COMMITTEE GOAL QUESTION RESPONSE. LCAP PAC - May 6, What are some ways to support LCAP and PAC by stakeholders?

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Question

No. COMMITTEE GOAL QUESTION RESPONSE

LCAP PAC - May 6, 2021

1 LCAP PAC Connected

Schools What are some ways to support LCAP and PAC by stakeholders? Stakeholders can support the Local Control Accountability Plan (LCAP) and Parent Advisory Committee (PAC) in a variety of ways at the classroom, school, and district level. For example, stakeholders can volunteer in classrooms to support student learning as a recreational aide to support school safety and relationship building, or at the district level by joining an advisory committee (i.e. LCAP PAC, DELAC, CAC, C&S, Facilities, etc.).

Schools How can we connect cultural brokers to foster youth families for support? Cultural brokers will be connected to foster youth parents and caregivers by providing opportunities to extend listening sessions beyond our current work with foster youth staff and students. Foster youth staff will establish dates/times with foster youth parents and caregivers to engage in listening sessions with cultural brokers to provide voice and support. 3 LCAP PAC Connected

Schools What is a better alternative to Google Classroom for grades K-2? The district purchased the technology tool “SeeSaw” to support K-2 practitioners who wanted to use this instead of Google Classroom.

Schools How are targeted families being engaged to make them aware of summer opportunities and after/before school opportunities next year?

Recruitment efforts for Office of Student Learning Assistance (OSLA) summer programs include:

● San Juan Website https://www.sanjuan.edu/Page/365 (all sites)

● Translated applications online and sent out in school newsletters and posted on website (districtwide) ● Regularly updated enrollment numbers to site admin

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● Shared at District English Language Advisory Committee (DELAC)

● Information disseminated to the English language development (ELD) teachers for English Learner Advisory Committee (ELAC)

● Several sites have Bilingual Instructional Assistants (BIAs) calling home and/or assisting in completing applications.

● Translated advertising flyers going out next week ● All ELD teachers recruited (host and non-host sites) ● Shared in Behind the Scenes e-newsletter to all sites ● Translated Blackboard message went out to all parents Before and after school programs will be shared in much the same ways; however, sites will be targeting students based on needs.

Schools What new avenues of communication can we explore to better engage families/increase communication overall?

Individual schools continue to add to their social media

portfolios by expanding their presence into additional platforms or creating more engaging content on existing platforms.

These social media presences are open and can typically be found by searching for the school name on a specific platform or using the links provided on most schools’ news sites or newsletters if they are using social media.

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Schools How do we ensure the best outreach for families to navigate services/systems: mental health, IEP/504, attendance, etc.?

Each of the areas listed has robust public webpages with resources and information for students and families. In addition, White House Counseling referrals, Care Solace referrals, and attendance improvement support have been promoted to each site respectively regarding the appropriate time to refer to district level supports. Flyers, brochures, etc. are delivered to sites to include in their offices and provide information for families.

Schools How many people provided responses to the self-reflection tool on parent/family engagement (state priority #3)? Who are they? What schools were represented by them? Are we reporting this number to the CDE when reporting this indicator?

According to the California Department of Education (CDE), the district needs to identify the diverse stakeholders that need to participate in the self-reflection process in order to ensure input from all groups of families, staff, and students in the Local Education Agency (LEA), including families of unduplicated students and families of individuals with exceptional needs as well as families of underrepresented students.

The district assembled a diverse group of parents that represented various district groups (LCAP PAC, American Indian PAC, DELAC, Special Education, LGBTQ+, and FACE). The group that completed the self-reflection tool included the following representatives:

● 3 from the LCAP PAC

● 1 American Indian Education PAC ● 2 DELAC

● 2 representing Special Education Students ● 1 representing LGBTQ+ students

● 2 representing FACE

In terms of school representation, participants represented the following schools:

● General Davie Center

● Elementary Schools: Greer, Peck, Thomas Kelly, Mariposa, and Pasadena

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● High Schools: El Camino, Mira Loma, and Casa Roble The number of participants (11) will be posted on the

Dashboard. Similar to a focus group, the process requires that we engage a diverse group of stakeholders in a discussion who then complete a self-reflection tool that we use to guide our continuous improvement work. There is no standard provided by the California Department of Education for statistical validity and no standard for the number of participants.

