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1. Planning and Preparation

1.1 Identification of Team

Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Required stakeholders must be engaged in the process to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained by the LEA.If the LEA uploads sufficient evidence of required stakeholder input in Section F. Additional Files, the cross-functional monitoring indicator pertaining to CLIP required stakeholder input will be automatically met.

1.2 Identification of Stakeholders

Stakeholders are those individuals with valuable experiences and perspective who will provide the team with important input, feedback, and guidance. Required stakeholders must be engaged in the process to meet the requirements of participating federal programs. Documentation of stakeholder involvement must be maintained by the LEA. Watch the Planning and Preparation webinar for additional information and guidance. Required Stakeholders

How did the team ensure that the selection of stakeholders created an inclusive group with varied perspectives?

The team ensured the selection of stakeholders created an inclusive group with varied perspectives by using a structured identification process aligned to required federal program roles and key stakeholder groups. A stakeholder matrix was developed to ensure representation across leadership, instructional staff, specialized programs (e.g., Special Education, ESOL, McKinney-Vento), families, students, and community partners. Department leaders and program coordinators were responsible for identifying participants within their areas to ensure inclusion of individuals with direct knowledge of student needs and program implementation. Special attention was given to include representatives connected to identified subgroups, including students with disabilities, English learners, economically disadvantaged students, and families. Stakeholders were engaged through scheduled virtual meetings, surveys, and follow-up communications to ensure accessibility and broad participation. Recordings and additional input opportunities were provided to remove barriers to participation and ensure that perspectives from individuals unable to attend live sessions were still included. This structured and multi-method approach ensured.

How will the team ensure that stakeholders, and in particular parents and/or guardians, were able to provide meaningful input into the needs assessment process?

The team ensured stakeholders, especially parents and guardians, could provide meaningful input by offering multiple, accessible opportunities for participation. Virtual CNA/CLIP meetings were held to share key data and priorities, with recordings and materials provided for those unable to attend. In addition to CNA surveys, feedback was collected through ongoing parent involvement structures such as the Parent Advisory Council (PAC), school-level surveys, and family engagement activities. Targeted surveys were also distributed following meetings to gather specific input. This multi-method approach ensured stakeholder feedback was continuous, representative, and directly informed the needs assessment process.