COVID-19 Operations Written Report
LCFF/LCAP

Local Educational Agency (LEA) Name Contact Name and Title Email and Phone Date of Adoption
Garden Grove Unified School District Gabriela Mafi, Ed.D. Superintendent gmafi@gguds.us 714-663-6111 June 16, 2020

Descriptions provided should include sufficient detail yet be sufficiently succinct to promote a broader understanding of the changes your LEA has put in place. LEAs are strongly encouraged to provide descriptions that do not exceed 300 words.

Provide an overview explaining the changes to program offerings that the LEA has made in response to school closures to address the COVID-19 emergency and the major impacts of the closures on students and families.

On March 12, 2020, the State of California issued a directive for the cessation of all non-essential public gatherings, not inclusive of classroom instruction. The next day, March 13th, the Governor issued Executive Order N-26-20, allowing schools to retain funding if districts:

  • Continue delivering high-quality educational opportunities to students through other options, distance learning and independent study;
  • Safely provide school meals through the Summer Food Service Program and Seamless Summer Option, consistent with the requirements of the California Department of Education and U.S. Department of Agriculture;
  • To the extent practicable, arrange for supervision for students during ordinary school hours;
  • Continue to pay employees.

The Garden Grove Unified School District Board of Education met on March 13th and the outcome was the suspension of in-person classes through April 13th. School staff came together on March 16th to determine plans for distance education and each employee submitted an individual work from home plan. By the end of that week, all school site employees were working from home along with most district employees.

On April 1st, Governor Newsom and State Superintendent Thurmond announced an expectation that distance learning continue through the end of the 2019-2020 school year as part of the statewide effort to flatten the curve and reduce the spread of COVID-19. In keeping with districts in the county and across the state, GGUSD has also extended distance learning through June 12; in-person classes will not resume before the end of the school year.

While the Governor and State Department of Education have indicated that it is likely that students will return to school in the Fall, they have also advised that, depending on the status of the pandemic, that return might be markedly different than typical school practices. At present, we are looking into all of the possible aspects of a return, contingent on state and county directives in relation to COVID-19, and will be sharing information with all stakeholders as it becomes available.

Provide a description of how the LEA is meeting the needs of its English learners, foster youth and low-income students.

GGUSD has placed significant focus on efforts that are principally directed towards meeting the needs of our English learners, foster youth, and low-income students.

Technology plays an important role in ensuring students continue to receive high-quality educational opportunities during distance learning. Since all students do not have the same resources, particularly our foster youth and low-income students, this section begins with addressing access to devices and the internet.

  • Student Device Access: Students have ongoing opportunities to obtain devices through-out the closure. School sites reached out to families to ensure students can access lessons.
  • WiFi Access: The district has communicated through mail/email about free or low-cost internet options for families. GGUSD has extended school site WiFi signals and developed other solutions to improve internet access for highest need communities.

For our English learners, teachers consider their English Learners’ Language Levels when designing lessons and monitor accordingly, provide multiple opportunities for students to engage in structured oral language practice, as well as provide opportunities to process new learning through structured writing prompts with academic language and sentence frames. The school administrator participates in Zoom break-out sessions to see how English Learners are engaging in learning, and they provide support and professional development for staff in supporting their English learners. Bilingual Instructional Assistants support English learners with distance learning by engaging with students in break-out sessions, providing follow-up support in small groups, responding to individual questions on posts or via email.

During the COVID-19 cessation of in-person classes and distance learning, per the Governor and State Superintendent of Public Schools, grading during distance learning can do “no harm” to students, and students are not to be punished by grades. In response to this charge, GGUSD district and site administrators, along with teachers and GGEA President and Executive Director, agreed to a temporary grading policy. District grading policies consider the needs of all students, including English Learners, students with an IEP, homeless and foster youth, and those with differing accessibility to digital learning and other tools or materials.

Provide a description of the steps that have been taken by the LEA to continue delivering high-quality distance learning opportunities.

Distance learning is academic instruction in which the student and teacher are in different locations. This instruction does not have to occur at the same time and typically involves the use of technology. Distance learning can be:

  • one in which students learn at the same time (synchronous) OR learn at different times (asynchronous)
  • completely digital (all technology-based) OR hybrid (partially digital and partially print) o in special circumstances, print only may be provided

Technology plays an important role in ensuring students continue to receive high-quality educational opportunities during distance learning. GGUSD has placed significant focus on efforts that address the technology needs of our students in the following areas:

  • Student Device Access: GGUSD Schools distributed over 15,000 devices to students. Students have ongoing opportunities to obtain devices through-out the closure. School sites reached out to families to ensure students can access lessons. Specialized equipment were sent home for special education students.
  • WiFi Access: The district has communicated through mail/email about free or low-cost internet options for families. GGUSD has extended school site WiFi signals and developed other solutions to improve internet access for highest need communities.
  • Accessing Lessons: Teachers and administrators make multiple attempts to follow-up with families who need additional technology support.
  • Ongoing Tech Support: Tech support is available by contacting school or emailing ATHomeHelpDesk@ggusd.us. FAQs and ongoing tech tips and support materials are sent through ParentSquare & posted online.

