2019 CVUHSD LCAP Student Survey (to inform 2019-20 LCAP)
Bulldogs, Cardinals, Cougars, Olympians & Spartans...

The Centinela Valley Union High School District needs your help! The Local Control Funding Formula (LCFF) offers our school district flexibility as to how we spend our money to help students become college and career ready and to support students' social-emotional health.

We need input from everyone, including parents, teachers/staff, community, but most importantly students (YOU!) in the development of our plan (Local Control Accountability Plan or LCAP) for how we will spend this money in the best interests of students.

It will only take you a few minutes for your voice to be heard!

In an effort to ensure that responses reflect our diverse student population, please indicate race(s) or ethnicity (ethnicities). *
Required
Please select your current grade level. *
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Please select the school you attend. *
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ACADEMIC ACHIEVEMENT: Please rank the following according to how important each is to helping YOU improve your academic achievement. *
1 Most Important
2
3
4
5
6
7 Least Important
Well-trained teachers
Increased access to technology
My participation in a Career Academy, AVID, or other special program
Advanced courses (ex. Honors, AP)
My participation in athletics, clubs, or other after school activities
After school tutoring on campus
Credit recovery opportunities (ex. Edgenuity and summer school)
COLLEGE & CAREER READINESS: Please rank the following according to how important each is to preparing YOU for college & career. *
1 Most Important
2
3
4
5
6 Least Important
Increased contact with my counselor
Access to Career Academies & Career Technical Education (CTE) courses
Additional information/events about A-G requirements, college applications, and career options
Access to industry internships, job shadowing, etc.
Opportunities for dual enrollment in college courses at my school
Access to Summer School for advancement
ATTENDANCE: Please rank the following according to how important each is to supporting YOU in attending school daily and actively participating in the learning process. *
1 Most Important
2
3
4
5 Least Important
My relationship with a teacher or other school staff
Incentives or rewards
My participation in athletics, clubs, leadership, or other after school activities
My participation in a Career Academy, AVID, AAA, or other special program
Knowing my school is safe
SCHOOL CLIMATE (safety & connectedness): Please rank the following according to how important YOU think each item is to increasing how safe and connected you feel to your school. *
1 Most Important
2
3
4
5
6 Least Important
Well-trained safety officers
Training for teachers and staff to help them better teach and support students from diverse backgrounds
Increased access to mental health support (ex. school psychologist, social worker, support groups, etc.)
Clean and well-maintained classrooms, common areas, and athletic fields
Increased school activities (sports, clubs, spirit events, etc.)
Recognition for exemplifying good character (ex. Cougar Cash, Cardinal Cash, SPIRIT Points, Bulldog Points, etc.)
How strongly do you agree or disagree with the following statements about your school? *
Strongly Agree
Agree
Disagree
Strongly Disagree
Teachers emphasize the importance for students to learn about different racial or ethnic backgrounds, cultures and/or religions in social science classrooms.
Teachers do not show bias or favoritism towards a single racial or ethnic background, religion and/or culture during instruction/in the classroom.
Teachers and staff show that it is important for students of all races, cultures and religions to be treated fairly inside the classroom.
Teachers and staff show that it is important to discourage negative and discriminatory behavior during instruction.
Teachers provide a comfortable and welcoming classroom environment where I can share about my racial or ethnic background(s), culture(s) and/or religion(s).
Teachers and staff working at this school treat students respectfully.
Teachers and staff encourage students to take challenging classes no matter their race, ethnicity, nationality, and/or cultural background (e.g., honor level courses, gifted courses, AP or IB courses).
Teachers and staff emphasize showing respect for all students’ cultural beliefs and practices.
Teachers and staff encourage all students to be part of class discussions or activities.
Teachers provide a comfortable and welcoming classroom environment for differences in students (for example, gender, sexual orientation, gender expression).
Comments: Please feel free to add ANY comments, concerns, or suggestions below, particularly if you have other ideas regarding how we can improve on any of the following focus areas: Academic Achievement, College & Career Readiness, Attendance, School Climate.
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