LCAP Survey Information

WANT MORE INFO ON THE SURVEY? YOU GOT IT!

(And if you haven’t yet completed the survey itself, please do so!)

Who came up with this list of ideas?

The bulleted list below represents the ideas shared through structured brainstorm sessions conducted with more than 80 members from across the district, mostly in small groups. We tried to eliminate duplications on the list by combining very similar recommendations, but if someone’s idea was different enough to stand alone, we left it as is. This is why you won’t see an item such as “reduced class sizes/caseloads” 20+ times, even though it was mentioned that often. The 80+ members included: those who attended our CFT Leadership Conference, site reps, rank and file members who attended our February General Membership meeting, Executive Council members, and members who gathered input at their sites by way of posters or conversations and then submitted a list to us.

What was the process to decide what made it onto the survey?

Many of the items, listed below, were frequently repeated by different input groups. We took items that were similar (e.g. “fewer meetings and more time to prepare” and “release time for primary”) into more general categories such as “More teacher prep/release time (added examples of how it might work) and counted the times these items were repeated. If one group mentioned the same item for several of the 8 categories, we only tallied it once for that group. The items that came up most frequently among the groups were then placed under all of the 8 state priority headings to which they applied. We had several conversations about whether to repeat items such as “reduced class sizes/caseloads K-12” in more than one state category; most people agreed they should be repeated.

Our goal was to keep the ranking lists on the survey as limited as possible, so that it could be completed in under 10 minutes, and also in order to pinpoint very clear goals. Even with this intention, you can see there is still quite a bit on the survey to rank. The challenge is that our members have such a firm grasp on what’s needed that you all have a TON of great ideas! This is the best kind of “problem” to have, but to get things done, we need to focus.

What will happen to the results of the survey?

The survey results will be reported back to members as soon as we close the survey and are able to get results out in an understandable format. The top priorities, as identified by the survey, will be shared with the district as part of the ongoing, formal process of the LCAP. By law, the district must account for all stakeholder input, in writing, to the state, and how it was incorporated into the process.

Please contact us if you have any further questions.

Brainstorm list of recommendations, in order of highest to lowest frequency:

(The number of responses does not indicate per person, but rather per list or “share-out” submitted by input groups.)

  • Reduced class sizes and caseloads for all subjects/grades in K-12 (28 responses)
  • More counseling services (academic and social emotional) K-12 (23 responses)
  • Comprehensive, well-rounded curriculum (e.g. including art, music, PE and a range of electives to match career and college readiness for HS) (18 responses)
  • More teacher prep/release time (e.g. fewer meetings, Wed. protection for MS/HS, etc) (18 responses)
  • Teacher chosen professional development with options after the work day/summer (including needed training for specialists and days to observe colleagues within district) (18 responses)
  • Competitive salary to attract and retain quality educational professionals (e.g. reduce hiring from outside agencies, provide incentive for additional high-need credentials, etc.) (16 responses)
  • Authentic process for shared decision making (co-governance) (16 responses)
  • Parent education to support student learning (e.g. through access to Adult Ed program, parent workshops, etc.) (16 responses)
  • Improved, clean, safe and maintained facilities (e.g. mold-free work rooms, well lit and secure perimeter, security cameras, prior notification of pesticide application, etc.) (14 responses/ *Williams)
  • Field trips (with accessible, appropriate, affordable transportation) (14 responses)
  • Access to up to date and well-maintained technology during and after the basic school day (13 responses)
  • EL Master Plan fully implemented and honored (12 responses)
  • Teacher focused collaboration (including specialists) with “super subs” (versus top down agendas) (12 responses)
  • Instructional assistants (Aides) (11 responses)
  • Provide nutritional food (not to be served by teachers, not served during instructional time) (11 responses)
  • Increase academic intervention services (in English and Spanish) (10 responses)
  • Good quality, updated school supplies/equipment and access to them (chairs, pencils, books/curriculum for common core, tools, etc) (10 responses/ *Williams)

Recommendations with fewer than 10 responses:

(Some of these were put on the survey because they fit into a category better than other higher frequency items; these are indicated by an asterisk.)

