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 II | McCutcheon Elisa co-administrator |
emccutcheon@antiochcharteracademy.org 925-755-1252 |
Goal # | Description |
Goal 1 | 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 classroom teachers hold a valid CA teaching credential. | 100% of classroom teachers hold a valid CA teaching credential | 100% of classroom teachers hold a valid CA teaching credential | 100% of classroom teachers hold a valid CA teaching credential | 100% of classroom teachers hold a valid CA teaching credential | 100% of classroom teachers 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 20 students per teacher. | Grade levels are organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th, with approximately 20 students per teacher. | Grade levels are organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th, with approximately 20 students per teacher. | Grade levels are organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th, with approximately 20 students per teacher. | Grade levels are organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th, with approximately 21 |
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 actions of keeping class sizes small and in multi-age groupings taught by credentialed teachers met the goal. Data gathered from partner surveys, the WASC self-study process, academic outcomes, and California State Dashboard indicators implies having small class sizes is effective in helping students learn and make progress.
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.
No changes were made to the planned goal, metric, desired outcomes, or actions because the current actions are effective.
Goal # | Description |
Goal 2 | Include parents as a vital part of our school’s dynamics and make 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 | Majority of parents surveyed are satisfied or higher on end of the year survey. | In 2019, 94% of parents were satisfied or higher on the end of the year survey. | In 2022, 92.5% of parents were satisfied or higher on the end of the year survey. | In 2023, 91.8% of parents were satisfied or higher on the end of the year survey. | In 2024. 96% of parents were satisfied or higher on the end of the year survey. | Maintain at least 90% or higher of parents satisfied or higher on end of year survey. |
2 | Provide at least one parent education meeting per month on school philosophies, programs, and/or curriculum. | In 2020-2021, the school held seven Parent Education Program (PEP) nights. | In 2021-2022, the school held five Parent Education Program (PEP) nights, and provided recordings to 1 PEP from the year prior in newsletters. PEPs include August Back to School Nights, in January a Special Education PEP, in March "Parent Survival Guide to Puberty", in April "Young Author's Celebration" to share work completed by students this school year, and in May "Showcase of the Arts" | In 2022-2023, the school held seven Parenting Support Group nights on zoom. Additionally, the Family Network had nine 2nd Cup of Coffee meetings where a staff member attended to share happenings of the school. The May 2nd Cup of Coffee included a presentation about LCAP and its connection to WASC and the Charter. PEPs include August Back to School Nights, April "Young Author's Celebration" to share work completed by students this school year, and May "Showcase of the Arts" | In 2023-2024, the Family Network had nine 2nd Cup of Coffee meetings where a staff member attended to share happenings of the school. The May 2nd Cup of Coffee included a presentation about LCAP and its connection to WASC and the Charter. PEPs include August Back to School Nights and April "Young Author's Celebration" to share work completed by students this school year. Due to low attendance at evening zoom PEP, this school year the counselor switched to including parenting tips in the weekly newsletter and created a private web page for sharing resources with parents. | Hold eight Parent Education Program (PEP) events annually. |
3 | Parents record volunteer hours using Gradelink service hours per family tool. | 2020-2021 will be the first year Gradelink is used to record volunteer hours. In previous years, Track It Forward app and a paper binder were used. From July 1, 2019 to June 30, 2020, there was logged a total of 1802.2 hours from 46 families. | 29 out of 126 families recorded volunteer hours in Gradelink from July 1, 2021 to June 10, 2022. 1,474 volunteer hours were logged. | 33 out of 137 families recorded volunteer hours in Gradelink from July 1, 2022 to June 10, 2023. 1,338 volunteer hours were logged. | 14 out of 140 families recorded volunteer hours in Gradelink from July 1, 2023 to June 8, 2024. Many more families volunteered but did not use the recording tool. A total of 371 hours were recorded. | 50% of families will record volunteer hours in Gradelink Service hours log. |
4 | Administer annual survey to parents | Spring 2020 survey focused on successes and challenges of distance learning, and how to improve distance learning. | Survey administered in Spring, 2022 to gather information for Parent and Engagement Local Indicator on California State Dashboard. | Survey administered in Spring, 2023 to gather information for Parent and Engagement Local Indicator on California State Dashboard and collect suggestions for how to improve the school and for next year's expenditures. | Survey administered in Spring, 2024 to gather information for Parent and Engagement Local Indicator on California State Dashboard and collect suggestions for how to improve the school and for next year's expenditures. | Survey parents at least annually to gather information for Parent and Engagement Local Indicator on California State Dashboard. |
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 are 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.
There were no material differences between Budgeted Expenditures and Estimated Actual Expenditures since none of the actions had an associated cost using LCFF funds.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
The actions were effective because an increased number of parents expressed satisfaction with the school and an increased number of parents indicated the 2-way communication between the school and families using language that is understandable and accessible has increased.
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.
Although the school will continue to conduct parent surveys, offer PEP meetings, provide multiple means of communication, and create opportunities for volunteering, for the 2024-2027 LCAP cycle, this goal will no longer be tracked. Processes are in place to keep these actions going, and no separate LCFF funding is associated with the goal. Increasing engagement in families, especially underrepresented families, will be included in the new school culture goal and the new English Learner goal.
Goal # | Description |
Goal 3 | 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 | Student achievement on the CAASPP math test | In 2019, ACAII was orange on the California State Dashboard. 34% of students overall were proficient in math. | In 2021, 31% of ACA2 students met or exceeded standards in math compared to 34% of students statewide. | In 2022, 34% of ACA2 students met or exceeded standards in math compared to 33% of students statewide. | In 2023, CAASPP math scores meeting or exceeding standards for ACA2 and the state of CA were both 35%. | Student achievement on the CAASPP math test will match or exceed the CA state achievement. |
2 | Percentage of students in a cohort Meeting Standard or Exceeding Standard in math will increase from 3rd to 8th grade | From 2015 to 2019, cohorts showed an average change in math CAASPP proficiency of 26% | In 2021, 45% of ACA2 8th graders met or exceeded standards in math compared to 24% when they were 3rd graders. On average, since 2016, student achievement in math increased 18% by the time each cohort completed 8th grade. | In 2022, 47% of ACA2 8th graders met or exceeded standards in math compared to 33% when they were 3rd graders. On average, since 2017, student achievement in math increased 13% by the time each cohort completed 8th grade. | The percent of 2023 8th grade graduates meeting or exceeding standards increased in math from 26% in 3rd grade to 40% in 8th grade. | Cohorts will maintain a positive increase in proficiency on math CAASPP from 3rd to 8th grade |
3 | STAR Renaissance Math Student Growth Percentile | 0 | The median school-wide Student Growth Percentile for STAR Math in June, 2022 is 38.4. Schoolwide, 53% of students were proficient on the STAR Math test. | The median school-wide Student Growth Percentile for STAR Math in June, 2023 is 42.4. Schoolwide, 44% of students were proficient on the STAR Math test. | The median school-wide Student Growth Percentile for STAR Math in June, 2024 is 44.8 Schoolwide, 48% of students were proficient on the STAR Math test. | Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Math Student Growth Percentile |
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.
Goal #3 Action #1 was re-allocated to Goal #4 (MTSS & RtI for ELA). Staff decided to focus on reading intervention for this school year.
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.
Goal #3 Action #1 was re-allocated to Goal #4 (MTSS & RtI for ELA). Staff decided to focus on reading intervention for this school year.
An explanation of how effective or ineffective the specific actions were in making progress toward the goal during the three-year LCAP cycle.
Students made progress in math. Data shows ACA2 students matched the state percentage of students who are meeting or exceeding standard on the Mathematics CAASPP. So the actions are effective.
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.
