Peralta Elementary continues to focus on being asset-driven and strengths-based. There is an understanding that all stakeholders' opinions, ideas, and needs are necessary to drive the development of programs, services, and events curated for the community. Peralta Elementary values the talents and experiences of its community members and we are working towards strengthening sustainable relationships with local businesses, community partners, and the district.

To increase and gather parent responses on needs surveys, Peralta will provide multiple means of collection through technology and paper-pencil surveys through all communication means and at school events. Additionally, with the support of the Parent and Teachers Association (PTA), Peralta will recruit parents and community members to share their talents and resources and assist in building a stronger sense of community. Through understanding community-expressed needs and providing gatherings such as Coffee and Community, Community Schools Council, Parent Book Clubs, Family Workshops and other events, Peralta intends to continue to offer programs to bring families on campus and promote community involvement and connections to further strengthen relationships, supports and inclusion. We also provide access to community resource booths at school site events to further bolster connections between families and community partners within our site, district, and community.

Both Peralta’s Community Schools Teacher on Special Assignment (TSA) and Administrative Support TSA attended a Restorative Practice training to support the school site with this practice. Racially just and restorative school climates are essential to creating a safe and supportive learning environment for all students. This approach centers on promoting equity and inclusivity in school interactions and relationships. In addition to the already district-mandated two-day restorative practices certification training for all administrators, Peralta will include and encourage classified and certificated staff and teachers to attend Restorative Practices training to help continue fostering a welcoming culture and understanding at school. The goal is to focus on proactive and restorative approaches to building relationships and discipline to create positive school environments.

Additionally, teachers will continue to receive targeted training (i.e., restorative practices, trauma-informed care, behavior supports, Social Emotional Learning [SEL]) on addressing the needs of marginalized student groups (i.e., African American students [2.11%], students new to the country, English Language Learners [31.3%], socioeconomically disadvantaged [79.9%] and students with disabilities [12.7%]) . Furthermore, with the support from the district, Peralta has identified the need for advisory groups to address the specific needs of students. The goal is to create safe spaces for various student groups and their families in an effort for them to feel seen and heard, create a sense of belonging, and therefore create strong bonds at school.

Positive Behavior Intervention and Supports (PBIS) is also a part of the school culture at Peralta Elementary and has been implemented throughout campus. The Community Schools TSA is an active member of the PBIS committee working alongside site administrators, teachers, classified staff, parents, community partners, and the district Multi-Tiered Systems of Support (MTSS) team. Together, we are focused on removing barriers to learning, addressing chronic absenteeism (affecting 23.4% of our population), and fostering a positive, inclusive school culture where every student feels a strong sense of belonging. This is an on-going practice and our PBIS leadership team continues to work with our staff through staff meetings and with families through shared communication. Peralta intends to include parent/family workshops connected to PBIS and behavior supports through our Parent Academy classes. In addition, as a member of the PBIS team, the Community Schools TSA helps lead the development and implementation of strategies aligned with SEL, PBIS, and restorative practices. These systems are designed to support MTSS, ensuring that all students receive the tools and care they need to thrive.This includes acting in the role of facilitator for the Check In/Check Out (CICO) intervention with students, facilitating community/restorative circles, and providing opportunities for staff professional development in the area of behavior support and SEL practices. This work also includes organizing parent training opportunities to deepen understanding of student needs, improve campus-wide attendance and behavior, and strengthen the connection between home and school. The TSA also supports hands-on initiatives like attendance incentive programs, school behavior PBIS incentive programs, and school-wide events that promote a culture of celebration, care, and community.

As a member of the collaborative attendance team, the TSA helps coordinate efforts that strengthen attendance through family engagement, support services, and community partnerships. This includes parent training to address barriers that may contribute to low attendance, and assisting with finding resources as needed to support families with increased attendance.The TSA and certificated/classified staff will attend trainings/conferences that are aligned with efforts to reduce chronic absenteeism. In addition, opportunities for expanded learning opportunities will be provided at Saturday School to increase student participation and make up for absences where students have missed out on learning time.

