Source	Funds	Percentage
All Other State Funds	$243,260,656	18%
All Local Funds	$359,992,171	26%
All Federal Funds	$48,138,795	4%
Total LCFF Funds	$713,155,090	52%

Source	Funds	Percentage
LCFF S/C Grants	$80,974,904	6%
All Other LCFF Funds	$632,180,186	46%

Local Control and Accountability Plan

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
San Francisco Unified	Christina Wong Executive Director, Local, State and Federal Programs	wongc8@sfusd.edu 415-994-5618

Plan Summary 2026-27

General Information

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.

The San Francisco Unified School District (SFUSD) is the seventh-largest public school district in California, serving approximately 50,000 preschool through grade 12 students across 122 schools, including 6 county and court schools through the San Francisco County Office of Education. San Francisco is both a city and a county; therefore, SFUSD’s 8,900+ employees administer both the school district and the San Francisco County Office of Education (SFCOE), which makes SFCOE a single district office of education. While this 2026-27 LCAP update is filed under SFCOE, it will cover both the SFCOE and SFUSD. The 2026-27 school year is Year 3 of the 2024-2027 LCAP.
SFUSD and SFCOE are governed by an elected seven member Board of Education:
Phil Kim, President
Jaime Huling, Vice President
Matt Alexander, Commissioner
Alida Fisher, Commissioner
Parag Gupta, Commissioner
Supryia Ray, Commissioner
Lisa Weissman-Ward, Commissioner

The SFUSD Community
SFUSD is proud to serve a diverse and inclusive community of students and families. Our capacity to do so is made possible by the parents and caregivers who sit on 11 different advisory committees and councils, with representatives serving on the LCAP Advisory Committee. This plan and our work is not possible without their partnership.
SFUSD is grateful to the City of San Francisco, our Mayor and Board of Supervisors, who work to improve outcomes for public school students, most recently through the Student Success Fund (https://www.sf.gov/student-success-fund). San Francisco Promise is a partnership among San Francisco State University, San Francisco Unified School District, and the Mayor’s Office of the City of San Francisco to create educational opportunities for families in the City and County of San Francisco so that historically under-resourced students are prepared for and attend college directly from high school (https://future.sfsu.edu/sf-promise).
The broader community of San Francisco and the entire Bay Area supports SFUSD students and educators in a myriad of ways, from professional learning and enrichment with organizations like the California Academy of Sciences and SFMoMA, to providing work-based learning opportunities, including the UCSF partnership with the Mission Bay Hub, to dozens of community based organizations who work tirelessly in service and support of our students, families and community, especially our partners who provide after school services across the district.
SFUSD participates in deep and sustained research-practice-partnerships with Stanford University and UC Berkeley. Since 2009, SFUSD and Stanford have engaged in over 200 joint research projects focusing on areas such as STEM education, socioemotional learning, and college affordability. For over two decades, SFUSD and UC Berkeley have collaborated on topics including science assessment, high school trajectories, nutrition services, and Youth Participatory Action Research (YPAR) to empower youth to lead and participate in all stages of a research project, from identifying problems to implementing solutions, with the goal of addressing issues they care about.
SFUSD benefits from and is grateful for the generosity of our philanthropic partners, including local and national foundations. For example, the Golden State Community Foundation has contributed to the strength and sustainability of programs for focal students. The Salesforce Foundation has come alongside our efforts to improve student outcomes for over a decade, currently investing in improving mathematics in middle schools.

Our Students and Schools
Together, SFUSD and the SFCOE serve approximately 56,000 students from birth through adulthood. SFUSD’s roughly 50,000 students span grades TK-12 in 101 schools and we provide Pre-K at 48 sites. As reported in the 2025-26 enrollment report to the CDE, SFCOE served 289 students across 4 sites.
The SFUSD student body reflects a wide range of cultural, linguistic, and socio-economic backgrounds. San Francisco is and will always be a sanctuary district, committed to serving all children in our community. A snapshot of these demographics from 2025 Data Quest enrollment data for SFUSD (non-charter schools) shows:
Socioeconomically Disadvantaged: 54.1%; English Learners: 25%; Foster Youth 0.4%; Homeless 6.2%, Students with Disabilities 16.6%
African American 5.8%, American Indian .2%, Asian 29.8%, Filipino 3.3%, Latin@ 31.5%, Multi-Racial 7.7%, Pacific Islander .6%, White 12.3%. The SFUSD “Unduplicated Pupil Percentage” (UPP), which is the percentage of focal students who are counted once if they fall in at least one of the LCFF focal student categories (socioeconomically disadvantaged, English Learners, Foster Youth) was 59.4% as of January 2026.

The SFUSD Vision, Values, Goals and Guardrails
In October 2022 the SFUSD Board of Education adopted a vision and mission statement, a set of values that anchor our community, 5-year goals for student outcomes, and a set of guardrails, which are the community’s non-negotiables that must be honored when pursuing the goals.
Under the leadership of the Board of Education and Superintendent Dr. Maria Su, SFCOE & SFUSD remains committed to implementing these “VVGGs.”

Mission: Every day we provide each and every student the quality instruction and equitable support required to thrive in the 21st century.

Vision: All SFCOE & SFUSD students will graduate as independent thinkers with a sense of agency who have attained academic and creative skills to lead productive lives and contribute to our community.

Values: We anchor to a common set of Values: Student-Centered, Fearless, United, Social Justice and Diversity-Driven.
Student-Centered: We put students' needs first.
Fearless: We persist through challenges.
United: We celebrate and build on each other's strengths.
Social Justice: We stand with those most vulnerable in our community.
Diversity-Driven: We respect and seek to understand each person.

Goals: SFUSD has set goals that reflect key benchmarks in a student’s path toward future success:
VVGG Goal 1- 3rd-grade Literacy: The percentage of ALL third-grade students reading at grade level as measured by state tests (SBAC ELA) will increase from 52% proficiency rate in October 2022 to 70% proficiency by October 2027 (LCFF Priority 2: State Standards, Priority 4: Student Achievement).
VVGG Goal 2- 8th-grade Math: The percentage of ALL eighth-grade students performing math at grade level as measured by the state tests (SBAC Math) will increase from 42% proficiency rate in October 2022 to 65% proficiency by October 2027 (LCFF Priority 2: State Standards, Priority 4: Student Achievement).
VVGG Goal 3- College & Career Readiness: The percentage of all high school 12th graders who are “college/career ready“ as defined by the California Department of Education will increase from 57.5% in June 2020 to 70% by June 2027 (Priority 4: Student Achievement, Priority 7: Course Access).

Guardrails:
The following are community-driven non-negotiables that must be honored while working towards the goals:
Guardrail 1 Effective Decision-Making: The superintendent will not make major decisions without utilizing a process–that which includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions–at the inception, adoption, and review (LCFF Priority 3: Parent Engagement, LCFF Priority 5: Student Engagement).

Guardrail 2 Serving The Whole Child: The Superintendent will not take approaches that neglect the cognitive and academic development, social and emotional development, identity development, physical and mental well-being, or ethical and moral development of students (LCFF Priority 5: Student Engagement, LCFF Priority 7: Course Access).

Guardrail 3 Curriculum and Instruction: The Superintendent will not permit curriculum and instruction which is not rooted in excellence, not challenging and engaging, not student-centered, not culturally responsive, or not differentiated to meet the academic needs of all students (LCFF Priority 1: Basic Services, LCFF Priority 2: State Standards, LCFF Priority 8: Pupil Outcomes, LCFF Priority 7: Course Access).

Guardrail 4 Resource Allocation: The Superintendent will not allow resources to be allocated without transparently communicating how the allocations are baseline sufficient to operate all schools while addressing inequitable inputs and creating more equity and excellence in student outcomes ((LCFF Priority 1: Basic Services).

Guardrail 5 Strategic Partnerships: The Superintendent will not impede collaboration with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values (LCFF Priority 3: Parent Engagement, LCFF Priority 4: Student Achievement).

The SFUSD/SFCOE Board of Public Education approved the above goals and guardrails in 2022, the Superintendent established interim goals and guardrails for the 2025-26 school year. The interim goals and guardrails include initiatives, implementation metrics, and impact metrics for focal students such as Multilingual Learners and students who are African American, Pacific, or Latin@.
For more details: https://docs.google.com/presentation/d/11A93KXRu6n03Fx-4wJzA0UYgdKYWE9FNZBFn6QoRFUQ/edit?slide=id.g3725a900f48_0_86#slide=id.g3725a900f48_0_86.

The above goals and guardrails established by the school board are intentionally aligned to the LCAP, which in turn is aligned with the CDE priorities:

Priority 1: Basic Services and Conditions of Schools
Priority 2: Implementation of State Academic Standards
Priority 3: Parental Involvement and Family Engagement
Priority 4: Student Achievement
Priority 5: Student Engagement
Priority 6: School Climate
Priority 7: Access to a Broad Course of Study
Priority 8: Outcomes in a Broad Course of Study
Priority 9: Coordination of Services for Expelled Students (County Office of Education)
Priority 10: Coordination of Services for Foster Youth (County Office of Education)

A Commitment to Continuous Improvement
SFCOE and SFUSD schools have many bright spots to celebrate, learn from and scale throughout our district and county. At the same time, there are many opportunities for improvement as evidenced by the 2023 CA Dashboard results which informed the development of the 2024-2027 LCAP Goals and Actions. By way of reflecting back on where we started, and in fulfillment of our requirement to include these in every LCAP update, here are the SFCOE/SFUSD 2023 Dashboard Lowest Indicators:
https://docs.google.com/spreadsheets/d/1x2iDZMB78AtGpkzEPvL8AuWQfXlUKkF_JMozoaXhAso/edit#gid=1084394816
SFUSD engages in ongoing, data-driven continuous improvement aligned to LCAP goals and the BOE-adopted Vision, Values, Goals and Guardrails (VVGGs). More about these efforts can be found throughout this update.

Performance on the 2025 CDE Dashboard has informed our focused efforts for continuous improvement.
SFCOE 2025 Dashboard: https://www.caschooldashboard.org/reports/38103890000000/2025
SFUSD 2025 Dashboard: https://www.caschooldashboard.org/reports/38684780000000/2025

LCFF Equity Multiplier Funding:
The Local Control Funding Formula Equity Multiplier provides additional funding to districts for allocation to school sites with prior year non-stability rates greater than 25 percent and prior year socioeconomically disadvantaged pupil rates greater than 70 percent. Equity Multiplier funding must be used to provide evidence-based services and supports for students at identified sites. The CDE selects schools based on the formula each year.
Below are the sites receiving the Equity Multiplier funding for the 2026-2027 school year, their funding allocations and student outcomes focus areas by student group (based on 2025 CA dashboard indicators where specific student groups scored “Red”):
Lee (Edwin and Anita) Newcomer School (located at Lau ES): $51,697
Outcomes Focus: No specific student groups based on CA Dashboard “Red” status, but the focus of the school is in service of Newcomer students who are English Language Learners.
Redding Elementary School: $325,828
Outcomes Focus:
1) Chronic Absenteeism: All Students, English Learners, Socioeconomically Disadvantaged, Asian, Hispanic or Latin@, White
2) English Language Arts: All Students, English Learners, Socioeconomically Disadvantaged
3) Mathematics: All Students, English Learners, Socioeconomically Disadvantaged
4) Science: All Students
Downtown High School: $285,795
Outcomes Focus:
1) Graduation Rate: All Students, English Learners, Long-Term English Learners, Socioeconomically Disadvantaged, Students with Disabilities, Hispanic or Latin@
2) College & Career: All Students, English Learners, Long-Term English Learners, Socioeconomically Disadvantaged, Hispanic or Latin@
Marshall (Thurgood) High School: $624,967
Outcomes Focus:
1) English Learner Progress: All Students, English Learners
2) Suspension Rate: Students with Disabilities
3) Graduation Rate: All Students, English Learners, Socioeconomically Disadvantaged, Hispanic or Latin@
4) English Language Arts: All Students, English Learners, Socioeconomically Disadvantaged, Hispanic or Latin@
5) Mathematics: English Learners, Hispanic or Latin@
6) Science: All Students, English Learners, Hispanic or Latin@
Wells (Ida B.) High School: $319,156
Outcomes Focus:
1) Graduation Rate: All Students, English Learners, Long-Term English Learners, Socioeconomically Disadvantaged, Hispanic or Latin@
2) Science: All Students
3) College & Career: All Students
SFCOE
S.F. County Civic Center Secondary: $209,064
Outcome Focus:
1) Science: All Students

S.F. County Court Woodside Learning Center: $217,960
Outcome Focus:
No specific student groups based on CA Dashboard “Red” status, but the school has identified English Learners and Students with IEPs as their key focal students.

S.F. County Opportunity (Hilltop) $113,428
Outcome Focus:
1) English Learner Progress: All Students, English Learners
2) Graduation Rate: All Students, English Learners, Socioeconomically Disadvantaged, Hispanic or Latin@
3) Science: All Students
The following schools have unused Equity Multiplier funds from the 2025-26 school year. These carryover funds will be used to support the lowest performing students groups at the sites and will continue in Goal 6.
SFUSD
- Lee (Edwin and Anita) Newcomer (newcomer program located at Lau ES)
- Mission Education Center
- Wells (Ida B.) High
- Downtown High

SFCOE
- S.F. County Civic Center Secondary
- S.F. County Court Woodside Learning Center
- S.F. County Opportunity (Hilltop)

The following schools no longer qualify for Equity Multiplier funding for the 2026-2027 school year. Any unused funds (carryover) at these particular sites will continue in Goal 6 to support these specific schools and the needs identified for low-performing student groups:
- Muir (John) Elementary
- Visitacion Valley Middle School
- Mission Education Center

Note: The stability rate is a measure to identify the number and percent of students who receive a “full year” of learning in the same school. The measure is intended to serve as a tool to help better understand the complex needs of students and schools. The California Department of Education makes this calculation. Please visit: https://www.cde.ca.gov/ds/ad/sr.asp for more information about stability rates.

Reflections: Annual Performance

A reflection on annual performance based on a review of the California School Dashboard (Dashboard) and local data.

The California School Dashboard is a collection of measures that the California Department of Education publishes to indicate district performance. The indicators include student behavioral and engagement data and academic performance and outcome data. The dashboard indicator shows red, orange, yellow, green and blue for all students and for subgroups of students, based on how well the district is doing compared to a standard set by the state.

Academic Performance

English Language/Arts - performance on the Smarter Balanced Assessment or California Alternate Assessment for grades 3-8 and 11.
For spring 2025 the San Francisco Unified School District (SFUSD) is in “yellow” which is “standard” status. (technically .2 points below standard for all students. From 2024-2025 SFUSD maintained this standard status, with only a .8 point decline.

Mathematics - performance on the Smarter Balanced Assessment or California Alternate Assessment for grades 3-8 and 11.
For spring 2025 SFUSD maintained “standard” or “yellow” status at 24.4 points below with a 2.7 point increase from 2024.

English learner progress - the percentage of English learners (multilingual learners) who are making progress, as measured by the percentage of current EL students who progressed at least one level on the English Language Proficiency Indicator, maintained a level 4, maintained lower ELPI levels, or decreased at least one ELPI level.
For 2025 SFUSD is in “orange” status with 39.3% making progress and 1.4% staying at a level 4 or higher and 42% maintaining their level of
proficiency. This represents a decline of 3.9 points from 2024.

College and Career Readiness - the percentage of students who graduate from SFUSD not prepared, approaching prepared, or prepared for college and/or career. Indicator is a composite of several measures including : Smarter Balanced assessments, A-G, AP exams, IB exams, Dual Credit (has to be core academic UC course) Seal of Biliteracy, CTE Pathway, Dual Credit, Work-based learning (students with IEPs only), Internships, Leadership/Military science courses.
For 2025 59.7% of SFUSD students were prepared, a small decrease of 2.6 percentage points.

Implementation of academic standards: SFUSD also looks at the implementation of academic standards as a local measure. In 2025 SFUSD met this standard.
Subgroup performance on academic measures: When looking at the performance of individual subgroups across all measures, the data show equity gaps, with some student populations scoring in the blue and green ranges and a large number of student groups scoring in the red and orange ranges. This plan describes efforts to move the needle for our most marginalized students, including, but not limited to Goal 4, Anti-racist culture and equitable supports. As this goal describes, we aim to remove the predictability of success or failure that currently correlates with any social or cultural factor and will implement targeted and differentiated supports in order to improve outcomes and experiences for our most marginalized student groups.

SFUSD staff reflections for English Language Arts and English Learner Progress are included in the BPE Adopted Goal 1 - 3rd Grade Literacy progress monitoring report https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DSCU3G7A156C/$file/%5BBOE%20Final%20-%2020260319%5D%2020260324%20PMR%20-%20Goal%201.pdf and staff presentation to the board on March 24, 2026 https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DSCU3J7A1734/$file/%5BBOE%20Final%5D%2020260319%20PMR%20Presentation%20-%20Goal%201%20%26%20GR%203.2.pdf.

SFUSD staff reflections for Mathematics are included under BPE Adopted Goal 2 - 8th Grade Math in the progress monitoring report https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DSCU3Q7A1E57/$file/%5BBOE%20Final%20-%2020260319%5D%2020260324%20PMR%20-%20Goal%202.pdf] and presentation to the board on March 24, 2026 https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DSCU3S7A2004/$file/%5BBOE%20Final%5D%2020260319%20PMR%20Presentation%20-%20Goal%202.pdf.

SFUSD staff reflections for College and Career Readiness are included under BPE Adopted Goal 3 - College and Career Readiness in this progress monitoring report https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DRG25S0089EA/$file/%5BBOE%20Final%20-%2020260219%5D%2020260224%20PMR%20-%20Goal%203.pdf and presentation to the board on February 24, 2026 https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DRG25P008780/$file/%5BBOE%20Final%20-%2020260219%5D%2020260224%20PMR%20Presentation%20-%20Goal%203.pdf.

Academic Engagement
California measures of academic engagement include:
Chronic absenteeism - the percentage of students in grades TK-8 who were absent 10% or more of the school year.

Overall, 26.6% of students in SFUSD are chronically absent, with a 1.4 percentage point increase in the rate from 2024-25. This compares to 17.1% for the state as a whole. This puts SFUSD in the “red” zone. As with academic performance, equity gaps remain large. However, chronic absenteeism is an issue across all groups as no individual student group scored in the “green” or “blue” status. Among student groups, the largest increase in chronic absenteeism is seen in Latin@ students with a 2 point increase. Among grade level spans, chronic absenteeism is highest for Transitional Kindergarten (TK)/Kindergarten students.

For staff reflections, please see the April 28, 2026 report and presentation made to the Board of Public Education for Guardrail 2 - Serving the Whole Child, which includes this metric. Report: https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DTEVKB81084C/$file/%5BBOE%20Final%5D%2020260428%20PMR%20-%20Guardrail%202.pdf Presentation: https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DTEVKE8112B3/$file/%5BBOE%20Final%5D%2020260428%20PMR%20Presentation%20-%20Guardrail%202.pdf.

Graduation rate - the percentage of students who received a standard school diploma
For all students, SFUSD is in the “green” for graduation, with a graduation rate of 89.4%, representing a move from orange to green.

Access to a broad course of study - SFUSD uses the following tools to measure access to and enrollment in a broad course of study, broken down by grade spans in service of improved outcomes for all students and especially our unduplicated subgroups (English Learners, Foster Youth, Low SES) and focal populations: Locally Selected Measures & Tools (Grade Spans / Equity Groups) 1. Grade 9 Early Warning Indicators (EWI) Exit Rate District tracks the percentage of incoming 9th graders who exit EWI status (e.g. no chronic absenteeism, course failures) by the end of 9th grade . 2. Grade 10 On-Track to Graduation Tracks the percentage of grade-10 students “on-track” for graduation by meeting course requirements and credits by June . 3. Grades 11–12 Course Success in Advanced Pathway Courses Measures the percentage of juniors and seniors (particularly African American, Latinx, NHPI) enrolled in Career Technical Education (CTE) pathway courses, AP courses, or college credit (dual/concurrent enrollment) courses passing with C- or better. 4. Course Access Tools & Master Scheduling Strategies SFUSD’s College and Career Readiness (CCR) office supports site master scheduling that ensures access to CTE electives and summer programming. 5. Mandatory College & Career Readiness Course All high school students must take a semester-long College & Career course that includes personalized planning, exploration of career pathways, CTE, AP and college readiness . These selected measures map directly to LCAP Priorities 2 & 4.