No changes have been made for the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
Goal # | Description |
Goal 4 | 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 | Student achievement on the CAASPP ELA test | In 2019, ACAII had orange on the California State Dashboard. 44% of students met or exceeded standard. | In 2021, 49% of ACA2 students met or exceeded standards in ELA compared to 49% of students statewide | In 2022, 47% of ACA2 students met or exceeded standards in ELA compared to 47% of students statewide | Spring, 2023 CAASPP ELA the percentage of students at or above grade level for ACA2 was 48% and the state of CA was 47%. | Student achievement on the CAASPP ELA test will match or exceed the CA state average. |
2 | Dashboard English Learner Progress Rate | In 2019, the English Learner Progress Rate was 60% at ACA2, compared to California's rate of 48%. | Due to the COVID-19 pandemic, state law has suspended the reporting of state indicators on the 2021 Dashboard so ACA2 is not able to compare EL Progress rate at ACA2 to the state. Using a different measure, 14% of ACA2 ELs met or exceeded standard on the ELA CAASPP compared to the California state average of 11%. | In 2022, ACA2's English Learner Progress Rate was 59%, compared to California's rate of 50%. | Spring, 2023 ACA2 English Learner Progress Rate was 52.9% making progress towards English Language Proficiency, compared to the state average of 48.7% | ACAII English Learner Progress Rate will match or exceed the California state English Learner Progress Rate |
3 | Percentage of students in a cohort Meeting Standard or Exceeding Standard in ELA will increase from 3rd to 8th grade | From 2015 to 2019, cohorts showed an average change in ELA CAASPP proficiency of 22% | From 2015 to 2021, cohorts showed an average change in ELA CAASPP proficiency of 25%. In 2021, 80% of ACA2 8th graders met or exceeded standards in ELA compared to 39% when they were 3rd graders. | From 2017 to 2022, cohorts showed an average change in ELA CAASPP proficiency of 25%. In 2022, 53% of ACA2 8th graders met or exceeded standards in ELA compared to 28% when they were 3rd graders. | The percent of 2023 8th grade graduates meeting or exceeding standards in ELA increased from 39% in 3rd grade to 53% in 8th grade. | Cohorts will maintain a positive increase in proficiency on math CAASPP from 3rd to 8th grade |
4 | STAR Renaissance Reading Student Growth Percentile | 0 | The median school-wide Student Growth Percentile for STAR Reading in June, 2022 is 61.6. The median school-wide Student Growth Percentile for STAR Early Literacy in June, 2022 is 38.4. Schoolwide, 62% of students were proficient on the STAR Reading test. | The median school-wide Student Growth Percentile for STAR Reading in June, 2023 is 58.6. The median school-wide Student Growth Percentile for STAR Early Literacy in June, 2023 is 39.4%. Schoolwide, 47.5% of students were proficient on the STAR Reading test. | The median school-wide Student Growth Percentile for STAR Reading in June, 2024 is 51. The median school-wide Student Growth Percentile for STAR Early Literacy in June, 2024 is 48% Schoolwide, 51.8% of students were proficient on the STAR Reading test. | Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Reading Student Growth Percentile |
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.
Goal #3 Action #1 was re-allocated to Goal #4 (MTSS & RtI for ELA).
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.
Goal #3 Action #1 was re-allocated to Goal #4 (MTSS & RtI for ELA). Staff chose to prioritize the focus of interventions on reading over math. Teachers noticed that English Learners had not made as much progress in learning English during distance learning as in previous years and wanted to make sure EL's received RtI services with language support. The budget from Goal 3 for math was instead used towards Goal 4 and interventions for English Language Arts. No other 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.
All of the metrics were met, so the specific actions were effective in making progress toward the goal.
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.
During the 2024 WASC self-study, several needs were identified and additional actions were added to the school action plan. For 2024-2027, a schoolwide writing curriculum will be implemented. Additionally, the school would like to increase focus on English Learners, so a separate goal for ELs will be added to the 2024-2027 LCAP which aligns to the WASC action plan goal.
Goal # | Description |
Goal 5 | 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 | Chronic absenteeism | 2019 California State Dashboard is blue. 1% of students chronically absent. | 2021 Dashboard does not contain chronic absenteeism data due to suspension of reporting attendance data during the pandemic. | The 2022 Dashboard does not contain a color for chronic absenteeism due to the suspension of reporting attendance data during the pandemic. ACA2's chronic absenteeism rate for 2022 was 4.1%, compared to 30% statewide. | The California State Dashboard shows ACA2 is orange for 2023 because there was an increase in the number of students chronically absent. (8.3% in 2023 compared to 4.2% in 2022). However, compared to the state average of 24.3% and the AUSD’s 37%, ACA2’s 8.3% is significantly lower. | Maintain green or blue on California State Dashboard for Chronic Absenteeism |
2 | Attendance Rate | In 2019-2020, the classroom based attendance percentage is 95%. Including non-classroom based ADA, the attendance rate is 100%. 198.91 Total ADA 189.33 Classroom-based ADA 9.58 Non Classroom-based ADA (Independent Study) | P2 Attendance Classroom-based attendance is 93.1% Including non-classroom based ADA (independent study) the attendance rate is 99% 190.09 Total ADA 177.12 Classroom-based ADA 12.97 Non Classroom-based ADA (Independent Study) | P2 Attendance Classroom based attendance is 93.9% Including non-classroom based ADA (independent study) the attendance rate is 100 189.90 Total ADA 178.44 Classroom-based ADA 11.46 Non Classroom-based ADA (Independent Study) | P2 Attendance 197.20 Total ADA 198 Total Enrollment 99.5% Attendance Rate (197.2 / 198) 186.45 Classroom-based ADA 10.75 Non Classroom-based ADA (Independent Study) | Maintain 92% or higher attendance rate. |
3 | Middle school drop out rate | 0 | 0% of middle school students dropped out. | 0% of middle school students dropped out. | 0% of middle school students dropped out. | 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 are 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 classroom-based attendance rate increased in 2023-2024 compared to 2022-2023 and the chronic attendance rate in 2023 was lower than the state, so actions were effective.
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 are no changes to be made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
Goal # | Description |
Goal 6 | Create classroom and school cultures that address needs of the whole child with regards to academic, safety, physical health, and social emotional climate |
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Year 3 Outcome | Desired Outcome for 2023-24 |
1 | Parent surveys | Parents were not specifically asked about safety in prior year surveys | On a scale of 1 -5, with 5 being the safest, 32.5% of parents report the school is a 4, 52.5% report the school is a 5. Totaling 85%. | On a scale of 1 -5, with 5 being the safest, 28.6% of parents report the school is a 4, 51% report the school is a 5. Totaling 79.6%. | In 2024 On a scale of 1 -5, with 5 being the safest, 27% of parents report the school is a 4, 60% report the school is a 5. Totaling 82.7% | 90% or higher of parents surveyed will indicate ACAII is a safe school |
2 | staff survey | 0 Teachers and staff have not been surveyed about school safety | On a scale of 1 -5, with 5 being the safest, 28.6% of staff report the school is a 4, 52.4% report the school is a 5. Totaling 81%. (Spring 2022) | On a scale of 1 -5, with 5 being the safest, 34.8% of staff report the school is a 4, 30.4% report the school is a 5. Totaling 65.2%. (Spring 2023) | On a scale of 1 - 5, with 5 being the safest, in 2024, 34.6% of staff report a 4, 33.3% report a 5, totaling 69.2%. | 90% or higher of teachers surveyed will report ACAII is a safe school |
3 | student survey | Spring 2020 survey shows 93% of middle school students feel safe or very safe at school, 95% of intermediate students feel safe or very safe at school | Spring 2022 survey data shows 92% of intermediate students and 89% of middle school students feel safe or very safe at school. | Spring 2023 survey data shows 92% of intermediate students and 94.6% of middle school students feel safe or very safe at school. 59% of Elementary students feel safe, 34% sometimes feel safe. | Spring 2024 survey data shows 88% of middle school students feel safe or very safe at school, 89% of intermediate students feel safe or very safe at school, and 70% of elementary students feel safe or very safe at school. | Student survey reports 90% or higher of students feel safe at school. |
4 | California State Dashboard Suspension Rate | 2019 Dashboard was red, with 4.4% suspended at least once. 2019-2020 no students were suspended 2020-2021 no students were suspended | 2021-2022 no students were suspended | 2022-2023 3 students were suspended. The suspension rate for 2023 Dashboard is 1.5%, which is orange because it is an increase from the prior year when it was 0. | 2023-2024 4 students were suspended, approximately 2% of the school population. | 0.5% 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 are 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.
