union Elementary|6|"2025-26 Data  Attendance Rate                        95.94% as of P1 Reporting  Chronic Absentee Rate               3.1% overall (improved 12.4%)                                                                                                                          Suspension Rate                        3% overall (declined 3.1%) Drop Out Rate                             0%  Expulsion Rate                            0%   2026 Spring Survey Results  Students Goal 1: Safety and School Climate – ""I feel safe at school."" Agree: 62.3% Neutral: 30.2% Disagree: 7.5%  Goal 2: Connectedness and Belonging – ""I feel connected to my school and that I belong."" Agree: 50.9% Neutral: 35.8% Disagree: 13.2%  Goal 3: Engaging and Meaningful Learning – ""The school provides engaging and meaningful learning experiences."" Agree: 43.4% Neutral: 41.5% Disagree: 15.1%  Staff  Goal 1: Safety and School Climate – ""I feel safe at school."" Agree: 81.8% Neutral: 18.2% Disagree: 0.0%  Goal 2: Connectedness and Belonging – ""I feel connected to my school and that I belong."" Agree: 90.9% Neutral: 9.1% Disagree: 0.0%  Goal 3: Engaging and Meaningful Learning – ""The school provides engaging and meaningful learning experiences."" Agree: 90.9% Neutral: 9.1% Disagree: 0.0%  Parents/Guardians  Goal 1: Safety and School Climate – ""I feel safe at school."" Agree: 81.5% Neutral: 14.8% Disagree: 3.7%  Goal 2: Connectedness and Belonging – ""I feel connected to my school and that I belong."" Agree: 74.1% Neutral: 18.5% Disagree: 7.4%  Goal 3: Engaging and Meaningful Learning – ""The school provides engaging and meaningful learning experiences."" Agree: 63.0% Neutral: 22.2% Disagree: 14.8%"|We continue to maintain high levels of sense of safety for our students, families, and staff.  Overall school connectedness is very high for parents and staff but we want to increase it for students.|We will continue implementing our three year LCAP plan which includes PBIS and student engagement activities to increase student engagement/ connectedness|Met||2026-06-17|2026
54722150000000|Tipton Elementary|6|The district administered a Local Climate Survey to students in grades 5–8. Survey results were disaggregated by grade level; additional student group disaggregation was not available through the survey reporting process.  The survey measured student perceptions related to school safety, connectedness, engagement, academic support, family involvement, and the learning environment.  Results indicate that students generally reported positive perceptions of school climate. The percentage of students who reported feeling safe and connected at school ranged from 72.3% in seventh grade to 88.0% in fifth grade. Students reporting a connection to at least one adult at school ranged from 78.6% in eighth grade to 94.3% in sixth grade. Students reporting a sense of belonging at school ranged from 72.9% in seventh grade to 85.7% in sixth grade.  Students also reported positive perceptions of support services and the school environment. Access to counseling or emotional support services ranged from 77.1% in seventh grade to 91.2% in sixth grade. The percentage of students reporting that classroom and school spaces help them focus and learn ranged from 76.5% in sixth grade to 89.8% in fifth grade. Students reporting that the school provides a clean and well-maintained learning environment ranged from 83.0% in seventh grade to 94.0% in fifth grade.  Student engagement results varied by grade level. The percentage of students reporting that they are motivated to come to school each day ranged from 47.3% in eighth grade to 74.0% in fifth grade. Students reporting that classes are interesting and help them learn ranged from 77.1% in seventh grade to 96.0% in fifth grade.  A subset of survey items related to student relationships and fairness showed lower levels of agreement. The percentage of students reporting that students treat one another with respect ranged from 53.6% in eighth grade to 76.0% in fifth grade. Students reporting that adults help solve problems fairly ranged from 60.4% in seventh grade to 85.7% in fifth grade.  The survey also included questions related to academic support. In English Language Arts, between 91.6% and 98.0% of students reported that teachers help improve their reading and writing skills. In mathematics, the percentage of students reporting that teachers explain math in ways they understand ranged from 25.0% in eighth grade to 69.4% in fifth grade. Students reporting confidence in their ability to learn and do well in math ranged from 35.4% in seventh grade to 53.1% in fifth grade.|Analysis of the Local Climate Survey data identified several strengths and areas of need related to school conditions and climate for students in grades 5 through 8.  A key strength identified through the survey is that students generally feel safe, supported, and connected to the school community. Between 72% and 88% of students reported feeling safe and connected at school, while 79% to 94% reported having a connection with at least one adult on campus. Students also reported positive access to counseling and emotional support services, with 77% to 91% indicating support is available when needed. Family engagement was viewed positively across grade levels, with students reporting opportunities for parent involvement and strong family-school connections. Additionally, students reported favorable perceptions of the physical learning environment, with 77% to 90% indicating that school facilities support learning and 83% to 94% reporting that the campus is clean and well-maintained.  The survey also identified several areas of need. A significant finding was the decline in student motivation across grade levels. The percentage of students reporting they are motivated to come to school each day decreased from 74% in fifth grade to 47% in eighth grade, indicating a need to strengthen student engagement, particularly in the upper grades.  Student relationships and perceptions of fairness also emerged as areas for improvement. Only 54% to 60% of students in grades 6 through 8 agreed that students treat one another with respect. Similarly, agreement that adults help solve problems fairly declined from 86% in fifth grade to approximately 60% in grades seven and eight. These findings suggest a need to continue strengthening positive school culture, student relationships, and restorative practices.  Another key learning was the difference in student perceptions of mathematics instruction between elementary and middle school grades. While approximately 69% of fifth- and sixth-grade students reported that teachers explain mathematics in ways they understand, this percentage declined to 35% in seventh grade and 25% in eighth grade. Student confidence in mathematics also declined in the upper grades, indicating a need for continued support in mathematics instruction and student self-efficacy.  Overall, the survey data indicate that Tipton Elementary School provides a safe, supportive, and positive learning environment where students feel connected to adults and have access to important resources and supports. The primary areas identified for growth include increasing student engagement and motivation in the upper grades, strengthening peer relationships and perceptions of fairness, and improving student confidence and understanding in mathematics. These findings will be used to inform future planning and continuous improvement efforts.|Based on the analysis of Local Climate Survey data, Tipton Elementary School District identified student engagement, peer relationships, perceptions of fairness, mathematics confidence, and awareness of available supports as areas for continuous improvement.  To address declining student motivation and engagement in the upper grades, the district will continue expanding opportunities for student leadership, enrichment activities, electives, project-based learning, career exploration, and student voice. Staff will also continue implementing instructional practices that increase student engagement, relevance, and ownership of learning.  To strengthen peer relationships and improve perceptions of fairness, the district will continue implementing Positive Behavioral Interventions and Supports (PBIS), restorative practices, social-emotional learning, and relationship-building activities. These efforts are intended to promote respectful interactions, strengthen school connectedness, and foster a positive school culture.  To address concerns related to mathematics confidence and understanding, the district will continue providing mathematics-focused professional development, instructional coaching, targeted interventions, and evidence-based instructional strategies designed to increase student understanding, engagement, and achievement in mathematics.  The district will also continue providing comprehensive social-emotional and mental health supports through counseling services, behavioral supports, crisis response, family outreach, and social-emotional learning activities. Additional efforts will focus on increasing student awareness of available support services and strengthening connections with trusted adults on campus.  To support family engagement, particularly in the upper grades, the district will continue expanding communication efforts, family engagement activities, and opportunities for meaningful parent participation in school programs and events.  TESD will continue monitoring survey results, MTSS data, attendance data, academic performance data, and stakeholder feedback to evaluate the effectiveness of these actions and inform future continuous improvement efforts. The district remains committed to maintaining its strengths in school safety, student support, family engagement, and positive school climate while addressing identified areas of need.|Met||2026-06-09|2026
54722230000000|Traver Joint Elementary|6|Three surveys were done at the end of the school year: Parent/Community and Students were done in May and Staff surveys were done in June. Student Survey: There were two main focusses of the survey, LCAP Implementation and School Safety/Connectedness. The first section LCAP Implementation was broken into No evidence, Limited evidence, Moderate evidence and Strong evidence. We asked questions about Accessing learning materials, Getting help, Afterschool and summer school, Offering enrichment during the afterschool program, Feeling stressed or anxious, Field trips, Being challenged academically, Access to technology, Online learning, Family Educational Nights enjoyable, Parents feeling welcome, and Classroom furniture. The second part of the survey dealt with: being recognized for schoolwork and attendance, playing sports, having a clean school, feeling safe, connected to school and people, staff is kind, school and students are accepting, school is welcoming, adults at the school care about them, feeling comfortable to go to adults for help, and being heard when their is a problem.  Parent Survey: There were two main focusses of the survey, LCAP Implementation and School Safety/Connectedness. We asked questions about Aligned curriculum, afterschool and summer school, health and wellness, access to technology, family education nights, parent input, supervision and safety. The second section asked about Family Engagement and Communication: involved activities, opportunities to share ideas, inform parents on ways to be involved, school communicates effectively, and feeling welcome. The third and final section regarded School safety and Connectedness: safe environment, positive and respectful environment, strong sense of belonging, my child feels connected, and staff cares about my child. The first question involved what parents thought the school was doing well, the answers are summarized as follows: the availability of the school, Mr. Prado (the school social worker), the afterschool program, Mr. Ramirez, the principal, number of activities, and Family Education nights. Staff Survey: There were two main focuses of the survey, LCAP Implementation and School Safety and Connectedness. . We asked questions about Supplemental Curriculum Alignment, Highly qualified instructional aides in the classroom, Afterschool and summer programs, Students and families have access to comprehensive health services, Program director, Instructional staff receives coaching support in Math, ELA and ELD, Students have access to technology and software programs, Family Educational Nights, and Classroom Furniture. All of those areas were all marked with Strong Evidence or Moderate Evidence. The second section looked at School Safety and Connectedness: we asked if students felt safe at school, if the school maintained a positive and respectful environment, if there was a strong sense of belonging and if they felt a connectedness to the school environment.|Areas of Strength: Our students, staff and parents all have a very good outlook on our school. The parents and families have a lot of trust placed on the district, they like what we are doing and are asking for more parent nights and how they can be better involved with their student. As much as people have feared the Attendance Policy, it has worked wonders, kids are at school more and learning. Test scores are slowly trickling in and it's looking like we have increased in Math and ELA. Staff has seen the positive impact the afterschool program has on students and the school and of course the Attendance policy and rewards. The students have felt that the social worker has a been a great addition to help with anxiety and depression, rewards for Mustang of the Month and Attendance assemblies. The district will work toward looking at other key areas of concerns that were discussed at our LCAP meetings. Surveys also gave us ideas on improvement: cafeteria food.|No changes planned.|Met||2026-06-23|2026
54722310000000|Tulare City|6|"In Spring 2026, TCSD administered the Climate & Culture survey to students in grades 3–8. The results highlighted several institutional strengths, including robust support for academic learning (3.95), strong school connectedness (3.75), clear knowledge and fairness of discipline and rules (3.73), and general safety (3.46). Notably, the specific statement ""I feel safe at school"" earned a strong average score of 3.7. Within the School Connectedness category, students highly rated how their families are treated, noting they are treated with respect (4.26), and reported feeling genuinely cared for by their teachers (4.10)."|"Conversely, several items fell below the district's 70% positivity threshold (a score of 3.5), signaling areas for targeted growth. These included peer-to-peer respect, daily school enjoyment (""I like going to my school each day""), sense of belonging, campus cleanliness, and experiences with cyberbullying (""Students threaten me or call me mean names online"").    All Student Groups English Learners Pupils w/ Disabilities SED Foster Youth Homeless Hispanic White African American Asian Academic Learning 3.95 3.97 3.94 3.89 3.85 3.84 3.89 3.76 3.95 4.02 Connectedness 3.75 3.76 3.84 3.69 3.75 3.63 3.70 3.61 3.70 3.80 Discipline & Rules 3.73 3.71 3.80 3.65 3.66 3.72 3.65 3.56 3.70 3.72 Safety 3.46 3.26 3.30 3.18 3.35 3.18 3.18 3.16 3.19 3.19    The district recognizes an ongoing, critical need to prioritize Social-Emotional Learning (SEL) and cultivate positive relationships with students."|To drive continuous improvement, each school site will utilize a Multi-Tiered System of Supports (MTSS) team. Meeting bi-monthly to analyze student data and address individual needs, this team features dedicated sub-committees focused on attendance, academic progress, behavior, and social-emotional well-being. These sub-committees are responsible for reviewing and following up on referrals from staff, students, and parents, while tracking student progress over time.  Specific team directives include:  Attendance: Executing daily outreach calls to maintain close contact with families.  Academics: Connecting students with teachers and deploying data-driven, tiered interventions.  Behavior: Continuing the implementation of Positive Behavioral Interventions and Supports (PBIS), with an emphasis on explicitly teaching shared behavior expectations.  Furthermore, weekly early release Wednesdays will remain dedicated to continuous professional improvement and developing targeted school-site initiatives.|Met||2026-06-23|2026
54722490000000|Tulare Joint Union High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2026 was 2,088 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (87.2%) in our district indicated that they are happy to be at school, with only 9.3% of the students disagreeing or strongly disagreeing. Over seventy-eight percent of the students feel like they are respected and treated fairly by staff (78.1%) and over seventy-seven percent by students (77.5%) while less than 4% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (80.0%) and the necessary instructional materials (93.0%). Finally, 5.3% of our students feel like they do not have a person on campus who really cares about them. This is down from 5.9% last year, and significantly down from 41% in the 20-21 school year.|Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being. The District's Community Center has made a great impact on our parents, providing opportunities for parents to access resources and participate in parent education seminars to learn how to better support their students at school and at home.|Met||2026-06-18|2026
54722490130708|Sierra Vista Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2026 was 2,088 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (87.2%) in our district indicated that they are happy to be at school, with only 9.3% of the students disagreeing or strongly disagreeing. Over seventy-eight percent of the students feel like they are respected and treated fairly by staff (78.1%) and over seventy-seven percent by students (77.5%) while less than 4% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (80.0%) and the necessary instructional materials (93.0%). Finally, 5.3% of our students feel like they do not have a person on campus who really cares about them. This is down from 5.9% last year, and significantly down from 41% in the 20-21 school year.|Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being. The District's Community Center has made a great impact on our parents, providing opportunities for parents to access resources and participate in parent education seminars to learn how to better support their students at school and at home.|Met||2026-06-18|2026
54722490133793|Accelerated Charter High|6|Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2026 was 2,088 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (87.2%) in our district indicated that they are happy to be at school, with only 9.3% of the students disagreeing or strongly disagreeing. Over seventy-eight percent of the students feel like they are respected and treated fairly by staff (78.1%) and over seventy-seven percent by students (77.5%) while less than 4% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (80.0%) and the necessary instructional materials (93.0%). Finally, 5.3% of our students feel like they do not have a person on campus who really cares about them. This is down from 5.9% last year, and significantly down from 41% in the 20-21 school year.|Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in.|The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being. The District's Community Center has made a great impact on our parents, providing opportunities for parents to access resources and participate in parent education seminars to learn how to better support their students at school and at home.|Met||2026-06-18|2026
54722560000000|Visalia Unified|6|As part of our commitment to fostering positive and supportive learning environments, all students in Grades 5 through 12 participated in a school climate survey designed to gather valuable student perception data. Measuring school climate is essential for helping our staff continuously improve their practices and build a thriving school culture.|An analysis of the survey data revealed key insights regarding school climate, highlighting notable strengths in teacher-student relationships as well as clear opportunities for growth in extracurricular engagement: -Teacher Care & Support (Strength): 79% of respondents reported feeling that their teachers genuinely care about them. -Sense of Belonging (Strength): 76% of students felt that they are a valued part of their school community. -Extracurricular Participation (Identified Need): 51% of students regularly participate in extracurricular activities. While strong relational trust exists between students and teachers, increasing student involvement in extracurricular activities represents a critical area of focus to deepen student connectedness across all grade levels.|To address the identified need for higher student involvement and to better target individual support, the district has made key structural and operational changes: Tracking & Identification: Established a district-wide process to systematically monitor and map every student's participation in engagement and extracurricular activities. District Leadership Restructuring: Realigned district office resources and designated a dedicated Coordinator of Student Engagement to oversee, expand, and support student connection opportunities across all schools.|Met||2026-06-09|2026
54722560109751|Visalia Charter Independent Study|6|ue to its independent study model, smaller enrollment, and personalized approach to learning, Visalia Charter Independent Study (VCIS) provides students with individualized support and opportunities to develop strong relationships with staff. Many students and families choose VCIS because of its smaller learning environment, one-on-one supervising teacher meetings, and personalized educational experience, which contribute to a positive school climate and sense of belonging.  VCIS administers the Visalia Unified School District Annual School Climate Survey and an annual local educational partner survey to gather feedback regarding school climate, safety, connectedness, and student experiences. The district climate survey measures areas such as diversity and inclusion, cultural awareness and action, and sense of belonging, while the local survey provides additional insight into students' perceptions of school climate and safety.  During the 2025–26 school year, 98% of students reported that they are treated fairly by staff, and 99% indicated they feel safe and secure while on campus. Results from the district climate survey also continue to reflect positive perceptions in the areas of diversity and inclusion, cultural awareness and action, and sense of belonging. VCIS reviews survey results alongside other local data to monitor school climate, celebrate areas of success, and identify opportunities for continuous improvement.|Analysis of the 2025–26 local climate survey data indicates that VCIS continues to foster a positive, supportive, and safe school environment. Student survey results demonstrate strong relationships between students and staff, with 98% of students reporting that they are treated fairly by staff and 99% indicating they feel safe and secure while on campus. These results reflect the strength of VCIS's personalized independent study model, which emphasizes individualized support, one-on-one supervising teacher meetings, and meaningful connections that contribute to students' sense of belonging and overall well-being. District climate survey results also continue to reflect positive perceptions related to diversity and inclusion, cultural awareness, and school connectedness.  While the survey data highlights many strengths, VCIS remains committed to continuous improvement by expanding opportunities for student engagement, strengthening students' sense of belonging, and ensuring all students feel connected to the school community. The school will continue to analyze educational partner feedback and available student group data to identify trends, address areas of need, and refine programs and supports that promote positive school climate and student success for all learners.|Based on the analysis of local climate survey data and ongoing input from students, staff, and families, VCIS will continue to strengthen student connectedness and school culture by building upon the strong relationships that are foundational to the independent study model. Weekly one-on-one supervising teacher meetings will continue to serve as a primary opportunity for relationship building, academic monitoring, and social-emotional support. Staff will continue to incorporate intentional check-ins and personalized supports to ensure students feel connected, valued, and successful throughout the school year.  VCIS will also continue to expand opportunities for student engagement through school activities, leadership opportunities, and campus events that foster a strong sense of belonging and connection to the school community. The school will strengthen partnerships with families through ongoing communication using SchoolMessenger and the implementation of the Parent Institute for Quality Education (PIQE) Parent Academy, providing families with additional resources and opportunities to support student success.  These continuous improvement efforts will be monitored through local climate survey results, educational partner feedback, student engagement data, and ongoing review of academic, attendance, and school climate data. VCIS will use this information to evaluate the effectiveness of its programs, refine supports, and ensure all students continue to feel safe, supported, connected, and prepared for success.|Met||2026-06-09|2026
54722560120659|Visalia Technical Early College|6|As part of our commitment to fostering positive and supportive learning environments, all students in Grades 9 through 12 participated in a school climate survey designed to gather valuable student perception data. Measuring school climate is essential for helping our staff continuously improve their practices and build a thriving school culture.|Based on the data VTEC has identified several key learnings, areas of strength, and areas for growth. Areas of Strength: Favorable School Climate: Most students report feeling safe, respected, and supported in their school environment. Local survey data indicate that students overwhelmingly agree they have access to trusted adults on campus, a finding reinforced by the strength of advisory programs and staff-student relationships. Improved Suspension Rates: A significant strength is the reduction in suspensions, achieved through proactive Tier 2 interventions, including small-group restorative sessions for students who have been previously suspended. These efforts, led by our Tier 2 team, are grounded in student need and emphasize social-emotional support over punitive responses. Identified Needs: Belonging and Engagement for Underrepresented Students: While the overall school climate is favorable, disaggregated survey data show that Hispanic and socioeconomically disadvantaged students report slightly lower levels of school connectedness and voice in decision-making. This highlights the need for more intentional outreach, inclusive engagement strategies, and culturally responsive practices. Two-Way Communication with Families: Educational partner input, particularly from underrepresented families, suggests a need to enhance communication and feedback mechanisms. Parents want clearer pathways to share input and see how their voices impact school decisions. Academic Confidence and Readiness: Student self-reports reveal varying levels of academic confidence, especially in college and career readiness. This reinforces the importance of early four-year planning, expanded access to COS support, and exposure to real-world career experiences through internships and mock interviews. In summary, VTEC's analysis of climate and engagement data confirms the existence of strong student-staff relationships and effective Tier 2 supports, while also identifying the need for more inclusive practices and deeper family engagement to ensure equitable outcomes for all students. These findings directly inform our next steps in refining our MTSS structures and strengthening our culture of student-centered ownership.|Based on an analysis of local data and key learnings, VTEC has identified several changes to existing plans and procedures to address areas of need better and advance continuous improvement efforts. 1. Strengthening Two-Way Communication with Families 2. Enhancing Student Voice Across All Groups 3. Refining Tiered Supports Based on Social-Emotional Data 4. Career Pathway Alignment with Community Needs  These changes reflect our commitment to equity, responsiveness, and continuous improvement, ensuring that every VTEC student is supported academically, socially, and emotionally in a learning environment built on partnership and ownership.|Met||2026-06-09|2026
54722560135863|Sierra View|6||||Not Met For Two or More Years|||2026
54722566116909|Charter Home School Academy|6|Charter Home School Academy administers an annual survey to all students in grades K-8 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Each year, CHSA makes student and staff safety a priority. The site’s safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures.|Areas of Strength:  Individualized Learning and Flexibility: Families consistently cited the ability to tailor education to their child’s learning pace and needs as a primary strength. CHSA’s flexible schedule, combined with one-on-one and small group instruction, is highly valued across student groups, including students with IEPs and those experiencing anxiety or challenges in traditional classrooms.  Supervising Teacher Meetings: Weekly teacher meetings are a core strength, providing parents with consistent feedback, guidance on instruction, and reassurance that their children are progressing academically. Families across all student groups expressed that these meetings increase confidence in teaching at home and help maintain accountability.  Safe and Supportive Environment: Many families transitioned to CHSA due to bullying or anxiety in traditional settings. Survey comments demonstrate that students, particularly those with social-emotional needs, feel safer and more supported in the smaller, structured CHSA environment.  Opportunities for Socialization and Classroom Exposure: Weekly academic classes allow students to interact with peers while reinforcing academic content, supporting both social-emotional growth and academic development.  Identified Needs:  Expanded Enrichment and Extracurricular Opportunities: Families expressed interest in additional programs such as art, music, robotics, science labs, tutoring, and physical education to supplement the current curriculum. These requests were particularly frequent among parents of students in the younger grades and those needing more hands-on engagement.  Increased Social and Peer Interaction Opportunities: While families appreciate current academic classes, several requested more structured social events, clubs, and parent groups to build community and support student development.  Ongoing Communication and Feedback Visibility: Parents requested clearer communication on how their feedback through surveys and meetings informs school decisions, to strengthen trust and encourage continued engagement.|Based on the identified needs and feedback trends, CHSA will implement several revisions and continuous improvement actions to strengthen student outcomes and family engagement:  Expand Enrichment and Social Opportunities  Plan and implement additional elective offerings, including art, music, STEM/robotics, and physical education opportunities.  Increase structured social opportunities such as student clubs, Friday programs, and parent groups to foster community connection and peer interaction.  Enhance Family Communication and Input Integration  Introduce a “You Said, We Did” communication cycle to demonstrate how survey input and SSC feedback directly inform decisions regarding programming, scheduling, and resource allocation.  Offer more frequent informal check-ins or mid-year surveys to capture ongoing input from all families, including underrepresented groups.  Provide Targeted Supports for Students with Greater Needs  Continue and expand tutoring, interventions, and social-emotional support services to address academic gaps and build confidence for students transitioning from challenging traditional school experiences.  Collaborate with supervising teachers to ensure families of English learners and students with IEPs receive personalized invitations to participate in enrichment and decision-making opportunities.|Met||2026-06-09|2026
54722640000000|Waukena Joint Union Elementary|6|LOCAL DATA:  Feeling of connectedness to school: Students = 56% Parents =45% Teachers = 70% Feelings of safety at school: Students = 93% Parents = 45% Teachers = 70%  STATE DATA: Middle School Dropout Rate 0% Expulsions: 0%|Chronic absenteeism continues to be higher than we would want it, but with great movement from last year.|We have included plans for social-emotional / mental health interventions in our new LCAP, as well as additional health services. Funding for home to school communications including parent workshops to partner with them in improving students social-emotional skills is also included. We will continue our attendance interventions as well as the incentive program that had great effect this last year|Met||2026-06-09|2026
54722980000000|Woodville Union Elementary|6|"Woodville Union School District administered the LCAP, Student Wellness Survey (based on the CORE Survey) in the spring of 2025-2026 to grades 4-8. An analysis of the survey's indicators is as follows: (1) Self-Efficacy (Very High Performance) - Students believe they can earn strong grades in class and meet learning goals set by their teachers. Some students reported limited confidence in being able to learn the hardest topic in class. (2) Growth Mindset (Very High Performance)- Student responses indicate their belief that their abilities can grow with effort and that they are capable of learning anything. Some students may need reminding that this applies to all subjects at school, even if they are not ""naturally"" good at the subject. (3) Self-Management (Very High Performance) - Students report coming to class prepared and they also remember and follow directions. Some students may benefit from learning strategies for paying attention when there are distractions. (4) Social Awareness (High Performance) - Students indicate a belief that they listen carefully to the viewpoints of others and that they complement the accomplishments of others very often. Some student responses indicated needing further support in describing their feelings. (5) Culture and Climate (Very High Performance)- Overall, students report positive experiences at their schools. Students report that their belongings are respected and safe. They report limited experiences with teasing about their physical appearance and that they are physically safe at school. Students experience support for academic learning via adults' encouragement to work hard and assistance with schoolwork when needed from teachers. Some students may benefit from more clarity about school rules. The district implemented TRIBE and time to teach to support positive behaviors. The school site reviews the results of this survey and incorporates specific goals into school site plans annually. In addition, school BHS counselors and student support team(s) review this data to inform their support to students and teachers."|The analysis of the 2025–2026 Student Wellness Survey indicates that Woodville Union School District continues to maintain a positive, safe, and supportive school climate that promotes student well-being and academic success. Overall survey results demonstrate significant strengths in students' self-efficacy, growth mindset, self-management, and perceptions of school culture and climate. Students report feeling physically safe at school, respected by their peers, and supported by teachers who encourage them to work hard and provide academic assistance when needed. These findings reflect the District's continued emphasis on fostering positive relationships, maintaining high expectations, and creating a learning environment where students feel valued and connected. The survey also identified several areas for continued growth. While overall performance in Social Awareness was high, some students indicated a need for additional support in expressing their emotions and understanding the feelings and perspectives of others. Additionally, some students reported limited confidence when faced with particularly challenging academic content and expressed a need for greater clarity regarding school rules and behavioral expectations. These findings highlight opportunities to further strengthen students' social-emotional competencies, resilience, and understanding of schoolwide expectations. Although survey results remained consistently positive across student groups, the District recognizes the importance of continuing to monitor data by student subgroup to ensure equitable outcomes for all students. School staff, including administrators, counselors, and student support teams, regularly review survey results alongside other academic, attendance, and behavioral data to identify trends and provide targeted interventions where needed.|Based on the analysis of the 2025–2026 Student Wellness Survey and other local data, Woodville Union School District will continue to strengthen programs and practices that promote a positive school climate while refining targeted supports in identified areas of need. The District has determined that no significant changes to existing policies are necessary; however, several continuous improvement efforts will be implemented to further enhance student well-being and engagement. To strengthen students' social-emotional competencies, the District will continue implementing TRIBE, Time To Teach, Positive Behavioral Interventions and Supports (PBIS), and social-emotional learning (SEL) strategies across all grade levels. Staff professional development will continue to emphasize relationship-building, restorative practices, student engagement, and strategies that foster student confidence, resilience, and self-advocacy. In response to survey findings related to students' confidence with challenging academic content, teachers will continue to implement instructional practices that promote growth mindset, academic perseverance, and differentiated support. The District will also strengthen Multi-Tiered System of Supports (MTSS) practices by utilizing academic, behavioral, attendance, and wellness data to identify students who may benefit from additional interventions. To improve students' understanding of school expectations, the District will continue reinforcing school-wide behavioral expectations through consistent implementation of PBIS and Time To Teach strategies, classroom expectations, and positive behavior recognition systems. Administrators and staff will regularly review behavior and climate data to ensure expectations are clearly communicated and consistently implemented throughout the school. The District will also continue expanding opportunities for students, families, and staff to provide meaningful feedback through annual climate surveys, LCAP engagement activities, advisory committees, and community forums. Survey results and stakeholder feedback will be reviewed annually by school and district leadership teams to evaluate the effectiveness of current practices and inform revisions to the Local Control and Accountability Plan (LCAP), School Plans for Student Achievement (SPSA), and other continuous improvement efforts. Woodville Union School District remains committed to fostering a safe, inclusive, and supportive learning environment where every student feels connected, respected, and equipped with the academic and social-emotional skills necessary for long-term success.|Met||2026-06-16|2026
54753250000000|Farmersville Unified|6|The district conducted a California Healthy Kids survey for K-12 students to assess perceptions of school safety and connectedness, emotional safety, and mental health needs during the 2023-24 school year. This is an anonymous student survey, so disaggregated data is not available. The survey is administered every few years and is scheduled to be administered again in 2026-2027. Data results revealed that a significant percentage of students do not eat breakfast in the 6th grade (36%), 7th grade (57%), 9th grade (47%), and 11th grade (40%). The biggest reason middle and high school students were absent from school (at 47% average) was due to feeling physically sick. Of all the respondents, approximately 47% of students in 6th, 7th, 9th, and 11th grade believe that there are sufficient school supports, leading to 61% of students feeling academically motivated. Over time, respondents shared that school connectedness wanes (47% - 6th grade, 45% - 7th grade, 42% - 9th grade, 39% - 11th grade) as well as the promotion of parental involvement in school (48% - 7th grade, 41% - 9th grade, 37% - 11th grade). Respondents shared that an average of 47% of them agree that there are caring adults at school, and 62% believe that adults in school have high expectations for them. Only an average of 24% of student respondents believe they have meaningful participation at school. These factors culminate in only an average of 43% of students in grades 6-11 reporting they feel connected to their school. The trend is that this connectedness decreases every year. Students reported feeling safe at school all of the time or most of the time, at only an average of 39% between grades 6 and 11.|Key learnings from the survey were the need to ensure the perception of safety among the students and the understanding that all students matter to us. Developing positive relationships with students and having meaningful daily interactions with them is crucial. Additionally, when students are having difficulties, having the means to identify those issues and support students through counseling and conflict resolution will be essential moving forward. Creating safe spaces for student learning, including the ongoing development of behavior supports and interventions at the school to set clear behavioral expectations for everyone at the school while providing timely and strategic support, will be an emphasis in the coming year. In addition to students feeling connected with adults, they also need to feel connected to each other.|Our schools will accomplish this by connecting students through elective courses, music and art, clubs, sports, and other schoolwide activities. Supervisory and safety personnel will be provided on each campus. Parental involvement activities, including schoolwide events, will increase.|Met||2026-06-23|2026