A summary of the differences across school sites and student groups having access to, and are enrolled in, a broad course of study, and may include a description of progress over time in the extent to which all students have access to, and are enrolled in, a broad course of study. San Francisco Unified School District (SFUSD) continues to ensure all students have access to, and are enrolled in, a broad course of study across grade spans, while identifying and addressing disparities in access and participation across student groups and school sites.

Universal Access Efforts: All SFUSD students in grades 9–12 are expected to complete a semester-long College & Career Readiness (CCR) course designed to introduce CTE pathways, AP options, and college eligibility. Master scheduling support from the College and Career Readiness Office ensures core and elective access, including AVID, dual enrollment, and third semester (summer) programs.

Enrollment Monitoring Tools:
Grade 9: District tracks 9th grade Early Warning Indicator (EWI) exit rates to ensure access to a complete schedule and course success. Grade 10: On-track graduation status is used to evaluate course completion aligned with UC/CSU and district diploma requirements.
Grades 11–12: Students enrolled in CTE, AP, or dual enrollment courses are tracked for both participation and success (C- or better). Over the past three years, SFUSD has: (1) Increased 9th grade EWI exit rates, indicating better initial course access. (2) Narrowed gaps in on-track graduation rates across several subgroups. (3) Expanded culturally responsive elective and AP offerings; and (4) Introduced equity-focused supports like AVID-Excel and targeted CTE recruitment efforts for underrepresented students.

Conditions and Climate

Measures of district and school conditions and climate are:

Suspension rate: The percentage of students in TK-grade 12 who have been suspended for at least one aggregate day in the school year. Students are counted once regardless of the number of times or days they were suspended.

SFUSD maintained “green” status.

Basics (LCAP State Priority 1)
The percentage of appropriately assigned teachers: Reported annually to the CDE.

Students' access to curriculum-aligned instructional materials
Safe, clean and functional school facilities.

California School Inspections conducted the annual facilities inspection in fall 2025. The evaluator reported that they evaluated 76,515 different items across the fifteen areas across all inspected school sites. They identified 10,642 deficiencies and 191 extreme deficiencies in the 51 school sites visited. This represents an increase from the 2024-2025 school year, where the SFUSD school facilities inspections resulted in 6,921 deficiencies and 157 extreme deficiencies. The increase in deficiencies and extreme deficiencies can partially be attributed to the increase in the number of facilities from 43 to 51 campuses for Williams inspections. The inspectors found that the highest number of extreme deficiencies were in the areas of Fire Safety, Electrical, Interior Surfaces, and Windows and Doors.

SFUSD met the standard for providing the basics of a quality education.

Parent and family engagement: This measure addresses Parent and Family Engagement, including how an LEA builds relationships between school staff and families, builds partnerships for student outcomes and seeks input for decision-making.
SFUSD met the standard for parent and family engagement.

School Climate Survey: Each spring, the San Francisco Unified School District administers a SEL/Culture-Climate survey to students in Grades 4-12.
In 2025-26, the survey results closely tracked the results of the prior year, with a notable exception: a 3-point increase in the favorability score for Sense of Belonging among secondary students. The student response rate climbed nearly three percentage points, to 77%.

Elementary: The survey results for Elementary students were very similar to those in 2024-25. Among the SEL domains, there was no change in the favorability score for Growth Mindset (67%), and 1 point decrease year-over-year for each of the other three domains: Self-Management (65%), Social Awareness (61%), and Self-Efficacy (54%). The Culture-Climate results followed a similar pattern: a 1-point decrease in one domain, Safety, which dropped to 64%, and no change for the other domains, which include Climate of Support for Academic Learning (78%) and Sense of Belonging (73%).

Secondary: As in years past, favorability scores among Secondary students were the same or slightly higher in the SEL domains as compared with Elementary students, and significantly higher in the Culture-Climate domains. Results in the SEL domains were largely flat as compared to last year, though Social Awareness increased by two points, to 65%. Most notably, there was a year-over-year increase for every Culture Climate domain: the score for Climate of Support for Academic Learning increased one point, to 90%, while Safety increased two points, to 74%, and Sense of Belonging increased three points, to 83%.

Learning Recovery Emergency Block Grant (LREBG) Reporting:

In 2025-26 SFUSD prioritized investments in professional learning to accelerate academic recovery and support teacher development aligned with the 2023 California Mathematics Framework and the English Language Arts/English Language Development (ELA/ELD) Framework. This strategic focus through instructional coaches—reflected in Actions 1.11 Systems of Professional Learning: Professional Development and 1.12 Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching — was based on a needs assessment which includes ongoing progress monitoring of student outcomes in English Language Arts and Math (SFUSD/SFCOE Goals 1 and 2) as well as chronic absenteeism (Guardrail 2) as well survey data collected from teachers in the areas of educator collaboration and professional learning - https://drive.google.com/file/d/1t6TqCMLw6cNsAJUih1HkYXNlUT7yTBOd/view?usp=drive_link

In reviewing the progress monitoring reports throughout the 2025-26 school year, it was clear that additional supports were needed to support schools in addressing the needs of students not meeting proficiency in English Language Arts and Math. Staff also reviewed chronic absenteeism data at both the district level and school level.

In addition to instructional coaches as described above, unexpended LREBG funds will be rolled over to the 2026-2027 school year in order to also support LCAP Goal 1, Action 3 and Action 4, such as additional academic services for pupils, such as diagnostic, progress monitoring, and benchmark assessments of pupil learning, including student outcomes. Staff will also conduct needs assessments based on academic performance and chronic absenteeism data. These activities align with the allowable uses under EC Section 32526(c)(2)(A-F).

Reflections: Technical Assistance

As applicable, a summary of the work underway as part of technical assistance.

For 2025 differentiated assistance determinations, districts and COEs will become eligible based on:
- Student group performance in two or more Local Control Funding formula (LCFF) state priority areas, or
- Performance on local indicators in two or more priority areas, or
- A combination of student group performance in one state priority area and local indicator performance in one different priority area; or
- Failing to submit CALPADS data on time per Education Code (EC) Section 52071 (a)(2) (only applicable to districts and COEs).

Below is a summary of SFUSD’s eligibility for Differentiated Assistance.
The following student group met the A criteria in state priority areas: Pupil Achievement (4, generally red on ELA, Math or ELPI), Pupil Engagement (5, red on graduation rate or chronic absence), and School Climate (6, red on suspension rate): Foster Youth.
The following student groups met the B criteria in state priority areas: Pupil Achievement (4) and Pupil Engagement (5): African American, American Indian, Hispanic, Long Term English Learner, Pacific Islander, and Students with Disabilities.
The following student group met the H criteria in state priority areas: Pupil Achievement (4), Pupil Engagement (5), and Outcomes in a Broad Course of Study (8, red on college/career): Homeless.

Below is a summary of SFCOE’s eligibility for Differentiated Assistance.
The following student groups met the B state criteria in priority areas: Pupil Achievement (4) and Pupil Engagement (5): Hispanic and Students with Disabilities.
SFUSD’s participation in the Networked Improvement Community (NIC) represents a strategic regional partnership focused on addressing persistent educational inequities through disciplined collaboration, data analysis, and continuous improvement. The NIC is part of the Bay Area Geographic Leads Consortium, a cross-county collaboration facilitated by the Santa Clara County Office of Education (https://www.sccoe.org?utm_source=chatgpt.com) and coordinated through the Bay Area Geographic Leads Consortium (https://www.bayareageoleads.org?utm_source=chatgpt.com). This consortium brings together district and county leaders from across the Bay Area to share promising practices, apply improvement science methodologies, and collectively address high-priority challenges affecting historically underserved student populations. During the 2024–2025 school year, SFUSD participated in the Improvement in Action: Reducing Suspensions for African American/Black Students Networked Improvement Community (NIC). This regional initiative focused on reducing disproportionate suspension rates among African American and Black students by examining school-based discipline systems, identifying root causes, and implementing more equitable and restorative approaches to student behavior and school climate. Participating districts engaged in structured cycles of inquiry, data analysis, and collaborative problem-solving to redesign systems that promote belonging, accountability, and academic success. 2024–25 Improvement in Action: Reducing Suspensions for African American/Black Students - (https://www.bayareageoleads.org/improvement-in-action/2024-25-reducing-suspension?utm_source=chatgpt.com).
In the 2025–2026 school year, the consortium expanded its offerings to include the Improvement in Action: African American/Black Student Success Networked Improvement Community (NIC) as well as the Improvement in Action: Leveraging Systems and Pedagogy for Long-Term English Learners Networked Improvement Community (NIC). These initiatives continue to support districts in strengthening instructional systems, student supports, and equitable outcomes for historically marginalized student groups.
Link to 2025–26 African American/Black Student Success NIC - (https://www.bayareageoleads.org/improvement-in-action/2025-26-aablack-student-nic?utm_source=chatgpt.com)
Link to 2025–2026 LTEL NIC Overview -
(https://drive.google.com/file/d/1CjJ3A_j0ytMf1UzYx3Bjl7flc4chPFdZ/view?utm_source=chatgpt.com).

African American/Black Student Success Networked Improvement Community (NIC)
SFUSD’s involvement in the African American/Black Student Success NIC aligns directly with Guardrail 2: Serving the Whole Child and complements the district’s Comprehensive Coordinated Early Intervening Services (CCEIS) and Compliance and Improvement Monitoring (CIM) efforts. Through this partnership, SFUSD worked intensively with four secondary schools (Willie Brown Middle School, Marina Middle School, Roosevelt Middle School, and Abraham Lincoln High School) to examine and redesign discipline systems with the goal of reducing exclusionary practices and strengthening restorative responses to student behavior.
At each site, district staff partnered closely with principals, assistant principals, head counselors, and school leadership teams to conduct a comprehensive review of the existing behavior matrix and discipline protocols. This work involved analyzing suspension and referral data, identifying behaviors that escalated too quickly to removal or suspension, examining inconsistencies in implementation, and assessing the extent to which current responses reflected restorative and culturally responsive practices. Using a structured restorative-versus-punitive audit tool, each school identified opportunities to revise behavioral expectations, clarify categories of behavior, and redesign consequences so that they emphasized prevention, skill-building, accountability, and relationship repair rather than exclusion. Following this analysis, SFUSD and site leadership teams developed detailed implementation timelines to guide the redesign and rollout of improved behavior systems. Each timeline included stakeholder engagement, creation of supporting tools and artifacts, staff training, pilot implementation, and ongoing progress monitoring. Key products included revised behavior matrices, student reflection forms, repair agreements, re-entry meeting protocols, family communication templates, and “Other Means of Correction” toolkits. Together, these resources established clearer, more consistent, and more equitable frameworks for responding to student behavior while promoting belonging, trust, and instructional continuity.
The impact of SFUSD’s participation in the NIC extends well beyond the four pilot schools. This work has generated practical models, tools, and implementation strategies that can be adapted across additional sites to reduce suspension rates, improve school climate, and strengthen students’ sense of belonging. By participating in this regional partnership, SFUSD has benefited from shared learning with neighboring districts while advancing its commitment to ensuring that African American and Black students are educated in environments that are fair, culturally responsive, restorative, and designed to support their academic and personal success.
Leveraging Systems and Pedagogy for Long-Term English Learners” Networked Improvement Community (NIC).
In addition to focusing on the needs of African American students, SFUSD, with the support of the Santa Clara County Office of Education engaged with the “Leveraging Systems and Pedagogy for Long-Term English Learners” Networked Improvement Community (NIC). Long-Term English Learners in SFUSD are also at the lowest performance levels for two state priority areas: Pupil Achievement (4) and Pupil Engagement (5). LTEL NIC webpage - https://www.bayareageoleads.org/improvement-in-action/2025-26-ltel-student-nic.Teacher leaders from James Denman Middle School and John O’Connell High School participated in 6 sessions during the 2025-26 school year to focus on the particular needs of LTELs at their respective school.
The Denman Middle School team directed their focus on strengthening outcomes for dually identified Long-Term Multilingual Learners and all Multilingual Learners by creating a unified system of support between ELD, Special Education, and the general education program. Their goal was to ensure that every student receives coordinated, language-rich instruction tailored to both their linguistic and learning needs. Some of the challenges included the lack of RSP planning time and burnout and LTEL specific classes such as AVID Excel ELD. Moving forward, teachers will 1) monitor LTEL 7th graders’ progress in 8th grade; 2) create a ML leadership team and develop methods to clearly track departmental accountability; 3) provide regular walkthrough feedback with focus on dually-identified students; 4) Increase student voice opportunities; 5) continue RSP/ELD collaboration; 6) provide practical PD focused on high-impact strategies for dually-identified LTEL (for all staff); and 7) dispel stigma around AVID Excel.
For O'Connell High School, the NIC provided teachers with the opportunity to discuss their challenges and plan a course of action to address the needs of LTELs. The team found that LTEL students are not all scheduled within a single class or cohort, creating challenges around consistent preparation, intervention, and readiness support. During the school year targeted outreach efforts had a meaningful impact on student attendance and family engagement. Direct phone calls home and consistent follow-up supported increased student attendance and helped strengthen family involvement in the testing and reclassification process. Moving forward the team will 1) strengthen a schoolwide culture that supports English Learners and LTEL students; 2) expand access to ELPAC-related resources and supports for students and staff; and 3) increase professional development opportunities focused on Designated ELD and Integrated ELD instructional practices to strengthen classroom support for multilingual learners across content areas.
SFUSD is planning to work with SCCOE to continue participating in both the African American and LTEL NICs and look forward to planning for 2026-27.

San Francisco County Office of Education Differentiated Assistance
Below is a summary of SFCOE’s eligibility for Differentiated Assistance.
The following student groups met the B state criteria in priority areas: Pupil Achievement (4) and Pupil Engagement (5): Hispanic and Students with Disabilities. In response to the Differentiated Assistance designation, SFCOE partnered with the California Department of Education for direct technical assistance. In collaboration with the internal team, two initiatives continued:
Literacy Improvement: All Court, Community, and Opportunity Schools continued the reading intervention program piloted two years ago and increased the number of weekly sessions and improved data collection.
Attendance: All Court, Community, and Opportunity Schools continued and built on the attendance procedures created the year before, increasing staff accountability and parent/guardian communication, adding student incentives and closely monitoring interventions.
Two additional major initiatives were initiated:
Math Improvement: The Team has begun researching and piloting two math intervention programs, one aligned with the school district, “Edia,” an online personalized math "tutoring" style program, and “Open Up” an integrated math curriculum.
English Language Learner strategies: Individual sites participated in professional development opportunities that seemed the most relevant and the whole County PD is planned for August 2026.
Plan for 2026–2027
Building on this momentum, SFCOE will prioritize improvements in graduation rate, attendance, as well as math and literacy, particularly for English Learners, Socioeconomically Disadvantaged students, and Students with Disabilities. Key actions include:
1) Hire a new Counselor to support new programming to address chronic absenteeism and ensure that students are making progress towards graduation
2) Continue, and adapt as needed, implementation of new math programming
3) Continue professional development to support English Language Learner-Continue to prioritize student wellness, SEL skill acquisition to ensure that students are able to self-advocate, goal-set, and participate fully in their education.

Comprehensive Support and Improvement

An LEA with a school or schools eligible for comprehensive support and improvement must respond to the following prompts.

Schools Identified

A list of the schools in the LEA that are eligible for comprehensive support and improvement.

SFUSD
S.F. International High School - Low Graduation Rate
Downtown High School - Low Graduation Rate
Ida B. Wells High School - Low Graduation Rate

SFCOE
S.F. County Opportunity Secondary (Hilltop) - Low Graduation Rate

Support for Identified Schools

A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans.

San Francisco Unified School District (SFUSD) and the San Francisco County Office of Education (SFCOE) have established a coordinated system of evaluation and support, grounded in the district’s Vision, Values, Goals, and Guardrails (VVGG), to ensure that schools identified for Comprehensive Support and Improvement (CSI) effectively meet all requirements under the federal Every Student Succeeds Act (ESSA). This system includes: conducting comprehensive needs assessments, engaging educational partners, identifying and addressing resource inequities, and implementing and monitoring evidence-based interventions aligned to each school’s School Plan for Student Achievement (SPSA) to address the root causes of low graduation rates and improve student outcomes.

A central component of the CSI process is the resource inequities review, which SFUSD and SFCOE define as a structured process to ensure all students have equitable access to high-quality instruction, effective educators, rigorous curriculum, and comprehensive supports. Each CSI school identifies and prioritizes actionable inequities through its needs assessment and outlines aligned strategies within the SPSA.

Based on identified needs, SFUSD and SFCOE allocate CSI funds to implement targeted, evidence-based strategies focused on increasing graduation rates. These include interventions to address chronic absenteeism, low academic achievement in literacy, math, and social-emotional and mental-health needs. Strategies may include targeted literacy supports, credit recovery and academic intervention systems, expanded access to college and career counseling, culturally responsive, trauma-informed practices, and attendance improvement strategies, including family outreach and home visits, and a coordinated care approach through student support teams to address barriers to student engagement and learning.

Ongoing support is provided through collaboration between the Local, State, and Federal Programs department and the Leadership, Equity, Achievement, and Design (LEAD) team. School administrators receive guidance from administrative and data support staff, who assist with data collection, compliance, and ongoing evaluation to support continuous improvement and alignment with CSI goals. Fiscal oversight is also managed through the Grant Management and Reporting Tool (GMART), which helps ensure expenditures are allowable, aligned with approved plans, and support implementation of identified strategies.

We will continue to anchor in the following Theory of Action for SFUSD and SFCOE schools identified for Comprehensive Support and Improvement (CSI) within the ESSA, Title I, Part A:

IF schools implement a data-informed continuous improvement process, grounded in needs assessment and resource inequity analysis, and aligned to each School Plan for Student Achievement (SPSA) with targeted strategies for focal student groups, social-emotional and mental health services, and expanded access to counseling and college and career readiness.

THEN, schools and communities will build site capacity to implement and refine effective, evidence-based practices, strengthen coordination across student support systems, and increase meaningful engagement with students and families.

SO THAT, focal student groups will demonstrate accelerated academic growth, increased engagement and credit attainment, and improve high school graduation outcomes.

Monitoring and Evaluating Effectiveness

A description of how the LEA will monitor and evaluate the plan to support student and school improvement.

SFUSD and SFCOE monitor and evaluate the effectiveness of CSI plans through a continuous improvement process aligned to the district’s Vision, Values, Goals, and Guardrails (VVGG). Implementation and progress are tracked through the school’s School Plan for Student Achievement (SPSA), which includes measurable objectives, identified metrics, and defined strategies based on the school’s comprehensive needs assessment. SFUSD and SFCOE utilize multiple data systems, including internal student outcome reports and the California School Dashboard, to monitor progress and evaluate effectiveness. Both quantitative data (e.g., student achievement, attendance, credit completion) and qualitative data (e.g., stakeholder feedback) are used to inform decision-making and improve practices.

At the central level, district teams, in collaboration with the Research Planning and Assessment (RPA), Leadership, Equity, Achievement, and Design (LEAD), Curriculum and Instruction, and Local, State, and Federal Programs partner with school leaders to facilitate data reviews, ongoing fiscal monitoring, and support mid-year and end-of-year SPSA evaluations. These processes help identify areas for improvement and ensure alignment between CSI-funded strategies and efforts to support graduation rates.

At the school level, CSI teams, including School Site Council (SSC) and English Learner Advisory Committee (ELAC), engage in ongoing review of the plan implementation and progress toward identified goals to increase student achievement and graduation rates. Schools regularly monitor the effectiveness of strategies by examining progress on key indicators, including attendance, suspension rates, English Language Arts and mathematics achievement, English learner progress, A-G completion and credit accrual, and school climate data. They do this through site-based structures such as department meetings, instructional leadership teams, and coordinated care teams. These structures support ongoing data analysis, reflection, and adjustment of strategies to improve student outcomes.

Engaging Educational Partners

A summary of the process used to engage educational partners in the development of the LCAP.

School districts and county offices of education must, at a minimum, consult with teachers, principals, administrators, other school personnel, local bargaining units, parents, and students in the development of the LCAP.

Charter schools must, at a minimum, consult with teachers, principals, administrators, other school personnel, parents, and students in the development of the LCAP.

