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Spanish Library Books for Jordan Elementary  

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Spanish Library Books for Jordan Elementary  

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Jordan Elementary is urgently seeking support to expand its collection of Spanish books in the school library. With the growth of our dual-language program, every grade level is in need of additional books, but the need is especially critical for our TK-2 classrooms, which now serve two classes per grade level.

Currently, our students lack variety in their reading materials, often bringing home the same books repeatedly. This limitation affects their ability to develop strong literacy skills in Spanish and reduces their enthusiasm for reading. Expanding our library collection will provide these young learners with the diverse, engaging, and level-appropriate materials they need to succeed academically and develop a lifelong love of reading.

We respectfully request funding from LCAP to help us meet this pressing need. Your support will directly benefit our students by ensuring they have access to quality Spanish books that align with their curriculum and inspire their learning journey.

Thank you for considering our request and for investing in the success of our students. - Leann Blaisdell

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1. Shaded Areas and Filtered Water Stations

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1. Shaded Areas and Filtered Water Stations

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Providing shaded areas and access to filtered water stations is essential for fostering a healthy and safe school environment. Without sufficient shade, students risk dehydration, heat exhaustion, and diminished focus—factors that negatively impact academic performance and behavior. Access to clean, filtered water ensures students stay hydrated and energized, which is critical for cognitive function and overall health. By addressing these basic needs, the school creates a positive, supportive environment that directly contributes to students’ ability to perform well both in and out of the classroom.

2. Developmental Considerations for Mixed-Grade Recess and Lunch

Mixing 1st to 3rd grade students during unstructured free time may inadvertently create challenges due to the significant developmental differences between these age groups. Younger children in 1st grade (ages 6–7) have different cognitive, social, and physical needs than older peers in 3rd grade (ages 8–9). This imbalance can lead to issues such as exclusion, misunderstandings, and safety concerns during play. By creating more age-appropriate groupings or dedicated spaces, the school can ensure equitable opportunities for socialization, reduce the potential for conflicts, and foster positive relationships. This, in turn, promotes a sense of belonging and stability, which has a measurable impact on behavior, emotional regulation, and academic engagement.

3. Enhanced Schoolwide Performance

Investing in these improvements will have long-term benefits for the school’s overall performance and reputation. A school that prioritizes student well-being through safe, inclusive environments sends a clear message to families and the broader community about its commitment to excellence. Improved student safety and comfort contribute to better attendance, higher engagement, and improved academic outcomes—key metrics in assessing a school’s success. Additionally, fostering a nurturing and responsive environment supports teacher satisfaction and retention, as educators benefit from reduced behavioral challenges and more focused, prepared students.

By addressing these critical areas, the school not only fulfills its duty to safeguard students but also positions itself as a leader in educational best practices. These changes are a strategic investment in the school’s future, with benefits that extend beyond the immediate needs of the current student body.

Thank you for considering these recommendations.

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Additional Literacy Intervention for Dual students

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Additional Literacy Intervention for Dual students

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The current intervention model is not adequately addressing the needs of all students, especially those struggling with dual language acquisition. This is a significant concern, as students who don’t qualify for intervention based on a specific score may still be facing challenges that aren't captured by a specific assessment. The lack of support could lead to frustration, disengagement, or even students opting out of the dual language program altogether. An additional dual language intervention specialist would be amazing!

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Goal: Hire Bilingual MTSS Staff, Including Counselors and Specialists, to Support Student Success

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Goal: Hire Bilingual MTSS Staff, Including Counselors and Specialists, to Support Student Success

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Objective:

To improve academic and social-emotional outcomes by employing bilingual MTSS staff, such as counselors, interventionists, and behavioral specialists, who can provide tailored, language-appropriate support for students and families.

Why It’s Needed:

• Student Support: Dual-language learners require interventions and counseling in both Spanish and English to fully engage and succeed academically and socially.

• Family Engagement: Spanish-speaking families need bilingual counselors and staff to ensure clear communication and active participation in their child’s education.

• Teacher Collaboration: Bilingual staff can assist teachers in implementing culturally responsive strategies and meeting the diverse needs of their students.

Impact:

• Close Achievement Gaps: Students will receive equitable access to academic and emotional resources, regardless of language barriers.

