The instructions for completing the Local Control and Accountability Plan (LCAP) follow the template.
Local Educational Agency (LEA) Name | Contact Name and Title | Email and Phone |
Antioch Charter Academy | Kevin Fuller Co-Administrator |
kevinfuller@antiochcharteracademy.org 9257557311 |
Goal # | Description |
Goal 1 | To have qualified credentialed teachers partner together in grade-level clusters with approximately 21 students per teacher in multi-age settings (TK-K, 1st-3rd, 4th-6th,7th-8th). |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | 100% of teachers of core academic subjects will hold a valid CA teaching credential. | Standard met per California State Dashboard (2019) for Priority 1: Basics: Teachers, Instructional Materials, Facilities. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. In the 2020-21 school year, 100% of classroom teachers held a valid CA teaching credential. | 100% of teachers of core academic subjects hold a valid CA teaching credential in 2021-2022. | 100% of teachers of core academic subjects hold a valid CA teaching credential in 2022-2023. Standard met per California State Dashboard (2022) for Priority 1: Basics: Teachers, Instructional Materials, Facilities. | 100% of teachers of core academic subjects hold a valid CA teaching credential in 2023-2024. Standard met per California State Dashboard (2023) for Priority 1: Basics: Teachers, Instructional Materials, Facilities. | To have qualified credentialed teachers partner together in grade-level clusters with approximately 21 students per teacher in multi-age settings (TK-K, 1st-3rd, 4th-6th,7th-8th). 100% of teachers of core academic subjects will hold a valid CA teaching credential. |
2 | Grade levels will be organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th with approximately 21 students per teacher. | Grade levels are organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th with approximately 21 students per teacher. | Grade levels are organized into multi-grade level groupings of TKK, 1st-3rd, 4th-6th, 7th-8th with approximately 21 students per teacher. | Grade levels are organized into multi-grade level groupings of TKK, 1st-3rd, 4th-6th, 7th-8th with approximately 21 students per teacher. | Grade levels are organized into multi-grade level groupings of TKK, 1st-3rd, 4th-6th, 7th-8th with approximately 21 students per teacher. | ACA will continue to implement its core philosophies which include small, multi-age classes, taught by highly qualified teachers to ensure that the quality of the instruction students receive directly impacts their learning experiences and academic outcomes. Grade levels will be organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th with approximately 21 students per teacher. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. The assigning of highly qualified teachers, who partner together in grade-level clusters with approximately 21 students per teacher in multi-age settings (TK-K, 1st-3rd, 4th-6th,7th-8th) ensures differentiated instruction to small groups of students. In addition, this action allows instructional aides to provide additional intervention support for our unduplicated student groups, and struggling students.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year.
Goal # | Description |
Goal 2 | ACA will develop curriculum and assessments for language arts and math instruction that align with the Common Core Standards. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | ACA's curriculum and assessments reflect the Common Core Standards. | Standard met per California State Dashboard (2019) for Priority 2: State Standards (Conditions of Learning). Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. | In 2021-2022, staff continues to evaluate local assessments in an ongoing process, aligning those assessments to reflect the Common Core Standards, and EL Standards. | In 2022-2023, staff continues to evaluate local assessments in an ongoing process, aligning those assessments to reflect the Common Core Standards and EL Standards. Standard met per California State Dashboard (2023) for Priority 2: State Standards (Conditions of Learning). | In 2023-2024, staff continues to evaluate local assessments in an ongoing process, aligning those assessments to reflect the Common Core Standards and EL Standards. Standard met per California State Dashboard (2022) for Priority 2: State Standards (Conditions of Learning). | The implementation of academic content and performance standards adopted by the state board for all pupils is reflected in ACA's curriculum and assessments. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No budgeted expenditures for this goal.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. The staff will continue to evaluate local assessments, aligning those assessments to reflect the Common Core Standards and EL Standards to promote student achievement.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year.
Goal # | Description |
Goal 3 | To include parents as a vital part of our school’s dynamics and making them partners in their child’s education. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | Provide parent education meetings at least one meeting per trimester on school philosophies, programs, and/or curriculum. Provide parent volunteer opportunities. | Standard met per California State Dashboard (2019) for State Priority 3: Parent and Family Engagement. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. In 2020-21 ACA offered one meeting per trimester on school philosophies, programs, and/or curriculum. | Parents are offered numerous volunteer opportunities throughout the year, (i.e.; in-class, book fair, crosswalk supervision, fundraising, field trips, special event needs, etc.) which are communicated through weekly school and classroom newsletters, as well as social media. Parent education meetings were held throughout the year. Varied communication methods were used to meet the needs of all families (email, text, surveys, ClassTag, Remind app., class/school newsletters, conferences, etc.) | Parents are offered numerous volunteer opportunities throughout the year, (i.e.; in-class, book fair, crosswalk supervision, fundraising, field trips, special event needs, etc.) which are communicated through weekly school and classroom newsletters, as well as social media. Parent education meetings were held throughout the year. Standard met per California State Dashboard (2022) for State Priority 3: Parent and Family Engagement. | Parents are offered numerous volunteer opportunities throughout the year, (i.e.; in-class, book fair, crosswalk supervision, fundraising, field trips, special event needs, etc.) which are communicated through weekly school and classroom newsletters, and social media. Parent education meetings were held throughout the year. Standard met per California State Dashboard (2023) for State Priority 3: Parent and Family Engagement. | ACA will continue to foster family and community engagement. This will greatly increase the likelihood that students will learn and thrive. Students are more prepared for school, more likely to achieve, and more likely to graduate when they are supported by schools, families, and communities working together in a coordinated manner. Provide parent education meetings at least one meeting per trimester on school philosophies, programs, and/or curriculum. Provide parent volunteer opportunities. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No budgeted expenditures.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. ACA will continue to foster family and community engagement. This will greatly increase the likelihood that students will learn and thrive. Students are more prepared for school, more likely to achieve, and more likely to graduate when they are supported by schools, families, and communities working together in a coordinated manner.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year and updated to reflect outcomes desired from our 2024 WASC full self-study.
Goal # | Description |
Goal 4 | Students will show progress towards or meet grade-level standards in math. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | STAR Renaissance Math Student Growth Percentile | STAR Renaissance Math Assessment results for 2020-21: No data | The average Student Growth Percentile across all students in Math in the school for the school year was 61.3% (61%). In total, 124 students were tested and their individual Student Growth Percentile scores range from 0 to 100. | The average Student Growth Percentile across all students in Math in the school for the school year was 47%. In total, 131 students were tested, and their Average Grade Equivalent increased by 1. | The average Student Growth Percentile across all students in Math in the school for the school year was 47%. In total, 131 students were tested, and their Average Grade Equivalent increased by 1. | ACA student proficiency in math improved when comparing grade level results from year to year for all students. Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Math Student Growth Percentile. |
2 | DASHBOARD STATE INDICATOR: Academic Math | DASHBOARD STATE INDICATOR: Academic Math 2019 ACA is "yellow" on the Student Performance indicator for Mathematics. 124 students were assessed. Overall status is 24.6 points below standard, the score maintained at -1.4 points from the prior year. ACA had two total student groups (Hispanic and White) which were both "orange" * Hispanic subgroup (37 students) are 38.7 points below standard and declined 8.1 points from the prior year. * White subgroup (45 students) are 26.7 points below standard and declined 9.3 points from the prior year. English Learners "No Performance Color" (23 students) are 50.3 points below standard and increased 6.3 points from the prior year. Socioeconomically Disadvantaged Learners "No Performance Color" (33 students) are 51 points below standard and maintained 2.7 points from the prior year. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. | Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the Dashboard. | For the 2022 Dashboard, the color dials have been replaced with one of five Status levels (ranging from Very High, High, Medium, Low, and Very Low). ACA is "Low" on the Student Performance indicator for Mathematics. 127 students were assessed. Overall status is 36.1 points below standard. For the State: Overall status is 51.7 points below standard. | DASHBOARD STATE INDICATOR: Academic Math 2023 ACA is "orange" on the Student Performance Indicator for Mathematics. 128 students were assessed. Overall status is 36.3 points below standard, the score maintained at -0.2 points from the prior year. ACA had two total student groups (Hispanic and White) which were both "orange" * Hispanic subgroup (39 students) are 54.2 points below standard and declined 9.1 points from the prior year. * White subgroup (38 students) are 47.4 points below standard and declined 10.4 points from the prior year. * English Learners "No Performance Color" (19 students) are 54.3 points below standard and increased 8.7 points from the prior year. * Socioeconomically Disadvantaged Learners "orange" (32 students) are 45.4 points below standard and maintained -1.2 points from the prior year. For the State: Overall status is 49.1 points below standard. | ACA student proficiency in math improved when comparing grade level results from year to year for all students. Student achievement on the CAASPP math test will match or exceed the CA state achievement. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. Students have demonstrated progress toward or meeting grade-level standards in math.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year and updated to reflect outcomes desired from our 2024 WASC full self-study.
Goal # | Description |
Goal 5 | Students will show progress towards or meet grade-level standards in English Language Arts. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | STAR Renaissance Student Growth Percentile | STAR Renaissance English Language Arts Assessment results for 2020-21: No data | The average Student Growth Percentile across all students in ELA in the school for the school year was 56.9%(57%). In total, 124 students were tested and their individual Student Growth Percentile scores range from 0 to 100. | The average Student Growth Percentile across all students in Math in the school for the school year was 63%. In total, 131 students were tested, and their Average Grade Equivalent increased by 1. | The average Student Growth Percentile across all students in Math in the school for the school year was 63%. In total, 131 students were tested, and their Average Grade Equivalent increased by 1. | ACA student proficiency in English Language ARTS improved when comparing grade level results from year to year for all students. Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile |
2 | DASHBOARD STATE INDICATOR: Academic English Language Arts | DASHBOARD STATE INDICATOR: Academic English Language Arts 2019 ACA is "green" on the Student Performance indicator for English Language Arts. 124 students were assessed. Overall status is 22 points above standard, the score increased 4.3 points from the prior year. ACA had two total student groups (Hispanic and White) which were both "orange" * Hispanic subgroup (37 students) are 22.3 points below standard and increased 21.1 points from the prior year. * White subgroup (45 students) are 9.6 points above standard and declined 21.7 points from the prior year. English Learners "No Performance Color" (23 students) are 5 points below standard and increased 23 points from the prior year. Socioeconomically Disadvantaged Learners "No Performance Color" (33 students) are 8.2 points above standard and increased 37.3 points from the prior year. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. | Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the Dashboard. | For the 2022 Dashboard, the color dials have been replaced with one of five Status levels (ranging from Very High, High, Medium, Low, and Very Low). ACA is "Medium" on the Student Performance indicator for English Language Arts. 127 students were assessed. Overall status is 3.8 points below standard. For the State: Overall status is 12.2 points below standard. | DASHBOARD STATE INDICATOR: Academic English Language Arts 2023 ACA is "green" on the Student Performance indicator for English Language Arts. 128 students were assessed. Overall status is 8.4 points above standard, the score increased 12.2 points from the prior year. ACA student groups: * (Orange) Hispanic subgroup (39 students) are 14.5 points below standard and maintained -1.3 points from the prior year. * (Yellow) White subgroup (38 students) are 1.3 points below standard and maintained 0.7 points from the prior year. * (No Performance Color) English Learners (19 students) are 33.4 points below standard and declined 15.2 points from the prior year. * (Yellow) Socioeconomically Disadvantaged Learners (23 students) are 5.7 points above standard and increased 26.3 points from the prior year. For the State: Overall status is 33.4 points below standard. | ACA student proficiency in English Language Arts improved when comparing grade level results from year to year for all students. Student achievement on the CAASPP ELA test will match or exceed the CA state average. |
3 | DASHBOARD STATE INDICATOR: English Learner Progress Indicator | Dashboard State indicator (2019) - The English Learner Progress Indicator has No Performance Color, with 61.1% making progress towards English language proficiency. 55.5% of ELs who progressed at least one ELPI level, 5.5% of ELs who maintained ELPI level 4, 16.6% of ELs who maintained ELPI levels 1, 2L, 2H, 3L, and 3H 22.2% of ELs who decreased at least one ELPI level Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. | Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the Dashboard. | Dashboard State indicator (2022) - The English Learner Progress Indicator has No Performance Color, with 45.5% making progress toward English language proficiency. A total of 22 students were assessed. 36.4% of ELs who progressed at least one ELPI level, 9.1% of ELs who maintained ELPI level 4, 36.4% of ELs who maintained ELPI levels 1, 2L, 2H, 3L, and 3H 18.2% of ELs who decreased at least one ELPI level | Dashboard State Indicator (2023) - The English Learner Progress Indicator has "No Performance Color," with 47.1% making progress toward English language proficiency. A total of 17 students were assessed. 47.1% of ELs who progressed at least one ELPI level, 0% of ELs who maintained ELPI level 4, 29.4% of ELs who maintained ELPI levels 1, 2L, 2H, 3L, and 3H 23.5% of ELs who decreased at least one ELPI level | ACA student English Learner Progress indicator improved when comparing results from year to year. English Learner Progress Rate will match or exceed the California State English Learner Progress Rate. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. Students demonstrated progress toward or meeting grade-level standards in English Language Arts.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year.