An LEA receiving Equity Multiplier funds must also consult with educational partners at schools generating Equity Multiplier funds in the development of the LCAP, specifically, in the development of the required focus goal for each applicable school.

Educational Partner(s)	Process for Engagement
1. SFUSD Parent Advisory Committees and Town Halls	The Superintendent and Budget Team provided budget updates during the fall of 2025 to help prepare the community for the 26-27 budget development process. The Budget Explainer video, Superintendent's Virtual Budget Town Hall, and the Budget Town Hall Slide Deck can be found at this link - https://www.sfusd.edu/about-sfusd/budget-and-lcap/latest-budget-updates. In addition to five town halls, the Superintendent and the Budget Team also engaged with the following parent advisory committees: African American Parent Advisory Council (AAPAC), 11/20/2025 Asian PAC, 11/5/2025 Community Advisory Committee for Special Education (CAC), 12/4/2025 District English Learners Advisory Committee (DELAC), 11/19/2025 Foster Youth Services Coordinating Program, 11/20/2025 Indian Education Program, 12/4/2025 Latin@ Community Council and Migrant Education Program, 11/17/2025 Local Control and Accountability Plan Advisory Committee & Public Education Enrichment Fund Community Advisory Council, 11/12/2025 Native Hawaiian & Pacific Islander Matua Advisory Council, 11/4/2025 Queer and Trans Parent Advisory Council (QTPAC), 11/20/2025
2. LCAP Advisory Committee	The San Francisco Unified School District (SFUSD) continued its commitment to inclusive and transparent planning through the Local Control and Accountability Plan (LCAP) Advisory Committee for the 2025–2026 school year. The purpose of this advisory committee is to: deepen our collective understanding of SFUSD’s LCAP goals and priorities engage in the development of the LCAP review and give feedback on the goals, actions and services prioritized within the LCAP convene families, school communities and other educational partners to gather recommendations for the LCAP monitor the implementation of the LCAP by reviewing data, reviewing budget allocations and working to ensure alignment between the plan and how it is carried out The LCAP Advisory Committee is comprised of the following (23 individuals in total): 10 delegates from the above advisory committees 8 SSC and ELAC representatives from each cohort and grade level across the district 2 student delegates from the Student Advisory Council and Queer Trans Advisory Council 3 representatives from our labor partners, the United Administrators of San Francisco (UASF), United Educators of San Francisco (UESF), and Services Employees International Union (SEIU) This is the current roster for the 2025-26 LCAP Advisory Committee - https://docs.google.com/document/d/1deDLvS6Wjv5ifsj7OFKcQNyf8o88STqFu758S9cj_uo/edit?tab=t.0 LCAP Advisory Committee meetings are held on the 2nd Wednesday of each month, from 5:30-7:30 pm. Meetings are either virtual on Zoom OR hybrid (on Zoom and in person). The in-person location is in the auditorium of Civic Center Secondary School at 727 Golden Gate Ave, San Francisco, CA 94102. Any member of the SFUSD/SFCOE community or member of the public is welcome to attend each LCAP Meeting in adherence to the Greene Act. 2025-26 LCAP Advisory Committee meeting dates and topics: November 12, 2025: The Superintendent and Budget Team provided budget updates to prepare the community for the upcoming budget development process. December 10, 2025: The committee reviewed the 1) LCAP Advisory Committee Overview, Purpose, and Composition; 2) SFUSD Response to LCAP Advisory Committee Recommendations; and 3) Overview of the 2025 California School Dashboard for San Francisco Unified School District. January 14, 2026: The committee reviewed and discussed the 1) 2026 LCAP Mid-Year Report; and 2) Overview of the 2026 LCAP Federal Addendum. February 25, 2026: The committee discussed the 1) 2026 LCAP Advisory Committee Bylaws; and 2) Planning for LCAP Community Engagement. March 11, 2026: The committee continued discussing the 1) 2026 LCAP Advisory Committee Bylaws; and 2) reviewed the draft community survey for families, students and staff. April 8, 2026: The committee approved the 2026 LCAP Advisory Committee Bylaws and reviewed preliminary community survey results. May 13, 2026: The committee 1) started developing the LCAP Recommendations by reviewing and discussing the community survey results and Parent Advisory Committee recommendations. May 27, 2026: The committee developed and took action on the LCAP recommendations to the Board. June 9: The LCAP Advisory Committee representatives present recommendations to the Board for 1st reading of the LCAP June 10: The committee debriefs Board meeting and reviews the 1st reading of the LCAP in preparation for the 2nd reading and final version of the LCAP for action. In addition to the above meetings, LCAP Advisory Committee members participated in smaller working group meetings during the spring of 2026 to help draft the bylaws, community survey and recommendations and share with the full advisory committee. Advisory Committee staff also engaged with their respective parent advisory committee to develop recommendations to the Board that also informed the LCAP Advisory Committee recommendations. Agendas and slide decks are posted on this webpage - https://www.sfusd.edu/advisory-councils-committees/lcap-advisory-committee?search_api_fulltext=lcap%20advisory%20committee
3. School Site Council (SSC) Members and English Learner Advisory Council (ELAC) Members	On January 10, 2026 SFUSD & SFCOE held their school planning summit to launch the development of the School Plan for Student Achievement (SPSA) for each school, in alignment and coherence with the district's Vision, Values, Goals, and Guardrails (VVGGs), the Local Control and Accountability Plan (LCAP), and the LCAP Federal Addendum. School site councils had access to the video and presentations for guidance and then held additional meetings to complete the development of their own SPSAs. Here is the link to the school site planning summit webpage which includes presentations and videos - https://www.sfusd.edu/schoolplanningsummit2026?search_api_fulltext=Will%20C.%20Wood%20Middle%20School%202025
4. Student Advisory Committee (SAC)	In addition to having a student delegate on the LCAP Advisory Committee, the full SAC membership shared their thoughts and experiences with college and career readiness in May of 2026: Having the CCR class in 9th grade may be too early; it really is just an overview of the A-G requirements and some career exploration. Students don’t have much agency in course selection in 9th and 10th grade so it would be better if it was closer to when college applications are due. The CCR class is only 2-3 weeks; I thought it would be a whole semester; the class did not go into the details of the college application process or FAFSA. The ideal CCR program would include the following at each high school - A college counselor in addition to the current counseling team; Workshops on college options, FAFSA, essay writing, etc.; A college and career readiness room at each high school with resources; and Field trips to colleges, especially for students who would have the opportunity to visit.
5. Queer and Trans Advisory Council (Students)	In addition to having a student delegate on the LCAP Advisory Committee, students on the QTAC shared their thoughts and experiences in May of 2026: Students conducted a QTAC student survey to gather student experiences of what is going well and what needs improvement. The survey results highlighted the need for gender neutral spaces that are easy to access, i.e., bathrooms, safe changing spaces for sports. Students also conducted 1:1 interviews about the lack of queer affirming history in ethnic studies and the importance of learning from different perspectives. QTAC students also shared the challenge of joining school sports as a trans student. A clear pathway is needed for athletic directors, coaches and student athletes to understand.
6. SFUSD Instructional Cabinet (central office administrators)	Cross Departmental leaders including ELA and Math Content Teams, Professional Growth & Development, LEAD, African American Achievement & Leadership Initiative, and Local, State & Federal Programs, met monthly during the 2025-26 school year to review and reflect on student outcomes data and strategic LCAP actions in preparation for the progress monitoring reports related to VVGG Goal 1 - 3rd Grade Literacy, Goal 2 - 8th Grade Math, and Goal 3 - College and Career Readiness.
7. SFUSD/SFCOE Site-Based Teachers and Leaders	SFUSD/SFCOE currently administers a survey to site based teachers and leaders twice a year to better understand the impact and efficacy of practices such as anti-racist practices, effective communication, community and belonging, educator collaboration, educator support network, professional learning, student/family engagement, and tools and assessments. Here are the results of the teacher survey - https://drive.google.com/file/d/1t6TqCMLw6cNsAJUih1HkYXNlUT7yTBOd/view?usp=sharing
8. Educational Partners/ Community Based Organizations	Representatives from Chinese for Affirmative Action, Coleman Advocates, Mission Graduates, Parents for Public Schools of San Francisco, and 2nd District PTA have attended LCAP Parent Advisory Committee meetings to provide feedback and support during the LCAP development process.
9. Regional County Office of Education Collaboration	SFUSD/SFCOE staff has collaborated with other Bay Area County Office of Education leaders as part of the Bay Area Geographic Leads Consortium, facilitated by our Geographic Lead agency, the Santa Clara County Office of Education. Our work has been to create structures and processes that allow for sharing and collaboration amongst all geographic leads and support one another to address district priorities and needs. The following includes links to agendas and collaborative work: Bay Area Geographic Leads Consortium : https://www.bayareageoleads.org/ 2025-26 Improvement in Action: African American/Black Student Success Networked Improvement Community (NIC) https://www.bayareageoleads.org/improvement-in-action/2025-26-aablack-student-nic 2025-2026: Improvement in Action: Leveraging Systems and Pedagogy for Long-Term English Learners Network Improvement Community (NIC) https://www.bayareageoleads.org/improvement-in-action/2025-26-ltel-student-nic
10. LCFF Equity Multiplier Funding Engagement for Eligible Schools	As part of the SPSA development process, each eligible school engaged with their SSC and ELAC on how to best use the LCFF Equity Multiplier funds to supplement and not supplant activities to address the needs of student groups. Selected schools were provided guidelines on how to use the funds to support student groups performing at the lowest level on the CA Dashboard - https://docs.google.com/document/d/1k_Rb5QJw_gUuGiMGqEOn0uA9K8a-xCBFB0qh6twBkfY/edit?tab=t.0

A description of how the adopted LCAP was influenced by the feedback provided by educational partners.

The LCAP Advisory Committee recommendations to the Board of Education synthesize extensive discussions and recommendations made by each of the 11 advisory councils and committees across 4 broad recommendations, with 56 individual recommendations. The Advisory Committee presented these recommendations to the SFUSD Board of Education on June 9, 2026. SFUSD staff then examined these recommendations for the extent to which they were already included in the LCAP, the feasibility and alignment with state priorities, and then developed cost estimates for each of the recommendations that are not already included. This LCAP update includes 36 of these recommendations, with 15 recommendations needing further consideration based on resource availability, and 5 recommendations deemed not feasible to implement.
The recommendations included in this update include:
Recommendation 1: Staffing Stability, Recruitment and Retention
1.1. Grow our own: rebuild our staffing pipelines: Re-prioritize programs like the Aspiring Teachers program that help paraeducators and other classified staff earn full credentials to become teachers and administrators in order to grow a stable school staff from within our school communities.
1.1.a. Reduce or eliminate the use of staff contracted with SFUSD by outside agencies (e.g., and especially those serving students experiencing disability)
1.1.b. Ensure we have classified educators who have culturally responsive leadership
1.1.c. Ensure we have classified educators who are reflective of the student body, district-wide.
1.1.d. Partner with local universities with credentialing programs.
1.1.Focus on pipelines to address the shortage of Special Education teachers and paras, bilingual teachers for Spanish and Mandarin/Cantonese language programs, and American Indian/Alaskan Native (AI/AN), Black, and Pacific Islander educators.
1.2. Make hiring more inclusive and efficient: Streamline the hiring process and expand support to ensure schools bring in educators who reflect the diversity of SFUSD students and families, with a focus on bilingual, AI/AN, Black, and Pacific Islander staff.
1.2.a. Prioritize hiring and retaining diverse, bilingual, and bicultural educators, including through Grow Our Own, specifically for focal students. Link prospective candidates with resources to support their education and credentialing, such as the Native American Opportunity Plan.
1.2.c. Ensure the payroll system is functioning
1.3. Develop systems to support staff retention:
1.3.a. Maintain and publish (e.g., via dashboard) school-site data showing staff retention and vacancies that can be disaggregated by high-need schools and other groups, such as Special Education and language programs.
Recommendation 2: Sustained Support of Belonging, Mental Health, Wellness and Whole Child Supports
2.5 Communicate clearly with families about supports implemented: Utilize the school’s Coordinated Care Team (CCT) structures to ensure consistent communication with families about behavioral expectations, available student supports through an SST, 504 Plan, or IEP.
2.5.a. Increase transparency around NPS (non-public schools) and residential treatment placements, behavioral incident reports, and school suspension data and practices, and when parents/guardians/caregivers can expect updates from the school.
2.7. Strengthen tiered whole child supports that are culturally responsive and designed based on the individual student experience.
2.8. Support trans students to safely participate in sports: Increase clarity on how trans students can access safe changing spaces and participate in sports without compromising their gender identity.
2.9. Strengthen school culture, sense of belonging, and sanctuary protections for Multilingual Learners.
2.10. Provide transportation support to Foster Youth to increase school stability and improve attendance.
2.11. Support the recruitment of Resource Parents (foster parents) to help keep San Francisco students in San Francisco and strengthen school stability.
2.12. Explore, identify, and communicate creative and sustainable funding opportunities to support critical work with our most marginalized student populations.
2.14 Address chronic absenteeism districtwide. Create a plan with clear metrics and funding in the LCAP that will be incorporated in the district budget to reduce chronic absences.
Recommendation 3: Increased Academic Intervention to Close the Opportunity Gap
3.1 Strengthen academic support systems: Develop and communicate a clear plan for Tier 2 Academic Supports in reading and math to help students reach their full potential.
3.2 Expand in-school math intervention: Specifically investigate and develop options for intervention for students who are below grade level in math to receive intensive instructional support during the school day.
3.3 Use data to drive early and continuous intervention: Continue to implement early warning systems and use data cycles to identify where students are making or not yet making progress, and intervene more quickly and effectively, particularly for focal populations and for students who are not grade level. This will lead to greater success in college and career readiness.
3.4. Support Multilingual Learners in dual language programs: Ensure that immersion and biliteracy students have early exposure to English language and literacy instruction, including consistent designated and/or integrated English Language Development.
3.4.a. Progress monitor in the home language and English, and share with families.
3.4.b. Lessons learned from the implementation of 50/50 model for Spanish Dual Language Immersion (DLI) & Biliteracy programs share with families progress updates, such as English proficiency data of students in DLI and Biliteracy programs.
3.4.c. Provide targeted support to address gaps for Multilingual Learners experiencing disability.
3.5. Develop a comprehensive plan for early literacy assessment and support:
3.6. Fully implement a plan for universal screening for reading difficulties among K-2 students per state requirements in the 2026-2027 school year.
3.7. Develop a plan to serve students identified as having reading difficulties on the screener, with appropriate interventions based on need. Ensure SFUSD is following its own dyslexia guidelines and state law. Implement the Tier 1 curricula enhancements described by the Dyslexia team at the Board’s Curriculum Committee in 2021.
3.9. Create literacy support by nurturing a thriving, positive climate for engaged reading and joyful learning.
3.10. Ensure there is a clear curriculum in place for students with dyslexia - i.e., ensure there are licenses for the Spire program through 8th grade.
3.10.a Ensure effective curriculum implementation: Improve teacher training to implement the adopted literacy curriculum, math curriculum, and social studies curriculum. Establish a system of observation and feedback that fosters a culture of learning and asset-based learning in each school.
3.11. Build and sustain authentic family partnerships: Develop shared learning and opportunities for all students and families, as well as community partnerships, e.g., San Francisco Public Libraries, after-school program providers, and other community-based organizations.
Recommendation 4: Build Staff Capacity Anchored in Cultural Awareness and Inclusivity
4.1 Strengthen staff capacity through community partnerships: Partner with Parent Advisory Committees and community organizations to help staff build cultural awareness and skills to work, teach, and collaborate effectively with diverse communities. This includes using culturally affirming curriculum and teaching methods.
4.2 Align advisory resources for impact while prioritizing EQUITY: Streamline and align resources in district-level advisory bodies in order to provide equitable and meaningful funding for the advisories to collaborate and co-create more effectively with greater impact.
4.6 Prioritize hiring bilingual, bicultural, and community-connected educators and support staff who reflect the diversity of SFUSD students and families.

Recommendations that needed further consideration due to the cost not being included in the 2026-27 budget or the complexity of implementation are:
Recommendation 1: Staffing Stability, Strategic Recruitment and Retention
1.1.d. Expand partnerships with local universities with credentialing programs.
1.1. e. Provide funding to ensure mentorship programs continue and grow, such as TLEE.
1.2.b. Provide funding to have “live” people reaching out to applicants through the recruitment and hiring process. Ensure there is a “live” person to help with the onboarding once hiring is complete, including drop-in hours outside of contract hours for classified staff.
1.3.b. Conduct exit interviews and use that data to improve its retention.
1.4. Incentivize recruitment of permanent SFUSD staff for high-need schools: Recognize and retain teachers serving our most impacted schools by offering incentives like culturally responsive training, time for collaboration, and opportunities to mentor peers.
1.5 Protect the value of having both small and large schools in our district: Smaller schools and class sizes are especially important for meeting the needs of neurodiverse students who benefit from more personalized support.
1.6 Consult school sites before making site-based changes: Before the district makes changes to school site schedules, e.g., the move to the block schedule for middle school, school sites and administrators must be consulted, and school sites should have autonomy in making changes. For example, when a new math curriculum was introduced, students lost health class at some sites. The district should inform school communities by reaching out directly to the SSCs.
Recommendation 2: Sustained Support of Belonging, Mental Health, Wellness, and Whole Child Supports
2.1 Create safe and calming spaces for students: Implement calming spaces in and outside of classrooms so all students have access to wellness center spaces throughout our schools and prioritize student safety, wellness, and high-need supports.
2.2 Ensure that schools have accessible ADA / all-gender restrooms (not locked) stocked with menstrual hygiene products, and safe changing spaces.
2.3 Integrate social-emotional learning and trauma-informed practices throughout the school day: Infuse social-emotional learning opportunities throughout the school day. Work in partnership with local mental health agencies and CBOs to improve care coordination between school services and the broader mental health ecosystem.
2.4 Provide mandatory trauma-informed and culturally sensitive training for all administrators and staff, including increasing awareness of the unique needs and experiences of foster youth and AI/AN students. Move away from PBIS (behavioral-focused training ) and towards trauma-informed training (Ross Greene's Trauma-informed practices and Safe Schools Resolution).
2.6. Ensure full implementation of restorative practices at all schools, including ensuring all staff receive training.
2.13 Scale the Community Schools model to all SFUSD schools.
Recommendation 4: Build Capacity Anchored in Cultural Awareness and Inclusivity
4.4 Create Parent-Staff Learning Communities: Encourage collaborations between teachers and parents/guardians/caregivers on shared best practices, common experiences, what is working and what is not, and how adjustments can be made towards continuous improvement. Create explicit learning communities for parents/guardians/caregivers by inviting teachers and staff to share their proven methods in managing culturally competent classrooms and school spaces. Partner with local and national organizations that support the advancement of our focal populations.
4.5 Require annual professional development focused on culturally responsive teaching, anti-bias practices, immigrant family engagement, and multilingual learner support.
Recommendations that were not feasible to include in this 2026-27 LCAP Update were determined as such due to misalignment with local and state policies or because they are not currently in process and would take substantial resources to implement include:
Recommendation 1: Staffing Stability, Recruitment and Retention
1.3.c. Have an emergency plan for addressing vacancies in key staff positions (e.g., principals) that considers the long-term success and buy-in from the school community, legally mandated services (e.g., for students with IEPs when there are insufficient RSPs/case managers), and is in compliance with contractual agreements.
1.7 Prepare our substitute teachers to provide standards-based, grade-level instruction: Ensure they receive the support and training necessary to deliver grade-level instruction aligned with state standards, so teaching and learning continue every day in every classroom. For substitute teachers who have classes with students with IEPs, the substitute should be provided with the IEP-at-a-glance document.
Recommendation 3: Increased Academic Intervention to Close the Opportunity Gap
3.8 Return to K–2 literacy assessments, where SFUSD teachers receive substitute support to administer 1-1 in-person assessments, as our district did years ago; stop using screen-based assessments for grades K–2; teach Kindergarteners how to read with books and not screens, as so many K–2 students are improperly assessed for their current reading level.
3.12. Ensure that there are clear district-wide pathways for Physical Education Independent Study to ensure that all students can experience physical education in a safe and meaningful way, especially for LGBTQ identified students, who experience elevated rates of verbal and physical harassment
3.13. Provide high-dosage tutoring (1:1 human based) to focal students.