• Strengthen Family-School Collaboration: Bilingual counselors and staff will foster deeper partnerships with families, promoting consistency between home and school.

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Our intervention services are currently being held in the library. This takes up a significant amount of space. It would be helpful to give the entire library back to the students for them to spread out and enjoy full access to the space.

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Offering computer science programs can significantly boost student engagement, as technology is highly relevant to students’ lives and future careers. When students see the direct connection between what they’re learning and real-world applications, they are more likely to attend school consistently.

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Offering computer science programs can significantly boost student engagement, as technology is highly relevant to students’ lives and future careers. When students see the direct connection between what they’re learning and real-world applications, they are more likely to attend school consistently.

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2. Builds Future-Ready Skills

Teaching computer science prepares students with skills highly sought after in today’s job market, such as programming, problem-solving, and critical thinking. By introducing these skills early and helping students catch up to university-level proficiency, schools can motivate students by aligning their education with future career and academic goals.

3. Reduces Achievement Gaps

Providing equitable access to computer science education allows students from all backgrounds to thrive in competitive fields. This sense of inclusion fosters a stronger connection to school and encourages students to attend and perform better academically.

4. Sparks Interest in Higher Education

When students are equipped with computer science knowledge and can envision themselves succeeding at the university level, their aspirations for higher education increase. This motivation creates a stronger commitment to their current academic journey.

5. Builds Peer Networks and Collaborative Skills

Computer science courses often require teamwork and collaboration. These interactive experiences can improve students’ social engagement, further reinforcing school attendance and academic commitment.

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MPR Renovation at Jordan

The MPR (multipurpose room) which is used by students and at times assemblies for both students and families is in need of a safety upgrade.

The benches and tables housed within the walls are unsafe. Some locks do not fully lock and therefore a bench or table can come loose slamming to the floor potentially injuring or even worse to a student/faculty/family member.

The benches and tables are extremely heavy. Even strong employees have to be very careful when placing them on the floor to use and when placing back into the wall.

Students have fallen off the benches during lunch as some benches easily move side to side. The students were not goofing off, they were simple either adjusting themselves or attempting to get up to throw away trash. Slight movements of a student causes big bench movements.

The MPR was not part of either bond for Jordan although concerned parents did mention to the superintendent during PTA meetings that it is exactly the same as when they were elementary students and now their children attend Jordan.

This is a safety concern and not a cosmetic concern.

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I think the school is in need of more therapist and counselors for our Neurodivergent kids specifically for the ones on the Autism Spectrum. The percentage of kids who are diagnosed with Autism has increased significantly, 1 in every 36 children have Autism. Jordan needs support services including counseling services, group therapy and one on one counseling. There was two therapist at Jordan and now there is currently only one who has taken on the work load for both which I'm assuming they are overwhelmed. There should be more than two counselors/therapist. I have been waiting for counseling services for my child since the beginning of the year.

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I think the school is in need of more therapist and counselors for our Neurodivergent kids specifically for the ones on the Autism Spectrum. The percentage of kids who are diagnosed with Autism has increased significantly, 1 in every 36 children have Autism. Jordan needs support services including counseling services, group therapy and one on one counseling. There was two therapist at Jordan and now there is currently only one who has taken on the work load for both which I'm assuming they are overwhelmed. There should be more than two counselors/therapist. I have been waiting for counseling services for my child since the beginning of the year.

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I think the school is in need of more therapist and counselors for our Neurodivergent kids specifically for the ones on the Autism Spectrum. The percentage of kids who are diagnosed with Autism has increased significantly, 1 in every 36 children have Autism. Jordan needs support services including counseling services, group therapy and one on one counseling. There was two therapist at Jordan and now there is currently only one who has taken on the work load for both which I'm assuming they are overwhelmed. There should be more than two counselors/therapist. I have been waiting for counseling services for my child since the beginning of the year.

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1. Shaded Areas and Filtered Water Stations

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1. Shaded Areas and Filtered Water Stations

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Providing shaded areas and access to filtered water stations is essential for fostering a healthy and safe school environment. Without sufficient shade, students risk dehydration, heat exhaustion, and diminished focus—factors that negatively impact academic performance and behavior. Access to clean, filtered water ensures students stay hydrated and energized, which is critical for cognitive function and overall health. By addressing these basic needs, the school creates a positive, supportive environment that directly contributes to students’ ability to perform well both in and out of the classroom.