  • Restore all cuts
  • Parent liaisons*
  • ASP offers enrichment and is aligned to regular day*
  • Flexibility in scheduling to address student needs (e.g. 8 period day with double math and language arts (M/H schools), Zero and 7th periods, 90 minute periods in MS)*
  • District-wide anti-bullying program and enforced policy (for ALL employees and students)*
  • Site-based health clinics/full-time, site-based nurse*
  • Spanish classes, at low/no cost, for teachers*
  • District-wide, consistent and supported discipline plan with a focus on positive reinforcement vs punitive measures
  • Teacher tech training
  • Mentorship/apprenticeship programs
  • Expand ROP/vocational ed
  • More school psychologists
  • Classroom funds for purchasing materials
  • Certificated Librarians
  • Athletics facilities
  • Therapeutic Crisis Intervention training for Special Ed Staff
  • More custodians
  • Support people who work with students (not consultants, textbooks, etc.)
  • Yearly admin evaluation process with follow-up support for improvement (including SELPA Director and SELPA Program Directors)
  • Support the Adult Education program
  • Recess and PE equipment
  • Transportation
  • Increase teacher workdays
  • Books at students reading levels in libraries and in classrooms
  • New roads into and off campus
  • Community support and legal system support
  • Support and trust of teachers from admin at all levels
  • Safety and shelter
  • PE teachers
  • Hands-on learning
  • Well-planned lessons
  • Place to do homework
  • More RSP
  • Organized After School Program
  • More electives to match career and college readiness
  • Remedial reading groups
  • Support for bilingual teachers, students, programs
  • Well articulated and supported programs
  • Hiring of bilingual school staff
  • Tech labs open after school for parents
  • Clear purpose for programs being implemented
  • Definition of success that includes social-emotional
  • Recognize cultural and linguistic diversity
  • Mental health and other services that are high quality and to which students get timely access
  • Home-school connections
  • Developmentally, culturally, linguistically appropriate curriculum
  • Accountability for their (students’) learning
  • Need to be more tech savvy
  • Day to prepare for parent teacher conferences and report cards
  • Per diem for extra work
  • Mindfulness and respect
  • Fewer meetings
  • Resources and time for curriculum development
  • Testing space at sites
  • Training for specialists
  • Campus space for intervention and counseling
  • Math and literacy coaches on-site
  • Time after PD to implement new strategies/ideas
  • Teacher prep on Wednesdays for middle and high
  • Pull out days for English and writing for high schools
  • Money for overtime for librarians
  • Materials budgets for special classes like chemistry
  • Consistency and care among admin and teachers
  • Hire more teachers
  • Communicate better with parents
  • More and varied opportunities for parent to get involved (workshops, parent-nights)
  • Specialists that are teachers
  • Admin work collaboratively with teachers and staff
  • Community involvement
  • Multi-cultural curriculum
  • More responsive to needs of community, such as language learners
  • More collaboration with union
  • Adult school needs to consult students for what classes need to be provided
  • More teachers-created materials
  • Stop wasting my time so I can prepare and teach
  • Listen to the current practitioners
  • Appropriate placement, especially SELPA
  • Let folks know what’s out there (regional centers, etc.)
  • More advocacy, at the district-level, for students and teachers
  • A cultural shift in how the processes in our district work
  • Respect, respect, respect! Respect our expertise, our experience and our voice that represents our students
  • Getting schools just smaller in general (shift boundaries/new schools?)
  • Reduce admin at top
  • Take unnecessary burdens off teachers’ plates
  • Get K-6 bilingual materials, and get them ON TIME
  • Facility space and furniture
  • Exit interviews for students in 5th and up
  • Flexibility with assessments
  • Family counseling and job placement (more family support)
  • Carpets cleaned
  • No consultants
  • Extra FTEs so that we don’t have to work so hard to balance class numbers
  • Observation days at other schools/teachers
  • New kitchens
  • Honor progress and growth
  • Recognize strengths in every teacher
  • Streamline field trip procedures
  • Budget clarity from district
  • Special Ed stipends
  • 504 out
  • Collaboration for specialists
  • Work on suspensions and expulsions with “whole-child” approach
  • Transportation for after school
  • Enrichment programs
  • Reduce high-paid positions at D.O.
  • Keep principals on-site (not out at trainings)
  • Special Ed. curriculum
  • Train admin. in “trauma-informed” schools so they have other tools besides suspensions/expulsions
  • Flexibility in scheduling to address student needs (e.g. 8 period day with double math and Language Arts (M/H schools), Zero and 7th periods, 90 minute periods in MS)
  • Universal Pre-K
  • Newcomer program
  • Expand Summer School opportunities to all students
  • Individual RTI
  • Reinstate Curriculum Council
  • “Differentiated” Accountability plan
  • Clear District-wide vision and priorities with buy-in from stakeholders
  • Better toileting access (Special Ed)
  • Expand sports programs
  • Better designed District Website
  • Truancy officer at each site
  • Student/teacher time in classroom protected (minimize pulling out for in-services)
  • Explicitly stated pathways to colleges or trade schools
  • Provide nutritional food (not to be served by teachers during instructional time)
  • Timely assessment for students with potential special needs
  • No “social promotion”
  • No combination classes
  • Stipend for bilingual teachers (to recruit and retain)
  • Eliminate breakfast in the classroom
  • Specific reading instruction
  • Teacher training on Positive Behavior Interventions
  • Update assessments (SPED)
  • Workspace at school sites for specialists
  • Coordinate/systematic mental health procedures and services
  • Team building
  • Systematic implementation of interventions
  • District-wide implementation of RTI (e.g., universal progress monitoring (DIEBEL/Aimsweb)
  • Equitable mental health services throughout the district
  • Transparency with budget realities
  • More support for PI/SIG schools (such as 18-1 in kinder, more intervention teachers, no combos, counseling services)
  • Job placement assistance
  • Stop spending money on agencies and consultants for services such as “interpreters” and SLPs and pay a competitive rate so we can recruit and retain people within the district for these needs
  • Survey students to see what they need
  • Money for Title I schools to take students off-campus
  • AA meeting for youth in community, only teen AA is in Santa Cruz
  • More simple grade and parent/teacher communication system
  • Path to take calculus by senior year
  • Allow a school to operate 4 days a week (Fridays off), same total hours
  • Later starting school day
Please contact us if you have any further questions.