2024-25 Local Performance Indicator Self-Reflection

2024-25 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 1 of 19

Local Educational Agency (LEA)

Name

Contact Name and Title

Email and Phone

Fremont Unified School District

Leticia Salinas

Assistant Superintendent

[email protected]

(510) 657-2350

Introduction

The California State Board of Education (SBE) approved standards for the local indicators that support a local

educational agency (LEA) in measuring and reporting progress within the appropriate priority area.

This template is intended as a drafting tool and based on the Local Performance Indicator Quick Guide published by

CDE in January 2024.

Performance Standards

The approved performance standards require an LEA to:

• Annually measure its progress in meeting the requirements of the specific Local Control Funding Formula

(LCFF) priority.

• Report the results as part of a non-consent item at the same public meeting of the local governing board/body

at which the Local Control and Accountability Plan (LCAP) is adopted.

• Report results to the public through the Dashboard utilizing the SBE-adopted self-reflection tools for each

local indicator.

This Quick Guide identifies the approved standards and self-reflection tools that an LEA will use to report its progress

on the local indicators.

Local Indicators

The local indicators address the following state priority areas:

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional

Materials, and Safe, Clean and Functional School Facilities (LCFF Priority 1)

LEAs will provide the information below:

• Number/percentage of students without access to their own copies of standards-aligned instructional materials

for use at school and at home

• Number of identified instances where facilities do not meet the “good repair” standard (including deficiencies

and extreme deficiencies)

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Note: The requested information are all data elements that are currently required as part of the School Accountability

Report Card (SARC).

Note: LEAs are required to report the following to their local governing board/body in conjunction with the adoption of

the LCAP:

• The LEA’s Teacher Assignment Monitoring and Outcome data available at

https://www.cde.ca.gov/ds/ad/tamo.asp.

• The number/percentage of students without access to their own copies of standards-aligned instructional

materials for use at school and at home, and

• The number of identified instances where facilities do not meet the “good repair” standard (including

deficiencies and extreme deficiencies)

Implementation of State Academic Standards (LCFF Priority 2)

The LEA annually measures its progress implementing state academic standards; the LEA then reports the results to

its local governing board/body at the same public meeting at which the LCAP is adopted and reports to educational

partners and the public through the Dashboard.

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Parent and Family Engagement (LCFF Priority 3)

This measure addresses Parent and Family Engagement, including how an LEA builds relationships between school

staff and families, builds partnerships for student outcomes and seeks input for decision-making.

LEAs report progress of how they have sought input from parents in decision-making and promoted parent participation

in programs to its local governing board or body using the SBE-adopted self-reflection tool for Priority 3 at the same

public meeting at which the LEA adopts its LCAP, and reports to educational partners and the public through the

Dashboard.

School Climate (LCFF Priority 6)

The LEA administers an annual local climate survey that captures a valid measure of student perceptions of school

safety and connectedness, in at least one grade within each grade span(s) the LEA serves (e.g., TK-5, 6-8, 9-12), and

reports the results to its local governing board/body at the same public meeting at which the LCAP is adopted and to

educational partners and the public through the Dashboard.

Access to a Broad Course of Study (LCFF Priority 7)

The LEA annually measures its progress in the extent to which students have access to, and are enrolled in, a broad

course of study that includes the adopted courses of study specified in the California Education Code (EC) for Grades

1-6 and Grades 7-12, as applicable, including the programs and services developed and provided to unduplicated

students and individuals with exceptional needs; the LEA then reports the results to its local governing board/body at

the same public meeting at which the LCAP is adopted and reports to educational partners and the public through the

Dashboard.

Coordination of Services for Expelled Students – County Office of Education (COE)

Only (LCFF Priority 9)

The COE annually measures its progress in coordinating services for foster youth; the COE then reports the results to

its local governing board/body at the same public meeting at which the LCAP is adopted and reports to educational

partners and the public through the Dashboard.

Coordination of Services for Foster Youth – COE Only (LCFF Priority 10)

The COE annually measures its progress in coordinating services for foster youth; the COE then reports the results to

its local governing board/body at the same public meeting at which the LCAP is adopted and reports to educational

partners and the public through the Dashboard.

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Self-Reflection Tools

An LEA uses the self-reflection tools included within the Dashboard to report its progress on the local performance

indicator to educational partners and the public.

The self-reflection tools are embedded in the web-based Dashboard system and are also available in Word document

format. In addition to using the self-reflection tools to report its progress on the local performance indicators to

educational partners and the public, an LEA may use the self-reflection tools as a resource when reporting results to its

local governing board. The approved self-reflection tools are provided below.

Appropriately Assigned Teachers, Access to Curriculum-Aligned Instructional

Materials, and Safe, Clean and Functional School Facilities (LCFF Priority 1)

LEAs will provide the information below:

• Number/percentage of students without access to their own copies of standards-aligned instructional

materials for use at school and at home

• Number of identified instances where facilities do not meet the “good repair” standard (including

deficiencies and extreme deficiencies)

Note: The requested information are all data elements that are currently required as part of the School

Accountability Report Card (SARC).