2. Developmental Considerations for Mixed-Grade Recess and Lunch

Mixing 1st to 3rd grade students during unstructured free time may inadvertently create challenges due to the significant developmental differences between these age groups. Younger children in 1st grade (ages 6–7) have different cognitive, social, and physical needs than older peers in 3rd grade (ages 8–9). This imbalance can lead to issues such as exclusion, misunderstandings, and safety concerns during play. By creating more age-appropriate groupings or dedicated spaces, the school can ensure equitable opportunities for socialization, reduce the potential for conflicts, and foster positive relationships. This, in turn, promotes a sense of belonging and stability, which has a measurable impact on behavior, emotional regulation, and academic engagement.

3. Enhanced Schoolwide Performance

Investing in these improvements will have long-term benefits for the school’s overall performance and reputation. A school that prioritizes student well-being through safe, inclusive environments sends a clear message to families and the broader community about its commitment to excellence. Improved student safety and comfort contribute to better attendance, higher engagement, and improved academic outcomes—key metrics in assessing a school’s success. Additionally, fostering a nurturing and responsive environment supports teacher satisfaction and retention, as educators benefit from reduced behavioral challenges and more focused, prepared students.

By addressing these critical areas, the school not only fulfills its duty to safeguard students but also positions itself as a leader in educational best practices. These changes are a strategic investment in the school’s future, with benefits that extend beyond the immediate needs of the current student body.

Thank you for considering these recommendations.

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1. Shaded Areas and Filtered Water Stations

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1. Shaded Areas and Filtered Water Stations

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Providing shaded areas and access to filtered water stations is essential for fostering a healthy and safe school environment. Without sufficient shade, students risk dehydration, heat exhaustion, and diminished focus—factors that negatively impact academic performance and behavior. Access to clean, filtered water ensures students stay hydrated and energized, which is critical for cognitive function and overall health. By addressing these basic needs, the school creates a positive, supportive environment that directly contributes to students’ ability to perform well both in and out of the classroom.

2. Developmental Considerations for Mixed-Grade Recess and Lunch

Mixing 1st to 3rd grade students during unstructured free time may inadvertently create challenges due to the significant developmental differences between these age groups. Younger children in 1st grade (ages 6–7) have different cognitive, social, and physical needs than older peers in 3rd grade (ages 8–9). This imbalance can lead to issues such as exclusion, misunderstandings, and safety concerns during play. By creating more age-appropriate groupings or dedicated spaces, the school can ensure equitable opportunities for socialization, reduce the potential for conflicts, and foster positive relationships. This, in turn, promotes a sense of belonging and stability, which has a measurable impact on behavior, emotional regulation, and academic engagement.

3. Enhanced Schoolwide Performance

Investing in these improvements will have long-term benefits for the school’s overall performance and reputation. A school that prioritizes student well-being through safe, inclusive environments sends a clear message to families and the broader community about its commitment to excellence. Improved student safety and comfort contribute to better attendance, higher engagement, and improved academic outcomes—key metrics in assessing a school’s success. Additionally, fostering a nurturing and responsive environment supports teacher satisfaction and retention, as educators benefit from reduced behavioral challenges and more focused, prepared students.

By addressing these critical areas, the school not only fulfills its duty to safeguard students but also positions itself as a leader in educational best practices. These changes are a strategic investment in the school’s future, with benefits that extend beyond the immediate needs of the current student body.

Thank you for considering these recommendations.

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Additional Noon Aides

There is a need for additional noon aides. The current staff of 4 most of the week is simply not enough for the amount of students present on a daily basis. The aides assist during lunch and lunch recess. Our field for both primary and upper grades is vast and students are all over the place. The amount of aides at recess especially when students are very active is simply not sufficient enough to keep a constant watch or to attend to the needs of students in need.