There are 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.
Although there has been an increase in survey results from students, parents, and staff in the feeling of safety on campus over time, the goal was not met. Additionally, the suspension rate has increased, although at 4 students (2% of the population) it is still low.
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.
During the 2024 WASC self-study, analyzing the data collected led to the conclusion that there needs to be increased focus on improving school climate. Additional actions will be added to the 2024-2027 LCAP to align to the WASC action plan goals, including implementing an SEL curriculum at each level, implementing a multi-tiered system of support to increase student social and emotional supports, training caregivers in SEL strategies, and training all staff who interact with students in student mental health, behavioral support, and culturally responsive practices.
Goal # | Description |
Goal 7 | 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 broad course of study | All ACAII students have access to and are enrolled in a broad course of study. All students in grades K-8 are taught curriculum that is aligned to the California State Standards, including Math, English Language Arts, Science, and Social Studies. All students in grades 1-8 are also enrolled in a weekly enrichment program that consists of art, music, personal safety, and physical education. All students in grades 4-8 also have access to a wide range of elective courses throughout the year that include but are not limited to: band, choir, sports, sewing, cooking, computer coding, etc. All students in grades 7 and 8 have Health class once during either 7th or 8th grade. | All ACAII students have access to and are enrolled in a broad course of study. All students in grades K-8 are taught curriculum that is aligned to the California State Standards, including Math, English Language Arts, Science, and Social Studies. All students in grades 1-8 are also enrolled 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 as well. | All ACAII students have access to and are enrolled in a broad course of study. All students in grades K-8 are taught curriculum that is aligned to the California State Standards, including Math, English Language Arts, Science, and Social Studies. All students in grades 1-8 are also enrolled 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 as well. | All ACAII students have access to and are enrolled in a broad course of study. All students in grades K-8 are taught curriculum that is aligned to the California State Standards, including Math, English Language Arts, Science, and Social Studies. All students in grades 1-8 are also enrolled 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 as well. | All ACAII 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 are 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.
There are 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 actions are effective because the goal was met.
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.
No changes will be made to the planned goal, desired outcomes, or actions for the coming year that resulted from reflections on prior practice. However, the chronic absenteeism metric will be moved to align with this goal for the 2024-2027 LCAP.
Goal # | Description |
Goal 8 | By the end of 8th grade, students will demonstrate and apply mastery of the academic content by following the ACAII Graduate Goals, the “Code of the CHEETAHS”. |
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 are 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.
There are 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 action is effective because the goal was met.
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.
No changes will be made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
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 II | McCutcheon Elisa co-administrator |
emccutcheon@antiochcharteracademy.org 925-755-1252 |
A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA.
Antioch Charter Academy II (ACA II) is one of two Antioch Charter Academies located within the boundaries of the Antioch Unified School District in Antioch, California. ACA II and its sister school, Antioch Charter Academy, are operated by The Learner-Centered, Inc. ACA II is sited on the Contra Costa County Fairgrounds. This is ACA II’s seventeenth year. ACA II is structured with four levels, Primary, Elementary, Intermediate, and Middle School. Each level utilizes the main school philosophies, but does utilize instructional and structural strategies based on the unique needs of the students they serve. Primary is comprised of Transitional Kindergarten, Kindergarten, and 2nd Year Primary Kindergarten program. Primary utilizes the Montessori philosophy most heavily. Elementary also mainly utilizes the Montessori philosophy for students in first, second, and third grade. Intermediate encompasses fourth, fifth, and sixth grades and uses Highly Effective Teaching and Multiple Intelligences as its main philosophies. Middle School is comprised of seventh and eighth Grade and utilizes Highly Effective Teaching and Brain Compatible Learning as its cornerstones. All levels incorporate Positive Discipline strategies to develop an atmosphere of mutual respect between students and staff. The population is now at 200 students in grades transitional kindergarten through eighth. Our school has graduated twelve classes of eighth grade students. The small school size, with about 22 students per grade level, allows teachers to give students differentiated small group and individual instruction as needed. Parents are an integral part of the learner-centered approach at the ACA II. Teachers communicate weekly with parents and the family establishing a line of constant communication through email, one-on-one student -led conferences, and monthly parent education meetings. Parent involvement is one of the biggest factors in student success at ACA. ACA II is also accredited by the Western Association of School 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 teacher meetings at school as well as with families at conferences and through surveys. In spring of 2024, ACAII received a six year accreditation demonstrating that the process the school engaged in as well as the action plan that was developed was very thorough and well thought out. Some of these action-plan items became LCAP goals.
A reflection on annual performance based on a review of the California School Dashboard (Dashboard) and local data.
Grade level cohorts continue to make progress in Math and ELA over time. From 2018 - 2023, the percent of students at or above standard on the math CAASPP by cohort increased by 9% on average, and the percent at or above standard on the ELA CAASPP by cohort increased by 15%. Local teacher assessments show the majority of students making progress in ELA and math over the course of the school year. There are multiple factors that contributed to this success. Small class sizes enable teachers and classroom aides to offer small group and one-on-one support to students. RtI aides work with students to provide Lindamood Bell interventions in small groups. The percent of all ACAII students meeting or exceeding the standard on the three academic state tests, CAASPP ELA, Math, and CAST (California Science Test), matched or was higher than the percentage of students meeting or exceeding the standard statewide. Notably, 40% of ACAII students with disabilities met or exceeded standard in ELA (compared to 16% statewide) and 20% met or exceeded standard in Math (compared to 12% statewide). English Learners and economically disadvantaged students performed slightly lower than the state average for similar groups on both ELA and Math. ACAII has a lower suspension rate than the state. In 2022-2023 1.5% of students were suspended at least one day, compared to the state at 3.5%. We think implementing Positive Discipline and Social Emotional Learning during class meetings helped contribute to the lack of suspensions. Teachers have daily class meetings or check ins, and incorporated SEL activities at least weekly. Although ACAII's chronic absenteeism rate rose to 8.3% in 2022-2023, it is still lower than the state percentage of 24.3%. In 2023, Students with Disabilities had a red indicator for chronic absenteeism, which was the only red indicator on the entire Dashboard. However, in 2022 there were 0 students with disabilities noted as chronically absent. The small number of students in this subgroup makes it more prone to fluctuation and more difficult to note trends.
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.
None
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 and administration | The school uses a consensus-based model for decision making, in a flat model of governance. There is no principal at our school. Teachers make decisions at weekly faculty meetings. Many decisions are made by levels. Each level has a “level rep”, and the level reps meet every other week to discuss issues. Several teachers are designated as co-administrators to take on additional leadership responsibilities, however decisions are made collaboratively. All teachers may add issues and suggestions to the faculty agenda. All faculty are invited to participate annually in the end of the year survey. Multiple faculty meetings and Level Rep meetings included reflection on the 2023-2024 school year and discussions about needs for the 2024-2025 school year. As part of the WASC process this school year, the faculty analyzed data for trends and chose goals for the school based on this data. LCAP specific discussion was one topic of a May faculty meeting. |
2. Parents and Families | Antioch Charter Academy engages families in the review and progress monitoring processes by sending out surveys and presenting information at Parent Education Program meetings (on 2nd Cup Fridays). The parent end of the year survey link for both 2023 and 2024 was included in multiple school newsletters, put on the school Facebook page, and shared via QR code at a 2nd Cup of Coffee meeting. Parents were invited to give input on the Comprehensive School Site Safety Plan, the WASC self-study, and to give feedback about the growth areas that emerged from the self-study process. Teachers meet with parents during bi-annual conferences to discuss student report cards, and during this time ideas for improving the school and feedback for what is going well is sometimes informally gathered. Additionally, the Family Network Board shares ideas and questions with the staff representative. |
3. Students | All students in Elementary, Intermediate and Middle took the end of the year survey in June, 2023 and June, 2024. Students are given chances for input on major decisions that have impacts on them (program offerings, updates to procedures and student expectations) during class meetings. |
4. Classified staff | All staff are invited to participate in the end of the year survey annually to gather feedback. The office manager is part of Faculty meetings and gives input for many decisions. In May of 2024, for the first time ever, classified staff participated in an evaluation process to give them feedback about their job performance and to seek input about how they could be better supported in their role. |
5. Charter Council, ACA2's governing board | As part of the WASC self-study, the Charter Council was presented with a draft of the strengths and growth areas of the school and had an opportunity to give feedback. This led to the development of goals for the school action plan aligned to both WASC and the LCAP. A mid-year update of the LCAP was presented to the Charter Council in February, 2023. A draft overview of the goals and changes to action plan for 2024-2025 was brought to Charter Council in May, 2024 for feedback and review. And the local Dashboard indicators are presented to the Charter Council in June along with the final version of the LCAP. |
A description of how the adopted LCAP was influenced by the feedback provided by educational partners.
