Paso Robles Joint Unified School District

Administrative Input Survey from November/December 2024 District Management Team (including administrators) Input survey from November/December 2024 (21 responses)

51.1% indicated the best professional development is Supporting the PLC Process

66.7% indicated that the following supports are most important: Intervention Teachers, Implementing Project Based Learning, and Instructional Support with PLC's and Curriculum Alignment

42.9% indicated they would like to have professional development in instructional strategies that support English Language Learners and Multi-tiered Systems of Supports

23.8% felt that mentoring programs and student mentors could improve connectivity and student engagement at school

57.1% felt increased visits to families in need and additional supports for families that do not speak English will improve and enhance parent connectivity to school

The key priorities from the administrative survey and DMT input included behavior support , academic support and mental health support for students particularly given the lingering impact of COVID and distance learning on student progress and engagement today. We are expanding our mental health support and continuing support for the behavior paraeducator which were originally funded through COVID relief funds.

These actions are in Goal 1 (All Students are Connected to School and Engaged in Learning). Academic Support are found in goals 2 (All Students will be College and Career Ready) and Goal 4 (All TK-6th grade students will make progress in English, Math and Science)

Parent Input Survey from November/December, 2024 (241 responses)

Parent Input Survey from November/December 2024 (241 responses) Parents indicated that the most important actions are

1.) Class size reductions,

2.) School Safety, and

3.) Intervention Supports

69.4% indicated they are most concerned with their child’s Literacy.

55.7% are concerned with Mathematics.

72.5 % believe that their children are getting a high quality education.

What supports need to be in place to improve and support student connection to school?

87.4% strong teacher and student connections

58.6% Enrichment and extracurricular activities for students

51.9% counseling and mental health

Of those who expressed concern, the greatest concern was:

44.9% Reading on grade-level

45.8% Mathematics

38.3% Motivation

The parent survey indicated that parents are most concerned about their child's academic progress. This has resulted in goals 2 (College and Career Readiness) and Goal 4 (Grade level performance in ELA, math and science). We are also expanding tutoring services to support students including English learners. Parents also identified that mathematics is an area of concern. This has led to inclusion of additional parent education and engagement opportunities in the LCAP (Goal 1 - All Students are Connected to School and Engaged in Learning). Motivation is a concern that was expressed by parents and also by students and is addressed with action including mentoring and extracurricular support in Goal 1.

Student Input Survey November/December 2024 7-12 Grade Students (1,358 responses)

Students indicated that the most important actions are:

1.) School Safety
2.) Mental Health, and
3.) Supports For New Teachers Students participate in school in the following ways:

52% School Sports
38.6% AP/Honors Courses
32.7% Clubs and student organizations
91.6% feel welcome and included on their campus.

76.4% have a plan for college or career after school

43.7% plan to attend a 4 year college

54.2% feel they are getting a high-quality education

Students feel the most difficult part of school is:
Motivation (52.8%)
Academic Classes (43.2%)
Behavior of students in class and outside of class (26.5%)

81.5% Feel safe at school If students have an issue at school, they reach out to:

a counselor (49.5%)
a teacher (49.5%)

67.7% indicated they have eaten lunch at school

The Superintendent Advisory Committee met on May 15th and provided input to the development of the new three-year LCAP. What is an area we can improve for students? Better access to AI resources and technology support. More help for students to improve their work quality. Increased awareness and promotion of Tutor.com. Affordable insurance options for Chromebooks for low-income students. Greater student engagement in dances and other school activities. Expansion of the parking lot to accommodate more vehicles. Flexibility to complete a CTE pathway without pausing studies in another pathway. Open campus access privileges for juniors.

What would you love to see at your school?

• Expanded and more diverse food options, including food trucks and a smoothie bar.
• Increased variety and availability of language programs.
• More academic support, such as help improving assignments before submission.
• Stronger partnerships and opportunities with Cuesta College.
• Additional funding to help cover AP test fees.
• No Yondr bags on PRHS campus.

Based on student input, we are continuing to increase counselor access through both supplemental and concentration grant funds and through Career Technical Education (CTE) and Dual Enrollment grant funds, Goal 2 (All Students will be College and Career Ready). As we implement the new junior high program, the district staff is reviewing potential connection for CTE program at the junior high level as well as how to motivation student through enrichment and extra curricular opportunities. Within the LCAP are plans to provide additional support for students outside of the school day including SAT/PSAT/ACT prep, Goal 2. In addition, we are continuing to support actions that focus on support for English learners including paraeducators, bilingual teachers, and translation devices, Goal 2 and Goal 3 (Every All English Learning will Make Progress Toward Classification Each Year).