Goal # | Description |
Goal 6 | To present a highly successful program for all students through critical thinking activities, acknowledging individual strengths, and awareness and celebration of diverse learning styles. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | Attendance rate | ACA attendance rate for the 2019-20 school year was 98.9%. | ACA P2 attendance rate for the 2021-22 school year: * Classroom-based attendance was 92.6%. * Non-classroom-based attendance 14.9% | ACA P2 attendance rate for the 2022-23 school year: 99.0% * Classroom-based attendance was 92.7%. * Non-classroom-based attendance 6.3% | ACA P2 attendance rate for the 2023-24 school year: 98.5% * Classroom-based attendance was 94.0%. * Non-classroom-based attendance 4.5% | ACA promotes a healthy and positive school culture in that all students experience supportive learning conditions and opportunities that promote achievement and prepare them to succeed in college, career, and citizenship. Maintain a 92% or better attendance rate each year. |
2 | DASHBOARD STATE INDICATOR: Chronic Absentee | DASHBOARD STATE INDICATOR: Chronic Absentee (2019) ACA is "green" on the Dashboard State Indicator for Chronic Absenteeism. ACA had 1% chronically absent (198 total students). Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. | Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the Dashboard. | For the 2022 Dashboard, the color dials have been replaced with one of five Status levels (ranging from Very High, High, Medium, Low, and Very Low). ACA is "Very Low" on the Student Performance Indicator for Chronic Absenteeism. A total of 206 students were measured. Overall status is 0.5% Chronically absent. For the State: Overall status is 30% Chronically Absent. | For the 2023 Dashboard, ACA is "blue" on the Dashboard State Indicator for Chronic Absenteeism. ACA had 0.5% chronically absent (207 total students). For the State: Overall status is 24.3% Chronically Absent. | ACA promotes a healthy and positive school culture in that all students experience supportive learning conditions and opportunities that promote achievement and prepare them to succeed in college, career, and citizenship. Maintain green or blue on California State Dashboard for Chronic Absenteeism. |
3 | Middle School Drop-out rate. | 0 | Middle School Drop-out rate is 0%. | Middle School Drop-out rate is 0%. | Middle School Drop-out rate is 0%. | 0% Middle School drop-out rate. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No budgeted expenditures.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. ACA promotes a healthy and positive school culture in that all students experience supportive learning conditions and opportunities that promote achievement and prepare them to succeed in college, career, and citizenship.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year and updated to reflect outcomes desired from our 2024 WASC full self-study.
Goal # | Description |
Goal 7 | To create classroom settings that address individual needs with regards to academics, emotional and physical structure, and time management. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | Student survey | No data | The student survey reports that 82.1% of students feel safe at school (46.2% strongly agree, 35.9% agree, and 17.9% neutral). | The student survey reports that 76.2% of students feel safe at school (35.7% strongly agree, 40.5% agree, and 23.8% neutral). | The student survey reports that 76.2% of students feel safe at school (35.7% strongly agree, 40.5% agree, and 23.8% neutral). | The student survey reports that 90% or higher of students feel safe at school. |
2 | DASHBOARD STATE INDICATOR: Suspension Rate | ACA Suspensions for the 2019-2020 school year were (2) or 1% of students suspended at least once. DASHBOARD STATE INDICATOR: Suspension Rate (2019) ACA is "yellow" on the Student Performance indicator for Suspensions. ACA had two total student groups (English Learners and White) which were both "orange" * English Learner subgroup (37 students) 2.7% suspended at least once and increased 2.7% points from the prior year. * White subgroup (73 students) 2.7% suspended at least once and increased 2.7% points from the prior year. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. | Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the Dashboard. ACA Suspensions for the 2021-2022 school year were (4) or 2% of students suspended at least once. | For the 2022 Dashboard, the color dials have been replaced with one of five Status levels (ranging from Very High, High, Medium, Low, and Very Low). ACA is "Low" on the Student Performance Indicator for Suspensions. A total of 206 students were measured. Overall status is 1% suspended at least one day. For the State: Overall status is 3.1% suspended at least one day. | For the 2023 Dashboard, ACA suspensions for the school year were (2) or 1% of students suspended at least once. ACA is "green" on the Student Performance Indicator for Suspensions. ACA had two total student groups: * (No Color) African American subgroup (28 students) 3.6% suspended at least once and increased 3.6% points from the prior year. * White subgroup (61 students) 1.6% suspended at least once and declined 1.3% points from the prior year. For the State: Overall status is 3.5% suspended at least one day. | ACA maintains an overall class size of approximately 21 to 1 which allows teachers to tailor instruction and curriculum to meet the diverse needs of all students. With the low student-to-teacher ratio and multi-age groupings, teachers are able to support students in a unique way. ACA’s key philosophies and policies create a safe, orderly environment. Character education programs and curricula help students build trust with each other. Maintain a 1% or lower suspension rate. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No budgeted expenditures.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were efective. ACA maintains an overall class size of approximately 21 to 1 which allows teachers to tailor instruction and curriculum to meet the diverse needs of all students. With the low student-to-teacher ratio and multi-age groupings, teachers are able to support students in a unique way. ACA’s key philosophies and policies create a safe, orderly environment. Character education programs and curricula help students build trust with each other.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year and updated to reflect outcomes desired from our 2024 WASC full self-study.
Goal # | Description |
Goal 8 | To create unique learning experiences in all subject areas that are meaningful to all students. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | Percent participation in a broad course of study. | All students, including all subgroups, have access to and are enrolled in a broad course of study, including mathematics, English Language Arts, social studies, science, music, art, and physical education. Standard met for the DASHBOARD STATE INDICATOR (2019): Access to a Broad Course of Study Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the 2020 Dashboard. | All students, including all subgroups, have access to mathematics, English Language Arts, social studies, science, music, art, and physical education. Due to the COVID-19 pandemic, state law has suspended the reporting of state and local indicators on the Dashboard. | All students, including all subgroups, have access to mathematics, English Language Arts, social studies, science, music, art, and physical education. Standard Met: Dashboard Local Indicators - Access to a Broad Course of study | All students, including all subgroups, have access to mathematics, English Language Arts, social studies, science, music, art, and physical education. Standard Met: Dashboard Local Indicators (2023) - Access to a Broad Course of Study | All students will have access to and enroll in a broad course of study. All students in grades K-8 will be enrolled in courses that are aligned to the California State Standards, and in a weekly enrichment program that consists of art, music, personal safety, and physical education. All students in grades 4- 8 will have access to a wide range of elective courses throughout the year. All students will have Health class once during 7th or 8th grade. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No budgeted expenditures.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. All students have access to and enroll in a broad course of study. All students in grades K-8 were enrolled in courses that are aligned to the California State Standards, and in a weekly enrichment program that consists of art, music, personal safety, and physical education. All students in grades 4- 8 have access to a wide range of elective courses throughout the year. All students will have Health class once during 7th or 8th grade.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year.
Goal # | Description |
Goal 9 | By the end of 8th grade, students will demonstrate and apply mastery of the academic content by following the ACA Graduate Goals. |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | Graduate Goal rubric scores will be included on report cards for all grades. | Graduate Goal rubric scores are included on report cards for all grades. | Graduate Goal rubric scores are included on report cards for all grades. | Graduate Goal rubric scores are included on report cards for all grades. | Graduate Goal rubric scores are included on report cards for all grades. | Graduate Goal rubric scores will be included on report cards for all grades. |
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
There were no substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
No budgeted expenditures.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The specific actions were effective. Graduate Goal rubric scores were included on report cards for all grades. By the end of 8th grade, students demonstrated and applied mastery of the academic content by following the ACA Graduate Goals.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There were no changes to the planned goal, metrics, desired outcomes, or actions that resulted from reflections on prior practice. This goal will be continued for the coming year.
For additional questions or technical assistance related to the completion of the Local Control and Accountability Plan (LCAP) template, please contact the local county office of education (COE), or the California Department of Education’s (CDE’s) Local Agency Systems Support Office, by phone at 916-319-0809 or by email at LCFF@cde.ca.gov.
Complete the prompts as instructed for each goal included in the 2023–24 LCAP. Duplicate the tables as needed. The 2023–24 LCAP Annual Update must be included with the 2024–25 LCAP.
Goal(s)
Description:
Copy and paste verbatim from the 2023–24 LCAP.
Measuring and Reporting Results
Metric:
Baseline:
Year 1 Outcome:
Year 2 Outcome:
Year 3 Outcome:
Desired Outcome:
Timeline for completing the “Measuring and Reporting Results” part of the Goal.
Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for Year 3 (2023–24) |
---|---|---|---|---|---|
Copy and paste verbatim from the 2023–24 LCAP. | Copy and paste verbatim from the 2023–24 LCAP. | Copy and paste verbatim from the 2023–24 LCAP. | Copy and paste verbatim from the 2023–24 LCAP. | Enter information in this box when completing the 2023–24 LCAP Annual Update. | Copy and paste verbatim from the 2023–24 LCAP. |
Goal Analysis
Using actual annual measurable outcome data, including data from the Dashboard, analyze whether the planned actions were effective in achieving the goal. Respond to the prompts as instructed.