A theme that emerged from every educational partner group including teachers, administrators, classified staff, parents, and students is the value of having small class sizes. Teachers use it to provide individual and small group lessons, reteaching, and feedback. Small class sizes make it easier to differentiate instruction. Students like being able to get help from their teacher when they need it. Parents appreciate how responsive teachers are to student needs, and how there is room for choice and flexibility for their child. Many parents indicated that the strengths of ACA2 are the small size, the strong sense of community, and the focus on individual student needs. Intermediate and middle school student surveys showed they liked the elective program and the Fantastic Friday enrichment program. Based on all educational partner input, the main use of funds in the LCAP, including the increased apportionment based on the enrollment of foster youth, English Learners, and Low-Income students, will continue to be to maintain small class sizes of 22 students per teacher. This is reflected in goal 1, but small class sizes impact goals 2, 3, 5, and 6 as well. Additionally, the staff values the RtI program, and the support RtI aides give to students and teachers. The school will continue to include RtI in the actions for goals 2 and 3. Training for Lindamood Bell, a program used by RtI staff, will be included as an action item for new teachers. All staff and parents indicated the need for increased social, emotional, mental, and behavioral support. Based on that feedback, a full-time school counselor will be continued in the school next year. Additionally, during the WASC self-study, a need for increased Social Emotional Learning emerged. Several new action items, including professional development or all staff, training for caregivers, and implementing SEL curriculum at each level have been added. These are reflected in goal 5, school climate. Families indicate a need for extended care for their children. Goals 2, 3, 4 and 5 will continue to include components of the Extended Learning Opportunity Program (ELOP) which will be free for Low-Income students, English Learners, and Foster Youth. The ELOP adds 30 days to the school calendar during summer and intersessions in the form of weeklong day camps. Every child will be able to arrive at school 30 minutes earlier for breakfast and supervised play. The afterschool program named "Cheetah Zone" with both academic and enrichment components will be offered which will extend the total day to 9 hours. This afterschool program will be free for Low-Income students, English Learners, and Foster Youth.
Goal # | Description | Type of Goal |
Goal 1 | Have qualified credentialed teachers partner together in grade level clusters with approximately 20 students per teacher in multi-age settings (TK-K, 1st-3rd, 4th-6th,7th-8th). | Maintenance of Progress Goal |
State Priorities addressed by this goal.
State Priority 1: Basic Conditions of Learning
An explanation of why the LEA has developed this goal.
Well-prepared teachers and leaders are essential for providing effective, high-quality instruction so that students learn and thrive. All stakeholders value small class sizes of 22 students per teacher and consider it one of the strengths of the school program. An abundance of research gives evidence that small class sizes increase student achievement, helps close the achievement gap for underperforming students, improves school climate, and decreases suspension rates. One of our school philosophies is Montessori. Montessori environments have multi-age groupings of students. These groupings operate very like family environments, providing key learning and development opportunities in two ways. First, multi-age groupings encourage children to aspire to the achievements of older peers. New students enter an established and mature environment with effective models of both work and social interaction. Second, multi-age groupings enable older children to learn to treat younger ones with care and respect, providing them with opportunities to reinforce their own learning and understanding through ‘peer teaching’. In multi-age groupings children are able to work through the curriculum at their own pace without being limited to one year of the curriculum only.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | 100% of teachers will hold a valid CA CTC teaching certificate, permit, or other document required for their assignment | 100% of teachers hold a valid CA CTC teaching certificate, permit, or other document required for their assignment | 100% of teachers hold a valid CA CTC teaching certificate, permit, or other document required for their assignment | |||
2 | Grade levels will be organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th | Grade levels are organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th | Grade levels will be organized into multi-grade level groupings of TK-K, 1st-3rd, 4th-6th, 7th-8th |
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.
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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.
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Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | Hire teachers with valid credentials | Hire teachers with the valid CA CTC teaching certificate, permit, or other document required for the teacher’s certificated assignment | $0.00 |
No |
Action #2 | Small class sizes | Group students into multi-age level groupings. Assign 22 students per teacher. | $137,691.00 |
Yes |
Action #3 | Common Planning Time | Provide common planning time for collaboration amongst teachers and across grade levels by implementing Fantastic Friday program | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 2 | Students will show progress towards or meet grade level standards in math. | Broad Goal |
State Priorities addressed by this goal.
State Priority 2: Implementation of State Standards; State Priority 4: Student Achievement
An explanation of why the LEA has developed this goal.
ACAII has prioritized this goal to support the diverse needs of our students, and to increase academic achievement for all. In 2023, ACAII was yellow on the Dashboard indicator for Mathematics overall, although the percentage of students who met or exceeded standards on the CAASPP for math was the same as the state percentage. Math achievement is typically lower than ELA achievement. All stakeholder groups value the support given to students through our RtI intervention program so it is included in action 2.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Student achievement on the CAASPP math test will match or exceed the CA state achievement. | Spring, 2023 CAASPP math scores meeting or exceeding standards for ACA2 and the state of CA were both 35% | Student achievement on the CAASPP math test will match or exceed the CA state achievement. | |||
2 | Percentage of students in a cohort Meeting Standard or Exceeding Standard in math will increase from 3rd to 8th grade | The percent of 2023 8th grade graduates meeting or exceeding standards increased in math from 26% in 3rd grade to 40% in 8th grade. | Percentage of students in a cohort Meeting Standard or Exceeding Standard in math will increase from 3rd to 8th grade | |||
3 | Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile | 7 out of 8 classes had an SGP (Student Growth Percentile) of at least 35 in Math. 100 out of 167 students (60%) had an SGP of at least 35 in math. STAR Renaissance states typical growth is 35 - 65. | Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile |
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.
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Action # | Title | Description | Total Funds | Contributing |
---|---|---|---|---|
Action #1 | ALIGN TO COMMON CORE AND RESEARCH BASED PRACTICES | - Maintain alignment of all math instruction and assessments with Common Core Standards. - Bridge math curriculum between the levels. - Continue to institute research-based math programs, training, and materials based on student needs. -Maintain small class sizes to allow for individualized instruction | $0.00 |
No |
Action #2 | MTSS & RTI FOR MATH | - Identify all students not performing at Meeting Standard or above on CAASPP/local assessments. - Track progress/ development of each student’s math skills over time. - Offer RtI interventions and On Cloud Nine small group support for At-risk and struggling students. | $1,859.00 |
Yes |
Action #3 | Extended Learning Opportunity Program | Extend the school day to 9 hours by offering a before school breakfast program and an afterschool program called "Cheetah Zone". The afterschool program will include academic and enrichment activities as well as a snack. The Cheetah Zone will be free for Low-Income, English Learners, and Foster Youth. | $0.00 |
Yes |
Goal # | Description | Type of Goal |
Goal 3 | Students will show progress towards or meet grade level standards in English Language Arts | Broad Goal |
State Priorities addressed by this goal.
