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 |
| Konocti Unified | Shellie Perry Asst. Supt. Educational Services |
shellie.perry@konoctiusd.org 707-994-6475 |
A description of the LEA, its schools, and its students in grades transitional kindergarten–12, as applicable to the LEA. LEAs may also provide information about their strategic plan, vision, etc.
Konocti Unified School District (KUSD) is located in Lake County California, serving the communities of Clearlake, Lower Lake, Clearlake Oaks, Spring Valley, and Loch Lomond. The District serves 4,055 students and employs approximately 225 full time equivalent Certificated staff, and 238 full time equivalent Classified staff. The District comprises ten schools including four elementary schools (Burns Valley School, East Lake School, Lower Lake Elementary School, and Pomo School), one comprehensive high school (Lower Lake High School), one middle school (Obsidian Middle School), one continuation high school (Carle High School) and three alternative education schools (Blue Heron, Highlands Academy, and Lewis School). Demographic data for KUSD students collected on March 27, 2026 was as follows: Students who are Socioeconomically Disadvantaged: 84.8%; Students who are English Learners: 27.9%; Students who are or have been English Learners: 51%; Students with Disabilities: 18%; Unduplicated students who are Low Income, English Learner, or Foster Youth: 84.8%; Ethnicity/Race American Indian or Alaskan Native: 2.4%; Asian: 0.6%; Black of African American: 1.9%; Filipino: 0.2%; Hispanic/Latino: 54.4%; Native Hawaiian or Pacific Islander: 0.1%; Two or More Races: 6.6%; White: 32.0%; Not Stated: 2%.
A reflection on annual performance based on a review of the California School Dashboard (Dashboard) and local data.
The following is a summary of Konocti USD performance as measured on the California School Dashboard for the 2024-25 school year.
English Language Arts Indicator: For the 2024-25 school year, the mean score for all KUSD students with valid scores was 88 points below Met Standard, a -0.2 maintenance from the previous year. This resulted in a performance level of “Very Low”, growth level of “Improvement”, and placement on the colored five by five tables at “Red”.
Mathematics Indicator: For the 2024-25 school year, the mean score for all KUSD students with valid scores was 133.7 points below Met Standard, a 4.9 point decrease from the previous year. This resulted in a performance level of “Very Low”, growth level of “Improved”, and placement on the colored five by five tables at “red”.
English Learner Progress Indicator: For the 2024-25 school year, 35.3% of KUSD English Learners met the criteria for making progress toward English Language Fluency, an increase of 8.2% from the prior year. This resulted in a performance level of “ Low”, growth level of “Increased”, and placement on the colored five by five tables at “yellow”.
College/Career Indicator: For the graduating class of 2025, 23.6% of KUSD graduates were designated as College/Career Ready resulting in a performance level of “Low”. This resulted in a performance level of “Low”, growth level of “Increased”, and placement on the colored five by five tables at “yellow”.
Graduation Rate Indicator: For the 2024-25 school year, the graduation rate for KUSD seniors was 85%, a 1% increase from the previous year. This resulted in a performance level of “High”, a growth level of “Increased”, and a placement on the colored five by five tables at “Green”.
Chronic Absenteeism Indicator: For the 2024-25 school year, the Chronic Absenteeism rate for KUSD students was 44.3%, a 3.1% increase from the previous year. This resulted in a performance level of “Very High”, a growth level of “Increased Significantly”, and a placement on the colored five by five tables at “Red”.
Suspension Rate Indicator: For the 2024-25 school year, the suspension rate for KUSD students was 11.9%, a decline of 0.4% from the previous year. This resulted in a performance level of “Very High”, a growth level of “declined”, and a placement on the colored five by five tables at “Orange”.
Implementation of Academic Standards: For the 2025-26 school year, the State Board of Education adopted Self- Reflection tool for the implementation of Academic Standards resulted in a mean score of 3.45 (Initial/Full Implementation) for all measured indicators and a designation of “Met Standard” for KUSD.
Access to a Broad Course of Study: For the 2025-26 school year, and as reported in the Konocti USD 2025-26 LCAP, Goal 5, Outcome 7, 100% of unduplicated students and students with exceptional needs received a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, and evidenced by CALPADS End of Year reports and applicable Local Control Accountability Plan Goal 1 Outcomes. This resulted in a designation of Met Standard.
Basics (Teachers, Instructional Materials, Facilities) Indicator: For the 2025-26 school year, KUSD reports that 70% of KUSD certificated staff are fully credentialed (Clear and Preliminary) and have zero misassignments. The 20253 Williams reports for KUSD show 100% of KUSD students have sufficient access to California Academic Standards Based and KUSD Board Trustees approved instructional materials and 100% of KUSD facilities to be safe, secure, and in good repair. The resulting designation on the California School Dashboard is “Met Standard”.
Parent and Family Engagement Indicator: For the 2025-26 school year, the State Board of Education adopted Self-Reflection tool for Parent and Family Engagement resulted in a mean score of 3.85 (Initial/Full Implementation) for all measured indicators and a designation of “Met Standard” for KUSD.
Local Climate Survey Indicator: As reported in the KUSD 2025-26 LCAP, Goal 3, Outcome 8, KUSD 5th grade PASS results show Low to Moderate Satisfaction (Orange) to questions regarding school connectedness. As reported in the KUSD 2024-25 LCAP, Goal 3, Outcome 9, KUSD 7th, 9th, and 11th grade PASS results show High Satisfaction (Green) to questions regarding school connectedness. The resulting designation on the California School Dashboard is “Met Standard”.
As applicable, a summary of the work underway as part of technical assistance.
Annually, KUSD collaborates with the Lake County Office of Education Educational Services Team to review the California School Dashboard indicators, CAASPP results, and the Differentiated Assistance plan. The district continues implementing its Five-Year Instructional Plan outlined in previous LCAPs. This plan focuses on Principal Coaching, Best First Instruction, Reading Intervention, Science of Reading, LETRS Training, MTSS, SEL, Asset-Based Pedagogy, and district-wide AVID implementation. The district is maintaining the efforts as part of the Five-Year Plan, which has now been extended to a Ten-Year Plan, with the intention of maintaining the efforts. Local data indicates progress in student Lexile and Quantile scores for grades TK-8 in English Language Arts and Math. While achieving the required 95% CAASPP participation rate remains a challenge, the student participation rate has increased yearly. English Language Arts and Math continue to be Red “Very Low” on the dashboard, with most subgroups performing at a “Very Low” designation on the 5x5. While the previous year, significant improvement was made in Chronic Absenteeism, during the 24-25 school year, KUSD experienced an overall increase in Chronic Absenteeism. The Student Services Department will continue implementing the behavioral side of MTSS, while the Instructional Support Services Department will focus on the academic side. KUSD has made significant improvements in the Graduation Rate for all student groups, improving to 85%, a 9.2% increase. Moving forward, KUSD will continue collaborating with the Lake County Office of Education and seek guidance from the California Collaborative for Educational Excellence to address Differentiated Technical Assistance needs.
During the 25-26 School Year KUSD met regularly with CCEE and LCOE and is now engaging in an "Improvement Cycle" with CCEE meeting four additional times over the next 6 months.
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.
Konocti USD does not have any schools identified as CSI schools.
A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans.
Konocti USD does not have any schools identified as CSI schools.
A description of how the LEA will monitor and evaluate the plan to support student and school improvement.
Konocti USD does not have any schools identified as CSI schools.
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 |
A description of how the adopted LCAP was influenced by the feedback provided by educational partners.
During the 2025–26 LCAP development process, feedback was gathered through a series of meetings with various stakeholder groups. School sites contributed input through School Site Council (SSC) meetings, English Language Acquisition Committee (ELAC) meetings, and staff meetings held in February and March 2026. This included gathering input from our schools identified as Equity Multiplier schools through the SSC and ELAC meetings. The Assistant Superintendent of Education Services met separately with both union groups — CSEA and KEA — to collect input from union leadership and their members during Union Leadership Meetings in March 2026.
Community input was gathered through local meetings, including Rotary of Clearlake, the Judge's Breakfast, and the March 25, 2026, School Board Meeting. Additionally, the District Language Acquisition Committee (DLAC) met to provide input from a broader parent perspective.
KUSD met with Lake County SELPA throughout the year to review programs and gather feedback and input for the 2026-27 LCAP.
Additionally, the District Language Acquisition Committee (DLAC) met to provide input from a broader parent perspective. Student voices were also represented through Blue Zones Discovery meetings, where students shared their initial thoughts on school and what would make it a better place.
| Goal # | Description | Type of Goal |
| Goal 1 |
Educational Outcomes - Improve educational outcomes for all students, including those from low-income families, English learners, homeless youth, foster youth, and students with disabilities. Actions for Goal 1 include providing basic instructional services, promoting college and career readiness, offering special education services, enhancing instructional services, expanding learning opportunities beyond the classroom, leveraging information technology, and providing professional learning opportunities for educators. Goal 1 is a comprehensive, broad-based goal that outlines the district's instructional program and services, and sets growth targets for all aspects of student performance and progress. Metrics for Goal 1 include CAASPP (California Assessment of Student Performance and Progress) scores in English Language Arts and Mathematics, STAR Reading (Lexile) and Math (Quantile) assessments, the Redesignation to Fluent English Proficient Rate (RFEP), the English Learner Progress Indicator (ELPI), the Early Assessment Program (EAP) for college readiness, the combined four- and five-year cohort graduation rate, the UC/CSU (University of California/California State University) (a-g) course completion rate, Advanced Placement examination performance, participation in dual or concurrent enrollment programs, Career Technical Education (CTE) pathway completion, and the College/Career Indicator. |
Broad |
State Priorities addressed by this goal.
Priority 4: Pupil Achievement (Pupil Outcomes)
An explanation of why the LEA has developed this goal.
KUSD has developed Goal 1 - Educational Outcomes to continue our focus on implementing the district's five-year instructional plan, establish growth targets for academic metrics, and monitor progress towards attainment of the Goal 1 metrics. The 2025 California School Dashboard shows KUSD students performing significantly below the state average on the CAASPP ELA and Math assessments, and performing at a Very Low level for the College/Career and English Learner Progress indicators. All actions and expenditures for Goal 1 are focused on improving educational outcomes for all students, with supplemental and concentration funds principally directed towards enhancing outcomes for Low Income, English Learner, Foster Youth, and Homeless student groups. The metrics for Goal 1 include the California School Dashboard Academic indicators (ELA, Math, English Learner Progress, College/Career) as well as the individual measures comprising the College/Career indicator.