Note: LEAs are required to report the following to their local governing board/body in conjunction with the

adoption of the LCAP:

• The LEA’s Teacher Assignment Monitoring and Outcome data available at

https://www.cde.ca.gov/ds/ad/tamo.asp.

• The number/percentage of students without access to their own copies of standards-aligned instructional

materials for use at school and at home, and

• The number of identified instances where facilities do not meet the “good repair” standard (including

deficiencies and extreme deficiencies)

Academic

Year

Total

Teaching FTE

Clear

Out-of-

Field

Intern

Ineffective

Incomplete

Unknown

N/A

2021-22

1,494.7

89.8%

1.1%

0.3%

3.8%

4.7%

0.1%

0.2%

Access to Instructional Materials

Number

Percent

Students Without Access to Own Copies of Standards-Aligned Instructional

Materials for Use at School and at Home

0.0%

Facility Conditions

Number

Identified Instances Where Facilities Do Not Meet The “Good Repair” Standard (Including

Deficiencies and Extreme Deficiencies)

229

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Implementation of State Academic Standards (LCFF Priority 2)

OPTION 2: Reflection Tool

Recently Adopted Academic Standards and/or Curriculum Frameworks

1. Rate the LEA’s progress in providing professional learning for teaching to the recently adopted academic

standards and/or curriculum frameworks identified below.

Rating Scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Academic Standards

ELA – Common Core State Standards for ELA

ELD (Aligned to ELA Standards)

Mathematics – Common Core State Standards for Mathematics

Next Generation Science Standards

History-Social Science

2. Rate the LEA’s progress in making instructional materials that are aligned to the recently adopted academic

standards and/or curriculum frameworks identified below available in all classrooms where the subject is

taught.

Rating Scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Academic Standards

ELA – Common Core State Standards for ELA

ELD (Aligned to ELA Standards)

Mathematics – Common Core State Standards for Mathematics

Next Generation Science Standards

History-Social Science

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3. Rate the LEA’s progress in implementing policies or programs to support staff in identifying areas where

they can improve in delivering instruction aligned to the recently adopted academic standards and/or

curriculum frameworks identified below (e.g., collaborative time, focused classroom walkthroughs, teacher

pairing).

Rating Scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Academic Standards

ELA – Common Core State Standards for ELA

ELD (Aligned to ELA Standards)

Mathematics – Common Core State Standards for Mathematics

Next Generation Science Standards

History-Social Science

Other Adopted Academic Standards

4. Rate the LEA’s progress implementing each of the following academic standards adopted by the state board

for all students.

Rating Scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Academic Standards

Career Technical Education

Health Education Content Standards

Physical Education Model Content Standards

Visual and Performing Arts

World Language

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Support for Teachers and Administrators

5. Rate the LEA’s success at engaging in the following activities with teachers and school administrators

during the prior school year (including the summer preceding the prior school year).

Rating Scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Academic Standards

Identifying the professional learning needs of groups of teachers or staff as a whole

Identifying the professional learning needs of individual teachers

Providing support for teachers on the standards they have not yet mastered

Optional Narrative (Limited to 1,500 characters)

6. Provide any additional information in the text box provided in the Dashboard that the LEA believes is

relevant to understanding its progress implementing the academic standards adopted by the state board.

N/A

Parental Involvement and Family Engagement (LCFF Priority 3)

Introduction

Family engagement is an essential strategy for building pathways to college and career readiness for all students and

is an essential component of a systems approach to improving outcomes for all students. More than 30 years of research

has shown that family engagement can lead to improved student outcomes (e.g., attendance, engagement, academic

outcomes, social emotional learning, etc.).

Consistent with the California Department of Education’s (CDE’s) Family Engagement Toolkit:

• Effective and authentic family engagement has been described as an intentional partnership of educators,

families and community members who share responsibility for a child from the time they are born to becoming

an adult.

• To build an effective partnership, educators, families, and community members need to develop the knowledge

and skills to work together, and schools must purposefully integrate family and community engagement with

goals for students' learning and thriving.

The LCFF legislation recognized the importance of family engagement by requiring LEAs to address Priority 3 within

their LCAP. The self-reflection tool described below enables LEAs to reflect upon their implementation of family

engagement as part of their continuous improvement process and prior to updating their LCAP.

For LEAs to engage all families equitably, it is necessary to understand the cultures, languages, needs and interests of

families in the local area. Furthermore, developing family engagement policies, programs, and practices needs to be

done in partnership with local families, using the tools of continuous improvement.

Instructions

This self-reflection tool is organized into three sections. Each section includes research and evidence-based practices

in family engagement:

1. Building Relationships between School Staff and Families

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2. Building Partnerships for Student Outcomes

3. Seeking Input for Decision-Making

Based on an evaluation of data, including educational partner input, an LEA uses this self-reflection tool to report on its

progress successes and area(s) of need related to family engagement policies, programs, and practices. This tool will

enable an LEA to engage in continuous improvement and determine next steps to make improvements in the areas

identified. The results of the process should be used to inform the LCAP and its development process, including

assessing prior year goals, actions and services and in modifying future goals, actions, and services in the LCAP.

