Stakeholder Engagement

Two Levels of Requirements One Level of Meaningful Engagement Required to use as advisors in the development and review of the LCAP

Required to consult, suggested the stakeholders be included in development and review of the LCAP

Parent Advisory Committee and English Learner Advisory Committee will provide superintendent and governing board with advice regarding requirements of Article 4.5 as stated in Ed Code 52063

Meaningful engagement of parents, pupils and other stakeholders, including those representing subgroups listed in 52052 is critical in the LCAP and budget process. [From LCAP Section 1, not in Ed Code]

Ed Code 52060 requires districts to consult with teachers, principals, administrators, other school personnel, local bargaining units of the district, parents and pupils in developing a local control and accountability plan.

LCAP Required Representation from Parent Groups

If students are part of one or more of these subgroups, parents or families must be included in the Parent Advisory Group.

Parent Advisory Group

EL Parent Advisory Group (if district enrollment includes):

Low Income rep

15% ELs

Foster Youth rep

At least 50 EL pupils

English Learner rep

Members of pre-existing committees (ELAC/DELAC) can be included in the LCAP EL Parent Advisory Committee. Education Code 52063 (a)(1)

Parent Advisory Committee 52063(a)(3) This subdivision does not require the governing board of the school district to establish a new parent advisory committee if the governing board of the school district has already established a parent advisory committee that meets the requirements of this subdivision, including any committee established to meet the requirements of the federal No Child Left Behind Act of 2001.

LCAP Template Section 1: Stakeholder Engagement

Subgroups, as detailed in Education Code section 52052 are considered numerically significant if there are 30 or more students with the exception of Foster Youth where 15 students are considered numerically significant. Racial/Ethnic Subgroups • Black or African American • American Indian or Alaska Native • Asian • Filipino • Hispanic or Latino • Native Hawaiian or Pacific Islander • White • Two or more races

Other Subgroups English Learners

Low Income Students with Disabilities Foster Youth

What is Stakeholder Engagement? “An ongoing system through which education leaders meaningfully connect with, learn from and communicate with individuals and groups.”

“Engagement must be deliberate and systematic, and stakeholders should have an influence throughout the decision making process, not just at the end.”

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

Engagement Objectives Who

How

Considerations Identify Stakeholders Level of Engagement Method of Engagement Phases and Timing Resources Key Messages to Communicate

© Sacramento County Office of Education

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Sample Methods of Engagement Inform

Consult

Methods Fact Sheets Information Sharing Survey/Opinion Polls Workshops Expert Panel Public Meetings/Forums Interviews/Focus Groups Advisory Committees © Sacramento County Office of Education

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Four Phases of Engagement 1. Planning – determining what decisions will be affected, who the participants are, settling on the right questions to ask. 2. Participation – learning from each other and setting priorities.

3. Analysis – consolidating all the input. 4. Sharing – encapsulating and distributing results.

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

Five Criteria for A Successful Engagement System Fast – Quick to set up and deploy

Flexible – Easy to use at a reasonable cost Accessible – To users and stakeholders Controlled – You manage the what, when, how Transparent – Feedback to stakeholders throughout the engagement cycle Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

Source: Thoughtstream “Five Criteria For Effective Stakeholder Engagement in Education” 2013

LCAP Engagement Discussion • What are your methods of engagement? • Does your engagement system meet the five criteria? • What other elements can be added to your system?

LCAP Template Section 1: Stakeholder Engagement Instructions and Guiding Questions

LCAP Instructions and Guiding Questions

Handout: Sample LCAP Template Section 1: Stakeholder Engagement -Involvement Process Involvement Process

Impact on LCAP

Parent, community members, local bargaining units, district personnel, county office of education foster and incarcerated youth, technology advisory committee, charter school CEOs and the ACLU were invited to three meetings on LCAP development. (Agendas and attendees available upon request.)

All major groups were noticed of LCAP work and given an opportunity to participate.