Goals and Actions

Goal

Goal #	Description	Type of Goal
Goal 1	Student Achievement: Literacy, Math, College & Career Readiness Increase students' literacy, math, and college & career readiness skills so that they will graduate as independent thinkers who have gained academic and creative skills to lead productive lives and contribute to our community.	Broad

State Priorities addressed by this goal.

Priority 1: Basic (Conditions of Learning) Priority 2: State Standards (Conditions of Learning) Priority 4: Pupil Achievement (Pupil Outcomes) Priority 7: Course Access (Conditions of Learning) Priority 8: Other Pupil Outcomes (Pupil Outcomes)

An explanation of why the LEA has developed this goal.

LCAP Goal 1 is aligned with the SFUSD/SFCOE Board of Education’s Vision, Values, Goals and Guardrails as follows:
VVGG - Goal 1 - 3rd Grade Literacy: The percentage of ALL third-grade students reading at grade level as measured by state tests (SBAC ELA) will increase from 52% proficiency rate in October 2022 to 70% proficiency by October 2028.
VVGG- Goal 2 - 8th Grade Math: The percentage of ALL eighth-grade students performing math at grade level as measured by the state tests (SBAC Math) will increase from 42% proficiency rate in October 2022 to 65% proficiency by October 2028.
VVGG Goal 3 - College & Career Readiness: The percentage of all high school 12th graders who are “college/career ready“ as defined by the California Department of Education will increase from 57.5% in June 2020 to 70% by June 2028.
VVGG Guardrail 3 - Curriculum & Instruction: The Superintendent will not allow curriculum and instruction that is not rooted in excellence, challenging and engaging, not student-centered, not culturally responsive, or not differentiated to meet the academic needs of all students.
The Vision, Values, Goals and Guardrails adopted by the BOE keep us centered on the most important functions of the district. They form the basis of SFUSD’s progress monitoring process, a regular, cross-office analysis of data about implementation and interim student progress.
LCAP Goal 1 is a broad metric spanning these core functions and outcomes, and points to the importance of a well-rounded education that builds students’ academic skills and their “academic ownership” so that all students can attain the six capacities in our graduate profile by the time they graduate high school in order to compete and thrive in the 21st century world: content knowledge, creativity, career & life skills, global, local & digital identity, leadership, empathy & collaboration, sense of purpose & sense of self.

Measuring and Reporting Results

Metric #	Metric	Baseline	Year 1 Outcome	Year 2 Outcome	Target for Year 3 Outcome	Current Difference from Baseline
1	SBAC Performance & Growth* (Grades 3-8 and 11) ELA proficiency rate	Spring 2024 CAASPP ELA Overall: TBD Spring 2023 CAASPP ELA Overall: +3.5 Average Distance from Standard (see link for Distance from Standard Explained: https: //www.cde.ca.gov/ta/ac/cm/ documents/academicindicator.pdf) English Learners: 49.1 points below standard Foster Youth: 116.8 points below standard Socioeconomically Disadvantaged: 35.5 points below standard	Spring 2024 CAASPP ELA Overall: .7 points above standard -Outcome: 53.7% -”Maintained” -2.8 points -Goal: Annual 2 point increase, +5.5 Distance from Standard	Spring 2025 CAASPP ELA Overall: 0.2 points below standard English Learners: 58.6 below Foster Youth: 134.2 below Socioeconomically Disadvantaged: 42.4 below	Annual 2 point increase	Decreased 3.7 points English Learners: 9.5 point decrease Foster Youth: 17.4 point decrease Socioeconomically Disadvantaged: 6.7 point decrease
2	SBAC Performance & Growth* (Grades 3-8 and 11) Math proficiency rate	Spring 2024 CAASPP Math Overall: TBD Spring 2023 CAASPP Math Overall: -21.9 Distance from Standard (Distance from Standard explained: https ://www.cde.ca.gov/ta/ac/cm/ documents/academicindicator.pdf) English Learners: 63.1 points below standard Foster Youth: 147.9 points below standard Socioeconomically Disadvantaged: 59.9 points below standard	Spring 2024 CAASPP Math Overall: 27.1 points below standard -Outcome: 45.6% -Declined 5.2 points -Goal: Annual 2 point increase (-19.8 Distance from Standard)	Spring 2025 CAASPP Math Overall: 24.4 points below standard EL: 69.9 below FY: 154.6 below SED: 65.3 below	Annual 2 point increase	Decrease 2.5 points EL: 6.8 point decrease FY: 6.7 point decrease SED: 5.4 point decrease
3	High school readiness rate	2023: All Students: 46% English Learners: 28% Foster Youth: 11% Socioeconomically Disadvantaged: 41%	48% (2023-24) EL: 26% FY: 6% SED: 45%	47% (2024-25) EL: 28% FY: 9% SED: 42%	Double digit increase by 10 percentage points	1 percentage point increase EL: same FY: 2pp decrease SED: 1 pp increase
4	% of HS students on-track (EOY post-summer school)	All students: 76.6% (2022-23) English Learners: not currently available Foster Youth: not currently available Socioeconomically Disadvantaged: not currently available	75.9% (23-24)	77.7% (24-25)	Double digit increase by 10 percentage points	1.1 percentage point increase
5	College and Career readiness rate	All Students: 58.2% (Class of 2023) English Learners: 34.1% Foster Youth: 11.1% Socioeconomically Disadvantaged: 52.3%	57.8% (Class of 2024) EL: 31.0% FY: 23.5% SED: 50.8%	59.7% (Class of 2025) EL: 34.4% FY: 26.1% SED: 54.4%	Double digit increase by 10 percentage points	1.5 percentage point increase EL: 0.3 pp increase FY: 15 pp increase SED: 2.1 pp increase
6	% of Advanced Placement Tests taken with score of 3 or higher	70% (2022-23)	73% (2023-24)	76% (2024-25)	Double digit increase by 10 percentage points (81%)	6 percentage point increase
7	% of SFUSD 12th graders graduating UC/CSU eligible	60.3% (2022-23)	59.4% (2023-24)	56% (2024-25)	Double digit increase by 10 percentage points	4.3 percentage point decrease
8	Graduation rate	88.3% (2023)	83% (2024) Decline -5.3% Goal = Annual 2 point increase 90.3% Distance from Standard	84.9% (2025)	Annual 2 point increase (94.3%)	3.4 percentage point decrease
9	English Learner Progress rate (CA Dashboard measure)	44.8% (2023)	43.1% (2024) “Maintained” -1.8%	39.2% (2025)	Double digit increase by 10 percentage points (54.8%)	5.6 percentage point decrease
10	% of SFUSD preschool students ready for kindergarten (KRI Fall)	60.3% (2022-23)	66.2% (2023-24)	67.9% (2024-25)	Double digit increase by 10 percentage points (70.3%)	7.6 percentage point increase
11	Increase the number of SFUSD high school students participating in internships at any point during a school year by 20%	1,211 in Summer 2022	Metric deprioritized due to budget reductions	N/A	2,091 by Summer 2027	N/A
12	% pass facilities Williams Act inspections (Williams Facilities Inspections only occur at sites that are identified by the CDE; here is the report submitted to the Board in November of 2025 - /https://go.boarddocs.com/ca/sfusd/Board.nsf/files/DNDVG980A425/$file/Williams%20Annual%20Report%2C%20Facilities%20Annual%20Report%20and%20Instructional%20Materials%20Annual%20Report.pdf	Exemplary: 0 Good: 0 Fair: 36% Poor: 59%	Exemplary: 0 Good: 0 Fair: 23% Poor: 77%	Exemplary: 0 Good: 0 Fair: 27.45% Poor: 72.55%	Exemplary: 0 Good: 0 Fair: 35% Poor: 65%	Exemplary: 0 Good: 0 Fair: 8.55 percentage point decrease Poor: 13.55 percentage point increase

Goal Analysis for 2026-27

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.

Not applicable

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.

Not applicable

An explanation of how effective the specific actions were in making progress toward the goal.

Not applicable

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.

Not applicable

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.

Actions

Action #	Title	Description	Total Funds	Contributing
Action #1	Teaching & Learning: High-quality and engaging instruction aligned to the Core Rubric	Strengthen the district’s execution of the “Academic Ownership” and “Essential Content” domains of the Core instructional rubric through regular and repeated observations using the rubric and providing meaningful feedback. Develop and communicate a clear plan for Tier 2 Academic Supports in reading and math to help students reach their full potential.	$3,270,533.00	No
Action #2	Teaching & Learning: High-quality, research-based curricula	Every educator is equipped with research-based, high-quality curricula to effectively implement the new PK-through-Grade 8 Language Arts—English Language Arts, Spanish Language Arts, and Designated English Language Development—curricula.	$15,243,699.00	No
Action #3	Teaching & Learning: Standards-aligned Assessments	Ensure that teachers and administrators have standards-aligned formative and summative assessments to progress monitoring student learning.	$0.00	Yes
Action #4	Teaching & Learning: Standards-aligned Assessments	Ensure that teachers and administrators have standards-aligned formative and summative assessments to progress monitoring student learning.	$0.00	Yes
Action #5	Teaching & Learning: Standards-aligned Assessments	Ensure that teachers and administrators have standards-aligned formative and summative assessments to progress monitoring student learning.	$0.00	Yes
Action #6	Teaching & Learning: High-quality and engaging instruction aligned to the Core Rubric	Strengthen the district’s execution of the “Academic Ownership” and “Essential Content” domains of the Core instructional rubric through regular and repeated observations using the rubric and providing meaningful feedback. Develop and communicate a clear plan for Tier 2 Academic Supports in reading and math to help students reach their full potential.	$15,243,699.00	No
Action #7	Teaching & Learning: Standards-aligned Assessments	Ensure that teachers and administrators have standards-aligned formative and summative assessments to progress monitoring student learning.	$0.00	Yes
Action #8	Teaching & Learning: Use of Data	Build teachers’ and site leaders’ capacity to use data—access and understand data reports regularly, and continuously improve instruction based on the data in support of Guardrail 3.	$0.00	No
Action #9	Teaching & Learning: Use of Data	Build teachers’ and site leaders’ capacity to use data—access and understand data reports regularly, and continuously improve instruction based on the data in support of Guardrail 3.	$0.00	No
Action #10	Teaching & Learning: Use of Data	Build teachers’ and site leaders’ capacity to use data—access and understand data reports regularly, and continuously improve instruction based on the data in support of Guardrail 3.	$0.00	No
Action #11	Teaching & Learning: Use of Data	Build teachers’ and site leaders’ capacity to use data—access and understand data reports regularly, and continuously improve instruction based on the data in support of Guardrail 3.	$0.00	No
Action #12	Teaching & Learning: High-quality and engaging instruction aligned to the Core Rubric	Strengthen the district’s execution of the “Academic Ownership” and “Essential Content” domains of the Core instructional rubric through regular and repeated observations using the rubric and providing meaningful feedback. Develop and communicate a clear plan for Tier 2 Academic Supports in reading and math to help students reach their full potential.	$0.00	No
Action #13	Teaching & Learning: English Language Development and supports for Multi-language learners	Monitor progress and provide integrated and designated English Language Development implementation in all schools. Sites will schedule designated ELD for all Multilingual English Learners. Classroom teachers will implement instructional practices that include integrated ELD in all content areas to teach students how English works so they can access all content subjects and complex text to build knowledge and extend their vocabulary. TK-5 Classroom teachers will provide designated ELD using the newly adopted ELD curriculum and provide cross-linguistic transfer of literacy skills in Dual Language Immersion and biliteracy programs. Schools will monitor progress of MLs using STAR summative assessments, English Language Proficiency Assessments for California (ELPAC), and English Language Progress Indicators (ELPI). SFUSD will identify and award biliteracy program participation in 5th and 8th grades and improve systems and LOTE assessments to award the Seal of Biliteracy to graduating seniors. SFUSD will monitor progress for Long Term English Learners (LTELs). We will also make sure that lessons learned from the implementation of the 50/50 model for Spanish Dual Language Immersion (DLI) & Biliteracy programs are shared with families along with progress updates, such as English proficiency data of students in DLI and Biliteracy programs.	$0.00	No
Action #14	Teaching & Learning: English Language Development and supports for Multi-language learners	Monitor progress and provide integrated and designated English Language Development implementation in all schools. Sites will schedule designated ELD for all Multilingual English Learners. Classroom teachers will implement instructional practices that include integrated ELD in all content areas to teach students how English works so they can access all content subjects and complex text to build knowledge and extend their vocabulary. TK-5 Classroom teachers will provide designated ELD using the newly adopted ELD curriculum and provide cross-linguistic transfer of literacy skills in Dual Language Immersion and biliteracy programs. Schools will monitor progress of MLs using STAR summative assessments, English Language Proficiency Assessments for California (ELPAC), and English Language Progress Indicators (ELPI). SFUSD will identify and award biliteracy program participation in 5th and 8th grades and improve systems and LOTE assessments to award the Seal of Biliteracy to graduating seniors. SFUSD will monitor progress for Long Term English Learners (LTELs). We will also make sure that lessons learned from the implementation of the 50/50 model for Spanish Dual Language Immersion (DLI) & Biliteracy programs are shared with families along with progress updates, such as English proficiency data of students in DLI and Biliteracy programs.	$0.00	No
Action #15	Teaching & Learning: English Language Development and supports for Multi-language learners	Monitor progress and provide integrated and designated English Language Development implementation in all schools. Sites will schedule designated ELD for all Multilingual English Learners. Classroom teachers will implement instructional practices that include integrated ELD in all content areas to teach students how English works so they can access all content subjects and complex text to build knowledge and extend their vocabulary. TK-5 Classroom teachers will provide designated ELD using the newly adopted ELD curriculum and provide cross-linguistic transfer of literacy skills in Dual Language Immersion and biliteracy programs. Schools will monitor progress of MLs using STAR summative assessments, English Language Proficiency Assessments for California (ELPAC), and English Language Progress Indicators (ELPI). SFUSD will identify and award biliteracy program participation in 5th and 8th grades and improve systems and LOTE assessments to award the Seal of Biliteracy to graduating seniors. SFUSD will monitor progress for Long Term English Learners (LTELs). We will also make sure that lessons learned from the implementation of the 50/50 model for Spanish Dual Language Immersion (DLI) & Biliteracy programs are shared with families along with progress updates, such as English proficiency data of students in DLI and Biliteracy programs.	$0.00	No
Action #16	Teaching & Learning: English Language Development and supports for Multi-language learners	Monitor progress and provide integrated and designated English Language Development implementation in all schools. Sites will schedule designated ELD for all Multilingual English Learners. Classroom teachers will implement instructional practices that include integrated ELD in all content areas to teach students how English works so they can access all content subjects and complex text to build knowledge and extend their vocabulary. TK-5 Classroom teachers will provide designated ELD using the newly adopted ELD curriculum and provide cross-linguistic transfer of literacy skills in Dual Language Immersion and biliteracy programs. Schools will monitor progress of MLs using STAR summative assessments, English Language Proficiency Assessments for California (ELPAC), and English Language Progress Indicators (ELPI). SFUSD will identify and award biliteracy program participation in 5th and 8th grades and improve systems and LOTE assessments to award the Seal of Biliteracy to graduating seniors. SFUSD will monitor progress for Long Term English Learners (LTELs). We will also make sure that lessons learned from the implementation of the 50/50 model for Spanish Dual Language Immersion (DLI) & Biliteracy programs are shared with families along with progress updates, such as English proficiency data of students in DLI and Biliteracy programs.	$0.00	No
Action #17	Teaching & Learning: Targeted instructional supports, especially for focal student populations	Provide differentiated and targeted support for our focal student populations as determined by school sites in alignment with district goals, as supported by data conferences, the instructional leadership team network and the grade level collaboration coordinated care team (CCT) interventions and other supports based on student needs as determined by needs assessment and captured in the School Plan for Student Achievement.	$0.00	No
Action #18	Teaching & Learning: Targeted instructional supports, especially for focal student populations	Provide differentiated and targeted support for our focal student populations as determined by school sites in alignment with district goals, as supported by data conferences, the instructional leadership team network and the grade level collaboration coordinated care team (CCT) interventions and other supports based on student needs as determined by needs assessment and captured in the School Plan for Student Achievement.	$0.00	No
Action #19	Teaching & Learning: Targeted instructional supports, especially for focal student populations	Provide differentiated and targeted support for our focal student populations as determined by school sites in alignment with district goals, as supported by data conferences, the instructional leadership team network and the grade level collaboration coordinated care team (CCT) interventions and other supports based on student needs as determined by needs assessment and captured in the School Plan for Student Achievement.	$0.00	No
Action #20	Teaching & Learning: Targeted instructional supports, especially for focal student populations	Provide differentiated and targeted support for our focal student populations as determined by school sites in alignment with district goals, as supported by data conferences, the instructional leadership team network and the grade level collaboration coordinated care team (CCT) interventions and other supports based on student needs as determined by needs assessment and captured in the School Plan for Student Achievement.	$0.00	No
Action #21	Teaching & Learning: College & Career Readiness	Improve college/career readiness by improving and increasing support around High School Credit Recovery, College Credit Courses (formerly Dual Enrollment), Secondary Support Programs such as Freshman on Track, and Paid Internship Opportunities.	$0.00	Yes
Action #22	Teaching & Learning: College & Career Readiness	Improve college/career readiness by improving and increasing support around High School Credit Recovery, College Credit Courses (formerly Dual Enrollment), Secondary Support Programs such as Freshman on Track, and Paid Internship Opportunities.	$0.00	Yes
Action #23	Teaching & Learning: College & Career Readiness	Improve college/career readiness by improving and increasing support around High School Credit Recovery, College Credit Courses (formerly Dual Enrollment), Secondary Support Programs such as Freshman on Track, and Paid Internship Opportunities.	$0.00	Yes
Action #24	Teaching & Learning: College & Career Readiness	Improve college/career readiness by improving and increasing support around High School Credit Recovery, College Credit Courses (formerly Dual Enrollment), Secondary Support Programs such as Freshman on Track, and Paid Internship Opportunities.	$0.00	Yes
Action #25	Teaching & Learning: Kindergarten Readiness	Implement Universal Preschool and Transitional Kindergarten to support kindergarten readiness; through developing Kinder Transition plans and supports, adopt a new Preschool and Transitional Kindergarten curriculum and pilot Individual Growth and Development Indicators( IGDIs)/ STAR assessments for early grades.	$0.00	No
Action #26	Teaching & Learning: Kindergarten Readiness	Implement Universal Preschool and Transitional Kindergarten to support kindergarten readiness; through developing Kinder Transition plans and supports, adopt a new Preschool and Transitional Kindergarten curriculum and pilot Individual Growth and Development Indicators( IGDIs)/ STAR assessments for early grades.	$0.00	No
Action #27	Teaching & Learning: Kindergarten Readiness	Implement Universal Preschool and Transitional Kindergarten to support kindergarten readiness; through developing Kinder Transition plans and supports, adopt a new Preschool and Transitional Kindergarten curriculum and pilot Individual Growth and Development Indicators( IGDIs)/ STAR assessments for early grades.	$0.00	No
Action #28	Teaching & Learning: Kindergarten Readiness	Implement Universal Preschool and Transitional Kindergarten to support kindergarten readiness; through developing Kinder Transition plans and supports, adopt a new Preschool and Transitional Kindergarten curriculum and pilot Individual Growth and Development Indicators( IGDIs)/ STAR assessments for early grades.	$0.00	No
Action #29	Teaching & Learning: Augmenting Core Instruction with Access to Technology	Ensure all students have access to technology (devices) and digital learning platforms that support differentiated instruction in and out of the classroom.	$0.00	No
Action #30	Teaching & Learning: Augmenting Core Instruction with Access to Technology	Ensure all students have access to technology (devices) and digital learning platforms that support differentiated instruction in and out of the classroom.	$0.00	No
Action #31	Teaching & Learning: Augmenting Core Instruction with Access to Technology	Ensure all students have access to technology (devices) and digital learning platforms that support differentiated instruction in and out of the classroom.	$0.00	No
Action #32	Teaching & Learning: Augmenting Core Instruction with Access to Technology	Ensure all students have access to technology (devices) and digital learning platforms that support differentiated instruction in and out of the classroom.	$0.00	No
Action #33	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	Provide robust programming so every student can access Science, Arts, Athletics, Language Programs, Libraries, and Physical Education.	$0.00	No
Action #34	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	Provide robust programming so every student can access Science, Arts, Athletics, Language Programs, Libraries, and Physical Education.	$0.00	No
Action #35	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	Provide robust programming so every student can access Science, Arts, Athletics, Language Programs, Libraries, and Physical Education.	$0.00	No
Action #36	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	Provide robust programming so every student can access Science, Arts, Athletics, Language Programs, Libraries, and Physical Education.	$0.00	No
Action #37	Systems of Professional Learning: Professional Development	Build educator capacity by providing regular, high-quality professional learning opportunities to strengthen language and literacy instruction and math instruction at every SFUSD school.	$0.00	No
Action #38	Systems of Professional Learning: Professional Development	Build educator capacity by providing regular, high-quality professional learning opportunities to strengthen language and literacy instruction and math instruction at every SFUSD school.	$0.00	No
Action #39	Systems of Professional Learning: Professional Development	Build educator capacity by providing regular, high-quality professional learning opportunities to strengthen language and literacy instruction and math instruction at every SFUSD school.	$0.00	No
Action #40	Systems of Professional Learning: Professional Development	Build educator capacity by providing regular, high-quality professional learning opportunities to strengthen language and literacy instruction and math instruction at every SFUSD school.	$0.00	No
Action #41	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Every school PK-12 has an Instructional Leadership Team that facilitates shared learning about academic rigor; instructional coaches to support implementing high-quality, standards-based curricula; prepared and collaborative staff; and regular time for teachers to plan together.	$0.00	Yes
Action #42	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Every school PK-12 has an Instructional Leadership Team that facilitates shared learning about academic rigor; instructional coaches to support implementing high-quality, standards-based curricula; prepared and collaborative staff; and regular time for teachers to plan together.	$0.00	Yes
Action #43	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Every school PK-12 has an Instructional Leadership Team that facilitates shared learning about academic rigor; instructional coaches to support implementing high-quality, standards-based curricula; prepared and collaborative staff; and regular time for teachers to plan together.	$0.00	Yes
Action #44	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Every school PK-12 has an Instructional Leadership Team that facilitates shared learning about academic rigor; instructional coaches to support implementing high-quality, standards-based curricula; prepared and collaborative staff; and regular time for teachers to plan together.	$0.00	Yes
Action #45	SF County Office of Education: Literacy	Every educator is equipped with evidence-based, high-quality curricula specifically intended to augment student learning for those who are significantly below grade level.	$0.00	No
Action #46	SF County Office of Education: Literacy	Every educator is equipped with evidence-based, high-quality curricula specifically intended to augment student learning for those who are significantly below grade level.	$0.00	No
Action #47	SF County Office of Education: Literacy	Every educator is equipped with evidence-based, high-quality curricula specifically intended to augment student learning for those who are significantly below grade level.	$0.00	No
Action #48	SF County Office of Education: Literacy	Every educator is equipped with evidence-based, high-quality curricula specifically intended to augment student learning for those who are significantly below grade level.	$0.00	No
Action #49	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Grow CTE programming in the court school to provide all youth additional workforce support, particularly long-term students; increase Counseling support to ensure access to college and career options.	$0.00	Yes
Action #50	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Grow CTE programming in the court school to provide all youth additional workforce support, particularly long-term students; increase Counseling support to ensure access to college and career options.	$0.00	Yes
Action #51	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Grow CTE programming in the court school to provide all youth additional workforce support, particularly long-term students; increase Counseling support to ensure access to college and career options.	$0.00	Yes
Action #52	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Grow CTE programming in the court school to provide all youth additional workforce support, particularly long-term students; increase Counseling support to ensure access to college and career options.	$0.00	Yes