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 1.1 - CAASPP English Language Arts - This metric measures the average distance for scaled scores from Level Three Met Standard for all KUSD students with valid ELA scores. | 2023 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid ELA scores was 99.3 points below. | 2024 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid ELA scores was 87.8 points below. | 2025 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid ELA scores was 88 points below. | 2026 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid ELA scores will be 70.0 points below. | Overall there was an 11.3 point increase in the scaled scores of Konocti students. |
| 2 | 1.3 - Star Reading Lexile | For the 2023-24 school year, 46% of KUSD K-12 grade students met their 100 point Lexile growth target for the second administration of the STAR Reading assessment. | For the 2024-25 school year, 54% of KUSD K-12 grade students met their 100 point Lexile growth target for the second administration of the STAR Reading assessment. | For the 2025-26 school year, 57% of KUSD K-12 grade students met their 100 point Lexile growth target for the second administration of the STAR Reading assessment. | For the 2026-27 school year, 65% of KUSD K-12 grade students will meet their 100 point Lexile growth target for the second administration of the STAR Reading assessment. | The percentage of students making the desired growth increased by 11% |
| 3 | 1.2 - CAASPP Math - This metric measures the average distance for scaled scores from Level Three Met Standard for all KUSD students with valid Math scores. |
2023 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid Math scores was 138.1 points below. | 2024 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid Math scores was 128.8 points below. | 2025 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid Math scores was 133.7 points below. | 2026 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid Math scores will be 100 points below. |
Overall there was an 4.4 point increase in the scaled scores of Konocti students. |
| 4 | 1.4 - Star Math (Quantile) | For the 2023-24 school year, 41% of KUSD K-12 grade students met their 100 point Quantile growth target for the second administration of the STAR Math assessment. | For the 2024-25 school year, 46% of KUSD K-12 grade students met their 100 point Quantile growth target for the second administration of the STAR Math assessment. |
For the 2025-26 school year, 49% of KUSD K-12 grade students met their 100 point Quantile growth target for the second administration of the STAR Math assessment. | For the 2026-27 school year, 65% of KUSD K-12 grade students will meet their 100 point Quantile growth target for the second administration of the STAR Math assessment. | The percentage of students making the desired growth in their Quantile scores increased by 8%. |
| 5 | 1.6 - Redesignation to Fluent English Proficient Rate (RFEP) | In 2022-23, 5.0 % of KUSD students designated as English Learner were redesignated as Fluent English Proficient. | In 2023-24, 8 % of KUSD students designated as English Learner were redesignated as Fluent English Proficient. | In 2024-25, 3.4% of KUSD students designated as English Learner were redesignated as Fluent English Proficient. | KUSD English Learners will redesignate as Fluent English Proficient at a rate of 25% or more each year. | KUSD decreased the percentage of students who redesigned as Fluent English Proficient by 1.6% |
| 6 | 1.5 - English Learner Progress Indicator (ELPI) | In the 2023-24 school year, the English Language Progress Indicator on the California Dashboard was 41.4%. | In the 2024-25 school year, the English Language Progress Indicator on the California Dashboard was 27%. | In the 2025-26 school year, the English Language Progress Indicator on the California Dashboard was 35.5%. | In the 2026-26 school year, the English Language Progress Indicator on the California Dashboard will be 45%. | KUSD decreased in the English Language Progress Indicator by 6.1%. |
| 7 | 1.7 - College/Career Indicator | The College and Career Readiness Indicator 2023, 18.4% of KUSD graduates were designated as College/Career Ready resulting in a performance level of “Low”. | The College and Career Readiness Indicator 2024, 9.4% of KUSD graduates were designated as College/Career Ready resulting in a performance level of “Low”. | The College and Career Readiness Indicator 2025, 23.6% of KUSD graduates were designated as College/Career Ready resulting in a performance level of “Low”. | By 2025-26 school year, the College and Career Readiness Indicator will be 35% or "Medium". | The Konocti College and Career Readiness Indicator increased by 5.2%. |
| 8 | 1.8 - Early Assessment Program (EAP) for College Readiness | 2022-23 SBAC results show 28.1% of KUSD 11th grade students were Ready or Conditionally Ready for CSU coursework in English Language Arts. 2022-23 SBAC results show 1.5% of KUSD 11th grade students were Ready or Conditionally Ready for CSU coursework in mathematics. | 2023-24 SBAC results show 26% of KUSD 11th grade students were Ready or Conditionally Ready for CSU coursework in English Language Arts. 2023-24 SBAC results show 6.7% of KUSD 11th grade students were Ready or Conditionally Ready for CSU coursework in mathematics. |
2024-25 SBAC results show 23.6% of KUSD 11th grade students were Ready or Conditionally Ready for CSU coursework in English Language Arts. 2024-25 SBAC results show 3.25% of KUSD 11th grade students were Ready or Conditionally Ready for CSU coursework in mathematics. | 2026-27 SBAC results will show 45% of KUSD 11th grade students will be Ready or Conditionally Ready for CSU coursework in English Language Arts. 2023-24 SBAC results show 10% of KUSD 11th grade students will be Ready or Conditionally Ready for CSU coursework in mathematics. | District wide, the overall SBAC results showed a 4.5% decrease in ELA and a 1.75% decrease in Math. |
| 9 | 1.9 - Graduation Rate | The KUSD Combined Four- and Five-Year Cohort Graduation Rate for 2022-23 was 75.8%. | The KUSD Combined Four- and Five-Year Cohort Graduation Rate for 2023-24 was 84%. | The KUSD Combined Four- and Five-Year Cohort Graduation Rate for 2024-25 was 85%. | The KUSD Combined Four- and Five-Year Cohort Graduation Rate for 2026-27 will be 80% | The KUSD Graduation Rate increased by 9.2%. |
| 10 | 1.10 - UC/CSU (University of California/California State University) (a-g) Course Completion Rate | For the class of 2022-23, 18.95% of KUSD graduating seniors successfully completed the courses that satisfy University of California (UC) or California State University (CSU) entrance requirements. | For the class of 2023-24, 15.79% of KUSD graduating seniors successfully completed the courses that satisfy University of California (UC) or California State University (CSU) entrance requirements. | For the class of 2024-25, 13.51% of KUSD graduating seniors successfully completed the courses that satisfy University of California (UC) or California State University (CSU) entrance requirements. | For the class of 2026-27, 35.0% of KUSD graduating seniors will successfully complete the courses that satisfy University of California (UC) or California State University (CSU) entrance requirements. | The KUSD graduating seniors successfully completed the courses that satisfy University of California (UC) or California State University (CSU) entrance requirements, decreased by 5.44%. |
| 11 | 1.11 - Advanced Placement Examination Performance | In 2022-23, 12 of 139 KUSD students scored a 3 or higher on an Advanced Placement Exam. | In 2023-24, 29 of 180 KUSD students scored a 3 or higher on an Advanced Placement Exam. | In 2024-25, 29 of 133 KUSD students scored a 3 or higher on an Advanced Placement Exam. | In 2026-27, 30 KUSD students will score a 3 or higher on an Advanced Placement Exam. | The number of students who scored a 3 or higher on the AP Exam remained at 29, an increase of 17 from the baseline. |
| 12 | 1.12 - Participation in Dual or Concurrent Enrollment Programs | In the 2022-23 school year, 11 KUSD students enrolled in a Dual Enrollment or Concurrent Enrollment class at Woodland Community College - Clearlake. | In the 2023-24 school year, 28 KUSD students enrolled in a Dual Enrollment or Concurrent Enrollment class at Woodland Community College - Clearlake. |
In the 2024-25 school year, 15 KUSD students enrolled in a Dual Enrollment or Concurrent Enrollment class at Woodland Community College - Clearlake. | In the 2026-27 school year, 150 KUSD students will enroll in a Dual Enrollment or Concurrent Enrollment class at Woodland Community College - Clearlake. | The number of students participating in Dual Enrollment or Concurrent Enrollment decreased by 13 students. |
| 13 | 1.13 - Career Technical Education (CTE) Pathway Completion | In the 2022-23 school year, 41 KUSD students successfully completed a Career and Technical Education Career Pathway. | In the 2023-24 school year, 51 KUSD students successfully completed a Career and Technical Education Career Pathway. |
In the 2024-25 school year, 64 KUSD students successfully completed a Career and Technical Education Career Pathway. | In the 2026-27 school year, 60 KUSD students will successfully completed a Career and Technical Education Career Pathway. | The KUSD students successfully completing a Career and Technical Education Career Pathway increased by 23 students. |
| 14 | 1.14 - Percentage of 12th grade pupils who successfully completed courses that satisfy the UC/CSU A-G requirements and completed a CTE Pathway. | In the 2022-23 school year, 4.2% of KUSD 12th graders successfully completed courses that satisfy the UC/CSU A-G requirements and completed a CTE Pathway. | In the 2023-24 school year, 4.1% of KUSD 12th graders successfully completed courses that satisfy the UC/CSU A-G requirements and completed a CTE Pathway. | In the 2024-25 school year, 3.4% of KUSD 12th graders successfully completed courses that satisfy the UC/CSU A-G requirements and completed a CTE Pathway. |
In the 2025-26 school year, 10.0% of KUSD 12th graders will successfully complete the courses that satisfy the UC/CSU A-G requirements and complete a CTE Pathway. | The number of students successfully completing courses that satisfy the UC/CSU A-G requirements and a CTE pathway decreased by 0.8%. |
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.
Actions for Goal 1 were generally implemented as planned with a focus on improving the outcomes of the Academic Performance Indicators on the California School Dashboard (English language Arts, Mathematics, English Learner Progress, and implementation of the California Common Core Standards. Any notable differences were based on vacancies in positions that the district was unable to hire based on teacher and other staff shortages.
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.
All expenditures for Goal 1 Actions were within 10% of budgeted amounts. All Goal 1 Actions resulted in actual percentages of improved services within 10% of planned percentages of improved services.
An explanation of how effective the specific actions were in making progress toward the goal.
The actions from goal one were effective in improving student achievement and monitoring student progress. Actions 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7 were implemented as planned. Through the actions focused on staff retention, the teacher retention metric improved annually over the three-year LCAP period. Additionally, the basic instructional services action included the adoption of new English Language Arts and Math materials for grades TK-five district-wide. This adoption showed increased student growth through the local indicators of Lexile and Quantile scores. The Williams reports indicated that all students had access to the materials, including the adoption of the new curriculum in ELA and math. Based on the metrics through the three years, the actions in the LCAP were effective in making progress toward the goal of increasing student achievement.
A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.
There are no planned changes to goal 1 actions or desired outcomes. The KUSD is committed to staying the course and continuing the work to ensure continued growth for all students.
KUSD will continue to partner with AVID to train teachers in research-based practices to prepare students for success. This partnership will include access to MyAVID online resources and lessons, as well as professional learning opportunities.
KUSD will implement the supplemental math program of Touch Math for grades K-8 to support foundational math skills and to meet the needs of tactile learners.
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.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 1.1 - Basic Instructional Services | 1.1 - Basic Instructional Services - KUSD will utilize LCFF Base Grant, the additional 15% Supplemental & Concentration (S&C) Grant allocation, Education Protection Account, Title I, Title III Immigrant, Pre-TK Grant, and local donation account funds will be used for the following: All costs associated with certificated teaching staff at the basic level of instructional services for students, adhering to the maximum student contacts per the collective bargaining agreement with Konocti Education Association, Services for English Learners, all expenses related to the purchase of curriculum, consumable materials, and program renewal contracts. KUSD will implement the use of Touch Math for students K-8 to support students in building foundational math skills. Additionally, KUSD elementary school sites are shifting core academic structures to better meet student needs through leveling classes for core academic content. This will support students' needs being met and access to content, while still engaging students in grade-level appropriate standards. | $18,468,957.00 |
Yes |
| Action #2 | 1.2 - College/Career Readiness | 1.2 - College/Career Readiness - KUSD will utilize LCFF Base Grant, S & C Grant, CSI, CTEIG, Ag Incentive Grant, and the A-G Grant for all expenses related to the following: AVID (Advancement Via Individual Determination), Advanced Placement, Dual Enrollment, Student Four-Year Graduation Plans, and Career Technical Education Pathways, including student organization (FFA, Skills USA, etc.) memberships, and competition expenses. KUSD will utilize a component of Aeries, which supports building Graduation Plans, for all students enrolled in secondary education. Additionally, KUSD will work to deepen the Middle College program and ensure that courses students can take count towards graduation and are transferable to other colleges. KUSD will expand the Dual Enrollment offering by increasing the number of Dual Enrollment courses available, based on teachers' Master’s Degrees. KUSD will use the 2026-27 year as a planning year to offer a Summer Algebra Academy for students entering high school to ensure that students are ready to participate and be successful in Algebra in high school. | $741,486.00 |
Yes |
| Action #3 | 1.3 - Special Education | 1.3 - Special Education - KUSD will utilize LCFF Base Grant, S&C Grant, EPA, and a variety of state and federal Special Education resources and LCFF Base Grant funds for all costs, not described in other actions/services, associated with providing special education services for students with Individualized Education Plans or 504 plans. | $13,293,364.00 |
No |
| Action #4 | 1.4 - Enhanced Instructional Services | 1.4 - Enhanced Instructional Services - KUSD will utilize LCFF Base Grant, S&C Grant, Title I, Prop 28 Arts & Music Grant, and the Big Ideas Music Grant for the following programs and activities designed to enhance instruction during the regular school day: Reading Intervention Teachers, Paraeducators (Instructional Aides), Library Services, and KUSD Music Programs, including stipends for the LLHS Music Director and Drumline Coach positions. |
$16,310,779.00 |
Yes |
| Action #5 | 1.5 - Expanded Learning Opportunities | 1.5 - Expanded Learning Opportunities - Extended Learning Opportunity Grant and funds will be used for academic programs that occur outside of the regular school day including a four-week, academic Summer School Program focused on Reading and Mathematics interventions for grades K-8 and credit recovery for grades 9-12, After School Programs, and two Intersession Programs (October, February). | $3,765,394.00 |
No |
| Action #6 | 1.6 - Information Technology | 1.6 - Information Technology - LCFF Base Grant and S & C Grant funds will be used for the following: Both Instructional and Non-instructional personnel providing tech support both in classrooms and other district facilities, districtwide hardware, devices, connectivity solutions, and other instructional technology solutions for students, teachers, and district support staff, online Educational Platforms such as STAR Reading and Mathematics Assessments, Scholastic News, and Independent Study online platforms and Non-Instructional Technology including the district student information system (AERIES) and district financial software (ESCAPE). | $1,854,413.00 |
Yes |
| Action #7 | 1.7 - Professional Learning | 1.7 - Professional Learning - Comprehensive Support and Improvement (CSI), Educator Effectiveness Grant, and Classified Professional Development Block Grant funds will be used for all districtwide professional learning activities not described in other goals and actions in this LCAP. Districtwide professional learning will include Collaborative Learning Systems (Multi-Tiered System of Supports, Restorative Practices, and Implicit Bias training), Language Essentials for Teachers of Reading and Spelling (LETRS) training, Leveraged Learning (Best First Instruction), New Teacher Orientation, extra-duty pay for training conducted outside of contract work hours, and a variety of Classified staff professional learning opportunities. |
$1,858,960.00 |
No |
| Goal # | Description | Type of Goal |
| Goal 2 |
Educational Outcomes - Low Performing Student Groups - Students Identified as Homeless - KUSD will decrease Chronic Absenteeism by 7% or more, annually for the next three years, for students identified as Homeless by increasing and improving support services for Homeless students through our Student Services Department. Increased support will include utilizing the Student Services van for transportation to and from school, providing overnight bags to provide for basic needs for attending school, improved district to school site communication when students are identified as Homeless, engaging our DELAC and ELAC parent groups to improve support for families who are doubled up in a residence, and utilizing Aeries Analytics and other data tools to better track the attendance of our students identified as Homeless. Progress toward attainment of this goal will be measured by the Chronic Absenteeism indicator on the California School Dashboard. Note: All budgeted expenditures for Goal 2 are included in Goal 6, Action 1 - Student Services. |
Focus |
State Priorities addressed by this goal.
