# data[].attributes.headline
Goal 3: Beaumont Unified School District will recruit, retain, and cultivate highly qualified staff while providing exemplary materials and equipment in a safe, secure, and well-maintained learning environment.

# data[].attributes.subject
Goal 3: Beaumont Unified School District will recruit, retain, and cultivate highly qualified staff while providing exemplary materials and equipment in a safe, secure, and well-maintained learning environment.

# data[].attributes.attachment_link.readable_text
Each ray in the circle represents one LCFF priority. Click at the top of the ray of the priority you are interested in to get a list of resources and supports.

The star in the middle of the circle represents the whole child (from Cradle to Career) surrounded by those who want to ensure that ALL students are healthy, safe, engaged, challenged, and supported. Click in the middle of the star to get a list of the whole child resources.

Continuous Improvement Resources

These resources provide information about how local educational agencies and schools can support the needs of California's diverse student population.

Whole Child Resources

Whole Child resources that support schools in creating an environment where all students are safe, engaged, supported, challenged and healthy.

LCFF Resources by Priority

Last Reviewed: Monday, July 03, 2023

Trending in Transforming Schools: Superintendent's Initiatives

Recently Posted in Transforming Schools: Superintendent's Initiatives

# data[].attributes.attachment_link.title
LCFF Priorities/Whole Child Resource Map

# data[].attributes.attachment_link.description
This map provides Local Control Funding Formula (LCFF) priorities and whole child resources and supports to help local educational agencies, schools, and families serve the needs of the whole child.

# data[].attributes.headline
Goal 1:  Beaumont Unified School District will ensure a positive school climate and culture by engaging the family, community, and staff to support student learning and social-emotional wellness.  

# data[].attributes.subject
Goal 1:  Beaumont Unified School District will ensure a positive school climate and culture by engaging the family, community, and staff to support student learning and social-emotional wellness.  

# data[].attributes.headline
Class size reduction for LARGE elementary classes.  A first grade class of 28 is not ok.  4th and 5th grade classes at 35 are too large.  Reduce those classes.  

# data[].attributes.subject
Class size reduction for LARGE elementary classes.  A first grade class of 28 is not ok.  4th and 5th grade classes at 35 are too large.  Reduce those classes.  

# data[].attributes.headline
Parent Square posts are often written in out of touch language that parents don't understand.  

# data[].attributes.subject
Parent Square posts are often written in out of touch language that parents don't understand.  

# data[].attributes.body
Beaumont Adult School has a High School Diploma class and a HiSET (GED) class. The HiSET is taught in English and Spanish. By spreading the word to parents we can raise the 65% Socioeconomically Disadvantaged number.

# data[].attributes.body
An alternative to suspension could be community services or shadowing employees at vocational job sites.

# data[].attributes.body
To improve attendance you can provide bussing.

# data[].attributes.headline
Goal 2: Beaumont Unified School District will implement systems of support to ensure the academic, behavioral, and social success of all students.  

# data[].attributes.subject
Goal 2: Beaumont Unified School District will implement systems of support to ensure the academic, behavioral, and social success of all students.  

# data[].attributes.body
Classrooms and school campuses are NOT well maintained. Classrooms are leaking!!!! Cafeteria areas are not being cleaned and sanitized on a regular basis. Young students are going to the same eating areas as upper grade students with very little supervision to eat at tables they are far too small for! They often fall onto the concrete as a result of being too little for this environment. They are unable to serve themselves in the lunch line which causes some of them to become anxious.

# data[].attributes.headline
The playground space provided is too small and unsafe for young learners.

# data[].attributes.subject
The playground space provided is too small and unsafe for young learners.

# data[].attributes.body
We have too many small children in a tiny area for gross motor play. An outside company determines how many staff NEED to be in the playground area for safety. They DO NOT take into account the rough and unsafe play of many of the students. Children are scared to come to school. They are staying home more often than they should because they fear for their own safety during unstructured time. The district and administrators need to listen to teachers as they are begging for bigger or re-modeled facilities that are developmentally appropriate for our young student population that is only going to get younger and smaller. In 2025-2026, we will welcome 3 year olds onto these unsafe campuses. Something needs to be done!

