Educational Partners
The following educational partner engagement is required ( CA Education Code 52062)
Parent Advisory Committee (Site Councils (3-8-2022) in OGUSD) (May 2022)
English Learner Parent Advisory Committee (3-31-2022)
Public Notifications (June 2022)
SELPA (April 2021)
Public Hearing/Adoption (June 2022)
In addition, the following educational partners are included to inform the development of the LCAP:
Teachers (Youth Truth -Jan 2022, Surveys Feb 2022)
Administrators (Leadership Meeting April/May 2022)
Students (Youth Truth -Jan 2022)
Classified Staff (Youth Truth Jan 2022)
Governing Board
LCAP Updates in monthly Board Reports
Public Hearing/Adoption (June 2022)
Parents
Site Council
Goal 3 Acceptance of minorities, developing, diversity, equity, and inclusion. Learning about different cultures as well as more inclusion.
Academic as well as a social layer.
Parent community engagement. Make extra effort to bring parents and community members back to our schools. (involvement) Parent /Student activity nights
Balanced educational program:
More teachers utilizing professional development.
Maddy: Teachers meeting student’s need i.e. special education. Helping those who need extra help. Language should reflect this even if we are already doing this.
Include more scaffolding.
Instructional materials that reflect this. Meeting student needs. Matching material to needs
___ thinks some 8th graders are not being challenged possibly due to Covid and not having been in school.
More opportunities for parents to be on campus. Open House, P.E night, maybe once a month.
Activity Nights parents and students working with teachers.
Free family portraits. Connected to Photography elective. Once a month or at the end of trimester. Parent night to show what kids have done in electives.
Slide 9 Brainstorm: Communication - Too many surveys, too confusing. Maybe a student/parent group to preview surveys? (kids on the communications committee in leadership? Could possibly help)
ELAC
ELAC Minutes can be found here
11 Participants
Academic Excellence:
Parents would like to see more small group reading support offered for students in kinder and first grade. This could be through the ELO program or during the school day.
Parents would like to have the ability to check out a chrome book or tech device for homework or when an independent study. Ms. Ryan says chrome books are currently available for independent study.
Some families are interested in being able to have students do Lexia at home. Mrs. Blondin shared her concerns about equity of access for all students at home and the concern that some parents will help their child to advance levels on Lexia to the point that they can no longer work independently on the software in class. An idea was brainstormed to potentially allow students to access Lexia at home, but agree to not go past an agreed upon level.
Balanced Educational Program:
The families appreciate the ELO programming, PE, art, music and gardening. They would like to see the field trips returned as well as the garden kitchen program.
Strong School Culture:
Families are concerned about the quality of the lunch food. They observe that the quality of the food has declined since the pandemic. They would like to see the salad bar returned and the baked goods made in the kitchen of Chef Matt. They also observe a tremendous amount of wasted food and garbage at meal times and this doesn't agree with our goal of being stewards of the planet.
Family and Community Engagement:
- Families would like communication that is more clear and direct. Paper communication is much better than email. Some families are not able to load and open large attachments via email due to unstable internet connections. Text messages and pictures are preferable to email. Families would like more bilingual support in the front office.
- On the days when Ana does not work, there is no one in the office available to help translate. Ana helps them whenever she can outside of her working hours. Some weeks, Ana's tasks are overwhelmed while she tries to help families and catch up on the days when she is at school.
- The families would appreciate it if all the teachers agreed upon and used one uniform communication app that automatically translates all messages. They would also like a workshop at the beginning of the year to help them learn how to use the app.
Similarly families are hoping the new TK/K teacher will be bilingual to support new language learners who are entering the school for the first time.
ELO-P Survey
(119 Participants)
Jumpstart Summer School will be held August 1, 2022-August 12, 2022 from 8:30-12:00. Would your child be able to participate if invited? / La escuela Jumpstart de Verano se llevará a cabo del 1 al 12 de agosto de 2022 de 8:30 a 12:00. ¿Podrá participar su hijo si lo invitan?
62% would Participate
38% would not participate
Summer Camp with Mighty Oaks will be for 7 weeks (M-F) from 8:30-5:30 Tuesday June 21st - Friday August 5th. Scholarships are available for qualified students that can participate for the full camp and the full days. If your child qualified for a scholarship, would you be interested in your child participating in the Summer Camp? / El Campamento de Verano con Mighty Oaks durará 7 semanas (de lunes a viernes) de 8:30 a 5:30 del martes, 21 de junio al viernes, 5 de agosto. Hay becas disponibles para estudiantes calificados que pueden participar en el campamento completo y durante todo el día. Si su hijo calificara para una beca, ¿Estaría usted interesado en que su hijo participe en el Campamento de Verano?