Priority 5: Pupil Engagement
An explanation of why the LEA has developed this goal.
KUSD Homeless students were identified as a low performing student group for the Chronic Absenteeism indicator on the 2023 California School Dashboard. Although the KUSD All Students group decreased Chronic Absenteeism by 6.9% to 48.3% and a Dashboard designation of Yellow,, the Students identified as Homeless student group saw an increase in Chronic Absenteeism of 8.6% to 63.3% and a Dashboard designation of Red. This resulted in a two-level discrepancy between the Students Identified as Homeless and the All Students group.
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 2.1 - Chronic Absenteeism Rate for Students Identified as Homeless - This metric reports the Chronic Absenteeism Rate for Students Identified as Homeless. Students are designated as Chronically Absent if they are absent for 10% or more of the days in which they are enrolled. | 2023 - Students Identified as Homeless were chronically absent at a rate of 63.3% | 2024 - Students identified as Homeless were chronically absent at a rate of 42.3% | 2025 - Students identified as Homeless were chronically absent at a rate of 53.1% | 2026 - Students Identified as Homeless will be chronically absent at a rate of 42.2% or less. | The Chronic Absenteeism Rate for students identified as Homeless decreased by 10.2%. |
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.
All actions and services for Goal 2 - Educational Outcomes - Low Performing Student Groups - Students Identified as Homeless were implemented as planned.
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 exist for Goal 2 - Educational Outcomes - Low Performing Student Groups - Students Identified as Homeless.
An explanation of how effective the specific actions were in making progress toward the goal.
Actions implemented for improving the Chronic Absenteeism rate for students identified as Homeless were effective as evidenced by the drop in the Chronic Absenteeism rate from 63.3% in 2023 to the current rate in 2025 of 53.1%.
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.
KUSD will continue to implement the actions and services for Goal 2 - Educational Outcomes - Low Performing Student Groups - Students Identified as Homeless as described in the Goal Description above.
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.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 2.1 - Student Services Support for Improved Attendance for Homeless Students | 2.1 -Student Services Support for Improved Attendance for Homeless Students - Student Services will support the attendance of Homeless students by utilizing the Student Services van for transportation to and from school, providing overnight bags to provide for basic needs for attending school, improved district to school site communication when students are identified as Homeless, engaging our DELAC and ELAC parent groups to improve support for families who are doubled up in a residence, and utilizing Aeries Analytics and other data tools to better track the attendance of our students identified as Homeless. Note: All budgeted expenditures for Goal 2 and included in Goal 6, Action 1 - Student Services. |
$0.00 |
No |
| Goal # | Description | Type of Goal |
| Goal 3 |
Educational Outcomes - Low Performing Student Groups - English Learners and Students with Disabilities - KUSD will increase Graduation Rates by 6% annually for the next three years for English Learners and Students with Disabilities by improving the development and the monitoring of individual four-year graduation plans utilizing the Aeries Graduation Plan Tracker for both groups and by implementing the Alternative Pathway to a High School Diploma for SWD eligible students. Note: All expenditures for Goal 3 are included in Goal 1, Action 2 - College/Career Readiness. |
Focus |
State Priorities addressed by this goal.
Priority 5: Pupil Engagement
An explanation of why the LEA has developed this goal.
KUSD English Learners and Students with Disabilities were identified as Low Performing Student Groups for the Graduation Rate indicator on the 2023 California School Dashboard. Although the English Learner student group saw a 14.7% increase in Graduation Rate and the Students with Disabilities student group saw an increase in 3.4%, both groups were below 70% (English Learners - 67.7%, SWD - 54.5%) and were designated as Red. Since the All Students group saw an increase of 5.7% to 75.8% and designation of Yellow, the resulting two-level discrepancy between the English Learner and Students with Disabilities groups, and the All Students group resulted in the designation as Low Performing Student Groups.
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 3.1 - Graduation Rate for English Learners - This metric reports the four-year cohort graduate rate for KUSD English Learners. | 2023 - The KUSD English Learner Graduation Rate was 67.6%. | 2024 - The KUSD English Learner Graduation Rate was 86.7%. | 2025 - The KUSD English Learner Graduation Rate was 76.2%. |
2026 - The KUSD English Learner Graduation Rate will be 85% or higher. | There was a 8.6% Graduation Rate increase for students identified as English Language Learners. |
| 2 | 3.2 - Graduation Rate for Students with Disabilities - This metric reports the four-year cohort graduate rate for KUSD Students with Disabilities. | 2023 - The KUSD Students with Disabilities Graduation Rate was 54.5%. | 2024 - The KUSD Students with Disabilities Graduation Rate was 57.1%. | 2025 - The KUSD Students with Disabilities Graduation Rate was 69.8%. | 2023 - The KUSD Students with Disabilities Graduation Rate will be 72% or higher. | There was an increase of 15.3% in the Graduation Rate for students designated as Students with Disabilities. |
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 the planned actions and actual implementation of goal 3.
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.
All expenditures for Goal 3 Actions were within 10% of budgeted amounts. All Goal 3 Actions resulted in actual percentages of improved services within 10% of planned percentages of improved services.
An explanation of how effective the specific actions were in making progress toward the goal.
Goal 3 focused on improving the Graduation Rates for students in the identified groups of Special Education and English Language Learners. The Graduation Rate for Students Identified as Special Education Students increased by 15.3%, while Students Identified as English Language Learners improved by 17.4%. Based on these improvements, the actions were effective in improving the Graduation Rates for both subgroups.
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.
A change in Goal 3 for the 2025-26 school year will be to focus on the graduation rate for students with disabilities. The new alternative pathway implemented at KUSD will support the increase of the Graduation Rate for Students with Disabilities.
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.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 3.1 - Increase Graduation Rates for English Learners and Students with Disabilities | 3.1 - KUSD will increase Graduation Rates for English Learners and Students with Disabilities by improving the development and the monitoring of individual four-year graduation plans utilizing the Aeries Graduation Plan Tracker for both groups and by implementing the Alternative Pathway to a High School Diploma for SWD eligible students. Note: All expenditures for Goal 3 are included in Goal 1, Action 2 - College/Career Readiness. |
$0.00 |
No |
| Goal # | Description | Type of Goal |
| Goal 4 |
Equity Multiplier - Suspension Rate - East Lake School will decrease the Suspension Rate for all students by 1.5 percentage points annually for the next three years by utilizing Equity Multiplier funding to implement a Safety Net program to mitigate student behaviors as an alternative to suspension. KUSD Alternative Education schools will decrease their respective Suspension Rates (Carle High School 2.5 percentage points, Blue Heron 5.0 percentage points, Highlands Academy 10.0 percentage points) annually over the next three years by increasing services and support provided by adding a second Dean of Students for Alternative Education. Staff at both schools will receive Behavior Intervention Training and MTSS for student behavior training. Progress on attaining this goal will be measured by the Suspension Rate indicator on the California School Dashboard for each school. |
Equity Multiplier |
State Priorities addressed by this goal.
Priority 4: Pupil Achievement, Priority 5: Pupil Engagement
An explanation of why the LEA has developed this goal.
The schools listed in the Goal 4 description are all designated as Equity Multiplier schools for 2024-25 and have all been assigned a performance level of Red for the Suspension Rate indicator on the 2023 California School Dashboard.
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 4.1 - East Lake School Suspension Rate - This metric reports the unduplicated suspension rate for all students attending East Lake School during the reporting school year. | 2023 - The Suspension Rate for East Lake School students was 9.7%. | 2024 - The Suspension Rate for East Lake School students was 5.3%. | 2025 - The Suspension Rate for East Lake School students was 3.6%. | 2026 - The Suspension Rate for East Lake School students will be 5.2% or less | The East Lake School Suspension rate declined by 6.1%. |
| 2 | 4.2 - Carle High School Suspension Rate - This metric reports the unduplicated suspension rate for all students attending Carle High School during the reporting school year. |
2023 - The Suspension Rate for Carle High School students was 27.7%. | 2024 - The Suspension Rate for Carle High School students was 9.6%. | 2025 - The Suspension Rate for Carle High School students was 11.5%. | 2026 - The Suspension Rate for Carle High School students will be 20.2% or less. | The Carle High School Suspension rate declined by 16.2%. |
| 3 | 4.3 - Blue Heron Suspension Rate - This metric reports the unduplicated suspension rate for all students attending Blue Heron during the reporting school year. | 2023 - The Suspension Rate for Blue Heron students was 52.9%. | 2024 - The Suspension Rate for Blue Heron students was 43.8%. | 2025 - The Suspension Rate for Blue Heron students was 39.2%. | 2026 - The Suspension Rate for Blue Heron Students will be 37.9% or less. | The Suspension Rate at Blue Heron declined by 13.7%. |
| 4 | 4.4 - Highlands Academy Suspension Rate - This metric reports the unduplicated suspension rate for all students attending Highlands Academy during the reporting school year. |
2023 - The Suspension Rate for Highlands Academy students was 75.0%. | 2024 - The Suspension Rate for Highlands Academy students was 55.2%. | 2025 - The Suspension Rate for Highlands Academy students was 67.9%. | 2026 - The Suspension Rate for Highlands Academy students will be 45.0% or less |
The Suspension Rate at Highlands Academy decreased by 7.1%. |
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 the planned actions and actual implementation of goal 4.
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.
All expenditures for Goal 4 Actions were within 10% of budgeted amounts. All Goal 4 Actions resulted in actual percentages of improved services within 10% of planned percentages of improved services.
An explanation of how effective the specific actions were in making progress toward the goal.
The actions 4.1 and 4.2 were implemented as planned. The actions taken in Goal 4, increasing 1 FTE Behavior Intervention Assistant at ELS and adding a Dean to the Alternative Education programs, were effective in decreasing the suspension rates at all schools addressed by 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.
KUSD will continue the action items, as described in the goal, as they were effective in meeting the needs of East Lake School and all the Alternative Education schools.
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.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 4.1 - East Lake School Safety Net Program | 4.1 - East Lake School - East Lake School will utilize Equity Multiplier funds for the implementation of a Safety Net program to provide an alternative to student suspension. The Safety Net program will include a 1.0 FTE Registered Behavior Technician, and both Behavior Intervention training and MTSS for student behavior training for staff. | $129,216.00 |
No |
| Action #2 | 4.2 - Alternative Education Suspension Reduction Program | 4.2 - Alternative Education Suspension Reduction Program - KUSD Alternative Education schools will utilize Equity Multiplier funds to decrease Suspension Rates by increasing services and support provided by adding a second Dean of Students for Alternative Education. Staff at Carle High School, Blue Heron, and Highlands Academy will receive Behavior Intervention Training and MTSS for student behavior training. Progress on attaining this goal will be measured by the Suspension Rate indicator on the California School Dashboard for each school. | $243,875.00 |
No |
| Goal # | Description | Type of Goal |
| Goal 5 |
Equity Multiplier - Chronic Absenteeism - Highlands Academy will decrease the percentage of students who are chronically absent by 15.0 percentage points annually over the next three years. Lewis School will decrease the percentage of students who are chronically absent by 5.0 percentage points annually over the next three years. KUSD will utilize Equity Multiplier funds for an additional Alternative Education Dean of Students to provide increased services and support for increasing attendance at both schools. Progress on attaining this goal will be measured by the Chronic Absenteeism indicator on the California School Dashboard for each school. |
Equity Multiplier |
State Priorities addressed by this goal.
Priority 6: School Climate (Engagement)
An explanation of why the LEA has developed this goal.
The schools listed in the Goal 5 description are all designated as Equity Multiplier schools for 2024-25 and have all been assigned a performance level of Red (Highlands Academy) or Orange (Lewis School) for the Chronic Absenteeism indicator on the 2023 California School Dashboard.
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 5.1 - Highlands Academy Chronic Absenteeism Rate - This metric reports the chronic absenteeism rate for all students enrolled for 30 school days or more in the reporting school year. Chronic Absenteeism is defined as absent for more than 10% of the days in which a student is enrolled. | 2023 - The Chronic Absenteeism Rate for Highlands Academy students was 90.5%. | 2024 - The Chronic Absenteeism Rate for Highlands Academy students was 89.3%. | 2025 - The Chronic Absenteeism Rate for Highlands Academy students was 100%. | 2026 - The Chronic Absenteeism Rate for Highlands Academy students will be 30.0% or less. |
The Chronic Absenteeism Rate for Highlands Academy increased by 9.5%. |
| 2 | 5.2 - Lewis School Chronic Absenteeism Rate - This metric reports the chronic absenteeism rate for all students enrolled for 30 school days or more in the reporting school year. Chronic Absenteeism is defined as absent for more than 10% of the days in which a student is enrolled. | 2023 - The Chronic Absenteeism Rate for Lewis School students was 41.1%. | 2024 - The Chronic Absenteeism Rate for Lewis School, according to the California Dashboard, students was 42.9%. | 2025 - The Chronic Absenteeism Rate for Lewis School, according to the California Dashboard, students was 43%. | 2026 - The Chronic Absenteeism Rate for Lewis School students will be 26.1% or less. | The Chronic Absenteeism Rate for Lewis School increased by 1.9%. |
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 the planned actions and actual implementation of goal 5.