Powerful, culturally proficient, and relevant instruction recognizes the importance of providing students with meaningful and relevant learning experiences. Community schools prioritize teaching and learning that is grounded in the experiences and cultural backgrounds of students and their communities. This approach aims to promote engagement, motivation, and success among all students, regardless of their backgrounds or learning styles. With activities and events that value representation, we honor our community's culture and traditions. We will work to implement and plan cultural diversity lessons, opportunities to participate in culturally relevant activities and events to include families for students to learn and share about different cultures and experiences.

Our Peralta Community Classroom will be a safe space for students, families, and staff to access resources, supports, and to create connections. Activities such as Wellness Wednesdays will promote social emotional learning and provide students with a place to decompress, share feelings, and learn new strategies for self regulation and wellness. Students will participate in activities designed to nurture both mind and body, strengthen positive coping strategies, and build trusting relationships with peers and adults. Wellness Days will be facilitated by the Community Schools TSA, with a focus on implementing SEL lessons/strategies and creating a sense of belonging within the school setting. Through hands-on experiences, calming spaces, and intentional practices, students will develop tools to manage emotions, reduce stress, and feel more connected to their school community. To enhance these experiences, materials and supplies will be provided to promote high engagement and cultivate a positive, school-wide culture that embraces wellness and emotional growth. To make it a comfortable, inviting, and relaxing space, we will need to purchase school supplies such as construction paper, paint, glue, scissors, student engagement supplies, fidget toys, etc. and items used as participant support items and program incentives for program participation and/or program completion. Additionally, implementing and furnishing a Calming Corner in the Community Classroom will provide students the opportunity to practice self regulation techniques.

 27% of our parents who were surveyed indicated that family stress and mental health of students is a concern that makes school success difficult for their child. Additionally, implementing and furnishing a Calming Corner in the Community Schools Room will provide students the opportunity to practice self regulation techniques.

Peralta has established a Community Schools Council and provides bylaws. The meetings occur three to four times yearly, and the council provides feedback on the Implementation Plan. In addition, the TSA will present Needs Assessment data gathered from students, parents, and staff and LCAP data to the Community School Council to share information and receive input.

Peralta Elementary is committed to fostering strong family and community partnerships through engaging “Family Night” events such as Family Math Night, Family Literacy Night, Game Nights,

Library Events, and Family Literacy, Math and STEAM Nights. 91% of parent responses on the needs assessment indicated the desire for these after school events which are designed to strengthen connections between home and school, increase access to curriculum, and support student learning through hands-on, interactive experiences. Parents, families, and community partners are invited to participate in either whole school or grade-level lessons/activities led by teachers or classified staff in areas such as math, English Language Arts, science, technology, engineering, arts, and crafts. These events provide opportunities for collaborative leadership among educators and administrators, extended learning time for students, and an opportunity for families to engage directly in their children’s education on the Peralta campus. In addition, it helps to build relationships among all school partners. To ensure meaningful participation, supplies are purchased and provided, as well as participant support items and program incentives for program participation and/or program completion. Certificated and/or classified staff support can be utilized through assisting in classrooms, supervising activities, translating, providing childcare for younger children, and assistance as needed—all with the goal of creating welcoming, inclusive spaces that promote student success and community connection.

Peralta Elementary and the Jurupa Unified School District utilize various general and specific tools to collect data at the site level and identify needs.  

Surveys and Data Sources: 

Local Control Accountability Plan (LCAP) - This survey is administered to students, parents, school staff, teachers, and educational partners to help inform and guide the development of the Single School Plan for Student Achievement (SPSA) as well as the Community Schools Implementation Plan (CSIP).

Panorama Education - Peralta Elementary administers the Panorama Education Survey twice a year to students in grades 3 through 6 in the fall and the spring. The survey measures student supports and environment as well as student competency and well-being. The data is utilized to guide programming, build a positive school culture, and support students by linking school performance, behavior, and SEL data to provide multi-tiered results to guide site goals and identify areas of need.

