Educational Partner Engagement

• Parent Advisory Committee: Parents were concerned about academic and emotional support (SEL) and how to help their students succeed.

• Public Comments via Board Meetings: There were no public comments at the board meeting regarding the LCAP.

• SELPA: Providing additional language for action 3.7 (moving language from MTSS to its own action)

• Teachers: Teachers provided insight on priorities for supporting students and various professional development needs (ELD Training and Support, trauma informed practices). Additional insight on AVID strategies was provided. Additional social-emotional support was requested and additional psychologist services was requested.  Further refining of referral process was identified.

• Leadership: Discussed various was to support students academically and social-emotionally. Further developed and enhanced Community Based Schools.  Wrote grants to support this important initiative.

• Students: Expressed interest in additional support areas and afterschool enrichment.

• Parents: Many parents are worried about the social-emotional health of their children and how their academic and emotional needs can be addressed. Families also wanted to provide additional enrichment activities for their child.

• Classified: Provide additional support to students

• Site Council: Parents are concerned about supporting students.

• Community: The community fully supports the Community Base School initiative and grant proposals to support the school, the students, the families and the community.

Considerable educational partner engagement and adjustments were made to the 2021-2022 LCAP.  Continuation of these goals and actions addresses educational partner concerns.  The following additional sub-actions were added based on educational partner engagement:

• 1.1 Highly Trained Staff: Provide optional opportunities for individual professional development growth year-round (i.e.  unit credits, professional conferences/symposiums, AVID Institute, in-person/online trainings, etc.) and "English Language Development (ELD)" was added as an additional area to focus data analysis on (Goal 3.6).

• 1.4 School Readiness: Expand Universal Transitional Kindergarten Program (provide services to all students who turn 5 by the end of the 2022-2023 school year) and ongoing ECE (Early Child Education) staff development training and opportunities

• 2.2 Family Engagement: Maintain new FLOA (Family Liaison/Office Assistant) position to assist in providing  bilingual services and community resources in order to further engage and support EL families especially.

• 2.3 School Climate

  • Beginning the 2022-2023 school year, provide full-time site-based school counselor who will serve as the lead for social-emotional services (SEL/MTSS/PBIS) in order to meet the social and emotional needs of K-8 students and to make outside agency referrals for behavioral health follow-ups. 

  • Utilize EduClimber online platform to provide case management data analysis to improve whole student health. 

  • Teacher on Special Assignment position will help to management and foster Positive Behavior Intervention Supports (PBIS) strategies.

  • In 2022-2023, the new TOSA  (Teacher on Special Assignment- .50 FTE)  will provide ongoing support and coaching for all Whole Student Health Services (Goal Area 2) including providing ongoing support of evidence-based practices of PBIS (Positive Behavior Interventions and Supports) school-wide, including providing professional development, co-teaching or modeling instructional practices as needed to promote a positive school climate and support the district’s multi-tiered systems of support model. 

  • Provide instructional staff specific  trauma-informed and resilience training workshops (2022-2023 emphasis- Prevent Adverse Childhood Experiences-PACEs).

• 2.4 Physical Fitness and Wellness: Community Health and Engagement Fairs: two fairs onsite or co-sponsored per year to provide community outreach booths and health resources that are available to the Guerneville community.  

• 2.5 Digital Literacy and Cybersafety: Invest in additional  devices and ‘hotspots’  for student home use whenever possible and applicable. 

• 2.6 Physical Environment: All staff and partnering agencies support GSD’s  ‘Clean Campus Campaign’ by eliciting student involvement in recycling, routine litter clean-up, beautification projects, etc. 

• 3.1 Multi-Tiered Systems of Support (MTSS): Increase school psychologist services for 2022-2023 by an additional 0.20 FTE (0.40 FTE total see Goal 3.7- (Increased in order to further support all general education students in need of Tiers 2-3 support services. )

• 3.2 AVID Summer 2022/2023- All teachers are invited and compensated to attend AVID Summer Institute(s).

• 3.3 Community Based Schools: In the 2022-2023 school year we will further expand student and family services in all four areas as we begin the 5-year implementation of the varying new grants such as the California Community Schools Partnership Program (CCSPP) that the district was recently awarded. 

• 3.6 EL -New Section: English Language Development and strategy (refresher) training is identified as a 2022-2023 professional development priority area. 

• 3.7 Students With Disabilities: Added new goal area including described services for all district-served students with disabilities.