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.
All expenditures for Goal 5 Actions were within 10% of budgeted amounts. All Goal 5 Actions resulted in actual percentages of improved services within 10% of planned percentages of improved services.
An explanation of how effective the specific actions were in making progress toward the goal.
While progress was made in prior years of the three year LCAP, the 2025 Chronic Absenteeism rate did not continue to decline for Lewis or Highlands Academy.
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.
KUSD will continue to employ a Dean to support the decrease of Chronic Absenteeism, while also exploring other actions that may further support the decrease of Chronic Absenteeism at both Highlands and Lewis School.
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 5.1 - Additional Onsite Administrative Support for Highlands Academy and Lewis School | 5.1 - Additional Onsite Administrative Support for Highlands Academy and Lewis School - KUSD will utilize Equity Multiplier funds for an additional Alternative Education Dean of Students to provide increased services and support for increasing attendance at both schools. Progress on attaining this goal will be measured by the Chronic Absenteeism indicator on the California School Dashboard for each school. | $214,677.00 |
No |
| Goal # | Description | Type of Goal |
| Goal 6 | Climate and Culture - Improve climate and culture for all students, families, and staff at all KUSD schools and worksites. Goal 6 is a Broad-based goal that describes how district funds are allocated for non-classroom-based actions and services. Goal 6 actions include Student Services, Health and Well-Being, Student Activities, Home to School Transportation, Nutrition Services, Maintenance & Operations, Campus Security, and General Administration. In addition, KUSD will utilize S&C Grant funds for security services including City of Clearlake School Resource Officers, campus alarm systems and support, and all expenses related to school campus supervision. | Broad |
State Priorities addressed by this goal.
Priority 6: School Climate (Engagement)
An explanation of why the LEA has developed this goal.
KUSD has developed Goal 6 to improve the climate and culture of our schools and worksites. Student Services, Health and Well-Being, Student Activities, Home to School Transportation, Nutrition Services, Maintenance & Operations, Campus Security, and General Administration are all non-classroom-based components of the overall climate and culture and Goal 6 enables KUSD to monitor the effectiveness of these vital components of the whole that make up KUSD.
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 6.1 - Suspension Rate (Dashboard Priority 6) This metric measures Suspension Rate and is reported as the percent of all students who are suspended one or more times during the school year. | 2023 - The suspension rate for all KUSD students was 13.0% | 2024 - The suspension rate for all KUSD students was 12.4% | 2025 - The suspension rate for all KUSD students was 11.9% | 2026 - The suspension rate for all KUSD students will 8.5% or less. | The KUSD suspension rate decreased by 1.1%. |
| 2 | 6.2 - Expulsion Rate - This metric measures Expulsion Rate and is reported as the percent of all students who are expelled one or more times during the school year. | 2023 - The expulsion rate for all KUSD students was 0.2% | 2024 - The expulsion rate for all KUSD students was 0.5% | 2025 - The expulsion rate for all KUSD students was .9% | 2026 - The rate for all KUSD students will be 0.5% or less. | The expulsion rate increased by .7% |
| 3 | 6.3 - Student Attendance - This metric reports the average daily attendance rate for all KUSD students. | 2023 - The attendance rate for the all KUSD students for the 2022-23 school year was 85.9%. | 2024 - The attendance rate for the all KUSD students for the 2023-24 school year was 87.58%. | 2025 - The attendance rate for the all KUSD students for the 2024-25 school year was 87.4% | 2026 - The attendance rate for the all KUSD students for the 2025-26 school year will be 93.0% or greater. | The KUSD attendance rate increased by 1.5%. |
| 4 | 6.4 - Chronic Absenteeism - This metric reports on the Chronic Absenteeism Rate for all KUSD students. Students are deemed chronically absent if they are absent for 10% or more of the days for which they are enrolled in the school district. | The Chronic Absenteeism Rate for all KUSD students for the 2022-23 school year was 48.3%. |
The Chronic Absenteeism Rate for all KUSD students for the 2023-24 school year was 41.2%. | The Chronic Absenteeism Rate for all KUSD students for the 2024-25 school year was 44.3%. | 2026 - The Chronic Absenteeism Rate for all KUSD students for the 2025-26 school year will be 33% or less. | The KUSD Chronic Absenteeism Rate decreased by 4%. |
| 5 | 6.5 - Middle School Dropout Rate - This metric measure the rate at which middle school students leave a KUSD school and do not enroll in another school. Middle School Dropout Rate is reported as a percentage of all Middle School (grades 7-8) students enrolled in KUSD during a given school | 2023 - The KUSD Middle School Dropout Rate for the 2022-23 school year was 0.3%. | 2024 - The KUSD Middle School Dropout Rate for the 2023-24 school year was 0.0%. | 2025 - The KUSD Middle School Dropout Rate for the 2024-25 school year was 0.0%. | 2026 - The KUSD Middle School Dropout Rate for the 2025-26 school year will be 0.5% or less. | There was a 0.3% decrease in the Middle School Dropout Rate. |
| 6 | 6.6 - High School Dropout Rate - This metric measure the rate at which high school students leave a KUSD school and do not enroll in another school. High School Dropout Rate is reported as a percentage of all High School (grades 9-12) students enrolled in KUSD in a given year. | 2023 - The KUSD High School Dropout Rate for the 2022-23 school year was 3.7%. |
2024 - The KUSD High School Dropout Rate for the 2023-24 school year was 12.98%. | 2025 - The KUSD High School Dropout Rate for the 2024-25 school year was 10.85%. | 2026 - The KUSD High School Dropout Rate for the 2025-26 school year will be 3% or less. | The High School Dropout rate increased by 7.15%. |
| 7 | 6.7 - Elementary School Connectedness - This metric reports the results from the PASS Survey to questions related to school connectedness. PASS results are reported as a percentile rank of all PASS results nationwide, and are placed into four color coded bands as follows. Green - 31st to 100th percentile, High Satisfaction; Yellow - 21st to 30th percentile, Moderate Satisfaction; Orange - 6th to 20th percentile, Low to Moderate Satisfaction; Red - 1st to 5th percentile, Low Satisfaction. |
2024 - KUSD 5th grade PASS results show Low to Moderate Satisfaction (Orange) to questions regarding school connectedness. |
2025 - KUSD 5th grade PASS results show Low to Moderate Satisfaction (Orange) to questions regarding school connectedness. |
2026 - KUSD 5th grade PASS results show Low to High Satisfaction (Green) to questions regarding school connectedness. | 2027 - KUSD 5th grade PASS results will show High Satisfaction (Green) to questions regarding school connectedness. |
There was a significant improvement from prior years. |
| 8 | 6.8 - Secondary School Caring Relationships - This metric reports 7th, 9th, and 11th Grade student responses to the PASS survey on questions related to caring relationships at school. | For 2023-24, KUSD 7th, 9th, and 11th grade PASS results show Moderate Satisfaction (Yellow) to questions regarding school connectedness. | For 2024-25, KUSD 7th, 9th, and 11th grade PASS results show Moderate Satisfaction (Yellow) to questions regarding school connectedness. | For 2025-26, KUSD 7th, 9th, and 11th grade PASS results show High Satisfaction (Green) to questions regarding school connectedness. | By the 2026-27, KUSD 7th, 9th, and 11th grade PASS results show High Satisfaction (Green) to questions regarding school connectedness. | There was a significant improvement from prior years. |
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.
Actions for Goal 6 were generally implemented as planned with a focus on improving the outcomes of the Suspension Rate and Chronic Absenteeism indicators on the California School Dashboard.
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.
All expenditures for Goal 6 Actions were within 10% of budgeted amounts. All Goal 6 Actions resulted in actual percentages of improved services within 10% of planned percentages of improved services.
An explanation of how effective the specific actions were in making progress toward the goal.
The actions 6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8 were implemented as planned. The actions in Goal 6 were effective in addressing the Climate and Culture at KUSD. Overall, the suspension rate declined by 1.1%, and the Chronic Absenteeism Rate declined by 4%. Students came to school more frequently and were suspended less frequently from school. There was also a significant increase in the high school dropout rate, which increased by 7.15%.
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.
KUSD will continue the action items, as described in the goal, as they were effective in addressing the Climate and Culture of schools.
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.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 6.1 - Student Services | 6.1 - Student Services - LCFF Grant, S & C Grant, and Extended Learning Opportunity Grant funds will be used for all expenditures related to the KUSD Student Services Department including all the California Longitudinal Pupil Achievement Data System (CALPADS), the KUSD local student information management system (Aeries), all Non-Special Education related health services including school nurses, first-aid kits, Home to Hospital expenses, and health and wellness supplies and materials. |
$2,735,705.00 |
Yes |
| Action #2 | 6.3 - Student Activities | 6.3 - Student Activities - LCFF Base Grant funds and S&C Grant funds will be utilized for expenses related to school athletics and intramural sports programs, academic field trips, college visits, science camps, end-of-year reward trips, High School Class Advisors, and various other extracurricular activities. |
$1,005,137.00 |
Yes |
| Action #3 | 6.2 - Health and Well-Being | 6.2 - Health and Well-Being - KUSD will use the Community Schools Grant for all expenses associated with the Blue Zones program. Student health and well-being will be addressed through the Blue Zones School Approval process in conjunction with Blue Zones Project - Lake County. Staff health and well-being will be addressed through year one of a three year worksite certification project in conjunction with Blue Zones LLC. LCFF Base Grant funds will be used for student placements at Lake County Office of Education alternative school sites, Hance Community School and Clearlake Creativity School. KUSD has completed three years of Phase 1 through the Community Schools Grant. KUSD will use 2025-26 as a planning year for a new three-year Community School Grant cycle, Phase 2 - Cohort 4. This Community School Grant cycle will focus on student well-being, using and continuing the principles that were part of the Phase 1 project focused on staff. Phase 2 will address student, family, and community health and well-being at LLHS and KUSD Alt. Ed, and Lakeport Unified School District’s Alt Ed. school Natural High. |
$581,896.00 |
No |
| Action #4 | 6.4 - Home to School Transportation | 6.4 - Home to School Transportation - LCFF Base Grant, S&C Grant, Extended Learning Opportunity Grant, Special Education, and Mandated Costs funds will be used for all expenses related to Home to School Transportation. | $2,759,359.00 |
Yes |
| Action #5 | 6.5 - Nutrition Services | 6.5 - Nutrition Services - Due to the final expenditure of the KIT (Kitchen Infrastructure and Training) grant, KUSD no longer has General Fund expenditures to report in this LCAP. For information regarding expenditures not reported in this LCAP, please see the Budget Overview for Parents. |
$75,250.00 |
No |
| Action #6 | 6.6 - Maintenance & Operations | 6.6 - Maintenance & Operations - LCFF Base Grant, S&C Grant, Lottery, RMA, Safety Credit, and Ongoing Major Maintenance funds will be used for all expenditures related to KUSD Maintenance & Operations. |
$12,138,884.00 |
Yes |
| Action #7 | 6.7 - Campus Security | Campus Security - S&C Grant funds will be used for security services including a City of Clearlake School Resource Officer, campus alarm systems and support, and all expenses related to school campus supervision. All expenditure for action 6.8 have been moved to 6.9 General Administration. | $0.00 |
Yes |
| Action #8 | 6.7 - General Administration | 6.7 - General Administration - LCFF Base Grant, S&C Grant, Special Education, Tech Voucher, and STRS On Behalf funds will be utilized for all general administration expenses not described in other goals and actions including the Superintendent's Office, Business Services, Human Resources, Instructional Support Services, and school site administration. | $10,306,871.00 |
Yes |
| Goal # | Description | Type of Goal |
| Goal 7 | Maintenance of Progress - State Priority 1 (Basic), Priority 2 (Implementation of State Standards), Priority 3 (Parent Involvement & Family Engagement), Priority 7 (Course Access), and Priority 8 (Other Pupil Outcomes) | Maintenance of Progress |
State Priorities addressed by this goal.
Priority 1 (Basic), Priority 2 (Implementation of State Standards), Priority 3 (Parent Involvement & Family Engagement), Priority 7 (Course Access), and Priority 8 (Other Pupil Outcomes)
An explanation of why the LEA has developed this goal.
This goal was developed to report on progress made in the LCFF State Priorities not addressed by the other goals in the LCAP. The state priorities and metrics to be addressed in this section are those for which the LEA, in consultation with educational partners, has determined to maintain actions and monitor progress while focusing implementation efforts on the actions covered by other goals in the LCAP.