Goal

Goal #	Description	Type of Goal
Goal 2	Serving the Whole Child: Support all aspects of student growth, including cognitive (brain) and academic, social and emotional, identity, physical and mental well-being, and ethical and moral development	Broad

State Priorities addressed by this goal.

Priority 1: Basic (Conditions of Learning) Priority 5: Student Engagement Priority 6: School Climate Priority 7: Course Access Priority 8: Pupil Outcomes Priority 9: Coordination of Instruction of Expelled Pupils (County Office of Education) Priority 10. Coordination of Services for Foster Youth (County Office of Education)

An explanation of why the LEA has developed this goal.

LCAP Goal 2 is aligned to SFUSD/SFCOE’s Guardrail 2 - Serving the Whole Child: The Superintendent will not take approaches that neglect the cognitive and academic development, social and emotional development, identity development, physical and mental well-being, or ethical and moral development of students.
Guardrail 2 supports the development of the whole child in SFUSD, supplementing the academic foci of the three goals under Vision, Values, Goals, and Guardrails (VVGGs). Reducing chronic absenteeism (Interim Guardrail 2.1)—a nationwide problem in the post-pandemic era—is an important aim.
This goal of Serving the Whole Child is essential in fulfilling our commitment to Equity and Excellence. We envision that every school is a place where students form meaningful connections and feel like they belong, a place that fosters strong relationships among families, teachers, and students and a place that offers comprehensive services in support of child development. SFUSD believes that quality schools offer engaging and challenging programs, caring and committed staff, strong and visible leaders and instruction differentiated to meet each students’ needs. By ensuring those supports at every San Francisco school, students will feel a sense of belonging and develop the academic and social skills to thrive in their communities.

Measuring and Reporting Results

Metric #	Metric	Baseline	Year 1 Outcome	Year 2 Outcome	Target for Year 3 Outcome	Current Difference from Baseline
1	SEL Survey: positive response rate for Growth Mindset (Elementary students)	67%			Double digit increase by 10 percentage points (77%)
2	SEL Survey: positive response rate for Growth Mindset (Elementary students)	67%			Double digit increase by 10 percentage points (77%)
3	SEL Survey: positive response rate for Growth Mindset (Elementary students)	67%			Double digit increase by 10 percentage points (77%)
4	SEL Survey: positive response rate for Self Efficacy (Elementary students)	53%			Double digit increase by 10 percentage points (63%)	2 percentage point increase
5	SEL Survey: positive response rate for Self Efficacy (Elementary students)	53%			Double digit increase by 10 percentage points (63%)	2 percentage point increase
6	SEL Survey: positive response rate for Self Efficacy (Elementary students)	53%			Double digit increase by 10 percentage points (63%)	2 percentage point increase
7	SEL Survey: positive response rate for Self Management (Elementary students)	66%			Double digit increase by 10 percentage points (76%)
8	SEL Survey: positive response rate for Self Management (Elementary students)	66%			Double digit increase by 10 percentage points (76%)
9	SEL Survey: positive response rate for Self Management (Elementary students)	66%			Double digit increase by 10 percentage points (76%)
10	SEL Survey: positive response rate for Social Awareness (Elementary students)	53%			Double digit increase by 10 percentage points (63%)
11	SEL Survey: positive response rate for Social Awareness (Elementary students)	53%			Double digit increase by 10 percentage points (63%)
12	SEL Survey: positive response rate for Social Awareness (Elementary students)	53%			Double digit increase by 10 percentage points (63%)
13	SEL Survey: positive response rate for Growth Mindset (MS students)	66%			Double digit increase by 10 percentage points (76%)
14	SEL Survey: positive response rate for Growth Mindset (MS students)	66%			Double digit increase by 10 percentage points (76%)
15	SEL Survey: positive response rate for Growth Mindset (MS students)	66%			Double digit increase by 10 percentage points (76%)
16	SEL Survey: positive response rate for Self Efficacy (MS students)	55%			Double digit increase by 10 percentage points (65%)
17	SEL Survey: positive response rate for Self Efficacy (MS students)	55%			Double digit increase by 10 percentage points (65%)
18	SEL Survey: positive response rate for Self Efficacy (MS students)	55%			Double digit increase by 10 percentage points (65%)
19	SEL Survey: positive response rate for Self Management (MS students)	68%			Double digit increase by 10 percentage points (78%)
20	SEL Survey: positive response rate for Self Management (MS students)	68%			Double digit increase by 10 percentage points (78%)
21	SEL Survey: positive response rate for Self Management (MS students)	68%			Double digit increase by 10 percentage points (78%)
22	SEL Survey: positive response rate for Social Awareness (MS students)	59%			Double digit increase by 10 percentage points (69%)
23	SEL Survey: positive response rate for Social Awareness (MS students)	59%			Double digit increase by 10 percentage points (69%)
24	SEL Survey: positive response rate for Social Awareness (MS students)	59%			Double digit increase by 10 percentage points (69%)
25	SEL Survey: positive response rate for Growth Mindset (HS students)	68%			Double digit increase by 10 percentage points (78%)
26	SEL Survey: positive response rate for Growth Mindset (HS students)	68%			Double digit increase by 10 percentage points (78%)
27	SEL Survey: positive response rate for Growth Mindset (HS students)	68%			Double digit increase by 10 percentage points (78%)
28	SEL Survey: positive response rate for Self Efficacy (HS students)	50%			Double digit increase by 10 percentage points (60%)
29	SEL Survey: positive response rate for Self Efficacy (HS students)	50%			Double digit increase by 10 percentage points (60%)
30	SEL Survey: positive response rate for Self Efficacy (HS students)	50%			Double digit increase by 10 percentage points (60%)
31	SEL Survey: positive response rate for Self Management (HS students)	69%			Double digit increase by 10 percentage points (79%)
32	SEL Survey: positive response rate for Self Management (HS students)	69%			Double digit increase by 10 percentage points (79%)
33	SEL Survey: positive response rate for Self Management (HS students)	69%			Double digit increase by 10 percentage points (79%)
34	SEL Survey: positive response rate for Social Awareness (HS students)	63%			Double digit increase by 10 percentage points (73%)
35	SEL Survey: positive response rate for Social Awareness (HS students)	63%			Double digit increase by 10 percentage points (73%)
36	SEL Survey: positive response rate for Social Awareness (HS students)	63%			Double digit increase by 10 percentage points (73%)
37	Chronic Absenteeism rate: Elementary School (ES)	27.6%			Decrease by 10 percentage points
38	Chronic Absenteeism rate: Elementary School (ES)	27.6%			Decrease by 10 percentage points
39	Chronic Absenteeism rate: Elementary School (ES)	27.6%			Decrease by 10 percentage points
40	Chronic Absenteeism rate: Middle School (MS)	21.51%			Decrease by 10 percentage points
41	Chronic Absenteeism rate: Middle School (MS)	21.51%			Decrease by 10 percentage points
42	Chronic Absenteeism rate: Middle School (MS)	21.51%			Decrease by 10 percentage points
43	Chronic Absenteeism rate: High School (HS)	26.38%			28.3%
44	Chronic Absenteeism rate: High School (HS)	26.38%			28.3%
45	Chronic Absenteeism rate: High School (HS)	26.38%			28.3%
46	Suspension Rate- All students	2.2%			1%
47	Suspension Rate- All students	2.2%			1%
48	Suspension Rate- All students	2.2%			1%
49	Suspension Rate- African American students	9.6%			5.6%
50	Suspension Rate- African American students	9.6%			5.6%
51	Suspension Rate- African American students	9.6%			5.6%
52	Suspension Rates - Latino/Hispanic Students	3.1%			2%
53	Suspension Rates - Latino/Hispanic Students	3.1%			2%
54	Suspension Rates - Latino/Hispanic Students	3.1%			2%
55	% of schools that have a Coordinated Care Team and Attendance plan	100%			100%
56	% of schools that have a Coordinated Care Team and Attendance plan	100%			100%
57	% of schools that have a Coordinated Care Team and Attendance plan	100%			100%

Goal Analysis for 2026-27

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.

Not applicable

An explanation of how effective the specific actions were in making progress toward the goal.

Not applicable

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.

Not applicable

Actions

Action #	Title	Description	Total Funds	Contributing
Action #1	Safe & Supportive Schools: Professional Development	Build staff capacity to ensure every school fosters strong relationships among families, teachers, and students to create and sustain a positive, nurturing school climate.	$7,728,231.00	No
Action #2	Safe & Supportive Schools: Professional Development	Build staff capacity to ensure every school fosters strong relationships among families, teachers, and students to create and sustain a positive, nurturing school climate.	$7,728,231.00	No
Action #3	Safe & Supportive Schools: Professional Development	Build staff capacity to ensure every school fosters strong relationships among families, teachers, and students to create and sustain a positive, nurturing school climate.	$7,728,231.00	No
Action #4	Safe & Supportive Schools: Safety and well-being	Ensure schools are safe and supportive of student's mental health and well-being by providing social workers at every school site, wellness centers, and other supports to provide wraparound services to students as needed.	$6,525,320.00	Yes
Action #5	Safe & Supportive Schools: Safety and well-being	Ensure schools are safe and supportive of student's mental health and well-being by providing social workers at every school site, wellness centers, and other supports to provide wraparound services to students as needed.	$6,525,320.00	Yes
Action #6	Safe & Supportive Schools: Safety and well-being	Ensure schools are safe and supportive of student's mental health and well-being by providing social workers at every school site, wellness centers, and other supports to provide wraparound services to students as needed.	$6,525,320.00	Yes
Action #7	Safe & Supportive Schools: Coordinated Care Team	Strengthen and institutionalize CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens.	$10,917,919.00	No
Action #8	Safe & Supportive Schools: Coordinated Care Team	Strengthen and institutionalize CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens.	$10,917,919.00	No
Action #9	Safe & Supportive Schools: Coordinated Care Team	Strengthen and institutionalize CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens.	$10,917,919.00	No
Action #10	Safe & Supportive Schools: Improve Attendance	Intentionally coordinate and support attendance improvement endeavors throughout the district so that every student attends school more frequently.	$5,413,986.00	Yes
Action #11	Safe & Supportive Schools: Improve Attendance	Intentionally coordinate and support attendance improvement endeavors throughout the district so that every student attends school more frequently.	$5,413,986.00	Yes
Action #12	Safe & Supportive Schools: Improve Attendance	Intentionally coordinate and support attendance improvement endeavors throughout the district so that every student attends school more frequently.	$5,413,986.00	Yes
Action #13	Safe & Supportive Schools: Increase Sense of Belonging	Build the capacity of all SFUSD staff to ensure every school is a place where students form meaningful connections and feel like they belong.	$10,008,661.00	No
Action #14	Safe & Supportive Schools: Increase Sense of Belonging	Build the capacity of all SFUSD staff to ensure every school is a place where students form meaningful connections and feel like they belong.	$10,008,661.00	No
Action #15	Safe & Supportive Schools: Increase Sense of Belonging	Build the capacity of all SFUSD staff to ensure every school is a place where students form meaningful connections and feel like they belong.	$10,008,661.00	No
Action #16	Systems of Support: Improved Use of Data	Build teachers’ and site leaders’ capacity to regularly use data to reach site-level and district-wide target reports, such as mental health referral data, suspensions, and expulsions; Coordinated Care Team attendance plans to understand data reports and continuously improve based on the data.	$6,790,948.00	Yes
Action #17	Systems of Support: Improved Use of Data	Build teachers’ and site leaders’ capacity to regularly use data to reach site-level and district-wide target reports, such as mental health referral data, suspensions, and expulsions; Coordinated Care Team attendance plans to understand data reports and continuously improve based on the data.	$6,790,948.00	Yes
Action #18	Systems of Support: Improved Use of Data	Build teachers’ and site leaders’ capacity to regularly use data to reach site-level and district-wide target reports, such as mental health referral data, suspensions, and expulsions; Coordinated Care Team attendance plans to understand data reports and continuously improve based on the data.	$6,790,948.00	Yes
Action #19	SF County Office of Education: Transition support	Continue the role of Transition Specialist who supports youth as they transition between court schools and other placements, youth returning from expulsion, and youth placed in neglected shelters, in addition to additional mental health support for students who enter county schools and then exit county schools back to SFUSD schools. Continue to track and report placements as required by law.	$356,559.00	No
Action #20	SF County Office of Education: Transition support	Continue the role of Transition Specialist who supports youth as they transition between court schools and other placements, youth returning from expulsion, and youth placed in neglected shelters, in addition to additional mental health support for students who enter county schools and then exit county schools back to SFUSD schools. Continue to track and report placements as required by law.	$356,559.00	No
Action #21	SF County Office of Education: Transition support	Continue the role of Transition Specialist who supports youth as they transition between court schools and other placements, youth returning from expulsion, and youth placed in neglected shelters, in addition to additional mental health support for students who enter county schools and then exit county schools back to SFUSD schools. Continue to track and report placements as required by law.	$356,559.00	No
Action #22	SF County Office of Education: Individual Learning Plans	Continue to implement and improve the system for Individual Learning Plans by being more specific as to the intervention needed as well as the measures and cadence for monitoring and communication progress to all educational partners. Continue to track and report placements as required by law.	$1,459,650.00	Yes
Action #23	SF County Office of Education: Individual Learning Plans	Continue to implement and improve the system for Individual Learning Plans by being more specific as to the intervention needed as well as the measures and cadence for monitoring and communication progress to all educational partners. Continue to track and report placements as required by law.	$1,459,650.00	Yes
Action #24	SF County Office of Education: Individual Learning Plans	Continue to implement and improve the system for Individual Learning Plans by being more specific as to the intervention needed as well as the measures and cadence for monitoring and communication progress to all educational partners. Continue to track and report placements as required by law.	$1,459,650.00	Yes

Goal

Goal #	Description	Type of Goal
Goal 4	Anti-Racist Culture & Equitable Supports: SFUSD aims to build and sustain an Anti-Racist organizational culture where we work to eliminate oppression and biases to ensure equally high outcomes for all students and community members by creating and implementing multicultural, multilingual, multiethnic, gender equitable, multiracial, and inclusive best practices. We aim to remove the predictability of success or failure that currently correlates with any social or cultural factor and will implement targeted and differentiated supports in order to improve outcomes and experiences for our most marginalized student groups.	Broad

State Priorities addressed by this goal.

Priority 2: Implementation of State Standards Priority 3: Parental Involvement and Family Engagement Priority 4: Student Achievement Priority 5: Student Engagement Priority 6: School Climate Priority 7: Course Access Priority 8: Pupil Outcomes Priority 9: Coordination of Instruction of Expelled Pupils Priority 10. Coordination of Services for Foster Youth

An explanation of why the LEA has developed this goal.

LCAP Goal 4 is integral to fulfilling all of SFUSD/SFCOE’s Goals and ensuring that we collectively adhere to all of the Guardrails. SFUSD is a diverse community of learners and together we work to foster trust and belonging for all communities. Our anti-racist vision acknowledges that the disparities we see in student outcomes are rooted in historical marginalization of specific groups and that achieving our goals means eliminating oppression and bias to ensure equally high outcomes for all students. We do this by creating and implementing multicultural, multilingual, multiethnic, gender equitable, multiracial, and inclusive best practices. When we sustain this work, we will see improvement for our underserved students and communities.

Measuring and Reporting Results

Metric #	Metric	Baseline	Year 1 Outcome	Year 2 Outcome	Target for Year 3 Outcome	Current Difference from Baseline
1	The percentage of African American and Pacific Islander Kindergarten students meeting grade level proficiency as measured by district interim tests (Star Early Literacy) will increase by 5% each year	51.7% in May 2024			Double digit increase by 10 percentage points (62%)
2	Grade 3 English Learner students meeting grade level proficiency as measured by district interim tests (Star Reading) will increase by 5% each year	14.7% in March 2024			Double digit increase by 10 percentage points (25%)
3	Grade 3 African American students at proficient as measured by district interim tests (Star Math) will increase by 5% each year (Starting 2024-25) Grade 6 African American students at proficient as measured by district interim tests (Star Math) will increase by 5% each year	15.5% in March 2024 (For the new metric) 3.0% (March 2024)			Double digit increase by 10 percentage points (26%)
4	Grade 7 Latin@ students at proficient as measured by district interim tests (Star Math) will increase by 5% each year (Starting 2024-25) Grade 8 Latin@ students at proficient as measured by district interim tests (Star Math) will increase by 5% each year	10.6% in March 2024 (For the new metric) 11.5% (March 2024)			Double digit increase by 10 percentage points (21%)
5	Percentage of entering 9th grade students who exit EWI status by the end of the 9th grade will increase by 5% each year	20% (Aug 2023)			Double digit increase by 10 percentage points (33% or better)
6	Improve attendance for Students with Disabilities	40% of Students with IEPs are Chronically Absent (2022-23)			Decrease by double digit improvement (10% or better)
7	Improve College & Career Readiness for Students with Disabilities	Spring 2023: 38% of students w/ IEPs met UC/CSU requirements (Class of 2022)			48%
8	Reduce disproportionate risk ratios (as calculated by CDE) of African American/Black students in Emotional Disturbance (ED) and Other Health Impairment (OHI) categories (Starting 2024-25) Reduce the suspension rate of African-American students from 9.1% in June 2025 to 6.6% in June 2026.	Spring 2023 Emotional Disturbance (ED) 3.95 Other Health Impairment (OHI) 2.36 AA suspension rate: 10.2 (2023)			Below 2.0 in each category
9	% of students making progress on English Learner Progress Indicators (ELPI)	44.8% of MLs making progress on ELPI based on 2023 CA Dashboard results			Double digit increase by 10 percentage points (55% or better)
10	Reduce the % of Multi Language Learners who are Long Term English Language Learners	13.32%			7% of all MLs are LTELs
11	Reduce the overall % of LTELs who are Latin@/Hispanic	Latin@/Hispanic students make up 71% of all LTELs while they are 64% of the total ML population. (7 pp gap)			Latin@/Hispanic LTELS are equal to the overall % of total ML population
12	Reduce suspensions for Foster Youth	12% (2022-23)			3.2%
13	Increase graduation rate for Foster Youth	68.6% (2022-23)			Double digit increase by 10 percentage points (80.2%)

Goal Analysis for 2026-27

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.