Teachers have created online classrooms for students using Google Classroom. Younger students may have a simpler learning space set up for them to interact with their teacher through the Seesaw app or web portal. In addition, teachers are using the online meeting tools, Zoom and Google Meets, to conduct live face-to-face lessons with students as well as hold office hours for students to receive extra help. Parents and students will continue to receive messages and notices through ParentSquare.

Provide a description of the steps that have been taken by the LEA to provide school meals while maintaining social distancing practices.

Garden Grove Unified School District’s Grab and Go Meal Service provides breakfast and lunch on Mondays and Wednesdays from 11:00a.m. to 1:00 p.m. Families receive meals on Monday for both Monday and Tuesday and meals on Wednesday for Wednesday through Friday. Both breakfast and lunch meals will be served at once to all individuals participating in the drive-through or walk-up meal program. The Grab and Go meals are offered at 13 locations including:

  • Alamitos Intermediate School, 12381 Dale St., Garden Grove
  • Bell Intermediate School, 12345 Springdale St., Garden Grove
  • Fitz Intermediate School, 4600 West McFadden Ave. Santa Ana
  • Irvine Intermediate School, 10552 Hazard Ave., Santa Ana
  • Ralston Intermediate School, 10851 Lampson Ave., Garden Grove
  • Peters K-3 Elementary, 13162 Newhope St., Garden Grove
  • Bolsa Grande High School, 9401 Westminster Ave., Garden Grove
  • Garden Grove High School, 11271 Stanford Ave., Garden Grove
  • La Quinta High School, 10372 McFadden Ave., Westminster
  • Los Amigos High School, 16566 Newhope St., Fountain Valley
  • Pacifica High School, 6851 Lampson Ave., Garden Grove
  • Rancho Alamitos High School, 11351 Dale St., Garden Grove
  • Santiago High School, 12342 Trask Ave., Garden Grove

The meals are available to all children age 18 and under and any developmental disabled person under 21 years of age who is enrolled in an institution or Regional Center program. In accordance with state guidelines, parents are allowed to pick up meals without students present. However, parents will be asked for their students’ ID numbers at the meal service distribution sites.

Provide a description of the steps that have been taken by the LEA to arrange for supervision of students during ordinary school hours.

It has not been practicable for GGUSD to arrange for supervision for students during ordinary school hours. During the COVID-19 cessation of in-person classes and distance learning, 90% of GGUSD employees are working from home.

Now more than ever, our ability to support student health, safety, and well-being is critical. GGUSD recognizes that our students may feel additional stress and anxiety during this period of uncertainty. GGUSD staff will continue to work tirelessly in supporting students and families during distance learning. School staff, including school community liaisons, are conducting wellness check phone calls to ensure families are experiencing successful distance learning as well as having their non-academic needs met. During the wellness checks, employees ask families if they have access to school work, food, internet, and wellness resources. When families need additional assistance, they are connected to the appropriate resource/contact.

Our website, www.ggusd.us/covidresources provides academic resources (links to textbooks and other digital platforms used by our teachers during distance learning), wellness resources, (support for mental health and wellness), and community-based resources (support for childcare, low-cost/free internet, food resources, etc.). All students and parents may contact our helpline at 714- 598-6366 which is staffed by a friendly GGUSD employee Monday – Friday, 8 a.m. to 5 p.m.

LCFF/LCAP

What is the Local Control Funding Formula (LCFF)?

California’s 2013-14 Budget Act included landmark legislation that changes the state’s school finance system. The changes introduced by the Local Control Funding Formula (LCFF) represent a major shift in how California funds our school district. For nearly 40 years, California has relied on a system that included general purpose funding (known as revenue limits) and more than 50 tightly defined categorical programs. Under LCFF, California funds school districts, charter schools, and county offices of education equally per student with adjustments based on grade levels and demographic characteristics. This includes a provision for supplemental and concentration funds granted to support districts with higher numbers of students with academic need (English learners, low-income, and foster youth). LCFF replaces complexity in favor of equity, transparency, and performance.

What is the Local Control and Accountability Plan (LCAP)?

The Local Control and Accountability Plan (LCAP) is an important component of the LCFF. The school district will develop, adopt, and annually update a three-year plan. Pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in Education Code section 52052, for each of the state priorities and any locally identified priorities. Engagement of parents, pupils, and other stakeholders is a critical component of the planning process. The school district will also consult with teachers, principals, administrators, other school personnel, and local bargaining units of the school district in the development of the LCAP.

Eight State Priorities

The eight priorities for the LCAP have been grouped into three broad categories: a) Conditions of Learning, b) Pupil Outcomes, and c) Parent and Student Engagement.

A. Conditions of Learning:

Basic Conditions: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)

Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners. (Priority 2)

Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. (Priority 7)

Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)

Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system, and ensuring transfer of health and education records. (Priority 10)

B. Pupil Outcomes:

Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)

Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)

C. Parent and Student Engagement:

Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)

Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)

School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)

Resources

Learn more about LCFF including frequently asked questions.

Submit feedback https://www.surveymonkey.com/r/GGUSDParents2018