State Priority 2: Implementation of State Standards; State Priority 4: Student Achievement
An explanation of why the LEA has developed this goal.
ACAII has included this goal to support the diverse needs of our students, and to increase academic achievement for all. In 2023, ACAII was yellow on the Dashboard indicator for English Language Arts overall, and had a slightly higher percentage of students meet or exceed standards compared to the state average. During the WASC self-study process, the school found a need to implement a cohesive writing program across the grade spans that was user-friendly for teachers. This is an action item added for 2024-2025. All stakeholder groups value the support given to students through our RtI intervention program so it is included in action 2.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Student achievement on the CAASPP language arts test will match or exceed the CA state average. | Spring, 2023 CAASPP ELA the percentage of students at or above grade level for ACA2 was 48% and the state of CA was 47%. | Student achievement on the CAASPP language arts test will match or exceed the CA state average. | |||
2 | Percentage of students in a cohort Meeting Standard or Exceeding Standard in ELA will increase from 3rd to 8th grade | The percent of 2023 8th grade graduates meeting or exceeding standards in ELA increased from 39% in 3rd grade to 53% in 8th grade. | Percentage of students in a cohort Meeting Standard or Exceeding Standard in ELA will increase from 3rd to 8th grade | |||
3 | Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile | In 2023, 7 out of 8 classes had an SGP (Student Growth Percentile) of at least 35 in Reading. 107 out of 160 students (67%) had an SGP of at least 35 in Reading STAR Renaissance states typical growth is 35 - 65. | Students will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile | |||
4 | Student scores on the writing Assessment tracker will increase. | None. 2023-2024 was the first year writing assessments were included on a school-wide assessment tracker, so no growth data is available. | Student scores on the writing Assessment tracker will increase. |
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 | ALIGN TO COMMON CORE AND RESEARCH BASED PRACTICES | -Maintain alignment of all ELA curriculum, instruction, and assessments with Common Core Standards. -Continue to institute research-based ELA programs, training, and materials based on student needs. -Bridge writing curriculum between levels. Implement a cohesive writing program across the grade spans. -Maintain small class sizes to allow for individualized instruction | $0.00 |
No |
Action #2 | MTSS & RTI FOR ELA | -Identify all students not performing at Meeting Standard or above on CAASPP/local assessments. -Track progress/ development of each student’s ELA skills over time. -Offer RtI intervention and Seeing Stars or Visualizing & Verbalizing small group support for At-risk and struggling students. -Train new teachers in Lindamood Bell Seeing Stars and Visualizing/Verbalizing -Offer ILS (Integrated Listening System) intervention to Primary and 1st grade students to support brain organization and function in the areas of attention, emotional regulation, and reading. | $106,447.00 |
Yes |
Action #3 | Extended Learning Opportunity Program | Extend the school day to 9 hours by offering a before school breakfast program and an afterschool program called "Cheetah Zone". The afterschool program will include academic and enrichment activities as well as a snack. The Cheetah Zone will be free for Low-Income, English Learners, and Foster Youth. | $0.00 |
Yes |
Goal # | Description | Type of Goal |
Goal 4 | English Learners will show progress towards or meet grade level standards in English Language Arts and Math. | Focus Goal |
State Priorities addressed by this goal.
State Priority 2: Implementation of State Standards; State Priority 3: Parental Involvement and Family Engagement; State Priority 4: Student Achievement; State Priority 5: Student Engagement
An explanation of why the LEA has developed this goal.
During the 2023-2024 WASC self-study, the data revealed an increase in the number of English Learners at ACAII over time. Teachers indicated a need for curriculum and professional development to support English Learners. One of the goals to emerge from the process is for teachers to improve instruction for English Learners so ELs will progress in English Language Arts and Math. The English Learners subgroup needs to meet ELA and math standards across the grades compared to other student groups at our school. The school needs a cohesive curriculum for English Language Learners and Designated Instruction for ELLs, which must be more consistent across all grade levels. Family members whose primary language is not English tend to be the least involved family group academically and socially. For our students to make progress academically, it is important to have strong family support, a school climate where their culture is valued, and a curriculum that is consistently implemented by teachers with a wide variety of research-based instructional strategies.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | EL student achievement on the CAASPP math test will match or exceed the CA state average for ELs | Spring, 2023 CAASPP ELA the percentage of EL students at or above grade level for ACA2 was 8% and the state of CA was 11% | EL student achievement on the CAASPP math test will match or exceed the CA state average for ELs | |||
2 | English Learner student achievement on the CAASPP language arts test will match or exceed the CA state average for ELs. | Spring, 2023 CAASPP Math the percentage of EL students at or above grade level for ACA2 was 8% and the state of CA was 10% | EL student achievement on the CAASPP language arts test will match or exceed the CA state average for ELs. | |||
3 | ACAII English Learner Progress Rate will match or exceed the California state English Learner Progress Rate | Spring, 2023 ACA2 English Learner Progress Rate was 52.9% making progress towards English Language Proficiency, compared to the state average of 48.7% | ACAII English Learner Progress Rate will match or exceed the California state English Learner Progress Rate | |||
4 | ELs will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile in reading | Baseline Reading current SGP as of 4/17/24: 57% of ELs have a SGP over 35 | ELs will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile in reading | |||
5 | ELs will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile in math | Baseline math current SGP as of 4/17/24: 41% of ELs have a SGP over 35. | ELs will demonstrate one year’s progress in one school year as measured by STAR Renaissance Student Growth Percentile in math |
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 | ENGLISH LANGUAGE DEVELOPMENT CURRICULUM AND INSTRUCTION | -Adopt and implement an EL curriculum for designated instruction time -Provide Professional Development for teachers in best practices for instructing English Language Learners | $500.00 |
Yes |
Action #2 | FAMILY ENGAGEMENT AND CELEBRATION OF CULTURE | -Conduct ELAC (English Language Advisory Committee) meetings at least every trimester to gather parent input - Hold school wide event/celebration highlighting cultures - Create home survey to gather information about cultures and traditions | $0.00 |
No |
Action #3 | MTSS & RTI FOR ELA | Offer RtI intervention in writing, Seeing Stars or Visualizing & Verbalizing small group support for At-risk and struggling students. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 5 | Create classroom and school cultures that address needs of the whole child with regards to academic, safety, physical health, and social emotional climate | Focus Goal |
State Priorities addressed by this goal.
State Priority 3 Parental Involvement and Family Engagement; State Priority 5 Student Engagement; State Priority 6: School Climate
An explanation of why the LEA has developed this goal.
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. Our students need to feel safe and a part of our school community. To achieve this, the staff has identified the need for all educational partners to participate in improving our school climate so all students feel included and cared for. Staff has identified the need for further professional development in social-emotional learning support. Every year, Elementary, Intermediate, and Middle School students are surveyed about various topics, including performance expectations on academic and non-academic pursuits. In 2023, only 59% of Elementary students reported feeling safe at school, while 92% of Intermediate and 94% of Middle School students reported feeling safe. Additionally, more students have a diagnosis of Autism Spectrum Disorder, ADHD, Obsessive Compulsive Disorder, Oppositional Defiance Disorder, anxiety, and depression than ever before. Over the last six years, the social and emotional needs of our students have increased significantly, and more support is needed for mental health. This includes a universal social-emotional curriculum, support for all students, and increased targeted interventions.
Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
1 | Maintain a suspension rate lower than the state average. | For 2022-2023, the state Dashboard indicator was orange because the percentage of students suspended increased from 0% to 1.5% of students. For 2023-2024 2% of students have been suspended at least once. | Maintain a suspension rate lower than the state average. | |||
2 | Student survey reports 90% or higher of students feel safe at school | In 2023, 94.6% of middle school students feel safe or very safe at school 92% of intermediate students feel safe or very safe at school 59% of elementary students feel safe or 34% sometimes feel safe at school | Student survey reports 90% or higher of students feel safe at school | |||
3 | Parent survey reports 90% or higher of parents feel ACAII is a safe school | On a scale of 1 -5, with 5 being the safest, 26.8% of parents report the school is a 4, 58.1% report the school is a 5. Totaling 84.9% | Parent survey reports 90% or higher of parents feel ACAII is a safe school | |||
4 | Staff survey reports 90% or higher of staff feel ACAII is a safe school | On a scale of 1 - 5, with 5 being the safest, in 2024, 34.6% of staff report a 4, 26.9% report a 5, totaling 61.5%. | Staff survey reports 90% or higher of staff feel ACAII is a safe school | |||
5 | Number of behavior incidents, including referrals and suspensions will decrease. | Referrals were not tracked school-wide in 2023-2024. 4 students were suspended a total of 9 days in 2024-2025. | Number of behavior incidents, including referrals and suspensions will decrease. | |||
6 | Increase in family awareness of Charter Council on end of year survey. | Breakdown of parent responses on 2024 survey: 0%: I'm on the Charter Council. 2%: I've attended a Charter Council meeting. 30% I know Charter Council is the governing board of ACA1 and ACA2 and are responsible for monitoring the policies… 47%: I've heard of the Charter Council, but I don't really know much about it. 5%: I haven't heard of the Charter Council. 16%: I know Charter Council is the governing board of ACA1 and ACA2. | Increase in family awareness of Charter Council on end of year survey. |
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 | SCHOOL PHILOSOPHIES | - Maintain small class sizes of approximately 22 students or less. - 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 curriculum based on student strengths, interest, and choice. - Teach and demonstrate the use of LifeSkills and Lifelong Guidelines. | $0.00 |
No |
Action #2 | SCHOOL WIDE ACTIVITIES | -Implement SEL curriculum in each level. - Encourage cross grade level interactions and community building through the use of School Families - Continue Ability Awareness Week, the Great Kindness Challenge, or similar community building activities | $0.00 |
No |
Action #3 | MTSS FOR SOCIAL, EMOTIONAL, BEHAVIORAL NEEDS | Implement a multi-tiered system of support that increases students’ social and emotional support and helps them feel safe and connected to the school community | $0.00 |
No |
Action #4 | FULL TIME SCHOOL COUNSELOR | *Hire full time school counselor to support students with Tier 2 academic, behavioral, and social-emotional needs *Counselor will investigate and train staff in culturally responsible practices and social-emotional support. | $101,871.00 |
Yes |
Action #5 | PROFESSIONAL DEVELOPMENT | *Train all staff who interact with students in student mental health, behavioral support, and culturally responsive practices. *Train caregivers in SEL strategies | $0.00 |
No |
Action #6 | EXTENDED LEARNING OPPORTUNITY PROGRAM | Implement ELOP with 30 summer and intersession camp days and extended day before/after school care. Four weeklong camps will be offered in the summer, one week will be offered during the October intersession, and one will be offered during the February intercession. Each weeklong camp will have a different theme. Low-Income, English Learners, and Foster Youth will be able to participate for free. Extend school day to 9 hours by offering a before school breakfast program, a daycare program for half day Primary students, and an afterschool program called "Cheetah Zone". The afterschool program will include academic and enrichment activities as well as a snack. The Cheetah Zone will be free for Low-Income, English Learners, and Foster Youth. | $80,000.00 |
Yes |
Action #7 | Charter Council | Increase school community awareness of Charter Council responsibilities and accessibility of meetings. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 6 | Create unique learning experiences in all subject areas that are meaningful to all students. | Maintenance of Progress Goal |
State Priorities addressed by this goal.
State Priority 7: Course Access; State Priority 5: Student Engagement
An explanation of why the LEA has developed this goal.
ACAII 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 and lower dropout rates. 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 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 | - All students, including all student subgroups and students with exceptional needs, will have access to and enroll in our academic and educational program. - All students in all grade levels will participate in and be assessed for mastery of science and social studies content presented that year. - All students in all grade levels will participate in Fantastic Friday enrichment classes. - All students in grades 4th-8th will participate in elective courses offered that year. -All students will take a Health class either 7th or 8th grade year | - All students, including all student subgroups and students with exceptional needs, have access to and enroll in our academic and educational program. - All students in all grade levels participate in and are assessed for mastery of science and social studies content presented that year. - All students in all grade levels participate in Fantastic Friday enrichment classes. - All students in grades 4th-8th participate in elective courses offered that year. -All students take a Health class either 7th or 8th grade year | - All students, including all student subgroups and students with exceptional needs, will have access to and enroll in our academic and educational program. - All students in all grade levels will participate in and be assessed for mastery of science and social studies content presented that year. - All students in all grade levels will participate in Fantastic Friday enrichment classes. - All students in grades 4th-8th will participate in elective courses offered that year. -All students will take a Health class either 7th or 8th grade year | |||
2 | -Maintain green or blue on the California State Dashboard for Chronic Absenteeism | -The California State Dashboard shows ACA2 is orange for 2023 because there was an increase in the number of students chronically absent. (8.3% in 2023 compared to 4.2% in 2022). However, compared to the state average of 24.3% and the AUSD’s 37%, ACA2’s 8.3% is significantly lower. | -Maintain green or blue on the California State Dashboard for Chronic Absenteeism | |||
3 | Maintain 92% or better attendance rate each year. | ATTENDANCE RATE: 98.88% | Maintain 92% or better attendance rate each year. | |||
4 | 0% middle school dropout rate | 0% middle school dropout rate | 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 | COURSE ACCESS FOR ALL | -Offer all academic content areas and all curricular activities to all students, including student subgroups and students with exceptional needs, at all grade levels. -Maintain instruction of Next Generation Science Standards and California Social Studies standards at all levels. -Offer Health class to 7th and 8th grade students every other year. -Maintain emphasis on enrichment instruction through Fantastic Friday 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 |
Action #2 | INDIVIDUALIZE INSTRUCTION AND CURRICULUM | - Tailor instruction and curriculum to meet the diverse needs of individual students. -Maintain small class sizes of 21:1 to allow for individualized instruction. -Use a variety of research based instructional strategies and curricular materials building off of the philosophies of Montessori, Brain Compatible Teaching and Learning, and Positive Discipline. | $0.00 |
No |
Action #3 | ATTENDANCE POLICIES AND PROCEDURES | - Track student absences and inform parents as their student approaches or exceeds 10 absences. - Utilize the ACA II SARB board to create a student attendance plan for students who have an excessive amount of absences. | $0.00 |
No |
Goal # | Description | Type of Goal |
Goal 7 | By the end of 8th grade, students will demonstrate and apply mastery of the academic content by following the ACAII Graduate Goals, the“Code of the CHEETAHS”. | Maintenance of Progress Goal |
State Priorities addressed by this goal.
State Priority 8: Other Pupil Outcomes
An explanation of why the LEA has developed this goal.
During the 2018 WASC self-study, a goal was created for students, parents and staff to work together to create the "Code of the CHEETAHS", a set of soft-skills that are critical tools for success in school, career, and life. The staff and parents value teaching and measuring progress towards these graduate goals, so it has been added to the LCAP.