The California Healthy Kids Survey (CHKS) - This anonymous and confidential survey collects data regarding school climate, safety, student wellness, and youth resiliency. It is administered to students in 6th grade. It enables our school to collect and analyze data regarding local youth health risks and behaviors, school connectedness, school climate, protective factors, and school violence.

Community Schools Needs Assessments - These surveys are given annually to solicit information from families, students, and staff to drive decision making and help guide our Community School plan and expenditures. Student input assisted with guiding expanded learning opportunities on campus. The initial Parent Needs Survey from 2024 had a 4.2% participation rate, and the most current survey given in April 2025 had a 17.7% participation rate.The initial Student Needs Survey from 2024 had a 36.7 participation rate and the most current survey given in April 2025 had a participation rate of 63.8%.]

Student Performance Data - NWEA MAP, CAASPP, ELPAC, Enrollment, Chronic Absenteeism, Suspension Rate.

Committees that assist in providing input on student and community needs:

School Site Council (SSC), English Language Advisory Council (ELAC), Gifted and Talented Education (GATE), School Site Leadership Team, PTA, Community Schools Council (CSC), and Coffee and Community provide administration and the Community Schools TSA with valuable information and feedback regarding their concerns and/or suggestions regarding topics such as school safety, teacher preparedness, parent needs, technology needs, etc. The data and information gathered within those groups help inform the development of the Community Schools Implementation Plan and School Plan for Student Achievement (SPSA).

Community Schools Cohort 3 - Community Schools Cohort 3 will continue to meet monthly for 90 minutes on designated minimum days, in person, for teacher planning and collaboration time across sites, develop action plans, and review and analyze needs assessment results with the understanding that data drives future planning. The group serves as an opportunity to collaborate, share best practices, and ensure that each community school is equipped to meet the unique needs of its students and families.

Attendance Team and Chronic Absence Reduction - Community Schools TSA will be a Peralta Attendance Team member to engage and support the community members in removing barriers and addressing needs to support student attendance and decrease chronic absenteeism. The team is comprised of classified staff, teachers, TSA Administrative Support, and an administrator.

Positive Behavior Intervention and Supports (PBIS) Team - Peralta has established a PBIS team to develop and implement systems of support that will assist in creating a culture of welcome for students and staff. The goal of this team will be to create a strong-tiered system of support that will address the behavioral, social, and emotional needs of Peralta students.

In addition to feedback from all community stakeholders, Peralta Elementary will work towards supporting the shared vision of our school, through implementing programs, site activities, parent and staff training, and opportunities for community and family engagement on campus.

Action Steps to Address Needs:

Parent Academy - 89% of parents surveyed on the Community Schools Needs Assessment, administered in April 2025, responded that there is a need for parent education to address topics such as technology training for parents, supporting students with academics, behaviors, and mental health at home, as well as financial literacy, and college and career readiness. To respond to these needs, Peralta plans to offer parent workshops, trainings, and informational sessions through a regularly scheduled Parent Academy. Sessions will be focused on topics such as parenting, literacy and math support, social emotional skills, etc. based on feedback from the Parent Needs Assessment data collected in April 2025, and as ongoing input is received from families. Expenditures for supplies such as materials for make and take activities as well as refreshments will be necessary through Community Schools funding.

Dino School (TK/K) - Dinosaur School helps students to understand following rules and directions, problem-solving skills, how to interact with friends, and understand feelings from themselves and others. 94.4% of staff surveyed stated that behavior management is a concern and Dino School will help with establishing routines and expectations that will continue throughout the campus at Peralta.

WATCH  D.O.G.S - a program starting in September 2025 to encourage more dads and father figures to participate in their children's education. This program will allow dads and other father figures to serve as role models for Peralta Elementary students, demonstrating with their presence that education is important. 43.4% of students surveyed stated that activities and organized games during recess and lunch would help them to do better in school. Having Watch DOGS on campus during recess and lunch would help students with these interactive activities.

Costco Reading Tutors - This is a 15 week program that brings Costco volunteers to tutor students with foundational reading skills. 27.1% of students surveyed said that tutoring and extra support would be beneficial to their success in school.