LEAs are to implement the following self-reflection process:

1. Identify the diverse educational partners that need to participate in the self-reflection process in order to ensure

input from all groups of families, staff and students in the LEA, including families of unduplicated students and

families of individuals with exceptional needs as well as families of underrepresented students.

2. Engage educational partners in determining what data and information will be considered to complete the self-

reflection tool. LEAs should consider how the practices apply to families of all student groups, including families

of unduplicated students and families of individuals with exceptional needs as well as families of

underrepresented students.

3. Based on the analysis of educational partner input and local data, identify the number which best indicates the

LEA’s current stage of implementation for each of the 12 practices using the following rating scale (lowest to

highest):

1 – Exploration and Research

2 – Beginning Development

3 – Initial Implementation

4 – Full Implementation

5 – Full Implementation and Sustainability

4. Based on the analysis of educational partner input and local data, respond to each of the prompts pertaining to

each section of the tool.

5. Use the findings from the self-reflection process to inform the annual update to the LCAP and the LCAP

development process, as well as the development of other school and district plans.

Sections of the Self-Reflection Tool

Section 1: Building Relationships Between School Staff and Families

Based on the analysis of educational partner input and local data, identify the number which best indicates the LEA’s

current stage of implementation for each practice in this section using the following rating scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Practices

Rating Scale

Number

1. Rate the LEA’s progress in developing the capacity of staff (i.e., administrators, teachers,

and classified staff) to build trusting and respectful relationships with families.

2. Rate the LEA’s progress in creating welcoming environments for all families in the

community.

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Practices

Rating Scale

Number

3. Rate the LEA’s progress in supporting staff to learn about each family’s strengths, cultures,

languages, and goals for their children.

4. Rate the LEA’s progress in developing multiple opportunities for the LEA and school sites

to engage in 2-way communication between families and educators using language that

is understandable and accessible to families.

Building Relationships Dashboard Narrative Boxes (Limited to 3,000 characters)

1. Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and

progress in Building Relationships Between School Staff and Families.

FUSD values and promotes opportunities for families and community partners to have their voices incorporated into

collaborative inquiry, reflection, and planning conversations. There are many committees and advisory groups

through which school staff and families work together to support the development and maintenance of effective

teaching and learning, safe supportive schools, and sounds fiscal management of the district. These groups include:

• Board Budget Sub-Committee

• Budget Advisory Task Force (SBATF)

• Citizens Advisory Committee to Rename Irvington's Valhalla Theater

• City of Fremont and Fremont Unified School District Liaison Committee

• Curriculum & Instruction Advisory Committee

• District English Learner Advisory Committee (DELAC)

• District Equity Team

• Facilities Advisory Committee

• Joint Meeting Fremont City Council and Fremont Unified School District Board

• Local Control Accountability and Advisory Committee (LCAAC)

• Measure E Citizens' Bond Oversight Committee (CBOC)

• Measure I Citizens' Oversight Committee

• Migrant Education (PAC)

• Native American Studies Program Parent Advisory Committee

• Special Education District Advisory Committee (SEDAC)

• Superintendent Budget Advisory Task Force

• Technology Advisory Committee (TAC)

• Wellness Committee

• African American Parent Advisory Committee (AAPAC) continued efforts to engage families

In addition to groups that are facilitated by FUSD, families and district staff are collaborative partners in various

community groups and committees such as:

• Alameda County School Boards Committee

• Fremont Council PTA

• Fremont Education Foundation (FEF)

• Mission Valley ROP Committee

• SELPA Community Advisory Committee (CAC)

During the 2023-24 school year, additional intentional outreach was conducted to ensure that the perspectives and

priorities of parents/guardians of unduplicated students were solicited and incorporated into the Local Control

Accountability Plan (LCAP). Data gathered in that effort has been used to inform this Local Indicator self-reflection,

and key themes from survey responses are found within strategies and actions of the LCAP.

2. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for

improvement in Building Relationships Between School Staff and Families.

Work continues to increase opportunities and participation rates of families from historically underrepresented

student groups. Parent/guardian participation is essential in school governance and the decision making process that

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leads towards improved student outcomes. FUSD desires stronger school-to-home relationships with African

American, Hispanic, Multilingual Learner, Socioeconomically Disadvantaged, and Students with Disabilities families.

Strengthened relationships with these groups would allow for improved conversations intended to identify and design

student-focused solutions based on researched based best practices. Groups already exist within FUSD for this work

to be accomplished, and as an area of improvement for the district, FUSD looks to increase active participation at the

school level through School Site Councils (SSC), English Language Development Committees (ELAC), and

PTA/PTSA/PTO meetings, up through the district level with the Local Control Accountability and Advisory Committee

(LCAAC), District English Language Development Committee (DELAC), and Special Education District Advisory

Committee (SEDAC).