54755230000000|Porterville Unified|6|"Porterville Unified School District administers the Panorama Student Survey to measure local school climate, student supports, and student social-emotional competencies. The survey captures student perceptions of School Safety, Sense of Belonging, Teacher-Student Relationships, Emotion Regulation, Self-Efficacy, and, for grades 3-5 in 2026, Classroom Effort. For Priority 6, PUSD reviewed Spring 2026 results alongside Spring 2025 results at the same point in time for grades 3-5 and grades 6-12. The files provide grade-span disaggregation; full subgroup-level data by all student groups is not included in the provided reports.  For grades 3-5, Spring 2026 results show continued strength in student engagement and relationships. On the competency and well-being report, 2,095 students responded. Classroom Effort was very high at 97% favorable, Emotion Regulation was 48%, and Self-Efficacy was 41%. Compared with Spring 2025, Emotion Regulation increased from 43% to 48%, and Self-Efficacy increased from 40% to 41%. On the student supports report, 2,070 students responded. School Safety was 61%, Sense of Belonging was 61%, and Teacher-Student Relationships was 74%. Compared with Spring 2025, these represent increases from 59%, 55%, and 68%, respectively. Teacher-Student Relationships in grades 3-5 placed in the 80th-99th percentile nationally, while Sense of Belonging placed in the 60th-79th percentile.  For grades 6-12, Spring 2026 results include 7,313 responses for competencies and 7,269 responses for student supports. Emotion Regulation was 53%, an increase from 47% in Spring 2025 and in the 80th-99th national percentile. Self-Efficacy was 36%, up from 33% in Spring 2025, but still in the 0th-19th national percentile. School Safety was 56%, unchanged from Spring 2025, while Sense of Belonging increased from 37% to 42% and Teacher-Student Relationships increased from 47% to 50%. Even with this progress, Sense of Belonging remained in the 0th-19th percentile nationally, and Teacher-Student Relationships remained in the 20th-39th percentile.  Item-level results identify specific climate patterns. In grades 3-5, 75% of students reported receiving a lot or huge amount of adult support, 72% believed teachers would be concerned if they came to class upset, and 84% reported that teachers were respectful. However, only 37% gave favorable responses regarding how often people are disrespectful to others, and only 26% felt sure they could complete the hardest schoolwork. In grades 6-12, 76% reported that teachers are respectful, but only 35% believed teachers would be concerned if they came to class upset and 44% felt teachers really wanted to know their answer when asking, ""How are you?"" Peer climate is also an area of need, with 33% favorable on disrespect and 37% favorable on how much respect students show one another."|"Analysis of the Spring 2026 Panorama results shows measurable progress since Spring 2025, while also revealing grade-span differences that require targeted attention. The most consistent strength is in grades 3-5, where students report strong classroom effort, improving belonging, and very strong teacher-student relationships. Classroom Effort was 97% favorable, indicating that nearly all responding elementary students believe they are putting meaningful effort into school and learning. Teacher-Student Relationships increased from 68% in Spring 2025 to 74% in Spring 2026 and now falls in the 80th-99th percentile nationally. Elementary Sense of Belonging also increased from 55% to 61%, and School Safety increased from 59% to 61%.  The elementary results point to a positive climate foundation. Students are generally experiencing supportive adults, with 75% reporting a lot or huge amount of adult support, 72% indicating teachers would be concerned if they came to class upset, and 84% reporting that teachers are respectful. At the same time, the data identify areas for continued focus. Only 37% of grades 3-5 students responded favorably regarding how often people are disrespectful to others at school, and Self-Efficacy remains modest at 41%. The lowest self-efficacy item was confidence in doing the hardest schoolwork, at 26% favorable, showing a need to strengthen academic confidence, productive struggle, and students' belief that challenging work is attainable with support.  At the secondary level, the data show improvement over Spring 2025, but also reveal the district's most significant needs. Emotion Regulation increased from 47% to 53% and now falls in the 80th-99th percentile nationally, which is a notable strength. Sense of Belonging increased from 37% to 42%, and Teacher-Student Relationships increased from 47% to 50%. However, secondary Sense of Belonging remains in the 0th-19th percentile nationally, Teacher-Student Relationships remain in the 20th-39th percentile, School Safety remained flat at 56%, and Self-Efficacy, while improving from 33% to 36%, remains in the 0th-19th percentile.  The secondary item-level data clarify the needs. Students generally experience teachers as respectful, with 76% favorable, but fewer students experience deeper relational connection: only 35% believe teachers would be concerned if they came to class upset, and 44% feel teachers really want to know their answer when asking, ""How are you?"" Similarly, only 33% believe people at school understand the kind of person they are, and 44% feel they belong at school. Peer-to-peer climate is also an area for improvement, with 33% favorable on disrespect and 37% on respect from other students. Overall, the key learning is that PUSD has stronger climate indicators in elementary grades and improving secondary indicators, but secondary belonging, student-to-student respect, deeper adult connection, and academic self-efficacy require focused attention."|Based on the Spring 2026 Panorama results, PUSD will continue using student voice as a central data source for LCAP development, site planning, MTSS, and continuous improvement. Since results are stronger in grades 3-5 and lower in grades 6-12 for belonging, relationships, and self-efficacy, schools will use the findings to guide differentiated actions by grade span.  At the elementary level, PUSD will sustain practices that are producing positive results in Classroom Effort, Sense of Belonging, and Teacher-Student Relationships, including relationship-building routines, recognition systems, and classroom community practices. The district will also continue to compare Spring 2026 results with prior data so sites can monitor whether actions are improving student experience over time. Elementary schools will also address peer respect and academic confidence. Since only 37% of grades 3-5 students gave favorable responses on how often people are disrespectful to others, sites will continue to reinforce respectful interactions, conflict resolution, restorative conversations, and bullying prevention. Since only 26% felt sure they could do the hardest schoolwork, instructional teams will emphasize growth mindset, goal setting, feedback, scaffolded rigorous tasks, and success with challenging content.  At the secondary level, PUSD will continue to prioritize strategies that deepen belonging and adult connection. Although Teacher-Student Relationships improved to 50%, item-level data show a gap between respectful interactions and deeper relational trust. Schools will strengthen advisory, mentoring, check-in systems, and classroom relationship routines so students experience adults as personally invested in their well-being. Professional learning will focus on trauma-informed, culturally responsive, restorative, and student-engagement practices, with attention to daily interactions that help students feel known, respected, and supported. Sites will also use leadership groups, focus groups, and feedback loops to understand the experiences behind the survey results and report back to students on actions taken.  The district will continue to refine school safety and peer climate supports. With secondary School Safety at 56% and peer respect indicators low, sites will review supervision, bullying response, digital citizenship, discipline data, and student reports of conflict. MTSS teams will align Panorama data with attendance, behavior, academic progress, and counseling referrals to identify students needing support. Because Self-Efficacy remains low, particularly in grades 6-12, schools will focus on academic monitoring, tutoring, credit recovery, college and career planning, and classroom practices that help students see a clear path to success.|Met||2026-06-25|2026
54755230114348|Butterfield Charter|6|Butterfield Charter administers the Panorama Student SEL (Supports) Survey to collect local school climate data from students in grades 6-12. The survey measures School Safety, Sense of Belonging, and Teacher-Student Relationships, and provides item-level results that help the school monitor student perceptions of physical and psychological safety, connectedness, adult support, peer respect, and relationships with teachers. The Spring 2026 administration included 241 student responses, an increase from 190 responses in Spring 2025. The available reports provide schoolwide grade-span results and comparisons to Porterville Unified School District; student-group disaggregation is not included in the provided files.  Spring 2026 results show that Butterfield continues to report very strong school climate outcomes. School Safety remained at 88%, the same overall result as Spring 2025 and well above the district comparison of 56%. Item-level safety results were consistently high: 84% of students responded favorably regarding how often people are disrespectful to others at school, 91% responded favorably regarding physical fights, 88% responded favorably regarding the likelihood of online bullying, 88% responded favorably regarding worry about violence, 86% responded favorably that it is not difficult to get help from an adult if bullied, and 88% responded favorably that adults do not treat students unfairly.  Sense of Belonging increased from 60% in Spring 2025 to 63% in Spring 2026, compared with the district result of 42%. The strongest belonging item was adult support, with 88% of students reporting a lot or a huge amount of support from adults at school. Peer respect also improved, with 59% favorable in Spring 2026 compared with 53% in Spring 2025. Students' direct sense of belonging remained high at 66% favorable, while the item asking how well people at school understand the kind of person students are was lower at 37%, though it improved from 33% in 2025.  Teacher-Student Relationships increased from 82% in Spring 2025 to 83% in Spring 2026, compared with the district result of 50%. Students reported very strong respect from teachers, with 97% favorable, and 80% reported that teachers really want to know their answer when asking, “How are you?” In addition, 72% reported that teachers would be concerned if they came to class upset, and 81% would be excited to have the same teachers again. Overall, the data show a safe, supportive, and relationship-rich climate with continuing areas to monitor around student connectedness and being personally understood.|Analysis of the Spring 2026 Panorama data shows that Butterfield Charter maintains a strong and stable school climate, with results that are substantially above district comparison scores in all three areas reported. The school’s greatest strengths are student perceptions of safety and teacher-student relationships. School Safety remained at 88% from Spring 2025 to Spring 2026, while the district comparison was 56%. This suggests that students generally experience Butterfield as a physically and emotionally safe environment. The item-level results reinforce this strength: 91% of students reported favorably regarding physical fights, 88% regarding online bullying, 88% regarding worry about violence, 86% regarding access to adult help when bullied, and 88% regarding fair treatment by adults.  Teacher-Student Relationships are also a major strength. The overall result increased from 82% to 83%, compared with the district result of 50%. Nearly all students, 97%, reported that teachers are respectful, and strong majorities reported that teachers really want to know how they are doing, would be concerned if they came to class upset, and are teachers students would be excited to have again. These results are especially important for Butterfield’s independent study model, where trusting relationships, personal accountability, and ongoing communication are essential to student engagement, persistence, and progress toward graduation.  Sense of Belonging also improved, increasing from 60% in Spring 2025 to 63% in Spring 2026. This is a positive trend and remains well above the district comparison of 42%. Students reported very strong adult support, with 88% favorable, and stronger peer respect, which increased from 53% to 59%. These data suggest that students feel supported by adults and that the school has continued to strengthen peer climate. The direct belonging item remained strong at 66% favorable.  The clearest area of need is helping more students feel personally known and understood. While the overall Sense of Belonging score is positive, only 37% of students responded favorably to the item asking how well people at school understand the kind of person they are. This did improve from 33% in Spring 2025, but it remains much lower than other climate indicators. This pattern suggests that Butterfield’s students generally feel safe, supported, and respected, yet some students may still need deeper personal connection, more student voice, and more opportunities to share their goals, strengths, challenges, and interests with staff.  Overall, the key learning is that Butterfield has a strong climate foundation. High safety, high adult support, and strong teacher-student relationships create conditions for continued academic and social-emotional growth. The next level of improvement should focus on deepening belonging, strengthening student voice, and ensuring each student feels seen, understood, and connected to at least one trusted adult at school.|Butterfield will use the Spring 2026 Panorama results to sustain strong school climate practices while focusing continuous improvement efforts on the belonging indicators that remain lower than other areas. Because School Safety remained high at 88% and Teacher-Student Relationships increased to 83%, the school will continue the practices that support a safe, respectful, and relationship-centered environment. These include regular communication between students, families, teachers, counselors, and administration; frequent monitoring of student progress; individual meetings; MTSS discussions; and the school’s warm, welcoming, supportive, and accountable approach to working with students.  To maintain strong safety outcomes, Butterfield will continue monitoring student perceptions of peer interactions, bullying, access to adult help, and fair treatment. Although the safety indicators are strong, the school will continue to review survey data alongside attendance, behavior, intervention, counseling, and student progress data so emerging concerns can be addressed early. Staff will continue to reinforce respectful behavior, respond quickly to conflict or bullying concerns, and communicate clearly with students and families about available supports.  The most important area for adjustment is strengthening students’ sense of being known and understood. While Sense of Belonging increased to 63%, only 37% of students responded favorably that people at school understand the kind of person they are. In response, Butterfield will strengthen routines that help students share their goals, interests, strengths, and barriers with staff. This may include more intentional one-on-one check-ins, student goal-setting conversations, student voice surveys, advisory-style reflection activities, and use of Individual Learning Plans to connect academic progress with personal, college, career, and life goals.  Butterfield will also continue to build on strong teacher-student relationships by ensuring that every student has consistent access to an adult who monitors progress, provides encouragement, and helps problem-solve barriers. Since the data show very high teacher respect and adult support, the school can extend that strength into deeper personalization. Staff meetings, MTSS, and site data cycles will be used to identify students who may feel less connected and to coordinate targeted outreach.  For continuous improvement, Butterfield will continue administering Panorama and comparing results over time, with special attention to Sense of Belonging, peer respect, adult support, and teacher-student relationship items. The school will use the data to guide student supports, family engagement, counseling, independent study practices, and schoolwide climate actions. These steps will help ensure that students not only feel safe and respected, but also feel personally understood, connected, and supported in achieving their academic and postsecondary goals.|Met||2026-06-25|2026
54755230116590|Harmony Magnet Academy|6|Harmony Magnet Academy administers the Panorama Student SEL Supports Survey to measure student perceptions of school climate in grades 6-12. For the Priority 6 school climate prompts, Harmony reviewed the Spring 2026 results and compared them with Spring 2025 outcomes at the same point in time. The available local climate survey data include three major topics: School Safety, Sense of Belonging, and Teacher-Student Relationships. The reports provide schoolwide results for grades 6-12, item-level results, and comparison to the Porterville Unified School District average. Subgroup-level disaggregation by student groups was not included in the provided Panorama reports.  In Spring 2026, 483 Harmony students responded to the survey, compared with 468 respondents in Spring 2025. Overall results improved in all three climate areas when comparing Spring 2026 with Spring 2025. School Safety increased from 76% favorable in Spring 2025 to 78% favorable in Spring 2026, which was also substantially above the district comparison of 56%. Sense of Belonging increased from 47% to 53%, compared with the district average of 42%. Teacher-Student Relationships increased from 48% to 54%, compared with the district average of 50%.  Item-level results provide additional context. In Spring 2026, students reported strong perceptions of physical safety: 93% responded favorably regarding how often students get into physical fights, 89% responded favorably on how often they worry about violence, and 78% responded favorably regarding the likelihood of being bullied online. Students also reported that getting help from an adult when bullied is generally accessible, with 79% favorable, and 75% responded favorably regarding fair treatment by adults. However, only 56% responded favorably regarding how often people are disrespectful to others.  For belonging, 66% of students reported receiving a lot or huge amount of support from adults, and 57% indicated they mostly or completely belong at school. Lower results were reported for whether people at school understand the kind of person students are, at 39%, and how much respect students show one another, at 48%. For teacher-student relationships, 82% of students reported that teachers are respectful, while 51% felt teachers really want to know their answer when asking how they are, and 33% believed teachers would be concerned if they came to class upset.|Analysis of the Spring 2026 Panorama results shows that Harmony Magnet Academy continues to demonstrate several important school climate strengths while also identifying areas for continued improvement. The strongest area is School Safety. Harmony's School Safety score of 78% favorable is two points higher than Spring 2025 and 22 points higher than the district comparison of 56%. Item-level results show particularly strong student perceptions related to low levels of physical fighting, with 93% favorable, and low worry about violence, with 89% favorable. Students also reported positive perceptions related to online bullying risk, adult help when bullying occurs, and fair treatment by adults. These findings indicate that Harmony maintains a learning environment where students generally feel physically and psychologically safe.  A second strength is the improvement in Sense of Belonging. Harmony increased from 47% favorable in Spring 2025 to 53% favorable in Spring 2026, exceeding the district comparison of 42%. Students also reported improved adult support, with 66% favorable in 2026, compared with 60% in 2025. The percentage of students who feel like they belong at school increased from 51% to 57%. These gains suggest that intentional efforts to support students and create a more connected campus environment are having a positive impact.  Teacher-Student Relationships also improved from 48% to 54%, placing Harmony above the district comparison of 50%. The most positive item in this area was teacher respect, with 82% of students reporting favorable responses. This indicates that students generally experience teachers as respectful and professional. At the same time, the item-level data show a continued need to deepen relational trust. Only 33% of students believe teachers would be concerned if they came to class upset, even though this improved from 25% in 2025. Similarly, 51% feel teachers really want to know their answer when asking how they are. These results suggest that while respectful interactions are strong, students do not always experience the same level of personal connection, emotional awareness, or individualized care.  The most significant needs are in peer climate and deeper belonging. Although overall belonging improved, only 39% of students feel that people at school understand the kind of person they are, and only 48% report favorable perceptions of how much respect students show one another. In School Safety, only 56% responded favorably regarding disrespect among people at school. These data suggest that Harmony's next level of climate improvement should focus on peer-to-peer respect, student identity and visibility, and structures that help every student feel known, supported, and connected.|In response to the Spring 2026 Panorama results, Harmony Magnet Academy will continue to use student climate data as part of its continuous improvement process, with particular attention to maintaining strong safety outcomes while improving belonging, peer climate, and deeper teacher-student connection. Because School Safety remains a strength at 78% favorable and above the district comparison, Harmony will sustain current safety practices, supervision systems, bullying response procedures, and communication structures that help students feel safe. At the same time, the school will review item-level safety data showing that student disrespect remains lower than other safety indicators and will continue strengthening expectations for respectful behavior across classrooms, common areas, and school activities.  To address belonging, Harmony will expand practices that help students feel known and valued. Although Sense of Belonging improved to 53%, only 39% of students reported that people at school understand the kind of person they are. Harmony will use this finding to guide advisory, pathway team, classroom, and counseling practices that create more opportunities for students to share interests, goals, strengths, and needs. Student voice activities, focus groups, pathway discussions, and student leadership structures will be used to better understand student experiences and develop actions that reflect what students identify as important to feeling connected.  To strengthen teacher-student relationships, Harmony will focus on moving beyond respectful interactions toward deeper relational trust. Since 82% of students report that teachers are respectful, the foundation for positive relationships is present. However, only 33% believe teachers would be concerned if they came to class upset, and 51% feel teachers really want to know their answer when asking how they are. In response, staff may increase intentional check-ins, mentoring, advisory conversations, and relationship-building routines that help students experience adults as personally invested in their well-being. Professional learning and staff collaboration may emphasize relational practices, culturally responsive engagement, trauma-informed awareness, and strategies for noticing and responding to students who appear disconnected.  Harmony will also align these actions with existing pathway, counseling, intervention, and student support systems. Panorama results will be reviewed with leadership teams, pathway teams, and relevant staff to monitor progress over time. The school will use future survey data, student feedback, attendance, behavior, counseling referrals, and academic indicators to determine whether actions are improving student experience. By connecting survey findings to site planning, Harmony will continue to strengthen a school climate where students feel safe, respected, supported, and included.|Met||2026-06-25|2026
54755230137968|Porterville Military Academy|6|Porterville Military Academy (PMA) administers the Panorama Student Survey to elevate student voice and assess key dimensions of school climate, teaching and learning, and relationships. Developed in collaboration with the Harvard Graduate School of Education, the Panorama Survey is a nationally recognized and research-based tool that enables schools to measure students’ perceptions in areas shown to be strongly correlated with academic success and social-emotional well-being. Topics include Sense of Belonging, School Safety, Teacher-Student Relationships, Emotion Regulation, Self-Efficacy, and Student Voice, among others. These insights are critical to PMA’s continuous improvement efforts under LCFF Priority 6 and directly inform the work of Building Relationships, Building Partnerships for Student Outcomes, and Seeking Input for Decision-Making. Overall outcomes for the year: • Responses: 258 • Emotional Regulation: 53% • Self-efficacy: 39% • School Safety: 67% • Sense of Belonging: 45% • Teacher-student Relationships: 59%|The Spring 2026 Panorama Student Survey results for Porterville Military Academy (PMA) provide a thoughtful snapshot of student perceptions regarding their social-emotional skills, revealing both encouraging progress and ongoing challenges that deserve attention. Across key domains such as emotion regulation, self-efficacy, school safety, teacher-student relationships, and sense of belonging, a mix of positive momentum and areas of need emerged through analysis.  One of the notable strengths for PMA lies in the area of school safety, where 67% of students reported favorably—a figure that places the school within the 60th to 79th percentile nationally. This high level of perceived safety is an important foundation for student learning and engagement, as it fosters a secure environment where students can focus on academic and personal growth. In fact, this metric saw one of the most significant positive changes compared to the Winter 2026 survey, reflecting successful implementation of safety-related programs or improvements to campus climate.  Emotion regulation also stands out as a relative strength for PMA, with a 53% favorability rating that situates the school between the 80th and 99th percentile nationwide. While this represents a small dip of three percentage points since winter, students generally indicated a moderate level of confidence in managing their emotions. For example, 62% reported being able to control their emotions when needed, and around half expressed the ability to relax when upset or recover from a bad mood. These findings suggest that many students possess foundational emotional regulation skills, though there remains room for growth in how consistently they can apply these skills under stress.  In contrast, self-efficacy continues to be a challenge for PMA students. With only 39% of students responding favorably, this area ranks in the bottom national quartile—despite showing a notable gain of three percentage points from the previous survey. A closer examination of item-level data reveals particularly low confidence in long-term academic retention and the ability to succeed with challenging content. Only 31% of students felt confident they would remember what they had learned in the following year, and just 32% believed they could do the hardest schoolwork assigned.  Additional SEL indicators provide further context. Although teacher-student relationships and sense of belonging showed slight improvements—rising to 59% and 45% favorability, respectively—they remain in the lower national percentiles (20th–39th), indicating that a significant portion of students still do not feel deeply connected to staff or peers. These relational gaps may be contributing to students' lower academic confidence and should be considered in any whole-school improvement efforts.|Based on the analysis of the Spring 2026 Panorama Student Survey for Porterville Military Academy, the site may reflect on existing plans, policies, and procedures to address areas of need—particularly in the domains of academic self-efficacy, student belonging, and relational trust—while sustaining and building upon current strengths such as school safety and emotional regulation.  One of the most pressing areas identified is the low self-efficacy among students, which, despite a slight improvement, still falls within the bottom national quartile. To address this, the site may revise instructional support plans to embed explicit self-efficacy development strategies across content areas. This could involve implementing evidence-based practices such as structured goal-setting, academic reflection routines, and self-monitoring tools that help students track growth and develop a clearer sense of progress. These practices would be reinforced during advisory periods or within homeroom structures, positioning academic confidence as a shared responsibility across the instructional team.  PMA may also revise its professional development calendar and focus areas to include training in metacognitive teaching practices, differentiated instruction, and student-centered feedback. These strategies not only support struggling learners but also empower teachers to recognize and affirm student effort and persistence—key drivers of increased academic self-belief. In tandem, a more intentional approach to formative assessment practices could be emphasized, allowing students to re-engage with challenging material in a way that normalizes revision and celebrates academic resilience.  In light of the moderate levels of teacher-student connection and sense of belonging, PMA could also consider changes to school culture initiatives. For example, procedural adjustments might include the implementation of relationship-building frameworks that require all staff to engage in routine check-ins or mentorships with a designated group of students. Additionally, advisory periods could be restructured to include relationship-centered SEL curricula, cultural responsiveness activities, and opportunities for student-led discussions that elevate diverse voices and shared experiences. This would support the development of inclusive, emotionally safe classroom environments where students feel seen, respected, and encouraged to take academic risks.  Policy revisions might also extend to student support services. Porterville Military could adopt an integrated Multi-Tiered System of Supports (MTSS) framework that combines social-emotional and academic data, ensuring that interventions are responsive to both domains simultaneously. This would allow staff to intervene earlier and more precisely when students exhibit signs of disengagement, low self-confidence, or limited belonging.|Met||2026-06-25|2026
54755310000000|Dinuba Unified|6|Climate survey and local data indicate that students, staff, and families generally view schools as safe, supportive, and welcoming. The District has seen improvements in suspension rates and chronic absenteeism; however, educational partners identified continued opportunities to strengthen school safety, student connectedness, mental health supports, and facility conditions. The District will continue monitoring climate data by student group to ensure equitable outcomes for all students.|Dinuba Unified would like the data indicated above to be at higher percentages. While all of these areas are important, the perception of being safe at school is of utmost importance.|Based on local data and educational partner feedback, the District will continue strengthening communication, family engagement, academic interventions, and student support services. Ongoing data analysis and stakeholder input will be used to guide continuous improvement efforts.|Met||2026-06-25|2026
54767940000000|Woodlake Unified|6|The LCAP includes key measures of student perception in three critical areas: (1) feeling safe at school, (2) having a caring adult on campus, and (3) feeling a sense of belonging at school. To obtain more timely and actionable feedback from students, Woodlake Unified transitioned from relying solely on the California Healthy Kids Survey (CHKS) and implemented a district-developed student survey beginning in 2024. This local survey allows the district to collect annual data aligned to district priorities and use results to inform continuous improvement efforts.  In May 2026, the district administered the updated student survey to gather student feedback regarding school climate and connectedness. Results indicated positive trends in two of the three focus areas. The percentage of students who agreed or strongly agreed that they feel safe at school increased to 62.5%, while 76.9% reported having an adult at school who cares about them, representing a 4.5 percentage point increase from the previous year. Additionally, 60.5% of students reported feeling a sense of belonging at their school. These results demonstrate the district's continued efforts to foster safe, supportive, and welcoming learning environments where students feel connected and supported.|In 2026, student perceptions across three key areas—feeling safe at school, feeling that an adult cares about them, and feeling a sense of belonging—showed positive increases compared to the previous year. To prioritize student safety, the District holds monthly Safety Committee meetings in collaboration with the Chief of the Woodlake Police Department to address concerns and establish consistent safety procedures. The District implements the A.L.I.C.E. (Alert, Lockdown, Inform, Counter, Evacuate) protocol for lockdown and intruder situations, with all staff receiving annual training and participating in regular drills coordinated with local law enforcement. In 2025–26, the district also launched the ActVNet emergency alert system, which provides instant communication during emergencies and enhances the ability to manage active threats. In addition to physical safety, Woodlake Unified continues to support student well-being through ongoing programs like Positive Behavior Interventions and Supports (PBIS), the Juvenile Diversion Program, Save Our Students (SOS), and prevention education initiatives such as Mending Fences and Joven Nobles.|For 2026-27 Woodlake Unified will continue to sustain key support personnel funded through the LCAP, including four district social workers, two academic counselors, and one Prevention Education Coordinator. Each school site is assigned a dedicated social worker, while one academic counselor supports the middle school and the other serves both the comprehensive high school and alternative education program. The district’s successful $5.7 million Community Schools grant, awarded over five years, enabled the addition of a Lead Social Worker in 2024 to coordinate services districtwide. Social workers will continue delivering social-emotional lessons in grades TK–8, and additional resources will be allocated for materials and training to meet student needs.  The district will continue with Wayfinder the social-emotional curriculum, to continue to enhance support for student well-being. The Prevention Education Coordinator will maintain oversight of group-based preventative programs, including Joven Nobles and Mending Fences, with funding allocated to sustain and expand these efforts—such as incorporating field trips. The district will also maintain its School Resource Officer position using LCAP funds following the conclusion of previous grant support. Additionally, part-time yard duty aide roles will be restructured to include dedicated collaboration time and leadership of lunchtime activities, aimed at increasing student engagement and promoting a positive school culture.|Met||2026-06-17|2026
54768360000000|Exeter Unified|6|Exeter Unified School District (EUSD) monitors and evaluates school climate using data from the California Healthy Kids Survey (CHKS), an annual survey administered to students, parents, and staff. Key findings from the Spring 2026 administration are as follows:  Student Safety - 91% of parents/guardians reported that their child's school is a safe place (-2% from the previous year; -2% from the 2022 baseline). - 69% of students reported feeling safe at school, a 7% increase from the previous year and an 11% increase from the 2022 baseline. (Disaggregated: Latino: 72.0% and White: 69.5%) - 21% of students reported experiencing harassment or bullying at school, a 2.7% decline from the previous year and a 7.8% decline from the 2022 baseline. (Disaggregated: Latino: 20.8% and White: 20.6%)  Student Substance Use - 9.4% of students reported recent use of alcohol or drugs, a 1.3% decrease from the previous year and a 2.4% decline from the 2022 baseline. (Disaggregated: Latino: 5.0% and White: 6.7%). - 4.0% of students reported current marijuana vaping use, a 0.9% increase from the previous year and a 0.5% decline from the 2023 baseline. (Disaggregated: Latino: 2.9% and White: 1.4%)  School Connectedness and Relationships - 60.3% of students reported feeling connected to school, a 4.5% increase from the previous year and a 10.7% increase from the 2022 baseline. (Disaggregated: Latino: 61.3% and White: 63.0%) - 66.4% of students reported having a caring adult at school to whom they feel comfortable turning for support, a 2.6% increase from the previous year and a 17.0% increase from the 2022 baseline. (Disaggregated: Latino: 65.6% and White: 69.6%)  Student Mental Health and Well-Being - 18.8% of students reported feeling chronic sadness or hopelessness, a 3.0% decrease from the previous year and a 19.0% decline from the 2022 baseline. (Disaggregated: Latino: 20.8% and White: 14.1%) - 68.6% of students reported positive well-being and life satisfaction, a 2.2% increase from the previous year and an 11.8% increase from the 2022 baseline. (Disaggregated: Latino: 70.8% and White: 61.5%)  These data indicate a strengthening school climate and improving student well-being, alongside the need to closely monitor emerging substance use trends, particularly marijuana vaping.|Key learnings from the Spring 2026 California Healthy Kids Survey highlight several strengths and emerging needs within Exeter Unified School District (EUSD):  - Student-perceived safety is improving, but perception gaps remain. Student-reported feelings of safety increased significantly, and reported bullying/harassment declined. However, student perceptions of safety (69%) remain substantially lower than parent/guardian perceptions (91%), indicating a perception gap between home and student experience.  - School climate is strengthening. Increases in students' feeling connected to school and having a caring adult at school point to improved relational trust and engagement within schools.  - Mental health indicators show improvement overall. Fewer students report chronic sadness or hopelessness, and more report positive well-being and life satisfaction, suggesting progress in social-emotional supports.  - Substance use trends are mixed. Alcohol and drug use are declining, which is positive; however, marijuana vaping shows a slight increase, indicating a specific emerging concern even as broader substance use decreases.  - Disparities across student groups are relatively modest but present. Disaggregated data show small differences between Latino and White students, with White students reporting slightly higher connectedness and access to caring adults, while Latino students report slightly higher positive well-being and safety in some areas. These gaps are not large but are consistent enough to warrant monitoring.|To strengthen student well-being, improve behavior, and support overall school climate, Exeter Unified School District will focus on the following strategic actions:  Mental Health, Social-Emotional Support, and Student Counseling Services - Maintain one School Psychologist and one Social/Emotional Counselor at each comprehensive school site. - Sustain the District Behavior Team to train site staff in delivering targeted behavioral interventions. - Continue collaborating with teachers, students, administrators, staff, and parents to refine a comprehensive Multi-Tiered System of Supports (MTSS) that addresses attendance, behavior, academics, social/emotional well-being, and mental health needs. - Continue exploring best practices in substance abuse education, prevention, and student counseling services.  Staff Capacity and Professional Development - Provide professional development for classified and certificated staff focused on restorative practices and student behavioral skill development. - Add an Inclusion Specialist position to provide in-class coaching to  Early Childhood Education teachers in creating classroom environments that support students’ emotional regulation, positive behavior, and communication skills.  School Climate and Peer Leadership - Continue the district-wide Be That One anti-bullying campaign. - Implement Link Crew and Where Everyone Belongs (WEB) peer ambassador programs for students in grades 6–12. - Provide school sites with LCAP funding earmarked for promoting and nurturing a positive school climate.  Student Safety and Supervision - Increase Campus Supervisor positions: two at the middle school and two at the comprehensive high school. - Maintain use of the Securly check-in/check-out system to monitor campus visitors and track student movement on and off campus, enhancing safety and accountability.  Student Attendance and Engagement - Continue the district-wide Attendance Campaign, with site staff working to understand and address the root causes of student absences. - Sustain the Kindness and Be the One Campaigns, engaging students, staff, and families in creating welcoming and positive school environments that support student belonging and motivation.|Met||2026-06-11|2026
55105530000000|Tuolumne County Superintendent of Schools|6|What we can determine from 2025-26 CHKS results show improvement in several areas: 21% of respondents report current alcohol or drug use (a decrease of 33% from the previous year), 21% report current binge drinking ( a decrease of 11%), and 14% report current vape use ( a decrease of 40%). Social and Emotional Health is a continuing concern: 43% of respondents have considered suicide (an increase of 19%) and 36% of respondents experience chronic sadness/hopelessness (an 8% decrease from previous year). There are not enough students enrolled in TCSOS programs to receive results disaggregated by student groups. Overall responses to the California Healthy Kids Survey (CHKS) administered in March, 2026 reflect that 58% of students responded that they feel safe at school, and 43% feel there is a feeling of school connectedness (both are a decrease from previous year).|Meaning: These survey results underscore the importance of providing mental health resources through our own staffing options – ERMS, counselor/therapists, and other services at the site and embedded in the classroom.|TCSOS staff continue to work on all aspects of school safety and building positive relationships with students and families. In 2025-26, TLC and GREC staff attended professional development in PBIS, Trauma-Informed Practices and Restorative Practices. The results also emphasize that in order to address academic performance issues, students must have additional support to address issues around depression, anxiety, and substance abuse. In the TCSOS LCAP, these are addressed by providing licensed mental health providers embedded in the programs to address student and family issues as they arise.|Met||2026-06-23|2026
55723060000000|Belleview Elementary|6|"LCAP STUDENT SURVEY 2026 ""I feel safe at school"" - 75% 1-2nd grade students agree, 89% of students 3rd-8th grade agree, 97% of Parents agree. ""My teachers care about me"" - 83% K-2nd grade students agree, 90% of 3rd-8th grade students agree. CALIFORNIA HEALTHY KIDS SURVEY 2024 5th Grade (75% response rate) School Connectedness = 85% Academic Motivation = 86% Caring Relationships = 82% High Expectations = 89% Perceived School Safety = 93% 7th Grade: (67% response rate) School Connectedness = 56% Academic Motivation = 78% Caring Relationships = 81% High Expectations = 88% Perceived School Safety = 63%"|According to student surveys, approval ratings are very high for students feeling safe at school. Additionally, result indicate a high approval rating for caring relationships from teachers and staff. Belleview's small class sizes and close-knit community continue to create a positive school culture. Data from the California Healthy Kids Survey indicate 82% of 5th grade students and 81% of 7th grade students identify caring relationships at school. School connectedness is rated low, at 85% of 5th graders and 56% of 7th graders, indicating an area of growth.|Belleview's LCAP goals are focused on addressing school connectedness as an area of growth. Specifically, one of the goal's states that equity is at Belleview's core with support for the whole child that includes a positive school environment and a learning climate that incorporates instructional practices that support the academic, social-emotional and physical needs of its students. Another goal addresses plans to provide enrichment opportunities for students. Plans to provide continued social-emotional supports and enrichment opportunities will allow the district to assess improvements in student perceptions of school connectedness.|Met||2026-06-18|2026