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 7.1 - Teacher Recruitment - This metric reports on the percentage of vacant teaching positions on the first day of school each year. | In 2023-24 KUSD filled 90% of vacancies prior to the first day of instruction. | In 2024-25 KUSD filled 84% of vacancies prior to the first day of instruction. | In 2025-26 KUSD filled 98% of vacancies prior to the first day of instruction. | In 2026-27, KUSD will fill 100% of teacher vacancies prior to the first day of instruction. | The number of vacancies filled starting in the 2024-25 year increased by 8% from the baseline. |
| 2 | 7.2 - Teacher Retainment - This metric reports the percent of teachers who accepted contracts for the following school year. | For the 2023-24 school year, the KUSD Teacher Retainment Rate was 85%. | For the 2024-25 school year, the KUSD Teacher Retainment Rate was 79.8%. | For the 2025-26 school year, the KUSD Teacher Retainment Rate was 94%. |
In 2026-27 school year, KUSD will have an annual retention rate of 95%. | The teacher retention rate signifigantly improved from the year before. |
| 3 | 7.3 - Teachers Appropriately Assigned - This metric reports on the percent of teachers appriately assigned at the beginning of the school year. | For the 2023-24 school year, 100% of KUSD teachers were appropriately assigned. |
For the 2024-25 school year, 100% of KUSD teachers were appropriately assigned. | For the 2025-26 school year, 100% of KUSD teachers were appropriately assigned. | For the 2026-27 school year, 100% of KUSD teachers will be appropriately assigned. |
There was no change in the percentage of teachers appropriately assigned. |
| 4 | 7.4 - Facilities in Good Repair - This metric reports on the results of the Facilities Inspection Tool as shown in the annual Williams Report. | The 2023-24 Williams Report showed 100% of KUSD facilities to be safe, secure, and in good repair. |
The 2024-25 Williams Report showed 100% of KUSD facilities to be safe, secure, and in good repair. | The 2025-26 Williams Report showed 100% of KUSD facilities to be safe, secure, and in good repair. | The 2026-27 Williams Report will show 100% of KUSD facilities to be safe, secure, and in good repair. |
There was no change in the self reported metric. |
| 5 | 7.5 - Access to Standards Aligned Materials - William's Report: This metric reports on the percentage of KUSD students who have sufficient access to KUSD Board of Trustees approved, California Standards aligned instructional materials. |
As evidenced by 2023-24 KUSD Williams report and Board of Trustees Resolution 20-23-24 regarding Sufficiency of Instructional Materials, 100% of KUSD students have sufficient access to California Academic Standards Based and KUSD Board of Trustees approved instructional materials. |
As evidenced by 2024-25 KUSD Williams report and Board of Trustees Resolution 10-24-25 regarding Sufficiency of Instructional Materials, 100% of KUSD students have sufficient access to California Academic Standards Based and KUSD Board of Trustees approved instructional materials. | As evidenced by 2025-26 KUSD Williams report and Board of Trustees Resolution3-25-26 regarding Sufficiency of Instructional Materials, 100% of KUSD students have sufficient access to California Academic Standards Based and KUSD Board of Trustees approved instructional materials. | The 2026-27 KUSD Williams report and accompanying Board of Trustees Resolution regarding Sufficiency of Instructional Materials will show 100% of KUSD students have sufficient access to California Academic Standards Based and KUSD Board of Trustees approved instructional materials. |
There was no change in the self reported metric. |
| 6 | 7.6 - Implementation of State Standards: Local Education Agencies may use the State Board of Education adopted Self-Reflection tool to report the measurement of their progress, successes, needs and areas of growth in the implementation of State Academic Standards.The SBE adopted self-reflection tool has the following Rating Scale: 1 - Exploration and Research Phase 2 - Beginning Development 3 - Initial Implementation 4 - Full Implementation 5 - Full Implementation and Sustainability |
2024 - As reported in the KUSD 2024-25 LCAP, Goal 1 Outcome 3, The State Board of Education adopted Self-Reflection tool for KUSD for the implementation of State Academic Standards showed a mean score of 3.45 (Initial/Full Implementation) for all measured indicators. | 2025 - As reported in the KUSD 2025-26 LCAP, Goal 1 Outcome 3, The State Board of Education adopted Self-Reflection tool for KUSD for the implementation of State Academic Standards showed a mean score of 3.45 (Initial/Full Implementation) for all measured indicators. |
2026 - As reported in the KUSD 2025-26 LCAP, Goal 1 Outcome 3, The State Board of Education adopted Self-Reflection tool for KUSD for the implementation of State Academic Standards showed a mean score of 3.45 (Initial/Full Implementation) for all measured indicators. | 2027 - As reported in the KUSD 2024-25 LCAP, The State Board of Education adopted Self-Reflection tool for KUSD for the implementation of State Academic Standards will show a mean score of 5.0 Full Implementation and Sustainability) for all measured indicators. | There was no change in the self reported metric. |
| 7 | 7.7 - Parent Engagement: The State Board of Education adopted Self-Reflection tool for Priority 3 is organized into three sections. Each section includes promising practices in family engagement. The three sections are: Section 1 - Building Relationships between School Staff and Families Section 2 - Building Partnerships for Student Outcomes Section 3 - Seeking Input for Decision-making |
2024 - Based on the self-reflection tool, KUSD reports that we are at the Initial Implementation or Full Implementation stage for each of the promising practices described in each of the three sections for Parent Engagement. | 2025 - Based on the self-reflection tool, KUSD reports that we are at the Initial Implementation or Full Implementation stage for each of the promising practices described in each of the three sections for Parent Engagement. | 2026 - Based on the self-reflection tool, KUSD reports that we are at the Initial Implementation or Full Implementation stage for each of the promising practices described in each of the three sections for Parent Engagement. | 2027 - Based on the self-reflection tool, KUSD will be at the Full Implementation or Full Implementation and Sustainability stage for each of the promising practices described in each of the three sections for Parent Engagement. | There was no change in the self-reported metric focused on Parent Engagement. |
| 8 | 7.8 - Access to a Broad Course of Study: California School Dashboard Priority 7 requires school districts to provide student access to a Broad Course of Study, including unduplicated youth and students with exceptional needs, as defined by in Education Code 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable. In summary, Priority 7 requires that all students, including unduplicated youth and students with exceptional needs, have access to all district educational programs including Career and Technical Education Pathways, Dual and Concurrent Enrollment courses, Advanced Placement courses, and college preparatory programs such as Upward Bound and AVID. | 2024 - 100% of unduplicated students and students with exceptional needs received a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, and evidenced by CALPADS EOY reports. | 2025 - 100% of unduplicated students and students with exceptional needs received a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, and evidenced by CALPADS EOY reports. |
2026 - 100% of unduplicated students and students with exceptional needs received a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, and evidenced by CALPADS EOY reports. | 2027 - 100% of unduplicated students and students with exceptional needs received a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable, and evidenced by CALPADS EOY reports. | There was no change in the self reported metric. |
| 9 | 7.9 - Pupil Outcomes: This metric reports on student progress toward attainment of state academic standards and high school graduation. Individual student progress is determined through an examination of evidence including progress in Goal 1 metrics SBAC ELA and Math, STAR Reading (Lexile) Math (Quantile), English Learner Redesignation as Fluent English Proficient (RFEP), Graduation Rate, UC/CSU Required Course of Study (a-g), Advanced Placement Course Completion, Dual Enrollment Course Completion, CTE Pathway Completion, Early Assessment Program. | 2024 - 100% of KUSD students made progress toward attainment of state academic standards and high school graduation as evidence by Goal 1 metrics. | 2025 - 100% of KUSD students made progress toward attainment of state academic standards and high school graduation as evidence by Goal 1 metrics. | 2026 - 100% of KUSD students made progress toward attainment of state academic standards and high school graduation as evidence by Goal 1 metrics. | 2027 - 100% of KUSD students will make progress toward attainment of state academic standards and high school graduation as evidence by Goal 1 metrics. | There was no change in the self reported metric. |
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 the planned actions and actual implementation of goal 7.
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.
All expenditures for Goal 7 Actions were within 10% of budgeted amounts. All Goal 7 Actions resulted in actual percentages of improved services within 10% of planned percentages of improved services.
An explanation of how effective the specific actions were in making progress toward the goal.
All actions, including 7.1, 7.2, 7.3, 7.4,7.5, 7.6 were implemented as planned. The actions in Goal 7 were effective in Maintaining the Progress of the State Priority 1 (Basic), Priority 2 (Implementation of State Standards), Priority 3 (Parent Involvement & Family Engagement), Priority 7 (Course Access), and Priority 8 (Other Pupil Outcomes). Konocti implemented a Child Care Center for staff to support all staff in KUSD, in partnership with the City of Clearlake, to have access to childcare. This supports having highly qualified teachers in KUSD. Additionally, KUSD increased parent involvement of the DLAC, while also increasing the overall number of meetings to 10 per year (once a month).
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.
KUSD will continue the action items, as described in goal 7, as they were effective in KUSD Maintaining the Progress of the State Priorities 1 (Basic), Priority 2 (Implementation of State Standards), Priority 3 (Parent Involvement & Family Engagement), Priority 7 (Course Access), and Priority 8 (Other Pupil Outcomes).
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.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 7.1 - Teacher Recruitment and Retainment (Priority 1) | 7.1 - Teacher Recruitment and Retainment (Priority 1) - S&C funds will be used for all expenses related to teacher recruitment and retainment not otherwise described in Goals 1-6. including recruitment related travel and conference and our Childcare Program for staff. | $1,162,777.00 |
Yes |
| Action #2 | 7.2 - Facilities (Priority 1) | KUSD will utilize LCFF Base Grant, Extended Learning Opportunities Grant, and Redevelopment funds for all school facilities projects not otherwise describe in Goals 1-6. | $2,576,730.00 |
No |
| Action #3 | 7.3 - Implementation of State Standards (Priority 2) | 7.3 - Implementation of State Standards (Priority 2) - KUSD will use LCFF Base Grant and S & C funds for expenses related to implementing the KUSD Five-Year Instructional Plan not otherwise described in Goals 1-6. | $0.00 |
No |
| Action #4 | 7.4 - Parent Engagement (Priority 3) | 7.4 - Parent Engagement (Priority 3) - KUSD will use LCFF Base Grant, S & C, and Title I funds for expenses related to Parent Engagement not otherwise described in Goals 1-6 including contracted Communications services (website, social media, press releases, school site messaging with parents), District Advisory Committees, School Site Councils, District English Learner Advisory Committee, and school site English Learner Advisory Committees. Areas of focus for the 2024-25 school year include: - Developing the capacity of staff (i.e. administrators, teachers, and classified staff) to build trusting and respectful relationships with families. - Providing families with information and resources to support student learning and development in the home. - Providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement and evaluate family engagement activities at school and district levels. |
$135,947.00 |
Yes |
| Action #5 | 7.5 - Course Access (Priority 7) | 7.5 - Course Access (Priority 7) - KUSD will use LCFF and S&C funds for all expenses related to student access to a Broad Course of Study not otherwise described in goals 1-6. A Broad Course of Study is defined in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220 and includes access to Career Technical Education Pathways, College Preparatory courses, and courses required for a high school diploma. | $0.00 |
No |
| Action #6 | 7.6 - Other Pupil Outcomes (Priority 8) | 7.6 - Other Pupil Outcomes (Priority 8) - KUSD will use LCFF Base Grant and S&C funds for all expenses related to Other Pupil Outcomes not otherwise described in goals 1-6. Other Pupil Outcomes are defined as individual student progress on the attainment of state academic standards and high school graduation. | $0.00 |
No |
| Goal # | Description | Type of Goal |
| Goal 8 | Equity Multiplier - Burns Valley School - Burns Valley School will (1) increase CAASPP ELA mean scaled scores for all students by 7 points or more each year for the next three years, (2) increase the percent of English Learner students making sufficient progress on the ELPAC by 6% or more each year for the next three years and, (3) decrease the unduplicated student suspension rate by 2% each year for the next three years. | Equity Multiplier |
State Priorities addressed by this goal.
Priority 4: Pupil Achievement, Priority 5: Pupil Engagement, Priority 6: School Climate
An explanation of why the LEA has developed this goal.
KUSD has developed this Equity Multiplier goal for Burns Valley School to address the school's new status as an Equity Multiplier school. Burns Valley School's Equity Multiplier status changed for the 2024-25 school year due to a decrease in the student stability rate to below the threshold of 75%. This goal addresses three area California School Dashboard indicators shown as red for Burns Valley School for the 2023-24 school year, CAASPP English Language Arts, English Learner Progress, and Suspension Rate).
| Metric # | Metric | Baseline | Year 1 Outcome | Year 2 Outcome | Target for Year 3 Outcome | Current Difference from Baseline |
| 1 | 8.1 - Burns Valley School - CAASPP ELA - This metric measures the average distance for scaled scores from Level Three Met Standard for all Burns Valley School students with valid ELA scores. | 2024 - 84.3 points below level 3 | 2025 - 84.3 points below level 3 |
2026 - Data will be available August 2026 | 2027 - The average distance for scaled scores from Level Three Met Standard for all KUSD students with valid ELA scores will be 63.0 points below or higher. | KUSD maintained the Burns Valley School CAASPP scores in ELA. |
| 2 | 8.2 - Burns Valley School - English Learner Progress - This metric measures the percent of all English Learner Students who make sufficient progress in acquiring English language proficiency as measured by the ELPAC (English Language Proficiency Assessment for California). | 2024 - 28.3% made progress | 2025 ELPAC - 21.6% made progress | 2026 ELPAC data will be available in August 2026. | In the 2026-27 school year, the English Language Progress Indicator on the California Dashboard will be 45% or higher for Burns Valley School. | There was a decrease of 6.7% in the number of students making progress on the ELPAC. |
| 3 | 8.3 - Burns Valley School - Suspension Rate - This metric measures the percent of all students who are suspended one or more times during the school year. |
2024 - 8.7% Suspended | The suspension rate for Burns Valley School for the 2025 school year was 10%. | The Suspension Rate data will be available in August 2026. | 2027 - 2.7% or fewer Burns Valley School students will be suspended. | The Suspension Rate for BVS increased by 1.3%. |
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 difference in the planned actions and actual implementation.