20% Yes. Interested in scholarship and my child would be able to attend the full summer camp program
22% Yes. Interested in scholarship, but unable to participate for full summer camp program
56% Childcare is not needed for our family
Is there any other feedback you would like us to consider? / ¿Hay alguna otra sugerencia o comentario que le gustaría que consideremos?
After school Spanish classes, academic help/support, art camps, after school activities next year, arts/music, field trips, fine arts, doing activities at school, morning care/before school care,
YOUTH TRUTH FAMILY DATA-Strengths
OGES (Above 80%)
I would recommend my school to parents seeking a school for their child.
My child is getting a high quality education at this school.
Administrators treat families with respect.
Teachers treat families with respect.
Teachers and students care about each other.
Families and teachers care about each other.
I feel comfortable approaching the administration about my concerns.
I feel comfortable approaching teachers about my child's progress.
My school runs smoothly.
I am proud of my school.
My school creates a friendly environment.
I believe in my school's mission.
My school provides the guidance necessary to help my child succeed.
My school is a safe place to learn.
My child is safe from violence at school.
WMS
I would recommend my school to parents seeking a school for their child.
Teachers treat families with respect.
Families and teachers care about each other.
I feel comfortable approaching the administration about my concerns.
I feel comfortable approaching teachers about my child's progress.
My school creates a friendly environment.
I believe in my school's mission.
YOUTH TRUTH FAMILY DATA-Areas of Discussion
These are areas that shows a decline from Jan 2021 to Jan 2022 and was lower than other Sonoma County Schools and other Youth Truth Schools
OGES
I feel engaged with my school.
Parent/family members are included in planning school activities.
I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.
I feel empowered to play a meaningful role in decision-making at my school.
My school respects people of different abilities (people with disabilities).
WMS
I feel engaged with my school.
I feel informed about important decisions regarding my school.
Parent/family members are included in planning school activities.
I feel represented by parent/family groups (i.e. Parent-Teacher Association) at my school.
I feel empowered to play a meaningful role in decision-making at my school.
I feel comfortable approaching teachers about my child's progress.
My school respects people of different abilities (people with disabilities).
My school respects people of different incomes. (how much money someone makes).
My school respects people of different races/ethnicities.
My school respects people of different countries of origin.
I receive regular feedback about my child's progress.
I receive information about what my child should learn and be able to do.
Teachers clearly communicate expectations for my child's progress.
My child is safe from bullying at school.
Students
YOUTH TRUTH STUDENT DATA-Strengths
OGE (Above 75%)
Do you think your teacher wants you to work your hardest?
Does your teacher want you to do your best?
Does your teacher ask you to show your work?
Do adults in your school respect people from different backgrounds? (People with different skin colors, boys and girls, people from different countries)
Do you like the way your teacher treats you when you need help?
Does your teacher treat you with respect?
Do you think your teacher cares about you?
WMS (Above 75%)
I try to do my best in school.
In order to get a good grade, I have to work hard in my classes.
Most of my teachers want me to explain my answers - why I think what I think.
In most of my classes, I learn to correct my mistakes.
Religions and faiths
Sexual orientations (e.g. gay, straight, bisexual, etc.)
Abilities (e.g. people with disabilities)
Gender identities (e.g. men, women, people who identify in a different way)
Races and ethnicities
Countries of origin
How many of your teachers believe that you can get a good grade if you try?
YOUTH TRUTH STUDENT DATA-Areas of Discussion
These are areas that shows a decline from Jan 2021 to Jan 2022 and was lower than other Sonoma County Schools and other Youth Truth Schools
OGE
Do you think your teacher wants you to work your hardest?
Do you like attending your class?
Does the work you do for class make you really think?
Do you learn a lot in your class?
Do you learn interesting things in class?
Does what you learn in class help you outside of school?
Does your teacher ask you if you understand what you are learning?
Does your teacher explain things in ways you can understand?
Does your teacher tell you that you can do well if you work hard?
Does your class stay busy and not waste time?
Do you like the way your teacher treats you when you need help?
Is your teacher fair to you?