55723480000000|Columbia Union|6|On the 2025-26 CHKS Student Survey, the following responses are highlights of areas of need identified by the district:  61% of students have a connectedness to the school. 74% of students have a caring relationship with adults at the school. 28% of students have meaningful participation in school. 21% of students feel chronically sad or hopeless. 22% of Hispanic students feel social emotional distress and 15% have considered suicide. Comparatively, for White students this is 19% and 5%, respectively.  On the 2025-26 CHKS Student Survey, the following change in responses occurred from 2024-25:  14% reduction of students having a connectedness to the school. 6% increase of students having a caring relationship with adults at the school. 8% reduction of students having meaningful participation in school. 12% reduction of students feeling chronically sad or hopeless. 12% reduction of Hispanic students feeling social emotional distress and an 8% reduction in having considered suicide.  The 2025-26 results show school connectedness at 61%, caring adult relationships at 74%, and meaningful participation at 28%. Chronic sadness declined from 33% in 2025 to 21% in 2026. Hispanic students reported 22% social emotional distress and 15% considered suicide in 2025-26.  On the 2025-26 CHKS Staff Survey, the following responses are highlights of areas of need by the district:  40% of staff need professional development or training to support students exposed to trauma or stressful life events. 58% of staff believe there is a moderate or severe problem with disruptive student behavior. 64% of staff cited student depression or other mental health issues as a moderate or severe problem, and 29% cited harassment or bullying among students as a moderate or severe problem.  On the 2025-26 CHKS Parent Survey, the following response is a highlight of areas of need by the district:  14% view harassment or bullying as a problem.|On the 2025–26 California Healthy Kids Survey (CHKS), Columbia Union School District’s school climate data reflects meaningful progress in creating a safer, more supportive, and more caring learning environment for students. Students reported improved perceptions of safety at school, and key indicators of student well-being improved compared to prior-year results. In particular, the district noted a substantial decline in reported chronic sadness and a reduction in bullying experiences, suggesting that ongoing investments in school climate, student support, and prevention efforts are having a positive impact.  The 2025–26 CHKS Student Survey continues to identify school connectedness, caring adult relationships, meaningful participation, student wellness, and peer interactions as important areas for ongoing monitoring. While student connectedness and perceptions of adult support remain important strengths, the district will continue to focus on ensuring that all students experience a strong sense of belonging, have access to trusted adults, and are provided meaningful opportunities for voice, leadership, and participation in the school community. The district will also continue monitoring disaggregated student group data, including social-emotional wellness indicators, to ensure that supports are responsive to the needs of all student groups.  The 2025–26 CHKS results also show improvement in areas previously identified as concerns, including bullying, harassment, and emotional wellness. However, these areas remain important priorities for continued action. The district will continue to strengthen bullying prevention, student reporting systems, supervision, restorative practices, and student-led efforts that promote inclusion and positive peer relationships. The district will also continue to use CHKS data alongside discipline, attendance, referral, counseling, and school climate data to identify patterns and respond proactively.  Parent and staff feedback continue to reinforce the need for sustained attention to student behavior, mental health, trauma-informed practices, and school safety. Staff feedback from prior cycles identified a strong need for professional development related to students exposed to trauma or stressful life events, as well as concerns regarding disruptive student behavior, student depression, mental health, harassment, and bullying. In response, the district will continue to prioritize professional learning, coordinated student support systems, restorative practices, and consistent behavior expectations so staff are better equipped to respond to student needs.  Overall, the 2025–26 CHKS data indicates that Columbia Union School District is moving in a positive direction, with stronger student perceptions of safety, improved wellness indicators, and reduced bullying experiences. At the same time, the district recognizes that school climate work requires sustained attention.|Based on the analysis of the 2025–26 CHKS data and related local input, Columbia Union School District has identified targeted revisions and continued actions to sustain progress and address remaining areas of need. Current CHKS results show that the district has made strong and meaningful progress in creating a safe, supportive, and caring learning environment, including improved student perceptions of safety, a substantial decline in chronic sadness, and a reduction in bullying experiences. These results indicate that recent investments in school climate, student supports, and whole-child development are having a positive impact, while also reinforcing the need to continue strengthening systems that support student well-being, staff readiness, and equitable access to engagement opportunities.  To continue addressing student mental health and social-emotional needs, the district will further refine its school-based mental health support structure. This includes continued expansion of counseling and behavioral health supports, improved coordination among school staff and outside service providers, and clearer referral pathways for students who demonstrate signs of emotional distress or crisis. The district will also continue exploring partnerships with community-based organizations to increase access to culturally responsive counseling, behavioral health services, and trauma-informed care. These efforts are intended to ensure that students receive earlier intervention, families are contacted and supported in a timely manner, and services are responsive to the needs of all student groups.  Given ongoing staff feedback regarding student behavior, trauma exposure, mental health, and bullying concerns, the district will continue updating its professional development plan to include a sustained focus on trauma-informed practices, de-escalation strategies, restorative approaches, classroom management, and consistent behavior expectations. Staff survey tools specifically examine student behaviors that affect learning and school problems related to areas such as truancy, violence, bullying, substance use, mental health, and physical safety. Professional learning will be paired with continued implementation of PLCs and staff collaboration structures so that teams can review student data, coordinate interventions, monitor progress, and respond consistently to emerging needs.  To strengthen student voice and meaningful participation, Columbia will continue expanding opportunities for student leadership, clubs, electives, enrichment, and extracurricular programming. The district’s prior CHKS analysis showed meaningful participation as a growth area, even as it improved from prior-year results, and this remains a priority for continued action. The district will continue developing middle school electives aligned with student interests, expanding after-school and enrichment opportunities, and increasing student involvement in advisory groups and schoolwide dec|Met||2026-06-15|2026
55723550000000|Curtis Creek Elementary|6|California Healthy Kids survey was given to the fifth and seventh grade students. Results are shared with our educational partners.|The percent of students who felt connected and safe at school increased as evident by the responses to the California Healthy Kids Survey.  The percentage of fifth grades who felt school connectedness and school safety decreased slightly.  The school identified a more consistent and effective implementation of the behavior plan and positive behavior, intervention and support plan was needed for the 2026-2027 school year.  The school also has hired a Coordinator of Special Education / Assistant Principal to assist with the school climate and the monitoring of the school Special Education Population.|The school is revamping its PBIS program to meet deficiency identified in its application to obtain silver status.  The school also has hired a Coordinator of Special Education / Assistant Principal to assist with the school climate and the monitoring of the school Special Education Population.|Met||2026-06-24|2026
55723630000000|Jamestown Elementary|6|Jamestown School District annually administers the California Healthy Kids Survey (CHKS) to measure student perceptions of school climate, safety, engagement, and social-emotional well-being. The most recent survey was administered in Spring 2026.  The Elementary CHKS was administered to 5th grade students with a 53% response rate. Results indicated strengths in Academic Motivation (65%) and High Expectations from Adults (74%). Students reported School Connectedness at 54%, Caring Adults at School at 56%, and Feeling Safe at School at 61%. Areas of concern included reported experiences with bullying or harassment (65%), Cyberbullying (25%), and Frequent Sadness (28%).  The Secondary CHKS was administered to 7th grade students with an 82% response rate. Results indicated strengths in Academic Motivation (65%), High Expectations (74%), School Safety (72%), and Life Satisfaction (66%). Students reported School Connectedness at 61% and Caring Adult Relationships at 53%. Areas identified for continued improvement included Meaningful Participation (31%), experiences with bullying or harassment (41%), Cyberbullying (25%), Chronic Sadness/Hopelessness (28%), and students reporting they had considered suicide (14%).  Survey participation reflected the demographic composition of the District and included representation from White, Hispanic/Latinx, American Indian/Alaska Native, Asian American, Multiracial, English Learner, Special Education, and Homeless student groups. Due to small subgroup sizes at the surveyed grade levels, disaggregated subgroup analysis is limited; however, the District continues to review available subgroup data alongside attendance, behavior, academic, and local assessment data to identify trends and ensure equitable supports for all students.  The results indicate continued strengths in academic motivation, adult expectations, and perceptions of safety, while highlighting opportunities to strengthen student connectedness, meaningful participation, positive peer interactions, mental health supports, and overall school climate.|Analysis of the 2026 California Healthy Kids Survey results indicates several areas of strength in school climate, as well as opportunities for continued improvement. Across both grade levels surveyed, students reported positive perceptions regarding academic motivation and adult expectations. Sixty-five percent of both 5th and 7th grade students reported positive academic motivation, while 74% reported that adults at school hold high expectations for student success. These results suggest that students recognize a strong culture of learning and believe that school staff encourage them to achieve at high levels.  School safety also emerged as a relative strength, particularly among 7th grade students, with 72% reporting that they feel safe or very safe at school. Fifth grade students also reported a positive perception of school safety, with 61% indicating they feel safe at school. In addition, life satisfaction among 7th grade students was reported at 66%, reflecting generally positive perceptions of overall well-being.  The survey results also identified areas requiring continued attention. School connectedness was reported by 54% of 5th grade students and 61% of 7th grade students, indicating opportunities to strengthen students' sense of belonging and connection to school. Caring adult relationships were reported by only 56% of 5th grade students and 53% of 7th grade students, suggesting a need to further strengthen positive relationships between students and trusted adults on campus. Meaningful participation was identified as a particular area of concern among 7th grade students, with only 31% reporting that they feel they have meaningful opportunities to participate and contribute at school.  Student social-emotional health remains an area of focus. Twenty-eight percent of both 5th and 7th grade students reported frequent sadness or chronic sadness/hopelessness. Additionally, 14% of surveyed 7th grade students reported having considered suicide, highlighting the continued importance of mental health supports, counseling services, and social-emotional learning opportunities. Reports of harassment or bullying were also notable, with 65% of 5th grade students and 41% of 7th grade students reporting experiences with bullying or harassment. Cyberbullying was reported by 25% of students in both grade levels.  Due to the relatively small sample size and limited subgroup representation at the surveyed grade levels, disaggregated subgroup analysis is limited. However, participation data indicate representation from Hispanic/Latinx students, students receiving special education services, English Learners, students experiencing homelessness, and multiracial students. The District will continue to monitor available subgroup data alongside other local indicators, attendance data, discipline data, and academic performance measures to identify trends and ensure that school climate improvement efforts support the needs of all student groups.  Overall, the|Analysis of the 2026 California Healthy Kids Survey identified both strengths and areas for continued growth in school climate. Across both grade levels surveyed, students reported positive perceptions of academic motivation (65%) and high expectations from adults (74%), indicating a strong culture of learning and belief that school staff encourage student success. School safety was also a relative strength, with 61% of 5th grade students and 72% of 7th grade students reporting that they feel safe at school. Additionally, 66% of 7th grade students reported positive life satisfaction.  Areas for improvement include strengthening school connectedness, caring adult relationships, and opportunities for meaningful student participation. School connectedness was reported by 54% of 5th grade students and 61% of 7th grade students, while caring adult relationships were reported by 56% and 53%, respectively. Only 31% of 7th grade students reported meaningful participation at school, indicating a need to increase student voice and engagement opportunities.  Student social-emotional well-being remains a priority. Twenty-eight percent of students in both grade levels reported frequent sadness or chronic sadness/hopelessness, and 14% of 7th grade students reported having considered suicide. Reports of bullying and harassment were also significant, with 65% of 5th grade students and 41% of 7th grade students reporting such experiences. Cyberbullying was reported by 25% of students in both grade levels.  Due to small sample sizes, disaggregated subgroup analysis is limited. However, survey participation included representation from Hispanic/Latinx students, English Learners, students receiving special education services, students experiencing homelessness, and multiracial students. The District will continue to review survey results alongside attendance, behavior, and academic data to identify trends and ensure equitable supports for all students.  Overall, the data demonstrate strengths in academic motivation, adult expectations, and school safety, while highlighting the need to strengthen student connectedness, positive relationships, meaningful participation, bullying prevention efforts, and mental health supports. These findings will continue to guide District priorities and continuous improvement efforts.|Met|Based on analysis of the 2026 California Healthy Kids Survey, Jamestown School District will continue to strengthen programs and supports in identified areas of need. While results indicate strengths in academic motivation, high expectations, and school safety, opportunities for improvement remain in school connectedness, caring adult relationships, meaningful student participation, bullying prevention, and student social-emotional well-being.  The District will continue implementation of the I Understand behavior support framework and HERO positive behavior recognition system while expanding student leadership, student voice, and enrichment opportunities. Counseling services, clinical mental health supports, and social-emotional learning opportunities will continue to be provided.  Efforts to address bullying, harassment, and cyberbullying will continue through behavioral interventions, restorative practices, digital citizenship instruction, and ongoing review of school safety procedures. Through its MTSS framework, the District will utilize attendance, behavior, academic, and school climate data to identify needs, evaluate interventions, and ensure equitable supports for all students. Survey results and educational partner feedback will continue to guide continuous improvement efforts.|2026-06-24|2026
55723710000000|Sonora Elementary|6|Sonora Elementary School District evaluates school conditions and safety using data from the California Healthy Kids Survey (CHKS), administered annually to students in upper elementary and middle school grades (grades 3 through 8). The CHKS serves as the primary tool for measuring key indicators of Priority 6, specifically assessing student connectedness, school safety, caring adult relationships, high expectations, and overall perceptions of campus climate. Overall survey results indicate that a majority of students report feeling safe on campus and feeling supported by school staff. However, total scores across core domains reflect moderate variability between grade levels, with middle school students generally reporting lower levels of school connectedness and academic motivation compared to elementary-grade peers.  Disaggregated student group data reveals key differences in how vulnerable student populations experience the campus climate. Students with Disabilities (SWDs) and socioeconomically disadvantaged students report lower average scores in the domains of perceived school safety and peer support compared to the overall student body. English Learners and homeless students express strong positive perceptions regarding caring adult relationships on campus, but show lower baseline scores related to meaningful participation and extracurricular engagement. Additionally, specific survey items examining peer relationships and behavioral expectations highlight that physical and verbal bullying, along with classroom disruptions, remain primary areas of concern across multiple subgroups.  To complement the CHKS data, the district analyzes site-level discipline records, attendance trends, and secondary staff/parent climate feedback. While the district met the local standard for Priority 6 on the California School Dashboard, local tracking tools show a direct correlation between low climate survey scores and higher chronic absenteeism rates among specific student populations, particularly socioeconomically disadvantaged students and Students with Disabilities. These disaggregated findings directly inform district-wide climate goals, emphasizing the expansion of Tier 1 Positive Behavioral Interventions and Supports (PBIS), rest-time supervision, and structured restorative practices to cultivate a safer, more inclusive environment for all student groups.|Analysis of the local climate survey data reveals distinct areas of strength that serve as a foundational asset for the district. A primary key learning is that students across grade levels consistently report high levels of positive, caring relationships with adult staff on campus. Students express that teachers and school personnel hold high academic expectations for them and are accessible when support is needed. Furthermore, overall feeling of safety during the school day remains relatively high in the elementary grade spans, reflecting a welcoming baseline culture supported by dedicated school staff and site-level supervision routines.  However, disaggregated data highlights significant areas of need regarding student connectedness, peer dynamics, and equity across specific student groups. The analysis demonstrates a marked drop in school connectedness and academic motivation as students transition into middle school grades. Furthermore, Students with Disabilities and socioeconomically disadvantaged students report lower perceptions of peer support and safety, often citing classroom disruptions and peer conflict as barriers to their learning environment. Crucially, the data reveals a direct link between negative climate perceptions and elevated chronic absenteeism rates within these same subgroups, indicating that unaddressed climate concerns directly impact student attendance and engagement.  Based on these key learnings, the district has identified clear priorities for continuous improvement. To address identified needs, the district must strengthen Tier 1 Positive Behavioral Interventions and Supports (PBIS) to ensure clear, consistent behavioral expectations across all campus environments. Additionally, there is an urgent need to deploy targeted anti-bullying and restorative practice initiatives to foster positive peer-to-peer relationships, particularly for middle school students and vulnerable student groups. By pairing these climate initiatives with proactive attendance case management and stronger multi-tiered interventions, the district aims to create a more supportive, inclusive environment that directly improves student well-being and academic outcomes.|Based on the analysis of local climate survey data, California School Dashboard metrics, and educational partner input, the district has identified several operational and structural changes to existing plans, policies, and procedures to drive continuous improvement.  First, the district is updating its Multi-Tiered System of Support (MTSS) framework and Student Data Review Team (SDRT) procedures. To overcome past challenges caused by administrative turnover and inconsistent execution, the district is transitioning from informal, site-based practices to standardized, documented procedures. These revised procedures establish routine progress-monitoring schedules and mandate early-intervention protocols for Tier 2 and Tier 3 academic and behavioral supports. This structural change ensures that Students with Disabilities, socioeconomically disadvantaged students, and other high-needs groups are systematically identified and provided with immediate, targeted interventions.  Second, the district is overhauling its attendance monitoring and engagement policies to directly combat high rates of chronic absenteeism, particularly among vulnerable student subgroups. Rather than relying primarily on reactive truancy enforcement, procedures are shifting toward proactive attendance case management and early outreach. Revisions include establishing early-warning triggers to identify emerging attendance issues, initiating direct home-to-school communication prior to formal truancy notifications, and assigning dedicated support personnel to work directly with chronically absent families to identify and resolve underlying barriers.  Finally, the district is revising its school climate and student discipline practices to foster a safer, more inclusive environment. Building on climate survey feedback regarding peer conflicts and middle-grade connectedness, site policies are incorporating a more comprehensive Positive Behavioral Interventions and Supports (PBIS) framework paired with restorative practices. Revisions emphasize proactive behavior expectation mapping, enhanced playground and common area supervision protocols, and structured anti-bullying initiatives. These revisions are fully integrated into the ongoing Local Control and Accountability Plan (LCAP) to ensure sustained resource allocation, staff professional development, and alignment with district-wide continuous improvement goals.|Met||2026-06-11|2026
55723890000000|Sonora Union High|6|The California Healthy Kids Survey (CHKS) for the academic year 2024-25 provides insights into students' perceptions of their school environment, focusing on school connectedness and safety. Grade 9: School Connectedness: 62% of 9th graders feel connected to their school. School Safety: 63% of 9th graders perceive their school as safe or very safe. Grade 11: School Connectedness: 61% of 11th graders feel connected to their school. This is a significant decline from last year. School Safety: 67% of 11th graders perceive their school as safe or very safe.|Analysis of 2025-26 Results: School Connectedness: 9th Graders: 62% reported feeling connected to school, an increase from 55% in the previous year, indicating improved student engagement and belonging among freshmen. 11th Graders: 61% reported feeling connected to school, a notable increase from 49% in the previous year. This improvement suggests that district efforts to strengthen student engagement, relationships, and school connectedness are having a positive impact on upper-grade students. School Safety: 9th Graders: 63% reported feeling safe or very safe at school, an increase from 58% the previous year. 11th Graders: 67% reported feeling safe or very safe at school, an increase from 56% the previous year. Overall, the data indicates positive growth in both school connectedness and perceptions of safety across grade levels. A key strength is the substantial improvement among 11th-grade students, while continued efforts should focus on further increasing connectedness and safety so that all students feel supported and engaged in the school community. The increase in school connectedness and perceptions of safety may reflect the district's continued emphasis on student wellness, relationship-building, and engagement opportunities. Efforts such as expanded social-emotional supports, wellness services, extracurricular opportunities, student leadership activities, and community school initiatives may be contributing to students feeling more connected to their school and more supported by adults on campus. Additionally, the improvement among 11th-grade students suggests that initiatives focused on student engagement and belonging may be having a positive impact as students progress through high school.|"Actions Taken and Planned: Specialized Academic Counseling Services: The district will provide specialized academic counseling for ""at-risk"" students, including foster youth, English learners, and low-income students. This will be facilitated through a campus Learning Director at Sonora High School. This targeted support aims to improve school connectedness and academic success for vulnerable student groups. Campus Supervision: Increased funding for supervision on all district campuses will be maintained to promote a safe and productive learning environment. This includes funding for campus supervisors at both Sonora High School and the Alternative Education Campus. Enhanced supervision will address safety concerns, particularly for 11th graders who reported feeling less safe. Student Support Center: The Student Support Center will continue to facilitate behavior interventions and provide a supportive environment for addressing student behavior. This center plays a crucial role in ensuring that students feel connected and safe. Sonora Friends Program: Continued support for the Sonora Friends program, which helps incoming freshmen and new students connect with the positive culture at Sonora High School, will be prioritized. This initiative is crucial for maintaining the high level of connectedness reported by 9th graders. Positive Behavioral Intervention and Support (PBIS): The district will sustain the implementation of PBIS practices to teach, model, and affirm expected student behaviors. This approach helps create a positive school culture that enhances student safety and connectedness. Extra-Curricular Programs: Funding for extra-curricular programs will continue to promote student health and wellness, as well as increase participation. These programs are vital for keeping students engaged and fostering a sense of belonging throughout their high school years. Wellness and Behavior Support: Focused wellness and behavior support for English learners, low-income, and foster students will be enhanced through increased clinician support. This will address the specific needs of these groups, improving their overall school experience and safety."|Met||2026-06-22|2026
55723970000000|Soulsbyville Elementary|6|Our school uses two climate surveys; the California Healthy Kids Survey (CHKS) and our local SITE Council survey. Both survey results are reviewed and shared with board and staff and made available to families. School connectedness has consistently improved over the prior 3 years and has now declined over the past year. High expectations, meaningful participation, perceived school safety, positive behavior, parent involvement in schooling, and facilities upkeep all reported above state average. Frequent sadness has shown an increase to over 30% which is above the state average in 2025. Adults at school care about you is up from 56% in 2022 to 95.9% in 2025. Students feeling safe at school was at 88.4%; Parents who say their children feel comfortable at school was 91.9% and 78.3% parents report a welcoming environment for parents.|The key learnings are that students, parents, and staff have the perception and experience of a safe, inviting environment here at Soulsbyville School. Information provided to us through surveys shows that our school creates and values a healthy atmosphere to conduct high quality educational programming in a positive climate for all. One identified need is a school climate indicator for Caring Relationships that reported 60% in 2024 and now has declined to 55% in 2025.|The school will continue to provide a high quality educational experience for families to include academic and social emotional learning opportunities in a safe, welcoming environment. To implement improvement and address the below state average for Caring Relationships, the school will become familiar with the following questions asked of students regarding their input on Caring Relationships: 1) do teachers and other grown-ups at school care about you? 2) listen when you have something to say? 3) make an effort to get to know you? 4) who notices when you're not there? Staff are to periodically throughout the school year check in with students for feedback on these questions in order to learn if Caring Relationships are developing strongly between school adults and students.|Met||2026-06-16|2026
55724050000000|Summerville Elementary|6|For the past ten years, Summerville Elementary School has administered the California Health Kids survey bi-annually (every other year) to students in grades 5th and 7th. Beginning in 2019, Summerville Elementary began administering the survey annually to students in grades 5th and 7th. In 2021, the survey was expanded to grades 5th, 6th, and 7th so that the school would be able to track cohort responses annually in addition to gathering school-wide climate impressions.  Annually, the Summerville Elementary administrative team analyzes the data, looking for trends, new developments, and typical responses. Data is compared to the previous year for analytical comparison and discussion points with staff. Data is annually presented to the Governing Board at a public meeting. Staff receive a copy of the data and discuss the data and its implications throughout the year during professional learning sessions. Data is shared with parents through parent committee meetings. Highlights and key findings are discussed to engage parents and understand how they can partner with the school to support student learning.|The 2026 administration of the California Healthy Kids Survey (CHKS) had a relatively low participation rate, averaging 68% per grade level, comparable to the 2025 completion rates but lower than earlier years. Despite the lower response rate, the data provided valuable insights into student perceptions and well-being.  Survey results indicated that 82% of students reported feeling connected to the school, and 74% expressed strong academic motivation. A large majority (87%) perceived the school environment as clean and well-maintained, and 79% of students indicated that they have supportive relationships with caring adults on campus.  However, the data also revealed a continued area of concern around meaningful student participation. Only 33% of 6th-grade students and 15% of 7th-grade students reported feeling they have meaningful opportunities to be involved in school decision-making or activities beyond academics.  In terms of student safety and substance use, self-reported drug (3%) and alcohol use (12%) remained relatively low. However, the school noted a concerning increase in reported vaping use, which continued to rise year over year to 19%—up from 17% in prior survey administrations. This upward trend highlights the need for continued health education and preventative efforts focused on vaping and substance use.  Summerville Elementary will use these findings to inform program planning, support services, and outreach efforts to better engage students and improve overall school climate.|In response to this data, attention needs to be given to fostering student participation and voice in the classroom and school. Specific intervention techniques need to be investigated regarding drug, alcohol, and vaping awareness. The administrative team and the counseling team will target these areas during the 2026-2027 school year.|Met||2026-06-17|2026
55724130000000|Summerville Union High|6|The California Health Kids Survey Data is included for the 2025-2026 school year. Our sampling for 7th grade students is a very small sample as we have 7 students in the 7th grade, so results will reflect NA due to too small as sample size. Students feel the school is a safe place to be 7th = NA 9th = 73% 11th = 81% Adults have high expectations for learning 7th = NA 9th = 72% 11th = 75% I try hard to make sure that I am good at my school work 7th = NA 9th = 83% 11th = 83% There is an adult at school that wants me to do my best 7th = NA 9th = 74% 11th = 81% School violence perpetration 7th = NA 9th = 6% 11th = 6% Students reporting never having vaped 7th = NA 9th = 85% 11th = 84% Areas to Continue to work on include: Chronic Sadness or hopeless feelings in last 12 months 7th = NA 9th = 35% 11th = 28% Seriously considered attempting suicide 7th = NA 9th = 19% 11th = 16% Promotion of parental involvement in school 7th = NA 9th = 45% 11th = 46% I am happy with/to be at this school 7th = NA 9th = 60% 11th = 61% Teachers communicate with parents about what students are to learn in class 7th = NA 9th = 52% 11th = 45% Students feel a meaningful participation in school 7th = NA 9th = 21% 11th = 20%|Through the data collected in the CHKS it appears that students are finding themselves in a good place according to the majority of the CHKS statistics. There are still some evident areas where students are struggling. Specifically, the data from the chronic sadness or hopelessness question. Although the percentage of students in the 11th grade reporting chronic sadness or hopelessness has decreased , the data shows more than half of our 7th graders and more than 1/3 of our 9th grade students report this feeling. There was a nice increase of students and parents reporting that they feel there is a promotion of parental involvement in the school. The data also reflects that teachers are communicating with parents about what the students are to learn in class at a greater rate. Students are reporting that they feel a greater meaningful participation in school, but that percentage is still only about a third of the population feeling that way. Fewer students are reporting that they have never used a vape than in previous years. That is an area of concern and the District has purchased and installed vape sensors in the restrooms. Areas of celebration also include: more students feel that adults have high expectations for learning, students are trying hard to make sure they are good at their school work, and there is an adult at school that wants the students to do their best.|The implementation of the Wellness Center this past year has brought another place with people trained and certified to support student needs. The District hired a Career and College Counselor for the 2024-2025 school year to work along side the GLCs and Crisis Counselor to support social-emotional learning, academic opportunities and academic success. The Student Services team meetings are held monthly to discuss students that are in need of additional supports. This includes the GLCs, Crisis Counselor, Psychologist, SARB Coordinator and other adults that work directly with the individual student. The most important determiner of campus-wide success for students and staff is providing for good, open-lines of communication. Supports can be put in place, we rely on our students and parents to let us know about the needs.|Met||2026-06-24|2026
55724130112276|Gold Rush Home Study Charter|6|Gold Rush Home Study Charter administers the California Healthy Kids Survey (CHKS) annually to monitor school climate, student engagement, safety, and social-emotional well-being. Survey results indicate that students generally report positive relationships with staff, strong perceptions of safety, and a sense of connectedness to the school community, while also identifying opportunities to strengthen student engagement and meaningful participation.  Among middle school students, 81% of Grade 8 students and 69% of Grade 7 students reported feeling connected to school. Academic motivation was reported by 65% of Grade 8 students and 57% of Grade 7 students. Students also reported strong caring adult relationships (79% Grade 8; 69% Grade 7) and high expectations from adults at school (89% Grade 8; 82% Grade 7). School safety perceptions were particularly strong, with 95% of Grade 8 students and 80% of Grade 7 students reporting that they feel safe or very safe at school. Incidents of harassment or bullying were reported by 24% of Grade 8 students and 47% of Grade 7 students, while cyberbullying was reported by 38% and 27% respectively. Student well-being indicators showed generally positive results, with life satisfaction reported by 84% of Grade 8 students and 71% of Grade 7 students. The California Student Wellness Index was 108.0 for Grade 8 and 103.2 for Grade 7, both above the statewide norm of 100.  At the high school level, school climate data varied across grade levels. School connectedness was highest among Grade 9 students (95%), compared to 69% of Grade 7 students and 49% of Grade 11 students. Caring adult relationships were reported by 89% of Grade 9 students and 58% of Grade 11 students, while perceptions of high expectations remained strong across all grade levels (67%-83%). Students consistently reported feeling safe at school, with 80% to 83% indicating that school was safe or very safe. Reports of bullying decreased as students progressed through grade levels, from 47% in Grade 7 to 18% in Grade 11. However, social-emotional indicators suggest a need for continued focus on student wellness at the upper grade levels. Chronic sadness or hopelessness was reported by 64% of Grade 11 students compared to 42% of Grade 9 students and 29% of Grade 7 students. Similarly, 36% of Grade 11 students reported having considered suicide in the past year. The California Student Wellness Index score for Grade 11 students was 94.2, below the statewide norm, compared to 106.0 for Grade 9 students and 103.2 for Grade 7 students.  Analysis of survey data indicates several strengths in Gold Rush Home Study Charter’s school climate, including high levels of perceived safety, positive adult-student relationships, and strong expectations for student success. The survey also highlights areas for continued improvement, including increasing opportunities for meaningful student participation, strengthening academic engagement, and expanding social-emotional supp|"Analysis of the California Healthy Kids Survey (CHKS) and related school climate data identified several key strengths within Gold Rush Home Study Charter's educational program. Students consistently reported feeling physically safe at school, with 80% to 95% of surveyed students indicating they feel safe or very safe on campus. Students also reported positive relationships with school staff, particularly in Grades 8 and 9, where 79% and 89% of students respectively indicated the presence of caring adult relationships. High expectations from adults were reported across all surveyed grade levels, demonstrating a culture that promotes student success and achievement. Additionally, student wellness scores for Grades 7, 8, and 9 exceeded the statewide norm, suggesting that many students experience positive social-emotional well-being and supportive school conditions.  The data also highlighted strengths in student optimism, life satisfaction, and overall school support among middle school and early high school students. Grade 8 students demonstrated particularly strong outcomes across multiple indicators, including school connectedness, wellness, and life satisfaction. These findings suggest that students generally experience a supportive and nurturing educational environment that fosters positive relationships and academic growth.  Several areas of need were also identified through the analysis. School connectedness and academic motivation declined significantly among older students. While Grade 9 students reported very high levels of school connectedness, Grade 11 students reported substantially lower levels, indicating a need to strengthen engagement and belonging for upper-grade students. Academic motivation followed a similar pattern, suggesting that additional efforts are needed to ensure learning experiences remain relevant, challenging, and meaningful as students progress through high school.  Student voice and participation emerged as another area for improvement. Survey results indicated that many students, particularly at the high school level, do not feel they have sufficient opportunities for meaningful participation in school activities and decision-making processes. In addition, a substantial percentage of students reported that school was ""really boring,"" suggesting a need to expand student-centered learning opportunities, enrichment experiences, career exploration, leadership opportunities, and hands-on learning experiences.  Social-emotional health data identified the most significant area of need among older students. Rates of chronic sadness and hopelessness increased substantially in the upper grades, and Grade 11 students reported lower overall wellness scores than younger students. These findings indicate a need for continued investment in mental health supports, wellness programming, counseling services, and proactive interventions designed to support students experiencing emotional distress."|Analysis of the California Healthy Kids Survey (CHKS) and other local climate data identified several areas of strength, including high levels of school safety, positive relationships between students and staff, and strong perceptions of adult support and high expectations. The data also identified areas for growth, particularly in increasing meaningful student participation, strengthening student engagement and connectedness at the secondary level, reducing reports of bullying and cyberbullying, and expanding social-emotional supports for students reporting elevated levels of stress, sadness, and hopelessness.  In response to these findings, Gold Rush Home Study Charter has reviewed and refined existing practices to better support student engagement and well-being. During the 2026–27 school year, the LEA will expand opportunities for student voice and leadership through increased student involvement in school decision-making, leadership activities, and schoolwide events. Staff will continue to implement strategies that promote student connectedness and engagement, including project-based learning opportunities, student goal setting, and regular academic and wellness check-ins.  To address social-emotional needs identified through survey results, the LEA will continue to strengthen its Multi-Tiered System of Supports (MTSS) framework by increasing targeted interventions for students demonstrating social-emotional or behavioral concerns. Counseling services, wellness resources, and referral systems will be enhanced to ensure students have access to timely support. Staff will receive ongoing professional development focused on trauma-informed practices, relationship-building strategies, and recognizing early indicators of student mental health concerns.  The LEA will also continue implementing bullying prevention and digital citizenship education to address reports of harassment and cyberbullying. School personnel will reinforce reporting procedures, monitor student concerns, and provide proactive instruction regarding respectful interactions both in person and online.  Additionally, survey results indicating lower levels of meaningful participation and engagement among some secondary students have informed efforts to increase enrichment opportunities, career exploration activities, and student-centered learning experiences. The LEA will monitor implementation of these actions through annual survey administration, student feedback opportunities, attendance data, and other local indicators to evaluate effectiveness and guide future continuous improvement efforts.  Through ongoing analysis of local data, educational partner feedback, and student outcomes, Gold Rush Home Study Charter remains committed to refining programs, policies, and procedures to ensure all students experience a safe, supportive, and engaging learning environment.|Met||2026-06-05|2026