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Objective: Advocate for Shade Structures in Outdoor Areas and Transparency in Funding Allocation

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Objective: Advocate for Shade Structures in Outdoor Areas and Transparency in Funding Allocation

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Request for Action:

To ensure the health, safety, and equitable access to outdoor spaces for all students, we formally request funding allocation for the installation of shade structures in designated outdoor areas. Additionally, we seek a detailed, itemized report of how funding for our school has been allocated and spent, to align with the principles of transparency, accountability, and compliance with applicable education laws and regulations.

Legal and Administrative Basis:

1. Student Health and Safety:

• Prolonged exposure to sun and heat in outdoor areas without shade poses a risk to students’ health, violating the school’s responsibility to provide a safe learning environment, as required under California Education Code Section 32280 and similar statutes, which mandate comprehensive plans for student safety.

• Shade structures would ensure compliance with state and federal health guidelines, including heat illness prevention standards.

2. Equity in Resource Allocation:

• Uneven access to adequate facilities, such as shaded outdoor areas, can perpetuate disparities among schools, potentially violating provisions of Title VI of the Civil Rights Act of 1964, which prohibits discrimination in federally funded programs, including unequal access to resources.

3. Transparency in Funding Decisions:

• California Education Code Section 41020 requires transparency and accountability in the allocation and expenditure of public funds. As stakeholders, parents, and staff have the right to request documentation detailing how district funding is allocated, including adherence to goals outlined in the Local Control and Accountability Plan (LCAP).

Specific Requests:

1. Allocate sufficient funding for the immediate installation of shade structures in outdoor areas where students engage in physical activities, lunch, and other recreational activities.

2. Provide an itemized report of funding decisions and expenditures for the school year, including details of how resources are aligned with the priorities established in the LCAP and parent/community input.

3. Establish a process for ongoing collaboration with school stakeholders to ensure funding decisions reflect the needs and priorities of the school community.

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Safe and Adequate Playground Field for Jordan Elementary

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Safe and Adequate Playground Field for Jordan Elementary

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Jordan Elementary is in urgent need of a safe and adequate field for our students to play on during recess, physical education, and extracurricular activities. Currently, the field is in a dangerous state, with uneven terrain and holes that make it unsuitable for running and playing safely.

The condition of the field not only limits the students' ability to fully engage in physical activities but also poses a risk of injury, which is a growing concern for our school community. Providing a safe, well-maintained field is essential for fostering students' physical health, teamwork, and overall well-being.

We respectfully request funding from LCAP to address this critical issue by repairing and upgrading the field to create a safe and functional space for our students to thrive. Your support in this matter will have a lasting positive impact on the physical and social development of all Jordan Elementary students.

Thank you for prioritizing the safety and health of our children.

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District Funding for Field Trips and Busing

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District Funding for Field Trips and Busing

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The PTA is currently facing challenges in securing funding for student transportation and field trips, and we are seeking support from the district. We would like to kindly request that the district explore options for more affordable busing solutions or consider providing financial assistance to offset the cost of buses. Your support in this matter would greatly benefit our students and enhance their educational experiences. Field trips play a crucial role in student learning by extending education beyond the confines of the classroom, offering hands-on experiences that textbooks and lectures cannot replicate. These excursions provide students with the opportunity to engage directly with the world around them, fostering a deeper understanding of academic concepts through real-world application. For many children, field trips offer unique experiences they might not otherwise encounter, such as visiting museums, historical sites, or natural environments, which can ignite curiosity and inspire a lifelong love of learning. Moreover, these outings encourage social interaction and teamwork, as students explore new places together, cultivating communication skills and camaraderie. Ultimately, field trips enrich the educational experience, making learning both memorable and meaningful.

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Have students that are chronically absent check in/check out with members of staff. Provide reward incentives when they are there everyday for the month or only miss one day.

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Before School group for chronically absent

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Before School group for chronically absent

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Allow students who are chronically absent to come to school for a little club starting at 8:00am

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21st Century Learning Opportunities for Students

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21st Century Learning Opportunities for Students

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Offer and provide more 21st century learning opportunities for our students in grades 1-8. These opportunities should not be left up to the teachers to plan and facilitate, but rather, the district should hire outside sources.

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Provide more water filtration systems throughout the campus and ensure that the systems are regularly cleaned, filters are changed out, and they are fixed if broken.