Do you think your teacher cares about you?
Does your teacher give you extra help if you need it?
Choose what kinds of projects you would like to work on
Do the things that you learn in class help you outside of school?
Do the things that you learn in one subject help you in other subjects?
Does your teacher use examples that connect to what you learn in other subjects?
Does what you learn school help you think about what you want to do when you grow up?
WMS
I am able to create goals for my own learning (e.g. which skills to improve).
The work that I do for my classes makes me really think.
My teachers explain things in a way that I understand.
My teachers give me assignments that really help me learn.
In most of my classes, I learn a lot almost every day.
I feel like I will be ready for high school when I finish middle school.
Discipline in this school is fair.
My classmates want to do well in school.
Students from my school treat adults with respect.
I can usually be myself around other students.
How many of your teachers try to understand what your life is like outside of school?
If there is an emergency at my school, I know what to do to keep myself safe.
Teachers
IMPLEMENTATION OF THE STANDARDS SURVEY
24 Participants
Provided data on rating scale for each component of Implementation of the Standards Local Indicator
Please see "Local Indicator" for final summary data
PROFESSIONAL DEVELOPMENT NEEDS SURVEY
24 Participants
Top 5 Responses:
Social Emotional Learning (SEL) Toolbox/Character Strong (10)
Special Education Requirements, IEP implementation, Instructional/Behavioral Management Strategies; (9)
Diversity, Equity, Inclusion and Belonging (DEIB)- examining our practices; (8)
Differentiation/ Universal Design Learning (UDL)/ MTSS (7)
YOUTH TRUTH STAFF DATA-Strengths
OGE (38 Participants)
Questions that are above 90% percent positive rating
Students are getting a high quality education at this school.
I feel that my work at my school is valued.
I feel that my work contributes to the goals of my school.
Staff treat families with respect.
Staff treat students with respect.
Staff and students care about each other.
Staff and families care about each other.
Teachers in my school work together to improve instructional practice.
I feel comfortable approaching other staff members if I need help solving a problem.
My school's employees are committed to the success of my school.
Adults at my school try to stop bullying and harassment.
In my school, there are clear rules for students against hurting other people.
I feel safe from harm while at my school.
WMS (29 Participants)
Questions that are above 90% percent positive rating
I feel that my work contributes to the goals of my school.
My school empowers me to use creativity in how I do my work.
Staff treat families with respect.
Staff treat students with respect.
I feel comfortable speaking honestly to families about their child's progress.
My school's employees are committed to the success of my school.
Adults at my school try to stop bullying and harassment.
YOUTH TRUTH STAFF DATA-Areas of Discussion
These are areas that shows a decline from Jan 2021 to Jan 2022 and was lower than other Sonoma County Schools and other Youth Truth Schools
OGE (38 Participants)
I understand my school's goals.
I feel empowered to play a meaningful role in decision-making at my school.
My school sets high expectations for students.
I feel informed about important decisions regarding my school.
Information about school policies is disseminated to staff clearly.
My school encourages me to seek professional development opportunities to improve my practice.
I have access to meaningful professional development.
WMS (29 Participants)
I am not seriously considering leaving this school in the next academic year..
I am proud of my school.
I feel that my work at my school is valued.
My work gives me a feeling of personal accomplishment.
I understand my school's goals.
I feel empowered to play a meaningful role in decision-making at my school.
Administrators treat staff with respect.
Staff treat administrators with respect.
Families treat staff with respect.
Staff treat each other with respect.
Students treat staff with respect.
Staff and students care about each other.
Staff and families care about each other.
Teachers in my school work together to improve instructional practice.
I feel comfortable approaching other staff members if I need help solving a problem.
My school is cooperative and team-oriented.
My school's policies are administered fairly and consistently.
My school is managed effectively.
My school runs smoothly.
My school creates a positive work environment.
Discipline in this school is fair.
My school sets high expectations for students.
I feel informed about important decisions regarding my school.
My school communicates a clear direction for the future.
Information about school policies is disseminated to staff clearly.
I have opportunities to learn at work.
I have opportunities to grow professionally at work.
My school supports me in implementing what I have learned in professional development
I have access to meaningful professional development.
My professional development over the last year has provided me with teaching strategies to better meet my students' needs.
I receive regular feedback from my colleagues.
Students are safe from bullying at my school.
In my school, there are clear rules for students against hurting other people.
I feel safe from harm while at my school.