Skip To Main Content

Logo Image

Logo Title

LCAP Development

2023-2024 Educational Partners Meetings

Group Meeting Information
DAG/PAC October 4, 2023         Agenda  Presentation
DELAC October 12, 2023        Agenda   Presentation
DAG/PAC November 8, 2023    Agenda   Presentation
DELAC November 9, 2023    Agenda   Presentation
DELAC December 7, 2023     Agenda   Presentation
DAG/PAC December 13, 2024    Agenda   Presentation
DELAC January 18, 2024         Agenda   Presentation
DAG/PAC January 31, 2024          Agenda   Presentation
DELAC February 8, 2024         Agenda   Presentation
DELAC March 7, 2024               Agenda   Presentation
DAG/PAC March 12, 2024             Agenda   Presentation

 

2021-2022 Educational Partners Meetings

Group

Meeting Information

PAC

August 17, 2021          Agenda     Presentation

DAG

August 18, 2021          Agenda     Presentation

DAG/PAC

September 8, 2021     Agenda     Presentation

DELAC

October 14, 2021        Agenda     Presentation

DAG/PAC

November 10, 2021    Agenda     Presentation

DELAC

November 10, 2021    Agenda     Presentation

DELAC

February 8, 2022         Agenda     Presentation

DAG/PAC

February 23, 2022       Agenda     Presentation

DELAC

March 8, 2022              Agenda     Presentation

DAG/PAC

April 6, 2022                 Agenda     Presentation

DAG/PAC/DELAC

May 18, 2022                Agenda     Presentation     ELO-P Presentation

 

                                     Draft LCAP - English

 

                                     Draft LCAP - Spanish

2019-2020 Educational Partners Meetings

Group

Date & Agenda

Notes

DAG

December 10, 2019

null

PAC

December 18, 2019

null

DAG/PAC

January 15, 2020

null

DAG/PAC

March 25, 2020

Cancelled due to COVID-19

DAG/PAC

April 9, 2020

Cancelled due to COVID-19

DAG/PAC

May 26, 2020

Cancelled due to COVID-19

DELAC

February 3, 2020

Comments from Educational Partners

DELAC

April 6, 2020

Cancelled due to COVID-19

DELAC

May 4, 2020

Cancelled due to COVID-19

DELAC

May 26, 2020

Cancelled due to COVID-19

2022-2023 Educational Partners Meetings

Group

Meeting Information

DELAC

October 11, 2022       Agenda      Presentation

DAG

October 26, 2022       Agenda      Presentation

PAC

November 2, 2022     Agenda      Presentation

DELAC

November 8, 2022     Agenda      Presentation

DELAC

January 17, 2023        Agenda      Presentation

DAG & PAC

January  18, 2023       Agenda      Presentation

DELAC

February 14, 2023     Agenda

DELAC

March 14, 2023          Agenda

DAG & PAC

April 19, 2023             Agenda       Presentation

DELAC

April 25, 2023             Agenda       Presentation

DELAC

May 9, 2023                Agenda       Presentation

DAG & PAC

May 16, 2023              Agenda       Presentation    Comments from Educational Partners

 

                    Draft LCAP - English      Written Response to Educational Partners Questions

 

                   Draft LCAP - Spanish      Respuesta Escrita a las Preguntas de los Socios Educativos

2020-2021 Educational Partners Meetings

Group

Meeting Information

PAC

January 19, 2021       Agenda   Presentation

DAG

January 20, 2021       Agenda   Presentation

DAG/PAC

February 10, 2021     Agenda   Presentation

DAG/PAC

April 14, 2021             Agenda   Presentation

DAG/PAC

May 5 , 2021               Agenda   Presentation

DAG/PAC/DELAC

May 19, 2021              Agenda   Comments from Educational Partners   Draft LCAP

DELAC

February 9, 2021       Agenda    Presentation

DELAC

April 20, 2021            Agenda     Presentation

Superintendent Response to Comments

Local Control Funding Formula:

  • Does the District qualify for supplemental funds?
    • Response: BUSD does qualify for supplemental funds because BUSD has students that are English learners, low income, or foster youth.
  • Does the District qualify for concentration funds?
    • Response: BUSD does qualify for concentration funds. Districts with 55% or more of their students who are English learners, low income, or foster youth qualify to receive concentration grant funding. 70% of BUSD students are English learners, low income, or foster youth.
  • Why doesn’t special education factor into LCFF funding?
    • Response: Special education is funded from another source including Federal dollars.

Mission & Vision Feedback:

  • I want my child to graduate bilingual. The Dual program is a small program and there are other programs that are important also.
    • Response: BUSD’s goal is to provide students with the skills needed to graduate college and career ready, and biliterate. The State is not prescriptive on how students are taught to become biliterate.
  • Will our students learn science and social studies in Spanish?
    • Response: Currently, we are looking to hire a qualified Science/Social Studies teacher with a BCLAD. The goal is to meet the needs of the whole student. We are also currently researching whether a pre-AP class for Spanish may be offered.
  • Is the district looking into STEAM curriculum?
    • Response: Purchasing STEAM curriculum is a site-specific decision. Some schools are still investigating.

Annual Update/Data Analysis:

  • How is data provided and shared?
    • Response: Sites are provided data and are able to drill down into data by grades, and subgroups.
  • What is reclassification?
    • Response: The process by which a student is reclassified as no longer needing English learner support based on meeting district criteria: ELPAC, grades, teacher input, and assessments. Students who are reclassified are monitored for a few years.
  • Where was the English learner data pulled from?
    • Response: This is from CELDT and ELPAC.

Goals and Actions:

Goal 1: The Bellflower Unified School District will provide a coherent high, quality curricular and instructional program for all students.