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 exist for Goal 8.
An explanation of how effective the specific actions were in making progress toward the goal.
The actions planned in Goal 8 were very effective in supporting Burns Valley School in decreasing the Suspension Rate and improving the site ELPI. Based on the actions for this goal Burns Valley is no longer considered an Equity Multiplier school and does not meet the criteria to continue 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.
All actions in Goal 8 will be continued despite Burns Valley no longer qualifying as an Equity Multiplier School.
A report of the Total Estimated Actual Expenditures for last year’s actions may be found in the Annual Update Table. A report of the Estimated Actual Percentages of Improved Services for last year’s actions may be found in the Contributing Actions Annual Update Table.
| Action # | Title | Description | Total Funds | Contributing |
|---|---|---|---|---|
| Action #1 | 8.1 - Professional Learning for English Language Arts Instruction | 8.1 - Professional Learning for English Language Arts Instruction - Consultants GDS Consulting and Windflower Point will support BVS in structuring and implementing MTSS to support English Language Learners. GDS Consulting will focus on training and modeling the use of Corrective Reading to support Tier III students. Windflower Point Consulting will support BVS in structuring the MTSS block to support ELL and other student groups. Windflower Point Consulting will also support BVS Administrators and teachers in implementing specific strategies to support ELL Students. | $300,000.00 |
No |
| Action #2 | 8.2 - Supporting English Learners in grades TK-6 | 8.2 - Supporting English Learners in grades TK-6 - Burns Valley School will utilize Equity Multiplier Funds for two additional Bilingual Paraeducators to support English Learners in their general education classes. | $193,159.00 |
No |
| Action #3 | 8.3 - Burns Valley School Safety Net Program | 8.3 - Burns Valley School Safety Net Program - Burns Valley School will utilize Equity Multiplier funds for the implementation of a Safety Net program to provide an alternative to student suspension. The Safety Net program will include an additional 1.0 FTE Registered Behavior Technician, and both Behavior Intervention training and MTSS for student behavior training for staff. | $47,576.00 |
No |
| Total Projected LCFF Supplemental and/or Concentration Grants | Projected Additional 15 percent LCFF Concentration Grant |
| $15,010,032.00 | $1,824,840.00 |
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 |
| 34.89% | 1.88% | $762,890.00 | 36.77% |
The Budgeted Expenditures for Actions identified as Contributing may be found in the Contributing Actions Table.
For each action being provided to an entire LEA or school, provide an explanation of (1) the unique identified need(s) of the unduplicated student group(s) for whom the action is principally directed, (2) how the action is designed to address the identified need(s) and why it is being provided on an LEA or schoolwide basis, and (3) the metric(s) used to measure the effectiveness of the action in improving outcomes for the unduplicated student group(s).
| Goal and Action #(s) | Identified Need(s) | How the Action(s) Address Need(s) and Why it is Provided on an LEA-wide or Schoolwide Basis | Metric(s) to Monitor Effectiveness |
| Goal 1 Action 1 | Basic Instructional Services - KUSD considered the needs of Low Income, English Learners, Foster Youth, Low- Income, and Homeless students first, for Action 1.1 – Basic Instructional Services, by analyzing the impact of increased class size on unduplicated count students at schools that experience scheduling challenges caused by unfilled teaching positions. Input from parents of English Learners, Bilingual Liaisons, and other classified and certificated staff emphasized the need for more sections of ELD at the high school level. S&C funds will be used to compensate teachers who teach during their preparation period to address shortages in subjects experiencing a lack of available teachers. In addition, S&C funds will be used for the purchase of supplemental instructional materials to support school day embedded Reading intervention for students performing below grade level such as Corrective Reading. | Basic Instructional Services - KUSD believes that by compensating teachers for teaching during their prep period, and purchasing supplemental instructional materials (including ELD materials), unduplicated count students will have increased interactions with teachers due to smaller class sizes, resulting in increased student achievement for unduplicated count students. Although the body of research shows mixed results on the impact of small class sizes and student achievement, the results become much clearer when the research is focused on the impact of small class size on Low Income Students. A 2016 research study conducted by William J. Mathis at the University of Colorado titled, The Effectiveness of Class Size Reduction concludes that, “The payoff from class size reduction is greater for low income and minority children. Conversely, increases in class size are likely to be especially harmful to these populations who are already more likely to be subjected to large classes.” | Basic Instructional Services - The effectiveness of this action will be measured by metrics 1.1 CAASPP ELA and 1.2 CAASPP Math , by calculating the average class size for subjects impacted by the shortage of teachers like English Language Development, and by including supplemental instructional materials in the 2024-25 Williams report on the sufficiency of instructional materials. |
| Goal 1 Action 2 | College/Career Readiness - KUSD considered the needs of Foster Youth, English Learners, Low Income and Homeless students first, for Action 1.2 - College and Career Readiness, by considering an analysis of Goal 1 and Goal 2 metrics that measure components of the California School Dashboard College and Career Readiness Indicator, including 11th grade CAASPP ELA and Math, A-G Completion, Dual and Concurrent Enrollment, CTE Pathway Completion, and Early Assessment Program results. Although no statistically significant achievement gaps exist in the metrics for socioeconomic status, ethnicity, or English language Acquisition Status, KUSD acknowledges that the College and Career Readiness Indicator results are well below the state average across all student demographic groups. Input from Education Partner Groups placed actions and services intended to improve Goal 2 metrics as high priority for all groups. KUSD will increase investment in actions intended to improve all Goal 2 metrics in the 2022-23 LCAP. S & C funds will be used for all costs associated with expanding the AVID program to grades K-12 districtwide with student recruitment for enrollment in the AVID elective classes for grades 9-12 focused on unduplicated count students. S & C funds will be used for salaries and benefits, teacher stipends, supplies and materials, teacher training, and student exam fees for all Advanced Placement classes. S & C funds will be used for salaries and benefits, teacher stipends, supplies and materials, teacher training, and student fees for all Dual Enrollment Courses at Woodland Community College. S & C funds will be used for all costs associated with Career and Technical Education Pathway courses not funded by other CTE grants. KUSD will hire a fourth counselor at LLHS and will implement Individual Learning Plans for all students in grades 9-12 districtwide. | College/Career Readiness - KUSD believes that increasing investment in College and Career related programs will increase student performance related to the Goal 1 metrics that are components of the College and Career Readiness Indicator. Increasing investment in programs such as AVID, AP, Dual Enrollment, and CTE will complement the current Upward Bound program at Lower lake High school, increasing the number of students served by college preparatory programs. | College/Career Readiness - The effectiveness of this action will be measured by metric 1.7 College/Career Indicator (CA School Dashboard). |
| Goal 1 Action 4 | Enhanced Instructional Services - KUSD considered the needs of Foster Youth, English Learners, Low Income and Homeless students first, for Enhanced Instructional Services, by analyzing 2022-23 CAASPP results, showing an achievement gap of 12.3% in ELA and 3.3% in Math for students who meet or exceed the standard for Economically Disadvantaged students when compared to Not Economically Disadvantaged students. Input for Education Partner Groups was unanimous in stating the need for additional school-day supports for students performing below grade level. With an unduplicated count percentage for all students of over 86%, KUSD recognizes the need for significant investment in school-day Enhanced Instructional Services to be implemented districtwide. S&C funds will be used for a variety of Enhanced Instructional Services including Reading Intervention Teachers, increased hours for school Librarians, and the KUSD Elementary Music Program. The 15% S&C Add-on for 2025-26 will be used for additional teaching positions and Early Childhood Education Paraprofessionals. | Enhanced Instructional Services - KUSD believes that increasing our investment in Enhanced Instructional Services will increase student achievement for our unduplicated count students by increasing services offered to our students of greatest need during the school day. Maintaining the number of intervention teachers who provide targeted small-group instruction increases teacher-student interactions with a focus on improving student's reading level. Extra hours for Librarians will increase the availability of both fiction and nonfiction books for students to read in school and at home and is principally directed at unduplicated count students who do not have equitable access to reading materials and online-based resources at home. The body of research regarding the positive impact of music on student achievement is both deep and wide and is particularly impactful for students living in poverty. A 2016 article published by the journal ENT and Audiology News found that economically disadvantaged students who received at least two years of music instruction displayed improved listening and learning skills, helping them to keep up with grade-level expectations. And, as stated above for Action 1.1, hiring additional teachers will lower class sizes, positively impacting our unduplicated count students. | Enhanced Instructional Services - The effectiveness of this action will be measured by metrics 1.1 CAASPP ELA and 1.2 CAASPP Math, by calculating the average class size for intervention class sections, by analyzing the causal relationship between participation in KUSD music programs and student performance on both local and state assessments. |
| Goal 1 Action 6 | Information Technology - KUSD considered the needs of Foster Youth, English Learners, and Low Income and Homeless students first, for Action 1.6 - Information Technology, by considering the opportunity gap unduplicated students experience by not having access to technology at home. Input from various Education Partner Groups included a desire for KUSD to continue to invest and expand in the area of Information Technology. With an unduplicated count percentage for all students of over 86%, KUSD recognizes the need for significant investment in Educational Technology to be implemented districtwide. KUSD will use S&C funds to continue to provide Wi-Fi- accessible devices to all students districtwide and to fund additional tech support personnel for maintaining over 8,000 devices districtwide. S&C funds will be used for online learning platforms that are supplemental to in-person instruction (Lexia, Scholastic News, STAR Reading and Math), for long-term independent study (Edgenuity), and for non- instructional platforms that support teaching and learning (Escape, Aeries, | Information Technology - KUSD believes that increasing the district's investment in Information Technology, both instructional and non-instructional will have a positive impact on student achievement. On the instructional side, increasing our investment in IT provides a variety of options for parents and families, instructional delivery options for teachers, and increased access to education related information for students. These increased options are particularly important for our unduplicated count students who have reduced access to technology at home. KUSD also believes that increasing our investment in non-instructional information technology has a positive impact on student achievement by improving processes, communication, and delivery of instruction-based services such as attendance, student achievement data, and access to instructional materials. | Information Technology - The effectiveness of this action will be measured by metrics 1.1 CAASPP ELA and 1.2 CAASPP Math, Google Analytics for online platform usage, and Aeries Analytics for analyzing student data. |