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 | |||
2 | Evaluate graduate goals to align with the necessities of 21st century career and college readiness | The "Code of the Cheetahs" was last updated in 2019-2020. | Graduate goals will be reviewed and revised as necessary to align with the necessities of 21st century career and college readiness by 2027. |
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 and Reflection | - Provide direct instruction and practice of the ACA II Graduate Goals. -Have Intermediate and Middle school students self-reflect on progress towards mastering the Graduate Goals at the end of each trimester. | $0.00 |
No |
Action #2 | Evaluate and re-align graduate goals | By 2027, evaluate graduate goals to align with the necessities of 21st century career and college readiness | $0.00 |
No |
Total Projected LCFF Supplemental and/or Concentration Grants | Projected Additional 15 percent LCFF Concentration Grant |
$206,979.00 | $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 |
9.93% | 0.00% | $0.00 | 9.93% |
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 2,Goal 2 Action 1,Goal 3 Action 1,Goal 5 Action 1,Goal 6 Action 2 | Small Class Size: Our school is a learner-centered school, which means the needs of students are considered first. Ample research gives evidence that children in smaller classes achieve better outcomes, and that class size reduction improves school climate, decreases suspension rates, and can be an effective strategy to closing racially or socioeconomically based achievement gaps. (Baker, B. D., Farrie, D. and Sciarra, D. G. (2016), Mind the Gap: 20 Years of Progress and Retrenchment in School Funding and Achievement Gaps. ETS Research Report Series, 2016: 1–37.) Foster youth, English learners, and low-income students benefit from small class sizes. https://classsizematters.org/research-and-links/ All of the educational partners agree that the small class size is a strength of our school and should be continued. | A key component of Antioch Charter Academy II's educational program is individualized instruction. Our small school size (K-8 of around 200 students) and small classrooms (21:1 student to teacher ratio in each classroom) enable teachers to check for understanding quickly and easily while more closely engaging and monitoring students. We want to create classroom settings that address individual needs of the whole child with regard to academics, emotional and physical health, and safety. Additional objectives of our small school and small classroom size include increased attendance rates, fewer behavior problems, and decreased suspension rates. We firmly believe that smaller class size leads to greater student achievement and helps foster a life-long love of learning for all students, especially foster youth, English learners, and low-income students. Therefore, maintaining small class sizes is incorporated into the actions for LCAP goals 1, 2, 3, 5, and 6. ACAII’s program requires 1.81 FTE additional teaching positions in grades K-8 versus the current student to teacher ratio in our surrounding District. The average salary plus benefits of a teacher at ACAII equals $115,129.84. We spend an additional $208,189.65 in grades K-8 compared to our surrounding District in order to reduce class sizes and provide individualized instruction in all grades. A portion of K-3 additional spending is covered by the K-3 CSR funding received from the state. We do not receive any funding from the state for reduced class sizes in grades 4 –8, yet we spend an additional $136,233.50 on 1.18 FTE certificated teaching staff in order to reduce class size in the intermediate and middle school classrooms and to provide individualized instruction in these grade levels. | CAASPP math and ELA results, STAR Renaissance Student Growth Percentile, attendance rates, suspension rates |
Goal 2 Action 2,Goal 3 Action 2,Goal 4 Action 3,Goal 6 Action 2 | Not all students are meeting grade level standards academically. A Multi-Tiered System of Support is a framework that helps educators provide academic and behavioral strategies for students with various needs. Our current framework includes an academic Response to Intervention (RtI) program which provides targeted support to help students catch up to their peers. English Learners and low income students are given priority for participating in RtI groups, however, all students are considered for additional support when school-wide student assessment data indicates a need. Students are instructed in whole group, small group, and one-on-one with more support when needed. This allows students who are performing at a higher or lower skill level in each subject to learn at the pace and instructional level that is most appropriate for them. Services are in place for students to receive academic and behavioral accommodations for 504s and IEPs, and resource support so that all students have access to the broad course of study. | Students are instructed in whole group, small group, and one-on-one with more support when needed. This allows students who are performing at a higher or lower skill level in each subject to learn at the pace and instructional level that is most appropriate for them. Services are in place for students to receive academic and behavioral accommodations for 504s and IEPs, and resource support so that all students have access to the broad course of study. Services are offered on a schoolwide basis to ensure that all students receive the necessary support based on their individual needs, rather than their specific demographic group. | CAASPP math and ELA results, STAR Renaissance Student Growth Percentile, English Learner Progress rate |
Goal 2 Action 1,Goal 3 Action 1,Goal 3 Action 3,Goal 4 Action 2,Goal 5 Action 1,Goal 5 Action 2,Goal 5 Action 3,Goal 5 Action 4,Goal 5 Action 5,Goal 5 Action 6,Goal 6 Action 2 | SEL The importance of Social Emotional Learning (SEL) in schools is well-documented through various research studies and reports that highlight its positive impact on students' academic performance, mental health, and overall well-being. SEL programs contribute to improved classroom behavior, better stress management, and higher attendance rates, all of which support better academic outcomes. Research indicates that SEL programs significantly reduce emotional distress and behavioral problems among students. A study published in the Journal of Youth and Adolescence found that students engaged in SEL showed lower levels of depression, anxiety, and social withdrawal. SEL helps in developing skills such as emotional regulation, empathy, and social skills, which are crucial for mental health and well-being.SEL promotes a more inclusive and equitable school environment by addressing the needs of diverse student populations and fostering a sense of belonging. Research shows that SEL can reduce the achievement gap between different socio-economic groups by providing all students with the skills needed to succeed in school and life. Schools that implement comprehensive SEL programs see a reduction in disciplinary actions and an improvement in school safety and student behavior . | All students benefit from SEL and thus it will be provided to all on a school-wide basis. The ELO-P“Cheetah Zone”, the afterschool program and 30 additional days, are offered free to English Learners, foster youth, and socioeconomically disadvantaged students. Other students may participate for a fee. The Cheetah Zone gives students an opportunity to build relationships, increase self-confidence, and practice self-regulation. For students in need of additional support, the school counselor is available for “in the moment” needs as well as longer term needs. Services are offered on a schoolwide basis to ensure that all students receive the necessary support based on their individual needs, rather than their specific demographic group. | CAASPP math and ELA results, STAR Renaissance Student Growth Percentile, English Learner Progress rate, chronic absenteeism rate, suspension rate, local school climate survey data |
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 |
Goal 2 Action 3,Goal 4 Action 1 | The English Learners subgroup needs to meet ELA and math standards across the grades compared to other student groups at our school. The school needs a cohesive curriculum for English Language Learners and Designated Instruction for ELLs, which must be more consistent across all grade levels. Family members whose primary language is not English tend to be the least involved family group academically and socially. | For our students to make progress academically, it is important to have strong family support, a school climate where their culture is valued, and a curriculum that is consistently implemented by teachers with a wide variety of research-based instructional strategies. | CAASPP math and ELA results, STAR Renaissance Student Growth Percentile, English Learner Progress rate |
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.