  • How are we supporting students re: financial literacy skills (preparing students to understand debt and how to financial plan)
    • Response: School sites have offered optional workshops through the local credit union; however, BUSD is looking into the possibility of adding these components into a math course.
  • How are we are supporting students in career/skill development (e.g. coding, creating online content & videos)
    • Response: Career Technical Education courses, including Information & Communication Technologies and Arts, Media & Entertainment, teach these skills to students.
  • Can we use the iLit computers if they are not being used for iLit?
    • Response: There are parameters, but the site can contact Curriculum and Instruction to determine how these computers may be used.
  • Can we donate teacher laptops that are being replaced to Computers for Kids?
    • Response: The donation would be considered a gift of public funds. The old computers are used for parts or surplussed.
  • Can we purchase LAN School?
    • Response: That has been considered, however, the program does not meet the expectations of interactive use of technology and teacher engagement with students.
  • How are we including infrastructure for the schools to include technology and STEAM?
    • Response: In the current LCAP infrastructure is not specifically mentioned, just support for STEAM. Specific iItems can be added if teams deem it a need.

Goal 2: The Bellflower Unified School District will provide all students the knowledge, skills, and values to graduate from high school and to become productive citizens in the 21st century.

  • How aligned are the State and district graduation requirements?
    • Response: The district and state requirements are very similar. The district requires four years of English Language Arts, four years of History/Social Sciences, two years of math, two years of Lab Science, and a third year of math or science. The District requires a full year of government and a semester of health and geography, which is not required by the State. Information on the difference between high school and UC/CSU requirements are available in the curriculum handbooks on school websites.

Goal 3: The Bellflower Unified School District will prepare students to successfully enter higher education or pursue a viable career path by providing all students with an equitable opportunity to access a coherent, articulated and engaging instructional program aligned to the California Standards.

  • Can we build larger restrooms, a parent center, and more classrooms?
  • Response: This input will be taken under consideration; however, as we are in a state of declining enrollment, building more classrooms may not be a fiscally sound decision.
  • What is the difference between Action 1 and Action 6?
  • Response: Action 1 refers to increasing the Career Technical Education pathway offerings within the District during the school day. Action 6 refers to Career Technical Education classes that are offered after school through CalAPS.
  • What is the difference between STEM and CalAPS?
  • Response: STEM (science, technology, engineering, and math) is the same as STEAM; however, STEAM includes the arts. Elementary school sites have determined a STEAM focus for their school and are investigating ways to provide STEAM learning experiences for students. CalAPS provides additional programs and classes for our secondary students that are interested in career opportunities.

Goal 4: The Bellflower Unified School District will provide all students and staff a healthy, safe, and secure environment that supports learning.

  • Where can I find information regarding parent classes at Cerritos College?
    • Response: Information will be brought to the District English Language Advisory Committee meeting. Cerritos College offers a Community Education program as well that may interest parents and students.
  • We need more counseling at schools.
    • Response: BUSD currently has counseling support at all sites and increased counseling/guidance support at the elementary sites for this year. This is always seen as an area of need and is reviewed annually.

Goal 5: The Bellflower Unified School District will build strong relationships with students, families, and the community to increase involvement with school site events while allowing for multiple opportunities to provide input regarding district programs and site specific student achievement goals.

  • I receive inconsistent messages from Blackboard – why?
    • Response: Blackboard was not working in the beginning of the year. Also, it is important that information in Parent Portal is accurate.
  • How do we help parents get information?
    • Response: We use Blackboard calls, websites, and Facebook. Emails may be helpful to use.
  • BUSD needs to communicate the parameters of Parent Portal.
    • Response: Information about Parent Portal is posted to the BUSD website. Each school site has a link to this information from their school website.
  • When students move schools, their information in Parent Portal does not transfer over to the new school. Letters are being sent out that inform parents that an account is not set, when it has but is not transferred from the old site.
    • Response: We will work with Ed Tech and Aeires to see if we can eliminate some of these frustrations.
  • Can we add students after data confirmation?
    • Response: Yes
  • Do you think the 5% of parents not on Parent Portal are technology illiterate?
    • Response: Perhaps. To mitigate this possibility, school sites provide multiple opportunities to train parents or walk them through the process of creating an account.
  • Upcoming Survey opportunities - can we include an alert on the website with a link to the survey for parents
    • Response: We will look into this possibility. We will also work to do more reminders, notifications on the BUSD App, use marquees and provide opportunities to take the survey at the sites by providing the use of computers at the site.
  • Up until what grade are the academic parent nights provided? If the parent asks a school principal for a parent night and the evening isn’t scheduled, what should we do?
    • Response: All school sites provide parent workshops/events based on the need of the school community. If an academic night is not scheduled, contact the school principal or ask the question during the next ELAC meeting.
  • I’ve asked for special education transition information, but have not received an answer.
    • Response: Contact your child’s case carrier and the IEP team to schedule a meeting to discuss your child’s need. If you do not receive a response to this request, contact the program administrator overseeing the school site at the District office.
  • I’d like to have an open forum with staff like the District English Learner Advisory Committee to discuss needs for supporting students with special needs. We need more communication and resources to support our students including trainings and workshops.
    • Response: To provide more information to parents, BUSD is currently working with the SELPA to developed parent workshops. BUSD is part of the Mid Cities SELPA. The Mid Cities SELPA has a Community Advisory Council that meets on a regular basis with representative members from each District in our SELPA that are voting members, all parents of students with special needs are invited to attend. They offer trainings and advocacy tips. Students with special needs are all unique, even with the same disability eligibility, needs can vary. Work with your case manager, and if you feel you need additional resources, reach out to BUSD Special Education office, and ask to speak with the Program Administrator for your school/program. They can assist you with additional information, attend an IEP, or connect you with additional resources.