| Goal 6 Action 3 | Student Services - KUSD considered the needs of Foster Youth, English Learners, Low Income, and Homeless Students first, for Action 6.1 - Student Services, by considering the Stability Rate of KUSD students. Stability Rate is defined as the percent of total students who attend a school district for an entire school year. In the most recent year of data reported by California Department of Education (2022-23), KUSD reported a Stability Rate of 83.8%, with 1 in 6 students moving in or out of district schools during the school year. Further investigation of mobility in the district found that over 85% of students who moved in or out of the district were Low Income, English Learner, Foster Youth, or Homeless. Input from Education Partner groups was complimentary of the district's Student Services Department One-Stop approach to district enrollment and support services. KUSD will continue to invest in our Student Services Department, with S&C funds used for salaries and benefits for Students Services staff, supplies and materials, and all other costs associated with services provided. | Student Services - KUSD believes that continuing to invest in the services provided by our Student Services Department will have a positive impact on Goal 6 metrics by ensuring a seamless enrollment experience, the validity of student data, and access to support services provided by both KUSD and external providers such as Healthy Start and Adventist Health. | Student Services - The effectiveness of this action will be measured by metrics 6.1 Suspension Rate and 6.4 Chronic Absenteeism. In addition, KUSD will closely monitor the metrics for Low- Performing Student Goals (Goal 2 and 3), and the Equity Multiplier Goals (Goal 4 and 5). |
| Goal 6 Action 2 | Student Activities - KUSD considered the needs of Foster Youth, English Learners, Low Income, and Homeless students first for Action 6.3 - Student Activities by considering the participation rate of unduplicated count students in extracurricular activities. In 2020, the US Census reported that students who lived for the entire school year below the poverty line, were up to 50% less likely to participate in extracurricular activities. Input from Partner Education Groups was unanimous in asking for more student activities. In 2025-26, KUSD will increase investment in student activities with S&C funds used for all interscholastic athletics, | Student Activities - KUSD believes that increasing district investment in extracurricular student activities will improve student participation and engagement in the activities. The increased level of engagement and participation will positively impact Goal 6 metrics and the culture and climate of our schools. | The effectiveness of this action will be measured by metrics 6.1 Suspension Rate and 6.4 Chronic Absenteeism |
| Goal 6 Action 4 | Home to School Transportation - KUSD considered the needs of Foster Youth, English Learners, Low Income and Homeless students first for Action 6.4 - Home to School Transportation by considering the growing demand in our district for Home to School Transportation and the challenges we have in maintaining sufficient staff to meet the growing needs. Input from unduplicated count parents informs the district of challenges families face in getting their children to school. Due to a deficiency of drivers, some bus routes are forced to leave students at bus stops when the bus becomes full, later returning to the stops to pick up the students left behind after dropping the initial group of students at school, and making the students late for school. Another challenge facing KUSD is the number of drivers who are trained by KUSD, only to leave once their training is complete, to neighboring school districts who do not have their own training program. KUSD is committed to providing Home to School Transportation for all students and will use S&C funds to support our bus driver training program with two trainees at all times. | Home to School Transportation - KUSD believes that home to School Transportation is a critical service to provide our unduplicated count students and families and is committed to providing the service. By investing in our own bus driver training program, and having two driver trainees at all times, we can provide full transportation service for all of our students. | Home to School Transportation - The effectiveness of this action will be measured by metrics 6.3 School Attendance and 6.4 Chronic Absenteeism, and by monitoring ridership levels for transportation services provided. |
| Goal 1 Action 6,Goal 6 Action 6 | Maintenance & Operations - KUSD considered the needs of Foster Youth, English Learners, Low Income, and Homeless students first, for Action 3.8 - Maintenance & Operations, by considering the critical role M&O plays in providing safe, secure, and healthy school environments for students and staff. KUSD will utilize S&C funds for up to two districtwide School Resource Officers for the 2025-26 school year. | Maintenance & Operations - KUSD believes that the safety and security of our school campuses is our highest priority. By investing in School Resource Officers our schools are more safe, more, secure, and more conducive to teaching and learning. | Maintenance & Operations - The effectiveness of this action will be measured by metrics 6.3 Attendance Rate and 6.4 Chronic Absenteeism. |
| Goal 6 Action 7 | Campus Security - KUSD considered the needs of Foster Youth, English Learners, Low Income, and Homeless students first, for Action 3.7 - Campus Security, by considering the safety and security of all KUSD students, including the more than 85% of our students who are Low Income, English Learner, Foster Youth, or Homeless. The safety and security of our students and staff is KUSD's highest priority. Input from Education Partner Groups and results from the PASS Survey show that students, staff, and parents generally feel safe at school but want more to be done to ensure their safety. KUSD will invest in campus security at all sites by using S&C funds for Campus Security Supervisors at each school. | Campus Security - KUSD believes that the safety and security of our school campuses is our highest priority. By investing in campus supervisors, our schools are more safe, more secure, and more conducive to teaching and learning. | Campus Security - The effectiveness of this action will be measured by metrics 6.3 Attendance Rate and 6.4 Chronic Absenteeism |
| Goal 6 Action 8 | General Administration - KUSD considered the needs of Foster Youth, English Learners, Low Income, and Homeless students first for Action 6.8 General Administration, by considering the depth and breadth of the actions and services for unduplicated count students in the 2024-25 LCAP and the role of the KUSD District Office in directing the implementation of these actions and services. At close to 4,000 students (3,400 unduplicated), successful operations of KUSD departments such as Human Resources, Business Services, Instructional Support, and other site- based programs such as After School Programs, and the College and Career Center at Lower Lake High School all play vital roles in the delivery of programs and services for our students, families, and staff. One example of Education Partner Group input was from our DELAC regarding the incredible support English Learner Families receive from our Bilingual Liaisons, whose actions are coordinated through the Instructional Support Services (ISS) department at the District Office. KUSD will continue to invest in additional staff who direct, coordinate, and facilitate a wide range of actions and services for all students and staff, including our unduplicated count students. S & C funds will be used for salaries and benefits for the ISS Director, and ISS Coordinator positions, and ISS department supplies, materials, travel and conference, and contracted services. S&C funds will also be used for additional positions in other departments and programs such as the After School Program site leads, our College and Career Clerk, and one additional Payroll Assistant at the District Office. | General Administration - KUSD believes that District Office coordination of services for unduplicated count students plays a vital role in successful implementation of actions and services, and in the attainment of all seven KUSD LCAP goals. | General Administration - The effectiveness of this action will be measured by the Local Indicators on the California School Dashboard. |
| Goal 7 Action 1 | Teacher Recruitment and Retainment (Priority 1) - KUSD considered the needs of Foster Youth, English Learners, Low Income and Homeless students first, for Action 7.1 - Staff Recruitment and Retainment, by analyzing 2022-23 CAASPP results, showing an achievement gap of 12.3% in ELA and 3.3% in Math for students who meet or exceed the standard for Economically Disadvantaged students when compared to Not Economically Disadvantaged students. We also considered an analysis of teacher experience showing approximately 40% of KUSD teachers are either pre-interns, interns, or teachers new to the profession (less than three years experience). Lastly, we calculated the one-year retention rate for new KUSD certificated staff, showing an increase in the one-year retention rate from 81% in 2019-20 to an estimated 92% for 2022-23. Input from Education Partner Groups was unanimous in support of KUSD's continuing efforts to recruit and retain highly-qualified teachers. S & C funds will be used for travel and conference for staff recruitment events, all costs related to teacher induction including mentor stipends for teacher inductees and interns, and for a portion of our competitive compensation packages for certificated staff, and for certain costs associated with our Preschool Center for children of staff. | Teacher Recruitment and Retainment (Priority 1) - KUSD believes that increasing investment in the recruitment and retainment of highly qualified teachers is critical to improving educational outcomes for all KUSD students, particularly for our unduplicated count students. Nationwide research shows that economically disadvantaged students are twice as likely to have an ineffective teacher as their not economically disadvantaged peers. KUSD acknowledges the challenges of recruiting and retaining a highly qualified teaching staff in a rural area such as Lake County, with the highest unduplicated count percentage of students not only in the county, but in all contiguous counties as well. KUSD acknowledges that we must both reach out beyond traditional recruitment territories and look within our local area to recruit teachers. In order to incentivize KUSD as a place to live and teach, we have increased both salaries and health benefits to the highest levels of compensation in Lake County by an average of 5% across all steps and columns. | Teacher Recruitment and Retainment (Priority 1) - The effectiveness of this action will be measured by the metrics 7.1 Teacher Recruitment and 7.2 Teacher Retainment. |
| Goal 7 Action 4 | Parent Engagement (Priority 3) - KUSD considered the needs of Foster Youth, English Learners, Low Income, and Homeless Students first, for 7.4 - Parent Engagement, by considering the low number of parents of unduplicated count students participating in decision-making advisory groups and responding to district parent surveys. Input from Education Partner Groups commended the district on improvements in communications this school year and encouraged the district to continue to work to improve parent engagement and participation. KUSD will continue to invest in Parent and Community Engagement initiatives by using S&C funds for contracted communications services (Jendi Coursey Communications), and all costs associated with district- and school-site parent decision making committees and councils. | Parent Engagement (Priority 3) - KUSD believes that continually working to improve district- and school-level communications with parents and the community will have a positive impact on the other six 2024-25 KUSD LCAP Goals. By contracting with a professional communications company, KUSD has increased both the quality and quantity of communications, including the Weekly Principal's Message from each school site. Improvements to the website have seen a 20% increase in website usage this year and attendance in decision-making parent advisory committees and councils continues to increase at a steady rate. KUSD believes that continued improvement in these areas will be realized by continuing to invest in Goal 7, Action 4 - Parent Engagement. | Parent Engagement (Priority 3) - The effectiveness of this action will be monitored by tracking parent involvement in district- and school-based parent decision making groups, continued analysis of KUSD website data, and including a parent engagement component to the Education Partner input process for the 2025-26 LCAP. |
For each action being solely provided to one or more unduplicated student group(s), provide an explanation of (1) the unique identified need(s) of the unduplicated student group(s) being served, (2) how the action is designed to address the identified need(s), and (3) how the effectiveness of the action in improving outcomes for the unduplicated student group(s) will be measured.
| Goal and Action #(s) | Identified Need(s) | How the Action(s) are Designed to Address Need(s) | Metric(s) to Monitor Effectiveness |
For any limited action contributing to meeting the increased or improved services requirement that is associated with a Planned Percentage of Improved Services in the Contributing Summary Table rather than an expenditure of LCFF funds, describe the methodology that was used to determine the contribution of the action towards the proportional percentage, as applicable.
Not Applicable
A description of the plan for how the additional concentration grant add-on funding identified above will be used to increase the number of staff providing direct services to students at schools that have a high concentration (above 55 percent) of foster youth, English learners, and low-income students, as applicable.
All KUSD schools have an unduplicated count percentage well above the 55% concentration add-on percentage. As such, actions such as Goal 1.1 - Basic Instructional Services, Goal 1.2 - College/Career Readiness, and Goal 1.4 - Enhanced Instructional Services all have components that include increasing the number of staff providing direct services to unduplicated count students. This is evidenced by the data below showing the KUSD certificated staff to student ratio of 1 to 20 for certificated staff and 1 to 26 for classified staff.