A description of any substantive differences in planned actions and actual implementation of these actions.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
The instructions for completing the Local Control and Accountability Plan (LCAP) follow the template.
Local Educational Agency (LEA) Name | Contact Name and Title | Email and Phone |
Antioch Charter Academy | Kevin Fuller Co-Administrator |
kevinfuller@antiochcharteracademy.org 9257557311 |
A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA.
Antioch Charter Academy (ACA) is one of two Antioch Charter Academies located within the boundaries of the Antioch Unified School District in Antioch, California. ACA and its sister school, Antioch Charter Academy II are operated by The Learner-Centered, Inc. Currently, ACA is located at 3325 Hacienda Way, Antioch, CA 94509. This is ACA’s eighteenth year in its current location. ACA serves elementary school students in Transitional Kindergarten through the 8th grade. Most of the students we serve live in Antioch, but some live in other cities in Contra Costa County. Our population is approximately 200 students in grades Transitional Kindergarten through eighth. ACA is structured with four levels, Primary, Elementary, Intermediate, and Middle School. Each level utilizes the main school philosophies but does utilize unique instructional and structural strategies based on the unique needs of the students they serve. Primary is comprised of Transitional Kindergarten and Kindergarten. Primary utilizes the Montessori philosophy most heavily. Elementary also utilizes the Montessori philosophy primarily for students in first, second, and third grade. Intermediate encompasses fourth, fifth, and sixth grades and uses Brain Compatible Highly Effective Teaching and Multiple Intelligences as its main philosophies. Middle School is comprised of seventh and eighth grades and utilizes Highly Effective Teaching, Experiential Education, Project Based Learning and BrainCompatible Learning as its cornerstones. All levels incorporate Positive Discipline strategies to develop an atmosphere of mutual respect between students and staff. Parents are an integral part of the learner-centered approach at the ACA. Teachers communicate weekly with parents and the family establishing a line of constant communication through email, one-on-one, student-led conferences, and parent education meetings. Parent involvement is one of the biggest factors in student success at ACA. ACA is also accredited by the Western Association of Schools and Colleges (WASC). Part of the accreditation process is to go through an in-depth review of the school’s program with all stakeholders and develop an action plan based on input from these stakeholders. Stakeholder input was gathered through staff meetings at school, student meetings, as well as with families at conferences. ACA has received WASC accreditation since 2009, demonstrating that the process the school engaged in as well as the action plan that was developed was very thorough and well thought out, and aligned with LCAP goals.
A reflection on annual performance based on a review of the California School Dashboard (Dashboard) and local data.
ACA students have demonstrated growth in academic achievement on local assessments in both English Language Arts and Mathematics. We plan to maintain that success by continuing to have small class sizes allowing teachers to provide differentiated instruction to small groups of students and keeping aides who provide additional intervention support for our unduplicated student groups, and struggling students. ACA will continue to support all students by instituting new research-based programs, staff professional development and training, and materials based on student needs. ACA has no student group that received the lowest performance level on one or more state indicators on the 2023 Dashboard. Standard was met on all local indicators on the 2023 Dashboard.
As applicable, a summary of the work underway as part of technical assistance.
Not Applicable
An LEA with a school or schools eligible for comprehensive support and improvement must respond to the following prompts.
A list of the schools in the LEA that are eligible for comprehensive support and improvement.
Not Applicable
A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans.
Not Applicable
A description of how the LEA will monitor and evaluate the plan to support student and school improvement.
Not Applicable
A summary of the process used to engage educational partners in the development of the LCAP.
School districts and county offices of education must, at a minimum, consult with teachers, principals, administrators, other school personnel, local bargaining units, parents, and students in the development of the LCAP.
Charter schools must, at a minimum, consult with teachers, principals, administrators, other school personnel, parents, and students in the development of the LCAP.
An LEA receiving Equity Multiplier funds must also consult with educational partners at schools generating Equity Multiplier funds in the development of the LCAP, specifically, in the development of the required focus goal for each applicable school.
Educational Partner(s) | Process for Engagement |
1. Teachers | ACA staff meetings included training on what LCAP is and the specific LCAP goals for ACA for the 2023-2024 school year, discussion about how to measure the progress towards the goals, and discussion about ways to revise the LCAP goals and actions for the 2024-2025 school year. Teachers participate in the WASC full self-study. Part of the accreditation process is to go through an in-depth review of the school’s program with all stakeholders and develop an action plan based on input from these stakeholders. Teachers were surveyed to gather their input to better set goals, plan actions, and leverage resources to improve student outcomes. |
2. Students | Teachers conduct informal and formal surveys of students in the classroom, both in writing and through classroom meeting discussions throughout the school year. |
3. Parents | Parents were surveyed to gather their input to better set goals, plan actions, and leverage resources to improve student outcomes. Parents were asked to provide recommendations for any additions or modifications to school programs that would improve student growth and achievement. Surveys about ACA’s outcomes and graduate goals are also sent to each family each Summer. Parent input was gathered through teacher meetings at school, as well as with families at conferences. |
4. Co-administrators | Co-administrators serve as both administrators and teachers. ACA staff meetings included training on what LCAP is and the specific LCAP goals for ACA for the 2023-2024 school year, discussion about how to measure the progress towards the goals, and discussion about ways to revise the LCAP goals and actions for the 2024-2025 school year. Co-Administrators/teachers participate in the WASC full self-study. Part of the accreditation process is to go through an in-depth review of the school’s program with all stakeholders and develop an action plan based on input from these stakeholders. Co-administrators were surveyed to gather their input to better set goals, plan actions, and leverage resources to improve student outcomes. |
5. Other school personnel | ACA has designated meetings that include all staff (certificated and classified personnel). At these meetings, training on what LCAP is and the specific LCAP goals for ACA for the 2023-2024 school year, discussion about how to measure the progress towards the goals, and discussion about ways to revise the LCAP goals and actions for the 2024-2025 school year. All staff (certificated and classified personnel) participate in the WASC full self-study. Part of the accreditation process is to go through an in-depth review of the school’s program with all stakeholders and develop an action plan based on input from these stakeholders. Certificated staff were surveyed to gather their input to better set goals, plan actions, and leverage resources to improve student outcomes. |
A description of how the adopted LCAP was influenced by the feedback provided by educational partners.
ACA goals are reflective of the stakeholder input which indicated a clear desire to operate as a small school with small class sizes, to focus on social-emotional and academic intervention, followed by teacher training and parent education. The LCAP goals also reflect the results of the 2024 Western Association of Schools and Colleges (WASC) full self-study findings. Ultimately, the stakeholder engagement and research confirmed the direction of the school and caused us to embed these goals in our LCAP.
Goal # | Description | Type of Goal |
Goal 1 | To have qualified credentialed teachers partner together in grade-level clusters with approximately 21 students per teacher in multi-age settings (TK-K, 1st-3rd, 4th-6th,7th-8th). | Maintenance |
State Priorities addressed by this goal.
State Priority 1: Basics: Teachers, Instructional Materials, Facilities.
An explanation of why the LEA has developed this goal.
The quality of the instruction students receive directly impacts their learning experiences and academic outcomes.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Grade levels will be organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, and 7th-8th with approximately 21 students per teacher. | Grade levels are organized into multi-grade level groupings of TKK, 1st-3rd, 4th-6th, and 7th-8th with approximately 21 students per teacher. | Grade levels are organized into multi-grade level groupings of TKK, 1st-3rd, 4th-6th, and 7th-8th with approximately 21 students per teacher. | |||
2 | 100% of teachers of core academic subjects will hold a valid CA teaching credential. | 100% of teachers of core academic subjects will hold a valid CA teaching credential. | 100% of teachers of core academic subjects will hold a valid CA teaching credential. | |||
3 | Sufficiency of instructional materials | All students have access to standards-aligned instructional materials (including print and electronic) for use at school and at home (aligned with SARC-reported data). | All students have access to standards-aligned instructional materials (including print and electronic) for use at school and at home (aligned with SARC-reported data). | |||
4 | Safe, Clean Functional School Facilities | ACA facility meets "Good Repair status (aligned with SARC-reported data). | ACA facility meets "Good Repair status (aligned with SARC-reported data). |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Highly Effective Teachers | ACA will hire teachers with valid CA teaching credentials. The quality of the instruction students receive directly impacts their learning experiences and academic outcomes. Students will be grouped into multi-age level groupings. ACA will encourage team teaching and collaborative lesson planning. Common planning time will be provided for collaboration amongst teachers and across grade levels by hiring Wonderful Wednesday staff. Group students into multi-age level groupings. Maintain small class sizes to allow for individualized instruction. Assign 21 students per teacher. Provide four hours of common planning time for collaboration amongst level teachers and across grade levels by implementing the Wonderful Wednesday Enrichment program. | $159,957.00 |
Yes |
Goal # | Description | Type of Goal |
Goal 2 | ACA will develop curriculum and assessments for language arts and math instruction that align with the Common Core Standards. | Maintenance |
State Priorities addressed by this goal.
State Priority 2: Conditions of Learning.
An explanation of why the LEA has developed this goal.
The curriculum is the content of what teachers teach what students study, and the instructional plan for how and when the content is taught. Essential components of a strong curriculum are the standards (CCS), goals, and milestones for instruction. An effective assessment system can be used to evaluate the extent to which students are learning and thriving based on state standards and local goals. Assessment results can be used to suggest which curriculum goals need to be addressed, how instructional strategies should be modified, and whether or not a particular form of instruction has been successful.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | ACA's curriculum and assessments reflect the Common Core Standards. | Standard met per California State Dashboard (2023) for Priority 2: State Standards (Conditions of Learning). | Standard met per California State Dashboard for Priority 2: State Standards (Conditions of Learning). | |||
2 | EL Access to CA Standards including ELD standards. | EL Access to CA Standards including ELD standards not reported within the 2023 Dashboard Local Indicator Priority 2 Self-Reflection. | Report Rating for ELD within the Dashboard Local Indicator Priority 2 Self-Reflection. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Alignment of Curriculum and Assessments including ELs access to ELD and CORE. | Staff will evaluate and align curriculum and local assessments to reflect Common Core Standards and ELD for each grade level. Staff will complete professional development to increase teacher proficiency in integrating the ELD, Montessori curriculum, Project-Based Learning, and HET philosophies and pedagogies. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 3 | To include parents as a vital part of our school’s dynamics and make them partners in their child’s education. | Maintenance |
State Priorities addressed by this goal.
State Priority 3: Parent and Family Engagement.
An explanation of why the LEA has developed this goal.
