<?xml version="1.0"?>
<rss version="2.0">
   <channel>
      <title>FEN Meeting Ca School Dashboard ?&#39;s by Jason Arenas</title>
      <link>https://padlet.com/jarenas/9vgms9ibir4v</link>
      <description>Made with a stroke of good luck</description>
      <language>en-us</language>
      <pubDate>2017-03-09 05:57:16 UTC</pubDate>
      <lastBuildDate>2017-03-09 21:08:50 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
      <image>
         <url></url>
      </image>
      <item>
         <title>Can you describe a situation where you might encourage the use of option 1? use of option 2? </title>
         <author>jarenas</author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/158874363</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 05:59:01 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/158874363</guid>
      </item>
      <item>
         <title>How might you respond to the prompt: “Describe how the findings of Priority 3 relate to the goals established for other LCFF priorities in the LCAP” ? </title>
         <author>jarenas</author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/158874377</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 05:59:07 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/158874377</guid>
      </item>
      <item>
         <title>Potential Use of Option 1 (OUSD):  We may want to use a survey with a specific population of parents, for deeper inquiry/learning on specific data point (example:  Little progress with reducing suspensions of Students with Disabilities in grades 6-12).  We would develop the survey with a subcommittee of parents from our SPED Community Advisory Committee) </title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159082122</link>
         <description><![CDATA[]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:33:09 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159082122</guid>
      </item>
      <item>
         <title>Priority 3 relation:</title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159082329</link>
         <description><![CDATA[<div>Suspension rates<br>College/Career readiness (through college search software)<br>School Climate<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:33:43 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159082329</guid>
      </item>
      <item>
         <title>Option 1 </title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159084427</link>
         <description><![CDATA[<div>More specific for getting data for a particular group or situation.  <br><br>Option 2 <br><br>Used for overall data collection <br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:39:20 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159084427</guid>
      </item>
      <item>
         <title>Option 1 (HUSD)</title>
         <author>covarrubias1</author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159084512</link>
         <description><![CDATA[<div>To get a broad sense of the level of family engagement and related  "quality of life" indicators self-reported by family and community members</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:39:33 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159084512</guid>
      </item>
      <item>
         <title>Potential Use of Option 2:</title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159084979</link>
         <description><![CDATA[<div>(OUSD) Report progress on # of ELL parents attending reclassification workshops, and # of sites engaging their SELL committees with SPSA development. (measuring engagement of ELL parents with ELLMA  (English Language Learner and Multilingual Achievement) department programs)</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:40:46 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159084979</guid>
      </item>
      <item>
         <title>Option 1 Vs. Option 2 </title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159085360</link>
         <description><![CDATA[<div><br>I feel that Option One is more of an annual or semi- annual tool. When I think of Option 2, I think of sign-in sheets and info session meetings for families that staff may hold. Option 2 seems to be something that could be sustained throughout the year. Option 2 seems to be an on going process to engage families <br><br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:41:42 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159085360</guid>
      </item>
      <item>
         <title>Option 2 (HUSD)</title>
         <author>covarrubias1</author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159085769</link>
         <description><![CDATA[<div>More useful associated with individual events or projects in order to measure or solicit specific data (e.g. quantity of participants at a workshop)</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:42:47 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159085769</guid>
      </item>
      <item>
         <title>Findings of Priority 3 relate to goals established in other areas of our LCAP:</title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159086302</link>
         <description><![CDATA[<div>(OUSD) # of sites engaging parents in on-going manner with academic topics (site based data, how to support learning at home,  goal setting, etc) is directly linked to showing progress with ELL achievement, graduation, college readiness, standards.  <br><br> # of sites scoring "3" on decision making rubric measures extent of meaningful shared decision making at site level with SPSA goals, strategies, practice, and budget.</div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:44:17 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159086302</guid>
      </item>
      <item>
         <title>Option 1 NHUSD </title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159086451</link>
         <description><![CDATA[<div>Allows us to get a broad level of input that would include representing all schools, grade levels, and student groups. One of the  values of the input is that it can be aggregated.   </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:44:38 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159086451</guid>
      </item>
      <item>
         <title>Option 2 NHUSD </title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159087690</link>
         <description><![CDATA[<div>Provides an opportunity for deeper and more targeted conversation. </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:47:58 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159087690</guid>
      </item>
      <item>
         <title>Option 1 </title>
         <author></author>
         <link>https://padlet.com/jarenas/9vgms9ibir4v/wish/159087835</link>
         <description><![CDATA[<div>SLZUSD created a family engagement survey that was distributed to all sites and all grade levels. Families had online and physical access to the survey&nbsp;<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-03-09 18:48:19 UTC</pubDate>
         <guid>https://padlet.com/jarenas/9vgms9ibir4v/wish/159087835</guid>
      </item>
   </channel>
</rss>
