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2021-22 LCAP Survey

introduction

On April 27, AUSD sent out a survey to all families to staff to get stakeholder input to help us prioritize our resources. Specifically, this survey is designed to get stakeholder input on how best to use some specific funding for both our three-year Local Control Accountability Plan and our 2021-22 school year.   

The surveys are linked to the right.

The opinions of our community are  important to us. This page provides some background on the LCAP, especially, and strategies we're considering to support our students. We hope that many of you will take the time to read the background presented here and engage in the survey in an informed manner. The deadline for submission is May 9.

ausd's lcap

The three-year, state-mandated Local Control and Accountability Plan (LCAP) describes the goals, actions, services, and expenditures that districts will use to support positive student outcomes. Although they are highly technical documents,  LCAPs can also be seen as narratives about how, what, and why districts develop programs and services to meet state priorities and local needs. 

Over the last several years, Alameda Unified School District, in partnership with a wide range of stakeholders,  has been working on a Strategic Plan for improving outcomes for our students. As part of that work we have developed a Graduate Profile that expresses our community's goal for who our students will be upon graduation. (For more details, please go to our Strategic Plan web page. ). 

In-depth data analysis and multiple community engagements during this process have also shown us that we especially need to focus our efforts on three groups in our community: students with Individualized Education Plans; students who identify as Black and/or African American; and students who are English Learners. 

Furthermore, as a result of the analysis and community engagements, we have also identified a few broad, research-based strategies that will benefit all students, but in particular these three student groups. This is called "targeted universalism." Put another way, skillfully providing critical interventions to these students will, in turn, support all of our students. (You can learn more about targeted universalism here.)
We'd like to gather your input on some of these strategies for this year's LCAP, as well as others that you think would benefit every student in Alameda Unified School District, but in particular students who identify as one of our three focus groups. 

 

  • Strategy 1: Restorative practices is a strategy designed to build community and repair relationships that have been damaged. Recent research shows that restorative practices can transform student behavior, create safe learning environments, and build healthy school communities. 
  • More information
  • Strategy 2 Culturally responsive teaching emphasizes building authentic and supportive connections with students from varied cultural and linguistic backgrounds so that all students have an equitable opportunity to learn and thrive.
  • More information
  • Strategy 3 Hiring and recruiting a more diverse workforce has been shown to help all students, especially students of color, increase test scores and reduce the likelihood of disciplinary issues. 
  • More information 
  • Strategy 4 Acceleration opportunities outside of the regular school day provide safety, academic support, social-emotional learning, and enrichment opportunities to students who may not have access to it otherwise. 
  • More information 
  • Strategy 5 Parent and family engagement is widely understood to support academic achievement,  improved attendance, and better behavior.
  • More information