An explanation of how effective the specific actions were in making progress toward the goal.

A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.

Actions

Action #	Title	Description	Total Funds	Contributing
Action #1	Targeted supports: Students with IEPs	Strengthen the identification process for special education to address increases in the number of students referred to special education via a targeted Pre-referral Pilot for initial IEPs, focused on sites with highest rates of referral to address overrepresentation. In partnership with SFSD, inform implementation of district wide standardized MTSS framework to ensure students are receiving needed support in the general education setting. Set an expectation that all schools use a common CCT process and monitor support & require its consistent use. Expand & Strengthen the Continuum of Services by monitoring the percent of time students with IEPs are participating in general education to ensure the Rightful Presence of all students in partnership with Supporting Innovative Practices (SIP). Strengthen the scope and sequence of professional development for teachers and administrators to ensure broader understanding of IEP requirements, provide instructional guidance on specialized academic instruction and mentorship for new teachers. Provide targeted support to Multilingual learners experiencing disability through collaboration between the ML Roadmap Team, the ELPAC and SpEd to improve services to students, including through professional development.	$1,930,078.00	No
Action #2	Targeted supports: Each & Every By Name	Adopt a case management approach, serving the whole child, to help raise the literacy proficiency of Black and Pacific Islander kindergarteners.	$461,400.00	No
Action #3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	A new CIM team was launched in partnership with the CDE on May 8, 2026. Key components of the plan include a targeted Pre-referral pilot, the standardization of a district wide MTSS plan and an expansion of the Shoestrings program.	$162,626.00	No
Action #4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	Increase the success of African American students and families by implementing targeted support for academic and social-emotional learning (Shoestrings in (PK,TK and K), Mastering Cultural Identity course in Middle School, Black Star Rising in High School, elevating effective practices and strategies, and cultivating leaders engaged in dismantling systemic barriers to African American achievement (PITCH, AA Community of Practice).	$2,116,070.00	No
Action #5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	Increase the capacity of all schools to identify and support students eligible under the federal McKinney-Vento Homeless Assistance Act, specifically around Enrollment, Attendance, and Success in school. Administer CDE’s annual homelessness questionnaire (AB27) to identify our district's students and families experiencing homelessness. The SAFEH Enrollment form collects information about any identified family's housing status and immediate support needs. Provide information to families on the city's support for eviction assistance, relocation assistance, rapid rehousing eligibility, and other long-term housing supports. Provide professional development and consultations to school site and central staff to increase identification and support for students experiencing homelessness, as defined under the federal McKinney-Vento Act.	$368,928.00	No
Action #6	LGBTQ Student Supports	Develop and implement supportive policies and procedures that explicitly protect the rights of LGBTQ students and address issues such as gender identity and expression, preferred name and pronoun use, bathroom use, and participation in school activities like sports and clubs.	$204,924.00	No
Action #7	Targeted supports: Foster Youth	Ensure staff are aware of who their students in foster care are and can access transition plans in collaboration with the Foster Youth Services Coordination Program. Ensure staff are trained and in compliance with AB740 Notification Requirements that require schools to send written notification to the County Social Worker, a Minor’s attorney, the Ed Rights Holder (ERH), the FYSCP District Liaison and the Tribal Social Worker (if applicable) when a student in the foster care system is being faced with: Suspension (including in-school suspensions), Expulsion, IEP Meeting when a Manifestation Determination takes place, or Involuntary Transfer to a continuation school. Strengthen transportation services to ensure school stability and maintain foster youth in their school of origin when it is determined to be in their best interest. Develop truancy policies that take account of the unique needs of and legal requirements for Foster Youth. $ 254,292 Provide ongoing professional development, consultation, and technical assistance to school staff, central office personnel, and county partners on effective implementation and best practices for supporting foster youth. Assign Central FYSCP Educational Liaisons to oversee compliance with foster youth educational rights and district policies, while providing guidance and technical assistance to schools and partner agencies.	$254,292.00	Yes
Action #8	Targeted Support: Newcomer students	Implement the curriculum (LOOK, National Geographic) to ensure all elementary newcomer students are equipped with the basic communication structures of English regardless of their age or grade level. Provide guidance for schools to create structures to welcome newcomer students into their school communities. Implement the Summer Academy for Integrated Language Learning (SAILL) to provide training for teaching of instructional approaches to improve language and literacy for newcomer MLs and to provide additional language development and credit recovery for recently arrived high school newcomer MLs who may be credit deficient. Support of newcomer pathway teachers and principals around instructional strategies that support accessing grade-level text and tasks and systems of social-emotional support that improve student attendance and retention. Provide resources and counseling to newly arrived students and families at the Enrollment Center (EC); train EC and site-based counselors on foreign transcript translation and evaluation. Strengthen sense of belonging and sanctuary protections for ML and newcomer students through RISE-SF.	$380,521.00	Yes
Action #9	Targeted Supports: Potential and Long Term English Language Learners	Teachers and administrators monitor students' progress and set goals for potential and long-term English Language learners. Develop and implement a professional development toolkit for sites to implement professional learning around designated and integrated ELD; Collaborate with content teams to ensure training in Integrated ELD focused on scaffolds for academic reading and writing and academic discourse.	$1,550,026.00	Yes

Goal

Goal #	Description	Type of Goal
Goal 5	Operational Coherence: Effectively align and coordinate the processes and activities across our five organizational divisions (Business Services, Education Services, Human Resources, Operations, and Schools) and respective departments to improve staff Responsiveness, establish Clear and accessible Processes, develop Knowledgeable Staff, and build Relationship-focused support	Broad

State Priorities addressed by this goal.

Priority 1: Basic Priority 9: Coordination of Instruction of Expelled Pupils (County Office of Education) Priority 10. Coordination of Services for Foster Youth (County Office of Education)

An explanation of why the LEA has developed this goal.

LCAP Goal 5 is aligned to SFUSD/SFCOE’s Guardrail 4 - Resource Allocation: The Superintendent will not allow resources to be allocated without transparently communicating how the allocations are baseline sufficient to operate all schools while addressing inequitable inputs and creating more equity and excellence in student outcomes.
In order to achieve our goals, our systems must be of highest quality, consistent and predictable. We must develop and sustain critical tools & systems, build a resilient infrastructure so that every student in every school is future ready for college and career success in the 21st century. We continue to aspire to improve our core functions of human resources, payroll, and business services including our budget management enterprise systems, Student Information System, application and enrollment systems, student and family portals, email, collaboration, and communication systems.

Measuring and Reporting Results

Metric #	Metric	Baseline	Year 1 Outcome	Year 2 Outcome	Target for Year 3 Outcome	Current Difference from Baseline
1	The percentage of teachers who reported receiving meaningful feedback (3+ times) from a colleague or principal, as measured by the Site-Based Teacher/Leader Survey (formerly QTEA survey)	Spring 2024: Colleague- 36% Principal- 24%			Double digit increase by 10 percentage points
2	Teachers and Staff Sense of Belonging	Spring 2024: 77% (Annual Culture/Climate Survey)			Double digit increase by 10 percentage points (87%)
3	% Favorable response to Question: The school’s strategic plan will achieve its goals and objectives	Spring 2024: 60% (Annual Culture/Climate Survey)			Double digit increase by 10 percentage points (70%)
4	Reduce deficit spending in the Unrestricted General Fund	2024: $59.8M shortfall			$1.3m shortfall
5	Improve response time to address HVAC work order request (fix heating and cooling concerns)	2024: Average of 56 days to complete work order			5 days on average
6	% of teachers who are highly credentialed in their subject area	81%			100%

Goal Analysis for 2026-27

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.

An explanation of how effective the specific actions were in making progress toward the goal.

A description of any changes made to the planned goal, metrics, desired outcomes, or actions for the coming year that resulted from reflections on prior practice.

Actions

Action #	Title	Description	Total Funds	Contributing
Action #1	Improve Operations: Establish clear & accessible processes	Establish clear & accessible processes to ensure every school has reliable and predictable resources inclusive of consistent, dedicated operational budgets & processes.	$5,249,610.00	No
Action #2	Staff recruitment and retention	Ensure that we accomplish our goal of having 100% of classrooms fully staffed at the beginning of the school year so that every student is taught by a qualified teacher. Continue to refine the hiring process centrally by expanding the contractual hiring timelines for specific high-demand credential areas. Continue the Aspiring Teachers Program for any classified employee who wants to become a teacher, the CCSF Partnership—Pre Apprenticeship Program to provide targeted support for paraeducators, with an initial focus on African American males, and the SF Urban Teacher Residency to support candidates under the leadership of highly qualified veteran teachers in high-needs subject areas. Develop a more efficient application process, provide professional development and targeted support for hiring managers. Continue implementing the Site-Based Teacher/Leader Survey (formerly Quality Teacher and Education Act survey) and learn from its findings. Maintain and publish a dashboard showing school-site data showing staff retention and vacancies.	$5,433,359.00	No

Goal

Goal #	Description	Type of Goal
Goal 9	Strategic Partnerships: Engage parents/caregivers as partners and collaborate with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values.	Broad

State Priorities addressed by this goal.

State Priority 3: Parental Involvement and Family Engagement

An explanation of why the LEA has developed this goal.

LCAP Goal 3 is aligned to the following SFUSD/SFCOE BPE Adopted Guardrails:
Guardrail 1: Effective Decision-Making - The superintendent will not make major decisions without utilizing a process–that includes meaningful consultation with the parents/guardians, students, and staff who will be impacted by those decisions–at the inception, adoption, and review.
Guardrail 5: Strategic Partnerships - The Superintendent will not impede collaboration with the City of San Francisco, state and federal agencies, community-based organizations, philanthropic organizations, and the business community to advance the District’s goals and values.
Parent involvement and family engagement is critical to student success and to the district’s ability to meet the needs of our diverse communities. SFUSD Board Policy 6020 on Parent Involvement establishes the foundational principle that parents and guardians serve as children's primary educators, and that their ongoing involvement is essential to student achievement and a healthy school environment. The policy directs the Superintendent to actively consult with families when creating meaningful opportunities for participation — spanning school activities, advisory and decision-making roles, and home-based learning support.
SFUSD is committed to working in partnership with our families, our community, and our city government, and we develop the systems and structures needed to build trust, listen deeply, craft shared goals and collaborate to attain them.
This commitment is reinforced by the District's Guardrail 1 on Effective Decision-Making, which requires that any major decision involve genuine consultation with the parents, students, and staff affected — not as an afterthought, but at every stage: from the initial conception of an idea through its adoption and periodic review.
At the strategic level, family engagement is not treated as a peripheral concern. SFUSD has designated the implementation of its Family Engagement Standards as one of six core priorities for supporting student success. These standards are built on three pillars: ensuring families feel welcomed in schools, equipping them with the information needed to be true partners in their children's education, and guaranteeing their meaningful inclusion in school-level decision-making.

Measuring and Reporting Results

Metric #	Metric	Baseline	Year 1 Outcome	Year 2 Outcome	Target for Year 3 Outcome	Current Difference from Baseline
1	Percentage of parents who express satisfaction with their opportunities to participate in school decision-making processes and programs. (responded favorably in answering “I feel welcome to participate at this school”) (Panorama Survey)	96%			100%
2	Percentage of favorable responses from parents in the School Culture and Climate Survey (Climate for Academic Learning) (Panorama Survey)	92%			100%
3	Percentage of favorable responses from parents in Sense of Belonging (School Connectedness) (Panorama Survey)	95%			100%
4	Percentage of favorable responses from parents Safety (Panorama Survey)	93%			100%
5	Increase collaboration between SFUSD and its partners to assess student needs, program effectiveness, as measured by the “Strategic Partnership Capacity Building Area” on the California Community School Partnership Program Annual Progress Report.	In SY 23-24, out of 38 schools reporting on the California Community Schools Partnership Program Annual Progress Report template: 42.1% of schools reported in the “Visioning” phase 42.1% of schools reported in the “Engaging” phase 15.8% of schools reported in the “Transforming” phase			Target for Year 3 Outcome in SY 26-27, out of 63 schools reporting on the Annual Progress Report: 23.3% of schools reported in the “Visioning” phase 52.4% of schools reported in the “Engaging” phase 24.3% of schools reported in the “Transforming” phase

Goal Analysis for 2026-27

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.

Not applicable

An explanation of how effective the specific actions were in making progress toward the goal.

Not applicable

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.

Not applicable

Actions

Action #	Title	Description	Total Funds	Contributing
Action #1	Community Engagement for Effective Decision Making	In alignment with VVGG Guardrail 1, implement the engagement process in major decisions. Ensure three levels of educational partner groups are convened for each decision (Core Committee, Focus Group, General Populous). Intentionally plan and facilitate multiple opportunities for engagement for each major decision.	$0.00	No
Action #2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Differentiated outreach for focal populations to ensure participation. Improve districtwide public information and family communications channels. Elevate parent/guardian/caregiver leadership and share what works: Build a coalition of parents/guardians/caregivers to lead and model best practices at their school sites that help staff create welcoming, inclusive school environments, especially for our focal populations. Document and share these effective strategies across the district.	$0.00	Yes
Action #3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	Develop and support 11 parent advisory committees + 2 student advisory councils to improve communication, engagement, partnership, and participation in district and school decision-making and progress monitoring. 1) AAPAC = African American PAC, 2) AsPAC = Asian PAC, 3) CAC-SPED = Community Advisory Committee for Special Education, 4) DELAC = District English Learner Advisory Council, 5) FYCSP = Foster Youth Coordinating Services Program, 6) Indian Ed PAC, 7) Latin@ Community Council, 8) MAC = Matua Advisory Council, 9) Migrant Ed PAC, 10) QTPAC = Queer Trans Parent Advisory Council, 11) LCAP Advisory Council, 12) SAC = Student Advisory Council (students) 13) QTAC= Queer Trans Advisory Council (students) Partner with Parent Advisory Committees and community organizations to help staff build cultural awareness and skills to work, teach, and collaborate effectively with diverse communities. This includes using culturally affirming curriculum and teaching methods.	$0.00	No
Action #4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Develop and support parents who serve on School Site Councils (SSCs) and English Learner Advisory Committees (ELACs) to improve communication, engagement, partnership, and participation in district and school decision-making and progress monitoring. Develop and sustain partnerships with community-based organizations to ensure we are connecting with members of our most marginalized parents/caregivers and communities. Develop shared learning and opportunities for all students and families, as well as community partnerships, e.g., San Francisco Public Libraries, after-school program providers, and other community-based organizations.	$0.00	Yes
Action #5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	Engage community school coordinators, family liaisons, and other support staff in networked learning communities to share best practices and implement the community schools approach.	$0.00	No
Action #6	Safe & Supportive Schools: School Crisis Support Initiative	Sustain a partnership between SFUSD, the Department of Children, Youth and Families (DCYF), and the National Institute for Criminal Justice Reform (NICJR) to support ongoing relationship development locally at the school and community level to monitor incidences and align on the crisis response to mitigate violence and restore harm.	$0.00	No

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students for 2026-27

Total Projected LCFF Supplemental and/or Concentration Grants	Projected Additional 15 percent LCFF Concentration Grant
$0.00	$0.00

Required Percentage to Increase or Improve Services for the LCAP Year

Projected Percentage to Increase or Improve Services for the Coming School Year	LCFF Carryover — Percentage	LCFF Carryover — Dollar	Total Percentage to Increase or Improve Services for the Coming School Year
0.00%	0.00%	$0.00	0.00%

The Budgeted Expenditures for Actions identified as Contributing may be found in the Contributing Actions Table.

Required Descriptions

LEA-wide and Schoolwide Actions

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

Limited Actions

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.

Additional Concentration Grant Funding

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.

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
Staff-to-student ratio of certificated staff providing direct services to students

2026-27 Total Planned Expenditures Table

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	$0.00	$0.00	0.00%	0.00%	0.00%

Totals	LCFF Funds	Other State Funds	Local Funds	Federal Funds	Total Funds	Total Personnel	Total Non-Personnel
Totals	$92,074,650.00	$14,905,221.00	$49,500,059.00	$42,993,657.00	$199,473,587.00	$176,471,265.00	$23,002,322.00