To identify and engage a diverse group of stakeholder participants, we reached out to members of the LCAP PAC, DELAC, CAC, and American Indian Education PAC. We also partnered with FACE and Equity department to connect with additional stakeholder groups within our community.

Collectively, we were able to reach out to over 275 stakeholders, not including the school site and ELAC

coordinators who also shared this information with their school community members.

Due to a variety of circumstances, we were only able to engage 11 volunteers to participate in this process. While we hoped for more participants, we see this as an area of growth moving forward.

Schools Why is the staffing increase only 3%, and not reflective of the ethnic diversity of the student population and community

(teachers, admin, district personnel educators)? They need to reflect the student.

Our goal is always to have the demographics of the staff be reflective of the demographics of the students. This outcome is not going to occur in the short term, therefore the 3% increase of diverse staff is a short-term goal.

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Schools communication simultaneously from site

to site? simultaneous distribution. Staff continues to work to reduce barriers to timely communication and ensure materials remain accessible in multiple languages and formats.

Schools Is it possible for each site to have a communication department? The admin team at each site serves as the primary communications hub for the school. 11 LCAP PAC Connected

Schools How can we make family and community engagement more effective through the LCAP?

We can continue to increase student voice in the LCAP process. We can also continue to use Zoom as one of the ways to engage stakeholders. This is an area that we are always looking to improve and can do so through continued partnership with our community.

Schools How can LCAP provide more supports and care for families and students? Additional support is often connected to funding from the Local Control Funding Formula (LCFF). One way, however, we are providing additional support and care for families and students is by using additional funding sources. Many of our LCAP actions are connected to and being enhanced by the actions in our Expanded Learning Opportunity (ELO) grant. Another way is that we are using a continuous improvement approach in our work where we adjust our actions based on what we learn works, doesn’t work, and why, for students and families. 13 LCAP PAC Connected

Schools What will wrap-around services look like for the homeless and foster youth? Will there be a case manager who can build a connection with the student and the family? The case manager can lead the student.

The School Community Workers in both of these departments are the case managers. The school community worker’s role is to connect with students and families and assist them in providing supports for success and removing barriers that are impeding success.

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important. That’s why many schools now move their efforts out to community-based events or even hosting events at

apartment complexes and other gathering spots for families. Additionally, many schools are investing in new communication tools including two-way messaging allowing teachers and parents to exchange information through text message or a mobile app rather than email or phone call.

Schools How can we find out sincerely, caring staff for school? In the workforce diversity initiative, one of the steps in the hiring of caring staff who are culturally responsive is through standardized questions relating to equity/diversity/ and inclusion for all interviews. We are asking all hiring managers to include 1-4 of these questions in the interview.

Schools What are some sensibly present ways to provide resources to each family? As we work to provide resources to families, we work to determine individual needs to be met. Resources are then deployed most often at the school site level where

relationships are strongest and additional supports can be provided.

Schools How can all parents easily and comfortably approach their children’s school? Teachers?

Sites pride themselves on being welcoming to all families. If you have information on sites that have a reputation of being unwelcoming, that information should be shared with the sites’ Senior Director or Assistant Superintendent so that the

concern can be vetted, addressed, and corrected as needed. 18 LCAP PAC Connected

Schools How can we make Family Leadership Academy more attractive? The Family Leadership Academy (FLA) is currently being revised and expanded to include two levels: 1) an introductory level to learn about leadership opportunities and 2) an

advanced level focused on specific projects for

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19 LCAP PAC Healthy Environments /Clear

Pathways

What is the current student to counselor ratio and is there a target ratio that the district wants to achieve? If so, what is the target ratio?