55724135530191|Connections Visual and Performing Arts Academy|6|The California Health Kids Survey Data is included for the 2025-2026 school year. Our sampling for 7th grade students is a very small sample as we have 7 students in the 7th grade, so results will reflect NA due to too small as sample size. Students feel the school is a safe place to be 7th = NA 9th = 73% 11th = 81% Adults have high expectations for learning 7th = NA 9th = 72% 11th = 75% I try hard to make sure that I am good at my school work 7th = NA 9th = 83% 11th = 83% There is an adult at school that wants me to do my best 7th = NA 9th = 74% 11th = 81% School violence perpetration 7th = NA 9th = 6% 11th = 6% Students reporting never having vaped 7th = NA 9th = 85% 11th = 84% Areas to Continue to work on include: Chronic Sadness or hopeless feelings in last 12 months 7th = NA 9th = 35% 11th = 28% Seriously considered attempting suicide 7th = NA 9th = 19% 11th = 16% Promotion of parental involvement in school 7th = NA 9th = 45% 11th = 46% I am happy with/to be at this school 7th = NA 9th = 60% 11th = 61% Teachers communicate with parents about what students are to learn in class 7th = NA 9th = 52% 11th = 45% Students feel a meaningful participation in school 7th = NA 9th = 21% 11th = 20%|Through the data collected in the CHKS it appears that students are finding themselves in a good place according to the majority of the CHKS statistics. There are still some evident areas where students are struggling. Specifically, the data from the chronic sadness or hopelessness question. Although the percentage of students in the 11th grade reporting chronic sadness or hopelessness has decreased , the data shows more than half of our 7th graders and more than 1/3 of our 9th grade students report this feeling. There was a nice increase of students and parents reporting that they feel there is a promotion of parental involvement in the school. The data also reflects that teachers are communicating with parents about what the students are to learn in class at a greater rate. Students are reporting that they feel a greater meaningful participation in school, but that percentage is still only about a third of the population feeling that way. Fewer students are reporting that they have never used a vape than in previous years. That is an area of concern and the District has purchased and installed vape sensors in the restrooms. Areas of celebration also include: more students feel that adults have high expectations for learning, students are trying hard to make sure they are good at their school work, and there is an adult at school that wants the students to do their best.|The implementation of the Wellness Center this past year has brought another place with people trained and certified to support student needs. The District hired a Career and College Counselor for the 2024-2025 school year to work along side the GLCs and Crisis Counselor to support social-emotional learning, academic opportunities and academic success. The Student Services team meetings are held monthly to discuss students that are in need of additional supports. This includes the GLCs, Crisis Counselor, Psychologist, SARB Coordinator and other adults that work directly with the individual student. The most important determiner of campus-wide success for students and staff is providing for good, open-lines of communication. Supports can be put in place, we rely on our our students and parents to let us know about the needs.|Met||2026-06-24|2026
55724210000000|Twain Harte|6|The School Climate Report Card was compiled using data from the middle school (7th grade) and elementary school (5th and 6th grade) California Healthy Kids Survey administered in March 2026. Survey results indicate the following: School Connectedness: 57% Academic Motivation: 60% Two or fewer absences: 74% Caring Relationships: 65% High Expectations: 76% Meaningful Participation: 24% Perceived School Safety: 70% Low Violence Victimization: 60%|Survey results were equal to or greater than statewide results among our elementary school students. Our middle school students however, were below state averages in most categories.|Increasing overall student wellness has been written as a goal in the LCAP. This goal will help to address the mental and physical health outcomes of our students which will in turn improve academic achievement and increase student engagement and motivation outcomes.|Met||2026-06-18|2026
55751840000000|Big Oak Flat-Groveland Unified|6|The California Dashboard Local Indicators provide insights into various aspects of school performance and student well-being. The California Healthy Kids Survey (CHKS) is a tool used to gather data on students' perceptions of their school environment, including their sense of connectedness and safety. In this case, the survey was administered to students in grades 5, 7, 9, and 11.  The reported data for 5th, 7th, 9th, and 11th grades focus on two key areas:  School Connectedness: This measures how connected students feel to their school community, including their relationships with peers and teachers, and their overall sense of belonging. The results were: 5th grade: 73% of students reported feeling connected to their school. 7th grade: 52% of students reported feeling connected to their school. 9th grade: 40% of students reported feeling connected to their school. 11th grade: 46% of students reported feeling connected to their school. These results indicate that school connectedness is relatively high in 5th and 7th grade but drops significantly in higher grades, with less than half of 9th and 11th graders feeling connected to their school.  School Perceived as Safe: This measures students' perceptions of safety within their school environment, encompassing both physical and emotional safety. The results were: 5th grade: 73% of students perceived their school as safe. 7th grade: 59% of students perceived their school as safe. 9th grade: 48% of students perceived their school as safe. 11th grade: 55% of students perceived their school as safe. These results show that a majority of students in all three grades perceive their school as safe, but similar to school connectedness, the perception of safety decreases from 5th to 7th, 9th and 11th grades. While many students continue to report positive school experiences, the data indicates a need to strengthen student engagement, school climate, and feelings of connectedness at the middle and high school levels.|Key Learnings from Data Analysis:  The analysis of the 2026 California Healthy Kids Survey (CHKS) and California Dashboard Local Indicators provides important insights into student well-being, school climate, school connectedness, and perceptions of safety across grade levels. Overall, the data indicates that younger students report stronger feelings of connection and safety, while student engagement and perceptions of safety decline at the secondary level.  Areas of Strength:  5th grade students demonstrated the highest levels of school connectedness and perceived safety, with 73% of students reporting they feel connected to school and 73% reporting they feel safe on campus. The data suggests that elementary programs, staff relationships, and campus supports are helping students feel supported, engaged, and connected during the earlier grade levels.  Increased family engagement opportunities, expanded extracurricular activities, and continued implementation of PBIS and social-emotional learning supports have contributed positively to overall school climate.  Identified Needs:  School connectedness decreases significantly in secondary grades, with only 52% of 7th graders, 40% of 9th graders, and 46% of 11th graders reporting they feel connected to school. Student perceptions of safety also decline at the middle and high school levels, with 59% of 7th graders, 48% of 9th graders, and 55% of 11th graders reporting they feel safe at school. The data indicates a continued need to strengthen student engagement, peer relationships, school culture, and emotional supports, particularly for students transitioning into and through high school. The lower connectedness and safety data at the secondary level suggests that some students may feel disengaged or isolated, which may impact attendance, academic performance, and overall well-being.  Additional Considerations:  The LEA recognizes the importance of continuing to expand student leadership opportunities, extracurricular activities, wellness supports, and family engagement efforts to improve school connectedness and school climate. The district will continue utilizing CHKS data, educational partner feedback, and local indicators to guide future planning and support targeted interventions focused on student wellness and engagement.  In summary, while the district demonstrates strengths in creating supportive environments at the elementary level, the 2026 CHKS data highlights the ongoing need for targeted supports and engagement strategies at the middle and high school levels to ensure all students feel safe, connected, and supported throughout their educational experience.|Based on the 2026 California Healthy Kids Survey (CHKS) results, the LEA has identified a continued need to improve school connectedness and perceptions of safety, particularly as students transition into middle and high school. In response, the district will continue refining programs and supports that promote student engagement, positive school climate, and safe learning environments.  The LEA will expand opportunities for student involvement through leadership activities, athletics, FFA, music, clubs, peer mentoring, and other extracurricular programs that foster positive relationships and school pride. Recognizing that connectedness declines at the secondary level, the district will prioritize strategies that strengthen relationships between students and trusted adults.  To improve school climate and safety, the district will continue implementing social-emotional learning (SEL), Positive Behavioral Interventions and Supports (PBIS), trauma-informed practices, and Multi-Tiered System of Supports (MTSS). Additional efforts will include maintaining campus supervision, reviewing safety procedures, enhancing communication systems, and gathering student feedback to inform ongoing improvements.  The LEA will also strengthen supports for students transitioning into middle and high school through orientation activities, peer support opportunities, counselor check-ins, and engagement activities designed to help students build connections in their new school environments.  Family engagement will remain a priority through the use of ParentSquare, newsletters, social media, phone calls, email, and the district website. Continued participation in events such as Spring Showcases, music performances, FFA activities, classroom events, and athletics will help strengthen school-home partnerships and increase student connectedness.  The district will regularly review CHKS results, attendance data, local indicators, and educational partner feedback as part of the LCAP continuous improvement process to ensure programs and services remain aligned with student and family needs.  Through these efforts, the LEA remains committed to providing safe, supportive, and inclusive learning environments where all students feel connected, valued, and prepared for success.|Met||2026-06-24|2026
56105610000000|Ventura County Office of Education|6|During the 2025–26 school year, VCOE Schools and Programs administered the California Healthy Kids Survey (CHKS) to students in grades 6–12 to assess their perceptions of school climate. Results showed that an average of 55% of students reported feeling connected to their school community, an increase from the previous year. Additionally, an average of 66% of students reported feeling safe at school, and 71% of students felt that teachers treat students fairly, also reflecting an increase from the prior year.|An analysis of CHKS School Connectedness data highlights the positive impact of the intentional student and family engagement opportunities that VCOE staff have implemented to support a strong school culture and community. Increases in students' sense of connectedness, safety, and perceptions of fair treatment by teachers reflect the ongoing efforts of the team to build meaningful relationships and foster a welcoming school environment. These improvements affirm that current engagement strategies are making a positive difference, and VCOE staff remain committed to continuing and building upon this work to further strengthen school connectedness for all students.|While the CHKS is just one of several tools VCOE uses to gather data on student needs, it offers valuable insight that helps staff and administrators provide targeted support and implement specialized programs. These efforts are aimed at creating spaces, both physically and emotionally safe, where students feel supported and prepared to engage in learning. In response to identified needs, the VCOE team continues to provide comprehensive social-emotional supports, including Mental Health Specialists, social-emotional learning curriculum, Behavioral Support Specialists, wellness center spaces, expanded counseling services, and staff professional learning in areas such as school safety, trauma-informed care, and social-emotional learning. Expanding opportunities for student engagement also remains a key priority, with intentional efforts focused on ensuring students feel actively connected to their school community through programs, activities, and inclusive practices. The VCOE team remains committed to cultivating safe, welcoming, and engaging learning environments that respond to the needs of all students.|Met||2026-06-22|2026
56105610109900|Vista Real Charter High|6|During the first semester of 2025-26, the local school survey questions were given to students and teachers online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accordance with their experience:  *99% of the students reported that they felt safe  *97% of students reported that they felt connected to an adult at the school|This was very meaningful to the school because the faculty and leadership are committed to ensuring that each student experiences a trustworthy and welcoming school culture. A positive school culture is fundamental to our values and mission. We recognize that our students require additional attention and outreach to feel connected to the school. Many of our students have faced traumatic experiences due to the pandemic and their prior schooling, presenting a challenge for us. Therefore, we strive to implement our trauma-informed practices with fidelity. During the school year, 100% of staff reported feeling safe, and 98% reported feeling connected to the school. It’s important to have adults supporting each other during these challenging times.|In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma-informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals.|Met||2026-06-02|2026
56105610112417|Ventura Charter School of Arts and Global Education|6|VCS utilizes local climate survey data to monitor school connectedness, safety, engagement, and overall school climate. Survey results indicate that students and families perceive the school climate positively, particularly in the areas of teacher-student relationships, creative and project-based learning opportunities, and the school's emphasis on social-emotional learning (SEL).  Key strengths identified through the survey included a strong sense of emotional safety and inclusion. Respondents highlighted the school's positive culture, emphasis on empathy, and commitment to a whole-child approach as significant contributors to student well-being and belonging. Academic growth and engagement were also noted as strengths, with project-based learning experiences and support for math mastery frequently identified as positive aspects of the educational program.|Survey data also identified areas for continued improvement. The primary drivers of friction included facility-related concerns, the desire for expanded middle school elective offerings, and playground supervision. Facility concerns were the most frequently identified challenge. VCS currently occupies a facility that is more than 20 years old and does not fully meet the needs of the school's educational program. As the facility is owned by the local school district, the school is currently awaiting decisions regarding the district's long-term facilities plan. The LEA remains hopeful that future plans will include either relocation to a more suitable site or significant upgrades to the existing facility.  While survey responses were generally positive across student groups, the LEA will continue to collect disaggregated data and stakeholder feedback to ensure that all students experience a safe, inclusive, and engaging learning environment. The survey results will be used to inform future decisions related to school climate, student engagement, and program development.|Analysis of local climate survey data identified facilities as the school's most significant area of need. While students and families continue to report positive experiences related to school culture, relationships, safety, and academic engagement, concerns regarding the age and condition of the facility were consistently identified.  At this time, the VCS is limited in its ability to make major facility improvements because the site is owned and managed by the local school district. The school is currently awaiting decisions regarding the district's long-term facilities plan. As a result, no major revisions to facility-related policies or procedures have been implemented.  To support continuous improvement, VCS will continue to communicate facility needs and priorities to the district, monitor the impact of facility conditions on the educational program, and seek opportunities to address maintenance and improvement needs within available resources. VCS will also continue to gather stakeholder feedback regarding facilities, middle school electives, and supervision needs to inform future planning and resource allocation. The school remains committed to advocating for either significant upgrades to the current facility or relocation to a more suitable site that better supports student learning and well-being.|Met||2026-06-23|2026
56105610121756|BRIDGES Charter|6|Bridges administers the California Healthy Kids Survey (CHKS) annually and a local climate survey twice per year for students in grades 3–8. The local climate survey provides a valid measure of perceptions of school safety and connectedness disaggregated by grade span. Our local social-emotional wellness surveys are strength-based tools adapted from UC Santa Barbara's Covitality Lab. The SEHS for grades 3–5 measures Covitality via Gratitude, Zest, Optimism, and Persistence. The SEHS for grades 6–8 measures Covitality via Belief in Self, Belief in Others, Emotional Competence, and Engaged Living. Results are reported to the governing board and Charter Excellence Committee at regularly scheduled meetings, and to stakeholders and the public through the Dashboard. In 2025–26, CHKS results for 5th grade show strong school safety and climate perceptions: 100% of students reported feeling safe at school; 98% reported that grownups treat students with respect; 98%   reported that students know the rules; 98% reported that the school teaches empathy and perspective-taking; 95% reported that the school helps students feel responsible for their actions; and 98% reported that the school teaches students to respect and care for one another. For 7th grade: 88% feel safe at school; 86% report the school is clean and tidy; 90% report that teachers communicate with parents about learning expectations; 90% report that staff takes parent concerns seriously; 95% report that they try hard to do well at school; 91% report that there is an adult at school who cares about them; and 93% report that there is an adult who believes they will be successful. Family satisfaction survey data shows that 92% of respondents agreed or strongly agreed that Bridges provides a healthy and safe school climate, and 96% agreed or strongly agreed that the school supports social-emotional learning and conflict resolution skill development. The suspension rate for 2025–26 was 2.1% overall.|n Spring 2025–26, elementary students averaged a Covitality composite score of 4.5 out of 5 (surpassing the High Bar of 4.5), and middle school students averaged 3.6 (meeting the High Bar of 3.6). Both scores reflect growth and/or maintenance from the prior year. Elementary students continue to score highest in Persistence, while middle school students score highest in Gratitude. Bridges will continue monitoring the areas of Zest (elementary) and Self-Control (middle school), where students historically score lower. English Learners continue to be monitored for Peer and School Support scores, and targeted small group SEL support will be maintained for this subgroup.|Based on this year's data, Bridges will continue implementing research-based SEL curriculum in whole-class and small breakout group settings targeting specific areas of growth. We will sustain our expanded school counselor hours and continue building out our Director of Student Services position, which oversees MTSS program implementation and coordinates universal screening data review. Covitality and CHKS data will continue to inform programmatic decisions in 2026–27, particularly for English Learner subgroup support and middle school engagement programming.|Met||2026-06-15|2026
56105610122713|River Oaks Academy|6|River Oaks implemented two surveys to measure the local climate: the Annual ROA Improvement Survey is given to all educational partners, and the Panorama Education Social Emotional Survey is given to high school and middle school students twice a year.  The Annual ROA Improvement Survey indicates that educational partners are satisfied with the quality of teachers and the personalized approach to education that River Oaks offers, as follows:  100% agree on the school's commitment to a non-violent, anti-bullying culture. 100% agree on the school's inclusivity regardless of background. 100% agree on the importance ROA places on social-emotional well-being. 97% agree on ROA's implementation of processes ensuring input and engagement from educational partners.  Middle and high school students were administered the Panorama Education Social Emotional Learning Survey in the fall and spring.  82% of responding students reported a positive status in Social Awareness. 68% of responding students felt they had a strong ability to regulate their emotions. 89% of students reported having a strong relationship with their teachers and 80% of students felt a strong sense of belonging at ROA.|The data shown in prompt one confirms River Oaks Academy's efforts and commitment to a positive school culture. Analysis of the survey data highlights several key strengths and needs. Educational partners overwhelmingly express satisfaction with the school’s inclusive, student-centered environment, citing strong teacher quality, personalized learning, and a commitment to social-emotional well-being. The Panorama Education Social Emotional Survey results affirm strengths in fostering a supportive school climate. River Oaks Academy will continue to focus on maintaining and deepening social-emotional supports and inclusive practices across all student groups.  We will continue to offer student connect opportunities at both sites to offer more opportunities for psycho education instruction.|River Oaks Academy will continue to use Parent Square to communicate with all educational partners, use the ROA website for community members and families to access school-wide information, hold regularly scheduled turn in meetings with families and coaching teachers to reinforce the school-family connection, maintain the virtual and online Wellness Centers, send out monthly Wellness articles and activity suggestions, and provide a safe space with an open door policy to ensure all educational partners have the opportunity to be heard.|Met||2026-06-02|2026
56105616055974|Meadows Arts and Technology Elementary|6|Each year, MATES surveys the fifth grade students. When asked, 95.1% of MATES fifth grade students feel that they belong, and 93.4% of them feel safe at school. Based on previous student survey data, MATES implemented a conflict resolution strategy called the HEART Highway. When this year's class was asked if they knew how to work out conflicts with their classmates, 88.6% of the students believed they can. 96.8% of students believe that their teacher cares about them, and 96.8% believe that their teacher listens to their ideas. 67.2% of students look forward to coming to school each day. 93.5% of students say that they can read with confidence, and 93.4% can do math with confidence. When asked if they can get help when they don't understand something 96.8% of students said they could. MATES has had a core values program, the HEART of an Eagle, in effect for 16 years. The program exemplifies what each student should strive to achieve. Also, MATES has developed a conflict resolution tool for students. This tool is a type of peace path called “The HEART Highway,” and provides students with steps to resolve conflicts with their peers. All staff members are trained to implement the HEART Highway, and the tool is available in all classrooms, specialist classes, and on the playground.|MATES teachers use the Second Step social-emotional learning program to increase empathy, inclusiveness, and conflict resolution. From the 2024-25 school year to the 2025-26 school year, the student survey showed a 4.2% increase of MATES fifth-grade students feeling that they belong at school, a 7.5% increase of MATES fifth-grade students feeling that they have friends, and a 4% increase in students feeling that their teacher cares about them.|MATES has a robust core values program -- the HEART of an Eagle. Adding the updated Second Step program has further enhanced the core values and social emotional skills necessary for student success. The MATES Curriculum Committee continues to monitor and evaluate the effectiveness of the Second Step program, and will pilot additional program options as needed.|Met||2026-05-18|2026
56724470000000|Briggs Elementary|6|"Briggs School District administered two student surveys to collect data on safety, school connectedness, and motivation to learn. A local-created school climate survey was administered to students in grades 3-4, and the Core Module of the California Healthy Kids Survey (CHKS) was administered to students in grades 5-8. On the local climate survey, students in grades 3-4 reported the following about feelings of safety: 61% of students responded ""Yes"", 36% of students responded ""Sometimes"" and 3% responded ""No"". On the local climate survey, students in grades 3-4 reported the following about feelings of school connectedness: 64% of students responded ""Yes"", 32% of students responded ""Sometimes"" and 4% responded ""No"". On the local climate survey, students in grades 3-4 reported the following about motivation to learn: 81% of students responded ""Yes"", 17% of students responded ""Sometimes"" and 2% responded ""No"". On the CHKS, 88% of students in grades 5-6 reported feeling safe in school, while 60% of students in grades 7-8 reported feeling safe in school. On the CHKS, 84% of students in grades 5-6 felt connected to school, while 53% of students in grades 7-8 felt connected to school. On the CHKS, 92% of students in grades 5-6 felt motivated to learn, while 69% of students in grades 7-8 felt motivated to learn."|"One key finding from the local climate survey administered in grades 3-4 was that the percentage of students reporting ""Yes"" and ""Sometimes"" to the questions about safety, school connectedness, and motivation to learn in third grade was lower than the percentage of students in fourth grade. Another key finding on the local climate survey was the need to support positive peer-to-peer relationships and an increased need to recognize students for their hard work. Students on the local climate survey shared that while they try their best and they feel the staff cares for them to do well, less students feel they are recognized for the work they put in. A key finding from the CHKS show that overall students in grades 5-6 feel stronger about safety, school connectedness, and motivation to learn than the students in grades 7-8."|Briggs School District will continue to address the identified need of strengthening peer relationships through PBIS and counseling. Both school sites have a PBIS committee that is focused on improving school climate and will include addressing this need in the next school year. A school-based counselor is also available at both school sites to help navigate social issues, provide restorative justice conversations, and advise both students and staff. In addition, focus will be given to students in grades 7-8 to see how the strong foundation established in grades 5-6 can be carried over to the upper grades to strengthen their feelings about school.|Met||2026-06-04|2026
56724540000000|Fillmore Unified|6|Based on student survey data and educational partner input, Fillmore Unified School District (FUSD) monitors school climate through local surveys and the California Healthy Kids Survey (CHKS) administered to students in grades 5, 8, and 11. During the 2025–2026 school year, districtwide end of year CHKS results indicated the following:  Elementary Schools 72% reported feeling safe at school  65% of students reported feeling connected to school  64% reported having a caring adult on campus  72% reported being treated fairly 70% reported knowing where to go for help or mental health support   Middle School 57% reported feeling safe at school  53% of students reported feeling connected to school  54% reported having a caring adult on campus 51% reported being treated fairly 68% reported knowing where to go for help or mental health support   Fillmore High School 66% reported feeling safe at school  53% of students reported feeling connected to school  56% reported having a caring adult on campus 53% reported being treated fairly  70% reported knowing where to go for help or mental health support   Sierra High School 78% reported feeling safe at school  58% of students reported feeling connected to school  55% reported having a caring adult on campus  70% reported being treated fairly 60% reported knowing where to go for help or mental health support   These data points are used to monitor student perceptions of safety, connectedness, and support and to inform school climate improvement efforts across the district.|Based on analysis of California Healthy Kids Survey data, FUSD identified both strengths and areas for continued growth in school climate. Across grade spans, student perceptions improved in 2025–2026 compared to the prior year. Elementary students reported increases in feeling safe at school (72%), school connectedness (65%), caring adult relationships (64%), feeling treated fairly (72%), and knowing where to access help or mental health services (70%).   At Fillmore Middle School, all indicators improved from the prior year, including feeling safe at school (57%), school connectedness (53%), caring adult relationships (54%), feeling treated fairly (51%), and knowing where to access help or mental health services (68%). While improvements were evident, student connectedness and perceptions of fairness remain areas for continued focus.   At the high school level, students at both Fillmore High School and Sierra High School reported positive perceptions of school safety and support. Sierra High students consistently reported higher levels of safety and fairness, while both schools identified opportunities to strengthen school connectedness and caring adult relationships. Fillmore High students reported improvements in safety (66%) and access to support services (70%).   Overall, a key strength across the district is students’ awareness of available support and mental health resources. Areas for continued improvement include strengthening school connectedness, increasing positive adult-student relationships, and ensuring all students feel valued, supported, and treated fairly. FUSD will continue using survey data to guide efforts that promote safe, supportive, and inclusive learning environments.|To address identified needs, FUSD will continue leveraging state and federal funding to expand access to school counselors, implement ASCA-aligned counseling lessons and supports, and increase student engagement opportunities. The district will provide counseling services at all elementary sites, strengthen partnerships with local agencies, and reduce barriers to accessing mental health services. Student information systems and school climate data will be used to monitor student well-being and inform continuous improvement efforts.   FUSD will continue implementing Positive Behavioral Interventions and Supports (PBIS) and Social-Emotional Learning (SEL) practices to strengthen school connectedness, positive adult-student relationships, and inclusive learning environments that support student success and well-being.|Met||2026-06-02|2026
56724620000000|Hueneme Elementary|6|"HESD administers a local climate survey every year to obtain a valid measure of perception of school safety and connectedness. At a regularly scheduled meeting, the results are shared with all vital educational partners, including our local governing board. In Spring 2024, HESD administered the California Healthy Kids Survey (CHKS) to grades five and seven students. The following key indicators of school climate were measured:  * School Engagement and Supports * School Safety * School Disciplinary Environment * Substance Use * Mental Health  The results of the 2025-2026 administration of the California Healthy Kids Survey (CHKS) show that 72% of fifth-grade students reported: ""Yes, most of the time"" or ""Yes, all of the time"" on questions about school connectedness (2% increase).  An average of 76% of grade five students reported feeling safe in school (4% increase).   In grade seven, 51% of the students taking the survey indicated ""Agree"" or ""Strongly Agree"" on questions about school connectedness (6% increase). 67% of respondents reported that they perceive their school site as ""Very safe"" or ""Safe"" (16% increase).  Grade 5 * School Connectedness: 72% * Academic Motivation: 77% * Caring Adult Relationships: 70% * High Expectations: 83% * Meaningful Participation: 44% * School Safety (students feel safe at school): 76%  Grade 7 * School Connectedness: 51% * Academic Motivation: 63% *Caring Adult Relationships: 56% *High Expectations: 71% *Meaningful Participation: 22% *School Safety (students feel safe at school): 67%"|Areas of Strength: 1. Significant Improvement in School Safety: Both grade levels saw a notable increase in students feeling safe at school. Grade 5 increased by 4% (to 76%), while Grade 7 saw a massive 16% surge (rising from 51% to 67%). 2. Rising School Connectedness: Students feel more connected to their schools. Grade 5 improved slightly to 72%, and Grade 7 experienced a strong 6% increase (rising from 45% to 51%). 3. Growth in Caring Adult Relationships: Both grade levels saw steady improvements (+2% for Grade 5 and +3% for Grade 7) in students reporting meaningful connections with caring adults at school.  Identified Needs: 1. Low Engagement & Meaningful Participation: This is a critical area for improvement, especially as students get older. Only 44% of Grade 5 students and a low 22% of Grade 7 students (which actually dropped by 2%) feel they have opportunities for meaningful participation at school. 2. Decline at transition to middle school: There remains a stark contrast between elementary (Grade 5) and middle school (Grade 7) metrics. Grade 7 scores fall significantly behind Grade 5 across every single category, particularly in school connectedness (51% vs. 72%) and meaningful participation (22% vs. 44%).|Conclusion and Recommendations:  * Program Considerations: Enhance programs to improve school connectedness, especially during elementary to middle school transitions. * Mentorship and Counseling: Continue to implement mentorship programs and strengthen counseling services to support caring adult relationships and address safety concerns. * Engagement Activities: Increase opportunities for meaningful participation through clubs, extracurricular activities, and student leadership programs. * Consistent Expectations: Ensure consistent communication of high expectations across all grade levels. * Safety Initiatives: Continue to enhance school safety measures and create a supportive environment where students feel secure and valued.|Met||2026-06-22|2026
56724700000000|Mesa Union Elementary|6|Mesa Union School District regularly uses stakeholder feedback to understand the district/school climate and to evaluate the perceptions of community partners to evaluate practices and improve programming. Mesa Union School District understands that student perceptions are empirically linked to academic outcomes. Therefore, it is critical to have a complete understanding of the student, family and staff experience. Specifically, Mesa Union has administered the YouthTruth annual survey to students and families in grades 5-8 since 2017 and has utilized the results for the following aims:  - To help the district grow and innovate as a learning organization - To help us assess needs in the community and better target resources - For strategic planning and goal setting - To monitor the effect of changes/modifications - For professional learning, development and coaching - To inform decision-making as well as the school model, instructional, and/or leadership changes|As a result of input from learning partners, Mesa Union has identified a number of important trends. For the 2023-2024 school year, the following were key takeaways from the annual YouthTruth Survey administration and other input opportunities from district educational partners:  - Interest in greater sense of school safety and student well-being - Focus on connectedness and relationships - Interest in student-centered learning - Focus on rigor and high-academic outcomes - Focus on early childhood learning and programs - Need for expanded learning opportunities (after-school programming)|Mesa Union has implemented the following strategies to prioritize school connectedness, school culture and a focus on college and career readiness. Mesa Union School has implemented or will implement the strategies/activities below during to advance district goals in the areas of school culture, stakeholder engagement and student connectedness.  - Maintain an attendance rate of 96% or above. - Implementation of AVID (Advancement Via Individual Determination) to advance Mesa Union's Framework for the Future and Learner Profile. Implementation began in grades 5-8 during the 2023-2024 academic year, expanded into grades 3-4 in 2024-2025 and will extend into grades TK-2 in 2025-2026. Starting 2026-2027, Mesa Union will be a AVID Schoolwide Program with a focus on developing common learning approaches through WICOR Framework.  - Student focus groups to gather input and feedback on school culture and climate based on the YouthTruth Survey results. - Focus on Early Childhood Learning, namely in the areas of literacy and numeracy; increased coordination of services, improved instructional materials and added personnel (teachers/paraprofessionals). - Coordinated mental health services through credentialed therapists and providers.  - Professional learning for teachers/certificated staff regarding student-centered learning grounded in the Mesa Union Framework for the Future. - Professional learning for teachers/certificated staff regarding the social-emotional health of students was informed and planned with the outcomes of the YouthTruth survey. - Continue school wide implementation of CHAMPS positive behavioral support program and Second Step as SEL curriculum. - Increase mental health/counseling services to support the health/social emotional needs of students - Implement a number of school wide strategies (i.e., Tiger Tags, Positive Behavioral Referrals, etc.) and activities (i.e., Kindness Week, Student Council, etc.) that have increased awareness of the effects of bullying and made a positive impact on student interactions.|Met||2026-06-04|2026
56724705630363|Golden Valley Charter|6|Golden Valley Charter School (GVCS) students are educated in their own homes and in the greater community through various vendors selected by parents for their students. To determine how connected students feel, GVCS created a student survey to gather input from our students this school year. Surveys were sent to all students and only four percent of our students participated in the survey. Results of grade level spans that participated in the survey included: 60% of TK-5 students; 13% of 6-8 students; and 27% of 9-12 students.|Based on survey results, 94% of students reported feeling welcomed and respected at GVCS, and 93% indicated that their Education Facilitator (EF) encourages them to work hard to be successful in school. Additionally, 73% of students reported feeling connected to the school, which is an increase from 44% in the previous year. Students identified EF engagement, school office visits, field trips, enrichment opportunities, and high school meet-and-greet events as key contributors to their sense of connection. GVCS will continue to expand and refine opportunities to further strengthen student connectedness.|GVCS will continue to offer a variety of opportunities to help students feel more connected to the School, including additional in-person activities next school year. To further build the partnership between students and GVCS, efforts will include Education Facilitator (EF) engagement, field trips, enrichment and outreach opportunities, and high school meet-and-greets. These activities will support the implementation of a continuous improvement plan focused on strengthening relationships between students Golden Valley Charter School.|Met||2026-06-01|2026
