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As a Special Ed Case Manager, I will continue to offer virtual IEPs for families who cannot take off work to come to an in-person meeting.

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As a Special Ed Case Manager, I will continue to offer virtual IEPs for families who cannot take off work to come to an in-person meeting.

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Continue to offer virtual night meetings for families who are not able to attend in person due to work, being a single parent, transportation, etc. Include translation options (like OUSD does)

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Continue to offer virtual night meetings for families who are not able to attend in person due to work, being a single parent, transportation, etc. Include translation options (like OUSD does)

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AM and PM options for CVVA in-person workshops and also consider offering workshops at both CVVA campus and CVHS (if possible)

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AM and PM options for CVVA in-person workshops and also consider offering workshops at both CVVA campus and CVHS (if possible)

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Sometimes we have students that have major behavior/emotional issues.  We have a COST/SST process but it would be nice to have professionals available for the first couple of weeks that can sort of do triage to see if the  process can be sped up for special cases.  

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Sometimes we have students that have major behavior/emotional issues.  We have a COST/SST process but it would be nice to have professionals available for the first couple of weeks that can sort of do triage to see if the  process can be sped up for special cases.  

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Offer presentations (e.g. Back to School Night) and parent/teacher conferences virtually

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Offer presentations (e.g. Back to School Night) and parent/teacher conferences virtually

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study area with good Wifi

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Using virtual when appropriate...setting up videos for those who can't come in person.

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We can offer clearer communication practices that are streamline allowing families to be less confused with excess information or terms that are not explicitly defined

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We can offer clearer communication practices that are streamline allowing families to be less confused with excess information or terms that are not explicitly defined

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It would be helpful to have staff (other than the classroom teacher) who speak the same language, understand cultural needs/perspectives that can be assigned to families.  These staff members can check in/answer questions etc...  

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It would be helpful to have staff (other than the classroom teacher) who speak the same language, understand cultural needs/perspectives that can be assigned to families.  These staff members can check in/answer questions etc...  

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Besides having virtual still having opportunities to come together in person when appropriate.

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What about RTI for math?

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tutoring services after school as we are providing currently.

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tutoring services after school as we are providing currently.

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parents want homework club

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I would like to see a more developed ELL program to assist teachers in designated ELD times.  (Better materials, more training, more staff)

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I would like to see a more developed ELL program to assist teachers in designated ELD times.  (Better materials, more training, more staff)

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Continue to offer meetings virtually to allow for more families to attend and not have to rush from work or find daycare.

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Providing more staffing and smaller class sizes for courses that enroll many high needs students, this could be at all levels. For example, smaller classes for the heritage Spanish classes, since they serve a high needs population and are the gateway to an AP class.

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At CVHS we have portables that are not used during a normal school year, however if we had access to them then, along with increased staffing, we could have smaller classes.

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Small learning hubs for students and families (virtual or in person) to address their needs at a time that works best for them.

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Continue to update the Chromebooks and provide internet to students who don't have it or do not have a good connection. If our least advantaged students are the only ones using the Chromebooks that don't work, then it perpetuates the opportunity gap.

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- Reaching out to parents about the importance of their voice and input.
- Communicating with them in the language with which they are the most comfortable.
- Other parents reaching out who are already involved.
- Consistent leadership within the groups, including CV staff and other parents.
(Monetary need: Staffing & time.)

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More staff for behavioral observations to attempt at EARLY intervention.

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Spaces on campus that students can "own."

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Spaces on campus that students can "own."

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Helping students take ownership over the campus so it becomes a place they want to be and see themselves reflected.   This can be something like a Student Union or facilities to engage in school sponsored extracurricular activities.

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Space and additional time for before and after school care for working families.

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Standards-based grading or other equitable grading practices.

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Standards-based grading or other equitable grading practices.

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Equitable grading structures that take the guesswork for students out of how to succeed. This will also help eliminate teacher bias, which effects our high needs students even more.

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Essential standards for core subject areas

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Essential standards for core subject areas

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Essential standards and common assessments for subjects that haven't created them yet.

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Create a community within the parent groups

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Create a community within the parent groups

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This way parents feel included and valued, and will want to continue to participate.   This can be community building activities during a meeting or an online/social network community.

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Continuing to provide families with materials their student will require for learning such as Chromebooks and Wifi connectors.

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Offering school wide presentations in multiple languages and recording them to allow EL families to access in preferred language and working/busy families to access at their convenience. This was amazing to have during reopening info nights, and my family engagement levels have never been higher!

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Smaller class sizes have been transformative for my teaching. Having just 14 students in class has allowed to me reach every single student, every single lesson, every single day. Though our time together is much shorter than the traditional school day, I feel higher quality learning (and teaching) takes place. This may also help reduce the learning gap in the future.

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Our site administrators are always on meeting calls.  At the elementary school level at least, we need our site administrators to be able to come and help during emergencies and available when we have a break between sessions to communicate hot topics.  With all their scheduled meetings, we are not given that opportunity
to talk.

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Many students benefited from recorded lessons.

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Additional RTI IA support. Full time RTI teacher at all sites.