ACA believes parents/families are an integral part of each student's education. ACA values building partnerships with parents/families all year long. ACA will continue to encourage parent volunteerism and offer a wide variety of volunteering options. ACA will maintain the community network “The Family Network” through a Family Network Board made up of parents and community members. Parent education on school programs, philosophies, and curricula will be offered through (ex. Parent Education Program meetings, 2nd Cup of Coffee meetings, and archived videos available on the ACA website). Varying methods of communication will be offered to meet the communication needs of all families. Improve communication between parents, students, and staff regarding students' progress towards grade-level expectations and standards. Identify areas of strengths and weaknesses in current communication practices, survey families about communication needs, create and implement a communication improvement plan, implement the plan, and provide ongoing parent education through various channels.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Seek parent input in decision-making. | Parents are offered numerous volunteer opportunities throughout the year, (i.e.; in-class, book fair, crosswalk supervision, fundraising, field trips, special event needs, etc.) which are communicated through weekly school and classroom newsletters, and social media. Parent education meetings were held throughout the year. Standard met per California State Dashboard (2023) for State Priority 3: Parent and Family Engagement. | Standard met per California State Dashboard for State Priority 3: Parent and Family Engagement. | |||
2 | Promote parental participation in programs for unduplicated pupils. | Initial implementation of parental participation in programs for unduplicated pupils. Standard met per California State Dashboard for State Priority 3: Parent and Family Engagement. | Full implementation of parental participation in programs for unduplicated pupils. Standard met per California State Dashboard for State Priority 3: Parent and Family Engagement. | |||
3 | Promote parental participation in programs for individuals with exceptional needs (IEP/504 Plan students). | Initial implementation of parental participation in programs for individuals with exceptional needs (IEP/504 Plan students). Standard met per California State Dashboard for State Priority 3: Parent and Family Engagement. | Full implementation of parental participation in programs for individuals with exceptional needs (IEP/504 Plan students). Standard met per California State Dashboard for State Priority 3: Parent and Family Engagement. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Parent Engagement | Provides training and opportunities for parents and families to learn about ACA and school plans, programs, and activities. ACA will include parents, students, and families in developing strategies to improve academic achievement and the social, emotional, and physical well-being of all students. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 4 | Students will show progress towards or meet grade-level standards in math | Focus |
State Priorities addressed by this goal.
State Priority 4: Pupil Achievement
An explanation of why the LEA has developed this goal.
Addressing the significant gap between Math and ELA scores, the goal is to elevate Math proficiency from 36.3 points below standard to meeting or exceeding standards. Math data in STAR and CAASPP indicate a need for improvement. Currently ELA proficiency is 8.4 points above standard. ACA staff is committed to providing a balanced education, ensuring equitable opportunities for all students in both ELA and MATH. The targeted interventions, differentiated instruction, and professional development strategies aim to bridge the Math-ELA achievement disparity and prepare students comprehensively for academic and real-world challenges.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | DASHBOARD STATE INDICATOR: Academic Math | DASHBOARD STATE INDICATOR: Academic Math 2023 ACA is "orange" on the Student Performance Indicator for Mathematics. 128 students were assessed. Overall status is 36.3 points below standard, the score maintained at -0.2 points from the prior year. ACA had two total student groups (Hispanic and White) which were both "orange" * Hispanic subgroup (39 students) is 54.2 points below standard and declined 9.1 points from the prior year. * White subgroup (38 students) is 47.4 points below standard and declined 10.4 points from the prior year. * English Learners "No Performance Color" (19 students) are 54.3 points below standard and increased 8.7 points from the prior year. * Socioeconomically Disadvantaged Learners "orange" (32 students) are 45.4 points below standard and maintained -1.2 points from the prior year. | Demonstrate improvement in DFS (Distance from Standard) for DASHBOARD STATE INDICATOR: Academic Math | |||
2 | STAR Renaissance Math Student Growth Percentile | The majority of our students consistently score at or above the benchmark standard. The average percentile in Trimester 3 for most classes is over 40 percentile in most of our classes. In our most recent STAR reports, over 50% of students in grades 3, 6, and 8 score above the benchmark in Math. The number of students scoring at or below 10 percentile has decreased, however, students with disabilities are overrepresented in this group. | ACA student proficiency in math improved when comparing grade level results from year to year for all students. Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Math Student Growth Percentile. | |||
3 | Staff training/ professional development. | ACA has identified this as a need during the 2023-24 WASC full self-study. | Staff will have evaluated current math assessments, integrate tools/technology to enhance learning, and provide staff training on math curriculum and instructional methods. Implement strategies to reduce math anxiety and build student confidence. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Intervention Services | Bridge math curriculum between the levels. Continue to institute new research-based math programs, training, and materials based on student needs. Identify all students not performing at Proficient or above on CAASPP/local assessments. Track the progress/ development of each student’s math skills over time. Train new staff in Lindamoodbell On Cloud Nine. Offer RtI interventions and On Cloud Nine small group support for At-risk and struggling students. Continue to provide an after-school math program to support student learning through targeted, individualized instruction (priority placement for our unduplicated student groups. Offer a Summer STEAM program to mitigate learning loss. Maintain small class sizes to allow for individualized instruction. | $16,181.00 |
Yes |
Goal # | Description | Type of Goal |
Goal 5 | Students will show progress toward or meet grade-level standards in English Language Arts. | Focus |
State Priorities addressed by this goal.
State Priority 4: Pupil Achievement
An explanation of why the LEA has developed this goal.
Assessment approaches include a combination of formal and informal assessments—formative, interim, and summative. An effective assessment system can be used to evaluate the extent to which students are learning and thriving based on state standards and local goals. Assessment results can be used to suggest which curriculum goals need to be addressed, how instructional strategies should be modified, and whether or not a particular form of instruction has been successful.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | STAR Renaissance Reading Student Growth Percentile | The majority of our students consistently score at or above the benchmark standard. The average percentile in Trimester 3 for most classes is over 40 percentile in most of our classes. In our most recent STAR reports, over 50% of students in grades 3, 6, and 8 score above the benchmark in Reading. The number of students scoring at or below 10 percentile has decreased, however, students with disabilities are overrepresented in this group. | ACA student proficiency in English Language ARTS improved when comparing grade level results from year to year for all students. Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile | |||
2 | DASHBOARD STATE INDICATOR: Academic English Language Arts | DASHBOARD STATE INDICATOR: Academic English Language Arts 2023 ACA is "green" on the Student Performance indicator for English Language Arts. 128 students were assessed. Overall status is 8.4 points above standard, the score increased 12.2 points from the prior year. ACA student groups: * (Orange) Hispanic subgroup (39 students) is 14.5 points below standard and maintained -1.3 points from the prior year. * (Yellow) White subgroup (38 students) is 1.3 points below standard and maintained 0.7 points from the prior year. * (No Performance Color) English Learners (19 students) are 33.4 points below standard and declined 15.2 points from the prior year. * (Yellow) Socioeconomically Disadvantaged Learners (23 students) are 5.7 points above standard and increased by 26.3 points from the prior year. | ACA student proficiency in English Language Arts improved when comparing grade level results from year to year for all students. Student achievement on the CAASPP ELA test will match or exceed the CA state average. | |||
3 | DASHBOARD STATE INDICATOR: English Learner Progress Indicator | Dashboard State Indicator (2023) - The English Learner Progress Indicator has "No Performance Color," with 47.1% making progress toward English language proficiency. A total of 17 students were assessed. 47.1% of ELs who progressed at least one ELPI level, 0% of ELs who maintained ELPI level 4, 29.4% of ELs who maintained ELPI levels 1, 2L, 2H, 3L, and 3H 23.5% of ELs who decreased at least one ELPI level | ACA student English Learner Progress indicator improved when comparing results from year to year. English Learner Progress Rate will match or exceed the California State English Learner Progress Rate. | |||
4 | EL Reclassification Rate | ACA will continue to use the results of Criteria 2–4 to inform areas of focus for reclassified students. ACA will establish rigorous monitoring systems that include benchmarks for expected growth in acquiring academic content knowledge during the academic year and take appropriate steps to assist students who are not adequately progressing toward those goals. During this monitoring time, ACA will ensure that RFEP students have met the same academic achievement goals set for all students. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Intervention Services | Offer RtI intervention and Seeing Stars or Visualizing & Verbalizing small group support for at-risk, struggling, and unduplicated students. Maintain alignment of all reading instruction with Common Core Standards. Utilize Seeing Stars and Visualizing & Verbalizing techniques in everyday reading instruction. Train new staff in Lindamoodbell Seeing Stars and Visualizing/Verbalizing. Maintain small class sizes to allow for individualized instruction. | $57,922.00 |
Yes |
Goal # | Description | Type of Goal |
Goal 6 | To present a highly successful program for all students through critical thinking activities, acknowledging individual strengths, and awareness and celebration of diverse learning styles. | Maintenance |
State Priorities addressed by this goal.
State Priority 5: Pupil Engagement
An explanation of why the LEA has developed this goal.
Physical, environmental, and social aspects of a school have a profound impact on student experiences, attitudes, behaviors, and performance. School culture and climate help determine whether students are motivated to learn and stay in school. In a healthy and positive school culture, all students experience equally supportive learning environments and opportunities that help them learn and thrive. ACA is a learner-centered school. Three main research-based philosophies are embedded into the school program: Montessori, Brain Compatible Teaching and Learning, and Positive Discipline. All of these philosophies are built to increase student motivation and build connections between students, their peers, and teachers. Increased student motivation and building relationships and connections are linked to higher attendance.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Attendance rate | ACA P2 attendance rate for the 2023-24 school year: 98.5% * Classroom-based attendance was 94.0%. * Non-classroom-based attendance 4.5% | ACA promotes a healthy and positive school culture in that all students experience supportive learning conditions and opportunities that promote achievement and prepare them to succeed in college, career, and citizenship. Maintain a 92% or better attendance rate each year. | |||
2 | DASHBOARD STATE INDICATOR: Chronic Absentee | For the 2023 Dashboard, ACA is "blue" on the Dashboard State Indicator for Chronic Absenteeism. ACA had 0.5% chronically absent (207 total students). For the State: Overall status is 24.3% Chronically Absent. | ACA promotes a healthy and positive school culture in that all students experience supportive learning conditions and opportunities that promote achievement and prepare them to succeed in college, career, and citizenship. Maintain green or blue on the California State Dashboard for Chronic Absenteeism | |||
3 | Middle School dropout rate. | Middle school dropout rate is 0%. | 0% Middle School dropout rate. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Absenteeism | ACA will tailor instruction and curriculum to meet the diverse needs of individual students. ACA will track student absences and inform parents as their student approaches or exceeds 10 absences. ACA will utilize the ACA SARB board to create a student attendance plan for students who have an excessive amount of absences. Maintain small class sizes to allow for individualized instruction. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 7 | To create classroom settings that address individual needs with regard to academics, emotional and physical structure, and time management. | Maintenance |
State Priorities addressed by this goal.
State Priority 6: School Climate
An explanation of why the LEA has developed this goal.