Goal #	Action #	Action Title	Student Group(s)	Contributing to Increased or Improved Services?	Scope	Unduplicated Student Group(s)	Location	Time Span
1	1	Teaching & Learning: High-quality and engaging instruction aligned to the Core Rubric	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
1	2	Teaching & Learning: High-quality, research-based curricula	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
1	3	Teaching & Learning: Standards-aligned Assessments	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	4	Teaching & Learning: Standards-aligned Assessments	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	5	Teaching & Learning: Standards-aligned Assessments	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	6	Teaching & Learning: High-quality and engaging instruction aligned to the Core Rubric	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
1	7	Teaching & Learning: Standards-aligned Assessments	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	8	Teaching & Learning: Use of Data	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	9	Teaching & Learning: Use of Data	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	10	Teaching & Learning: Use of Data	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	11	Teaching & Learning: Use of Data	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	12	Teaching & Learning: High-quality and engaging instruction aligned to the Core Rubric	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	13	Teaching & Learning: English Language Development and supports for Multi-language learners	Multilingual Learners	No	LEA-Wide	multilingual learners	All schools	Fall 2026-Spring 2027
1	14	Teaching & Learning: English Language Development and supports for Multi-language learners	Multilingual Learners	No	LEA-Wide	multilingual learners	All schools	Fall 2026-Spring 2027
1	15	Teaching & Learning: English Language Development and supports for Multi-language learners	Multilingual Learners	No	LEA-Wide	multilingual learners	All schools	Fall 2026-Spring 2027
1	16	Teaching & Learning: English Language Development and supports for Multi-language learners	Multilingual Learners	No	LEA-Wide	multilingual learners	All schools	Fall 2026-Spring 2027
1	17	Teaching & Learning: Targeted instructional supports, especially for focal student populations	American Indian students, African American/Black students, Foster Youth, Homeless Youth, English Language Learners, Latin@ students, Low socioeconomic status students, Native Hawaiian Pacific Islander students, Students w/ IEPs)	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	18	Teaching & Learning: Targeted instructional supports, especially for focal student populations	American Indian students, African American/Black students, Foster Youth, Homeless Youth, English Language Learners, Latin@ students, Low socioeconomic status students, Native Hawaiian Pacific Islander students, Students w/ IEPs)	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	19	Teaching & Learning: Targeted instructional supports, especially for focal student populations	American Indian students, African American/Black students, Foster Youth, Homeless Youth, English Language Learners, Latin@ students, Low socioeconomic status students, Native Hawaiian Pacific Islander students, Students w/ IEPs)	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	20	Teaching & Learning: Targeted instructional supports, especially for focal student populations	American Indian students, African American/Black students, Foster Youth, Homeless Youth, English Language Learners, Latin@ students, Low socioeconomic status students, Native Hawaiian Pacific Islander students, Students w/ IEPs)	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	21	Teaching & Learning: College & Career Readiness	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	Fall 2026-Spring 2027
1	22	Teaching & Learning: College & Career Readiness	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	Fall 2026-Spring 2027
1	23	Teaching & Learning: College & Career Readiness	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	Fall 2026-Spring 2027
1	24	Teaching & Learning: College & Career Readiness	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	Fall 2026-Spring 2027
1	25	Teaching & Learning: Kindergarten Readiness	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	26	Teaching & Learning: Kindergarten Readiness	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	27	Teaching & Learning: Kindergarten Readiness	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	28	Teaching & Learning: Kindergarten Readiness	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	29	Teaching & Learning: Augmenting Core Instruction with Access to Technology	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	30	Teaching & Learning: Augmenting Core Instruction with Access to Technology	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	31	Teaching & Learning: Augmenting Core Instruction with Access to Technology	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	32	Teaching & Learning: Augmenting Core Instruction with Access to Technology	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	33	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	34	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	35	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	36	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	37	Systems of Professional Learning: Professional Development	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	38	Systems of Professional Learning: Professional Development	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	39	Systems of Professional Learning: Professional Development	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	40	Systems of Professional Learning: Professional Development	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	41	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	42	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	43	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	44	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027
1	45	SF County Office of Education: Literacy	All students	No	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Schools	Fall 2026-Spring 2027
1	46	SF County Office of Education: Literacy	All students	No	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Schools	Fall 2026-Spring 2027
1	47	SF County Office of Education: Literacy	All students	No	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Schools	Fall 2026-Spring 2027
1	48	SF County Office of Education: Literacy	All students	No	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Schools	Fall 2026-Spring 2027
1	49	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Justice impacted youth	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	Fall 2026-Spring 2027
1	50	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Justice impacted youth	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	Fall 2026-Spring 2027
1	51	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Justice impacted youth	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	Fall 2026-Spring 2027
1	52	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Justice impacted youth	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	Fall 2026-Spring 2027
2	1	Safe & Supportive Schools: Professional Development	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	2	Safe & Supportive Schools: Professional Development	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	3	Safe & Supportive Schools: Professional Development	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	4	Safe & Supportive Schools: Safety and well-being	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	5	Safe & Supportive Schools: Safety and well-being	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	6	Safe & Supportive Schools: Safety and well-being	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	7	Safe & Supportive Schools: Coordinated Care Team	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	8	Safe & Supportive Schools: Coordinated Care Team	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	9	Safe & Supportive Schools: Coordinated Care Team	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	10	Safe & Supportive Schools: Improve Attendance	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	11	Safe & Supportive Schools: Improve Attendance	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	12	Safe & Supportive Schools: Improve Attendance	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	13	Safe & Supportive Schools: Increase Sense of Belonging	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	14	Safe & Supportive Schools: Increase Sense of Belonging	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	15	Safe & Supportive Schools: Increase Sense of Belonging	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	16	Systems of Support: Improved Use of Data	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	17	Systems of Support: Improved Use of Data	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	18	Systems of Support: Improved Use of Data	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	19	SF County Office of Education: Transition support	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	20	SF County Office of Education: Transition support	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	21	SF County Office of Education: Transition support	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	22	SF County Office of Education: Individual Learning Plans	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	23	SF County Office of Education: Individual Learning Plans	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
2	24	SF County Office of Education: Individual Learning Plans	All students	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	1	Targeted supports: Students with IEPs	Students with IEPs	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	2	Targeted supports: Each & Every By Name	African American/Black and Pacific Islander students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	African American/Black students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	African American/Black students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	6	LGBTQ Student Supports	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	7	Targeted supports: Foster Youth	All students	Yes	LEA-Wide	Foster youth	SFUSD/SFCOE	2024-2027
3	8	Targeted Support: Newcomer students	Multilingual Learners	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
3	9	Targeted Supports: Potential and Long Term English Language Learners	Multilingual learners	Yes	LEA-Wide	All	SFUSD/SFCOE	2024-2027
4	1	Improve Operations: Establish clear & accessible processes	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
4	2	Staff recruitment and retention	All students	No	LEA-Wide	All	SFUSD/SFCOE	2024-2027
5	1	Community Engagement for Effective Decision Making	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	District-wide	Fall 2026-Spring 2027
5	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	District-wide	Fall 2026-Spring 2027
5	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	District-wide	Fall 2026-Spring 2027
5	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	All students	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	Community-wide	Fall 2026-Spring 2027
5	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All community schools	Fall 2026-Spring 2027
5	6	Safe & Supportive Schools: School Crisis Support Initiative	All students	No	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	Fall 2026-Spring 2027

Goal #	Action #	Total Personnel	Total Non-personnel	LCFF Funds	Other State Funds	Local Funds	Federal Funds	Total Funds	Planned Percentage of Improved Services
1	1	$3,270,533.00	$0.00	$3,270,533.00	$0.00	$0.00	$0.00	$3,270,533.00	0.00%
1	2	$9,030,553.00	$6,213,146.00	$11,530,857.00	$3,712,842.00	$0.00	$0.00	$15,243,699.00	0.00%
1	3	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	4	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	5	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	6	$9,030,553.00	$6,213,146.00	$11,530,857.00	$3,712,842.00	$0.00	$0.00	$15,243,699.00	0.00%
1	7	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	8	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	9	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	10	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	11	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	12	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	13	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	14	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	15	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	16	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	17	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	18	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	19	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	20	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	21	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	22	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	23	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	24	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	25	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	26	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	27	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	28	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	29	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	30	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	31	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	32	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	33	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	34	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	35	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	36	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	37	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	38	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	39	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	40	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	41	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	42	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	43	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	44	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	45	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	46	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	47	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	48	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	49	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	50	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	51	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
1	52	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
2	1	$7,728,231.00	$0.00	$7,728,231.00	$0.00	$0.00	$0.00	$7,728,231.00	0.00%
2	2	$7,728,231.00	$0.00	$7,728,231.00	$0.00	$0.00	$0.00	$7,728,231.00	0.00%
2	3	$7,728,231.00	$0.00	$7,728,231.00	$0.00	$0.00	$0.00	$7,728,231.00	0.00%
2	4	$6,525,320.00	$0.00	$0.00	$0.00	$2,900,208.00	$3,625,112.00	$6,525,320.00	0.00%
2	5	$6,525,320.00	$0.00	$0.00	$0.00	$2,900,208.00	$3,625,112.00	$6,525,320.00	0.00%
2	6	$6,525,320.00	$0.00	$0.00	$0.00	$2,900,208.00	$3,625,112.00	$6,525,320.00	0.00%
2	7	$10,917,919.00	$0.00	$0.00	$0.00	$4,426,772.00	$6,491,147.00	$10,917,919.00	0.00%
2	8	$10,917,919.00	$0.00	$0.00	$0.00	$4,426,772.00	$6,491,147.00	$10,917,919.00	0.00%
2	9	$10,917,919.00	$0.00	$0.00	$0.00	$4,426,772.00	$6,491,147.00	$10,917,919.00	0.00%
2	10	$5,413,986.00	$0.00	$5,413,986.00	$0.00	$0.00	$0.00	$5,413,986.00	0.00%
2	11	$5,413,986.00	$0.00	$5,413,986.00	$0.00	$0.00	$0.00	$5,413,986.00	0.00%
2	12	$5,413,986.00	$0.00	$5,413,986.00	$0.00	$0.00	$0.00	$5,413,986.00	0.00%
2	13	$10,008,661.00	$0.00	$981,051.00	$2,408,415.00	$5,260,021.00	$1,359,174.00	$10,008,661.00	0.00%
2	14	$10,008,661.00	$0.00	$981,051.00	$2,408,415.00	$5,260,021.00	$1,359,174.00	$10,008,661.00	0.00%
2	15	$10,008,661.00	$0.00	$981,051.00	$2,408,415.00	$5,260,021.00	$1,359,174.00	$10,008,661.00	0.00%
2	16	$6,790,948.00	$0.00	$6,790,948.00	$0.00	$0.00	$0.00	$6,790,948.00	0.00%
2	17	$6,790,948.00	$0.00	$6,790,948.00	$0.00	$0.00	$0.00	$6,790,948.00	0.00%
2	18	$6,790,948.00	$0.00	$6,790,948.00	$0.00	$0.00	$0.00	$6,790,948.00	0.00%
2	19	$356,559.00	$0.00	$356,559.00	$0.00	$0.00	$0.00	$356,559.00	0.00%
2	20	$356,559.00	$0.00	$356,559.00	$0.00	$0.00	$0.00	$356,559.00	0.00%
2	21	$356,559.00	$0.00	$356,559.00	$0.00	$0.00	$0.00	$356,559.00	0.00%
2	22	$894,165.00	$565,485.00	$0.00	$0.00	$0.00	$1,459,650.00	$1,459,650.00	0.00%
2	23	$894,165.00	$565,485.00	$0.00	$0.00	$0.00	$1,459,650.00	$1,459,650.00	0.00%
2	24	$894,165.00	$565,485.00	$0.00	$0.00	$0.00	$1,459,650.00	$1,459,650.00	0.00%
3	1	$1,930,078.00	$0.00	$1,930,078.00	$0.00	$0.00	$0.00	$1,930,078.00	0.00%
3	2	$12,000.00	$449,400.00	$0.00	$0.00	$461,400.00	$0.00	$461,400.00	0.00%
3	3	$50,443.00	$112,183.00	$0.00	$0.00	$0.00	$162,626.00	$162,626.00	0.00%
3	4	$849,628.00	$1,266,442.00	$0.00	$0.00	$2,116,070.00	$0.00	$2,116,070.00	0.00%
3	5	$349,263.00	$19,665.00	$0.00	$0.00	$368,928.00	$0.00	$368,928.00	0.00%
3	6	$170,924.00	$34,000.00	$0.00	$0.00	$204,924.00	$0.00	$204,924.00	0.00%
3	7	$180,230.00	$74,062.00	$0.00	$254,292.00	$0.00	$0.00	$254,292.00	0.00%
3	8	$78,836.00	$301,685.00	$0.00	$0.00	$0.00	$380,521.00	$380,521.00	0.00%
3	9	$862,272.00	$687,754.00	$0.00	$0.00	$0.00	$1,550,026.00	$1,550,026.00	0.00%
4	1	$1,487,090.00	$3,762,520.00	$0.00	$0.00	$5,249,610.00	$0.00	$5,249,610.00	0.00%
4	2	$3,261,495.00	$2,171,864.00	$0.00	$0.00	$3,338,124.00	$2,095,235.00	$5,433,359.00	0.00%
5	1	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
5	2	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
5	3	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
5	4	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
5	5	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%
5	6	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	$0.00	0.00%

2026-27 Contributing Actions Table

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)
$0.00	$0.00	0.00%	0.00%	0.00%	$36,614,802.00	0.00%	0.00%

Totals by Type	Total LCFF Funds
Total:	$36,614,802.00
LEA-wide Total:	$92,074,650.00
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	3	Teaching & Learning: Standards-aligned Assessments	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	4	Teaching & Learning: Standards-aligned Assessments	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	5	Teaching & Learning: Standards-aligned Assessments	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	7	Teaching & Learning: Standards-aligned Assessments	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	21	Teaching & Learning: College & Career Readiness	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	$0.00	0.00%
1	22	Teaching & Learning: College & Career Readiness	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	$0.00	0.00%
1	23	Teaching & Learning: College & Career Readiness	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	$0.00	0.00%
1	24	Teaching & Learning: College & Career Readiness	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All high schools	$0.00	0.00%
1	41	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	42	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	43	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	44	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	All schools	$0.00	0.00%
1	49	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	$0.00	0.00%
1	50	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	$0.00	0.00%
1	51	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	$0.00	0.00%
1	52	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Yes	Limited	socioeconomically disadvantaged students, multilingual learners, foster youth	County Office of Ed Court School	$0.00	0.00%
2	4	Safe & Supportive Schools: Safety and well-being	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
2	5	Safe & Supportive Schools: Safety and well-being	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
2	6	Safe & Supportive Schools: Safety and well-being	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
2	10	Safe & Supportive Schools: Improve Attendance	Yes	LEA-Wide	All	SFUSD/SFCOE	$5,413,986.00	0.00%
2	11	Safe & Supportive Schools: Improve Attendance	Yes	LEA-Wide	All	SFUSD/SFCOE	$5,413,986.00	0.00%
2	12	Safe & Supportive Schools: Improve Attendance	Yes	LEA-Wide	All	SFUSD/SFCOE	$5,413,986.00	0.00%
2	16	Systems of Support: Improved Use of Data	Yes	LEA-Wide	All	SFUSD/SFCOE	$6,790,948.00	0.00%
2	17	Systems of Support: Improved Use of Data	Yes	LEA-Wide	All	SFUSD/SFCOE	$6,790,948.00	0.00%
2	18	Systems of Support: Improved Use of Data	Yes	LEA-Wide	All	SFUSD/SFCOE	$6,790,948.00	0.00%
2	22	SF County Office of Education: Individual Learning Plans	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
2	23	SF County Office of Education: Individual Learning Plans	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
2	24	SF County Office of Education: Individual Learning Plans	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
3	7	Targeted supports: Foster Youth	Yes	LEA-Wide	Foster youth	SFUSD/SFCOE	$0.00	0.00%
3	8	Targeted Support: Newcomer students	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
3	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	LEA-Wide	All	SFUSD/SFCOE	$0.00	0.00%
5	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	District-wide	$0.00	0.00%
5	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	LEA-Wide	socioeconomically disadvantaged students, multilingual learners, foster youth	Community-wide	$0.00	0.00%

2025-26 Annual Update Table

Totals	Last Year's Total Planned Expenditures (Total Funds)	Total Estimated Actual Expenditures (Total Funds)
Totals	$0.00	$9,121,389.00

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	Teaching & Learning: High-quality and engaging instruction aligned to the Core Rubric	No	$0.00	$0.00
1	2	Teaching & Learning: High-quality, research-based curricula	No	$0.00	$0.00
1	3	Teaching & Learning: Standards-aligned Assessments	Yes	$0.00	$0.00
1	4	Teaching & Learning: Use of Data	No	$0.00	$0.00
1	5	Teaching & Learning: English Language Development and supports for Multi-language learners	Yes	$0.00	$0.00
1	6	Teaching & Learning: Targeted instructional supports, especially for focal student populations	Yes	$0.00	$0.00
1	7	Teaching & Learning: College & Career Readiness	Yes	$0.00	$0.00
1	8	Teaching & Learning: Kindergarten Readiness	No	$0.00	$0.00
1	9	Teaching & Learning: Augmenting Core Instruction with Access to Technology	No	$0.00	$0.00
1	10	Build and sustain robust programs- Arts, Athletics, Language Pathways, Libraries, and Physical Education.	No	$0.00	$0.00
1	11	Systems of Professional Learning: Professional Development	No	$0.00	$0.00
1	12	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Yes	$0.00	$0.00
1	13	SF County Office of Education: Literacy	No	$0.00	$0.00
1	14	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Yes	$0.00	$0.00
2	1	Safe & Supportive Schools: Professional Development	No	$0.00	$0.00
2	2	Safe & Supportive Schools: Safety and well-being	Yes	$0.00	$9,121,389.00
2	3	Safe & Supportive Schools: Coordinated Care Team	No	$0.00	$0.00
2	4	Safe & Supportive Schools: Improve Attendance	Yes	$0.00	$0.00
2	5	Safe & Supportive Schools: Increase Sense of Belonging	No	$0.00	$0.00
2	6	Systems of Support: Improved Use of Data	Yes	$0.00	$0.00
2	7	SF County Office of Education: Transition support	Yes	$0.00	$0.00
2	8	SF County Office of Education: Individual Learning Plans	Yes	$0.00	$0.00
3	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
3	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
3	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
3	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
3	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
3	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
4	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
4	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
4	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
4	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
4	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
4	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
5	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
5	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
5	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
5	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
5	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
5	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
6	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
6	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
6	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
6	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
6	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
6	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
7	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
7	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
7	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
7	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
7	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
7	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
8	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
8	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
8	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
8	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
8	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
8	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
9	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
9	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
9	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
9	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
9	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
9	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
10	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
10	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
10	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
10	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
10	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
10	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
11	1	Community Engagement for Effective Decision Making	No	$0.00	$0.00
11	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00
11	3	Strengthen Partnership with Parents/ Caregivers: Parent & Student Advisory Committees and Councils	No	$0.00	$0.00
11	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00
11	5	Community Schools: Build the capacity of staff to develop, implement, and sustain the community school model	No	$0.00	$0.00
11	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00
12	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
12	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
12	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
12	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
12	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
12	6	LGBTQ Student Supports	No	$0.00	$0.00
12	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
12	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
12	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
13	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
13	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
13	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
13	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
13	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
13	6	LGBTQ Student Supports	No	$0.00	$0.00
13	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
13	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
13	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
14	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
14	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
14	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
14	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
14	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
14	6	LGBTQ Student Supports	No	$0.00	$0.00
14	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
14	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
14	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
15	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
15	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
15	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
15	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
15	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
15	6	LGBTQ Student Supports	No	$0.00	$0.00
15	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
15	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
15	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
16	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
16	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
16	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
16	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
16	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
16	6	LGBTQ Student Supports	No	$0.00	$0.00
16	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
16	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
16	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
17	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
17	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
17	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
17	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
17	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
17	6	LGBTQ Student Supports	No	$0.00	$0.00
17	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
17	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
17	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
18	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
18	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
18	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
18	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
18	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
18	6	LGBTQ Student Supports	No	$0.00	$0.00
18	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
18	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
18	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
19	1	Targeted supports: Students with IEPs	No	$0.00	$0.00
19	2	Targeted supports: Each & Every By Name	No	$0.00	$0.00
19	3	Targeted supports: Comprehensive Coordinated Early Intervening Services (CCEIS)	No	$0.00	$0.00
19	4	Targeted supports: African American Achievement & Leadership Initiative (AAALI)	No	$0.00	$0.00
19	5	Targeted supports: Students and Families Experiencing Homelessness (SAFEH)	No	$0.00	$0.00
19	6	LGBTQ Student Supports	No	$0.00	$0.00
19	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00
19	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00
19	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00
20	1	Improve Operations: Establish clear & accessible processes	No	$0.00	$0.00
20	2	Staff recruitment and retention	No	$0.00	$0.00
20	3	Resource Allocation: School Staffing Model	No	$0.00	$0.00
20	4	Resource Management: Improve facilities	No	$0.00	$0.00
20	5	Resource Management: Enterprise Resource Program	No	$0.00	$0.00
20	6	SF County Office of Education Operations	No	$0.00	$0.00
21	1	Improve Operations: Establish clear & accessible processes	No	$0.00	$0.00
21	2	Staff recruitment and retention	No	$0.00	$0.00
21	3	Resource Allocation: School Staffing Model	No	$0.00	$0.00
21	4	Resource Management: Improve facilities	No	$0.00	$0.00
21	5	Resource Management: Enterprise Resource Program	No	$0.00	$0.00
21	6	SF County Office of Education Operations	No	$0.00	$0.00
22	1	Improve Operations: Establish clear & accessible processes	No	$0.00	$0.00
22	2	Staff recruitment and retention	No	$0.00	$0.00
22	3	Resource Allocation: School Staffing Model	No	$0.00	$0.00
22	4	Resource Management: Improve facilities	No	$0.00	$0.00
22	5	Resource Management: Enterprise Resource Program	No	$0.00	$0.00
22	6	SF County Office of Education Operations	No	$0.00	$0.00
23	1	Provide targeted support to increase student and family engagement (S.F. County Civic Center Secondary)	No	$0.00	$0.00
23	2	Provide targeted transition support for Juvenile Justice youth (S.F. County Court Woodside Learning Center)	No	$0.00	$0.00
23	3	Decrease chronic absenteeism through academic and social-emotional support (S.F. County Opportunity (Hilltop))	No	$0.00	$0.00
23	4	Increase Newcomer sense of belonging at school (Lee Newcomer School)	No	$0.00	$0.00
23	5	Implement instructional strategies to address students' academic needs in literacy (Redding Elementary School)	No	$0.00	$0.00
23	6	Increase a greater sense of belonging through social emotional supports and performance-based instruction (Downtown High School)	No	$0.00	$0.00
23	7	Improve attendance, sense of belonging, and college and career readiness for Multilingual Learner Newcomers (Marshall High School)	No	$0.00	$0.00
23	8	Integrate Student Support, Family Engagement, and College & Career Readiness (Wells High School)	No	$0.00	$0.00
24	1	Provide targeted support to increase student and family engagement (S.F. County Civic Center Secondary)	No	$0.00	$0.00
24	2	Provide targeted transition support for Juvenile Justice youth (S.F. County Court Woodside Learning Center)	No	$0.00	$0.00
24	3	Decrease chronic absenteeism through academic and social-emotional support (S.F. County Opportunity (Hilltop))	No	$0.00	$0.00
24	4	Increase Newcomer sense of belonging at school (Lee Newcomer School)	No	$0.00	$0.00
24	5	Implement instructional strategies to address students' academic needs in literacy (Redding Elementary School)	No	$0.00	$0.00
24	6	Increase a greater sense of belonging through social emotional supports and performance-based instruction (Downtown High School)	No	$0.00	$0.00
24	7	Improve attendance, sense of belonging, and college and career readiness for Multilingual Learner Newcomers (Marshall High School)	No	$0.00	$0.00
24	8	Integrate Student Support, Family Engagement, and College & Career Readiness (Wells High School)	No	$0.00	$0.00