PAL-Peer Assistance Leadership - In reviewing our site’s Panorama survey which solicits student response, it was noted that only 62% of students feel a positive sense of belonging and 51% expressed positive results about the school climate. 72% of staff surveyed, responded that enhancing student leadership was a need on campus.To build connections, improve safety and foster a positive school climate, the Community Schools TSA was certified as a PAL advisor in March 2025, and will begin to enhance student leadership and peer led activities including off-site training for student leaders and ongoing student-led initiatives on campus, by supporting at least 25 students across grades 4-6. The PAL Peer Assistance Leadership Pro​​gram is a school-based, peer-to-peer youth development program for students in grades 4-12 built upon a philosophy of students helping students. PAL peer leaders help build a positive school climate through youth leadership, mentoring, conflict resolution, cross-age teaching, peer helping, service learning, and prevention activities.This program will empower students with the skills and strategies for becoming leaders. It also helps students develop communication and decision-making tools that influence choices in the future and increase leadership potential.

Restorative Practices - Peralta’s Community Schools Teacher on Special Assignment (TSA) has been trained in Restorative Practices and will be implementing Restorative Circles to build community and enhance conversation in focus groups amongst students to navigate conflict or disagreements.  Additionally, the TSA has been trained in trauma-informed for marginalized students and families to help support homeless, newcomer, and foster children in the classrooms.

Extended Learning Opportunities (ELO) - A program to support our marginalized families whose children would benefit from an extended learning day with tutoring and a focus on literacy and/or math skills. Overall, students scored in the yellow performance category of the California Dashboard indicators in the area of CAASPP ELA and Math. In ELA, students are 40.2 points below standard and in math, students are 56.7 points below standard. Families (45%), and staff (44%) responses showed that they would like to see more opportunities for clubs, sports, classes, and academic support. Providing extended and enrichment opportunities such as sports, clubs, tutoring, arts, dance, crafts, etc. may be established to provide Peralta students with access to a variety of education and enrichment experiences both during and outside of the school day.

Chronic Absence Reduction/ Attendance Support - Chronic absenteeism is an identified need. Current chronic absenteeism rate is 23.4% for all students, 25.3% for socioeconomically disadvantaged students, 21.4% students with disabilities, and 24.1% Hispanic subgroups. Our goal is to reduce chronic absenteeism specifically for Hispanic students and students with disabilities. In response, the school is working to build more consistent SEL systems and improve student connectedness. The CS TSA will facilitate community building and SEL support through programs such as Wellness Wednesdays and incorporating SEL lessons into these schoolwide routines. Tier 2 interventions will include the implementation of the CICO program for targeted students, informed by attendance reports and staff recommendation. In addition, the CS TSA will organize family workshops focused on SEL and host events with mental health partners. Support for student attendance will continue through monthly attendance challenges, incentives, and trimester awards. Goals for the year include launching CICO supports in tandem with the PBIS team and MTSS TSAs, for a targeted group of 10–15 Tier 2 students, and implementing Tier 1 SEL lessons in classrooms monthly. To support students at recess and during physical education, materials will be purchased to review student social skills.

English as a Second Language - Parents will have an opportunity to attend English classes to strengthen the school-home partnership, empower them to better support their child’s education, participate and feel connected to the school and community life, and provide support at home. Parents are more likely to participate in classes offered at Peralta because they already have a connection to the campus, childcare can be provided to make participation more feasible, and classes held at the school can reflect the community’s values and be taught in ways that affirm parents’ cultural identities and goals.

Cultural Customs, Traditions, and History - To uplift and honor ways that families teach cultural customs, traditions and history as well as promote pride in racial and ethnic heritage, while ensuring the learning needs of vulnerable students, English Learners, and those with learning differences, Community Schools TSA will establish relationships with local cultural centers, faith-based organizations, and advocacy groups that can offer insight, programming, and mentorship aligned with students' cultural backgrounds and will also use community liaisons to foster trust, particularly among historically underserved or immigrant families.