56725040000000|Mupu Elementary|6|Mupu Elementary School District annually administers a local school climate survey to students, families, and staff to assess perceptions of school safety, connectedness, relationships, and overall school climate. Survey results are analyzed alongside local indicators including attendance, chronic absenteeism, suspension rates, behavior referrals, and stakeholder feedback to evaluate the effectiveness of district initiatives and identify areas for continuous improvement.  Overall survey results indicate that students report feeling safe, supported, and connected to their school community. Students consistently identify positive relationships with teachers and staff, a strong sense of belonging, and confidence that adults on campus care about their well-being. Family and staff survey responses similarly reflect high levels of satisfaction with school communication, campus safety, and the welcoming, family-oriented culture that exists throughout the district. Educational partners also report that programs such as PBIS, HEART expectations, social-emotional learning, counseling services, restorative practices, and expanded learning opportunities contribute positively to the school climate.  Where available, survey data are reviewed by student groups identified in California Education Code 52052 to identify any differences in perceptions of school climate and to ensure equitable access to a safe and supportive learning environment. Due to Mupu's small enrollment, some student group data are limited or suppressed to protect student confidentiality. The district therefore supplements survey findings with additional local data, student discussions, family input, and staff observations to ensure all student groups are represented in the continuous improvement process.  The district uses climate survey results and other local data to inform LCAP goals, prioritize resources, and guide improvements in student engagement, social-emotional supports, attendance, behavior interventions, and family partnerships. Results demonstrate that Mupu continues to maintain a positive, inclusive school climate while using stakeholder feedback and local performance data to strengthen programs that support student safety, connectedness, and academic success.|Analysis of the district's local climate survey data and related local indicators demonstrates that Mupu Elementary School District continues to foster a safe, supportive, and inclusive learning environment where students feel connected to their school community. Student, family, and staff feedback consistently reflects positive relationships between students and adults, a strong sense of belonging, and confidence in the district's commitment to student well-being. These findings are further supported by improvements in attendance, reductions in chronic absenteeism, and the continued implementation of Positive Behavioral Interventions and Supports (PBIS), restorative practices, HEART expectations, social-emotional learning, counseling services, and expanded learning opportunities. Together, these initiatives have contributed to a positive school climate that supports both academic achievement and student wellness.  Analysis of available data also demonstrates that families value the district's welcoming, family-oriented culture and appreciate the strong communication and relationships that exist between home and school. Educational partner feedback indicates that students benefit from opportunities for outdoor learning, extracurricular activities, counseling services, and a safe campus environment where they feel known and supported by staff. These strengths continue to be reflected in stakeholder feedback and guide the district's ongoing priorities.  Due to the district's small enrollment, disaggregated data for some student groups are limited and, in some cases, cannot be publicly reported in order to protect student confidentiality. As a result, the district supplements survey findings with additional local data, student discussions, family input, staff observations, attendance trends, and behavioral data to identify any emerging needs and ensure equitable support for all students.  Moving forward, the district has identified opportunities to continue strengthening school connectedness by expanding student leadership opportunities, increasing student voice in school improvement efforts, enhancing social-emotional supports, and maintaining strong partnerships with families and community organizations. The district will continue monitoring climate survey results alongside local performance indicators to evaluate the effectiveness of these efforts and ensure that every student experiences a safe, engaging, and supportive learning environment that promotes both academic success and personal growth.|Based on the analysis of local climate data and educational partner feedback, Mupu Elementary School District will continue strengthening the programs and practices that have contributed to a safe, supportive, and inclusive school environment while refining existing efforts to further enhance student connectedness and engagement. Rather than implementing significant policy changes, the district will build upon successful initiatives that promote positive school climate and continuous improvement.  The district will continue implementing and strengthening Positive Behavioral Interventions and Supports (PBIS), HEART expectations, restorative practices, social-emotional learning, counseling services, and Expanded Learning Opportunities to support students' academic, behavioral, and emotional well-being. Staff will continue reviewing local climate, attendance, behavior, and student engagement data throughout the school year to identify trends, monitor the effectiveness of interventions, and make adjustments as needed to ensure all students feel safe, supported, and connected to school.  Educational partner feedback also identified opportunities to further strengthen student engagement through expanded leadership opportunities, outdoor learning experiences, extracurricular activities, career awareness experiences, and community partnerships. As a result, the district will continue incorporating stakeholder input into the development of LCAP actions, resource allocation, and program planning to ensure district initiatives reflect the evolving needs and interests of students and families. The district will also continue strengthening student voice by providing additional opportunities for students to share feedback regarding school climate, campus activities, and learning experiences.  To support continuous improvement, Mupu will maintain its practice of annually administering local climate surveys and reviewing the results alongside attendance, chronic absenteeism, suspension, behavior, and academic data. Findings will continue to be shared with educational partners through the LCAP process, School Board meetings, staff collaboration, and parent engagement opportunities. This ongoing cycle of collecting feedback, analyzing data, implementing improvements, and evaluating outcomes will enable the district to sustain a positive school climate while ensuring that every student continues to learn in a safe, welcoming, and supportive environment.|Met||2026-06-25|2026
56725120000000|Ocean View|6|OVSD began districtwide implementation of the Leader in Me framework during the 2024–2025 school year and continued implementation throughout 2025–2026. As part of this work, all employees, students in grades 4–8, and families participated in the Measured Results Assessment, which evaluates perceptions across three key areas: Academics, Leadership, and Culture.  Results are analyzed both districtwide and by educational partner group to help guide continuous improvement efforts. In the area of Academics, OVSD earned a score of 77, reflecting an increase of three points from the previous year. In Leadership, the district maintained its score of 75, sustaining the progress made during the initial year of implementation. In Culture, the district earned a score of 73, representing a slight decline of two points from the prior year.|Analysis of the Measured Results Assessment data identified several areas of strength as well as opportunities for continued growth. Academic perceptions improved across educational partner groups, increasing from 74 to 77, indicating growing confidence in the district's efforts to support student learning and achievement. Leadership remained a strength, maintaining a score of 75 and reflecting continued progress in fostering student leadership, shared responsibility, and engagement through the implementation of the Leader in Me framework.  The assessment also identified school culture as an area for continued focus. While Culture remained a positive area overall, the score declined slightly from 75 to 73, suggesting a need to further strengthen belonging, connectedness, and positive relationships across the district. Analysis of educational partner feedback indicates the importance of continuing to build a culture where all students, families, and staff feel valued, supported, and engaged.  Across all educational partner groups and student populations, the district's results remain below the target score of 80 in Academics, Leadership, and Culture. As a result, OVSD will continue to use assessment data and educational partner feedback to guide improvement efforts focused on academic growth, leadership development, and fostering positive school climates that support the success and well-being of all students.|Based on the analysis of local data and educational partner feedback, OVSD will continue to strengthen implementation of the Leader in Me framework to support growth in Academics, Leadership, and Culture. Particular attention will be given to improving school culture by increasing opportunities for student voice, leadership, belonging, and positive connections among students, staff, and families.  The district will continue to provide professional learning and coaching for staff, utilize assessment results to guide site-based improvement efforts, and regularly review data to monitor progress toward the target score of 80 in all three areas. In addition, schools will continue to expand leadership opportunities for students and implement activities that promote a positive, inclusive school climate.  OVSD will use ongoing feedback from educational partners to refine practices and ensure continuous improvement efforts are responsive to the needs of students, families, and staff.|Met||2026-06-23|2026
56725200000000|Ojai Unified|6|School Connectedness-Agree/Strongly Agree (California Healthy Kids Survey)  7th-58%  9th-54%  11th-58% (2025-26) (California Healthy Kids Survey)  Percent of students reporting “Chronic Sad or Hopeless Feelings, Past 12 Months (California Healthy Kids Survey)  7th, 9th & 11th 27% (CHKS 25-26)|We are seeing increases in school connectedness since the pandemic. Schools have increased strategies to improve school connectedness and as well there have been increased strategies to improve school attendance.|The District will continue to target mental health supports, academic interventions and building strong relationships.|Met||2026-06-24|2026
56725205630405|Valley Oak Charter|6|Valley Oak Charter is committed to ensuring that all families have equitable opportunities to participate in school decision-making and provide meaningful input into school programs and priorities. Educational partner feedback indicates that families generally feel welcomed and supported within the school community; however, survey results also show that participation in advisory groups, governance activities, and school events is often limited by work schedules, childcare needs, transportation challenges, and other competing family responsibilities. These barriers can disproportionately affect families who have less flexibility to attend meetings and events in person. To increase participation and ensure that a broad range of family voices are represented, Valley Oak Charter will continue to provide multiple pathways for engagement and feedback. ParentSquare, surveys, Coffee and Conversation meetings, parent workshops, Parent Advisory Council (PAC) meetings, and community events will be used to gather input and share information in ways that are accessible and responsive to family needs. The school will continue to prioritize concise, user-friendly surveys and informal feedback opportunities that allow families to contribute their perspectives regardless of their ability to attend meetings in person. VOC will also continue to strengthen outreach efforts by encouraging direct communication between school staff and families, providing timely information about opportunities for involvement, and clearly communicating how family feedback informs school decisions. Families have indicated that regular updates, surveys, ParentSquare communications, and opportunities for direct dialogue are among the most effective ways for them to remain informed and engaged in the school community. In addition, the school will continue to explore flexible participation options, including virtual attendance opportunities and asynchronous feedback methods when appropriate, to reduce barriers and increase accessibility. Family input gathered through these various channels will continue to inform decisions regarding school programs, enrichment opportunities, student supports, family engagement initiatives, and continuous improvement efforts. By providing inclusive, flexible, and responsive opportunities for participation, Valley Oak Charter seeks to elevate the voices of all families, strengthen trust and collaboration, and ensure that school decisions reflect the diverse perspectives and needs of the entire school community.|Valley Oak Charter recognizes that students learn best in environments that prioritize emotional safety, positive relationships, student well-being, and a strong sense of belonging. As a small school community, VOC is uniquely positioned to foster meaningful connections among students, staff, and families. Frequent communication between teachers and families, individualized support, small class sizes, and personalized learning opportunities contribute to an environment where students are known, valued, and supported as individuals. Educational partner feedback and local survey data indicate that school climate remains a significant strength. Families consistently identify the school's welcoming atmosphere, strong teacher-student relationships, supportive staff, and sense of community as reasons they choose and remain at Valley Oak Charter. More than 90% of responding families agreed that VOC is a welcoming learning community, and over 80% reported strong connectedness between their child and their teacher. Families frequently cited caring staff, positive peer relationships, personalized support, and community-building opportunities as key strengths of the school. The school continues to promote a positive campus culture through enrichment opportunities, wellness programming, family engagement activities, community events, and the newly established Arts and Wellness Center. These programs provide students with opportunities to build relationships, develop social-emotional skills, explore their interests, and strengthen their connection to the school community. Family events, volunteer opportunities, student performances, and community celebrations further support a culture of belonging and engagement. Educational partner feedback also identified opportunities for continued growth. Families expressed interest in expanded social opportunities for students, additional arts, STEM, sports, and wellness programming, and continued attention to campus safety, supervision, and student connectedness. The school will continue to strengthen social-emotional learning, promote inclusive practices, provide opportunities for student leadership, and expand activities that foster positive peer relationships across grade levels. Because of the school's small enrollment, meaningful disaggregation of climate data is often limited. Nevertheless, Valley Oak Charter remains committed to ensuring that every student feels safe, welcomed, respected, and connected. Through ongoing reflection, family feedback, personalized support, and relationship-centered practices, the school will continue to cultivate a safe, inclusive, and joyful learning environment that supports the academic, social, and emotional growth of every student.|Based on educational partner feedback, local survey results, and ongoing reflection, Valley Oak Charter will continue to strengthen programs and practices that promote student well-being, positive relationships, and a strong sense of belonging. Families consistently identify the school's supportive environment, caring staff, and strong community as key strengths. At the same time, feedback indicates opportunities to further expand student engagement, social connection, wellness supports, and inclusive activities that help all students feel connected to their peers and the school community. To support these goals, VOC will continue to integrate social-emotional learning (SEL) throughout the school day and within enrichment, wellness, and advisory activities. Students will have opportunities to develop skills in self-awareness, self-management, empathy, communication, problem-solving, and responsible decision-making. The school will continue to utilize restorative approaches and relationship-centered practices that help students build positive peer relationships, resolve conflicts constructively, and contribute to a respectful school culture. The Arts and Wellness Center will play an important role in these efforts by providing expanded opportunities for creative expression, wellness programming, mindfulness activities, and community-building experiences. Additional enrichment opportunities, student leadership experiences, service-learning projects, and collaborative activities will be incorporated to strengthen school connectedness and provide students with many ways to engage with their peers and school community. VOC will also continue to support families and staff through ongoing communication, parent education opportunities, and professional collaboration. Family workshops and community events will provide opportunities for parents to learn about social emotional development, student wellness, and strategies for supporting positive relationships at home. Staff will continue to collaborate on best practices for fostering inclusive classrooms, strengthening student engagement, and supporting the social-emotional needs of all learners. In addition, the school will continue to review and refine systems for addressing student concerns, monitoring school climate, and responding proactively to student needs. Through regular feedback from students, families, and staff, Valley Oak Charter will ensure that concerns are addressed in a timely and supportive manner while maintaining a safe, welcoming, and inclusive environment for all students. These actions reflect Valley Oak Charter's ongoing commitment to continuous improvement and to creating a school culture where every student feels respected, supported, connected, and empowered to succeed both academically and personally.|Met||2026-06-24|2026
56725380000000|Oxnard|6|The Oxnard School District (OSD) administers a comprehensive school climate survey two times annually to gather insights from diverse student groups across grade levels. Teachers in kindergarten through grade 2 complete perception surveys, while students in grades 3-8 participate in an online assessment. This assessment evaluates seven critical areas: emotion regulation, sense of belonging, teacher-student relationships, social awareness, growth mindset, self-management, and engagement. Additionally, teacher perception surveys focus specifically on assessing students' self-management, emotion regulation, and social awareness.  In conjunction with these surveys, the district utilizes the Panorama survey platform, which integrates academic, behavioral, and attendance data. This platform enables school teams to gain comprehensive insights into student well-being and behavior. It facilitates the identification of patterns and trends, which are instrumental in developing targeted strategies to foster positive behavior and support student success across all school sites.  Using these robust data collection tools, OSD not only monitors the overall climate of its schools but also conducts in-depth analyses of specific aspects of student experiences and perceptions. This approach supports informed decision-making and continuous improvement efforts to cultivate supportive and inclusive school environments that promote academic achievement and foster social-emotional growth for all students.|Based on our analysis of local climate survey data, several key insights have emerged to guide our efforts to support student well-being and foster a positive school climate throughout the Oxnard School District. (OSD) The data continue to highlight a growing demand for social-emotional support, particularly in decreased engagement and a sense of belonging among upper-grade students, alongside lower emotion regulation skills observed in primary grades. These findings underscore the critical need to prioritize social-emotional competencies at all grade levels.  In response, our district's counseling team has developed consistent Tier 1 supports across schools, including monthly activities focusing on social competencies, parent education nights, and district-wide initiatives promoting wellness and positive school culture. Furthermore, our partnership with Hatching Results enhances our counseling program, ensuring comprehensive support tailored to meet the diverse needs of all students. These efforts reflect our commitment to fostering an inclusive educational environment where students thrive academically, socially, and emotionally, guided by data-driven insights and continuous improvement initiatives.|In response to the needs and strengths identified through our climate survey, the Oxnard School District (OSD) has initiated strategic changes to enhance student support and foster a positive school environment. A primary focus has been on integrating social-emotional learning (SEL) lessons more deeply into the curriculum. Annually, the district has implemented SEL lessons per grade level to develop students’ social-emotional competencies, addressing findings that highlighted a growing need for such support, especially in upper grades.  Additionally, the district will continue the work started from our partnership with Safe and Civil Schools to strengthen the implementation of the PBIS (Positive Behavioral Interventions and Supports) framework across all schools. This framework is crucial to maintaining a structured, positive school culture that supports our students' social and emotional growth.  To further empower school leadership and PBIS teams in their efforts, we have expanded the behavior data section within our climate survey platform. This enhancement provides comprehensive insights into student behaviors, enabling the development of targeted strategies and supports grounded in data-driven decision-making.  Overall, these initiatives underscore our commitment to using data insights from our climate surveys to continuously refine and improve our support systems, policies, and practices. By fostering a nurturing and inclusive educational environment, we aim to ensure that all students in the Oxnard School District have the opportunity to thrive academically, socially, and emotionally.|Met||2026-06-17|2026
56725460000000|Oxnard Union High|6|OUHSD administered the 2026 Climate Survey across all comprehensive and alternative high school sites, with 11,840 student responses representing 76.8% of the total student population. The survey captures multiple domains related to school conditions and climate, including overall school climate, classroom belonging and instruction, academic support and counseling, wellness and school connectedness, engagement and motivation, technology and innovation, and college and career readiness.  Across domains, results show variation in student experience. Technology & Innovation reflects the highest performance at 84.5%, followed by Classroom Belonging & Instruction at 77.7% and College & Career Readiness at 74.6%. Overall School Climate is reported at 74.0%, while Academic Support & Counseling is at 72.9%. Engagement & Motivation is the lowest performing domain at 69.8%.  Survey participation closely reflects district enrollment across grade levels and student groups, including students who are multilingual learners and students with an individualized education plan, allowing for meaningful disaggregation and analysis. While overall trends are consistent, variation exists across sites and student groups, particularly in areas related to belonging, engagement, and access to support.  Item-level analysis provides additional context. In safety and school climate, 80.3% of students report feeling safe at school, while 62.2% report that people treat each other with respect. Approximately 23% of students report that adults respond to bullying only sometimes or never. In measures of belonging, 77.4% of students report feeling welcome, 69.5% report feeling connected to the school community, and 80.7% report having at least one trusted adult on campus.  Classroom-level data reflect strong perceptions of teacher support, with 88.7% of students reporting that teachers care about their success and 80.6% indicating that classes support preparation for postsecondary plans.  Engagement and motivation reflect the lowest outcomes across domains. While 82.0% of students report trying their best in class, only 63.3% report that learning is engaging, 59.9% report feeling connected to what is happening at school, and 23.1% report no involvement in school activities. Academic support and counseling data show that 79.2% of students know their counselor, though only 68.9% report having communicated with them during the year.  Wellness and school connectedness measures indicate that 81.1% of students know how to access the Wellness Center and over 80% report that supports help them manage stress. Technology access remains a strength, with 90.0% of students reporting access to needed technology and 77.5% indicating timely support when issues arise.|Analysis of the 2026 OUHSD School Climate Survey reflects a consistent pattern across domains in which access to systems and supports is generally stronger than students’ day-to-day experience within those systems. Higher performance in Technology & Innovation (84.5%) and Classroom Belonging & Instruction (77.7%) reflects strong infrastructure, broad access to instructional technology, and generally positive perceptions of teacher support.  Students report that teachers care about their success (88.7%) and that instruction supports preparation for postsecondary opportunities (80.6%), aligning with districtwide efforts connected to LCAP Goal 1 and Goal 2 priorities focused on college, career, and life readiness.  At the same time, survey findings indicate ongoing variation in engagement, belonging, and connection across student groups and school sites. Engagement & Motivation remains the lowest-performing domain at 69.8%, with only 63.3% of students reporting that learning is engaging and 59.9% reporting feeling connected to what is happening at school. These findings suggest that while foundational instructional systems are in place, student experience and engagement vary across classrooms and schools.  School climate findings also reflect stronger perceptions of physical safety than relational connectedness. While 80.3% of students report feeling safe at school, lower percentages report consistent experiences related to respect, belonging, and adult response to bullying. Similar trends are reflected in counseling and wellness data, where awareness of supports is stronger than ongoing utilization or connection to those supports.  Disaggregated data indicate that students who are multilingual learners, students with an individualized education plan, students in foster care, and other identified student groups report lower levels of engagement, belonging, and connection compared to overall student averages. Variation across school sites is also evident, suggesting that implementation of supports and student experience are not yet consistent districtwide.|In response to these findings, the district will continue implementation of actions aligned to LCAP Goal 1 and Goal 3, with a continued focus on strengthening consistency of student experience across classrooms and school sites. Existing systems, including Wellness Centers, MTSS structures, counseling supports, restorative practices, and student support systems, will continue to be refined to improve consistency of implementation and student access.  Professional learning will remain a central strategy, with continued focus on culturally responsive practices, restorative approaches, inclusive instructional strategies, student discourse, and engagement-centered instruction. Targeted Universal Design for Learning (UDL) professional learning will continue supporting teachers working with students with an individualized education plan, while broader instructional initiatives will focus on increasing relevance, engagement, and access to rigorous learning experiences across content areas.  The district will also continue implementation of the Restorative Intervention Campus Program, including the Grading for Equity / Mastery initiative, to strengthen alignment between grading practices, student understanding, feedback, reassessment opportunities, and accurate communication of student learning.  Student voice structures, including advisory groups, forums, and site-based engagement opportunities, will continue informing SPSA development and district planning processes. Disaggregated data will continue guiding site and district efforts to identify and address differences in belonging, engagement, access to support systems, and student experience across student groups and school communities.|Met||2026-05-27|2026
56725460115105|Camarillo Academy of Progressive Education|6|CAPE scored very high on the California Healthy Kids Survey (completed in October 2025).  The 2025-2026 school year started with both a 3 day visit and our charter renewal with OUHSD.  Both events brought the community together.  Both students and parents reported that they feel connected, well informed and able to communicate with the school staff.  Overall, CAPE’s school culture reflects a commitment to excellence, equity, collaboration, and student success. Through strong partnerships, responsive instruction, and a shared dedication to continuous improvement, CAPE creates an environment where students are supported academically, socially, and emotionally.|CAPE utilizes the Sown to Grow program as a weekly opportunity for students to reflect on their emotional health, identify their feelings, and develop strategies to support their overall well-being. Through regular student self-assessments, students are encouraged to recognize their emotional needs, communicate concerns, and seek support when needed. This process provides valuable insight that helps staff better understand student experiences and provide appropriate guidance and resources.  The integration of social-emotional learning into the school culture strengthens relationships between students and staff, promotes a supportive learning environment, and allows CAPE to proactively address student needs. By prioritizing student voice, emotional wellness, and meaningful connections, CAPE continues to build a school culture where students feel valued, respected, and empowered to succeed.|CAPE’s high school program provides a personalized learning environment with a small student population of approximately 5–10 students. While the small size allows for individualized attention, it also presents an opportunity to further develop strategies that help students build connections with one another and feel more connected to the broader CAPE community.  As an online program, CAPE recognizes the importance of intentionally creating opportunities for high school students to engage, collaborate, and develop a sense of belonging. The school is exploring additional ways to strengthen student relationships through virtual community-building activities, student engagement opportunities, peer connections, and increased involvement in CAPE-wide events and initiatives.  Moving forward, CAPE is committed to enhancing the high school student experience by creating meaningful opportunities for connection, collaboration, and participation. These efforts will support students’ social-emotional well-being and help ensure that all high school students feel valued, included, and an integral part of the CAPE community.|Met||2026-06-03|2026
56725460120634|Architecture, Construction & Engineering Charter High (ACE)|6|ACE students are diverse and represent many different backgrounds and experiences. Annually, ACE implements a student voice survey to better understand our students, inform services for our students, and to inform our annual LCAP development.   Annual Surveys at ACE include a localized survey of: 1) Parents 2) Students 3) Staff  On tops of:  1) Climate and Conditions 2) School Curriculum  3) Structures of the School  Those questions included, but not limited to:  Question: Students graduate from ACE are college and or career ready?  Question: How much does the school care about diversity of student's backgrounds? Question: School projects at ACE are motivating to students?  Question: How helpful is the school environment to student learning at ACE? Question: ACE Charter High School students have access to technology tools that are helpful in learning? Question: ACE Charter High School students are provided with social and emotional care?  In addition to these questions, ACE implemented the CHKS in 2024/2025 to all 9th and 11th grade students.|One area of concern for ACE is the student’s expressed interest in the school and their sense of safety while at ACE. This includes a sense of if they like school or not. ACE asks several questions linked to the theme of equity and access, social and emotional wellness, and rigorous school programs.  On the whole, this data indicates ACE stakeholders feel ACE is safe and inclusive. They also feel the school is preparing them for adult life post-HS.  While the questions may be harder for the parents to answer, the parents stated that the school’s curriculum is inclusive and representative of personal family backgrounds at a higher rate than the student survey showed. The survey results showed that parents believe teachers go above and beyond for their students.  The survey results showed that the parents believe in the leadership of the school, but that they could do a better job of articulating their vision for the school to the parents.   Overall, this data indicates ACE students feel a sense of safety, joy, and comfort at the school. ACE is also interested in being more inclusive and responsive in its pedagogy for its students. ACE has set forth a goal of introducing a more culturally responsive curriculum for students across disciplines.   ACE has set forth a goal of introducing a more culturally responsive curriculum for students across disciplines. This work has included allowing students to vote on the establishment of new courses, the LCAP goal of establishing an Ethnic Studies course, increasing the number of diverse texts students read in their English classes, and further expanding on inclusionary pedagogical practices. ACE also annually surveys students regarding the effectiveness of having students see themselves in the curriculum. From there, the students feel the school provides opportunities for inclusion, but more work needs to be done to help students see their families' history in the curriculum.|Due to the general overall success of ACE's LCAP goals, as well as a change in school focus, as well as the suggestions from the school's educational partners, ACE moved away from a two goal model in favor of a three goal model begining in 2024/2025.   The ACE LCAP covers the local priority indicators within the scope of modernized goals and language. This includes several of the same student performance indicators. To better demonstrate student performance indicators on the CA State Dashboard, ACE moved from a two-goal model and toward a three-goal model that directly addresses (1) Student performance, (2) Student Participation, and (3) School Climate for 2024/2025.|Met|ACE prides itself on its connections to its community.|2026-06-17|2026
56725530000000|Pleasant Valley|6|PVSD has seen strong progress on this indicator. In the spring of 2026, 5th and 7th grade students participated in the California Healthy Kids Survey. On the belongingness indicator, 79% (increase of 4%) of 5th-grade students and 64% (increase of 4%) of 7th-grade students expressed a sense of belonging. Student perceptions of safety were also measured for both 5th and 7th graders. In 2026, 4% (an increase of 1%) of 5th-grade students and 7% (a decrease of 2%) of 7th-grade students reported not feeling safe at school. Approximately 25% (no change from 2025) of 7th-grade students reported feeling sad or hopeless, as reported on the 2025 California Healthy Kids Survey.|Overall, the results indicate that the majority of students continue to feel safe on campus. PVSD 5th-grade students have a strong sense of connectedness and belonging. The results also indicate that 7th-grade students do not feel as engaged at school as 5th-grade students; however, the percentage of students expressing a sense of belonging increased by 4% from the prior year. The efforts to provide opportunities for students to engage positively through clubs, interest groups, athletics, our No Place for Hate program, co-curriculars, and other activities may have contributed to this positive increase. The expression of feelings of sadness in our 7th-grade population did not change. The additional and varied social-emotional supports provided through a targeted approach have kept that number steady, and we look to decrease it next year.|The work that has been done to emphasize Tier I behavior interventions and positive behavior interventions and CHAMPS, along with the various avenues for students to engage in resulted in our positive gains in connectedness. The efforts to address the social-emotional and behavioral needs of students continue to show a positive impact. In creating a multi-tiered response, there has been a constellation of supports that include different resources such as counselors, board-certified behavior analysts, and licensed clinical social workers. This year, we will focus on looking for the asset that every student brings to PVSD.   Additionally, the Wellness Centers at the comprehensive middle schools will continue to provide support. Additionally, we continue to refine and seek new ways to engage students more purposefully at school. We will keep providing connectedness activities and opportunities through our Local Control Accountability Plan (LCAP).   Further, we will offer professional learning for staff to support greater student engagement through 40 Developmental Asset training and continued use of Universal Design for Learning (UDL).   PVSD will continue to implement an off and out-of-sight cell phone policy during the instructional day to support positive student-to-student interactions. We will also focus on redefining Chromebook and technology use to other ways of engaging students, particularly in middle school.  We will continue with our middle schools' use of a “no tech” standard during unstructured time.  All parts of this plan will help reduce the time students spend on technology.|Met||2026-06-18|2026
56725530139592|Peak Prep Pleasant Valley|6|Annually, we issue the California Healthy Kids Survey.   As a virtual school, we naturally address the physical-location safety aspect.     6th-8th Grade 0-6th graders filled it out. 16 (18%)--7th graders filled it out 16 (12%)--8th graders filled it out  9th-12th Grade: 18 (23%)-9th graders filled it out 7 (8%)--10th graders filled it out 10 (21%)--11th graders filled it out 9 (22%)--12th graders filled it out.    Elementary: 0-Responses    Although we only had specific grade levels, the results represent only 8-23% of our student population; therefore, the survey is not reliable.  Of the Middle School Students (12%-8th graders & 18%--7th graders), School connectedness was in the 40% range, and academic motivation was in the 56-65% range, while 38-42% reported being bored.  50-75% reported having trouble focusing on school work; however, they have caring adult relationships.  Of those who filled out the survey (a small percentage), 42% experienced harassment or bullying; 8% were in 8th grade; around 30% experienced emotional distress or hopelessness; and around 70% reported optimism and life satisfaction. ZERO percent reported cyberbullying, and substance use  Of the High School Students who responded  (23%-9th graders, 8%-10th graders, 21%-11th graders, 22%-12th graders): -60% reported school connectedness -48-75% reported academic motivation -33-40% reported school boring -70% had parental involvement -14% (of the 23% taking the survey) of 9th graders report substance use, while nothing was reported in 10th-12th -38% (of the 23% taking the survey) of 9th graders reported experiencing harassment or bullying and social distressed/suicide -41-58% of 9th graders (of the 23% taking the survey) reported optimism and life satisfaction.|"Again, the number of responses is minimal; therefore, it is difficult to conclude. In addition, about 10 of the 44 9-12th participants) Secondary students reported being ""almost always truthful"" when answering the questions.   We looked at the survey as a whole due to the limited responses. Ultimately, the school could benefit from additional SEL and providing resources."|We do a variety of things to support our local climate. We have homeroom teachers who are constantly checking in on students and families. In addition, we have a variety of coordinators who support different student populations, including the EL, SEL, and McKinney-Vento Coordinators. Also, we have a full-time school Psychologist and Counselor who monitor the climate, provide counseling where needed, and assign SEL courses to students in need. Due to increased enrollment, we are moving forward with 1-2 more counselors.   We are providing more clubs, field trips, and activities to encourage students and foster a stronger sense of community. Lastly, we are hosting parent education nights to support our findings and promote the importance of checking in with their students to further increase a sense of belonging and caring.   Additionally, we have provided professional development in SEL for a select group of our staff members and will continue to find useful ways.  We added a program to address chronic absenteeism and support students who miss school.    Lastly, we have over 30 certified wellness coaches!!|Met||2026-05-07|2026