The school environment, like family and community environments, has a powerful influence on a student’s ability to learn and thrive. School culture and climate are formed by a range of factors that shape students’ perceptions of school and their motivation to learn. These factors include the physical, social, and emotional aspects of the school that support meaningful teaching and learning. These environmental factors affect all school experiences, attitudes, behaviors, and the performance of both students and staff. The school's three main philosophies, Montessori, Brain Compatible Learning and Teaching, and Positive Discipline, all include research that shows educating the whole child is most effective. Students learn best when they feel safe, are physically healthy, and have positive social-emotional health. Research shows a link between smaller class sizes and positive school climate.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | DASHBOARD STATE INDICATOR: Suspension Rate | 2023 Dashboard, ACA suspensions for the school year were (2) or 1% of students suspended at least once. ACA is "green" on the Student Performance Indicator for Suspensions. ACA had two total student groups: * (No Color) African American subgroup (28 students) 3.6% suspended at least once and increased 3.6% points from the prior year. * White subgroup (61 students) 1.6% suspended at least once and declined 1.3% points from the prior year. | Maintain a 1% or lower suspension rate. | |||
2 | Pupil expulsion rates | 0% of students were expelled in 2023-24. | Maintain expulsion rate of 0%. | |||
3 | Student Survey | The student survey reports that 71.9% of students feel safe at school (27% strongly agree, 44.9% agree, and 20.2% neutral). | The student survey reports that 90% or higher of students feel safe at school. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Suspension Rates | ACA will maintain small class sizes of approximately 21 students or less. ACA may offer empowerment for self and others through Positive Discipline which encourages respect for the individual, peers, and the environment. ACA students will be empowered learners through Brain-Compatible learning to internalize concepts through repetition, absence of threat, immediate feedback, and adequate time. ACA will work to achieve mastery of basic academic concepts and ownership by designing a curriculum based on student strengths, interests, and choices. Staff will teach and demonstrate the use of Lifeskills and Lifelong guidelines. Cross-grade level interactions are encouraged using School Families and whole-school activities. | $0.00 |
No |
Action #2 | School philosophies | Offer empowerment for self and others through Positive Discipline which encourages respect for the individual, peers, and the environment. Empower learners through Brain-Compatible learning to internalize concepts through repetition, absence of threat, immediate feedback, and adequate time. Work to achieve mastery of basic academic concepts and ownership by designing a curriculum based on student strengths, interests, and choices. Teach and demonstrate the use of Lifeskills and Lifelong Guidelines. | $0.00 |
No |
Action #3 | School-wide activities | Encourage cross-grade level interactions and community building through the use of School Families. Continue School of Choice Week, the Great Kindness Challenge, or similar community-building activities. | $0.00 |
No |
Action #4 | SEL support | Increase SEL support for students by researching evidence-based interventions, assessing the current state of SEL within the school, developing plans for integrating SEL interventions, providing staff training, monitoring the effectiveness of interventions, and adjusting interventions based on feedback and student needs. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 8 | To create unique learning experiences in all subject areas that are meaningful to all students. | Maintenance |
State Priorities addressed by this goal.
State Priority 7: Course Access
An explanation of why the LEA has developed this goal.
An effective curriculum increases students’ understanding of the world around them and provides them with the knowledge and skills necessary for success in the 21st century. An effective curriculum also provides a roadmap of what students are expected to learn. Mapping a course of instruction that includes formative assessment ensures that diverse learners receive a thoughtful, responsive course of study designed to prepare them to meet grade-level learning goals. It is important to all stakeholders that every student, including students with disabilities, English Learners, and low-income students, have opportunities to engage in meaningful learning. The school philosophies of Montessori, Brain Compatible Teaching and Learning, and Positive Discipline all support making learning meaningful to the students. Integrating subject areas, providing "being there" experiences, and offering choice are components of Highly Effective Teaching, a philosophy embedded into Brain Compatible Teaching and Learning.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Percent participation in a broad course of study. | All students, including all subgroups, and students with exceptional needs (IEP/504 Plan students) have access to mathematics, English Language Arts, social studies, science, music, art, and physical education. Standard Met: Dashboard Local Indicators (2023) - Access to a Broad Course of Study | All students, including all subgroups, and students with exceptional needs (IEP/504 Plan students) will have access to and enroll in a broad course of study. All students in grades K-8 will be enrolled in courses that are aligned to the California State Standards and in a weekly enrichment program that consists of art, music, personal safety, and physical education. All students in grades 4- 8 will have access to a wide range of elective courses throughout the year. All students will have Health class once during 7th or 8th grade. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Course Access | All academic content areas and all curricular activities will be available to all students, including unduplicated students, and students with exceptional needs (IEP/504 Plan students). ACA will maintain an emphasis on enrichment instruction through the Wonderful Wednesday classes, which include art, music, PE, and Personal Safety for all students. Offer a variety of elective courses to 4th to 8th-grade students, including instrumental music and classes based on student interest. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 9 | By the end of 8th grade, students will demonstrate and apply mastery of the academic content by following the ACA Graduate Goals. | Maintenance |
State Priorities addressed by this goal.
State Priority 8: Other Pupil Outcomes
An explanation of why the LEA has developed this goal.
ACA has developed a set of student-learner outcomes, also known as Graduate Goals. ACA has identified a set of skills that are critical for success in school, career, and life. The staff and parents value teaching and measuring progress toward these graduate goals.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Graduate Goal rubric scores will be included on report cards for all grades. | Graduate Goal rubric scores are included on report cards for all grades. | Graduate Goal rubric scores will be included on report cards for all grades. |
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
An analysis of how this goal was carried out in the previous year.
A description of any substantive differences in planned actions and actual implementation of these actions.
[Intentionally Blank]
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
[Intentionally Blank]
An explanation of how effective the specific actions were in making progress toward the goal.
[Intentionally Blank]
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
[Intentionally Blank]
Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Graduate Goal Instruction & Reflection | Provide instruction and practice of the ACA Graduate Goals. Intermediate and Middle school students will self-reflect on their progress toward mastering the Graduate Goals at the end of each trimester. | $0.00 |
No |
Total Projected LCFF Supplemental and/or Concentration Grants | Projected Additional 15 percent LCFF Concentration Grant |
$144,166.00 | $0.00 |
Required Percentage to Increase or Improve Services for the LCAP Year
Projected Percentage to Increase or Improve Services for the Coming School Year | LCFF Carryover — Percentage | LCFF Carryover — Dollar | Total Percentage to Increase or Improve Services for the Coming School Year |
6.85% | 0.00% | $0.00 | 6.85% |
The Budgeted Expenditures for Actions identified as Contributing may be found in the Contributing Actions Table.
For each action being provided to an entire LEA or school, provide an explanation of (1) the unique identified need(s) of the unduplicated student group(s) for whom the action is principally directed, (2) how the action is designed to address the identified need(s) and why it is being provided on an LEA or schoolwide basis, and (3) the metric(s) used to measure the effectiveness of the action in improving outcomes for the unduplicated student group(s).
Goal and Action #(s) | Identified Need(s) | How the Action(s) Address Need(s) and Why it is Provided on an LEA-wide or Schoolwide Basis | Metric(s) to Monitor Effectiveness |
Goal 1 Action 1,Goal 2 Action 1,Goal 3 Action 1,Goal 4 Action 1,Goal 5 Action 1,Goal 6 Action 1,Goal 7 Action 1,Goal 7 Action 2,Goal 7 Action 3,Goal 7 Action 4,Goal 8 Action 1,Goal 9 Action 1 | English language learners, Foster Youth, and Low-Income students may encounter multiple challenges in the classroom. ACA has identified a need to continue improving and building programs that impact cognitive, physical, and social-emotional development. | The mission of the Antioch Charter Academies is to facilitate the academic and personal growth of TK through 8th-grade students of all socio-economic levels and ethnic backgrounds. Our school is a learner-centered school, which means the needs of students are considered first. Foster youth, English learners, and low-income students need individualized instruction. Individualized instruction, a brain-compatible component, can only be done in a small classroom setting with a low adult-to-student ratio. A key component of Antioch Charter Academy's educational program is individualized instruction. Our small school size (K-8 of approximately 200 or fewer students) and small classrooms (twenty-one-to-one or fewer student-to-teacher ratio in each classroom) enable teachers to check for understanding quickly and easily while more closely engaging and monitoring students. Our goal is to create classroom settings that address individual needs with regard to academics, emotional and physical structure, and time management. Additional objectives of our small school and small classroom size include increased attendance rates, decreased dropout rates, better grades, more extracurricular activity participation, and fewer behavior problems. We firmly believe that smaller class size leads to greater student achievement and help foster a lifelong love of learning. | The Metrics used to measure effectiveness are the required LCAP metrics for eight state priorities. |
For each action being solely provided to one or more unduplicated student group(s), provide an explanation of (1) the unique identified need(s) of the unduplicated student group(s) being served, (2) how the action is designed to address the identified need(s), and (3) how the effectiveness of the action in improving outcomes for the unduplicated student group(s) will be measured.
Goal and Action #(s) | Identified Need(s) | How the Action(s) are Designed to Address Need(s) | Metric(s) to Monitor Effectiveness |
For any limited action contributing to meeting the increased or improved services requirement that is associated with a Planned Percentage of Improved Services in the Contributing Summary Table rather than an expenditure of LCFF funds, describe the methodology that was used to determine the contribution of the action towards the proportional percentage, as applicable.
Not applicable
A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the number of staff providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth, English learners, and low-income students, as applicable.