Feb 3, 2014 Attendees reviewed the State Board of Education approved LCAP template and requirements, and were given copies of the regulations. Supportive resources were viewed (West Ed LCFF/LCAP video). Following discussion, three committees were formed to review the Superintendent’s Strategic Action Plan (2010-2011), LEA Title III Improvement Plan (2012) and LEA Technology Plan (2011) with particular attention to student outcomes. LEA staff were charged with working with each committee to update them on work on progress on each plan.

Intention here is to build on work-in-progress and honor the prior work of these groups in building the district’s three major plans.

Committee concerns about overall student achievement and declining student achievement (and attendance) in upper grades lead to a commitment to strengthen:

Full implementation of CCSS as grade span PD and instructional materials permit Early intervention for students working at basic and below including Saturday class and after school supports Targeted analysis of EL and SWD programs to develop Feb 17, 2014 The district’s LCAP Committee reconvened (no attendee specific strategies for these student groups data available). Concerns were expressed about declining student Greater emphasis on college to career initiatives, helping performance in the district. The district has failed to make API or AYP all students in upper elementary and beyond to establish targets for five years and is in Program Improvement. See Tables below for purpose, define aspirational goals and develop an individual student plan for meeting CTC goals. a summary of key data shared with the LCAP Committee and concerns generated by LCAP committee. © Sacramento County Office of Education

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Activity 1. Review the sample LCAP Section 1 and discuss whether all of the required Stakeholder Engagement criteria were met.  Identify any gaps in the information provided. 2. Describe what you would do to make sure all of the Stakeholder Engagement criteria are addressed. 3. Discuss any implications for your district’s LCAP. 4. Please be prepared to share your thoughts with the larger group

5 minutes

Handout: Sample LCAP Template #2 Involvement Process Involvement Process

Impact on LCAP

Gathering of input began on February 20 and is on-going.

LCAP and EL Advisory Committees reviewed input from all stakeholders. They synthesized input to include 5 major goal areas in the LCAP over the next five years:

Input gathered at Open Houses at each campus from parents, students and staff Input gathered on district website from community members, parents, students and staff Input gathered during meetings with teachers, principals, administrators, other school personnel, local bargaining units of the district, parents and pupils

1.Increase opportunities for academic support to enable all students access to A-G and AP courses [result of student achievement data and input from students, parents and local business leaders] 2.Increase school connectedness and socio-emotional well being of students through research-based programs implemented with fidelity [result of school climate and other student outcome data, parent input, health and counseling personnel input and teacher and administrator input] 3.Increase teacher and administrator content and pedagogical knowledge by providing LCAP Advisory Committee met on February 21 and 27, March 6, 13, targeted professional learning and access to Teacher Induction/Clear and Administrative 20, 27 Services Induction/Clear Credential programs [teacher association, teachers, and EL Advisory Committee met on February 22 and 27, March 6, 13, 20, administrators] 27 4.Develop stakeholder involvement programs based upon national research and resources from CDE (among others) to create meaningful engagement and input into Consultation with teacher association on March 5 annual LCAP reviews [result of stakeholder surveys, parent involvement data, and school climate data] Draft goals available on website beginning April 15 5.Analyze facility, instructional materials and technology needs to develop a prioritized and sequenced plan to provide all students and school personnel with resources they Draft of Sections 2 and 3 available on website beginning April 30 need for 21st Century career and academic success. Include in the analysis whether regionalized purchased instructional services are more cost effective than district Draft of Sections 1, 2, and 3 available on website and in Board Agenda provided services [result of input from students, parents, business leaders, community on May 7 for May 21 public hearing at regularly scheduled governing members, Work Force Investment Board, classified district staff, teachers and board meeting administrators]

LCAP and EL Advisory Committees identified the following areas as goals to consider in the future: expanded busing for before and after school programs, a Parent Center classroom on each campus, and a bilingual para educator assigned to each TK-3rd grade classroom with 5 or more ELs.

LCAP Stakeholder Engagement Panel Ruben Reyes, Superintendent Robla Elementary School District Donna O’Neil, Director of Assessment, Evaluation, and Planning Kate Hazarian, Program Manager, Family and Community Engagement. San Juan Unified School District