What is the plan to lower the number of students a counselor sees for academic and social-emotional support?

The current student-to-counselor ratio is 499/1. We currently have 78 full-time equivalent (FTE) counselors (not including site funded counselors) and approximately 38,945 students (as of March 24, 2021).

A target student-to-counselor ratio is not established because our plan is to take a comprehensive multi-tiered system of support approach that includes - in addition to counselors - social workers, psychologists, mental health therapists, social-emotional technicians, college and career technicians,

community partnerships, programs, and school staff training. Our current staffing is as follows:

● Counselors – 78 FTE ● Social Workers – 21 FTE ● Psychologists – 28.8 FTE

● Mental Health Therapists – 16 FTE ● Social-Emotional Technicians – 3.25 FTE ● Interns – Fluctuates from year to year

● Site Funded Positions – Not included in the numbers listed above. School sites have local control to use Expanded Learning Opportunity (ELO) grant, Local Control Funding Formula (LCFF), and Title I funding to hire additional Social-Emotional Learning (SEL)

positions based on site need.

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We are providing resources and platforms such as Naviance and Advancement Via Individual Determination (AVID) to support students with college, career, and life readiness. Staffing such as our College/Career Technicians are also being used to support students with post-secondary planning. 20 LCAP PAC Healthy

Environments How are the additional dollars going to reduce the mental health/nursing student ratio?

Additional staffing will be put in place at the White House Center, the support centers, and at individual sites. 21 LCAP PAC Healthy

Environments How are Multi-Tiered Systems of Support (MTSS) funds broken down for Direct Instructional Services and Professional Development (PD)?

The majority of the budget is for staff who provide direct service to students. Approximately 5% is for Professional Development and other expenses.

22 LCAP PAC Healthy

Environments Can we include a free movement program offered to all? Movement is a part of each student’s daily curriculum as a part of California’s Physical Education Content Standards. 23 LCAP PAC Healthy

Environments Can we include culturally-based programs as well? Culturally-based programs are a part of the Healthy Environments theme. This is done through culturally responsive community partners in our mentoring supports, providing professional development through organizations that are culturally based organizations. We also offer students an opportunity to be a part of a wide range of culturally-based leadership clubs on campus.

24 LCAP PAC Healthy

Environments What is the plan to lower the number of students a counselor sees for academic and social-emotional support?

See question 19 above. 25 LCAP PAC Healthy

Environments Can a metric be implemented to see how effective a counselor might be for providing emotional support to students?

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directed at each grade level. With focused support, sites can track delivery of the SEL tier 1 curriculum. Systems include, publish a calendar of services, timeline, or even individual student tracking. Targeted tier 2 social-emotional interventions can also be a part of the tracking system.

26 LCAP PAC Healthy

Environments Why is there no district initiative for disability awareness? (Inclusive Schools Week, Autism Acceptance month, R-word campaign, neurodiversity training/assemblies, etc.)

Equity and Special Education (SPED) departments will continue to collaborate on providing districtwide support for students with disabilities by focusing on site-driven activities with professional development.

27 LCAP PAC Healthy

Environments Where are COVID testing and nursing staff represented in the budget for our district?

Covid testing and nursing staff are represented in the Elementary and Secondary School Emergency Relief (ESSER) one-time funds.

28 LCAP PAC Healthy

Environments How can LCAP support students’ mental health issues during the pandemic? An example of the services described in the plan include: ● Staff at Regional Student Support Centers provide direct services to students and ongoing professional development to school sites.