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The playground structures and fields have very little, to no, shade provided. At Macy, the Kinder playground will soon lose 2 of their trees. Many days, it is very hot, and shade is very important for our kids.

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Fully credentialed teachers should teacher intervention classes.

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More noon duty aides are needed, district wide. They should also cover recess times to follow into lunch. This would give more hours, which in turn, should provide the district with a wider pool of people interested in the job and a greater likelihood of retaining staff.

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I think it would be helpful for the District to invest in something like Saxon Phonics or Orton-Gillingham or some other evidence based program.

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It would be helpful for the District to provide training to all of the intervention teachers. Have a curriculum that they all use to address areas of need and collect data to see how the students are progressing. That data would be essential to determine if the student might need more support (like an IEP).

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Each classroom should be supplied with a printer for teacher use

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A variety of braille books should be available in the school libraries for visually impaired students to check out. There currently are not very many to choose from, and while I understand we can not have an entire library supply, the students should have several different ones to choose from each week.

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Bring back free summer school that was previously offered before PowerSource Summer camp. Families avoid signing up for PowerSource camp as it still feels like a hardship even though they may not qualify for a scholarship.

It also helps in the transition of 6th graders into 7th grade by allowing them to attend school before the fall and to learn their way around the campus as well as build new friendship.

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Please bring string instruments (orchestra) into our elementary schools and jr. high. Although the Arts for All program has grown, there are students who are not seen through the standard band program, because they only play and/or would like to play a string instrument. Hire a district string music teacher so they can have a place for those students to come together and learn orchestra. Also a Honors Orchestra would be awesome.

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Permanent Substitute Instructional Aides Needed

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Permanent Substitute Instructional Aides Needed

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The district should hire at least a few permanent substitute Instructional Assistants to cover IA/SESA absences. Currently if a Gen Ed aide is out, a SPED aide is pulled from their class to cover that position. If an SDC aide is out, rarely is a sub available. Both situations leave the SDC class short handed,which increases behaviors and decreases the ability to provide consistent learning opportunities and necessary support. Every student should have the support needed to be successful. Permanent substitutes could take some of the burden off the SDC classes. If there is no absence to cover,they could be extra support in our larger SDC classes.

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The portable wing of handicapped and other bathrooms at Macy needs to be replaced. There are missing and loose boards around the frame work leaving potentially dangerous openings, the landing is rusting and dipping in some places,there's no more grip tape on the ramp. Leaking sinks are not being repaired in a timely manner. The bathrooms and the water are freezing cold in the winter and boiling hot in the hotter months.

This needs to be addressed prior to putting in an amphitheatre or an artificial turf soccer field.

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Please address how the superintendent can release a statement saying schools are safe, but attach a test saying it is dangerous? Olita Mold Results say to tear down the building and test again. Why are we ignoring this?

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I wonder whether the district has considered offering busing again to help students who don't have parents at home when they wake up.

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There is no money allocated for the purchase of new books and materials for the Rancho library. If we want to continue and encourage the love of reading for our older students, it is essential that we provide up-to-date, interesting, and engaging books for all students at all levels.

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Perfect Attendance Recognition at the Junior High

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Perfect Attendance Recognition at the Junior High

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Many of the elementary schools already celebrate perfect attendance for students. I feel that the same recognition could be implemented at the junior high. Student could be recognized quarterly, at the semester, or at the end of the year for their attendance.

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Olita needs at least one filling station that is accessible to smaller students. The one they have was mounted so high, that smaller students, typically TK - 1st, are not tall enough to help themselves. They have to have assistance in order ro fill their own water bottle. Filling stations closer to the playground areas would also be helpful.

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Covered Eating Area & More Outside Tables

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Covered Eating Area & More Outside Tables

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Olita students only have about 8-10 picnic tables for outside eating. Those tables are covered by a wood slatted structure. All students have to eat outside on music days. Most are forced to sit on the cement, hot or cold, in the walkways. There is a grass area but it appears to be wet a lot and now there is caution tape blocking off areas of it. This should be unacceptable. The students should be able to sit at a table and be covered on hot days.