Based on the 2023 California School Dashboard (Dashboard), FUSD has qualified for three types of Technical

Assistance:

• Differentiated Assistance at the district level (State Accountability System)

• Comprehensive Support and Improvement at specific schools (Federal Accountability System)

• Additional Targeted Support and Improvement at specific schools for specific student groups (Federal

Accountability System)

Working to develop needed relationships with families of student groups, who have disproportionate outcomes on the

Dashboard, is a focus area for the district.

3. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve

engagement of underrepresented families identified during the self-reflection process in relation to Building

Relationships Between School Staff and Families.

The California Healthy Kids Survey (CHKS) serves as an important marker in measuring the perceived effectiveness

of relationships between school staff and families. The CHKS was administered during the 2023-24 school year to

FUSD students in grades 5, 7, 9, and 11. An analysis of the survey Key Indicators yielded the following average

percentages of respondents reporting “Yes, most of the time” or “Yes, all of the time” to the following prompts:

Do the adults at your school care about you?

• Grade 5 (70%)

• Grade 7 (59%)

• Grade 9 (46%)

• Grade 11 (52%)

Are your parent(s)/guardian(s) involved in your education?

• Grade 5 (74%)

Does the school promote parent/guardian involvement in your education?

• Grade 7 (55%)

• Grade 9 (44%)

• Grade 11 (39%)

While many grade levels in these key indicators and more had response rates that were above the state CHKS

biennial average, it was noted that particular self-reported student groups perceived less connection and care of the

adults in their lives to their experiences at school. This perception was statistically noticeable for students who

identified as Hispanic or African American. And while students who identified as either an English Learner or a

Special Education student generally had response rates similar to their general education peers at the elementary

grade levels, perceptions of caring connections decreased as students got older.

Throughout the year, schools host a variety of events including parent workshops focused on academic and social-

emotional learning. Translations, for both in person events, and those sent home through paper and electronic

communication, ensure that families are informed and have opportunity to engage with teachers and school staff.

FUSD continues to receive feedback from Multilingual Learner families that access to bilingual staff members is

beneficial and impactful in improving communication with school personnel. Engagement events specific to topics of

interest to Multilingual Learner families are well received. Individual outreach and support is provided to families of

foster youth and those experiencing unstable housing. Both the Departments of Federal and State Programs and

Student Support Services offer workshops and conduct outreach throughout the year to underrepresented students

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and their families. FUSD launched its use of a new communication tool, ParentSquare, during the 2023-24 school

year. This new school-to-home communication platform allows teachers, staff, and parents/guardians to send and

receive messages, share pictures and files, see calendar items, and much more via email, phone, text and/or the

ParentSquare app and is a component of new outreach that is designed to reduce barriers to effective partnership

with the school and district.

Section 2: Building Partnerships for Student Outcomes

Based on the analysis of educational partner input and local data, identify the number which best indicates the LEA’s

current stage of implementation for each practice in this section using the following rating scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Practices

Rating Scale

Number

5. Rate the LEA’s progress in providing professional learning and support to teachers and

principals to improve a school’s capacity to partner with families.

6. Rate the LEA’s progress in providing families with information and resources to support

student learning and development in the home.

7. Rate the LEA’s progress in implementing policies or programs for teachers to meet with

families and students to discuss student progress and ways to work together to support

improved student outcomes.

8. Rate the LEA’s progress in supporting families to understand and exercise their legal

rights and advocate for their own students and all students.

Building Partnerships Dashboard Narrative Boxes (Limited to 3,000 characters)

1. Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and

progress in Building Partnerships for Student Outcomes.

Personnel, services, and programs supported through LCAP and other available funds, are used to strengthen

partnerships and improve outcomes for at-promise students. The California Expanded Learning Opportunities

Program (ELO-P) provides funding for before school, after school, summer and intersession learning programs for

transitional kindergarten through 5th grade in FUSD. All FUSD elementary schools have a community partner

program to provide extended day care (before and after school) and enrichment programs for enrolled ELO-P

students in a school year. Students who are designated in one or more specific categories (English learners, foster

youth, homeless students, migrant students, and students who are free or reduced-price meal eligible under the

National School Lunch Program) are eligible for ELO-P. Students are eligible to participate at approved locations at

no cost.

Various positions provide either direct services to students or assist with reducing barriers that impact overall

achievement. General Education Behaviorists and Counselors support student needs in the general education and

Special Education educational setting. Multi-Tiered System of Supports (MTSS) liaison positions have been

expanded into the secondary grade levels to support the implementation of effective Tier 1 strategies in academic,

behavior, and social-emotional domains. Partnerships with both internal supports as well as resources accessed

externally to the school system are made available to students and their families through Coordination of Services

(COST) coordinators, Student Study Team (SST) coordinators, Marriage and Family Therapists (MFT), and Child

Welfare Attendance (CWA) staff.

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An A-G Completion Improvement Grant has allowed secondary sites to further expand sections for credit recovery

beyond the intervention teachers and sections already identified in the LCAP. Continued implementation of Social

emotional learning (SEL) curriculum at the elementary level (Second Step) and the secondary level (Lions Quest)

builds student efficacy. Improved levels of attainment and growth are also supported through specialized curriculum

designed to meet the needs of newcomer multilingual learners.

2. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for

improvement in Building Partnerships for Student Outcomes.

FUSD continues to engage in the ongoing development of its Multi-Tiered System of Supports (MTSS). In FUSD,

MTSS is an intentional, comprehensive framework that focuses on academic, behavioral, and social-emotional

practices in real time. Our systems are coordinated and aligned for the well-being and success of ALL students. A

focus of this work during the 2023-24 school year, which leads directly into site-based development in the 2024-25

school year and beyond, has been on defining effective instructional strategies, establishing a common set of

supports and services accessible to all students, and norming the best practices of school-to-home communication; a

viable Tier 1 of the MTSS pyramid that is both used with fidelity and has embedded accountability. Site

administrators and MTSS liaisons will meet routinely through the 2024-25 school year to engage with their staff on

topics of effective instruction, calibration, and whole-child support.

Both Coordination of Services Teams and Student Study Teams provide opportunity for teachers, parents/guardians,

school counselors, intervention specialists, and administration to meet and collectively address individual student

needs and monitor progress of applied supports. The teaming structures identified in ongoing MTSS development

build upon the successes of these programs and provided for additional connections and collective commitments to

seeing improved student outcomes realized. FUSD has completed its fifth year of implementation of Positive

Behavior Intervention System (PBIS); with all elementary schools now successfully having established essential

school-wide expectations. As an evidence-based, tiered framework for supporting students’ behavioral, academic,

social, emotional, and mental health, PBIS aims to improve both student outcomes and school climate. Explicit

lessons are provided to students so that expectations are understood, and positive acknowledgement is given to

students as reinforcement.

3. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve

engagement of underrepresented families identified during the self-reflection process in relation to Building

Partnerships for Student Outcomes.

FUSD is committed to improving engagement levels of its underrepresented families. During the 2023-24 school

year, a survey distributed to parents/guardians of unduplicated student groups was distributed to solicit feedback for

LCAP goal and action revisions. Themes from that survey include:

• District English Learner Advisory Committee (DELAC) - Respondents valued parent/guardian workshops on

academics, life skills, and social-emotional supports for students. Families desire being equipped with

information and resources to support their children.

• Special Education: Respondents valued increased communication that gave more frequent information

about progress being made towards individualized learning goals.

Foster Youth / Homeless: Respondents valued clear guidance provided by the school on post-secondary attainment

and supports available to students to help them reach their full potential.

Engagement of underrepresented families will also be supported in the 2024-25 school year with the expansion of

Positive Behavior Intervention System (PBIS) to middle schools, building on the success of the program at

elementary schools over the last five years. High school counselors will expand their partnership with the California

College Guidance Initiative (CCGI) utilizing data-driven tools to support college, career, and financial aid planning

with students and families.

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Section 3: Seeking Input for Decision-Making

Based on the analysis of educational partner input and local data, identify the number which best indicates the LEA’s

current stage of implementation for each practice in this section using the following rating scale (lowest to highest):

1 - Exploration and Research Phase

2 - Beginning Development

3 - Initial Implementation

4 - Full Implementation

5 - Full Implementation and Sustainability

Practices

Rating Scale

Number

1. Rate the LEA’s progress in building the capacity of and supporting principals and staff to

effectively engage families in advisory groups and with decision-making.

2. Rate the LEA’s progress in building the capacity of and supporting family members to

effectively engage in advisory groups and decision-making.

3. Rate the LEA’s progress in providing all families with opportunities to provide input on

policies and programs, and implementing strategies to reach and seek input from any

underrepresented groups in the school community.

4. Rate the LEA’s progress in providing opportunities to have families, teachers, principals,

and district administrators work together to plan, design, implement and evaluate family

engagement activities at school and district levels.

Seeking Input for Decision-Making Dashboard Narrative Boxes (Limited to 3,000 characters)

1. Based on the analysis of educational partner input and local data, briefly describe the LEA’s current strengths and

progress in Seeking Input for Decision-Making.

FUSD believes in the importance of incorporating broad input for decision-making. The Local Control Accountability

Advisory Committee (LCAAC) plays a fundamental role in generating parent/guardian and community feedback

regarding priorities and resources based on the Local Control Funding Formula (LCFF) and incorporating that input

into the development of the Local Control Accountability Plan (LCAP). The LCAAC conducts an analysis of student

needs, based in part through an examination of California School Dashboard results disaggregated by student group.

In addition to the LCAAC, there are many committees that parents/guardians are encouraged to participate in and

have their voices heard. Currently FUSD is seeking additional membership in the following committees (more

information can be found at https://fremontunified.org/students-community/connections/committees/join-committee/):

-African American Parent Advisory Committee

-Measure E Citizens' Bond Oversight Committee (CBOC)

-Facilities Advisory Committee

-Local Control Accountability and Advisory Committee (LCAAC)

-Measure I Citizens' Oversight Committee

New dynamic and engaging strategies are employed by the district to increase both the opportunity and actionable

quality of parent/guardian input. ThoughtExchange surveys are used to bring in valuable qualitative as well as

quantitative feedback. ParentSquare has allowed for improved electronic communication to be routinely sent out at

both the site and district levels. During the 2023-24 school year, FUSD launched its redesigned website

(https://fremontunified.org/) which brought to the community important content updates as well as navigational

improvements that allow for readers to more easily find the content they are looking for (including an embedded

translation feature in multiple world languages available on all district and school websites).