| 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 | 0 | 1:26 |
| Staff-to-student ratio of certificated staff providing direct services to students | 0 | 1:20 |
| 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 %) |
|---|---|---|---|---|---|
| 2026-27 | $43,020,038.00 | $15,010,032.00 | 34.89% | 1.88% | 36.77% |
| Totals | LCFF Funds | Other State Funds | Local Funds | Federal Funds | Total Funds | Total Personnel | Total Non-Personnel |
|---|---|---|---|---|---|---|---|
| Totals | $60,682,484.00 | $25,704,665.00 | $187,482.00 | $4,325,781.00 | $90,900,412.00 | $65,523,492.00 | $25,376,920.00 |
| Goal # | Action # | Action Title | Student Group(s) | Contributing to Increased or Improved Services? | Scope | Unduplicated Student Group(s) | Location | Time Span |
|---|---|---|---|---|---|---|---|---|
| 1 | 1 | 1.1 - Basic Instructional Services | Low Income, English Learner, Foster Youth, Homeless | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2025 - June 30 , 2026 |
| 1 | 2 | 1.2 - College/Career Readiness | Low Income, English Learner, Foster Youth, Homeless | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2025 - June 30 , 2026 |
| 1 | 3 | 1.3 - Special Education | Students with Disabilities | No | LEA-Wide | Students with Disabilities | Districtwide | July 1, 2025 - June 30 , 2026 |
| 1 | 4 | 1.4 - Enhanced Instructional Services | Low Income, English Learner, Foster Youth, Homeless | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2025 - June 30 , 2026 |
| 1 | 5 | 1.5 - Expanded Learning Opportunities | Low Income, English Learner, Foster Youth, Homeless | No | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 1 | 6 | 1.6 - Information Technology | Low Income, English Learner, Foster Youth, Homeless | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 1 | 7 | 1.7 - Professional Learning | Low Income, English Learner, Foster Youth, Homeless | No | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 2 | 1 | 2.1 - Student Services Support for Improved Attendance for Homeless Students | Students identified as Homeless | No | LEA-Wide | July 1, 2024 - June 30 , 2025 | ||
| 3 | 1 | 3.1 - Increase Graduation Rates for English Learners and Students with Disabilities | English Learners and Students with Disabilities | No | LEA-Wide | July 1, 2024 - June 30 , 2025 | ||
| 4 | 1 | 4.1 - East Lake School Safety Net Program | Low Income, English Learner, Foster Youth, Homeless | No | Schoolwide | East Lake School | July 1, 2024 - June 30 , 2025 | |
| 4 | 2 | 4.2 - Alternative Education Suspension Reduction Program | All Students | No | Schoolwide | Carle High School, Blue Heron School, Lewis School, Highlands Academy | July 1, 2024 - June 30 , 2025 | |
| 5 | 1 | 5.1 - Additional Onsite Administrative Support for Highlands Academy and Lewis School | All Students | No | LEA-Wide | Highlands Academy, Lewis School | July 1, 2024 - June 30 , 2025 | |
| 6 | 1 | 6.1 - Student Services | All Students | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 6 | 2 | 6.3 - Student Activities | All Students | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 6 | 3 | 6.2 - Health and Well-Being | Low Income, English Learner, Foster Youth, Homeless | No | LEA-Wide | July 1, 2024 - June 30 , 2025 | ||
| 6 | 4 | 6.4 - Home to School Transportation | All Students | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 6 | 5 | 6.5 - Nutrition Services | All Students | No | LEA-Wide | July 1, 2024 - June 30 , 2025 | ||
| 6 | 6 | 6.6 - Maintenance & Operations | All Students | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 6 | 7 | 6.7 - Campus Security | Low Income, English Learner, Foster Youth, Homeless | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2026 |
| 6 | 8 | 6.7 - General Administration | All Students | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 7 | 1 | 7.1 - Teacher Recruitment and Retainment (Priority 1) | All Students | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 7 | 2 | 7.2 - Facilities (Priority 1) | All Students | No | LEA-Wide | July 1, 2024 - June 30 , 2025 | ||
| 7 | 3 | 7.3 - Implementation of State Standards (Priority 2) | All Students | No | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 7 | 4 | 7.4 - Parent Engagement (Priority 3) | All Students | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 7 | 5 | 7.5 - Course Access (Priority 7) | All Students | No | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 7 | 6 | 7.6 - Other Pupil Outcomes (Priority 8) | All Students | No | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | July 1, 2024 - June 30 , 2025 |
| 8 | 1 | 8.1 - Professional Learning for English Language Arts Instruction | Low Income, English Learner, Foster Youth, Homeless | No | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Burns Valley School | July 1, 2024 - June 30 , 2025 |
| 8 | 2 | 8.2 - Supporting English Learners in grades TK-6 | English Learners | No | Schoolwide | English Learners | Burns Valley School | July 1, 2025 - June 30 , 2026 |
| 8 | 3 | 8.3 - Burns Valley School Safety Net Program | All Students | No | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Burns Valley School | July 1, 2025 - June 30 , 2026 |
| 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 | $17,629,779.00 | $839,178.00 | $17,860,380.00 | $608,577.00 | $0.00 | $0.00 | $18,468,957.00 | 0.00% |
| 1 | 2 | $65,016.00 | $676,470.00 | $741,486.00 | $0.00 | $0.00 | $0.00 | $741,486.00 | 0.00% |
| 1 | 3 | $10,731,023.00 | $2,562,341.00 | $2,285.00 | $12,207,340.00 | $35,000.00 | $1,048,739.00 | $13,293,364.00 | 0.00% |
| 1 | 4 | $13,957,141.00 | $2,353,638.00 | $13,733,649.00 | $1,183,857.00 | $0.00 | $1,393,273.00 | $16,310,779.00 | 0.00% |
| 1 | 5 | $2,997,239.00 | $768,155.00 | $0.00 | $3,765,394.00 | $0.00 | $0.00 | $3,765,394.00 | 0.00% |
| 1 | 6 | $640,083.00 | $1,214,330.00 | $1,854,413.00 | $0.00 | $0.00 | $0.00 | $1,854,413.00 | 0.00% |
| 1 | 7 | $217,125.00 | $1,641,835.00 | $0.00 | $1,269,887.00 | $0.00 | $589,073.00 | $1,858,960.00 | 0.00% |
| 2 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
| 3 | 1 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
| 4 | 1 | $122,391.00 | $6,825.00 | $0.00 | $129,216.00 | $0.00 | $0.00 | $129,216.00 | 0.00% |
| 4 | 2 | $234,010.00 | $9,865.00 | $0.00 | $243,875.00 | $0.00 | $0.00 | $243,875.00 | 0.00% |
| 5 | 1 | $214,572.00 | $105.00 | $0.00 | $214,677.00 | $0.00 | $0.00 | $214,677.00 | 0.00% |
| 6 | 1 | $2,269,665.00 | $466,040.00 | $1,318,725.00 | $280,303.00 | $0.00 | $1,136,677.00 | $2,735,705.00 | 0.00% |
| 6 | 2 | $272,839.00 | $732,298.00 | $0.00 | $1,005,137.00 | $0.00 | $0.00 | $1,005,137.00 | 0.00% |
| 6 | 3 | $173,990.00 | $407,906.00 | $441,537.00 | $26,624.00 | $113,735.00 | $0.00 | $581,896.00 | 0.00% |
| 6 | 4 | $2,153,181.00 | $606,178.00 | $2,759,359.00 | $0.00 | $0.00 | $0.00 | $2,759,359.00 | 0.00% |
| 6 | 5 | $0.00 | $75,250.00 | $75,250.00 | $0.00 | $0.00 | $0.00 | $75,250.00 | 0.00% |
| 6 | 6 | $4,315,114.00 | $7,823,770.00 | $10,250,719.00 | $1,888,165.00 | $0.00 | $0.00 | $12,138,884.00 | 0.00% |
| 6 | 7 | $959,869.00 | ($959,869.00) | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
| 6 | 8 | $7,258,646.00 | $3,048,225.00 | $10,115,685.00 | $130,367.00 | $38,747.00 | $22,072.00 | $10,306,871.00 | 0.00% |
| 7 | 1 | $1,128,286.00 | $34,491.00 | $0.00 | $1,162,777.00 | $0.00 | $0.00 | $1,162,777.00 | 0.00% |
| 7 | 2 | $0.00 | $2,576,730.00 | $1,528,996.00 | $1,047,734.00 | $0.00 | $0.00 | $2,576,730.00 | 0.00% |
| 7 | 3 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
| 7 | 4 | $135,947.00 | $0.00 | $0.00 | $0.00 | $0.00 | $135,947.00 | $135,947.00 | 0.00% |
| 7 | 5 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
| 7 | 6 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | $0.00 | 0.00% |
| 8 | 1 | $0.00 | $300,000.00 | $0.00 | $300,000.00 | $0.00 | $0.00 | $300,000.00 | 0.00% |
| 8 | 2 | $0.00 | $193,159.00 | $0.00 | $193,159.00 | $0.00 | $0.00 | $193,159.00 | 0.00% |
| 8 | 3 | $47,576.00 | $0.00 | $0.00 | $47,576.00 | $0.00 | $0.00 | $47,576.00 | 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) |
|---|---|---|---|---|---|---|---|
| $43,020,038.00 | $15,010,032.00 | 34.89% | 1.88% | 36.77% | $58,634,416.00 | 0.00% | 136.30% |
| Totals by Type | Total LCFF Funds |
|---|---|
| Total: | $58,634,416.00 |
| LEA-wide Total: | $60,682,484.00 |
| Limited Total: | $0.00 |
| 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 | 1 | 1.1 - Basic Instructional Services | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $17,860,380.00 | 0.00% |
| 1 | 2 | 1.2 - College/Career Readiness | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $741,486.00 | 0.00% |
| 1 | 4 | 1.4 - Enhanced Instructional Services | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $13,733,649.00 | 0.00% |
| 1 | 6 | 1.6 - Information Technology | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $1,854,413.00 | 0.00% |
| 6 | 1 | 6.1 - Student Services | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $1,318,725.00 | 0.00% |
| 6 | 2 | 6.3 - Student Activities | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $0.00 | 0.00% |
| 6 | 4 | 6.4 - Home to School Transportation | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $2,759,359.00 | 0.00% |
| 6 | 6 | 6.6 - Maintenance & Operations | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $10,250,719.00 | 0.00% |
| 6 | 7 | 6.7 - Campus Security | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $0.00 | 0.00% |
| 6 | 8 | 6.7 - General Administration | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $10,115,685.00 | 0.00% |
| 7 | 1 | 7.1 - Teacher Recruitment and Retainment (Priority 1) | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $0.00 | 0.00% |
| 7 | 4 | 7.4 - Parent Engagement (Priority 3) | Yes | LEA-Wide | Low Income, English Learner, Foster Youth, Homeless | Districtwide | $0.00 | 0.00% |
| Totals | Last Year's Total Planned Expenditures (Total Funds) | Total Estimated Actual Expenditures (Total Funds) |
|---|---|---|
| Totals | $49,806,897.00 | $36,258,579.00 |
| 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 | 1.1 - Basic Instructional Services | Yes | $14,796,968.00 | $13,444,373.00 |
| 1 | 2 | 1.2 - College/Career Readiness | Yes | $1,616,490.00 | $1,212,751.00 |
| 1 | 3 | 1.3 - Special Education | No | $10,703,042.00 | $12,456,521.00 |
| 1 | 4 | 1.4 - Enhanced Instructional Services | Yes | $2,080,510.00 | $2,555,095.00 |
| 1 | 5 | 1.5 - Expanded Learning Opportunities | No | $1,254,870.00 | $4,140,558.00 |
| 1 | 6 | 1.6 - Information Technology | Yes | $1,120,985.00 | $981,498.00 |
| 1 | 7 | 1.7 - Professional Learning | No | $2,478,198.00 | $1,467,783.00 |
| 2 | 1 | 2.1 - Student Services Support for Improved Attendance for Homeless Students | No | $0.00 | $0.00 |
| 3 | 1 | 3.1 - Increase Graduation Rates for English Learners and Students with Disabilities | No | $0.00 | $0.00 |
| 4 | 1 | 4.1 - East Lake School Safety Net Program | No | $203,145.00 | $0.00 |
| 4 | 2 | 4.2 - Alternative Education Suspension Reduction Program | No | $0.00 | $0.00 |
| 5 | 1 | 5.1 - Additional Onsite Administrative Support for Highlands Academy and Lewis School | No | $109,386.00 | $0.00 |
| 6 | 1 | 6.1 - Student Services | Yes | $2,023,931.00 | $0.00 |
| 6 | 2 | 6.2 - Health and Well-Being | No | $376,778.00 | $0.00 |
| 6 | 3 | 6.3 - Student Activities | Yes | $116,427.00 | $0.00 |
| 6 | 4 | 6.4 - Home to School Transportation | Yes | $1,064,904.00 | $0.00 |
| 6 | 5 | 6.5 - Nutrition Services | No | $538,074.00 | $0.00 |
| 6 | 6 | 6.6 - Maintenance & Operations | Yes | $3,334,556.00 | $0.00 |
| 6 | 7 | 6.7 - Campus Security | Yes | $959,869.00 | $0.00 |
| 6 | 8 | 6.7 - General Administration | Yes | $2,384,293.00 | $0.00 |
| 7 | 1 | 7.1 - Teacher Recruitment and Retainment (Priority 1) | Yes | $928,333.00 | $0.00 |
| 7 | 2 | 7.2 - Facilities (Priority 1) | No | $2,917,389.00 | $0.00 |
| 7 | 3 | 7.3 - Implementation of State Standards (Priority 2) | No | $0.00 | $0.00 |
| 7 | 4 | 7.4 - Parent Engagement (Priority 3) | Yes | $190,683.00 | $0.00 |
| 7 | 5 | 7.5 - Course Access (Priority 7) | No | $0.00 | $0.00 |
| 7 | 6 | 7.6 - Other Pupil Outcomes (Priority 8) | No | $0.00 | $0.00 |
| 8 | 1 | 8.1 - Professional Learning for English Language Arts Instruction | No | $300,000.00 | $0.00 |
| 8 | 2 | 8.2 - Supporting English Learners in grades TK-6 | No | $105,212.00 | $0.00 |
| 8 | 3 | 8.3 - Burns Valley School Safety Net Program | No | $202,854.00 | $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 | $14,684,420.00 | $18,978,448.00 | $21,682,702.00 | ($2,704,254.00) | 0.00% | 0.00% | 0.00% |
| Last Year's Goal # | Last Year's Action # | Action Title | Contributed to Increased or Improved Services? | Last Year's Total Planned Expenditures for Contributing Actions(LCFF Funds) | Estimated Actual Expenditures for Contributing Actions (Input LCFF Funds) | Planned Percentage of Improved Services (%) | Estimated Actual Percentage of Improved Services (Input Percentage) |
|---|---|---|---|---|---|---|---|
| 1 | 1 | 1.1 - Basic Instructional Services | Yes | $12,652,993.00 | $11,056,300.00 | 0.00% | 0.00% |
| 1 | 2 | 1.2 - College/Career Readiness | Yes | $1,227,021.00 | $9,488,341.00 | 0.00% | 0.00% |
| 1 | 4 | 1.4 - Enhanced Instructional Services | Yes | $68,177.00 | $491,771.00 | 0.00% | 0.00% |
| 1 | 6 | 1.6 - Information Technology | Yes | $1,120,483.00 | $646,290.00 | 0.00% | 0.00% |
| 6 | 1 | 6.1 - Student Services | Yes | $2,017,409.00 | $0.00 | 0.00% | 0.00% |
| 6 | 3 | 6.3 - Student Activities | Yes | $79,071.00 | $0.00 | 0.00% | 0.00% |
| 6 | 4 | 6.4 - Home to School Transportation | Yes | $21,963.00 | $0.00 | 0.00% | 0.00% |
| 6 | 6 | 6.6 - Maintenance & Operations | Yes | $293,000.00 | $0.00 | 0.00% | 0.00% |
| 6 | 7 | 6.7 - Campus Security | Yes | $959,869.00 | $0.00 | 0.00% | 0.00% |
| 6 | 8 | 6.7 - General Administration | Yes | $405,337.00 | $0.00 | 0.00% | 0.00% |
| 7 | 1 | 7.1 - Teacher Recruitment and Retainment (Priority 1) | Yes | $58,125.00 | $0.00 | 0.00% | 0.00% |
| 7 | 4 | 7.4 - Parent Engagement (Priority 3) | Yes | $75,000.00 | $0.00 | 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) |
|---|---|---|---|---|---|---|---|---|
| $40,628,446.00 | $14,684,420.00 | 6.60% | 42.74% | $21,682,702.00 | 0.00% | 53.37% | $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. LEAs may also provide information about their strategic plan, vision, etc.
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.