Local Control and Accountability Plan (LCAP) Topic: Riverside Parent Engagement Building Partnerships for Student Suc

1. Local Control and Accountability Plan (LCAP) Topic: Riverside Parent EngagementBuilding Partnerships for Student Success Presenters: Gina AireyGina Airey Consulting, Inc. LCAP Facilitator for RUSD Maria Carvajal PICO and Inland Congregations United for Change (ICUC) Parent Leader

2. 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 partnershipswith parents and community

3. RUSD LCAP Development Process • November -December 2013 • March • April • January -February • May – June2014 • LCAP* Process Planning with Board and Committee • Engage Facilitator • Launch Steering Committee Points of Input Points of Input Points of Input Board Revises Plan Steering Committee Reviews DraftPlan BoardDrafts 3-Year Plan • Synthesize Stakeholder Input 1. Stakeholder Engagement2. Needs Analysis 3. Goals4. Student Performance 5. Services 6. Budget Information Written Response to Community Review Community Reviews DraftPlan*** Board Holds Public Hearing Baseline Data Completed Activity Existing Plans Existing Plans 8 State Priority Areas Board Activity Committee Activity Expert Input** Expert Input** Board Adopts Final Plan Legally Required of Board • Board Considers Input * Local Control and Accountability Plan (LCAP) **Regarding English Learner, Low Income & Foster Youth Students*** 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) DRAFT as of MARCH 25, 2014. DO NOT DISTRIBUTE

4. RUSD LCAP Steering Committee Charge: Ensure meaningful engagement of Riverside stakeholders in LCAP development process

5. 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

6. 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 • Written Comments from Forums and Online • 1,360total 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

7. Parent Engagement: ImpactDeeper 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)

8. Benefits of Partnering with Community Organizations • Added on-the-ground community perspective • Broadened network of stakeholders • Deepened capacity for parent engagement

9. 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

10. 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

11. Changing the Face of Community Engagement:Since LCFF/LCAP • Opportunity for broader and deeper participation of parents and students in district planning and decision-making • 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

12. Moving Forward in Riverside: Deepening the Partnership Between RUSD and ICUC/PICO • Partner with ICUC to build community capacity and strengthen parents’ roles in LCAP process through training and outreach • Establish Parent/Community Partnership Plan with specific capacity building approaches for parents of disadvantaged students • Establish Parent/Community Involvement Coordinator • Establish and support the Parent/Community Partnership Collaborative which will govern the plan and provide inter-agency support for students and families RUSD Draft LCAP: “All Students Need Engaged Parents and Community”

13. 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