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    This document discusses the need for school districts to have specific guidelines for incorporating student input into their Local Control and Accountability Plans (LCAP). It argues that getting student feedback would help create happier, more engaged students and provide a valuable learning experience for students. The document concludes by strongly agreeing that districts require regulations to document how they gather and apply student input to planning processes like the LCAP to ensure accountability.

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    This document discusses the need for school districts to have specific guidelines for incorporating student input into their Local Control and Accountability Plans (LCAP). It argues that getting student feedback would help create happier, more engaged students and provide a valuable learning experience for students. The document concludes by strongly agreeing that districts require regulations to document how they gather and apply student input to planning processes like the LCAP to ensure accountability.

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    © All Rights Reserved
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    19 views1 page

    Districtlcaps

    Uploaded by

    api-316225340
    This document discusses the need for school districts to have specific guidelines for incorporating student input into their Local Control and Accountability Plans (LCAP). It argues that getting student feedback would help create happier, more engaged students and provide a valuable learning experience for students. The document concludes by strongly agreeing that districts require regulations to document how they gather and apply student input to planning processes like the LCAP to ensure accountability.

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    of 1

    CaseyGeyer

    EDL648
    April25,2016
    KennyRichards

    ArticleSummary:DistrictLCAPsMustIncludeStudentInput

    Schooldistrictscurrentlyhavenospecificguidelinesastohowtoincorporatestudent
    inputintotheirLocalControlandAccountabilityPlans(LCAP).Thisleavesdistrictstotheirown
    accordwhencollectingandutilizingstudentinput.Ifeelthisisadisservicetonotjuststudents
    buttheschoolasawhole.
    Schoolsareinthebusinesstoeducatetheyouth.WhenrunningabusinessIwould
    assumethatbusinessownerswouldpreferhappycustomersstudentsareaschoolcustomers.
    ImmyexperienceasaneducatorIhavefoundthathappystudentsaremoreengagedinthe
    learningprocessandmakeupverylittleofschoolwidediscipline.Itwouldseemlogicalthenthat
    wewouldwanttodowhatispossibleandwithinreasontocreateanenvironmentwhere
    studentswouldbehappy.Wecanhelpmakethispossiblebylisteningtostudentinput,
    incorporatingwherepossibleandthenfinishingtheconversationwiththehowsandwhysof
    whatcouldbeimplementedandwhatcouldnot.
    InvitingstudentstobeanactivepartoftheLCAPconversationalsoprovidesaunique
    andvaluablelearningexperienceforstudents.Studentslearntheprocessofimplementing
    change,workingasacollectivegrouptoafinalgoalandmaybeevenalittlebitofhowaschool
    runs.Onlypositivescancomefromactivelyinvolvingstudentsintheschoolplanningprocess.
    Attheveryleast,iftheirchangescannotbeimplementeditopensthedoorforstaffand
    studentstohavetheconversationofwhyitcannot.Ihavefoundthatifstudentsunderstand
    whysomethingtheywantcannothappen,theyharborlessnegativefeelingsoffrustrationand
    anger.
    Istronglyagreethatschooldistrictsneedspecificguidelinesandregulationsfor
    incorporatinganddocumentingstudentfeedbacktoplanningprojectsliketheLCAP.Whilewe
    liketobelievethatschoolswillengagetheirstudentsintheplanningprocess,itisnot
    happening.Creatingthesechecksandbalancesforschoolsmayresultinmorepaperwork,
    whichItoodislike,butitcreatesneededaccountability.

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