Not applicable
Staff-to-student ratios by type of school and concentration of unduplicated students | Schools with a student concentration of 55 percent or less | Schools with a student concentration of greater than 55 percent |
Staff-to-student ratio of classified staff providing direct services to students | N/A | N/A |
Staff-to-student ratio of certificated staff providing direct services to students | 1 to 21 | N/A |
LCAP Year | 1. Projected LCFF Base Grant | 2. Projected LCFF Supplemental and/or Concentration Grants | 3. Projected Percentage to Increase or Improve Services for the Coming School Year (2 divided by 1) | LCFF Carryover — Percentage (Input Percentage from Prior Year) | Total Percentage to Increase or Improve Services for the Coming School Year (3 + Carryover %) |
---|---|---|---|---|---|
2024-25 | $2,281,902.00 | $144,166.00 | 6.32% | 0.00% | 6.32% |
Totals | LCFF Funds | Other State Funds | Local Funds | Federal Funds | Total Funds | Total Personnel | Total Non-Personnel |
---|---|---|---|---|---|---|---|
Totals | $234,060.00 | $0.00 | $0.00 | $0.00 | $234,060.00 | $234,060.00 | $0.00 |
Goal # | Action # | Action Title | Student Group(s) | Contributing to Increased or Improved Services? | Scope | Unduplicated Student Group(s) | Location | Time Span |
---|---|---|---|---|---|---|---|---|
1 | 1 | Highly Effective Teachers | All | Yes | Schoolwide | Foster Youth, English Learners, Low-Income Students | ACA | Annually |
2 | 1 | Alignment of Curriculum and Assessments including ELs access to ELD and CORE. | All | No | Schoolwide | All Student Groups, English Learners | ACA | Annually |
3 | 1 | Parent Engagement | All | No | Schoolwide | All Student Groups | ACA | Annually |
4 | 1 | Intervention Services | All | Yes | Schoolwide | Foster Youth, English Learners, Low-Income Students | ACA | Annually |
5 | 1 | Intervention Services | All | Yes | Schoolwide | Foster Youth, English Learners, Low-Income Students | ACA | Annually |
6 | 1 | Absenteeism | All | No | Schoolwide | All Student Groups | ACA | Annually |
7 | 1 | Suspension Rates | All | No | Schoolwide | Foster Youth, English Learners, Low-Income Students | ACA | Annually |
7 | 2 | School philosophies | All | No | Schoolwide | All Student Groups | ACA | Annually |
7 | 3 | School-wide activities | All | No | Schoolwide | All Student Groups | ACA | Annually |
7 | 4 | SEL support | All | No | Schoolwide | All Student Groups | ACA | Annually |
8 | 1 | Course Access | All | No | Schoolwide | All Student Groups | ACA | Annually |
9 | 1 | Graduate Goal Instruction & Reflection | All | No | Schoolwide | All Student Groups | ACA | Annually |
Goal # | Action # | Total Personnel | Total Non-personnel | LCFF Funds | Other State Funds | Local Funds | Federal Funds | Total Funds | Planned Percentage of Improved Services |
---|---|---|---|---|---|---|---|---|---|
1 | 1 | $159,957.00 | $0.00 | $159,957.00 | $0.00 | $0.00 | $0.00 | $159,957.00 | 0.00% |
2 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
3 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
4 | 1 | $16,181.00 | $0.00 | $16,181.00 | $0.00 | $0.00 | $0.00 | $16,181.00 | 0.00% |
5 | 1 | $57,922.00 | $0.00 | $57,922.00 | $0.00 | $0.00 | $0.00 | $57,922.00 | 0.00% |
6 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
7 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
7 | 2 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
7 | 3 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
7 | 4 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
8 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
9 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
1. Projected LCFF Base Grant | 2. Projected LCFF Supplemental and/or Concentration Grants | 3. Projected Percentage to Increase or Improve Services for the Coming School Year (2 divided by 1) | LCFF Carryover - Percentage (Percentage from Prior Year) | Total Percentage to Increase or Improve Services for the Coming School Year (3 + Carryover %) | 4. Total Planned Contributing Expenditures (LCFF Funds) | 5. Total Planned Percentage of Improved Services (%) | Planned Percentage to Increase or Improve Services for the Coming School Year (4 divided by 1 plus 5) |
---|---|---|---|---|---|---|---|
$2,281,902.00 | $144,166.00 | 6.32% | 0.00% | 6.32% | $234,060.00 | 0.00% | 10.26% |
Totals by Type | Total LCFF Funds |
---|---|
Total: | $234,060.00 |
LEA-wide Total: | $0.00 |
Limited Total: | $0.00 |
Schoolwide Total: | $234,060.00 |
Goal # | Action # | Action Title | Contributing to Increased or Improved Services? | Scope | Unduplicated Student Group(s) | Location | Planned Expenditures for Contributing Actions (LCFF Funds) | Planned Percentage of Improved Services (%) |
---|---|---|---|---|---|---|---|---|
1 | 1 | Highly Effective Teachers | Yes | Schoolwide | Foster Youth, English Learners, Low-Income Students | ACA | $159,957.00 | 0.00% |
4 | 1 | Intervention Services | Yes | Schoolwide | Foster Youth, English Learners, Low-Income Students | ACA | $16,181.00 | 0.00% |
5 | 1 | Intervention Services | Yes | Schoolwide | Foster Youth, English Learners, Low-Income Students | ACA | $57,922.00 | 0.00% |
Totals | Last Year's Total Planned Expenditures (Total Funds) | Total Estimated Actual Expenditures (Total Funds) |
---|---|---|
Totals | $218,369.00 | $231,754.00 |
Last Year's Goal # | Last Year's Action # | Action Title | Contributed to Increased or Improved Services? | Last Year's Total Planned Expenditures (Total Funds) | Estimated Actual Expenditures (Input Total Funds) |
---|---|---|---|---|---|
1 | 1 | Highly Effective Teachers | Yes | $163,335.00 | $158,264.00 |
2 | 1 | Alignment of Curriculum and Assessments | No | $0.00 | $0.00 |
3 | 1 | Parent Engagement | No | $0.00 | $0.00 |
4 | 1 | Intervention Services | Yes | $15,325.00 | $16,181.00 |
5 | 1 | Intervention Services | Yes | $39,709.00 | $57,309.00 |
6 | 1 | Absenteeism | No | $0.00 | $0.00 |
7 | 1 | Suspension Rates | No | $0.00 | $0.00 |
7 | 2 | School Philosophies | No | $0.00 | $0.00 |
7 | 3 | Schoolwide Activities | No | $0.00 | $0.00 |
8 | 1 | Course Access | No | $0.00 | $0.00 |
9 | 1 | Graduate Goal Instruction & Reflection | No | $0.00 | $0.00 |
Totals | 6. Estimated Actual LCFF Supplemental and/or Concentration Grants (Input Dollar Amount) | 4. Total Planned Contributing Expenditures (LCFF Funds) | 7. Total Estimated Actual Expenditures for Contributing Actions (LCFF Funds) | Difference Between Planned and Estimated Actual Expenditures for Contributing Actions (Subtract 7 from 4) | 5. Total Planned Percentage of Improved Services (%) | 8. Total Estimated Actual Percentage of Improved Services (%) | Difference Between Planned and Estimated Actual Percentage of Improved Services (Subtract 5 from 8) |
---|---|---|---|---|---|---|---|
Totals | $150,367.00 | $218,369.00 | $231,754.00 | ($13,385.00) | 0.00% | 0.00% | 0.00% |
Last Year's Goal # | Last Year's Action # | Action Title | Contributed to Increased or Improved Services? | Last Year's Total Planned Expenditures for Contributing Actions(LCFF Funds) | Estimated Actual Expenditures for Contributing Actions (Input LCFF Funds) | Planned Percentage of Improved Services (%) | Estimated Actual Percentage of Improved Services (Input Percentage) |
---|---|---|---|---|---|---|---|
1 | 1 | Highly Effective Teachers | Yes | $163,335.00 | $158,264.00 | 0.00% | 0.00% |
4 | 1 | Intervention Services | Yes | $15,325.00 | $16,181.00 | 0.00% | 0.00% |
5 | 1 | Intervention Services | Yes | $39,709.00 | $57,309.00 | 0.00% | 0.00% |
9. Estimated Actual LCFF Base Grant (Input Dollar Amount) | 6. Estimated Actual LCFF Supplemental and/or Concentration Grants | LCFF Carryover - Percentage (Input Percentage from Prior Year) | 10. Total Percentage to Increase or Improve Services for the Current School Year (6 divided by 9 plus Carryover %) | 7. Total Estimated Actual Expenditures for Contributing Actions (LCFF Funds) | 8. Total Estimated Actual Percentage of Improved Services (%) | 11. Estimated Actual Percentage of Increased or Improved Services (7 divided by 9, plus 8) | 12. LCFF Carryover — Dollar Amount (Subtract 11 from 10 and multiply by 9) | 13. LCFF Carryover — Percentage (12 divided by 9) |
---|---|---|---|---|---|---|---|---|
$2,146,884.00 | $150,367.00 | 0.00% | 7.00% | $231,754.00 | 0.00% | 10.79% | $0.00 - No Carryover | 0.00% - No Carryover |
Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students
For additional questions or technical assistance related to the completion of the Local Control and Accountability Plan (LCAP) template, please contact the local county office of education (COE), or the California Department of Education’s (CDE’s) Local Agency Systems Support Office, by phone at 916-319-0809 or by email at LCFF@cde.ca.gov.
The Local Control Funding Formula (LCFF) requires local educational agencies (LEAs) to engage their local educational partners in an annual planning process to evaluate their progress within eight state priority areas encompassing all statutory metrics (COEs have 10 state priorities). LEAs document the results of this planning process in the LCAP using the template adopted by the State Board of Education.
The LCAP development process serves three distinct, but related functions:
The LCAP template, like each LEA’s final adopted LCAP, is a document, not a process. LEAs must use the template to memorialize the outcome of their LCAP development process, which must: (a) reflect comprehensive strategic planning, particularly to address and reduce disparities in opportunities and outcomes between student groups indicated by the California School Dashboard (Dashboard), (b) through meaningful engagement with educational partners that (c) meets legal requirements, as reflected in the final adopted LCAP. The sections included within the LCAP template do not and cannot reflect the full development process, just as the LCAP template itself is not intended as a tool for engaging educational partners.
If a county superintendent of schools has jurisdiction over a single school district, the county board of education and the governing board of the school district may adopt and file for review and approval a single LCAP consistent with the requirements in EC sections 52060, 52062, 52066, 52068, and 52070. The LCAP must clearly articulate to which entity’s budget (school district or county superintendent of schools) all budgeted and actual expenditures are aligned.
The revised LCAP template for the 2024–25, 2025–26, and 2026–27 school years reflects statutory changes made through Senate Bill 114 (Committee on Budget and Fiscal Review), Chapter 48, Statutes of 2023.
At its most basic, the adopted LCAP should attempt to distill not just what the LEA is doing for students in transitional kindergarten through grade twelve (TK–12), but also allow educational partners to understand why, and whether those strategies are leading to improved opportunities and outcomes for students. LEAs are strongly encouraged to use language and a level of detail in their adopted LCAPs intended to be meaningful and accessible for the LEA’s diverse educational partners and the broader public.
In developing and finalizing the LCAP for adoption, LEAs are encouraged to keep the following overarching frame at the forefront of the strategic planning and educational partner engagement functions:
Given present performance across the state priorities and on indicators in the Dashboard, how is the LEA using its budgetary resources to respond to TK–12 student and community needs, and address any performance gaps, including by meeting its obligation to increase or improve services for foster youth, English learners, and low-income students?
LEAs are encouraged to focus on a set of metrics and actions which, based on research, experience, and input gathered from educational partners, the LEA believes will have the biggest impact on behalf of its TK–12 students.
These instructions address the requirements for each section of the LCAP, but may include information about effective practices when developing the LCAP and completing the LCAP document. Additionally, the beginning of each template section includes information emphasizing the purpose that section serves.
A well-developed Plan Summary section provides a meaningful context for the LCAP. This section provides information about an LEA’s community as well as relevant information about student needs and performance. In order to present a meaningful context for the rest of the LCAP, the content of this section should be clearly and meaningfully related to the content included throughout each subsequent section of the LCAP.
A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA.
Briefly describe the LEA, its schools, and its students in grades TK–12, as applicable to the LEA.
A reflection on annual performance based on a review of the California School Dashboard (Dashboard) and local data.
Reflect on the LEA’s annual performance on the Dashboard and local data. This may include both successes and challenges identified by the LEA during the development process.
LEAs are encouraged to highlight how they are addressing the identified needs of student groups, and/or schools within the LCAP as part of this response.
As part of this response, the LEA must identify the following, which will remain unchanged during the three-year LCAP cycle:
As applicable, a summary of the work underway as part of technical assistance.
Annually identify the reason(s) the LEA is eligible for or has requested technical assistance consistent with EC sections 47607.3, 52071, 52071.5, 52072, or 52072.5, and provide a summary of the work underway as part of receiving technical assistance. The most common form of this technical assistance is frequently referred to as Differentiated Assistance, however this also includes LEAs that have requested technical assistance from their COE.