56725536120620|University Preparation Charter School at CSU Channel Islands|6|Youth Truth Climate/Culture Survey given March 2026: Grades 6 - 8 Engagement: This summary measure describes the degree to which students/families perceive themselves as engaged with their school and their education. All Students: 3.25/4.14 English Learners: 3.86/4.14 Special Education: 2.98/4.14 Economically Disadvantaged: 3.26/4.14 Academic Challenge: This summary measure describes the degree to which students feel that they are challenged by their coursework and teachers. All Students: 3.66/4.36 English Learners: 4.29/4.36 Special Education: 3.69/4.36 Economically Disadvantaged: 3.66/4.36 Culture: This summary measure describes the degree to which students believe that their school fosters a culture of respect and fairness. All Students: 3.24/4.12 English Learners: 3.96/4.12 Special Education: 3.29/4.12 Economically Disadvantaged: 3.27/4.12 Belonging & Peer Collaboration: This summary measure describes the degree to which students feel welcome at their school and have collaborative relationships with their classmates. All Students: 3.51/4.00 English Learners: 3.66/4.00 Special Education: 3.59/4.00 Economically Disadvantaged: 3.53/4.00 Relationships: This summary measure describes the degree to which students feel they receive support and personal attention from their teachers. All Students: 3.41/4.31 English Learners: 3.92/4.31 Special Education: 3.40/4.31 Economically Disadvantaged: 3.47/4.31 Grades 3 - 5 Engagement: This summary measure describes the degree to which students perceive high expectations and feel engaged with their school and their education. All Students: 2.86/2.98 English Learners: 2.74/2.98 Special Education: 2.88/2.98 Academic Challenge: This summary measure describes the degree to which students feel their learning is challenging and relevant. All Students: 2.41/2.76 English Learners: 2.52/2.76 Special Education: 2.40/2.76 Instructional Methods: This summary measure describes the strategies and approaches students report their teachers using in class. All Students: 2.61/2.83 English Learners: 2.61/2.83 Special Education: 2.53/2.83 Culture: This summary measure describes the degree to which students experience an orderly, respectful classroom environment. All Students: 2.22/2.76 English Learners: 2.287/2.76 Special Education: 2.16/2.76 Belonging: This summary measure describes the degree to which students feel welcome at their school. All Students: 2.43/2.77 English Learners: 2.57/2.77 Special Education: 2.44/2.77 Relationships: This summary measure describes the degree to which students have strong, supportive relationships with their teachers. All Students: 2.76/2.93 English Learners: 2.71/2.93 Special Education: 2.74/2.93|It was exciting to see so much growth in both the 3-5 grade and the 6-8 grade overall. We need to continue what we are doing for our English Learners, as it is showing good results. Some focus needs to be given to students who are economically disadvantaged and in special education. While their scores were comparable in most areas there were a few that raise concerns and deserve some attention.|We believe that our work on Essential Practices is one of the factors that has led to improvements in certain areas, including engagement and connectedness. 1. Welcoming Routines 2. Relationship Inventory 3. Circles 4. Regulation Activities 5. Optimistic Closures The continued focus on LCAP Goal 3, regarding social-emotional well-being and student behavior, will provide teachers the tools to address classroom culture as it relates to students' behavior and respect for both teachers and fellow students.|Met||2026-06-23|2026
56725610000000|Rio Elementary|6|Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate.  The district completed the Measured Results Assesment (MRA) survey in March of 2026 with all students in grades 4-8, staff, and families. Data from the survey indicates that overall the district is in the satisfactory range in Leadership, Culture and, Academics.  Additionally, the district is scoring in the satisfactory range in personal development, positve wellbeing, self-advocacy, interpersonal development, prosocial behaviors, interpersonal effectiveness, community engagament, student empowerment, school belonging, trusted relationships, student-led practices, social support, academic self-efficacy, student goals, group collaboration, and future-focus.  The district is scoring in the effective range for personal effectiveness, school climate, and staff voice.    Overall students reported slight gains in most areas with slight decreases in Inter-personal development, community engagement, social support, and future-focus and parents report slight increasese in leadership and academics.|The district appears to be making gains with students, especially in the middle school where relationships and culture are improving. However, when looking at the bigger scale, there is still work to be done as there have been slight dips reported by teachers in the areas of school and family partnerships, community engagement, and collective efficacy. The district held symposiums On September 23, 2025 and February 5, 2026 to review the data from the MRA. Students, parents, and staff reviewed the data and set goals to improve. Progress towards goals is monitored throughout the year.|In order to continue developing relationships, culture and belonging the district opted to change surveys for the 25-26 school year and will be used the Leader in Me, Measured Results Assessment (MRA). The MRA continues to provide measures in the area of culture, but also addresses leadership and academics. Furthermore, the MRA directly relates to the social emotional learning curriculum of Leader in Me which has been adopted by the whole district. This will enable to results and goals to be measured more affectively and staff will be able to see how implementation of specific curriculum can support school culture. Finally, the coaches provided by Leader in Me are committed to coming to Rio to support with two district symposiums annually which will allow the district to set goals and better monitor progress towards those goals.|Met||2026-06-24|2026
56725790000000|Santa Clara Elementary|6|Santa Clara Elementary has administered different surveys in past years to students in grades 3rd-6th. The district requires parent permission when administering student surveys, and all are anonymous. The surveys are used to gauge how the district is progressing in meeting LCAP goals related to school climate and safety and student engagement. Results have shown that 100% of students indicate a positive attitude toward school and feel safe while on campus. The district administered local, student surveys to students in grades 4th-6th in the 2025-2026 school year. There were 27 students participating. Responses are confidential when reporting for fewer that 30 students. Teachers and the principal reviewed the responses. The California Healthy Kids Survey was administered to students with parent permission in grades 3rd-6th in the 2025-26 school year. There were 11 of 33 students participating with a 33% response rate.|The analysis identified several areas of strength, including students’ strong sense of safety and engagement. The highest reported scores were in school safety, school connectedness, anti bullying climate, and overall feelings of wellness, reflecting a positive and supportive school environment.|No changes to existing plans were identified through the analysis.|Met||2026-06-17|2026
56726030000000|Simi Valley Unified|6|Simi Valley Unified School District administered the California Healthy Kids Survey to secondary students in Fall 2025. The survey included 3,456 students across eight secondary schools and provides local climate data related to school connectedness, academic motivation, caring relationships, optimism, emotional distress, victimization, and student voice.  Districtwide results show important strengths. Academic motivation was the strongest overall indicator, with 75% of students reporting favorable responses. School connectedness was also a strength, with 69% of students reporting that they feel connected to school. In addition, 77% of students reported no victimization, meaning they did not report experiencing one or more school-based victimization incidents during the past 12 months. Caring relationships with school staff were reported favorably by 66% of students, and optimism was reported favorably by 56% of students.  The data also identify areas for continued improvement. Twenty-seven percent of students reported emotional distress, meaning about one in four students reported frequent worry, sadness, difficulty relaxing, irritability, difficulty coping, or difficulty feeling excited during the past 30 days. Student voice was the lowest-rated area, with only 22% of students reporting meaningful participation in school decisions. This indicates that many students do not yet feel they have enough input in classroom activities, school rules, or how school works.  Available disaggregated data show differences by grade span, school type, school site, and grade level. Middle school students reported lower connectedness than high school students, 65% compared with 70%. Middle school students also reported slightly higher emotional distress, 29% compared with 26%, and higher victimization, 28% compared with 22%. Student voice was low at both levels, with 20% of middle school students and 23% of high school students reporting favorable responses.  School-level data show that comprehensive high schools generally had stronger climate results than continuation and alternative settings. Royal High School and Simi Valley High School showed stronger outcomes, with connectedness at 72% and 70%, respectively, and distress at 24% and 25%, respectively. Apollo High School and Monte Vista School and Virtual Academy showed higher levels of need across multiple indicators. Apollo High School reported emotional distress at 42%. Victimization was highest at Sinaloa Middle School, Apollo High School, and Monte Vista School and Virtual Academy.  Overall, the local climate survey data show that many SVUSD secondary students are motivated and feel connected to school. At the same time, the data point to the need for continued work in student voice, school safety, belonging, mental health, and targeted supports for middle school, continuation, and alternative school settings.|Analysis of the 2025–26 California Healthy Kids Survey shows that Simi Valley Unified School District has strengths in student motivation, school connection, and adult support, along with needs in student voice, mental health, safety, and belonging for specific student groups.  Using the raw survey data and excluding rejected responses, academic motivation was the strongest area, with an average favorable response of 65%. Students also reported favorable results in school connectedness at 63% and caring relationships with adults at school at 63%. These findings show that many students want to do well, feel connected to school, and can identify adults who support them.  Safety data show both strength and need. Seventy-eight percent of students reported no victimization, while 22% reported some form of school-based victimization. The need was strongest at the middle school level, where victimization was 34%, compared with 17% at comprehensive high schools. This points to the need for continued prevention, supervision, and positive school culture.  Mental health is another identified need. Districtwide, 24% of students reported emotional distress. Rates were higher for female students at 30%, nonbinary students at 47%, students selecting “something else” for gender at 54%, students with an Individualized Education Program at 25%, students in unstable housing at 26%, and students reporting “something else” for race/ethnicity at 31%. These results support mental health prevention, early identification, and targeted supports.  Student voice was also a key area for growth. The districtwide average favorable response for student voice was 29%. Hispanic/Latino students reported lower student voice at 26%, students in unstable housing at 25%, nonbinary students at 20%, and students selecting “something else” for gender at 15%. This suggests that many students do not yet feel they have enough input in classroom activities, school rules, or how school works.  The data also show differences in school connection. Middle school students reported lower connectedness than high school students, 58% compared with 65%. Students in unstable housing reported connectedness at 52%, Black/African American students at 51%, Hispanic/Latino students at 60%, and students with an Individualized Education Program at 59%.  There are also subgroup strengths. English Learner Program students reported lower distress at 19% and higher student voice at 35%. Asian students reported stronger academic motivation at 70% and student voice at 35%. Alternative and continuation students reported strong caring relationships with adults at 80%.  Overall, SVUSD has a strong foundation in motivation, caring relationships, and school connection. Continued improvement should focus on student voice, victimization prevention, mental health supports, and belonging for middle school students, students in unstable housing, students with disabilities, and groups with lower connectedness or distress.|Based on the analysis of local climate survey data and educational partner input, Simi Valley Unified School District has identified the need to strengthen student behavior supports, increase student voice, improve school connectedness, and continue building safe and welcoming school environments. The data show many areas of strength, including student motivation, caring relationships with adults, and overall school connection. At the same time, the district recognizes the need for continued action to address student behavior, victimization, emotional distress, and the need for more meaningful student input.  To address these needs, the district is expanding behavior support by hiring behavior interventionists. These staff members will support schools with student behavior needs, help implement positive behavior strategies, and provide additional support for students who need more structured intervention. This action is intended to improve school climate, reduce disruptive behavior, support classroom learning, and help students build the skills needed to be successful at school.  The district is also strengthening student voice by holding annual student advisory committee meetings for both middle school and high school students. Each committee is made up of diverse students who reflect the demographics of each school. These meetings provide students with a direct opportunity to share their experiences, identify school climate concerns, discuss safety and belonging, and provide feedback on district and school practices. This process helps ensure that student perspectives are included in continuous improvement planning.  In addition, the district will use the results from the California Healthy Kids Survey, student advisory committee feedback, and other local data to guide school-level and districtwide planning. The district will continue reviewing disaggregated data to identify student groups and school settings that may need additional support. This includes monitoring student connectedness, victimization, emotional distress, student voice, and caring relationships with adults.  These actions represent a continuous improvement approach. Rather than relying on a single data point, the district will continue to use survey results, student input, staff feedback, and school-level data to adjust supports over time. Through added behavior intervention support and structured opportunities for student voice, SVUSD will continue working to improve school climate, strengthen belonging, and ensure that all students feel safe, supported, and heard.|Met||2026-06-16|2026
56726110000000|Somis Union|6|Somis USD implemented a multi-phase survey to better understand student social-emotional needs, identify evidence-based intervention strategies, and gather staff perspectives to support future SEL planning.  The components included a student, staff an teacher survey, follow-up student survey, strategic findings and action plan.  We surveyed students in grades 1-8. The student survey provided important insight into how students experience social-emotional well-being at Somis Union School District. Across multiple phases of SEL research and student feedback collection, several themes consistently emerged regarding student support, belonging, relationships, and emotional wellness.|Research consistently identifies supportive adult relationships as one of the strongest predictors of student social-emotional well-being and school connectedness.  Targeted counseling services and structured emotional support systems improve coping skills, resilience, and emotional regulation. Research supports interventions that strengthen school belonging, emotional regulation, physical activity, and positive peer connections.|No changes.|Met||2026-06-05|2026
56726520000000|Ventura Unified|6|All this data can be found in the LCAP metrics of Goal 2 (Climate/Culture).|According to the LCAP climate/culture survey data, metrics are trending positive. See LCAP Goal 2 metrics.|There are no changes to existing plans, policies or procedures in this area.|Met||2026-06-23|2026
56737590000000|Conejo Valley Unified|6|CVUSD is committed to providing all students with a safe learning environment that promotes participation and school connectedness. During the 2025-2026 school year, CVUSD measured student perceptions of school safety and connectedness via the annual, locally defined, student LCAP survey in grades 4 through 12. The locally-defined CVUSD LCAP feedback survey of students in grades 4 - 12 measured student attitudes toward school. Students feel their teachers care about them at a 98% rate in elementary, a 93% rate at middle and high school. Parents reported by 87% that students’ differences were treated with respect. Student bullying was indicated by 22% of middle and high school students. At the elementary level, 88% of students said they knew who to go to at school if they have a problem; 91% of middle and high school students report that a counselor is available when needed.|Students in targeted subgroups (SED, SWD, EL, Foster, McKinney-Vento) feel their teachers care about them at a 97% rate in elementary, a 91% rate at middle and high school. Parents reported by 91% that students’ differences were treated with respect. Student bullying was indicated by 27% of middle and high school students. At the elementary level, 90% of students in targeted student groups said they knew who to go to at school if they have a problem; 86% of middle and high school students in targeted student groups report that a counselor is available when needed.|Students and parents continue to feel safe on CVUSD campuses. Through the implementation of the CVUSD Diversity, Equity, Inclusion and Belonging Plan and the Inclusion plan, specific, coordinated actions will be taken to ensure that such high ratios of students and parents are provided the help and support needed to succeed.|Met||2026-06-03|2026
56738740000000|Oak Park Unified|6|"Student LCAP Climate Survey Results: •75% feel included and comfortable being themself at school; 17.5% neutral •58.4% feel a sense of connection to their school and/or teachers; 28.6% neutral •78.4% feel safe at school; 16.8% neutral •84.7% keep up with their academic progress and know who to contact if they need support; 11.5% neutral •64.2% receive the help and support they need when struggling; 24.5% neutral •64.4% report that classrooms and the campus are clean when they arrive in the morning; 23.8% neutral •41.7% report that restrooms are clean in the morning; 29.3% neutral *Added a ""neutral"" category to 2025–26 survey in response to educational partner feedback  Family LCAP Climate Survey Results: •74.1% report their child feels included comfortable being themself at school; 19.7% neutral •76.5% report their child feels connected to their school and/or teachers; 17.3% neutral •82.7% report their child feels safe at school; 15% neutral •86.5% keep up with their child's academic progress and know who to contact if they need support; 9.8% neutral •65.6% report their child receives the help and support they need when struggling; 23% neutral  •83.6% report that classrooms and the grounds are clean; 7.3% neutral; 5.1% N/A •41.8% report that restrooms are clean when they're on campus; 18.4% neutral; 27.7% N/A *Added a ""neutral"" category to 2025–26 survey in response to educational partner feedback  Staff LCAP Climate Survey Results: •61.8% feel their input is valued at their site; 17.5% neutral •71.3% feel included and comfortable being themselves at work; 15.8% neutral •72.6% feel connected to their school site; 12.6% neutral •84.2% feel safe at their site; 7.7% neutral •78.6% report that their classroom or workspace and campus are clean when they arrive; 11.2% neutral •81.4% report that restrooms are clean each morning; 10.2% neutral *Added a ""neutral"" category to 2025–26 survey in response to educational partner feedback  California Healthy Kids Survey (CHKS) Results:  •85% of 5th graders, 70% of 7th graders, 69% of 9th graders, and 70% of 11th graders feel connected to their school site •79% of 5th graders, 68% of 7th graders, 59% of 9th graders, and 66% of 11th graders feel there is a caring adult at school •42% of 5th graders, 31% of 7th graders, 24% of 9th graders, and 31% of 11th graders feel they have meaningful participation in school decision-making •93% of 5th graders, 71% of 7th graders, 81% of 9th graders, and 87% of 11th graders feel safe at school •85% of 5th graders, 49% of 7th graders, 68% of 9th graders, and 65% of 11th graders report their school has clean and well-maintained facilities and property"|"Analysis of the 2025–26 LCAP Climate Survey and California Healthy Kids Survey (CHKS) data identified strengths and areas for continued growth related to school climate and student well-being.  Areas of Strength: •School Safety: A large majority of students (78.4%), families (82.7%), and staff (84.2%) reported feeling safe at school. California Healthy Kids Survey results also showed strong perceptions of safety across grade levels, ranging from 71% to 93%. •Belonging and Inclusion: Most students (75.0%) reported feeling included and comfortable being themselves at school, while 74.1% of families and 71.3% of staff reported similar perceptions. These results suggest that district efforts focused on inclusive practices, Universal Design for Learning (UDL), and positive school culture continue to have a positive impact. •Academic Awareness and Family Engagement: Students (84.7%) and families (86.5%) reported high levels of awareness regarding academic progress and available supports, indicating strong communication between schools and families.  Identified Needs: •Student Connectedness: While students generally reported positive experiences, only 58.4% indicated they feel connected to their school and/or teachers, with an additional 28.6% selecting ""Neutral"". California Healthy Kids Survey results also show a decline in school connectedness between elementary and secondary grade levels. These findings suggest a need to continue strengthening student engagement, relationships, and opportunities for student voice. •Support for Struggling Students: Although most students understand how to monitor their academic progress, only 64.2% reported receiving the help and support they need when struggling. Families reported similar perceptions (65.6%). These results indicate the importance of continuing to strengthen intervention systems, academic support opportunities, and communication regarding available resources. •School Facilities and Restroom Cleanliness: While students, families, and staff generally viewed classrooms and campus grounds positively, restroom cleanliness remains an area of concern. Only 41.7% of students and 41.8% of families reported that restrooms are clean, with a significant percentage selecting either ""Neutral"" or a negative response. California Healthy Kids Survey results related to campus cleanliness also suggest opportunities for improvement at some grade levels. •Staff Voice and Engagement: While most staff reported positive perceptions of safety, belonging, and connectedness, only 61.8% agreed that their input is valued at their site. Staff listening sessions conducted across all schools provided additional insight into communication, decision-making processes, and workplace culture, highlighting opportunities to continue strengthening staff engagement.  These findings reinforce the importance of continuing efforts to increase opportunities for meaningful educational partner engagement."|In response to the analysis of local climate data and educational partner feedback, OPUSD has revised and expanded several LCAP actions and practices to support continuous improvement:  •Student Connectedness and Student Voice: Action 2.6 (Student Engagement in Decision Making) was expanded through the continuation of the Superintendent's Student Leadership Council and revisions to the LCAP Student Advisory Committees to increase student participation and representation. Schools will continue to provide opportunities for students to share feedback and participate in decision-making processes. •Academic and Wellness Supports: Action 1.2 (Tutoring for 6–12 Students) continues to include an additional embedded support day at Oak Park High School, while Action 1.3 (Homework Support for 6–12 Students) maintains expanded staffing for the Medea Creek Middle School Homework Club. The district will also continue monitoring intervention programs and counseling services to ensure students receive timely support. •School Climate and Engagement: Professional learning related to Universal Design for Learning (UDL), inclusive practices, and student engagement will continue to support positive classroom environments and stronger student-teacher relationships. The district will also revisit previous Challenge Success recommendations related to homework, workload, and student well-being. •Facilities and Campus Conditions: Action 3.5 (Campus Cleanliness and Safety) continues to support implementation of priorities identified in the 2026–27 Districtwide Facilities Plan, which prioritizes future repairs, improvements, renovations, and annual preventative maintenance projects within the adopted budget. •Educational Partner Engagement: The district will continue conducting staff listening sessions at all school sites, maintain annual educational partner surveys, explore the use of video updates and accessible communication tools, and implement revisions to district committee structures designed to increase participation and provide more opportunities for families, students, and staff to engage in district decision-making.  These actions reflect OPUSD's commitment to using local data and educational partner feedback to strengthen school climate, student well-being, and meaningful engagement across the district.|Met||2026-06-29|2026
56739400000000|Moorpark Unified|6|MUSD’s LCAP Educational Partner Survey is administered yearly to parents/guardians/caregivers, staff members, and students. In the past, the MUSD survey had been administered to students in grades 5-11. This past year, students in grade 4 also participated. The data reported below is taken from the 2025-26 survey. 86% of students reported feeling safe at school  83% of students reported feeling connected to their school and teacher  90% of students feel that they have school staff who are involved and care about their academic progress  91% of students report feeling that adults at school care about them 95% of students feel that their teachers believed that they could be successful in class 83% of students report that overall their classes are challenging and interesting|MUSD’s survey results, as listed above, demonstrate that an area of strength is a high percentage of students (86%) reporting feeling safe at school, having school staff who are involved and care about their academic progress, and who feel that their teachers believe that they can be successful in school. Also, 83% of students reported feeling connected to school. MUSD continued the implementation of our in-person Wellness Centers at all school sites. Wellness counselors continue to be staffed in our Wellness Centers and Wellness Spaces. Our in-person Wellness Center at Moorpark High School has 13 student peer mentors who help create a welcoming, safe, and inclusive environment and host monthly mental health workshops. MUSD was visited by the Compassionate Systems team from the Massachusetts Institute of Technology (MIT) to acknowledge the great work done in MUSD. National SEL expert Keith Matheny meets with and provides training to our MUSD wellness center/spaces counselors and district administrative teams to bolster the MUSD SEL efforts to support MUSD students and families. MUSD continues to sustain the highest stability rate of all unified school districts in the county at 95.9%. Additionally, MUSD continues to maintain low chronic absenteeism rates at|To continue engaging a larger student population, MUSD will continue to include elementary students (grades 4-5), middle school students (grades 6-8), and high school students (grades 9-11) in our yearly educational partner survey. All middle school students are provided with a yearly tour of the Wellness Centers at each of our middle school sites.|Met||2026-06-16|2026
56739400121426|IvyTech Charter|6|IvyTech Charter School collects local climate and social-emotional wellness data annually through two instruments: the IvyTech Social/Emotional Wellness Survey, a school-developed tool administered to all enrolled students, and the CoVitality Social Emotional Health Survey (SEHS), which provides schoolwide and individual-level strength scores across twelve empirically validated indicators. In 2025–26, CoVitality participation reached 80%, an increase of 29 percentage points over the prior year, substantially broadening the validity and representativeness of the data.  The IvyTech Wellness Survey reflects a generally positive perception of the school environment, with students consistently reporting that IvyTech provides a more supportive and accessible setting than traditional schools. In 2025–26, 85% of students indicated a preference for IvyTech's school culture, 79% reported a stronger sense of educational agency (up from 70% in 2024–25), and 76% found it easier to attend classes. Communication ease improved to 60%, up 9 points from the prior year. These results suggest that IvyTech's personalized, independent study model continues to reduce barriers to access and engagement for a population that has historically struggled in comprehensive school settings.  The data surface a meaningful tension: 41% of students reported experiencing emotional stress or difficulties that impeded their schoolwork in 2025–26, compared to 36% in 2024–25. This 5-point increase, occurring alongside improvements in school culture preference and agency, indicates that while students feel increasingly at home at IvyTech, a significant portion are carrying emotional burdens that affect their academic functioning. This finding aligns with the school's historical context. Since 2020–21, IvyTech's educational partners, students, families, and staff have reported elevated levels of stress, social support depletion, and feelings of isolation stemming from and persisting beyond the pandemic period. The 2025–26 data suggest those conditions have not fully resolved for a substantial share of the student body.  The CoVitality SEHS provides additional granularity. School-wide, 71.43% of students were classified as High Thriving, Moderate Thriving, or Getting By, a slight decrease from 75% in 2024–25, though the participation rate increased significantly, meaning more at-risk students may now be captured in the data who were not previously surveyed. Correspondingly, 18.36% of students were classified as Vulnerable, Moderate Risk, or High Risk, compared to 10% the prior year. This increase warrants continued attention and differentiated SEL support.|Across the twelve strength indicators, IvyTech shows particular resilience in School Support (92%, +18 points year-over-year), Emotional Regulation (82%), and Empathy (78%). These strengths reflect the relational quality of IvyTech's small-school environment and the meaningful connections students report with staff. However, Zest, defined as enthusiasm and active engagement with life, declined sharply from 22% to 10%, and Optimism fell from 10% to 4%. These two indicators, which measure students' orientation toward the future and their sense of vitality, represent the most significant areas of concern in the 2025–26 data. Persistence also declined from 36% to 29%. Together, these trends point to a population experiencing functional stability within the school setting but reduced forward-looking motivation and resilience, a profile consistent with ongoing chronic stress or trauma exposure.  IvyTech does not currently disaggregate climate and wellness survey data by student subgroup (e.g., gender, grade level, special education status, English Learner status) due to small cell sizes that would render subgroup comparisons statistically unreliable and risk identifying individual students. As enrollment grows, particularly with the expansion of the onsite middle school to a full 8th-grade cohort in 2025–26, the school will explore opportunities to begin subgroup-level reporting where sample sizes permit. In the interim, student-level CoVitality profiles are reviewed by the school counselor to identify individual students requiring targeted support.  In response to these findings, IvyTech added a dedicated school counselor in 2025–26, with an explicit focus on SEL support and student wellness. The counselor's presence expands the school's capacity to address identified areas of concern, particularly elevated emotional stress, declining Zest and Optimism, and the growing proportion of at-risk students,  through both individual intervention and whole-school programming. Professional development in SEL practices for instructional staff will remain a priority in the 2026–27 school year.|Based on the analysis of local climate and academic data for the 2025–26 school year, IvyTech Charter School does not identify a need for major structural changes to existing plans, policies, or programs. The data indicate that core supports are functioning as intended: chronic absenteeism has been eliminated, four-year graduation rates have increased by 20.7 percentage points, the majority of students report a strong preference for IvyTech's school culture, and SBAC performance has improved year-over-year in both ELA and Math. These outcomes reflect the effectiveness of IvyTech's existing independent study model, its personalized approach to student support, and the relational quality of its school environment.  Professional Learning Communities (PLCs) continue to serve as IvyTech's primary vehicle for instructional improvement and professional development. The school will continue investing in PLC structures to build staff capacity in both academic instruction and SEL-informed practice. Coaching and evaluation cycles, formalized during 2025–26, will continue to develop instructional leadership and provide teachers with targeted feedback aligned to student performance data.|Met||2026-06-09|2026
56746170000000|Ventura County ROP|6||||Not Met|||2026
56768280000000|Santa Paula Unified|6|The Santa Paula Unified School District administered the 2025–26 California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, 11, and Renaissance High School to evaluate school climate, student connectedness, safety, and social-emotional well-being. Overall results indicate that students continue to report positive relationships with caring adults and a generally safe learning environment, while also identifying opportunities to strengthen school connectedness and engagement, particularly at the secondary level. Districtwide climate data show that elementary students reported the most positive perceptions of school climate, with 75% of fifth-grade students indicating a strong sense of school connectedness and 77% reporting that they feel safe at school. At the secondary level, perceptions declined as grade levels increased. School connectedness was reported by 48% of seventh-grade students, 50% of ninth-grade students, 47% of eleventh-grade students, and 59% of Renaissance High School students. Similarly, students reporting that they feel safe at school included 53% of seventh graders, 54% of ninth graders, 57% of eleventh graders, and 78% of Renaissance High School students. These results highlight the need to strengthen students' sense of belonging and connection during the middle and high school years while maintaining the strong climate evident in elementary schools. Disaggregated CHKS results provide additional insight into the experiences of student groups, including English learners, students with disabilities, racial and ethnic groups, gender, living situation, and parental education. Across these student groups, patterns generally mirrored the districtwide findings, with elementary students reporting stronger perceptions of connectedness, caring adult relationships, and school safety than secondary students. The district will continue to use these disaggregated data to identify student groups that may require additional supports and to ensure resources are targeted to reduce disparities in student experiences. Analysis of specific school climate indicators reinforces the importance of maintaining strong student-adult relationships, expanding opportunities for meaningful student participation, and continuing to improve students' sense of belonging. These findings validate the district's ongoing investment in a Multi-Tiered System of Supports (MTSS), expanded school counseling and mental health services, Wellness Centers, restorative practices, and schoolwide social-emotional learning aligned with the CASEL competencies. The survey data will continue to inform Local Control and Accountability Plan (LCAP) actions focused on improving school climate, increasing student engagement, strengthening safety, and promoting equitable outcomes for all student groups.|Analysis of the 2025–26 California Healthy Kids Survey (CHKS) highlighted several important strengths that provide a strong foundation for continuous improvement. Students generally reported positive relationships with caring adults, indicating that district efforts to foster supportive school environments continue to have a positive impact. The survey also demonstrated that many students view their schools as safe and welcoming, reflecting the district's ongoing commitment to creating positive learning environments. A key learning from the data is that students' experiences evolve as they progress through the grade span. While younger students generally report stronger feelings of connection to school, the data suggest that maintaining student engagement, belonging, and connectedness becomes increasingly important during the secondary years. This reinforces the need for developmentally appropriate supports that strengthen relationships, increase student voice, and promote meaningful participation throughout middle and high school. The analysis of disaggregated student group data further emphasized the importance of examining school climate through an equity lens. Differences in student experiences among English learners, students with disabilities, racial and ethnic groups, gender, living situation, and parental education demonstrate that a single districtwide average does not fully capture the needs of all students. Reviewing these data allows the district to identify trends, monitor opportunity gaps, and ensure that resources and supports are responsive to the unique experiences of individual student groups. Another important learning is that school climate is shaped by multiple interconnected factors rather than a single indicator. Students who feel connected to school are also more likely to report positive relationships with adults, greater engagement in learning, and stronger perceptions of safety. This reinforces the district's understanding that improving student outcomes requires a comprehensive approach that integrates academic, behavioral, social-emotional, and mental health supports rather than isolated initiatives. Overall, the CHKS findings validate the district's commitment to using data as part of a continuous improvement process. The results will continue to guide ongoing evaluation of school climate, inform site-level planning, and support data-informed decision-making to ensure every student has equitable access to a safe, supportive, and engaging learning environment.|In response to the analysis of the 2025–26 California Healthy Kids Survey (CHKS) and other local indicators, Santa Paula Unified School District refined its continuous improvement efforts through the 2026–27 Local Control and Accountability Plan (LCAP), with a renewed emphasis on strengthening school climate through a comprehensive Multi-Tiered System of Supports (MTSS). Goal 3 establishes MTSS as the districtwide framework for proactively identifying and addressing students' academic, behavioral, social-emotional, and mental health needs while ensuring that interventions are coordinated, data-driven, and responsive to individual student needs. A significant enhancement for 2026–27 is the continued implementation of Wellness Centers at every school site. The Wellness Centers expand students' access to counseling, crisis response, health education, community resources, and referrals in safe, welcoming environments that reduce barriers to seeking support. By providing equitable access to these services across all schools, the district is strengthening its capacity to respond to students' social-emotional and mental health needs while increasing school connectedness, improving attendance, reducing disciplinary incidents, and promoting overall student well-being. The district is also expanding and strengthening its continuum of student supports through coordinated MTSS implementation that integrates school counseling, mental health services, Positive Behavioral Interventions and Supports (PBIS), restorative practices, attendance interventions, and family engagement. These efforts are intended to improve early identification of student needs, increase the use of preventative and targeted interventions, and reduce reliance on exclusionary disciplinary practices. Educational partner feedback further reinforced the need to strengthen relationships between schools and families, increase opportunities for parent engagement, and provide additional supports that improve student attendance and connectedness. To support continuous improvement, SPUSD will regularly monitor implementation through multiple measures, including California Healthy Kids Survey results, student connectedness and well-being data, attendance, suspension rates, utilization of Wellness Center services, referrals for mental health supports, and other local indicators. Data will continue to be reviewed through the district's continuous improvement cycle to evaluate the effectiveness of interventions, identify emerging student needs, and refine services as necessary. This ongoing process ensures that district plans, programs, and resource allocation remain responsive to student outcomes and aligned with the district's commitment to providing safe, inclusive, supportive, and equitable learning environments for all students.|Met||2026-06-24|2026