The Parent Advisory Committee (PAC) met on November 18, 2024, January 21, 2025, February 24, 2025, and May 5, 2025 to review the key components of the LCAP, data review from educational input, propose improvements and review the new three-year LCAP.

Goal 1: Maintain support for teachers, students, and parents through continuous communication Prioritize funding for family advocates if additional money becomes available. Ensure adequate reading intervention resources at each site, with some schools potentially needing more. Focus on reducing class sizes in junior high and K-6 levels. Increase para support in elementary English and Math classrooms. Enhance safety measures at LFJHS with police supervision and additional security. Assess individual school needs for support with more supportive resources.

Goal 2: Current secondary supports in Math are not are ineffective with prep class. Limited access to resources at the Junior High (JH) level. Scheduling issues at both JH and High School (HS) prevent access to some classes Outside-of-school supports show some success, but many students still need help. Increased resources needed for effective first teaching and coaching to minimize the need for interventions. Innovative approaches required to integrate electives with intervention programs. Continued counseling support is essential for improving graduation rates and CTE completers

Goal 3: Emphasize funding directly for teachers and ensure equitable resources for ELD teachers across sites. Explore funding for professional development rather than conferences Increased support for Long term English Learners. Better translation for parents is important and please consider the importance of PIQE (Parent Institute for Quality Education). Orientation support for new students and their families.

Goal 4: More math support Prioritize full-time classroom paraprofessionals in 1st and 2nd grade at Pifer and Speck, with potential additional support for TK classes. Class Size and Ratios: Implement a hard cap on class sizes and maintain a 25:1 student-to-teacher ratio for Math 7 & 8 Algebra 1. Ensure equitable distribution of concentration grant funding at high-need schools, particularly for unduplicated students. Early intervention in K-2 classes and consider smaller class sizes to better support high-need students.

Based on the Parent Advisory Committee (PAC), the LCAP includes an alignment with Career Technical Education (CTE) programs and grants (goal 2), a restructuring of the ELD period at the middle school to provide greater access to electives (goal 3), summer elective offerings and reduction of prep classes at junior high to increase access to an elective during the day (Goal 3) support for a welcome center for families new to the community and increase instructional support through dual identified Teacher on Special Assignment, bilingual paraeduators and educational technology to expand access to instruction for all students.

The District English Learner Advisory Committee (DELAC) met on February 20, 2025 to review the key components of the LCAP, identified areas of improvement, proposed improvements, and receive input for the new three-year LCAP.

Here is some of the input that was given by the DELAC committee concerning our LCAP goals. Our focus is to increase parent participation, offer more support to our EL students, and increase school connection for our students which, in turn, will impact student attendance and graduation rates.

Here’s a summary of the key points from the DELAC Committee:

• Increase the number of intervention teachers for English learners and Math, while enhancing support within Special Education.
• Establish year-round sports programs and encourage good academic performance.
• Create student groups to share information about programs like LCAP, ELAC, and DELAC.
• Introduce cultural themes in schools to boost attendance and motivation.
• Invite parents with translation services and offer classes for parental involvement.
• Provide access to afterschool courses and expand elective spaces based on student interest.
• Recognize parent volunteers and offer incentives like In-N-Out passes for attending meetings.
• Address students' post-COVID challenges with mental health support and literacy achievement recognition.
• Provide field trips to different places for everyone

This summary captures the main ideas and suggestions for enhancing support and engagement within the school community.

As a result of DELAC input, we are expanding the ratio of services for ELD teachers to support our long term English learners (Goal 3). We are also providing training for ALL teachers to support high quality integrated ELD instruction to reach reclassification (Goal 3). We are also expanding our parent engagement and opportunities through both DELAC and Parent University to include a special education parent empowerment committee (Goal 1). In addition, as a district, we are continuing to work with our Spanish speaking families to make sure that they have the opportunity to provide input into school and district decisions. 

The District English Learner Advisory Committee (DELAC) met on February 20, 2025 to review the key components of the LCAP, identified areas of improvement, proposed improvements, and receive input for the new three-year LCAP.