This ongoing community engagement supports the development of new relationships providing services at Peralta Elementary. As a result, our Parent Involvement and Community Outreach, PICO, department has a community resource guide available to all sites. (https://jurupausd.org/our-district/ps/pico/Pages/Resources.aspx ).

Maintain appropriate staffing.

• Ensure one FTE Teacher on Special Assignment Community Schools to serve as site coordinator.
• Ensure one FTE Behavioral Health Clinician through leveraged funding (EPSDT/CCSPP).
• Increase capacity to add graduate-level interns to support Mental Health services and case management.
• Provide paid opportunities for classified staff to supervise children and translate for school events, workshops, and trainings.

Melinda Schlosser

Administrator, School Site Principal

Tara Blake

Teacher on Special Assignment, Community Schools

Jose Campos

Director, Parent Involvement and Community Outreach

Dr. Shayna Golbaf

Coordinator of Pupil Services, Community Schools

Iliana Aparicio

Behavioral Health Therapist/Associate

Jurupa Unified School District - JUSD is currently working on the sustainability of integrated services through a variety of leveraged funding sources and partnerships. These include:

1. Expanding its current contract with Riverside University Health System - Behavioral Health under EPSDT billing. The goal is for any Behavioral Health Staff funded by community schools to shift to EPSDT funding. We have already seen an increase in our contract with previous grant funding.

      a. Medical services are now reimbursable for case management services.

2. Co-located substance abuse treatment and prevention programs provided by Riverside University Health System - Behavioral Health.

Jurupa Unified plans to explore the following funding streams:

1. Managed Care Plans. With Medical and mental health reform at the state level, there is momentum

    for school districts to become contract providers of managed care plans.  

2. Private Insurance: We currently have plans to submit a proposal to Kaiser Permanente to become an  approved provider for mental health services. This is pending JUSD employing a sufficient number of  Licensed Therapists and being able to meet the needs of its existing Medi-Cal-based and uninsured referrals. Community school funding would accelerate this work by increasing the mental health workforce to meet current needs.  
3. Mental Health Pathways: Currently, in partnership with Riverside County Office of Education, Moreno  Valley Unified School District, Beaumont School District, and Cal Baptist University, we are planning to establish dual enrollment in the field of social work/mental health. This Federal School-Based grant funding will support pathways to social work/ mental health and provide paid internship opportunities. This aligns with the internally developed Student Support Services Action Plan.

Peralta has collaborated with RUHS Riverside University Health System, Healthy Jurupa Collaborative, The Riverside County Family Resource Network, Strengthening Families MFI Marriage and Family Institute, Reach Out, Community Health and Wellness, staff leadership have sat on the County Behavioral Health Commission, JARPD (Jurupa Area Recreation and Park District), Wiley Center (Triple P), Training Occupational Development Educating Community, Seeking Strength, Neighborhood Healthcare Dental, Student Wellness Foundation (Password), Set 4 School (Dino School/Incredible Years), and other services and organizations which have helped build a true network to serve our communities and to collaborate to address current needs. Below is a brief list of organizations/contracts which allow us to provide services. All these relationships have been built over time through our committed involvement. As a result, we annually update our community resource guide, which is available to all sites. (https://jurupausd.org/ourdistrict/ps/pico/Pages/Resources.aspx)  

• Riverside University Health System - Behavioral Health:  

• System of Care / EPSDT: Our current specialty mental health contract reimburses Jurupa Unified for services rendered. Staffing includes clinicians, a parent partner, and peer specialists for Transitional Aged Youth (TAY).
• Substance Abuse Prevention & Treatment (SAPT): We plan to integrate and co-locate Riverside County Staff members into wellness centers.
• Mental Health Service Act / Prevention and Early Intervention: Suicide Prevention  Training is provided annually for JUSD staff.
• Mental Health Service Act / Prevention and Early Intervention: CBITS or Cognitive  Behavioral Intervention for Trauma in Schools is funded for JUSD staff to provide these services in our schools for grades 6-9.