2. Based on the analysis of educational partner input and local data, briefly describe the LEA’s focus area(s) for

improvement in Seeking Input for Decision-Making.

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FUSD strives to make sure that it can physically maintain outstanding schools, which keep the greater community a

desirable place to live, work and raise a family. To that end, FUSD has sought to gather input for decision-making as

it relates to facility needs and priorities. FUSD is among the lowest funded in Alameda County. The impacts of years

of underfunding has created an increased challenge to providing our students access to the same state-of-the-art

education facilities that other students in Alameda County already have. In 2023-24, FUSD began outreach to

determine the community’s priorities given these realities. A focus moving forward will be to further expand on the

priorities that the community has identified:

-Updating classrooms and science labs

-Providing updated equipment and learning technology for classrooms, science and computer labs, and libraries

-Replacing aging and leaking roofs

-Replacing outdated, aging and deteriorating temporary portable classrooms

-Repairing, replacing, upgrading and installing security, fire, lighting and other safety systems

-Repairing and replacing outdated inefficient heating, cooling, electrical and plumbing systems and other school

facilities and equipment

Additional information on how parents/guardians and the community can join this conversation can be found at

https://fremontunified.org/students-community/connections/jointheconversation/.

3. Based on the analysis of educational partner input and local data, briefly describe how the LEA will improve

engagement of underrepresented families identified during the self-reflection process in relation to Seeking Input for

Decision-Making.

The ongoing development of a Multi-Tiered System of Support (MTSS), along with the utilization of inclusive

educational practices, will improve the engagement of underrepresented families within FUSD. To ensure effective

communication and support, our Federal and State Programs Department coordinates bilingual assistance

specifically tailored to meet the needs of our diverse families. FUSD seeks feedback from a broad range of

community partners and measures the success of those efforts through participation in various parent committees

such as School Site Councils (SSC), English Language Advisory Committees (ELAC), the District English Language

Advisory Committee (DELAC), the Local Control Accountability and Advisory Committee (LCAAC), and the African

American Parent Advisory Committee (AAPAC). Both at the site and at the district level, these groups provide routine

opportunities to strengthen school-to-home partnerships. Understanding the need to also partner with families using

21st century digital means, FUSD continually evaluates and refines its e-communication methods. Continued use of

the Superintendent’s newsletter and active social media accounts encourages family engagement on timely and

relevant school topics.

FUSD's Native American Studies Program (NASP) offers the district’s Native American and/or Alaskan Native

students both academic intervention and culture classes, with an aim to support students to meet challenging State

academic achievement standards. A NASP Program Manager works to build connections with parents/guardians of

students who identify as Native American and/or Alaskan Native. Community Liaisons within FUSD's Student

Support Services Department act as a bridge between staff, families, community, and the District. These multilingual

Liaisons provide one-on-one support to families to learn feedback about their educational priorities and help them

connect to the resources in the following categories:

• Educational Advancement

• Family Wellbeing

• Finance

• Food

• Health

• Housing

• Immigration

• Transportation

2024-25 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 15 of 19

School Climate (LCFF Priority 6)

Introduction

The initial design of the Local Control Funding Formula recognized the critical role that positive school conditions and

climate play in advancing student performance and equity. This recognition is grounded in a research base

demonstrating that a positive school climate directly impacts indicators of success such as increased teacher retention,

lower dropout rates, decreased incidences of violence, and higher student achievement.

In order to support comprehensive planning, LEAs need access to current data. The measurement of school climate

provides LEAs with critical data that can be used to track progress in school climate for purposes of continuous

improvement, and the ability to identify needs and implement changes to address local needs.

Introduction

LEAs are required, at a minimum, to annually administer a local climate survey. The survey must:

• Capture a valid measure of student perceptions of school safety and connectedness in at least one grade within

each grade span the LEA serves (e.g. TK-5, 6-8, 9-12); and

• At a minimum, report disaggregated data by student groups identified in California Education Code 52052, when

such data is available as part of the local school climate survey.

Based on the analysis of local data, including the local climate survey data, LEAs are to respond to the following three

prompts. Each prompt response is limited to 3,000 characters. An LEA may provide hyperlink(s) to other documents as

necessary within each prompt:

2024-25 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 16 of 19

Prompt 1 (DATA): Describe the local climate survey data, including available data disaggregated by student groups.

LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report

the overall score for all students as well as available student group scores. Responses may also include an analysis of

a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school

conditions and climate.