57105790000000|Yolo County Office of Education|6|At Cesar Chavez Community School, staff are intentionally fostering a culture of belonging, safety, and care. Central to this effort is the Sense of Belonging Survey, developed by Inflexion, a nonprofit organization that supports schoolwide implementation and data-informed MTSS practices. The survey captures student voices to guide school goals and professional learning, ensuring a responsive, student-centered environment.  The results of the Student Voice Survey highlight several strengths within the school community:    96% of students report that they know their personal strengths 95% of students feel that there is at least one adult at their school they can reach out to for help 95% of students agree or strongly agree that they care about other students and want to see them succeed 95% of students feel they are cared for and treated with kindness at school 93% of students feel safe on campus 85% of students express confidence that they can complete difficult schoolwork if they don’t give up 80% of students enjoy learning new things in more than half or all of their classes 80% of students feel they can ask for help when needed at school 70% of students feel they have the power to make a difference in how things are done at school|Areas of Strength 1. Strong Relationships with Adults on Campus A critical strength is that 95% of students report having at least one adult on campus they can go to for help. This reflects CCCS’s intentional focus on building a safe and supportive school culture rooted in trust, compassion, and individualized attention. It affirms the impact of small class sizes, stable teaching staff, and programs like the Full-Service Community School initiative and Youth Advocate support roles.  2. Positive School Climate and Peer Culture 93% of students feel safe, and 95% express a desire to see their peers succeed, indicating a strong sense of physical and emotional safety and a positive peer culture. These findings support the success of restorative practices, trauma-informed approaches, and social-emotional supports that prioritize student well-being.  3. Self-Awareness and Growth Mindset With 96% of students reporting they know their strengths and 85% confident in their ability to complete difficult work if they don’t give up, student responses reflect a well-developed sense of self-efficacy and resilience. These indicators align with the emphasis on personalized learning through Individual Learning Plans (ILPs), credit recovery supports, and project-based learning designed to affirm student voice and agency.  4. Engagement and Enjoyment in Learning 80% of students say they enjoy learning new things in more than half or all of their classes, indicating that instructional strategies, course content, and enrichment efforts (e.g., art classes, CTE, dual enrollment) are engaging students and contributing to academic recovery and growth.  Identified Needs 1. Strengthening Student Voice and Leadership Opportunities While 70% of students feel they can make a difference in how things are done at school, nearly a third do not share that sense of empowerment. This gap indicates a need to strengthen student leadership structures and increase authentic opportunities for student input in school decisions, classroom practices, and program design.|Based on local survey data and the 2025–26 LCAP, Yolo County Office of Education (YCOE) identified key strengths in school climate, including strong student-staff relationships, high levels of safety, peer support, and student confidence. However, several areas for growth were also noted, prompting changes to policies and practices to support continuous improvement.  1. Expanding Student Voice and Leadership While 70% of students feel they have a voice in school decisions, nearly one-third do not. To address this, CCCS is implementing a student leadership team that meets regularly with administrators to provide feedback and co-plan school events. Additionally, student voice will be integrated into Individual Learning Plans (ILPs), and feedback from Student Voice Surveys will be reviewed during staff meetings to ensure student input informs action.  2. Increasing Engagement Students in Independent Study and the Chavez Extension Program have reduced access to collaborative, hands-on learning. In response, CCCS will offer on-campus enrichment days and increase in-person supports, including field trips, career workshops, and project-based learning. Transportation will be provided using a new school van, and participation data will be monitored quarterly to ensure equitable access.  3. Strengthening Restorative Practices and Climate Support Although 93% of students feel safe and suspensions have decreased, behavior systems will be refined to ensure consistency and equity. All staff are receiving expanded restorative practices training, and CCCS will implement a revised behavior expectations framework aligned with the school’s C.A.R.E. values. The Youth Advocate will provide real-time support to de-escalate incidents and promote student reflection.  4.. Deepening Belonging and Connection To build on the 95% of students reporting at least one trusted adult, CCCS will expand schoolwide events (e.g., Family Art Night, Open House), launch a peer mentorship program, and continue community-based partnerships to create meaningful connections.|Met||2026-06-23|2026
57105790132464|Empowering Possibilities International Charter|6|EPIC annually implements multiple school culture surveys to students (Grades 2-8), staff and parents through the Flippen Group Capturing Kids Hearts National Showcase School Survey as well as the Hanover Group LCAP Survey.  EPIC has been honored as a Flippen Group Capturing Kids Hearts National Showcase School for the past seven years which is a testament to the outstanding school climate at EPIC.  Note:  See EPIC 2025-2026 CKH National Showcase School Survey data below compared to CKH National Showcase School baseline data for 2025-2026.   Data:  My teachers use activities to create connections and relationships with my classmates and I.   Baseline: 3.8    EPIC 4.9 My teachers greet me with a smile as I enter class each day.   Baseline: 4.5   EPIC 4.9 I have one or more teachers who know more about me than my grades.   Baseline 4     EPIC 4.9 My teachers ask questions about Good Things that we have shared.   Baseline 4    EPIC 4.9 My teachers ask me questions about things that I like (family, friends, activities, sports).   Baseline 3.7    EPIC 4.5 My teachers celebrate when students do something good.    Baseline 3.6    EPIC 4.9 Students have opportunities to celebrate each other.   Baseline  3.3   EPIC 4.9 I am comfortable talking to a teacher about a problem.    Baseline 3.5   EPIC 4.6 My teachers care about me.   Baseline  4.8     EPIC 4.9 My teachers treat me nicely.   Baseline 4.7    EPIC 4.8 We have developed and posted a Social Contract.    Baseline  4.8   EPIC 4.9 We refer to our classroom Social Contract.   Baseline 4.5   EPIC 4.9 I like my teachers.   Baseline 4.6   EPIC 4.6 I have good relationships with my teachers.   Baseline 3.8   EPIC 4.8 Students at this campus get along well.   Baseline 3.2   EPIC 3.3 I am comfortable talking to a teacher about my problems.   Baseline 3.3   EPIC 4.2 My teachers encourage me to be the best student I can be.   Baseline 4.6   EPIC 4.9|This survey data reflects that student perception of EPIC's school climate is overwhelmingly positive. The survey data shows that staff have built strong relational capacity with students, which promotes student learning.  The survey results show that EPIC's focus on positive incentives combined with a progressive discipline system is sustaining a positive school climate at EPIC.|EPIC takes the results of this annual survey very seriously and compares the responses with past years.  A summary of the survey data is shared with all EPIC stakeholders - students, staff, and parents through the SSC/ELAC/DELAC for input and feedback.  Also, school administration and lead teachers set school-wide goals related to improving school climate after consulting with stakeholders and conducts individual goal setting with staff members in areas of the survey where improvement is needed through the employee evaluation process.|Met||2026-06-16|2026
57726780000000|Davis Joint Unified|6|One of our instruments used to measure school climate is the annual YouthTruth Survey. DJUSD has prioritized YouthTruth since 2015. Each year we survey all students in grades 3 through 12, our families and our staff. The survey occurred in October  of 2025 and data across all participating schools and districts (regionally and nationally) were compared and disaggregated by particular student groups, grades, sites, and circumstances, which is an important data lens in our equity work.|The most general observation we can make is that student experiences have varied since 2019, and that during distance learning some measures were experienced more positively.  Our return to school seems to have exacerbated behaviors and sense of safety, especially for our most marginalized students.  We continue to  prioritize social emotional wellbeing and community building. Most notable in this aggregate is the culture bar for elementary, which on the surface can be explained as many of our 3rd-6th graders perceived their classmates as disrespectful of the teacher most of the time during school.  When disaggregated by site, there is much variability. Each school has its own strengths and challenges, and can present a very different student experience than another school across town. For this reason the value of Youthtruth is dependent on the depth of site discussions, analyses and inquiry.   Socio-economically disadvantaged students, who make up 15 and 17 percent of the junior and senior high respondents to YT, in very broad terms report experiencing schooling in ways similar to students who are not socio-economically disadvantaged. One example of a difference, and in an area we can continue to improve, is the reporting that issues of mobile devices and screen time were distracting.  In secondary schools, students reported more distractions at home and Family Obligations as well stress and mental health.  Engagement and belonging  is notably lower for students in special education than non-special education students.  Interesting is that in our secondary schools English Learners reported higher Engagement, Culture and Academic Challenge than non-English learners.  In our secondary schools we saw lower qualities in Engagement (absolute bottom of the scale).  Junior High LGBTQ+ students agree or strongly agree to the statement: When I’m feeling upset, stressed, or having problems,there is an adult from school who I can talk to about it.  LGBTQ+ students report being more sad, more stressed, less happy, less relaxed and less content with their lives than non-LGBTQ students.|DJUSD leadership will be working with site leaders to continue listening tours, enable student leadership, and seek student perspective on policy, practices, and instruction.  This information will inform our “Communities of Practice -- focus on Mitigating Bias and UDL” as well as partnership with student advisory groups. This year we also benefitted from student advisories in support of interruption and re-teaching around dehumanizing language; “know better, do better, be better.”|Met||2026-06-04|2026
57726780119578|Da Vinci Charter Academy|6|Da Vinci Charter Academy (DVCA) utilizes the YouthTruth Student Survey to assess key aspects of school culture and climate, including academic rigor, student engagement, relationships, safety, and college readiness. The survey is administered annually to all DVCA students, utilizing a middle school version for grades 7–8 and a high school version for grades 9–12. To ensure site-specific accuracy, results from the two surveys are evaluated separately and are not aggregated. Survey results are reviewed annually by a small group of students, DVCA staff, the DVCA Advisory Board, and DJUSD District Office administrators. The data can be disaggregated by student subgroups and allows for benchmarking against other schools, including those within DJUSD. These results are used directly to inform policy, support student needs, and drive practice improvements at each DVCA site.|Campus Performance & Targeted Initiatives Da Vinci High School: Recent YouthTruth Survey results show the highest student ratings in Belonging, Peer Collaboration, and overall School Culture. The lowest ratings were in Engagement and College and Career Readiness, though both categories demonstrated growth over the previous cycle. In response to this feedback, DVCA has expanded opportunities for students and families to connect in person with counseling staff and has added targeted parent engagement events focused on post-secondary planning for both juniors and seniors. Da Vinci Junior High (DVJH): Recent results indicate the highest ratings in Belonging and School Collaboration, with lower ratings in Academic Challenge and Engagement. In response, DVJH continues to cultivate a strong, inclusive school culture through student leadership and transition programs, Restorative Practices for community-building, and ASB Leadership activities throughout the year. To address concerns around academic challenge, DVJH remains committed to aligning curriculum with California State Standards to ensure access to rigorous instruction, while introducing more opportunities for students who meet content standards to advance into more challenging academic activities.|"New Programs and Pedagogical Focus for the 2026–27 School Year To actively address student feedback regarding engagement and school climate, DVCA is launching several key initiatives for the 2026–27 school year: Established Peer Mediation Program: To foster a healthier school climate and help students navigate natural conflicts with greater empathy and accountability, a formal Peer Mediation Program has been fully established at both the high school and junior high campuses. WEB Program Expansion: Expanding on our commitment to a welcoming school culture, our Where Everybody Belongs (WEB) class teachers are now fully trained and ready to implement the comprehensive WEB course for the 2026–27 school year, providing robust orientation and transition support for incoming junior high students. Strengthening Project-Based Learning (PBL) & Student Engagement: In a coordinated effort to increase student engagement in courses, DVCA staff will focus on prioritizing and strengthening our PBL design around critical thinking. Staff will work on increasing opportunities for constructivist lessons throughout the project process. By moving toward more student-centered, discovery-based learning, this approach aims to increase student participation, deepen skill development, and provide highly applicable, real-world learning experiences. This builds upon our ongoing commitment to the 5 phases of PBL instruction, embedding deeper opportunities for ""sustained inquiry,"" student voice, and choice."|Met|Key Learnings and Next Steps Through continuous data analysis, DVCA identifies areas for growth and implements targeted actions to support holistic student success. By increasing student-driven inquiry and constructivist learning experiences, we aim to foster deeper engagement and ownership of the learning process. Simultaneously, staff are explicitly supporting students in building collaborative skills, recognizing that teamwork is essential for both academic success and social-emotional development. Furthermore, by enhancing community-building efforts, introducing peer mediation, and clarifying academic expectations during extended time, DVCA reinforces a sense of belonging while supporting high academic achievement. These data-informed actions reflect the school's unwavering commitment to meeting student needs, improving outcomes, and ensuring a sustained positive impact on our school community.|2026-06-04|2026
57726860000000|Esparto Unified|6|EUSD annually administers the CHKS. The results from 2024-25 are: School Connected ness - 5th 68%, 7th 56%, 9th 40% and 11th 49%.|Based on the data students at secondary sites are not as connected to the school. Staff needs to determine what the barriers are that are causing students to feel disconnected.|EMS and EHS have established a Wellness Center with a Wellness Coach to provide additional support to students.|Met||2026-06-10|2026
57726940000000|Washington Unified|6|Washington Unified School District uses the CalHOPE Social Emotional Learning (SEL) Survey to measure school culture and climate as well as student well-being. The survey is administered in both fall and spring and provides data across two primary domains: Culture and Climate (including safety and connection, culturally and linguistically responsive environments, and opportunities for student voice and leadership) and Student Well-Being (including emotional experiences and resources for coping).  Recent survey results from Fall 2025 and Spring 2026 demonstrate positive trends in school climate and student well-being across the district. Overall participation in the survey increased by 26% since Fall 2025, reaching the highest participation level since Fall 2023, indicating improved student engagement and representation in climate data. Overall favorability also increased by 4% since Spring 2024, reflecting continued improvements in students’ perceptions of school climate and support systems.  Across specific dimensions, students reported the highest levels of favorability in Resources for Coping, with 81% positive responses and a 2% increase in students reporting that they have skills to manage difficult situations. This suggests strengthening student access to strategies that support emotional regulation and resilience.  Disaggregated data indicates positive growth for Black/African American students between Fall 2024 and Fall 2025, with an overall average increase of 4.4% across survey measures. The largest gains for this student group were observed in Resources for Coping (7% increase) and Opportunities for Student Voice and Leadership (6% increase), indicating improved perceptions of both emotional support and meaningful engagement within schools.  In addition, gains were observed across three of five measured dimensions between Spring 2025 and Fall 2025, with a 4% increase in favorability, further demonstrating continued progress in school climate and student well-being.  Overall, CalHOPE SEL Survey data indicates strengthening school culture and climate, increased student voice, and improved coping skills, with particularly notable gains among Black/African American students. These results will continue to inform district and site-level efforts to enhance safety, belonging, and student well-being.|Washington Unified School District’s analysis of local data and educational partner feedback highlights key learnings related to student voice, professional learning, and system-wide capacity building to support school climate and student outcomes.  A key area of strength is the district’s ongoing commitment to closing the feedback loop with students through Student Voice Action Cycles. These cycles ensure that student input is not only collected but also analyzed and used to inform school-level actions and improvement efforts. This represents a growing system for elevating student voice and strengthening engagement in decision-making processes, particularly in relation to school culture and climate.  Another significant strength is the district’s investment in professional learning to support staff capacity in key areas connected to student well-being and engagement. From January through May 2026, WUSD provided 26 site and districtwide professional learning opportunities for classified and certificated staff focused on mental health, SEL-academic integration, Positive Behavioral Interventions and Supports (PBIS), and restorative practices. An additional 14 professional learning sessions were offered between December and May, engaging 156 staff members in targeted areas that directly support student social-emotional development and positive school climate.  Further strengthening this work, the district facilitated 7 SEL Coach Team collaborative professional learning sessions and 3 restorative practices trainings at Elkhorn through the REACH Grant in partnership with the SCOE SEL Department. These efforts reflect a coordinated focus on building staff capacity to support equitable, relationship-centered learning environments.  Key learnings from this data indicate that while strong systems for professional learning and student voice are in place, continued emphasis is needed to ensure consistent implementation across sites and to deepen the impact of student feedback cycles on instructional and school-wide practices. Strengthening alignment between student voice, staff practice, and site-based decision-making remains an important area for growth.  Overall, the data demonstrates that WUSD is making meaningful progress in elevating student voice and investing in professional learning systems that support student well-being, while continuing to refine implementation to ensure these efforts are fully integrated and consistently experienced across all school sites.|Washington Unified School District has identified several updates and refinements to existing plans, policies, and practices based on the analysis of local data and key learnings related to student voice, social-emotional learning, and restorative practices. These changes are intended to strengthen consistency of implementation and deepen the impact of districtwide improvement efforts.  A key area of continued development is Restorative Practices. The district will continue utilizing REACH (Race, Education, and Community Healing) Grant funds to refine and strengthen schoolwide restorative practices at Elkhorn. In addition, WUSD will initiate a Training of Trainers model for a select group of SEL Coaches through newly awarded Restorative Practices Grant funding. This approach is intended to build internal capacity and support more consistent implementation across sites.  To strengthen student well-being supports, the district will reinforce the consistent use of evidence-based SEL curricula, with an emphasis on explicitly teaching skills related to managing anxiety, coping strategies, and emotional regulation. This refinement ensures greater alignment across sites and more intentional support for student social-emotional development.  In the area of student voice, WUSD will expand the use of empathy interviews and focus groups to more intentionally gather student experiences and perspectives. Student feedback will be systematically used to inform and monitor changes to schoolwide practices, supports, and decision-making processes, strengthening the feedback loop between students and educators.  Additionally, the district will further develop Portrait of a Graduate learner progressions by creating student-friendly “I Can” statements organized by grade-level spans. This update will support clearer communication of learning expectations and help students better understand their academic and social-emotional growth targets.  Collectively, these updates reflect WUSD’s commitment to continuous improvement by strengthening restorative practices, enhancing SEL instruction, elevating student voice, and improving clarity around student learning expectations to better support equitable outcomes across all schools.|Met||2026-06-25|2026
57726940124875|Sacramento Valley Charter|6|Sacramento Valley Charter School annually collects school climate data through student, parent, and staff surveys, including measures of school safety, connectedness, student engagement, and overall school climate. Additional data sources include attendance rates, chronic absenteeism, suspension and discipline data, behavior referrals, parent feedback, student support records, and informal feedback collected through conferences, school events, and stakeholder meetings. Survey responses are reviewed by grade span and, when available, disaggregated by student groups, including English learners, socioeconomically disadvantaged students, foster youth, homeless students, students with disabilities, and other numerically significant student groups. These multiple data sources provide a comprehensive understanding of students' perceptions of safety, belonging, and engagement while helping identify trends that inform continuous improvement efforts.|Analysis of local climate data indicates that students generally report feeling safe, respected, and connected to the school community. Families consistently express appreciation for the school's welcoming environment, responsive communication, and supportive relationships with teachers and staff. Attendance patterns, low rates of disciplinary incidents, and ongoing family participation further support these positive findings. The school continues to identify opportunities to strengthen student connectedness, social-emotional learning, and family engagement across all grade levels. Survey results and stakeholder feedback also highlight the importance of maintaining proactive communication, expanding opportunities for student leadership, and continuing to provide targeted support for students whose academic, behavioral, or social-emotional needs require additional intervention. These findings help guide ongoing school improvement efforts and resource allocation.|Sacramento Valley Charter School will continue using school climate data to guide continuous improvement efforts and strengthen student well-being. Based on stakeholder feedback, the school will continue expanding social-emotional learning supports, restorative practices, positive behavior interventions, and student recognition programs while maintaining a safe and inclusive learning environment. The school will also continue strengthening communication with families through multiple platforms, increasing opportunities for stakeholder input, and providing additional professional development focused on relationship-building, culturally responsive practices, and student engagement. Climate survey results, attendance data, behavior trends, and educational partner feedback will continue to be reviewed annually to evaluate progress, inform the Local Control and Accountability Plan, and identify future priorities for school improvement.|Met|Sacramento Valley Charter School recognizes that a positive school climate is essential to student achievement, attendance, and overall well-being. The school is committed to maintaining a safe, respectful, and inclusive learning environment where every student feels valued and supported. Through collaboration among students, families, staff, and community partners, SVCS continues to strengthen school culture by promoting positive relationships, encouraging meaningful family engagement, and providing academic, behavioral, and social-emotional supports. School climate data are reviewed annually alongside attendance, discipline, and stakeholder feedback to ensure continuous improvement and equitable outcomes for all students.|2026-06-17|2026
57726940131706|River Charter Schools Lighthouse Charter|6|According to recent local survey data, 88% of students reported feeling safe on campus and connected to their school. Additionally, 89% of students indicated that they trust their teachers and school staff. A strong majority—96%—expressed a desire to do well in school, and 88% agreed that teachers provide extra help when needed.|While these results reflect a generally positive school climate, they also highlight areas for growth—particularly in strengthening peer relationships and deepening connections between students and staff.|LCS provides robust student support services through a full-time counselor who works closely with students individually and in small groups. The counselor addresses students' social-emotional and mental health needs, ensuring they feel supported and connected. In addition, the vice principal plays a key role in promoting and reinforcing positive student behavior, fostering a safe and encouraging learning environment.|Met||2026-06-22|2026
57726940135939|Washington Middle College High|6|Kelvin Calhope student Survey Results for 2025/2026 resulted in 90 % and above Favorable with 97% participation.  All Categories were over 90%%   After a deeper dive of the responses, all categories were favorable including  feeling grateful, kind, happiness and proud.  The lowest score of 55% was I felt excited or felt like saying wow., 41% responded I felt sad, 20% I felt nervous.|After analyzing the data we felt that creating an online weekly google access form for students to quickly send a pulse of how they were feeling emotionally or stress related due to workload,  ability to ask for help if needed and all teachers have access we could quickly identify any concerns or areas to intervene with SEL.  This will continue in the coming school year.|We have incorporated a Youth Outreach Specialist to work with students, parents and teachers to support our school culture and climate and will continue to invest in this position as it is a critical role of support. Additionally WMCHS has added an additional counselor during the 2025-26 schoolyear that will continue in 2026-27.|Met||2026-06-25|2026
57727020000000|Winters Joint Unified|6|In 2025-2026, Winters JUSD administered the Youth Truth perceptions survey to gather feedback on various aspects of the school experience, including perceptions of school safety, culture, and connectedness, academic engagement, and the overall learning environment. Families, staff, and students in grades 3 - 12 completed the survey.  2025-26 Youth Truth survey administration outcomes were: 381 students in Grades 3-5 (91% response rate) 385 students in Grades 6-8 (96% response rate) 442 students in Grades 9-1 (91% response rate) Overall, the District heard from 1208 Winters Students  169 Family Members (11% response rate) 120 Staff Members (66% response rate) Overall, the District heard from 289 Community Members.   2025-26 Youth Truth survey results surfaced the following trends:  Highest overall rated theme for students:  Engagement (59% positive, +4 percent change from prior administration)  Lowest overall rated theme for students:  Culture (30% positive, +3 percent change from prior administration) Highest overall rated theme for staff:  Relationships (83% positive, -5 percent change from prior administration) Lowest overall rated theme for staff :  Culture (50% positive, -4 percent change from prior administration)  Highest overall rated theme for families:  Relationships (83% positive, +1 percent change from prior administration) Lowest overall rated theme for families:  School Safety (58% positive, +1 percent change from prior administration)|Winters JUSD recognizes that safe and welcoming environments for learning enhance student connectedness and academic achievement.   The 2025–26 Youth Truth survey provided Winters Joint Unified School District with valuable insights from over 1,200 participants, including students (95% response rate), families (11%), and staff (66%). Analysis of the feedback identified both areas of strength and needs that inform district priorities.  Areas of Strength Strong student participation and voice: Student response rates exceeded 90% across all grade spans, providing highly representative feedback from 1,208 students.  High levels of student engagement: Engagement was the highest-rated student theme (59% positive) and improved by 4 percentage points from the prior administration.  Strong relationships with adults: Relationships remained the highest-rated theme for both staff (83% positive) and families (83% positive), suggesting strong trust and connections across the district.  Positive family perceptions are trending upward: Family ratings improved in both Relationships (+1) and School Safety (+1).  Student culture perceptions are improving: Although still the lowest-rated theme, student Culture ratings increased by 3 percentage points from the prior survey.  Identified Needs School culture remains the primary area for improvement: Culture was the lowest-rated theme for both students (30% positive) and staff (50% positive), indicating concerns related to belonging, respect, inclusion, fairness, and/or school climate.  Student perceptions of culture remain particularly low: Despite improvement, only 30% of students reported positive perceptions of school culture, suggesting a need for continued focus on student experience and belonging.  School safety remains a family concern: While improving, School Safety was the lowest-rated theme among families (58% positive), indicating opportunities to strengthen communication, trust, and perceptions of campus safety.  Declining staff perceptions: Staff ratings declined in both Relationships (-5) and Culture (-4), suggesting a need to better understand staff morale, connectedness, and workplace climate.  Family engagement opportunities: Family response rates remain low (11%), limiting the representativeness of family feedback and suggesting a need for broader family participation in future surveys.  Emerging Districtwide Themes Relationships are a clear district strength.  Culture and belonging represent the greatest opportunity for improvement.  Students report higher engagement than perceptions of culture, suggesting that while learning experiences may be engaging, students do not consistently experience the same level of belonging, respect, or connectedness.  Staff and family perceptions generally align around strong relationships but indicate continued work is needed around culture, safety, and overall school climate.  These findings will guide the district's continuous improvement efforts.|Based on analysis of the 2025–26 YouthTruth survey results, Winters JUSD will continue and refine several existing strategies while implementing targeted improvements to address identified needs related to school culture, belonging, student engagement, communication, and safety perceptions. Survey results indicated that relationships remain a significant strength across stakeholder groups, while culture emerged as the lowest-rated theme for both students and staff, and school safety remained the lowest-rated theme for families. Student engagement improved overall, but middle and high school students expressed a desire for more relevant, future-focused learning experiences and stronger connections between school and life beyond the classroom. In response, each school site will incorporate YouthTruth findings into its School Plan for Student Achievement (SPSA), resource allocation decisions, and continuous improvement processes. Waggoner Elementary will strengthen implementation of Positive Behavioral Interventions and Supports (PBIS) by refining Tier I, II, and III systems and leveraging its Elementary Support TOSA to support school climate efforts. Shirley Rominger Intermediate School will expand student wellness supports, utilize survey findings to strengthen engagement and culture, and increase access to targeted social-emotional interventions through its Wellness Center. Winters Middle School will share findings with students, families, and staff and use the results, alongside Community Schools data, to develop site-specific action steps focused on areas of growth. Winters High School and Wolfskill Career Readiness Academy will conduct student, family, and staff focus groups to better understand survey findings and inform improvements to instruction, professional learning, student support systems, and school climate. At the district level, Winters JUSD will continue implementation of PBIS, Multi-Tiered Systems of Support (MTSS), counseling, wellness, and mental health services while strengthening opportunities for student voice and engagement through initiatives such as student leadership groups, site innovation planning, and Graduate Profile implementation. The District will also continue enhancing safety systems through implementation of the Standard Response Protocol (SRP), staff training, improved campus security measures, and clear communication with families regarding safety procedures. Key learnings from the YouthTruth process reinforced the importance of maintaining strong relationships while increasing student belonging, strengthening school culture, improving communication regarding available resources and supports, and ensuring learning experiences are engaging, relevant, and connected to students’ future aspirations. These findings will continue to inform district and site-level planning, professional learning, and resource allocation during the 2026–27 school year as part of Winters JUSD’s commitment to continuous improvement.|Met||2026-06-25|2026
57727020139436|Compass Charter School of Yolo|6|"This year, the school again used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate was less than 20%-- low, but double last year’s 10% participation rate. Results of the mental health and school climate questions: Some data points of measuring student perceptions of student safety and connectedness are: There is a teacher or some other adult from my school... ""who really cares about me"": Gr. 3–5: 75.0%, down from 24–25’s: 100.0%; Gr. 6–8: 66.7%, up from 24–25’s: 64.7%; Gr. 9–12: 77.8%, up from 24–25’s: 55.6%; ""who notices when I’m not there"": Gr. 3–5: 75.0%, up from 24–25’s: 57.1%; Gr. 6–8: 50.0%, down from 24–25’s: 58.8%; Gr. 9–12: 88.9%, up from 24–25’s: 55.6%; ""who listens to me when I have something to say"": Gr. 3–5: 87.5%, up from 24–25’s: 85.7%; Gr. 6–8: 100.0%, up from 24–25’s: 76.5%; Gr. 9–12: 66.7%, down from 24–25’s: 77.8%; I feel… “close to people at this school” (Strongly Agree/Agree): Gr. 3–5: 62.5%, up from 24–25’s: 50.0%; Gr. 6–8: 75.0%, same as 24–25’s: 75.0%; Gr. 9–12: 54.5%, down from 24–25’s: 72.2%; “like I am part of this school” (Strongly Agree/Agree): Gr. 3–5: 100.0%, up from 24–25’s: 83.3%; Gr. 6–8: 75.0%, down from 24–25’s: 90.0%; Gr. 9–12: 90.9%, up from 24–25’s: 88.9%; “safe in my school” (Strongly Agree/Agree): Gr. 3–5: 100.0%, same as 24–25’s: 100.0%; Gr. 6–8: 100.0%, same as 24–25’s: 100.0%; Gr. 9–12: 100.0%, same as 24–25’s: 100.0%; The data on student perceptions of safety and connectedness across different grade levels reveal key insights into the school environment. This data compares similar groups from last year. The drops in responses to ""notices when I'm not there"" and ""who listens to me when I have something to say."" are concerning, and contradict rising numbers in closeness, feeling a part of the school, and safety. While the sample size is small, these trends are worthy of evaluating our practices. One wonder is these dis could be related to ST switches or student attrition and enrollments throughout the year. Our academic leadership team will make this a priority for staff in the next school year. Compass is moving to internalize speech therapy positions, and last year contracted with Care Solace to provide additional mental health support. Further, Compass started weekly WIT (Whatever It Takes) meetings that focus on scholars identified by staff as needing attention. Our belief is that as these initiatives grow, the indicators on scholar connectedness will also improve."|While the overall perception of safety is strong, there are significant dips in students' feelings of connectedness and being noticed. To address these issues, schools should enhance attendance monitoring and responsiveness, implement programs to foster peer connections and a sense of belonging, particularly in middle school, and continue maintaining high safety standards. By focusing on these areas, the school can create a more supportive and connected environment for all students. It is also noteworthy that the sense of belonging, for a virtual school, is so high.|Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. This school year, Compass administered mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards getting more participation to surveys to support school climate.. With consistent and present data, Compass will better leverage its engagement opportunities and support services.|Met||2026-06-13|2026
57727100000000|Woodland Joint Unified|6|The California Healthy Kids Survey (CHKS) was administered in March 2025–26 to students in grades 5, 7, 9, and 11, as well as students in alternative education. The survey measured perceptions of school climate, including engagement, safety, adult support, discipline, and mental health. Data were disaggregated by grade level, gender, and race/ethnicity to better understand differences in student experiences.  Overall, the results show that student engagement and perceptions of safety are strongest in elementary school and decline during middle and early high school. School Connectedness was highest in 5th grade (68%) and lowest in 9th grade (50%), with slight improvement in 11th grade (54%) and alternative education (64%). Academic Motivation followed a similar pattern, decreasing from 76% in 5th grade to 57% in 9th grade.  Perceptions of adult support also declined across grade levels. While students consistently reported higher levels of High Expectations from Adults than Caring Adults, reports of Caring Adults fell from 68% in 5th grade to 51% in 9th grade. Feelings of safety were highest in 5th grade (71%) and alternative education (69%), but dropped to 52% in 9th grade. Students' perceptions of being treated with respect by adults declined substantially, from 81% in 5th grade to 42% in 7th grade and 37% in 9th grade. In 11th grade, only 40% of students reported being treated with respect, and fewer than half indicated that school rules were clear.  The Anti-Bullying Climate showed a notable decline, falling from 70% in elementary school to 30% in 9th grade, while 7th graders reported the highest incidence of harassment (37%). Illness was the most common reason for absences across middle and high school, followed by lack of sleep.  Disaggregated data reveal important equity concerns. In 5th grade, African American students reported substantially lower levels of School Connectedness (37%) and Caring Adults (35%) than their peers, while Asian students reported the highest levels of safety (95%) and connectedness (79%). By 7th grade, African American students reported the lowest feelings of safety (38%). Gender differences were also evident, with females reporting lower school connectedness but slightly higher academic motivation than males.  Mental health remains an area of concern. Frequent feelings of sadness affected more than one in four students in 7th grade (28%) and approximately one-quarter of students in 11th grade and alternative education settings.  Overall, the CHKS data indicate that student engagement, connectedness, and perceptions of safety decline during middle and early high school, with notable disparities among student groups. These findings provide important information to guide efforts to strengthen school climate, improve student well-being, and address equity gaps across the district.|Analysis of the California Healthy Kids Survey (CHKS) data highlights several strengths and areas of need related to student engagement, school climate, and well-being across grade levels and student groups.  A consistent strength across all settings is students' perception that adults hold high expectations for them, with ratings remaining strong from 81% in 5th grade to 75% in alternative education. Elementary students also report high levels of academic motivation (76%) and school safety (71%). Academic motivation remains relatively strong in 7th grade (71%), despite declines in other indicators. In addition, students in alternative education report stronger relationships with adults, with 65% indicating they are treated with respect and 64% reporting a sense of school connectedness, both higher than traditional secondary settings. Several areas of concern emerged from the data. The most significant is a pronounced decline in students' perceptions of being treated with respect by adults. Reports of adult respect drop from 81% in 5th grade to 42% in 7th grade and 37% in 9th grade, indicating a growing disconnect between students and adults during the transition to secondary school. School climate related to bullying also declines considerably, with perceptions of a positive anti-bullying climate falling from 70% in elementary school to 30% in 9th grade. While differences in survey questions and students' developmental understanding may influence these results, the decline warrants further attention. Meaningful participation is another area of need. Across secondary grades, only about one-quarter of students report having a meaningful role in their school, with rates of 25% in 9th grade and 27% in 11th grade. Attendance barriers also become more pronounced in secondary settings. Lack of sleep is a growing concern, affecting approximately 12% of high school students and 24% of students in alternative education. Transportation is also a greater barrier for alternative education students, affecting 13% of students compared with 2-3% in other secondary settings.  Disaggregated data reveal important equity gaps. African American students in 5th grade report substantially lower levels of school connectedness (37%) and caring adults (35%) than the overall 5th-grade average. Female students in secondary settings consistently report higher levels of harassment and lower levels of school connectedness than males, although female students in alternative education report stronger connectedness than their male peers. Overall, the CHKS data suggest that while students generally perceive high expectations from adults, engagement, connectedness, and perceptions of safety decline as students progress into middle and high school. These findings will guide district efforts to strengthen secondary school climate, expand meaningful opportunities for student engagement, address barriers to attendance, and provide targeted supports to reduce disparities among groups.|In response to the findings from the California Healthy Kids Survey (CHKS), the LEA will continue to refine current practices and implement targeted actions to strengthen school climate, student engagement, safety, mental health, and equity.  To increase student engagement and participation, schools will continue to expand opportunities for student voice through Youth Advisory Councils, leadership groups, and other student forums that allow students to provide feedback and help shape school decisions. Schools will also continue to provide access to clubs, leadership opportunities, and enrichment activities that promote meaningful participation and belonging for all students.  To support student well-being, the LEA will continue to strengthen its Multi-Tiered System of Supports (MTSS) and Community Schools initiatives to provide preventive and responsive services. School Wellness Teams will continue to coordinate supports, and student wellness campaigns will help increase awareness of available resources and reduce the stigma associated with seeking help.  To address concerns related to safety and harassment, schools will continue to implement Positive Behavioral Interventions and Supports (PBIS), restorative practices, and clear behavioral expectations. Existing staff duty schedules will be used to maximize adult visibility during key transition times, particularly in secondary schools. Anonymous reporting systems will remain available to support timely responses to safety concerns.  The LEA will also continue to build on its strengths in adult support and high expectations. Schools will highlight student accomplishments through newsletters, displays, and recognition activities while expanding mentoring and relationship-building opportunities for students who report lower levels of support. Particular attention will be given to student groups that experience lower levels of connectedness and caring adult relationships.  Continuous improvement will remain a priority. Annual CHKS results, along with additional student and family input gathered throughout the year, will inform site and district planning. Schools will use disaggregated data to identify areas of need, monitor progress, and adjust actions to ensure that supports remain responsive to the needs of all students.  Through these efforts, the LEA is committed to ensuring that all students feel safe, valued, connected, and supported throughout their educational experience.|Met||2026-06-11|2026