An LEA with a school or schools identified for comprehensive support and improvement (CSI) under the Every Student Succeeds Act must respond to the following prompts:
A list of the schools in the LEA that are eligible for comprehensive support and improvement.
A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans.
A description of how the LEA will monitor and evaluate the plan to support student and school improvement.
Significant and purposeful engagement of parents, students, educators, and other educational partners, including those representing the student groups identified by LCFF, is critical to the development of the LCAP and the budget process. Consistent with statute, such engagement should support comprehensive strategic planning, particularly to address and reduce disparities in opportunities and outcomes between student groups indicated by the Dashboard, accountability, and improvement across the state priorities and locally identified priorities (EC Section 52064[e][1]). Engagement of educational partners is an ongoing, annual process.
This section is designed to reflect how the engagement of educational partners influenced the decisions reflected in the adopted LCAP. The goal is to allow educational partners that participated in the LCAP development process and the broader public to understand how the LEA engaged educational partners and the impact of that engagement. LEAs are encouraged to keep this goal in the forefront when completing this section.
School districts and COEs: EC sections 52060(g) (California Legislative Information) and 52066(g) (California Legislative Information) specify the educational partners that must be consulted when developing the LCAP:
Before adopting the LCAP, school districts and COEs must share it with the applicable committees, as identified below under Requirements and Instructions. The superintendent is required by statute to respond in writing to the comments received from these committees. School districts and COEs must also consult with the special education local plan area administrator(s) when developing the LCAP.
Charter schools: EC Section 47606.5(d) (California Legislative Information) requires that the following educational partners be consulted with when developing the LCAP:
A charter school receiving Equity Multiplier funds must also consult with educational partners at the school generating Equity Multiplier funds in the development of the LCAP, specifically, in the development of the required focus goal for the school.
The LCAP should also be shared with, and LEAs should request input from, schoolsite-level advisory groups, as applicable (e.g., schoolsite councils, English Learner Advisory Councils, student advisory groups, etc.), to facilitate alignment between schoolsite and district-level goals. Information and resources that support effective engagement, define student consultation, and provide the requirements for advisory group composition, can be found under Resources on the CDE’s LCAP webpage.
Before the governing board/body of an LEA considers the adoption of the LCAP, the LEA must meet the following legal requirements:
A summary of the process used to engage educational partners in the development of the LCAP.
School districts and county offices of education must, at a minimum, consult with teachers, principals, administrators, other school personnel, local bargaining units, parents, and students in the development of the LCAP.
Charter schools must, at a minimum, consult with teachers, principals, administrators, other school personnel, parents, and students in the development of the LCAP.
An LEA receiving Equity Multiplier funds must also consult with educational partners at schools generating Equity Multiplier funds in the development of the LCAP, specifically, in the development of the required focus goal for each applicable school.
Educational Partners
Identify the applicable educational partner(s) or group(s) that were engaged in the development of the LCAP.
Process for Engagement
Describe the engagement process used by the LEA to involve the identified educational partner(s) in the development of the LCAP. At a minimum, the LEA must describe how it met its obligation to consult with all statutorily required educational partners, as applicable to the type of LEA.
A description of how the adopted LCAP was influenced by the feedback provided by educational partners.
Describe any goals, metrics, actions, or budgeted expenditures in the LCAP that were influenced by or developed in response to the educational partner feedback.
Well-developed goals will clearly communicate to educational partners what the LEA plans to accomplish, what the LEA plans to do in order to accomplish the goal, and how the LEA will know when it has accomplished the goal. A goal statement, associated metrics and expected outcomes, and the actions included in the goal must be in alignment. The explanation for why the LEA included a goal is an opportunity for LEAs to clearly communicate to educational partners and the public why, among the various strengths and areas for improvement highlighted by performance data and strategies and actions that could be pursued, the LEA decided to pursue this goal, and the related metrics, expected outcomes, actions, and expenditures.
A well-developed goal can be focused on the performance relative to a metric or metrics for all students, a specific student group(s), narrowing performance gaps, or implementing programs or strategies expected to impact outcomes. LEAs should assess the performance of their student groups when developing goals and the related actions to achieve such goals.
LEAs should prioritize the goals, specific actions, and related expenditures included within the LCAP within one or more state priorities. LEAs must consider performance on the state and local indicators, including their locally collected and reported data for the local indicators that are included in the Dashboard, in determining whether and how to prioritize its goals within the LCAP. As previously stated, strategic planning that is comprehensive connects budgetary decisions to teaching and learning performance data. LEAs should continually evaluate the hard choices they make about the use of limited resources to meet student and community needs to ensure opportunities and outcomes are improved for all students, and to address and reduce disparities in opportunities and outcomes between student groups indicated by the Dashboard.
In order to support prioritization of goals, the LCAP template provides LEAs with the option of developing three different kinds of goals:
Requirement to Address the LCFF State Priorities
At a minimum, the LCAP must address all LCFF priorities and associated metrics articulated in EC sections 52060(d) and 52066(d), as applicable to the LEA. The LCFF State Priorities Summary provides a summary of EC sections 52060(d) and 52066(d) to aid in the development of the LCAP.
Respond to the following prompts, as applicable:
Description
The description provided for a Focus Goal must be specific, measurable, and time bound.
Type of Goal
Identify the type of goal being implemented as a Focus Goal.
State Priorities addressed by this goal.
Identify each of the state priorities that this goal is intended to address.
An explanation of why the LEA has developed this goal.
Explain why the LEA has chosen to prioritize this goal.
Description
LEAs receiving Equity Multiplier funding must include one or more focus goals for each school generating Equity Multiplier funding. In addition to addressing the focus goal requirements described above, LEAs must adhere to the following requirements.
Focus goals for Equity Multiplier schoolsites must address the following:
Type of Goal
Identify the type of goal being implemented as an Equity Multiplier Focus Goal.
State Priorities addressed by this goal.
Identify each of the state priorities that this goal is intended to address.
An explanation of why the LEA has developed this goal.
Explain why the LEA has chosen to prioritize this goal.
LEAs are encouraged to approach an Equity Multiplier goal from a wholistic standpoint, considering how the goal might maximize student outcomes through the use of LCFF and other funding in addition to Equity Multiplier funds.
Note: EC Section 42238.024(b)(1) (California Legislative Information) requires that Equity Multiplier funds be used for the provision of evidence-based services and supports for students. Evidence-based services and supports are based on objective evidence that has informed the design of the service or support and/or guides the modification of those services and supports. Evidence-based supports and strategies are most commonly based on educational research and/or metrics of LEA, school, and/or student performance.
Description
Describe what the LEA plans to achieve through the actions included in the goal.
Type of Goal
Identify the type of goal being implemented as a Broad Goal.
State Priorities addressed by this goal.
Identify each of the state priorities that this goal is intended to address.
An explanation of why the LEA has developed this goal.
Explain why the LEA developed this goal and how the actions and metrics grouped together will help achieve the goal.
Description
Describe how the LEA intends to maintain the progress made in the LCFF State Priorities not addressed by the other goals in the LCAP.
Type of Goal
Identify the type of goal being implemented as a Maintenance of Progress Goal.
State Priorities addressed by this goal.
Identify each of the state priorities that this goal is intended to address.
An explanation of why the LEA has developed this goal.
Explain how the actions will sustain the progress exemplified by the related metrics.
For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes.
Complete the table as follows:
Metric #
Metric
Baseline
o Use the most recent data associated with the metric available at the time of adoption of the LCAP for the first year of the three-year plan. LEAs may use data as reported on the 2023 Dashboard for the baseline of a metric only if that data represents the most recent available data (e.g., high school graduation rate).
o Using the most recent data available may involve reviewing data the LEA is preparing for submission to the California Longitudinal Pupil Achievement Data System (CALPADS) or data that the LEA has recently submitted to CALPADS.
o Indicate the school year to which the baseline data applies.
o The baseline data must remain unchanged throughout the three-year LCAP.
▪ This requirement is not intended to prevent LEAs from revising the baseline data if it is necessary to do so. For example, if an LEA identifies that its data collection practices for a particular metric are leading to inaccurate data and revises its practice to obtain accurate data, it would also be appropriate for the LEA to revise the baseline data to align with the more accurate data process and report its results using the accurate data.
▪ If an LEA chooses to revise its baseline data, then, at a minimum, it must clearly identify the change as part of its response to the description of changes prompt in the Goal Analysis for the goal. LEAs are also strongly encouraged to involve their educational partners in the decision of whether or not to revise a baseline and to communicate the proposed change to their educational partners.
o Note for Charter Schools: Charter schools developing a one- or two-year LCAP may identify a new baseline each year, as applicable.
Year 1 Outcome
Year 2 Outcome
Target for Year 3 Outcome
Current Difference from Baseline
Timeline for school districts and COEs for completing the “Measuring and Reporting Results” part of the Goal.
Baseline |
Year 1 Outcome |
Year 2 Outcome |
Target for Year 3 Outcome |
Current Difference from Baseline |
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Enter information in this box when completing the LCAP for 2024–25 or when adding a new metric. |
Enter information in this box when completing the LCAP for 2024–25 or when adding a new metric. |
Enter information in this box when completing the LCAP for 2025–26. Leave blank until then. |
Enter information in this box when completing the LCAP for 2026–27. Leave blank until then. |
Enter information in this box when completing the LCAP for 2024–25 or when adding a new metric. |
Enter information in this box when completing the LCAP for 2025–26 and 2026–27. Leave blank until then. |
Enter the LCAP Year.
Using actual annual measurable outcome data, including data from the Dashboard, analyze whether the planned actions were effective towards achieving the goal. “Effective” means the degree to which the planned actions were successful in producing the target result. Respond to the prompts as instructed.
Note: When completing the 2024–25 LCAP, use the 2023–24 Local Control and Accountability Plan Annual Update template to complete the Goal Analysis and identify the Goal Analysis prompts in the 2024–25 LCAP as “Not Applicable.”
A description of overall implementation, including any substantive differences in planned actions and actual implementation of these actions, and any relevant challenges and successes experienced with implementation.
● Describe the overall implementation of the actions to achieve the articulated goal, including relevant challenges and successes experienced with implementation.
o Include a discussion of relevant challenges and successes experienced with the implementation process.
o This discussion must include any instance where the LEA did not implement a planned action or implemented a planned action in a manner that differs substantively from how it was described in the adopted LCAP.
An explanation of material differences between Budgeted Expenditures and Estimated Actual Expenditures and/or Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services.
● Explain material differences between Budgeted Expenditures and Estimated Actual Expenditures and between the Planned Percentages of Improved Services and Estimated Actual Percentages of Improved Services, as applicable. Minor variances in expenditures or percentages do not need to be addressed, and a dollar-for-dollar accounting is not required.
A description of the effectiveness or ineffectiveness of the specific actions to date in making progress toward the goal.