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Does Olita have a full time custodian? The campus always has trash on the grounds. I have been on the campus for several events and there is always miscellaneous pieces of paper and, what appears to be, lunch trash. I have seen it in the grass areas of the school, in the front of the school, the parking lot and driveways and out on the older kids playground and field. It looks like nobody cares.

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Water Bottle Stations for Teacher Use Only

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Water Bottle Stations for Teacher Use Only

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Please consider having a water bottle station/or water service for teacher use only at Jordan.

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Please continue to have intervention services for dual language students. Also, please consider having aides in K-2 classrooms. As our dual language program continues to grow, and our class sizes reaching the maximum, teachers need support to ensure student learning

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As our school continues to grow, students need a real running track. The field is uneven and could potentially be dangerous. Not to mention the wear and tear of students shoes. By having a running track, students would have equitable access to prepare for their PE testing. It would even inspire teachers to have a running club!

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We need at least one full time, permanent Counselor to help meet the needs of students at Jordan (not to be shared with other sites). Ms. Nelson has been such a great asset to Jordan and has built strong rapport with students, families and staff. Jordan has a large number of students and we need to have people in place ready to address the behavioral/social emotional needs of our most vulnerable students. If we have one permanent counselor at Jordan, we could potentially have 2 interns to support.

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Our district could greatly benefit from having a full time music teacher to offer a string program. I have a child that is unable to play wind/brass instruments due to a medical condition. Having an alternative option available would help students still participate in music that may otherwise not be able to.

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Students need more specials in primary. One way to address this is by having art more frequently. Currently, students have art about once a trimester. Our district should consider adding it to students at least twice a month. Art is therapeutic and students could greatly benefit from having this.

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As a parent, I find it disappointing that my children are not getting adequate physical education. Young students, now more than ever, should be learning gross motor skills. If we want students to improve on their state physical assessments, or simply have better physical coordination, we as a district should 1. provide a safe environment (running track, enough P.E. equipment, etc.) 2. A P.E. teacher that can teach students the necessary steps for proper physical education. 2A. An alternative would be to bring in a third party, such as a company that centers around physical fitness for kids if hiring a P.E. teacher is not an option. There is plenty of research that shows that students who have proper exercise have better test scores. Making an investment in this area means we are investing in what matters most... OUR CHILDREN.

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Water Bottle Station/Drinking Fountain - Meadow Green

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Water Bottle Station/Drinking Fountain - Meadow Green

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Please consider adding a water bottle station/drinking fountain near the primary playground at Meadow Green.

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Please fix the Library at Meadow Green. We had a large beautiful library, and after the first round of modernization, we had our library spilt into two separate rooms, for structural reasons. It now feels very disjointed, and has cut down the selection of books since K-2 visits one half of the library, and 3-6 visits the other side of the library. Students should have access to ALL the variety of levels of books since our students have a wide range of reading abilities. I'm hoping there's a way to put an opening between the two "halves" to make the library whole again. (Maybe cut a large archway or something similar to join the two halves.)

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Full Time Counselor and Interns at Meadow Green

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Full Time Counselor and Interns at Meadow Green

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I want to make sure we are able to keep our full-time counselor and interns. We are able to meet our students' emotional needs so much better now that we have a full-time counselor this year (along with interns!)

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"Grass" Area by Classrooms at Meadow Green

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"Grass" Area by Classrooms at Meadow Green

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The "grass" area by the classrooms near the primary playground have been dirt for years. Students use these tables to eat their snacks and to work on when doing group projects. When it rains, these dirt patches turn into a stream of mud. Can we PLEASE have the "grass areas" fixed? We love having tables outside to work at!

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Our district seems to have had an increase in the number of students in the special education program, including students in wheelchairs. With all the talk of Measure P funds, adaptive playgrounds need to be added to the schools. The students in wheelchairs need to have access to swings and other playground equipment. Some Special Education students do not like climbing up on the "jungle gyms". We need equipment that has fun things to do while still on the ground. These students need to be included in all aspects of their education.

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Please bring back Active Ed district-wide! Students were engaged and loved it. It really kept them moving and active!

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Playgrounds get very hot with the so-cal sun beating down on them all day.