57727100121749|Science & Technology Academy at Knights Landing|6|Sci-Tech administered local student climate surveys to students in grades 3–6 and participated in the California Healthy Kids Survey (CHKS) for Grade 5 students during the 2025–26 school year. These surveys were used to measure student perceptions of school safety, connectedness, relationships, learning environments, and overall school climate. Data was reviewed alongside attendance, behavior, and academic indicators to support continuous improvement efforts.  The Grade 5 CHKS results reflected strengths in adult-student relationships and clear behavioral expectations. Approximately 67% of students reported access to caring adults at school, 69% reported that adults held high expectations for them, and 64% reported feeling connected to school. Approximately 64% of students reported feeling safe at school, while 81% reported respectful treatment by peers. Students also reported positive academic motivation indicators, with approximately 61% reporting that they complete assignments and try harder after receiving poor grades.  The local student climate survey provided additional site-specific information regarding student perceptions of school climate and safety. Results showed strong perceptions of adult support and academic expectations:  92% of students reported that teachers have high standards for them. Approximately 98–99% reported that teachers work hard to help them succeed. Approximately 90–91% reported there is an adult at school who will help them when needed. 88–89% reported school rules are clear. 85–90% reported rules are consistently enforced.  The survey also identified areas of concern related to peer relationships, connectedness, and safety in less structured settings:  63% of students reported liking coming to school. 57% reported that the classroom environment supports learning. 55% reported feeling safe in school bathrooms. 76% reported feeling safe on playgrounds and fields. 26% reported being called names, insulted, or teased at school. Approximately 65–69% reported positive peer relationships and getting along with other students.  CHKS student survey data also identified concerns related to emotional wellness and peer interactions. Approximately 50% of Grade 5 students reported experiencing sadness sometimes or most of the time, and approximately 30–40% reported frequent feelings of worry, loneliness, or emotional distress. Approximately 76% reported experiencing some form of victimization, including being hit, pushed, or called names at least sometimes.  Survey data was disaggregated by student groups, including race/ethnicity and gender. Male students reported higher rates of victimization, bullying behaviors, and feeling unsafe at school. Black students reported higher rates of being hit or pushed compared to other student groups. English Learners and students with disabilities reported somewhat lower perceptions of fairness, support, and school connectedness compared to peers. Hispanic students represented approximately|Analysis of the student climate survey data identified several important strengths related to adult-student relationships and schoolwide expectations. Students consistently reported that teachers care about their success, provide support when needed, and maintain high expectations for learning. Students also demonstrated understanding of school rules and behavioral expectations, indicating that foundational school systems and adult supports are well established.  At the same time, survey findings identified several areas of need related to peer relationships, school connectedness, emotional wellness, and student perceptions of safety in less structured settings. While students generally reported positive relationships with adults, fewer students reported positive peer interactions and strong feelings of belonging at school. Students reported experiences with teasing, bullying, peer conflict, and emotional distress. Safety perceptions were notably lower in locations such as bathrooms and playgrounds when compared to classrooms and adult-supervised settings.  Student connectedness data also showed that only approximately 63–64% of students reported liking school or feeling connected to school. Additionally, only 57% of students reported that classroom environments consistently support learning. These findings suggest a need to strengthen peer culture, classroom engagement, and student belonging because students are more likely to engage academically, attend consistently, and demonstrate positive behaviors when they experience emotional safety and meaningful connection to their school community.  Disaggregated survey data identified disparities among student groups. Male students reported higher levels of victimization and feeling unsafe at school. Black students reported higher rates of peer aggression and victimization compared to other groups. English Learners and students with disabilities reported lower perceptions of fairness, connectedness, and support. These findings indicate the need to continue strengthening inclusive school climate practices and targeted supports for student groups experiencing lower levels of connectedness and safety.  Sci-Tech learned that strong adult relationships are an important protective factor, but additional systems are needed to strengthen peer interactions, student voice, and emotional wellness supports across the school environment. Educational partner discussions connected these findings to the need for stronger social-emotional learning, restorative practices, anti-bullying supports, and opportunities for students to participate meaningfully in school leadership and decision-making.|Based on analysis of the student climate survey data, Sci-Tech will continue strengthening systems and supports related to school climate, student connectedness, peer relationships, and emotional wellness.  Sci-Tech will strengthen the implementation of Positive Behavioral Interventions and Supports (PBIS) and restorative practices through clearer behavioral expectations, increased positive recognition systems, restorative conversations, and more consistent responses to student behavior because students reported concerns related to teasing, peer conflict, and inconsistent recognition of positive behavior. These efforts are intended to improve peer relationships, increase school connectedness, and reduce behavioral incidents as measured through future climate survey data, suspension indicators, and attendance data.  Sci-Tech will continue implementing and strengthening social-emotional learning supports, including classroom meetings, morning check-ins, Second Step curriculum implementation, and counseling supports, because students reported elevated levels of sadness, worry, peer conflict, and emotional distress. Additional staff training related to trauma-informed practices, anti-bullying strategies, classroom management, and culturally responsive practices will also continue in order to strengthen inclusive and supportive learning environments for all student groups.  To address concerns related to student connectedness and participation, Sci-Tech will expand opportunities for student voice and leadership through Student Council, classroom leadership opportunities, student feedback systems, and student-led school activities because survey findings indicated that students benefit from meaningful participation and opportunities to contribute to school improvement efforts.  Sci-Tech will also strengthen supervision and safety practices in less structured areas such as playgrounds and bathrooms because students reported lower perceptions of safety in these locations. Staff will continue reviewing supervision systems, safety procedures, and communication protocols to improve consistency and student perceptions of safety across all campus settings.  Sci-Tech will monitor the effectiveness of these changes through annual student climate surveys, CHKS results, attendance data, suspension data, behavioral indicators, and ongoing student feedback in order to evaluate progress and support continuous improvement efforts.|Met||2026-06-08|2026
57746250000000|Yolo County ROP|6||||Not Met|||2026
58105870000000|Yuba County Office of Education|6|n 25-26, the LEA administered a PBIS Climate Survey to all students to gauge students' perceptions of climate and  culture, safety and connectedness, and behavior and expectations. The survey uses a 4-point Likert scale, where 3.4  (85%) represents the PBIS benchmark for positive perception. All item and domain averages below are expressed as  percentages of the 4-point scale. Participation for Carden in 2025-26 was 100% (18 of 18 students completed the survey), and at TEM it was 85% (17  of 20 students completed the survey).|CARDEN STRENGTHS Analysis of the Carden Student Climate Survey shows strong student perceptions of safety, connectedness, and  clarity of expectations. Students reported the highest levels of positive experience in feeling safe at school (82%) and  knowing an adult they can talk to (75%), indicating a supportive and secure environment. Additional strengths include  clear behavioral expectations (75%), strong teacher expectations for success (75%), and positive interpersonal  relationships reflected in fairness (74%) and respect from teachers (70%). These results highlight a school climate  where students feel supported, safe, and connected. CARDEN NEEDS The survey also identifies opportunities to strengthen student engagement and recognition systems. The lowestrated item, enjoyment of school (63%), suggests a need to deepen student engagement and connection to daily  school experiences. Recognition for positive behavior (69%) and classroom conditions that consistently support  teaching and learning (74%) indicate areas where PBIS Tier 1 systems can be reinforced. Together, these findings  point to targeted opportunities to enhance student motivation, visibility of positive reinforcement, and consistency of  classroom routines. TEM STRENGTHS Analysis of the TEM Student Climate Survey indicates strong student perceptions, particularly positive experiences  with respectful interactions from teachers (82%) and high academic expectations (81%), as well as average  perceptions of safety and fairness. Data reflect that students generally experience the school as supportive,  predictable, and grounded in clear behavioral and academic expectations. TEM NEEDS The survey also highlights opportunities to strengthen engagement, connectedness, and recognition. Statements  related to school connectedness, engagement, classroom behavior, and student recognition were rated in the mid-60  % to low-70 % range, suggesting a need to deepen students’ sense of belonging and day-to-day engagement, and to  identify opportunities to reinforce PBIS Tier 1 supports. Overall, data indicate that students generally experience the  school as structured, predictable, and supportive of their success, while still showing room to strengthen consistency  throughout the program|The LEA made targeted refinements to existing plans and procedures to address areas of need identified through  local data and climate survey analysis. Key updates include implementing a consolidated Tier 1 PBIS improvement  strategy with a single fidelity check, quarterly climate mini-checks, and strengthened recognition and engagement  metrics. The LEA also added site-specific actions, expanding enrichment and recognition at Carden and  strengthening advisory, attendance, and suspension-reduction structures at TEM, to better align MTSS practices with  student needs. Additional adjustments include improved walkthroughs and feedback cycles, enhanced LEA-level tracking systems,  clarified assessment procedures, and a coordinated data-monitoring cadence linking attendance, behavior, literacy,  and climate data. These continuous-improvement revisions are fully detailed in the LCAP Reflection: “2026–27 Next Steps.”|Met||2026-06-17|2026
58105870117242|Yuba Environmental Science Charter Academy|6|YES administered the California Healthy Kids Survey in a previous year, but received a response that the number of responses was too few to create a report. We pivoted to administering our own climate and other surveys. The significant student groups at YES continue to be 1. Low SES - 75% of stuents 2. Hispanic - 28% of students 3. White - 60% of students Survey respondents continue to be low for Hispanic group at about 6.67% while white sub group is at 60%. Separate Surveys were given to Educational Partners that collected data on school climate in the areas as follows: Barriers to achievement- overall 58% reported unstable home environments, family stress and possible neglect Prepared as a teacher to meet behavioral or educational strategies at 33% Receiving enough professional development to support the diverse student population or challenging behaviors 41% Access to instructional materials 75% Comfortable teaching using instructional materials and technology 50% Professional development experience gave 4 and 5 star ratings out of 5 70 % reported supportive environment 60% fair and progressive environment 40% safe, fun, equitable, empowering environment 30% diverse environment|Parent Survey Significant findings from the Parent Survey are as follows: The reasons that parents choose to send their children to YES are positive. The highest percentage, 45%,This finding shows that YES has been successful with their educational model of environmental science and projectbased curriculum, but needs to continue to implement equitable practices and provide restorative practices to enhance the sense of safety and belonging for all its students. When asked about problems at the school, two areas of concern stood out, rated by over 20% of parents as a large problem. These were “student vaping or e-cigarette use” and “provide safer environment” The findings indicate a need for (1) increased use of vaping educational programming, where students are given vaping prevention education after being found with a vape on campus in lieu of suspension or punishment. (2) The need for all students to feel safe is rooted in building a relationship driven culture where all students feel that they have a trusted adult on campus. This is reflected in the LCAP to elevate student voices, including them on decision making, developing our restorative practices and other social emotional programming via our Family Liaison, High School Counselor and Social worker. Two areas of concern stood out, rated by 15 to 20% of parents as a large problem. These were “Physical fighting between students” and “Provide extracurricular activities.” These findings indicate a need for increased use of initiatives such as restorative practices. This is reflected in the LCAP with the addition of a social worker and training in restorative circles. Student Survey The student surveys show a need for an increase in extra-curricular activities such as sports and clubs. This is reflected in the LCAP with the addition of the ACES after school grant and the lengthening of lunch recess. 68% of students reported having a trusted adult on campus. Asked if they felt like they belong, are respected, and accepted, on a scale of 1 through 5 with one being no and 5 being yes, the average of the scores was 3.5. These responses can be characterized as hopeful but tepid. This is reflected in the LCAP with plans to: · Continue the positions of family liaison and high school counselor · Add the position of social worker · Increase training for staff in restorative practices and circles. · Implement restorative circles into the daily routines of classrooms. · Research and begin implementation of peer led problem solving teams. Students reported wanting the following at school: · Drama Acting/Theater, Debate/Speech, Photography, Robotics, Sports The school is responding to this by planning to offer these as part of the after school program. For students that are not in the after school program, the school has lengthened the lunch recess for middle and high school students in order for students to meet in themed clubs and sports during lunch recess and is planning STEAM rotations for TK6th grades.|YES would like to get more responses to our surveys from our Hispanic and SED groups. We plan to implement the survey in Spanish next year, along with informational postings on our Parent Square and social media accounts. Correspondence, registration forms and flyers on our website and parent square will be in English and Spanish. To increase responses for SED families we will offer our surveys on paper at our annual events and set up survey stations. YES will work on ensuring confidentiality by not requiring identifying demographics such as name and email and empowering families through sharing their voice to make positive changes for the school. YES leaders will continue training staff on our current and updated policies and procedures for key areas of mental health and disciplinary/behavioral tiered interventions and responses. Identification of students for tiered responses and intervention through our case management team and introducing re-entry supports to utilize best practice models are on a continuous improvement plan via program management oversight and direction. YES will continue to train yard duty staff and staff in general in de-escalation and conflict resolution facilitation skills along with restorative practices that teach restoration and repair of relationships to enhance our school climate. Implementation of restorative circles training has begun and will continue. Implementation of circles for all staff and students to begin their day is planned as part of our SEL (Social Emotional Learning) time.|Met||2026-06-25|2026
58105875830112|Yuba County Career Preparatory Charter|6|Grades K-5 YCCPCS administered a PBIS climate survey to elementary grade levels. This small group of students had too few responses for the data to be considered reliable.  Grades 6-12 YCCPCS continues its use of the CoVitality Survey for grades 6-12. This evidence-based assessment, grounded in the CASEL SEL framework, provides insight into students’ social-emotional strengths and overall school climate. The survey measures 12 key strengths and assets associated with student thriving and reports students into three low- risk categories: High Thriving, Moderate Thriving, and Getting By, which, by the publisher's definition, indicate low or no concern. CoVitality does not disaggregate results by student group.  In addition to overall thriving levels, YCCPCS monitors several strength indicators that strongly influence student well-being: Persistence, Gratitude, Peer Support, School Support, Life Satisfaction, and School Connectedness. These indicators help the school understand areas of stability and areas where additional support may be needed. Individual student-level reports continue to be used by the school counselor to guide conversations with students and families. SPRING 2026 DATA FROM FALL 2025 The participation rate increased from 62% to 89%, which improves the validity of the data. 68% of students not at risk: (-3%) 32% persistence as a strength: (+1%) 61% gratitude as a strength: (+9%) 68% peer support as a strength: (-7%) 80% school support as a strength: (-3%) Life satisfaction score: Maintained 'Average' rating School connectedness score: Maintained 'Average' rating|The 2024-2025 School Climate Report provides valuable insight into the student population's social-emotional health and overall school climate. The report does not include data disaggregated by specific student groups. 69% of the grade 7-12 population completed the survey. STRENGTHS School support is highly rated (83%), indicating a strong perception that teachers care about students. Peer support (70%) and family coherence (68%) are also strengths. The level of support for students fosters school connectedness and reflects positive teacher-student connections that can be leveraged to drive student achievement. Nearly half the student body is functioning well, indicating student well-being and academic and social success are supported. IDENTIFIED NEEDS 19% of students are in high-risk categories and need proactive support to build personal assets. Some may benefit from targeted mental health resources and support services. Only 26% of students are persistent, indicating that most struggle to maintain effort in the face of adversity. Interventions that build resilience and goal-setting skills (e.g., mentorship programs and SEL lessons on grit and perseverance) could support increases. The Overall Life Satisfaction average score of 69.83 continues to grow incrementally each year, indicating moderate happiness and mental health among the student population served. There is a continued need to improve students’ well-being to better support engagement and school success.|"In the coming year, YCCPCS will -continue increasing survey participation to 80%. Review and refine the tiered response to CoVitality data to address current needs and reduce the highest-risk population. -continue supporting overall life satisfaction with annual events highlighting gratitude and persistence and conduct informal check-ins. -continue to provide on-site mental health and SEL support. -embed schoolwide engagement and resilience in a campaign (""Positive Futures"") promoting dual enrollment, CTE opportunities, informational opportunities, etc. -train staff in techniques to foster zest and gratitude."|Met||2026-06-17|2026
58727280000000|Camptonville Elementary|6|The LEA used a new interview based model for collection data from families this year. An outside consultant contacted families and conducted surveys to determine the climate and needs of the LEA.|It was identified through interviews that families struggle with participation and connected due to work schedules and a lack of opportunities to volunteer in out-of-school hours.|The intention is for the LEA to review the data in more detail and make changes to the LCAP in the coming cycle to address the specific needs discovered in the data.|Met||2026-06-08|2026
58727286115935|CORE Charter|6|CORE Charter School annually asks its students to report on their sense of safety and connectedness through  a school-wide survey. It does this because these are elements the school regards as highly important for its  students. According to our 2025/26 survey of our TK-12 students, 97% say that they felt welcome and  connected to CORE Charter School, and 98.6% say that the school was a safe place to learn. Feelings of  connectedness increased from the 25/25 school year when students 86.2% of students said they usually or  sometimes felt connected to CORE Charter School. Students’ sense of safety remains about the same as the  2024/25 school year when most students felt safe at CORE Charter (Usually: 91.4%, Sometimes 6.9%).  Ninety-seven percent of parents agree that CORE Charter is a safe place to learn. The surveys show that  students appreciate the opportunity and thrive at the learning center and on field trips, where they may  engage with peers and adults. CORE students demonstrate their respect for each other and their teachers to a  remarkable degree. Students report strong connections to their teachers. Ninety-three percent of students  say they get the support they need from teachers and staff at CORE, and 97% are comfortable asking their  teacher for help. One hundred percent of parents surveyed felt that CORE addressed the social-emotional  needs of their student  More than 94% of parents stated that their student had a valuable experience at CORE this year (89% in  24/25), and 98,5% of families would recommend CORE to others.|CORE strives to address the social-emotional learning needs of all our students and will continue to promote  positive mental health in our interactions and plans. CORE seeks to add practical and meaningful SEL  components to its program. In 2025/26, our school psychologist continued to provide small group sessions to  offer support and promote healthy coping skills for students. CORE considers a healthy school culture an  absolute to effective learning and therefore looks for opportunities to promote a safe and welcoming  environment. CORE Charter will continue to provide opportunities to increase student sense of  connectedness and belonging, including school activities, small class sizes, a variety of class choices and  personalized attention to the needs of each student. CORE staff will continue to reach out to families not  participating in our many in-person activities (classes, services, field trips, and events) to ensure that we  eliminate any barriers to involvement.|Goal 3 in the 2026/27 LCAP contains numerous actions designed to improve school climate and the safety  and connectedness of educational partners. We plan to conduct a health awareness campaign to encourage  positive habits; and offer anxiety support groups. In 2025/26 CORE participated in suicide prevention training  which was offered to staff and student leadership.|Met||2026-06-25|2026
58727360000000|Marysville Joint Unified|6|Grade 5: MJUSD administered a nine question survey to 5th-grade students to understand how our elementary students view school safety and connectedness. Students were asked questions using yes/no as answer options.  Grade 7: MJUSD administered a nine question survey to 5th-grade students to understand how our elementary students view school safety and connectedness. Students were asked questions using yes/no as answer options.  Grade 9: MJUSD administered a nine question survey to 5th-grade students to understand how our elementary students view school safety and connectedness. Students were asked questions using yes/no as answer options.   In total, 1,108 responses were given in response to the survey.  5th grade accounted for 37.9% of the responses, 7th grade accounted for 40.3%, and 9th grade accounted for 21.8%.|Students in all three grades were asked to respond to the following questions with a yes or no answer, the results of each prompt is calculated directly below it.  -Students treat each other well. 72.9% of students said yes, 27.1% said no.  -I get along with other students. 91.1% of students said yes, 8.1% said no.  -Good behavior is noticed at my school. 76.9% of students said yes, 23.1% said no.  -My school has clear rules for behavior. 90.9% of students said yes, 9.1% said no.  -Teachers treat me with respect. 90% said yes, 10% said no.  -There is an adult at my school who will help me if I need it. 90.6% of students said yes, 9.6% said no.  -I like school. 50.5% of students said yes, 49.5% said no.  -I feel safe at school. 78.9% of students said yes, and 21.1% said no.  Data indicates that students largely believe their school wants them to do well and that there are adults there to offer support when help is needed.  In addition, students report that teachers treat them with respect and that  schools have clear rules for behavior and are safe.  About half of students who responded reported liking school.  It was also shown that students treat each other well and that good behavior is noticed at school.  These results suggest that, on the whole, schools are working to create a safe supportive environment with high academic and behavioral standards.|MJUSD recognizes the ongoing need for school connectedness and safety.  As such, MJUSD continues to invest in and support the PBIS program, as well as updating our facilities for safety and modernization.  MJUSD also has invested in professional development around topics such as stress and resilience, Conscious Discipline, and Trauma-Informed Practices.|Met||2026-06-23|2026
58727360121632|Paragon Collegiate Academy|6|Discussions with student representatives show that the student’s at Paragon Collegiate Academy feel safe and connected. The various extracurricular programs which have been implemented such as FFA and athletics have shown that students are more connected to the school due to the high volume of participation in said activities. In addition, Paragon’s after school program offers a wide variety of activities which connects the students to the school and its culture.|Discussions with student, parent, and school groups reveal strengths such as high academic and social expectations, caring staff, and strong administrative support. These discussions also address additional course offerings such as CTE courses, improvement of PE program, and improvement of elective courses.|Paragon Collegiate Academy is and will always be seeking strategies to improve on every facet of the institution. Paragon administrators believe strongly in educating the whole child and thus must continue to provide resources and opportunities for our students to be successful. Paragon will continue to build the FFA program, and solidify its athletic program, the after school program, and any other enrichment programs such as music will be added.|Met||2026-06-25|2026
58727365830138|Marysville Charter Academy for the Arts|6|Our school is folded into our district's CHKS data, so we are not disaggregated by school. Because of this, we sent our own survey to students of our school, but it was anonymous, so we do not have data for groups. We do have the following information though:  89.8% of those responding feel a valued part of their school community; 81.6% look forward to attending school most days; 95.8% feel there is at least one adult on campus who cares about their well-being; 91.8% feel their teachers provide high-quality instruction and helpful feedback; 95.9% feel our school offers a wide variety of elective courses and interesting academic paths; 77.6% feel they are given enough information to prepare for college, trade school or a future career; 87.8% feel their teachers have high expectations for their academic success; 91.8% feel they have easy access to technology and internet resources at school; 85.7% feel physically and emotionally safe while on the school campus; 79.6% feel students at school treat each other with respect, regardless of background; 83.7% feel our campus, bathrooms and common areas are clean and well-maintained; 93.9% know where to go on campus if they need mental health or social-emotional support; 87.8% are actively involved in clubs, performances or other after-school activities; 79.6% feel students have opportunities to share opinions and influence school decisions; 97.9% feel our school encourages regular attendance and staff helps them if they fall behind.|Our four lowest scores are, in order from lowest to highest: 77.6% feel they are provided enough info regarding their futures; 79.6% feel students treat each other with respect; 79.6% feel they have the ability to share opinions and influence school decisions; 81.6% look forward to attending school most days. Our four highest scores are, in order from highest to lowest: 97.9% feel the school encourages regular attendance and staff helps if they fall behind; 95.9% feel we offer a wide variety of elective courses and interesting academic paths; 95.8% feel there is at least one adult on campus who cares about their well-being; 93.9% know where to go on campus for mental health or social-emotional support. This information lets us know that we are on the right track with most things, according to student opinion, but we need to target those areas receiving the lowest scores in an attempt to make our school even more welcoming and supportive in the eyes of our students.|We need to work through Link Crew, ASB, Clubs, PTCO, and with staff, specifically through classes like Advisory, Study Skills, Study Hall, Health, Senior Seminar, on helping students respect each other more, or at least demonstrate that they do, and encourage students to want to attend school more than they want to currently. We also need to provide more opportunities for students to share opinions and become involved in shared decision-making. We need to ensure that our students feel they are receiving targeted instruction/assistance with college, career and future plans. Using CCGI lessons in specific grade-level advisory classes and ramping up our college and career focuses in CTE classes will help accomplish this goal.|Met||2026-06-23|2026
58727440000000|Plumas Lake Elementary|6|The PLESD Parent Survey showed growth in the area of school climate. 88.9% of parents stated that their child felt very connected or connected to the school. 88.8% of parents were satisfied with PLESD's SEL Initiative. 75.1% of parents were satisfied with the Anti-Bullying/ Positive Citizenship Initiative. PLESD administers and analyzes the California Healthy Kids survey every year for our 7th grade students. These surveys showed that overall we have very positive school climates at all three schools. They also gave us direction on developing an anti-bullying plan and implementing a social and emotional curriculum.|PLESD will continue to focus on the social and emotional growth of our students. Students continue to say that students are mean to each other more than they should. Students also report some bullying that takes place but most of what they encounter is students being mean to one another.|PLESD will continue its focus on the social and emotional development of our students. The anti-bullying initiative will continue to be a high priority for all school sites. Work will continue to build school cultures in which all students feel like they belong.|Met||2026-06-16|2026
58727510000000|Wheatland|6|The local climate survey data, gathered primarily through the California Healthy Kids Survey (CHKS), reflects overall student perceptions of school safety, connectedness, and engagement. The overall school climate score for all students indicates a positive perception of school conditions. When disaggregated by student groups, notable disparities emerged. English Learners reported a lower sense of school belonging and foster youth reported the lowest overall climate rating at 84%.|Analysis of local climate survey data, including results from the California Healthy Kids Survey (CHKS), indicates that Wheatland School District demonstrates overall positive school climate conditions. A majority of students report feeling safe, connected, and supported at school, and many students indicate that adults on campus care about their well-being. These findings reflect effective district practices that promote student safety, school connectedness, and supportive relationships between students and staff.  Disaggregated data also identified important areas for continued growth. Students with disabilities, African American students, English Learners, and foster youth reported lower levels of safety, belonging, inclusion, and engagement when compared to overall student results. These findings highlight the need to continue strengthening culturally responsive practices, communication systems, language supports, and inclusive schoolwide strategies that address the emotional, academic, and cultural needs of underrepresented student groups.  In response, WSD is using climate survey results and educational partner feedback to guide equity-focused initiatives, targeted student supports, and more inclusive decision-making processes. These efforts demonstrate the district’s commitment to continuous improvement and to ensuring that every student experiences a safe, welcoming, and supportive learning environment.|Based on the analysis of local data, educational partner feedback, and identified areas for growth, Wheatland School District demonstrates a strong commitment to continuous improvement and equitable outcomes for all students. The district has identified opportunities to strengthen existing plans, policies, and practices to better support underrepresented student groups, including English Learners, foster youth, students with disabilities, and other historically underserved populations.  As part of its ongoing improvement efforts, WSD is enhancing family engagement practices by prioritizing multilingual communication, expanding outreach efforts, and increasing opportunities for meaningful participation from families representing diverse backgrounds and experiences. The district continues to strengthen partnerships with families to ensure that all educational partners have access to information, resources, and opportunities to contribute to school and district decision-making.  WSD remains focused on improving school climate and fostering environments where all students feel safe, connected, and valued. Current efforts include staff professional learning focused on equity, inclusion, and relationship-building; expanded access to counseling and mental health supports; and increased opportunities for family engagement through advisory groups and stakeholder forums that reflect both district strengths and areas for growth.  To support accountability and informed decision-making, the district regularly reviews disaggregated climate, engagement, and student outcome data to identify trends, monitor progress, and guide resource allocation. These practices reflect WSD’s commitment to using local data and educational partner input as part of a continuous improvement process that promotes equitable access, positive school climate, and success for all students.|Met||2026-06-18|2026
58727516118806|Wheatland Charter Academy|6||||Not Met|||2026
58727690000000|Wheatland Union High|6|The district administers the C3 (Connected, Capable, Confident) survey three times annually to measure student perceptions of Belonging, Connection, and Engagement. Results are disaggregated by student group, including Hispanic, Black, Native American, students with disabilities, and English learners, and the California Healthy Kids Survey supplements this data on a bi-annual basis. Administering the survey at three points throughout the year allows the district to monitor climate trends over time rather than relying on a single snapshot and to respond within the school year as needs arise.  The Superintendent's Student Advisory Council gives students a direct channel to surface climate concerns to district leadership and the board. The district pairs survey data with chronic absenteeism reports reviewed quarterly by site, subgroup, and tier, and with qualitative input from student listening sessions and empathy interviews, particularly with students from historically underserved groups. Together, these tools give the district a multi-measure view of belonging, connection, and engagement that informs site-level action planning and the supports described in the prompts that follow.|Analysis of the C3 results, alongside attendance and qualitative input, points to clear strengths and clear areas of need. Belonging and connection remain districtwide strengths, with a strong majority of students reporting moderate to high levels on both measures. A notable equity finding is that students at Edward P. Duplex, an Equity Multiplier focus site, consistently rate their school environment as positively as or more positively than students at the comprehensive site, affirming the impact of the district's relationship-centered, small-setting model. These strengths reflect the district's sustained investment in inclusive practices, weekly advisory, and a positive peer culture.  The data also surfaces persistent needs. Certain student groups, including Native American students, students with disabilities, and English learners, report lower belonging and connection than their peers, and engagement remains the lowest of the three measures across nearly all groups. These patterns tell the district two things. First, universal supports are working broadly but are not yet closing subgroup gaps, which signals the need for targeted, group-specific strategies. Second, classroom-level engagement and student ownership of learning are the next frontier for improvement. The district's anti-bias engagement work, conducted in partnership with Community School Partnerships, reinforces this learning by keeping staff attention on how school climate is experienced differently across student groups and on the practices that make every student feel seen and valued.|In response to these findings, the district is sustaining and refining the following, anchored to the Belonging and Engagement pillar.  Universal supports: Weekly advisory across all sites focused on social-emotional learning, connectedness, and student voice, with continued Tier 1 practices that build a consistent, inclusive environment in every classroom. However, this will be implemented in classrooms next year without advisory. The Safe School Ambassadors program continues to foster positive peer culture and reduce bullying.  Targeted supports: Tier 2 interventions with Native American students, students with disabilities, and English learners to shape site-level belonging strategies, ensuring every student has at least one identified trusted adult.  Anti-bias and equity practice: The district continues its anti-bias engagement meetings, held in partnership with Community School Partnerships, and embeds anti-bias practices in staff professional development alongside Universal Design for Learning, PBIS, and trauma-informed strategies. This work keeps equity at the center of climate improvement and supports staff in recognizing and addressing differences in how student groups experience school.  Engagement: A multi-year effort to deepen student ownership through voice and choice, inquiry, and learning connected to students' lives and communities.  Monitoring: C3 results reviewed three times per year and CHKS, with chronic absenteeism tracked quarterly by site, subgroup, and tier, and with student, family, and staff feedback informing adjustments.|Met||2026-06-25|2026