Sample Involvement Process: LCAP Template, Section 1 Involvement Process Impact on LCAP Stakeholders attended training on LCFF, the LCAP, and how to read and interpret the eight priority metrics (data). These training sessions occurred on February 20, March 10, and March 19. Additional trainings were available and delivered at school sites by district personnel upon request. LCAP and EL Advisory Committees reviewed input from all stakeholders. They synthesized input to include 5 major goal areas in the LCAP over the next five years, and these goals areas are reflected in the 2014-15 LCAP goals: 1. Gathering of input began on February 20 and was on-going. Input gathered at Open Houses at each campus from parents, students and staff 2. Notified public of opportunity to submit written input on February 20. Input gathered on district website from community members, parents, students and staff. 3. Input gathered during meetings with teachers, principals, administrators, other school personnel, all local bargaining units of the district, parents and pupils LCAP Advisory Committee met on February 21 and 27, March 6, 13, 20, 27, April 15, 20, 27 EL Advisory Committee met on February 22 and 27, March 6, 13, 20, 27, April 15, 20, 27 4. Consultation with teacher association on March 5 5. Superintendent provided written responses to input from Parent and English Learner Advisory Committees not included in LCAP on April 10 Draft goals available on website beginning April 15 Draft of Sections 2 and 3 available on website beginning April 30 Complete LCAP draft available on website and in Board Agenda on May 14 for May 21 public hearing at regularly scheduled governing board meeting LCAP adopted at regularly scheduled governing board meeting on June 15 Increase opportunities for academic support to enable all students access to A-G and AP courses [result of student achievement data and input from students, parents and local business leaders] Increase school connectedness and socio-emotional wellbeing of students through research-based programs implemented with fidelity [result of school climate and other student outcome data, parent input, health and counseling personnel input and teacher and administrator input] Increase teacher and administrator content and pedagogical knowledge by providing targeted professional learning and access to Teacher Induction/Clear and Administrative Services Induction/Clear Credential programs [teacher association, teachers, and administrators] Develop stakeholder involvement programs based upon national research and resources from CDE (among others) to create meaningful engagement and input into annual LCAP reviews [result of stakeholder surveys, parent involvement data, and school climate data] Analyze facility, instructional materials and technology needs to develop a prioritized and sequenced plan to provide all students and school personnel with resources st they need for 21 Century career and academic success. Include in the analysis whether regionalized purchased instructional services are more cost effective than district provided services [result of input from students, parents, business leaders, community members, Work Force Investment Board, classified district staff, teachers and administrators] LCAP and EL Advisory Committees identified the following items as focus areas to consider in the future: expanded busing for before and after school programs, a Parent Center classroom on each rd campus, and a bilingual paraeducator assigned to each TK-3 grade classroom with 5 or more English learners.