• MFI - Marriage & Family Institute: is a mental health and substance treatment agency. We provide referrals to. MFI provides parent outreach and education regarding substance use prevention.
• Vision Y Compromiso provides promotoras (Community Health Workers) to provide parent education and support through various programs. Vision Y Compromiso is a lead grassroots organization based out of Los Angeles that has expanded to the Inland Empire with funding from the Mental Health Service Act and the Mexican Consulate to provide culturally relevant engagement of our communities and families.
• Cal Baptist University provides mental health graduate interns and is a lead partner of the  School-Based Mental Health initiative. Their role is to provide a pathway utilizing dual  enrollment and paid internships for our school district to hire and retain mental health professionals.
• Community Health Systems Federally Qualified Health Center provides both a medical mobile unit and integrated mental health supports.
• Neighborhood Health Federally Qualified Health Center provides a dental mobile unit across all campuses and screens our Head Start / Preschool students.
• First 5 Riverside contracts JUSD as one of the region’s largest home visitation providers and a Riverside County Family Resource Center member.  
• Alma Family Services is an EPSDT provider co-located at JUSD’s Children & Family Services location and provides school-based EPSDT mental health services.
• Wylie Center provides parenting classes

• Conflict Mediation with Reach Out: This program empowers students with the skills and strategies for dealing with conflict. It also helps students develop communication and decision-making tools that influence choices in the future and increase leadership potential.
• America's Best Eyeglasses allows JUSD’s PICO office to provide four monthly referrals for       free vision exams and eyeglasses.
• Vision to Learn: Vision to Learn is a US nonprofit organization that provides free optometry services to children in low-income communities.
• Community Events with Community Resource Booths: Community Resource booths are an additional opportunity for resource awareness. Several community partnerships including Reach Out have set up tables during school events to inform the community about valuable and free resources.
• Neighborhood Healthcare: Peralta has also established connections with Neighborhood Healthcare. We have been working with Neighborhood Healthcare to expand school-based dental services using a mobile unit to provide service to students. Community Health Systems will also have a mobile unit to help support services. Healthy Jurupa is a local collaborative of nonprofit and governmental agencies that is a resource for our school site.
• Machado Family Giving
• Costco Reading Tutors
• Youth Enrichment Services provides regular donations of backpacks, school supplies, new  clothes, and hygiene kits for JUSD to provide students access by school staff.  https://jurupausd.org/our-district/ps/pico/Pages/Resources.aspx 

To increase capacity in all staff with equitable, culturally responsive practices, restorative practices, trauma-informed practices, and social-emotional learning through professional development and coaching to address inequitable student outcomes as measured by: self-reporting, attendance, academics, and discipline data.

• Offer Restorative Practices training and provide opportunities for certificated and classified staff to attend optional professional development training and workshops that support areas of SEL, equity in the classroom, classroom/behavior management, and Crisis Prevention & Intervention(CPI).
• Offer Trauma Informed training for school staff.
• Implement ongoing Positive Behavior Intervention Supports (PBIS) training/implementation for school sites.
• Attend and participate in Learning Partnerships, Family Engagement Networks, Community Engagement Trainings and conferences.
• Support in the training and monitoring of all staff in Second Step - a social and emotional learning curriculum.
• Provide education on wellness, equity, and inclusion.
• Model and facilitate community and restorative circles to students, staff, and families.

Increase opportunities for parent engagement at school sites by building trust, strengthening relationships and respect among all educational partners by increasing and improving communication, and developing a culture of exceptional customer service.

• Increase the availability and times for the Parent Academy and engagement in leadership initiatives.
• Schedule and mandate Systems of Support training for all necessary staff to increase awareness of support services available to students, families, and the community.
• Provide parent involvement workshops (Family Literacy, Reading/Math Nights, Financial Literacy, College/Career Readiness, Technology, Behavior Support).
• Provide childcare and language interpreter for parent meetings/workshops.This will include hourly pay for classified staff.
• Offer WATCH D.O.G.S. parent volunteer program on campus.
• Offer community school events to the school community to participate in and increase community bonding, engagement, learning and build meaningful connections.
• Provide communication and support on topics such as SEL, behavior supports, parent trainings, academic strategies, and attendance.