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Keeping elementary school bathrooms clean is vital for students' health, hygiene, and overall well-being, as it prevents the spread of germs, promotes positive learning environments, and fosters good hygiene habits.

Health and Hygiene:

Clean bathrooms reduce the risk of illness and disease transmission by minimizing the presence of germs and bacteria.

Positive Learning Environment:

A clean and well-maintained bathroom can create a more positive and comfortable environment for students, which can improve their overall school experience.

Promoting Good Hygiene Habits:

Clean bathrooms encourage students to practice good hygiene habits, such as handwashing, which is crucial for preventing the spread of infections.

Reducing Student Absences:

When bathrooms are clean and functional, students are less likely to avoid using them, which can lead to fewer instances of students holding it in, potentially leading to discomfort, distraction, and even illness.

Boosting Self-Esteem and Confidence:

A well-maintained bathroom contributes to boosting students' self-esteem and confidence, creating an environment where they feel valued and respected.

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There should be credentialed PE teachers at ALL elementary campuses. Students would benefit in learning how to do proper physical fitness and learn how to play in games.

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I would love to see some sort of project or series of activities to enrich GATE students' academics and critical thinking skills, within the school day or perhaps after school. Schools spend the time identifying GATE students, but I have not seen anything different about my student's opportunities as a result over the past two school years. I know GATE used to be a more robust identification long ago, so maybe my question is actually why we still test for it?

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Please continue to provide counseling supports for students through full-credentialed school counselors.

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Lowell Joint seems to be putting a lot into the arts program. The Rancho Starbuck drumline needs some assistance also. It takes a lo to get them to their competitions. They are really good! They need a trailer to transport all of their instruments and equipment. They have to borrow or rent one for every competition. It is my understanding that one was donated but it was stolen and the district had not insured it. A trailer is a necessity for drumline to continue to compete. It will also be useful for the theatre program to transport props and other necessary items for their shows. The drumline also needs funding to purchase a new floor mat to go along with their program. If the program is truly, Arts For All, please include the drumline in this program.

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With all of the student and parent support for the Arts For All program, it would be nice to see Principals and Board Member support at the performances. It's very disappointing to see a row of empty seats reserved for Board Members because they didn't show up. We only see Board Members when their own children/grandchildren are involved. Principal support is almost nonexistent. Miss Takacs is the only constant when her students are participating. At the District Honor Band performance, not one elementary school principal attended. I think the students would appreciate seeing their principals show up to these productions.

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During orientation have these programs give a presentation to parents (esp. the new ones with tk and K students) letting them know how the work.

I found it very confusing, and had to do way too much research that could have been communicated months before the start of the school year. It made the start of school year very hectic for me.

Working parents have a difficult time with the ever changing school schedule. There are a lot of short days, holidays, and early and late bird days (tk and K) Changes sometimes that don't get announced until that week.

Options is a life saver!

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This should be offered @ the start of the school day from 745 to 815 and this would help with parents dropping off multiple children to multiple schools, parents with complicated work schedules that are not flexible and would also help with congestion at drop off, as parents would have a bigger window to do this.

Those kids that dont get the "breakfast" should still have the option to get their "food" at recess time. That would make it fair and everyone would get the option to eat at their desired time.

It gives kids a safe space before school and builds community.

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I realize my taxpayer dollars paid for permanent buildings, and mobile building and bungalows are not necessarily in line with that, but the crowding is shameful given the all the empty space in the school. The library should be used for book and kid activities even meetings. Currently its being shared with speech and the kids are not even able to talk about a certain decible level, makes no sense and frankly makes them not want to go there. How are they supposed to fall in love with books when they are not free to explore? We need to make the library a fun place where they read books, engage, and play educational games that enrich the literature available to them on the surrounding shelves. There is plenty of space on school grounds for bungalows! They could be used for additional office space, special programs, PTA and other school programs. Having a dedicated space for programs, activities makes them feel more permanent, credible and official- and covers up the brown grass that no one is using anyways.

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We need to partner up with the local High Schools and have them complete their required hours with our kids. They will get great experience and the the H.S. get to work with a younger version of themselves.

Its a win win combination.