Here is some of the input that was given by the DELAC committee concerning our LCAP goals.

Our focus is to increase parent participation, offer more support to our EL students, and increase school connection for our students which, in turn, will impact student attendance and graduation rates.

Here’s a summary of the key points from the DELAC Committee:

• Increase the number of intervention teachers for English learners and Math, while enhancing support within Special Education.
• Establish year-round sports programs and encourage good academic performance.
• Create student groups to share information about programs like LCAP, ELAC, and DELAC. Introduce cultural themes in schools to boost attendance and motivation. Invite parents with translation services and offer classes for parental involvement.
• Provide access to afterschool courses and expand elective spaces based on student interest.
• Recognize parent volunteers and offer incentives like In-N-Out passes for attending meetings.
• Address students' post-COVID challenges with mental health support and literacy achievement recognition.
• Provide field trips to different places for everyone

This summary captures the main ideas and suggestions for enhancing support and engagement within the school community.

As a result of DELAC input, we are expanding the ratio of services for ELD teachers to support our long term English learners (Goal 3).

We are also providing training for ALL teachers to support high quality integrated ELD instruction to reach reclassification (Goal 3).

We are also expanding our parent engagement and opportunities through both DELAC and Parent University to include a special education parent 2025-26 Local Control and Accountability Plan for Paso Robles Joint Unified School District Page 17 of 219
empowerment committee (Goal 1). In addition, as a district, we are continuing to work with our Spanish speaking families to make sure that they have the opportunity to provide input into school and district decisions.

In the 2025-2026 school year, Liberty High School is receiving Equity Multiplier funds and PRJUSD has consulted with educational partners in the following ways:

Liberty Leadership teachers met on February 24, 2025 and March 26, 2025 to provide input to the use of funds toward the required action areas as defined by CA School Dashboard in addressing the College and Career Indicator and development of a goal which supports our Hispanic and low socioeconomic students which performed in the red indicator on the 2024 dashboard.

During the course of the 2024-2025 school year, the Equity Multiplier input team met on various occasions to provide input to the use of funds toward the required action areas as defined by CA School Dashboard. The team included the Principal of Alternative Education, Director of Secondary Schools, Assistant Superintendent of Education Services, District and Site EL Coordinators, Counselor, Mental Health Therapist, Bilingual Family Advocate, teachers, students and parent representatives from both School Site Council and ELAC/DELAC Committees. Input venues included LCAP Parent Advisory Committee Meetings, School Site Council Meetings, Staff Meetings, and the Liberty High School mid-cycle WASC Visit.

These funds were provided due to a high instability rate of students at Liberty High School and was intended to address improved graduation rates for English Learners and improved college and career indicator (CCI) metrics for English Learners (EL), Socio-Economically Disadvantaged (SED), and Hispanic students on the 2023 CA School Dashboard. We have seen improvement since that time but continue to focus on the targeted populations in Goal 5.

The site analysis determined the main barriers to graduation and college and career readiness among all students (and especially the targeted subgroups) are unmet mental health and basic support needs impacting attendance. Students can not access our MTSS offerings, our Xello Homeroom curriculum, or our Cuesta College Coaches if they are not consistently attending school.

In addition, Liberty started our first Career Technical Education pathway in healthcare this year and plans to expand based upon student interest. Equity multiplier funds were used to hire a half-time CTE teacher, expand mental health services and support English learners and their families through a bilingual paraeducator and increased bilingual family advocate support. (Goal 5)

Independence High School and Equity Multiplier Funds- Educational Partner Engagement:

In the 2025-2026 school year, Independence High School is receiving Equity Multiplier funds and PRJUSD has consulted with educational partners in the following ways:

Independence High School teachers met on February 24, 2025 and March 26, 2025 to provide input to the use of funds toward the required action areas for graduation rate and the College and Career Indictor as defined by CA School Dashboard.

Input toward the use of funds recommended increased support for mental health, academics, and access to Career Technical Education which are outlined in Goal 6.

During the public comment period from May 27 - July 10, public comment was received from staff and two parents requesting second grade paraeducators be maintained in the plan at Glen Speck and Winifred Pifer Elementary Schools. In response, two additional paraeducators were added to the plan- one at Winifred Pifer and one at Glen Speck to share between second grade classrooms.