As part of the district’s continuing effort to foster a positive school climate, during the 2023-24 school year FUSD

administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11. Student responses to

the CHKS provides the district with valuable information as to the perception of key indicators to a positive school

climate. Response summaries are incorporated into individual school site’s School Plan for Student Achievement

(SPSA) and into Local Indicator responses on the California School Dashboard.

Compared to the 2022-23 CHKS administration, the overall number of survey participants in 2023-24 increased by

approximately 20%. The total number of surveyed students by grade level was as follows: Grade 5: 1,695 students

surveyed, Grade 7: 2,283 students surveyed, Grade 9: 2,035 students surveyed, Grade 11: 1,931 students surveyed.

The CHKS main reports for both elementary and secondary grade levels provide key findings (e.g., safety, school

connectedness, bullying and harassment, developmental supports). Information presented here represents overall

student perception data. CHKS responses are also disaggregated by race/ethnicity and program student group

within the main reports. The comprehensive 2023-24 CHKS main reports, including survey response disaggregated

by student group, may be accessed at https://fremontunified.org/about/instructional-services/assessment-

accountability/chks/. A public CHSK dashboard with comparison data and trends over multiple years of survey

administration can be found at https://calschls.org/reports-data/public-dashboards/. Data are publicly released each

December following the academic year that the surveys were administered.

Key Indicator Analysis:

•School Connectedness (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School

75%, Middle School 60%, High School 53%.

•Caring Adult Relationships (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School

70%, Middle School 59%, High School 50%.

•Perceived School Safety (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School

84%, Middle School 63%, High School 64%.

•Meaningful Participation (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School

38%, Middle School 28%, High School 24%.

•No Substance Use at School (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Middle School

99%, High School 98%.

2024-25 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 17 of 19

Prompt 2 (MEANING): Describe key learnings, including identified needs and areas of strength determined through the

analysis of data described in Prompt 1, including the available data disaggregated by student group.

Students at Elementary Schools within the district continue to report high levels of School Connectedness and

Perceived School Safety; both of which Key Indicators had positive response rates above the state biennial average.

An area of relative weakness is the percentage of students reporting Meaningful Participation at school indicating the

need to address areas of student involvement in decision making, problem solving strategies, and self-advocacy.

At the Middle School and High School levels, School Connectedness and Perceived School Safety is also reported

at relatively high levels but with percentages that are generally lower than rates reported by elementary students.

Students at the secondary grade levels have very promising responses as they relate to Tobacco-Use Prevention

Education (TUPE), as less than one percent of all responses indicate active substance use while at school. Like

elementary students, middle and high school students reported relatively low levels of meaningful participation

indicating areas of improvement within this Key Indicator are consistent across all surveyed grade levels.

The comprehensive 2023-24 CHKS main reports available at https://fremontunified.org/about/instructional-

services/assessment-accountability/chks/, provide insight as to how student perceptions different between various

self-reported students groups. Across all grade levels, student who identify as Black or African American report lower

levels of School Connectedness than the district average. This lower level of connection also was reported by high

school students who identify as Hispanic or Latinx. Students who identify as an English Learners generally report a

sense of connection to schools and the belief that adults at school care about them at levels equal to or higher that

the districtwide average. This is also the case for students who identify as receiving Special Education Services, with

the exception of students in early high school who reported a drop in these Key Indicators as they transitioned to

high school.

Prompt 3 (USE): Describe any changes to existing plans, policies, or procedures that the LEA determines necessary

in order to address areas of need identified through the analysis of local data and the identification of key learnings.

Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.

The California Healthy Kids Survey (CHKS) results act as important metrics that help provide both formative data to

the district in the ongoing development of a Multi-Tiered System of Supports (MTSS) as well as are used to measure

the overall effectiveness of various strategies and actions the district implements to support the academic,

behavioral, and emotional development of students. CHKS data is incorporated into the districts Local Control

Accountability Plan (LCAP) in two areas:

• Goal 2: Expand an effective Multi-Tiered System of Supports (MTSS) to eliminate barriers to improve

academic, behavioral, and emotional wellness outcomes for students.

• Goal 4: Enhance student, family and staff connectedness by fostering and supporting an inclusive school

culture.

Results from the annual administration of this school climate survey help define areas of focus for professional

development on anti-bias and culturally responsive teaching. It also is a metric that is braided into the work of

multiple school support personnel (e.g., school counselors, behaviorist for both General and Special Education

program, teachers on special assignment, Marriage and Family Therapists, and Child Welfare Attendance staff).

Annually, principals are provided with CHKS survey results so that a review and analysis of data can take place with

staff as well as with school community partner groups, such as the School Site Council (SSC) for the development of

the site’s School Plan for Student Achievement (SPSA). The CHKS will again be administered in the 2024-25 school

year to the same assigned grade levels (5, 7, 9, and 11).