Increase cultural relevance and inclusivity in teaching and learning across the school community while reducing mental health stigma.

• Provide professional development (PD) for certificated and classified staff on culturally relevant and responsive pedagogy, trauma-informed practices, and implicit bias.
• Collaborate with community-based organizations and cultural leaders to co-facilitate training and workshops that uplift diverse identities and experiences.
• Embed culturally sustaining curriculum resources into classrooms across content areas, aligned with grade-level standards and inclusive of student heritage.
• Review school-wide events, materials, and programs for inclusivity, representation and culturally responsive practices.
• Ensure key staff members are trained on Applied Suicide Intervention Skill Training.
• Provide presentations on mental health topics to staff and students.
• Provide PD such as trauma-informed and restorative practices.

Offer learning experiences that celebrate cultural diversity, help students feel seen and valued, and give them a voice in their education through real-life connections to their community.

• Launch lunchtime enrichment clubs exploring different cultures through food, music, art and traditions.
• Invite cultural artists, speakers, and performers from local communities to share stories, skills, and knowledge with students, staff, and families.
• Create and provide extended learning opportunities to incorporate cultural content into after-school clubs and activities.
• Include student voice through surveys and focus groups to identify topics and cultures they wish to explore or see represented.
• Give students chances to share their work through presentations, performances, or school displays.
• Planning for collaboration time among educators to identify and develop plans for meeting student needs.
• Professional development to expand and enrich curriculum through deeper learning strategies such as project-based learning that connects to concerns and/or organizations.

Strengthen partnerships between schools and local community members to co-develop authentic learning experiences.

• Identify with staff and students local organizations, cultural institutions, and leaders whose knowledge can inform curriculum and enrich learning.
• Develop co-teaching opportunities or invite guest speakers and community members to support instruction and share real-life perspectives.
• Include community partners and school-based instructional leadership teams to advise on cultural relevance and community connections.
• Pilot place-based learning projects (e.g., oral history projects, community improvement initiatives, local heritage studies) that engage students with their neighborhoods and families.
• Development of leadership coaching and support to strengthen collaborative leadership amongst site administrators, teachers, families, students, and community partners.
• Professional development and staff time for building and strengthening connections between teachers, students, and families, such as culturally responsive engagement practices and family engagement action teams.

Use local data regularly to guide reflection, inform decisions and improve Community Schools practices.

• Continually review the CSIP at scheduled Council meetings to solicit feedback.
• Schedule “Data, Dialogue, and Donuts” meetings where progress is reviewed and discussed with staff, families, and partners.
• Analyze data by student subgroups (e.g. English Learners, Students with Disabilities) to ensure equity in supports.
• Common planning time for teachers to develop a shared vision for what students should know, be able to do and how to work with families and community partners.

• Survey completion by students, staff, and families (CS Needs Assessments, Panorama, LCAP)
• Reflection meetings held with documented input and next steps.
• Evidence of changes or new practices developed based on data (meeting notes, revised plans, pilot programs, etc.)
• Increased stakeholder understanding and use of data in decision-making.

Foster a culture of “possibility thinking” that celebrates success, nurtures innovation, and builds trust.

• Begin meetings with “Sunny Stories” where data or stories highlight progress and resilience that show impact from the Community Schools work.
• Support student and family leadership roles in presenting findings or leading inquiry.
• Provide time for staff to co-design solutions to challenges identified in the data.

• Documented “Sunny Stories” or success highlights shared at each meeting or event.
• Number of student/family co-presenters in data or planning conversations.
• Anecdotal evidence of increased innovation or morale in staff and partners.
• Staff survey shows increased belief that school practices adapt based on needs.
  Increased student sense of belonging (Panorama survey or site-developed tool)
• Higher parent participation in school events or planning activities
• Increased access to health or mental health services
• More students participating in enrichment or leadership activities
• Reduction in chronic absenteeism among focal groups
• Improved relationships among students from different cultural backgrounds (via SEL or climate data)