Local Control and Accountability Plan (LCAP)
Topic:
Riverside Parent Engagement
Building Partnerships for Student Success
Presenters: Gina Airey
Gina Airey Consulting, Inc.
LCAP Facilitator for RUSD
Maria Carvajal
PICO and Inland Congregations United for Change (ICUC)
Parent Leader
RUSD and ICUC/PICO: Forging a Common Vision
Successful Riverside Students!
Planning for student success and developing the LCAP together:
An opportunity to deepen relationships and partnerships
with parents and community
2
RUSD LCAP Development Process
November December 2013
January February
March
May –
June 2014
April
LCAP* Process Planning with Board and Committee
Engage
Facilitator
Launch Steering
Committee
Outreach to Stakeholders: RUSD & Community
Engage Stakeholders
Points
of
Input
Points
of
Input
Points
of
Input
Synthesize
Stakeholder Input
Completed Activity
Board Activity
Committee Activity
Legally Required of Board
Existing
Plans
Expert
Input**
Baseline
Data
8 State
Priority
Areas
Existing
Plans
Expert
Input**
Board Considers Input
Engage Stakeholders
Board
Drafts
3-Year Plan
1. Stakeholder
Engagement
2. Needs Analysis
3. Goals
4. Student
Performance
5. Services
6. Budget
Information
Steering
Committee
Reviews Draft
Plan
Board
Revises
Plan
Community
Reviews
Draft
Plan***
Board
Holds
Public
Hearing
Written
Response to
Community
Review
Board
Adopts
Final Plan
* Local Control and Accountability Plan (LCAP) **Regarding English Learner, Low Income & Foster Youth Students
DRAFT
as of MARCH
25,
2014. DO NOT
*** Public Forums + Review by California School Employees’
Association
(CSEA),
Compensatory
Education District Advisory Committee (CEDAC),
District English Learner Advisory Committee (DELAC), Professional Relations
Committee (PRC) & Riverside City Teachers’ Association (RCTA)
DISTRIBUTE
3
RUSD LCAP Steering Committee
Charge: Ensure meaningful engagement of Riverside stakeholders in
LCAP development process
DELAC
Chambers/
Business
Leaders
CEDAC
Stakeholders
Represented
Council of
PTAs
City Hall
ICUC/PICO
Local
Employee
Groups
4
Parent Engagement: Opportunities
Broad Outreach and 9 Community Forums
Strategy for Historically High Attendance and Engagement
• Outreach championed by all LCAP Steering committee organizations
• LCAP presentations to dozens of community groups; >1,500 stakeholders briefed
• Community Forums
• Co-hosted with high school student leaders or parent/community leaders
• Different times, days,
locations
• Neutral facilitator
• Spanish language:
consecutive or
simultaneous
translation; 1 forum
facilitated in Spanish
5
Parent Engagement: Results
Input: 1) Community Forums 2) Comment Cards 3) Online
Spoken Comments at Community Forums
• 1,032 total attendees participated (some attended more than 1 meeting)
• Average of 102 stakeholders at each of the 9 community meetings
• Hundreds a verbal comments recorded, transcribed; analyzed with written input
Not Stated, 7%
Written Comments from Forums and Online
• 1,360 total written comments
• 414 comment cards from forums
• 946 online comments
• Parents were most active stakeholders
• 40% from parents
• 19% from students
DRAFT - DO NOT DISTRIBUTE
Community, 4%
Students, 19%
Other RUSD
Staff, 15%
Teachers, 15%
Parents, 40%
6
Parent Engagement: Impact
Deeper engagement builds parent ownership
Examples: Engagement
Example: Pupil Outcomes
“I’m a grandparent raising a second set of teenagers. When my kids
went to school here 17-18 years ago, they didn’t have the opportunity
because there were no arts programs. There was no marching band.
My first children struggled constantly, and they were good and smart
kids and could get good grades. But they just weren’t motivated. The
difference is night and day between how hard it was to get kids to
school then and now. I have not had a day where it was hard to get my
grandkids to school [because these programs motivate them].
Emphasis on performing arts should cover the whole district. It just
grows your brain the way exercise grows your body.” (Grandparent)
“The District has a program that’s
successful – dual language
immersion program - but
unfortunately it’s only in three
schools. It’s so successful that it
has a waiting list. Research has
shown that this increases their
academic capacity. So it’s a huge
benefit for them to learn more
than one language. It’s our
responsibility as parents to
advocate for this program to be
distributed throughout the
district, and not just the three
schools, that the finances and
resources be distributed so that
the dual language immersion
program can be available to all
students.”
(Parent – translated from Spanish)
“[Foster youth] are really scared and they’ve got low self-esteem. The
problem is that they’ve been bouncing from school to school, home to
home, and a lot of the records get lost. They say you have to wait until
we get the record. Now the kids are sitting at home feeling bad
because they want to go to school, but they can’t go to school. If there
was some way for schools to welcome them in a little bit, then people
will treat them differently. There’s got to be a way to integrate them
into the school more.” (Parent)
7
Benefits of Partnering with Community
Organizations
• Added on-the-ground community perspective
• Broadened
network of
stakeholders
• Deepened
capacity for
parent
engagement
8
ICUC/PICO: Building Capacity and
Elevating Parent Voice
• Training of parents on LCFF and LCAP
• Outreach to parents - about process and
meetings
• Participation in community input sessions and
District LCAP Steering Committee
• Attendance at State Board of Education
meetings
9
Changing the Face of Community Engagement:
Prior to LCFF/LCAP
• Community engagement was limited to CEDAC, DELAC,
PTA
• Parents and students were not involved in district
decision making
• Difficult for parents to understand the connection
between budget decisions and student achievement
goals
10
Changing the Face of Community Engagement:
Since LCFF/LCAP
• Opportunity for broader and deeper participation of
parents and students in district planning and decisionmaking
• Creates a culture of mutual accountability
• Enables parents to understand the connection between
budget decisions and student achievement goals
• Creates a platform for sustained improvement for
students with greatest need
11
Moving Forward in Riverside:
Deepening the Partnership
Between RUSD and ICUC/PICO
RUSD Draft LCAP: “All Students Need Engaged Parents and Community”
1. Partner with ICUC to build community capacity and strengthen
parents’ roles in LCAP process through training and outreach
2. Establish Parent/Community Partnership Plan with specific
capacity building approaches for parents of disadvantaged
students
3. Establish Parent/Community Involvement Coordinator
4. Establish and support the Parent/Community Partnership
Collaborative which will govern the plan and provide inter-agency
support for students and families
12
Reflections and Challenges
•
A year of learning
– There is a willingness from both District and community to learn
– And a willingness to be partners
•
Outreach to parents
– Extensive outreach about process and opportunities for input is essential
– More education required on intent of LCFF to address needs of disadvantaged students
•
Ongoing need for capacity building
– Need to devote more time to parent capacity building
– District relied on organizations like PICO to train and prepare parents to engage deeply
•
Conditions necessary to fulfill vision
–
–
–
–
Commitment to capacity building
Shared desire to create authentic opportunities for parents to share in leading process
Recognized need for partnerships
Transparency of data, budget, and process
13