N/A
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 22 | 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 | $206,979.00 | 9.07% | 0.00% | 9.07% |
Totals | LCFF Funds | Other State Funds | Local Funds | Federal Funds | Total Funds | Total Personnel | Total Non-Personnel |
---|---|---|---|---|---|---|---|
Totals | $428,368.00 | $0.00 | $0.00 | $0.00 | $428,368.00 | $371,288.00 | $57,080.00 |
Goal # | Action # | Action Title | Student Group(s) | Contributing to Increased or Improved Services? | Scope | Unduplicated Student Group(s) | Location | Time Span |
---|---|---|---|---|---|---|---|---|
1 | 1 | Hire teachers with valid credentials | all | No | LEA-Wide | N/A | ACAII | annually |
1 | 2 | Small class sizes | all | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged, Foster Youth | ACAII | annually |
1 | 3 | Common Planning Time | all | No | LEA-Wide | N/A | ACAII | annually |
2 | 1 | ALIGN TO COMMON CORE AND RESEARCH BASED PRACTICES | all | No | LEA-Wide | N/A | ACAII | annually |
2 | 2 | MTSS & RTI FOR MATH | English Learners, Students with Disabilities, Socioeconomically Disadvantaged | Yes | LEA-Wide | English Learners, Students with Disabilities, Socioeconomically Disadvantaged | ACAII | annually |
2 | 3 | Extended Learning Opportunity Program | English Learners, Socioeconomically Disadvantaged | Yes | Limited | English Learners, Socioeconomically Disadvantaged | ACAII | annually |
3 | 1 | ALIGN TO COMMON CORE AND RESEARCH BASED PRACTICES | all | No | LEA-Wide | N/A | ACAII | annually |
3 | 2 | MTSS & RTI FOR ELA | English Learners, Students with Disabilities, Socioeconomically Disadvantaged | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged, Students with Disabilities | ACAII | annually |
3 | 3 | Extended Learning Opportunity Program | English Learners, Socioeconomically Disadvantaged, Foster Youth | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged, Foster Youth | ACAII | annually |
4 | 1 | ENGLISH LANGUAGE DEVELOPMENT CURRICULUM AND INSTRUCTION | English Learners | Yes | Limited | English Learners | ACAII | by 2027 |
4 | 2 | FAMILY ENGAGEMENT AND CELEBRATION OF CULTURE | English Learners | No | LEA-Wide | English Learners | ACAII | annually |
4 | 3 | MTSS & RTI FOR ELA | English Learners | No | LEA-Wide | English Learners | ACAII | annually |
5 | 1 | SCHOOL PHILOSOPHIES | all | No | LEA-Wide | all | ACAII | annually |
5 | 2 | SCHOOL WIDE ACTIVITIES | all | No | LEA-Wide | all | ACAII | annually |
5 | 3 | MTSS FOR SOCIAL, EMOTIONAL, BEHAVIORAL NEEDS | all | No | LEA-Wide | all | ACAII | annually |
5 | 4 | FULL TIME SCHOOL COUNSELOR | all | Yes | LEA-Wide | all | ACAII | annually |
5 | 5 | PROFESSIONAL DEVELOPMENT | all | No | LEA-Wide | all | ACAII | annually |
5 | 6 | EXTENDED LEARNING OPPORTUNITY PROGRAM | English Learners, Socioeconomically Disadvantaged | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged | ACAII | annually |
5 | 7 | Charter Council | all | No | LEA-Wide | all | ACAII | by 2027 |
6 | 1 | COURSE ACCESS FOR ALL | all | No | LEA-Wide | all | ACAII | annually |
6 | 2 | INDIVIDUALIZE INSTRUCTION AND CURRICULUM | all | No | LEA-Wide | all | ACAII | annually |
6 | 3 | ATTENDANCE POLICIES AND PROCEDURES | all | No | LEA-Wide | all | ACAII | annually |
7 | 1 | Graduate Goal Instruction and Reflection | all | No | LEA-Wide | all | ACAII | annually |
7 | 2 | Evaluate and re-align graduate goals | all | No | LEA-Wide | all | ACAII | by 2027 |
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 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
1 | 2 | $137,691.00 | $0.00 | $137,691.00 | $0.00 | $0.00 | $0.00 | $137,691.00 | 0.00% |
1 | 3 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
2 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
2 | 2 | $1,859.00 | $0.00 | $1,859.00 | $0.00 | $0.00 | $0.00 | $1,859.00 | 0.00% |
2 | 3 | $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% |
3 | 2 | $102,197.00 | $4,250.00 | $106,447.00 | $0.00 | $0.00 | $0.00 | $106,447.00 | 0.00% |
3 | 3 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
4 | 1 | $0.00 | $500.00 | $500.00 | $0.00 | $0.00 | $0.00 | $500.00 | 0.00% |
4 | 2 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
4 | 3 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
5 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
5 | 2 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
5 | 3 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
5 | 4 | $101,871.00 | $0.00 | $101,871.00 | $0.00 | $0.00 | $0.00 | $101,871.00 | 0.00% |
5 | 5 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
5 | 6 | $27,670.00 | $52,330.00 | $80,000.00 | $0.00 | $0.00 | $0.00 | $80,000.00 | 0.00% |
5 | 7 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
6 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
6 | 2 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
6 | 3 | $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% |
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 | $206,979.00 | 9.07% | 0.00% | 9.07% | $428,368.00 | 0.00% | 18.77% |
Totals by Type | Total LCFF Funds |
---|---|
Total: | $428,368.00 |
LEA-wide Total: | $427,868.00 |
Limited Total: | $500.00 |
Schoolwide Total: | $0.00 |
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 | 2 | Small class sizes | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged, Foster Youth | ACAII | $137,691.00 | 0.00% |
2 | 2 | MTSS & RTI FOR MATH | Yes | LEA-Wide | English Learners, Students with Disabilities, Socioeconomically Disadvantaged | ACAII | $1,859.00 | 0.00% |
2 | 3 | Extended Learning Opportunity Program | Yes | Limited | English Learners, Socioeconomically Disadvantaged | ACAII | $0.00 | 0.00% |
3 | 2 | MTSS & RTI FOR ELA | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged, Students with Disabilities | ACAII | $106,447.00 | 0.00% |
3 | 3 | Extended Learning Opportunity Program | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged, Foster Youth | ACAII | $0.00 | 0.00% |
4 | 1 | ENGLISH LANGUAGE DEVELOPMENT CURRICULUM AND INSTRUCTION | Yes | Limited | English Learners | ACAII | $500.00 | 0.00% |
5 | 4 | FULL TIME SCHOOL COUNSELOR | Yes | LEA-Wide | all | ACAII | $101,871.00 | 0.00% |
5 | 6 | EXTENDED LEARNING OPPORTUNITY PROGRAM | Yes | LEA-Wide | English Learners, Socioeconomically Disadvantaged | ACAII | $80,000.00 | 0.00% |
Totals | Last Year's Total Planned Expenditures (Total Funds) | Total Estimated Actual Expenditures (Total Funds) |
---|---|---|
Totals | $402,478.00 | $425,888.00 |
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 | Hire teachers with valid CA teaching credential | No | $0.00 | $0.00 |
1 | 2 | Small class size | Yes | $163,535.00 | $136,233.00 |
1 | 3 | Team teaching, collaborative lesson planning | No | $0.00 | $0.00 |
2 | 1 | opportunities for volunteering | No | $0.00 | $0.00 |
2 | 2 | Parent Education Program (PEP) | No | $0.00 | $0.00 |
2 | 3 | multiple means of communication | No | $0.00 | $0.00 |
3 | 1 | MTSS & RtI for Math | Yes | $9,705.00 | $5,518.00 |
3 | 2 | Align to Common Core and Research Based Practices | No | $0.00 | $0.00 |
3 | 3 | Extended Learning Opportunity Program | Yes | $0.00 | $0.00 |
4 | 1 | Align to Common Core and Researched Best Practices | No | $0.00 | $0.00 |
4 | 2 | MTSS & RtI for ELA | Yes | $79,496.00 | $105,937.00 |
4 | 3 | Extended Learning Opportunity Program | Yes | $0.00 | $0.00 |
5 | 1 | Attendance Policies and Procedures | No | $0.00 | $0.00 |
5 | 2 | Individualize instruction and curriculum | No | $0.00 | $0.00 |
6 | 1 | School Philosophies | No | $0.00 | $0.00 |
6 | 2 | School Wide Activities | No | $0.00 | $0.00 |
6 | 3 | MTSS for Social, Emotional, Behavioral Needs | No | $0.00 | $0.00 |
6 | 4 | Full-time school counsellor | Yes | $89,742.00 | $98,352.00 |
6 | 5 | Expanded Learning Opportunity Program | Yes | $60,000.00 | $79,848.00 |
7 | 1 | Course offerings to all | No | $0.00 | $0.00 |
8 | 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 | $197,473.00 | $342,478.00 | $357,772.00 | ($15,294.00) | 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 | 2 | Small class size | Yes | $163,535.00 | $68,117.00 | 0.00% | 0.00% |
3 | 1 | MTSS & RtI for Math | Yes | $9,705.00 | $5,518.00 | 0.00% | 0.00% |
3 | 3 | Extended Learning Opportunity Program | Yes | $0.00 | $0.00 | 0.00% | 0.00% |
4 | 2 | MTSS & RtI for ELA | Yes | $79,496.00 | $105,937.00 | 0.00% | 0.00% |
4 | 3 | Extended Learning Opportunity Program | Yes | $0.00 | $0.00 | 0.00% | 0.00% |
6 | 4 | Full-time school counsellor | Yes | $89,742.00 | $98,352.00 | 0.00% | 0.00% |
6 | 5 | Expanded Learning Opportunity Program | Yes | $0.00 | $79,848.00 | 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) |
---|---|---|---|---|---|---|---|---|
$2,086,578.00 | $197,473.00 | 0.00% | 9.46% | $357,772.00 | 0.00% | 17.15% | $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 |
|
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.