LCAP survey results are in

LCAP survey results are in
computer

Results are in. Thank you to all the parents, students, and staff of MVWSD who participated in the survey last month designed to gather feedback to inform district-wide strategic planning and the Local Control Accountability Plan (LCAP).


A total of 3,654 students, staff and parents completed the survey. This year’s LCAP plan is in the process of being written. Look for a draft for public comment online at www.mvwsd.org in May.


There is good news to report, as well as areas of improvement. Our work together to develop Strategic Plan 2021 continues to have an impact on students; both in curriculum and support. Areas of focus in the District’s Strategic Plan 2021, such as English language learners (ELL), have more favorable ratings this year. Work in areas of inclusive and supportive environment shows when respondents say they feel involved in school, are very satisfied with the learning environment, view school favorably and feel welcome.


CONDITIONS OF LEARNING

In general, parent respondents report high levels of satisfaction with their child’s learning environment. Eighty-six percent “agree” or “strongly agree” that students are provided access to standards-aligned instructional materials and 86 percent agree that school facilities are clean. In addition, three-quarters of parent respondents are satisfied with the quality of education their child is currently receiving.

Student respondents are highly satisfied with nearly all aspects of their learning environment at school. Nearly 90 percent of respondents agree with eight of the nine positive statements regarding their school’s learning environment, such as that grading at their school is fair and their school provides a good education to students.


STUDENT ACHIEVEMENT AND EDUCATIONAL EFFECTIVENESS

Respondents generally perceive the ELL education in their school positively. For example, 81 percent of ELL parent respondents indicate their child receives the resources and support they need as an ELL student, and more than 90 percent of ELL student respondents agree that their teacher helps them learn English and that their school gives positive encouragement. In addition, 67 percent of staff respondents indicate ELL students receive the resources and support they need.


21ST CENTURY SKILLS, COLLEGE AND CAREER READINESS

Parents, students, and staff all report frequent use of technology in schools. Nearly 90 percent of parent respondents indicate their child uses technology regularly as part of school instruction (89%), and almost all students (98 percent) report using technology at school at least a few times per week. Further, 95 percent of staff report that students have access to technology at school, and 91 percent state that they regularly use technology in their classroom instruction.


SCHOOL ENVIRONMENT

Parent and student respondents generally have a positive perception of their/their child’s school environment. Roughly 90 percent of parent respondents agree that their child trusts teachers and staff, is safe at school, has friends at school, and is respected at school. Similar percentages of student respondents agree that they trust their teachers, feel safe at school, are encouraged by teachers on a regular basis, and trust their principal.


SCHOOL ENGAGEMENT

Parent respondents express comfort participating in school activities and satisfaction with parent events and school organizations. Nearly 90 percent of parent respondents indicate that their child’s school encourages parental involvement and that they feel comfortable participating in school activities.


Areas of work

  • However, approximately one-third of students still do not think that their school is clean. The elementary schools continue to be modernized, funded by Measure G.

Compared to ELL students, respondents are less likely to believe special education students receive the resources and support they need. Specifically, only about half of parent respondents believe special education students receive the resources and support they need, which represents a decrease since 2017. Similarly, only 53 percent of staff agree that special education students have the support and resources they need. Further, parents’ perceptions toward staff for special education students have declined since 2017. Specifically, the percentage of parents rating teachers and administrators as “very helpful” or “extremely helpful” decreased from above 70 percent in 2017 to around 60 percent in 2018.
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