● Classes provided by the Family and Community Engagement (FACE) department in home language focused on community needs, including mental health. 29 LCAP PAC Healthy

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will build on developing this culture. 30 LCAP PAC Healthy

Environments What are some ways to develop the qualities of diversity? The San Juan 8-Point Commitment to Educational Justice is the action plan that will assist the district in developing the cultural values around equity/diversity and inclusion. The 8-Point Commitment is also aligned to the LCAP equity actions in Goal 2 - Healthy Environments. Specifically, commitments 5- 7 will build on developing a culture that embraces diversity. 31 LCAP PAC Healthy

Environments What are some sensible means to provide social awareness programs to the community, school, and society?

Commitment 1 and 3 in the San Juan 8-Point Commitment is truly focused on providing increased social awareness.

● Commitment 1: Create Identity Safe Zones at

sites/departments, implementation of Response to Hate and Bias strategies in schools, expand the

site/department work on cultivating safety and

belonging for both staff and students while re-shaping the norms of our response around behavior.

● Commitment 3: Strategic conversations around race, anti-racism, and anti-bias practices through listening sessions, continue empathy gathering sessions at sites that are free of bias and racism, train teachers/

employees in "Let's Talk about Race" and "Speak up at School", and commit to holding spaces for stakeholders to share their lived experiences. Also, invite all

community stakeholders at least two times a year (Fall and Spring) to report on the progress of all initiatives and provide a forum for continuing conversations about institutional and structural racism and find a variety of ways to message out the work in this plan (social media, podcasts).

32 LCAP PAC Engaging Academic Programs

How are the additional dollars going to reduce the student Bilingual Instructional Assistant (BIA) ratio at all schools for English Learners?

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Why are we spending so much on teacher professional development (PD) and only $88k on core literacy?

The dollar amount in the LCAP does not reflect the only expenditures on core literacy. This $88K reflects additional professional learning that is occurring to support practitioners in refining their literacy practices, especially in reading

foundational skills. Examples of expenditures outside the scope of the LCAP action include purchasing core materials, purchasing specific materials to support students with

disabilities, and supporting early literacy assessment and instruction.

Can targeted and direct tutoring be offered after school, during school, and in the summer?

Yes, we are offering a wide variety of tutoring offerings. 35 LCAP PAC Engaging

Academic Programs

Can the district offer free sports

programs? Currently, middle school sports are free to all students. 36 LCAP PAC Engaging

Academic Programs

Can we offer free books to all students in

the district? As a district, we ensure that all schools and students have access to required textbooks or instructional materials as per the Williams Act. Additional books are available at school sites to access at no cost to students via their school library or through the additional purchasing of books using site funds, grants, and donations from community partners.

Can we implement more programs for

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(PD) cohorts grounded in Language Essentials for Teachers of Reading and Spelling (LETRS), 4 full sites engaging in site-based LETRS professional learning, and approximately 20 administrators engaging in LETRS for administrators PD. 38 LCAP PAC Engaging

Academic Programs

Can we focus on programs specific to phonemic awareness, phonics-a focused reading program to instill more skills?

The professional learning support mentioned in the above response focuses very specifically on reading foundational skills, including phonological/phonemic awareness and phonics. As mentioned above, participation in professional learning also includes supplemental instructional materials. 39 LCAP PAC Engaging

Academic Programs

How are students in specific groups supported for additional activities/after school/sports, etc. where barriers

currently exist? (Transportation, inclusive supports/opportunities, Professional Development, etc).

One of the ways that we support the targeted groups of students is to provide free access to instruments, equipment, materials, and supplies. We have designated additional materials and supplies to support these students in learning and have designated specific amounts of equipment and instruments that are dedicated to these groups. We also work to provide additional activities and learning opportunities for these target groups by providing extended and new learning opportunities through our before and after school program. Finally, as a department, we are identifying experts in social-emotional learning (SEL), mindfulness, trauma-based practices, culturally responsive content, and more for our teachers so they can better support our targeted student groups physically, emotionally, and academically.

Does the LCAP plan include money for summer school programs or just the regular school year?