We could get a PTA member to volunteer to have an adult there

Library could be used. or MPR

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Have TK- 2nd enter at one time (eg 750 am)

3-6 at a second time slot (825 am)

and if there is breakfast option (see other suggestion of mine asking for breakfast time in the am) in the am, the parents who have kids in multiple grade could have their earlier starting kid have breakfast without having to do multiple drop off times!

A win win situation

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Get rid of the earl and late bird system , there are multiple times per month where there are special days where late birds come in earlier for fun run, xmas events, egg hunt, coro, shortened days, assembly's, parent teacher conferences. Its a lot and makes having a "routine" as a parent and employee very difficult.

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There needs to be a better partnership with the programs so that parents see them as part of the school and a seamless communication lane exists. Options provides care before and after school and that could be a game changer for parents with challenging schedules. It has been for me.

The school needs to share the Calendar of activities from PowerSource and Options on the Parent Square website. Even if its only a PDF version, but as a parent i have to merge the school district, teacher's and school's calendar in one to really find out what is going on that week. I have found that at Options they sometimes dont know what there is an early dismissal day, or that "late birds" start early and I have to communicate that. Makes the school seem disconnected.

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We need to expose our kids to the big outside world to show them why its important that they grow up and be hardworking and successful. We need to show them that its going to be fun and advantageous to grow up and become an adult. They need to find their passion and something they love and something to aspire to be.

Taking them to plays, museums, sports games, zoos, musicals and places where they may not normally go will inspire them to succeed in school- and spark their CURIOSITY. If we can teach them how their learning and educating themselves to be able to access these places as they become adults it will give them something to look forward to.

Curiosity will lead to Questions and Questions will lead to knowledge, and that may lead to more interest in their own Education

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Parents need Community, and Support from their neighbors.

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Parents need Community, and Support from their neighbors.

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The school should have meet and greet for parents esp. those in TK -K and incoming students. A mixer once per quarter would be great. That would lend itself for more parents to organize carpools or walking groups to and from school. They would hold each other accountable for getting to to school and getting to school on time. Some parents for different circumstances can be very isolated and dont have anyone to get their kids to school aside from themselves, and when you throw jobs and multiple schools in the mix --- it makes mornings very very challenging.

Having a friend or neighbor who can take or pick up my kid from school when I cant and perhaps even feed them a sandwich is invaluable!

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put parents in contact with them and see if they qualify for the program free or at a discount

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special tutoring days on Saturdays

maybe the High School kids could specialize in a subject and with a few PTA volunteers and a teacher run a math day, science, or spanish day, music day, art day, basketball camp, baseball, etch

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most percentage improved

perfect attendance

no late days

consecutive days without an absence or late days

Let the kids eligible for an award leave their classroom early 1 day per trimester to attend a movie day in the MPR and maybe we provide popcorn, popsicles or ice cream for them.

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have an incentive for each parent to fill it out

explain at every meeting why it is that it needs to be filled out even if they feel they dont qualify.

Dont allow the site to have us bypass it

Have a school staff or rep , pta member explain @ open house and other meetings esp.for new parent of TK and Kinder meetings why this is so so important and how it can help to pay for special program, field trips, assembly's etc.

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a track for the kids to run

Field for sports

astro turf

Auditorium for Assembly's

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Incorporate more extra curricular activities (sports, arts, dance etc) in the school to give kids a reason to want to do good and motivation to improve their behaviour. If we can make their participation conditional or an incentive in their participating in extra curricular activities it may motivate them more.

If kids and parents see it as the base , they will do all they can to make sure their child is successful. A kid should see their school as their fun place, their sports place, their arts place, their educational place ,and their safe place. The more centric it is the more they will invest to be successful not only as a student but as an individual.

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The school needs to be the central hub of the community where parents see it as the first place they go to when they need services for their kids.

LAUSD is starting this, check it out

https://communityschools.lausd.org/

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Providing parents with a map like this, so that they know how long it takes to walk from the surrounding streets. Many of us want to get a little extra exercise and time to talk and walk with our kids. This am walking program is an incentive. Knowing how many steps and how many minutes will give them a goal and and incentive to get a few extra steps throughout the day.

We could make it fun and put on the weekly bulletin board a few questions of the week, or challenges, or Scavenger hunt as they walk to school from their car.