2024-25 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 18 of 19

Access to a Broad Course of Study (LCFF Priority 7)

LEAs provide a narrative summary of the extent to which all students have access to and are enrolled in a broad course

of study by addressing, at a minimum, the following four prompts:

1. Briefly identify the locally selected measures or tools that the LEA is using to track the extent to which all students

have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups,

and individuals with exceptional needs served. (response limited to 1,500 characters)

The broad course of study available to students within the district promotes continual development and readiness for

post-secondary attainment. Course offerings and scheduling comply with both California Education Code and

federal Every Student Succeeds Act (ESSA) and Individuals with Disabilities Education Act (IDEA) statutes. Locally

FUSD Board Policy 6143 recognizes that a well-aligned sequence of courses fosters academic progress and

provides for the best possible use of instructional time. The District's course of study shall provide students with

opportunities to attain the skills, knowledge, and abilities they need to be successful in school, college, and the

workplace. Adherence to the course catalog ensures that all FUSD students take the requisite courses necessary for

graduation that are outlined in California Education Code. The course catalog includes courses for designated

English Learners and individuals with exceptional needs.

2. Using the locally selected measures or tools, summarize the extent to which all students have access to, and are

enrolled in, a broad course of study. The summary should identify any differences across school sites and student

groups in access to, and enrollment in, a broad course of study, and may describe progress over time in the extent

to which all students have access to, and are enrolled in, a broad course of study. (response limited to 1,500

characters)

FUSD has identified the following measures to assess the broad course of study available to students. Outcomes for

the 2022-23 school year as referenced as the most recently available end-of-year dataset. Progress on these

measures are found within the California School Dashboard, the School Dashboard Additional Reports and Data,

and the California Department of Education DataQuest websites. These metrics help inform the development of the

Local Control Accountability Plan (LCAP) and overall monitoring of Local Control Funding Formula (LCFF) Priority 7.

Four-Year Adjusted Cohort Graduation Rate (ACGR) and Outcome Data:

• Cohort Graduation Rate: 92.9%

• Graduates Earning a Seal of Biliteracy: 20.3%

• Graduates Earning a Golden State Seal Merit Diploma: 59.1%

Met UC/CSU Requirements and CTE Pathway Completion Report (Combined four- and five-year cohort):

• Met UC/CSU Requirements: 69.2%

• Completed at Least One Career Technical Education (CTE) Pathway: 16.6%

Early Assessment Program (EAP) Readiness Rates with Smarter Balanced Exam Proficiency:

• English Language Arts: 78.3%

• Mathematics: 64.0%

Locally Provided Data:

• Number of students enrolled in Dual Language Immersion program: 1,046 students (572 Mandarin, 474

Spanish)

• Triennial Assessment Completion Rate: 97.4%

3. Given the results of the tool or locally selected measures, identify the barriers preventing the LEA from providing

access to a broad course of study for all students. (response limited to 1,500 characters)

FUSD Board Policy 6141 establishes the process through which new curriculum is developed and selected for

adoption recommendation. The curriculum review committee consists of a majority of teachers and other staff

members with subject-matter expertise, administrators, parent/guardians, community members, and students as

appropriate. Curriculum recommendations are made to fit the needs of the district based on specific evaluation

criteria that include effectiveness towards meeting state standards, student achievement data, evidence of research

and learning theory through with the curriculum was developed, applicability and accessibility of the curriculum to all

students, cost and adaptability, supplemental resources either pair or required to implement the curriculum, and

2024-25 Local Performance Indicator Self-Reflection for Fremont Unified School District Page 19 of 19

overall impact to the existing educational program of the district. If it is determined that available prepackaged

curriculum is inadequate to meet the needs of the district's students, the district adapt curriculum or develop new

curriculum. Curriculum modification or development shall be performed by teachers, school administrators, and

district administrators, with support and assistance, when available, from curriculum experts from the County Office

of Education, postsecondary institutions, and/or curriculum or professional associations.

4. In response to the results of the tool or locally selected measures, what revisions, decisions, or new actions will the

LEA implement, or has the LEA implemented, to ensure access to a broad course of study for all students? (response

limited to 1,500 characters)

In response to Assembly Bill 446, new Slant Manuscript and Cursive Handwriting curriculum was developed and

approved for use in grades K-6. At the middle school level, a new textbook adoption was approved for Mathematics

core instruction in grades 6-8, bringing about greater alignment with instructional resources and the new California

Math Framework. During the 2023-24 school year, there were a number of new courses added to the district’s

offerings to expand upon its secondary grade level's broad course of study. The following courses were approved in

October 2023, and are available in the course catalog effective for the 2024-25 school year.

• History and Study of Film

• Introduction to Ethnic Studies

• Modern Poetry

• PLTW Computer Integrated Manufacturing

• Art and the Human Figure, Beginning to Advanced

• Competitive Dance

• Painting

• Chemistry 101A and Chemistry 101B

• Agriscience

• Astronomy

• Biotechnology

• Career Discovery

• Culinary Arts

• Earth and Space Science

• Financial Mathematics

• Foundations of Green Energy

• Marine Science

• Philosophy

• Workplace and Internship Readiness

• World Geography

FUSD has implemented “Benchmark Hello” at the elementary grade levels; an English Language Arts curriculum

specifically designed to meet the needs of newcomer multilingual learners. The district will be moving towards the

adoption of a similar newcomer curriculum appropriate for secondary grade levels.