● Describe the effectiveness or ineffectiveness of the specific actions to date in making progress toward the goal. “Effectiveness” means the degree to which the actions were successful in producing the target result and “ineffectiveness” means that the actions did not produce any significant or targeted result.
o In some cases, not all actions in a goal will be intended to improve performance on all of the metrics associated with the goal.
o When responding to this prompt, LEAs may assess the effectiveness of a single action or group of actions within the goal in the context of performance on a single metric or group of specific metrics within the goal that are applicable to the action(s). Grouping actions with metrics will allow for more robust analysis of whether the strategy the LEA is using to impact a specified set of metrics is working and increase transparency for educational partners. LEAs are encouraged to use such an approach when goals include multiple actions and metrics that are not closely associated.
o Beginning with the development of the 2024–25 LCAP, the LEA must change actions that have not proven effective over a three-year period.
A description of any changes made to the planned goal, metrics, target outcomes, or actions for the coming year that resulted from reflections on prior practice.
● Describe any changes made to this goal, expected outcomes, metrics, or actions to achieve this goal as a result of this analysis and analysis of the data provided in the Dashboard or other local data, as applicable.
o As noted above, beginning with the development of the 2024–25 LCAP, the LEA must change actions that have not proven effective over a three-year period. For actions that have been identified as ineffective, the LEA must identify the ineffective action and must include a description of the following:
▪ The reasons for the ineffectiveness, and
▪ How changes to the action will result in a new or strengthened approach.
Complete the table as follows. Add additional rows as necessary.
Title
Description
Total Funds
Contributing
Actions for Foster Youth: School districts, COEs, and charter schools that have a numerically significant foster youth student subgroup are encouraged to include specific actions in the LCAP designed to meet needs specific to foster youth students.
A well-written Increased or Improved Services section provides educational partners with a comprehensive description, within a single dedicated section, of how an LEA plans to increase or improve services for its unduplicated students as defined in EC Section 42238.02 in grades TK–12 as compared to all students in grades TK–12, as applicable, and how LEA-wide or schoolwide actions identified for this purpose meet regulatory requirements. Descriptions provided should include sufficient detail yet be sufficiently succinct to promote a broader understanding of educational partners to facilitate their ability to provide input. An LEA’s description in this section must align with the actions included in the Goals and Actions section as contributing.
Please Note: For the purpose of meeting the Increased or Improved Services requirement and consistent with EC Section 42238.02, long-term English learners are included in the English learner student group.
An LEA is required to demonstrate in its LCAP how it is increasing or improving services for its students who are foster youth, English learners, and/or low-income, collectively referred to as unduplicated students, as compared to the services provided to all students in proportion to the increase in funding it receives based on the number and concentration of unduplicated students in the LEA (EC Section 42238.07[a][1], EC Section 52064[b][8][B]; 5 CCR Section 15496[a]). This proportionality percentage is also known as the “minimum proportionality percentage” or “MPP.” The manner in which an LEA demonstrates it is meeting its MPP is two-fold: (1) through the expenditure of LCFF funds or through the identification of a Planned Percentage of Improved Services as documented in the Contributing Actions Table, and (2) through the explanations provided in the Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students section.
To improve services means to grow services in quality and to increase services means to grow services in quantity. Services are increased or improved by those actions in the LCAP that are identified in the Goals and Actions section as contributing to the increased or improved services requirement, whether they are provided across the entire LEA (LEA-wide action), provided to an entire school (Schoolwide action), or solely provided to one or more unduplicated student group(s) (Limited action).
Therefore, for any action contributing to meet the increased or improved services requirement, the LEA must include an explanation of:
In addition to the above required explanations, LEAs must provide a justification for why an LEA-wide or Schoolwide action is being provided to all students and how the action is intended to improve outcomes for unduplicated student group(s) as compared to all students.
Actions provided on an LEA-wide basis at school districts with an unduplicated pupil percentage of less than 55 percent must also include a description of how the actions are the most effective use of the funds to meet the district's goals for its unduplicated pupils in the state and any local priority areas. The description must provide the basis for this determination, including any alternatives considered, supporting research, experience, or educational theory.
Actions provided on a Schoolwide basis for schools with less than 40 percent enrollment of unduplicated pupils must also include a description of how these actions are the most effective use of the funds to meet the district's goals for its unduplicated pupils in the state and any local priority areas. The description must provide the basis for this determination, including any alternatives considered, supporting research, experience, or educational theory.
Complete the tables as follows:
Total Projected LCFF Supplemental and/or Concentration Grants
Projected Additional 15 percent LCFF Concentration Grant
Projected Percentage to Increase or Improve Services for the Coming School Year
LCFF Carryover — Dollar
Total Percentage to Increase or Improve Services for the Coming School Year
For each action being provided to an entire LEA or school, provide an explanation of (1) the unique identified need(s) of the unduplicated student group(s) for whom the action is principally directed, (2) how the action is designed to address the identified need(s) and why it is being provided on an LEA or schoolwide basis, and (3) the metric(s) used to measure the effectiveness of the action in improving outcomes for the unduplicated student group(s).
If the LEA has provided this required description in the Action Descriptions, state as such within the table.
Complete the table as follows:
Identified Need(s)
Provide an explanation of the unique identified need(s) of the LEA’s unduplicated student group(s) for whom the action is principally directed.
An LEA demonstrates how an action is principally directed towards an unduplicated student group(s) when the LEA explains the need(s), condition(s), or circumstance(s) of the unduplicated student group(s) identified through a needs assessment and how the action addresses them. A meaningful needs assessment includes, at a minimum, analysis of applicable student achievement data and educational partner feedback.
How the Action(s) are Designed to Address Need(s) and Why it is Provided on an LEA-wide or Schoolwide Basis
Provide an explanation of how the action as designed will address the unique identified need(s) of the LEA’s unduplicated student group(s) for whom the action is principally directed and the rationale for why the action is being provided on an LEA-wide or schoolwide basis.
Metric(s) to Monitor Effectiveness
Identify the metric(s) being used to measure the progress and effectiveness of the action(s).
Note for COEs and Charter Schools: In the case of COEs and charter schools, schoolwide and LEA-wide are considered to be synonymous.
For each action being solely provided to one or more unduplicated student group(s), provide an explanation of (1) the unique identified need(s) of the unduplicated student group(s) being served, (2) how the action is designed to address the identified need(s), and (3) how the effectiveness of the action in improving outcomes for the unduplicated student group(s) will be measured.
If the LEA has provided the required descriptions in the Action Descriptions, state as such.
Complete the table as follows:
Identified Need(s)
Provide an explanation of the unique need(s) of the unduplicated student group(s) being served identified through the LEA’s needs assessment. A meaningful needs assessment includes, at a minimum, analysis of applicable student achievement data and educational partner feedback.
How the Action(s) are Designed to Address Need(s)
Provide an explanation of how the action is designed to address the unique identified need(s) of the unduplicated student group(s) being served.
Metric(s) to Monitor Effectiveness
Identify the metric(s) being used to measure the progress and effectiveness of the action(s).
For any limited action contributing to meeting the increased or improved services requirement that is associated with a Planned Percentage of Improved Services in the Contributing Summary Table rather than an expenditure of LCFF funds, describe the methodology that was used to determine the contribution of the action towards the proportional percentage, as applicable.
A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the number of staff providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth, English learners, and low-income students, as applicable.
An LEA that receives the additional concentration grant add-on described in EC Section 42238.02 is required to demonstrate how it is using these funds to increase the number of staff who provide direct services to students at schools with an enrollment of unduplicated students that is greater than 55 percent as compared to the number of staff who provide direct services to students at schools with an enrollment of unduplicated students that is equal to or less than 55 percent. The staff who provide direct services to students must be certificated staff and/or classified staff employed by the LEA; classified staff includes custodial staff.
Provide the following descriptions, as applicable to the LEA:
Complete the table as follows:
Complete the Total Planned Expenditures Table for each action in the LCAP. The information entered into this table will automatically populate the other Action Tables. Information is only entered into the Total Planned Expenditures Table, the Annual Update Table, the Contributing Actions Annual Update Table, and the LCFF Carryover Table. The word “input” has been added to column headers to aid in identifying the column(s) where information will be entered. Information is not entered on the remaining Action tables.
The following tables are required to be included as part of the LCAP adopted by the local governing board or governing body:
Note: The coming LCAP Year is the year that is being planned for, while the current LCAP year is the current year of implementation. For example, when developing the 2024–25 LCAP, 2024–25 will be the coming LCAP Year and 2023–24 will be the current LCAP Year.
In the Total Planned Expenditures Table, input the following information for each action in the LCAP for that applicable LCAP year:
See EC sections 2574 (for COEs) and 42238.02 (for school districts and charter schools), as applicable, for LCFF entitlement calculations.
For example, an LEA determines that there is a need to analyze data to ensure that instructional aides and expanded learning providers know what targeted supports to provide to students who are foster youth. The LEA could implement this action by hiring additional staff to collect and analyze data and to coordinate supports for students, which, based on the LEA’s current pay scale, the LEA estimates would cost $165,000. Instead, the LEA chooses to utilize a portion of existing staff time to analyze data relating to students who are foster youth. This analysis will then be shared with site principals who will use the data to coordinate services provided by instructional assistants and expanded learning providers to target support to students. In this example, the LEA would divide the estimated cost of $165,000 by the amount of LCFF Funding identified in the Data Entry Table and then convert the quotient to a percentage. This percentage is the Planned Percentage of Improved Services for the action.
As noted above, information will not be entered in the Contributing Actions Table; however, the ‘Contributing to Increased or Improved Services?’ column will need to be checked to ensure that only actions with a “Yes” are displaying. If actions with a “No” are displayed or if actions that are contributing are not displaying in the column, use the drop-down menu in the column header to filter only the “Yes” responses.
In the Annual Update Table, provide the following information for each action in the LCAP for the relevant LCAP year:
In the Contributing Actions Annual Update Table, check the ‘Contributing to Increased or Improved Services?’ column to ensure that only actions with a “Yes” are displaying. If actions with a “No” are displayed or if actions that are contributing are not displaying in the column, use the drop-down menu in the column header to filter only the “Yes” responses. Provide the following information for each contributing action in the LCAP for the relevant LCAP year:
To reduce the duplication of effort of LEAs, the Action Tables include functionality such as pre-population of fields and cells based on the information provided in the Data Entry Table, the Annual Update Summary Table, and the Contributing Actions Table. For transparency, the functionality and calculations used are provided below.
Pursuant to EC Section 42238.07(c)(2), if the Total Planned Contributing Expenditures (4) is less than the Estimated Actual LCFF Supplemental and Concentration Grants (6), the LEA is required to calculate the difference between the Total Planned Percentage of Improved Services (5) and the Total Estimated Actual Percentage of Improved Services (7). If the Total Planned Contributing Expenditures (4) is equal to or greater than the Estimated Actual LCFF Supplemental and Concentration Grants (6), the Difference Between Planned and Estimated Actual Percentage of Improved Services will display “Not Required.”
The amount of LCFF funds is calculated by subtracting the Estimated Actual Percentage to Increase or Improve Services (11) from the Estimated Actual Percentage of Increased or Improved Services (10) and then multiplying by the Estimated Actual LCFF Base Grant (9). This amount is the amount of LCFF funds that is required to be carried over to the coming year.