See Expanded Learning Opportunity (ELO) Grant for additional information: Board Presentation 5/11

How can LCAP make a better summer

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Pathways effective a counselor might be for

providing students academic support? includes social-emotional learning (SEL), academic, and college/career topics supporting identified mindsets and behaviors. 80% of this curriculum is franchised districtwide. This includes topics, a scope and sequence, and lessons directed at each grade level. With focused support, sites can track delivery of academic tier 1 curricula. Systems include, publish a calendar of services, timeline, or even individual student tracking. Targeted tier 2 academic interventions can also be a part of the tracking system.

43 LCAP PAC Clear

Pathways How will we begin to move away from 4-year college presentations and ensure clear communication to students and families in regards to post-secondary opportunities and various pathways?

The K-12 School Counseling Curriculum includes lessons regarding all post-secondary options. Part of the focus shift is systemic vocabulary migration. All comprehensive high schools include post-secondary options in presentations.

44 LCAP PAC Goals 1-4 Why is everything so inequitable? Why

doesn’t every family have access? Our education system as a whole does not provide a level playing field for our students to benefit from equally. Our students come to us with various backgrounds, experiences, challenges, and readiness levels that, unfortunately, serve as barriers that prevent them from having equal access to

opportunities and outcomes. One way California is addressing this problem is through the Local Control Funding Formula (LCFF) - a CA law passed in 2013 that changed the method of distributing funds from the state to local school districts. LCFF funds include a base level grant for all Local Education

Agencies (LEA) based on Average Daily Attendance. Additional funding is provided through supplemental and concentration grants based on the unduplicated number of high need students in the following categories: low-income, English learners, and foster/homeless youth.

45 LCAP PAC Goals 1-4 What are the specific groups referenced

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46 LCAP PAC Goals 1-4 What is the baseline data for those

groups referenced in the metrics? See attached for the answer to this question. 47 LCAP PAC Misc. Looking at budget dollars, how many

students will it serve? LCAP funds can serve all students with an emphasis on high need students in the following categories: low-income, English learners, and foster/homeless youth. Currently, we have approximately 38,945 students enrolled. Our diverse student population includes 47.2% low-income students, 12.3% students with disabilities, 4.7% homeless (HM), 0.4% foster youth (FY), and 16.5% English learners (EL).

48 LCAP PAC Misc. How will these items be executed effectively - who, where, etc.? How will we monitor by school sites, programs, student groups, etc. for effectiveness?

We are using a process for continuous improvement that is aligned to the LCAP and consists of answering three fundamental improvement questions and conducting rapid inquiry cycles:

● Goal: What are we aiming to achieve?

● Metrics: How will we assess progress towards achieving our goal?

● Actions: What will we do to achieve our goal?

● Test: Conduct Plan, Do, Study, Act (PDSA) cycles of inquiry to test actions.

Actions will be monitored for effectiveness using the metrics outlined in the LCAP yearly. Additionally, we will track progress throughout the year by studying and analyzing formative data.

DELAC - May 20, 2021

49 DELAC Connected

Schools What specifically is the “Assets-Oriented” curriculum? Assets-oriented instruction is described in the English Learner Roadmap which promotes bilingualism as an asset, not a deficit. Under the English Learner Roadmap, Principle 1: The languages and cultures English learners bring to their

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instruction and in programs that support, wherever possible, the development of proficiency in multiple languages. It is not a specific curriculum.

50 DELAC Connected

Schools How can we use better platforms to communicate with families? Not all of our Spanish-speaking families have emails or know how to access emails.

Platforms should support multilingual and multi-format

communication with the ability for parents/guardians to select their own preferences. Whenever an email is sent, a voice call or other method of communication should also be made available for those who do not have email.

