2017-2018 LCAP Stakeholder Engagement
Over the past few years we have tried a variety of methods to collect input from stakeholders to ensure we hear from as many people as possible. In 2017-2018 our process included Data Equity Walks in the fall, a student Thoughtexchange process prior to winter break, and a site discussion protocol to hear from a variety of schools. Additionally, input is continually gathered at LCAP Parent Advisory Committee (LCAP PAC) and District English Learner Advisory Committee (DELAC) meetings during the year. Annual parent, student and staff survey results also provide valuable information used to refine our plan.
Thanks to each of you for taking the time to provide input at the school or district level! Stakeholder input is a major consideration in our LCAP revisions, and while not all ideas may be included, we work hard to address the themes aligned to the LCAP goal and focus areas which arose from stakeholder input. Below are summaries of the results of the input processes.
Data Equity Walks
What is a Data Equity Walk? The Data Equity Walk model is from EdTrust West and guides participants through a conversation about student data by subgroup. These Data Equity Walks lead attendees on a facilitated discussion to share their insight on two years of districtwide data on chronic absenteeism, high school graduation, English language arts, math and school connectedness. The conversations are intended to generate urgency and collective responsibility to raise academic achievement for all students and focus efforts on attacking persistent achievement gaps.
Stakeholder Data Equity Walks: Two regional Data Equity Walks were held at our Fall Academic Partnership Conferences in October. Nearly 200 teachers, parents, students, community and site leaders attended these walks and shared their insight on two years of districtwide data on chronic absenteeism, high school graduation, English language arts, math and school connectedness. Teams attended from 25 schools, with over half of the teams coming from Title 1 schools.
Stakeholder Data Equity Walk Summary - Fall 2017
Student Data Equity Walk: Data Equity Walk was held with students from Encina Preparatory High School. Several of these students are also part of the Black Child Legacy work with Mutual Assistance Network’s Arcade Community Center. Thirty-seven (37) 8th - 12th grade students and three agency representatives from the Arcade Community Center shared their insight on two years of districtwide data on chronic absenteeism, high school graduation, English language arts, math and school connectedness.
Student Data Equity Walk Summary - Fall 2017
Labor Group/Student Data Equity Walk: Fifty labor group members and student leaders from middle and high schools throughout the district shared their insight on two years of districtwide data on chronic absenteeism, high school graduation, English language arts, math and school connectedness.
Labor Group/Student Data Equity Walk Summary - Fall 2017
San Juan Unified conducted a Thoughtexchange process seeking feedback from students about their experiences at school. A total of 5,178 students participated, sharing 14,952 thoughts and assigning 150,749 ratings. Click here to view results!
Classes were invited to engage in the Thoughtexchange process even if students could not independently respond on the computer.
Responses were received from classes, Kindergarten through grade 5 at Arlington Heights, Cameron Ranch, Charles Peck, Coyle Avenue, Howe Avenue, Twin Lakes, and high school transition students from Laurel Ruff representing the thoughts of 247 students including students with disabilities. Click here to view results!
2017-2018 Winter School Survey
The 2017-2018 winter school survey are responses gathered from students, parents and staff of San Juan Unified School District regarding topics such as: high expectations/caring relationships, meaningful participation, safety, school culture, learning strategies, growth mindset, engagement, college and career, school decision making, translation and parent involvement. Below are the results from this survey, which have been organized by overall districtwide results, school type and density. School type is defined by whether a schools were considered elementary, middle or high schools. Density is categorized as either high, medium or low (referring to the percentage of unduplicated students).
Schools were asked to share input from their staff, parents, students and community members on what their school was already doing to support Goal 1 (Improve and support student learning to close achievement gaps and ensure all students graduate college and career ready) and Goal 2 (Foster respectful, collaborative and reflective school and district cultures that ensure academic and social/emotional well-being for each student) and what more we could do or do differently to support students with these goals?
Themes from School Input
Goal 1: A majority of our schools shared that they offer free tutoring, learning programs and have incorporated technology into their classroom learning that is making a difference. They feel it is vital to increase staffing and tutors that will help our struggling students. Additional Bilingual Instructional Assistants (BIAs) was highlighted by several school sites along with more staff training. Sites would like more resources made available to staff, parents, and students.
Goal 2: Some sites have aligned behavioral education with Positive Behavioral Intervention and Supports (PBIS) and use restorative practices such as peer conflict resolutions to help support students. Social events, parent meetings and culturally responsive communication training are provided at sites and throughout the district to help foster a positive school climate. Building stronger and positive relationships between parents, staff and students is critical along with additional parent workshops and educational opportunities. Also, a high priority need was to address student transportation issues.
Community Advisory Committee
The Associate Superintendent shared with members of the Community Advisory Committee (CAC), which comes together in an effort to fully support all children with special needs planned actions based on LCAP PAC and CAC feedback for our students with disabilities. Click here to read this message!
LCAP Parent Advisory Committee
Between the April and May LCAP PAC meetings, a subcommittee met to recommend additional local metrics that could be added in areas where the PAC interests lie. These were presented to the PAC at the May meeting, and staff shared their concerns/viewpoint with the committee at that time. The comments (in blue italics) are staff response to the recommendations.
The LCAP PAC meeting and District English Learner Advisory Committee (DELAC) were held on May 17, 2018. The LCAP and the changes that have been reflected were addressed at these meetings. The following links contain responses by the Superintendent to questions and comments that were asked during this meeting.