# data[].attributes.body
Administration has their hands tied when it comes to suspension of unsafe children at our school sites. Because of this, we are allowing children to repeatedly hurt students without consequences. Parents of the violent students are not taking on accountability, they are not working with their children because the incidents do not directly affect the parents (they do not have to miss work for a meeting with admin or to keep their child home from school). Children again are afraid to come to come to school, rightfully so. We as a district are traumatizing them!!!! How can you learn and thrive when you are constantly in fear for your safety?

# data[].attributes.headline
Parents are not seeing behavioral and social success

# data[].attributes.subject
Parents are not seeing behavioral and social success

# data[].attributes.body
People are being thrown into these new positions to help creat change but there is no clear guideline for them. What does the behavior and social program look like? Does it start with any age group or do we exclude TK students because they are too small to work with?

Are we providing this new set of staff with the tools they needs to be successful? Do they have materials that are developmentally appropriate to be used with their student groups? Are these staff members there on a regular basis? As a parent, I have not seen growth yet. The same students are causing the same issues for the general population.

# data[].attributes.body
Why not check in with parents and students more than once a year to see how they feel about the safety, culture, etc.?

During your principal meetings maybe ask what principals are doing to make the learning environment a positive one. Instead of ALWAYS focusing on numbers, maybe you could focus on the overall well-being of the children. Kids are sick, keep them home, when they’re healthy, give them an incentive to be at school. Let teachers celebrate milestones and birthdays with their students (it’s a big deal guys). Allow teachers and staff to shout out successes during morning announcements. Have weekly or daily drawings for students meeting goals, earning tickets for positive behavior, growth in social skills and so on.

School should be fun! It should be inviting. School should be safe. Allow administrators to deal with behavior problems for the good of the rest of the population rather than robbing an education from the whole group to “support” the minority by doing nothing about their behavior/disruptions.

# data[].attributes.body
I think engagement is a challenge for many classes that are so large. Models and philosophies are great, but the foundational piece of a classroom is the teacher and student relationship. How can the teacher make the necessary 2024 relationships with an elementary class size of 35?

# data[].attributes.body
We have many issues regarding dangerous behavior.

# data[].attributes.body
I agree with the statement about about class sizes & teacher/student relationships. I also commented under Goal 3.

# data[].attributes.headline
Elementary Class Sizes are FAR TOO LARGE

# data[].attributes.subject
Elementary Class Sizes are FAR TOO LARGE

# data[].attributes.body
Various studies have determined that the ideal elementary teacher:student ratio is 1:18. While I know that ratio is likely unattainable in a growing district, we should absolutely strive for no more than 25 in ANY grade level! Teachers cannot truly manage class sizes larger than that on their own. So if reduction is not possible, then aide must be provided to reduce ratios!

# data[].attributes.body
How can we expect families to actively & positively engage w/ apps like ParentSquare when they receive SO MANY notifications between the district office, site offices, and individual teachers. There has got to be a better way to keep our community informed & engaged.

# data[].attributes.headline
Elementary Teachers need REAL prep/planning time

# data[].attributes.subject
Elementary Teachers need REAL prep/planning time

# data[].attributes.body
I feel all 3 Goals are affected by this issue. Sure, on paper it might look like elementary teachers have an hour for planning and prep, but much of that is actually taken up by arrival and/or dismissal duties, communication with parents/families, etc. Students deserve specials like Art, real P.E., Music, etc. & having those would likely improve attendance & engagement. Giving teachers the time they need while their students are at specials would have a direct positive effect on student outcomes & conditions of learning.

If anyone truly feels like there is already enough time allotted, then I challenge you to shadow an elementary teacher for an entire day & see for yourself.