51 DELAC Connected

Schools How can we make sure that parents are trained more to understand what their student needs? (More of a parent workshop offered at the district level)

Classes are available through the Family and Community Engagement (FACE) department in home language focused on community needs, including: Latino family literacy, parent project, co-parenting, substance abuse, academic and social-emotional support, mental health, signs of suicide, bully prevention, navigating school system, learning at home, and technology navigation. Family Engagement leaders also provide opportunities for teachers and parents to partner together on students' academic and social-emotional learning (SEL) needs. Examples include the Academic Parent Teacher Team and the Parent Teacher Home Visit Project.

52 DELAC Connected

Schools What can the district do to support our families who are not familiar with technology?

The district can provide ongoing training in home languages for families, and train parents to facilitate the workshops.

53 DELAC Connected

Schools Can Portal be updated so that when we have a newcomer family they have a specific area to go to?

Upon enrolling in the program at San Juan Central, family members participating in the newcomer program are connected with English learner (EL) staff in their native language. During this time, they watch a 20-minute video outlining the program goals and objectives. They are also provided a link to program resources on the district's website.

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54 DELAC Connected

Schools Can funds be used to help newcomer families who are not Refugee status navigate with the education system, etc.?

Yes. The additional Bilingual Instructional Assistants (BIAs) and School Community Resource Assistants (SCRAs) will be supporting newcomer families. Title III Immigrant grant will continue to support newcomers and refugees.

55 DELAC Healthy

Environments What is the social-emotional curriculum that will be used? Sites determine the curriculum they use. Examples of what sites are using include Second Step, Strong Kids, Responsive Classrooms, and RULER. There are also skill-specific

curriculum options available such as Zones of Regulation and Skillstreaming.

56 DELAC Healthy

Environments Was the school climate survey in-house or a specific vendor? The district measures school climate in two ways: 1) every two years the district does the California Healthy Kids Survey (which was completed in 2019 and again in 2021) and 2) the district also does a district survey for parents, students, and staff yearly that includes questions on school climate/sense of belonging.

57 DELAC Engaging

Academics How many teachers have Guided Language Acquisition Design (GLAD) certification?

610 teachers have been trained to be GLAD certified since 2014.

58 DELAC Clear

Pathways Can we hire counselors, earlier than high school, for college and career readiness? Offer field trips to workplaces?

Our LCAP has created an ongoing plan to address

college/career readiness for K-12. Middle schools in San Juan each have counselors.

59 DELAC Misc. How does this money get divided into all the different schools? Who is held accountable?

Local Control Funding Formula (LCFF) funds are tied to

unduplicated students and increased services for those groups (low-income, Foster, English learners.) Title I is distributed to sites based on percent poverty. Every funding source requires strict reporting for accountability

60 DELAC Misc. What is the actual plan to make sure these goals are met? What actual steps are going to be taken?

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inquiry cycles:

● Goal: What are we aiming to achieve?

● Metrics: How will we assess progress towards achieving our goal?

● Actions: What will we do to achieve our goal?

● Test: Conduct Plan, Do, Study, Act (PDSA) cycles of inquiry to test actions.

Actions will be monitored for effectiveness using the metrics outlined in the LCAP yearly. Additionally, we will track progress throughout the year by studying and analyzing formative data. 61 LCAP PAC Connected

Schools Can and will we continue to use Zoom as one of the ways to engage stakeholders to make public comment with our board meetings?

If we will not continue to use Zoom as one of the ways to engage stakeholders to make public comment with our board meetings, why not?

We may still choose to utilize Zoom, or other Zoom like formats in the future with various meetings. We will not be doing so with our board meetings or many other types of meetings. Our board meetings will be streamed to YouTube and other

meetings may also follow a similar format.

It is our interest and desire to accommodate public voice and input. The COVID-19 pandemic has allowed us to expand our technical capabilities and we do plan to continue making live streams of board of education meetings available for viewing as well as the ability for members of the community to submit written comments via an online form if they are not attending meetings in person.

We could potentially use Zoom or similar tools for any meeting where both the facility hosting the meeting and the staff

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