2025-26 Contributing Actions Annual Update Table

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	$79,220,975.00	$0.00	$0.00	$0.00	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	3	Teaching & Learning: Standards-aligned Assessments	Yes	$0.00	$0.00	0.00%	0.00%
1	5	Teaching & Learning: English Language Development and supports for Multi-language learners	Yes	$0.00	$0.00	0.00%	0.00%
1	6	Teaching & Learning: Targeted instructional supports, especially for focal student populations	Yes	$0.00	$0.00	0.00%	0.00%
1	7	Teaching & Learning: College & Career Readiness	Yes	$0.00	$0.00	0.00%	0.00%
1	12	Systems of Professional Learning: Instructional Leadership Teams (ILT), Grade-level/ Department Collaboration, and Instructional Coaching	Yes	$0.00	$0.00	0.00%	0.00%
1	14	SF County Office of Education: Academic Counseling & Career Technical Education Programming	Yes	$0.00	$0.00	0.00%	0.00%
2	2	Safe & Supportive Schools: Safety and well-being	Yes	$0.00	$0.00	0.00%	0.00%
2	4	Safe & Supportive Schools: Improve Attendance	Yes	$0.00	$0.00	0.00%	0.00%
2	6	Systems of Support: Improved Use of Data	Yes	$0.00	$0.00	0.00%	0.00%
2	7	SF County Office of Education: Transition support	Yes	$0.00	$0.00	0.00%	0.00%
2	8	SF County Office of Education: Individual Learning Plans	Yes	$0.00	$0.00	0.00%	0.00%
3	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
3	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
3	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
4	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
4	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
4	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
5	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
5	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
5	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
6	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
6	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
6	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
7	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
7	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
7	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
8	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
8	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
8	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
9	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
9	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
9	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
10	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
10	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
10	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
11	2	Strengthen Partnership with Parents/ Caregivers: Improve communication channels.	Yes	$0.00	$0.00	0.00%	0.00%
11	4	Strengthen Partnership with Parents/ Caregivers: Build the capacity of parents and caregivers.	Yes	$0.00	$0.00	0.00%	0.00%
11	6	Safe & Supportive Schools: School Crisis Support Initiative	Yes	$0.00	$0.00	0.00%	0.00%
12	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
12	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
12	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%
13	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
13	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
13	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%
14	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
14	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
14	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%
15	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
15	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
15	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%
16	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
16	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
16	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%
17	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
17	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
17	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%
18	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
18	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
18	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%
19	7	Targeted supports: Foster Youth	Yes	$0.00	$0.00	0.00%	0.00%
19	8	Targeted Support: Newcomer students	Yes	$0.00	$0.00	0.00%	0.00%
19	9	Targeted Supports: Potential and Long Term English Language Learners	Yes	$0.00	$0.00	0.00%	0.00%

2025-26 LCFF Carryover Table

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)
$493,320,273.00	$79,220,975.00	0.00%	16.06%	$0.00	0.00%	0.00%	$79,227,235.84	16.06%

Local Control and Accountability Plan Instructions

Plan Summary

Engaging Educational Partners

Goals and Actions

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.

Introduction and Instructions

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:

Comprehensive Strategic Planning: The process of developing and annually updating the LCAP supports comprehensive strategic planning, particularly to address and reduce disparities in opportunities and outcomes between student groups indicated by the California School Dashboard (California Education Code [EC] Section 52064[e][1]). 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.
Meaningful Engagement of Educational Partners: The LCAP development process should result in an LCAP that reflects decisions made through meaningful engagement (EC Section 52064[e][1]). Local educational partners possess valuable perspectives and insights about an LEA's programs and services. Effective strategic planning will incorporate these perspectives and insights in order to identify potential goals and actions to be included in the LCAP.
Accountability and Compliance: The LCAP serves an important accountability function because the nature of some LCAP template sections require LEAs to show that they have complied with various requirements specified in the LCFF statutes and regulations, most notably:
- Demonstrating that LEAs are increasing or improving services for foster youth, English learners, including long-term English learners, and low-income students in proportion to the amount of additional funding those students generate under LCFF (EC Section 52064[b][4-6]).
- Establishing goals, supported by actions and related expenditures, that address the statutory priority areas and statutory metrics (EC sections 52064[b][1] and [2]).
  - NOTE: As specified in EC Section 62064(b)(1), the LCAP must provide a description of the annual goals, for all pupils and each subgroup of pupils identified pursuant to EC Section 52052, to be achieved for each of the state priorities. Beginning in 2023–24, EC Section 52052 identifies long-term English learners as a separate and distinct pupil subgroup with a numerical significance at 15 students.
- Annually reviewing and updating the LCAP to reflect progress toward the goals (EC Section 52064[b][7]).
- Ensuring that all increases attributable to supplemental and concentration grant calculations, including concentration grant add-on funding and/or LCFF carryover, are reflected in the LCAP (EC sections 52064[b][6], [8], and [11]).

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.

Plan Summary

Purpose

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.

Requirements and Instructions

General Information

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.

For example, information about an LEA in terms of geography, enrollment, employment, the number and size of specific schools, recent community challenges, and other such information the LEA may wish to include can enable a reader to more fully understand the LEA’s LCAP.
As part of this response, identify all schools within the LEA receiving Equity Multiplier funding.

Reflections: Annual Performance

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:

Any school within the LEA that received the lowest performance level on one or more state indicators on the 2023 Dashboard;
Any student group within the LEA that received the lowest performance level on one or more state indicators on the 2023 Dashboard; and/or
Any student group within a school within the LEA that received the lowest performance level on one or more state indicators on the 2023 Dashboard.

Reflections: Technical Assistance

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.

If the LEA is not eligible for or receiving technical assistance, the LEA may respond to this prompt as “Not Applicable.”

Comprehensive Support and Improvement

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:

Schools Identified

A list of the schools in the LEA that are eligible for comprehensive support and improvement.

Identify the schools within the LEA that have been identified for CSI.

Support for Identified Schools

A description of how the LEA has or will support its eligible schools in developing comprehensive support and improvement plans.

Describe how the LEA has or will support the identified schools in developing CSI plans that included a school-level needs assessment, evidence-based interventions, and the identification of any resource inequities to be addressed through the implementation of the CSI plan.

Monitoring and Evaluating Effectiveness

A description of how the LEA will monitor and evaluate the plan to support student and school improvement.

Describe how the LEA will monitor and evaluate the implementation and effectiveness of the CSI plan to support student and school improvement.

Engaging Educational Partners

Purpose

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.

Requirements

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:

Teachers,
Principals,
Administrators,
Other school personnel,
Local bargaining units of the LEA,
Parents, and
Students

A school district or COE 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.

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:

Teachers,
Principals,
Administrators,
Other school personnel,
Parents, and
Students

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:

For school districts, see Education Code Section 52062 (California Legislative Information);
- Note: Charter schools using the LCAP as the School Plan for Student Achievement must meet the requirements of EC Section 52062(a).
For COEs, see Education Code Section 52068 (California Legislative Information); and
For charter schools, see Education Code Section 47606.5 (California Legislative Information).
NOTE: As a reminder, the superintendent of a school district or COE must respond, in writing, to comments received by the applicable committees identified in the Education Code sections listed above. This includes the parent advisory committee and may include the English learner parent advisory committee and, as of July 1, 2024, the student advisory committee, as applicable.

Instructions

Respond to the prompts as follows:

A summary of the process used to engage educational partners 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.

Complete the table as follows:

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 sufficient response to this prompt must include general information about the timeline of the process and meetings or other engagement strategies with educational partners. A response may also include information about an LEA’s philosophical approach to engaging its educational partners.
An LEA receiving Equity Multiplier funds must also include a summary of how it consulted 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.

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.

A sufficient response to this prompt will provide educational partners and the public with clear, specific information about how the engagement process influenced the development of the LCAP. This may include a description of how the LEA prioritized requests of educational partners within the context of the budgetary resources available or otherwise prioritized areas of focus within the LCAP.
An LEA receiving Equity Multiplier funds must include a description of how the consultation with educational partners at schools generating Equity Multiplier funds influenced the development of the adopted LCAP.
For the purposes of this prompt, this may also include, but is not necessarily limited to:

Inclusion of a goal or decision to pursue a Focus Goal (as described below)
Inclusion of metrics other than the statutorily required metrics
Determination of the target outcome on one or more metrics
Inclusion of performance by one or more student groups in the Measuring and Reporting Results subsection
Inclusion of action(s) or a group of actions
Elimination of action(s) or group of actions
Changes to the level of proposed expenditures for one or more actions
Inclusion of action(s) as contributing to increased or improved services for unduplicated students
Analysis of effectiveness of the specific actions to achieve the goal
Analysis of material differences in expenditures
Analysis of changes made to a goal for the ensuing LCAP year based on the annual update process
Analysis of challenges or successes in the implementation of actions

Goals and Actions

Purpose

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.

Requirements and Instructions

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:

Focus Goal: A Focus Goal is relatively more concentrated in scope and may focus on a fewer number of metrics to measure improvement. A Focus Goal statement will be time bound and make clear how the goal is to be measured.
- All Equity Multiplier goals must be developed as focus goals. For additional information, see Required Focus Goal(s) for LEAs Receiving Equity Multiplier Funding below.
Broad Goal: A Broad Goal is relatively less concentrated in its scope and may focus on improving performance across a wide range of metrics.
Maintenance of Progress Goal: A Maintenance of Progress Goal includes actions that may be ongoing without significant changes and allows an LEA to track performance on any metrics not addressed in the other goals of the LCAP.

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:

Focus Goal(s)

Description

The description provided for a Focus Goal must be specific, measurable, and time bound.

An LEA develops a Focus Goal to address areas of need that may require or benefit from a more specific and data intensive approach.
The Focus Goal can explicitly reference the metric(s) by which achievement of the goal will be measured and the time frame according to which the LEA expects to achieve the goal.

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.

An explanation must be based on Dashboard data or other locally collected data.
LEAs must describe how the LEA identified this goal for focused attention, including relevant consultation with educational partners.
LEAs are encouraged to promote transparency and understanding around the decision to pursue a focus goal.

Required Focus Goal(s) for LEAs Receiving Equity Multiplier Funding

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:

All student groups that have the lowest performance level on one or more state indicators on the Dashboard, and
Any underlying issues in the credentialing, subject matter preparation, and retention of the school’s educators, if applicable.

Focus Goals for each and every Equity Multiplier schoolsite must identify specific metrics for each identified student group, as applicable.
An LEA may create a single goal for multiple Equity Multiplier schoolsites if those schoolsites have the same student group(s) performing at the lowest performance level on one or more state indicators on the Dashboard or, experience similar issues in the credentialing, subject matter preparation, and retention of the school’s educators.
- When creating a single goal for multiple Equity Multiplier schoolsites, the goal must identify the student groups and the performance levels on the Dashboard that the Focus Goal is addressing; or,
- The common issues the schoolsites are experiencing in credentialing, subject matter preparation, and retention of the school’s educators, if applicable.

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.

An explanation must be based on Dashboard data or other locally collected data.
LEAs must describe how the LEA identified this goal for focused attention, including relevant consultation with educational partners.
LEAs are encouraged to promote transparency and understanding around the decision to pursue a focus goal.
In addition to this information, the LEA must also identify:
- The school or schools to which the goal applies

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.

Equity Multiplier funds must be used to supplement, not supplant, funding provided to Equity Multiplier schoolsites for purposes of the LCFF, the Expanded Learning Opportunities Program (ELO-P), the Literacy Coaches and Reading Specialists (LCRS) Grant Program, and/or the California Community Schools Partnership Program (CCSPP).
This means that Equity Multiplier funds must not be used to replace funding that an Equity Multiplier schoolsite would otherwise receive to implement LEA-wide actions identified in the LCAP or that an Equity Multiplier schoolsite would otherwise receive to implement provisions of the ELO-P, the LCRS, and/or the CCSPP.

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.

Broad Goal

Description

Describe what the LEA plans to achieve through the actions included in the goal.

The description of a broad goal will be clearly aligned with the expected measurable outcomes included for the goal.
The goal description organizes the actions and expected outcomes in a cohesive and consistent manner.
A goal description is specific enough to be measurable in either quantitative or qualitative terms. A broad goal is not as specific as a focus goal. While it is specific enough to be measurable, there are many different metrics for measuring progress toward 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.

Maintenance of Progress 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.

Use this type of goal to address the state priorities and applicable metrics not addressed within 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.

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.

Measuring and Reporting Results:

For each LCAP year, identify the metric(s) that the LEA will use to track progress toward the expected outcomes.

LEAs must identify metrics for specific student groups, as appropriate, including expected outcomes that address and reduce disparities in outcomes between student groups.
The metrics may be quantitative or qualitative; but at minimum, an LEA’s LCAP must include goals that are measured using all of the applicable metrics for the related state priorities, in each LCAP year, as applicable to the type of LEA.

To the extent a state priority does not specify one or more metrics (e.g., implementation of state academic content and performance standards), the LEA must identify a metric to use within the LCAP. For these state priorities, LEAs are encouraged to use metrics based on or reported through the relevant local indicator self-reflection tools within the Dashboard.

Required metrics for LEA-wide actions: For each action identified as 1) contributing towards the requirement to increase or improve services for foster youth, English learners, including long-term English learners, and low-income students and 2) being provided on an LEA-wide basis, the LEA must identify one or more metrics to monitor the effectiveness of the action and its budgeted expenditures.
- These required metrics may be identified within the action description or the first prompt in the increased or improved services section, however the description must clearly identify the metric(s) being used to monitor the effectiveness of the action and the action(s) that the metric(s) apply to.
Required metrics for Equity Multiplier goals: For each Equity Multiplier goal, the LEA must identify:
- The specific metrics for each identified student group at each specific schoolsite, as applicable, to measure the progress toward the goal, and/or
- The specific metrics used to measure progress in meeting the goal related to credentialing, subject matter preparation, or educator retention at each specific schoolsite.

Complete the table as follows:

Metric #

Enter the metric number.

Metric

Identify the standard of measure being used to determine progress towards the goal and/or to measure the effectiveness of one or more actions associated with the goal.

Baseline

Enter the baseline when completing the LCAP for 2024–25.

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

When completing the LCAP for 2025–26, enter the most recent data available. Indicate the school year to which the data applies.
- Note for Charter Schools: Charter schools developing a one-year LCAP may provide the Year 1 Outcome when completing the LCAP for both 2025–26 and 2026–27 or may provide the Year 1 Outcome for 2025–26 and provide the Year 2 Outcome for 2026–27.

Year 2 Outcome

When completing the LCAP for 2026–27, enter the most recent data available. Indicate the school year to which the data applies.
- Note for Charter Schools: Charter schools developing a one-year LCAP may identify the Year 2 Outcome as not applicable when completing the LCAP for 2026–27 or may provide the Year 2 Outcome for 2026–27.

Target for Year 3 Outcome

When completing the first year of the LCAP, enter the target outcome for the relevant metric the LEA expects to achieve by the end of the three-year LCAP cycle.
- Note for Charter Schools: Charter schools developing a one- or two-year LCAP may identify a Target for Year 1 or Target for Year 2, as applicable.

Current Difference from Baseline

When completing the LCAP for 2025–26 and 2026–27, enter the current difference between the baseline and the yearly outcome, as applicable.
- Note for Charter Schools: Charter schools developing a one- or two-year LCAP will identify the current difference between the baseline and the yearly outcome for Year 1 and/or the current difference between the baseline and the yearly outcome for Year 2, as applicable.

Timeline for school districts and COEs for completing the “Measuring and Reporting Results” part of the Goal.

Metric	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.

Goal Analysis:

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.

● 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.

Actions:

Complete the table as follows. Add additional rows as necessary.

Action #

Enter the action number.

Title

Provide a short title for the action. This title will also appear in the action tables.

Description

Provide a brief description of the action.
- For actions that contribute to meeting the increased or improved services requirement, the LEA may include an explanation of how each action is principally directed towards and effective in meeting the LEA's goals for unduplicated students, as described in the instructions for the Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students section.
- As previously noted, for each action identified as 1) contributing towards the requirement to increase or improve services for foster youth, English learners, including long-term English learners, and low-income students and 2) being provided on an LEA-wide basis, the LEA must identify one or more metrics to monitor the effectiveness of the action and its budgeted expenditures.
- These required metrics may be identified within the action description or the first prompt in the increased or improved services section; however, the description must clearly identify the metric(s) being used to monitor the effectiveness of the action and the action(s) that the metric(s) apply to.

Total Funds

Enter the total amount of expenditures associated with this action. Budgeted expenditures from specific fund sources will be provided in the action tables.

Contributing

Indicate whether the action contributes to meeting the increased or improved services requirement as described in the Increased or Improved Services section using a “Y” for Yes or an “N” for No.
- Note: for each such contributing action, the LEA will need to provide additional information in the Increased or Improved Services section to address the requirements in California Code of Regulations, Title 5 [5 CCR] Section 15496 in the Increased or Improved Services section of the LCAP.

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.

Required Actions

LEAs with 30 or more English learners and/or 15 or more long-term English learners must include specific actions in the LCAP related to, at a minimum:
- Language acquisition programs, as defined in EC Section 306, provided to students, and
- Professional development for teachers.
- If an LEA has both 30 or more English learners and 15 or more long-term English learners, the LEA must include actions for both English learners and long-term English learners.
LEAs eligible for technical assistance pursuant to EC sections 47607.3, 52071, 52071.5, 52072, or 52072.5, must include specific actions within the LCAP related to its implementation of the work underway as part of technical assistance. The most common form of this technical assistance is frequently referred to as Differentiated Assistance.
LEAs that have Red Dashboard indicators for (1) a school within the LEA, (2) a student group within the LEA, and/or (3) a student group within any school within the LEA must include one or more specific actions within the LCAP:
- The specific action(s) must be directed towards the identified student group(s) and/or school(s) and must address the identified state indicator(s) for which the student group or school received the lowest performance level on the 2023 Dashboard. Each student group and/or school that receives the lowest performance level on the 2023 Dashboard must be addressed by one or more actions.
- These required actions will be effective for the three-year LCAP cycle.

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students

Purpose

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.

Statutory Requirements

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:

How the action is increasing or improving services for the unduplicated student group(s) (Identified Needs and Action Design), and
How the action meets the LEA's goals for its unduplicated pupils in the state and any local priority areas (Measurement of Effectiveness).

LEA-wide and Schoolwide Actions

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.

Conclusory statements that a service will help achieve an expected outcome for the goal, without an explicit connection or further explanation as to how, are not sufficient.
Further, simply stating that an LEA has a high enrollment percentage of a specific student group or groups does not meet the increased or improved services standard because enrolling students is not the same as serving students.

For School Districts Only

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.

Requirements and Instructions

Complete the tables as follows:

Total Projected LCFF Supplemental and/or Concentration Grants

Specify the amount of LCFF supplemental and concentration grant funds the LEA estimates it will receive in the coming year based on the number and concentration of foster youth, English learner, and low-income students. This amount includes the Additional 15 percent LCFF Concentration Grant.

Projected Additional 15 percent LCFF Concentration Grant

Specify the amount of additional LCFF concentration grant add-on funding, as described in EC Section 42238.02, that the LEA estimates it will receive in the coming year.

Projected Percentage to Increase or Improve Services for the Coming School Year

Specify the estimated percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year as calculated pursuant to 5 CCR Section 15496(a)(7).

LCFF Carryover — Percentage

Specify the LCFF Carryover — Percentage identified in the LCFF Carryover Table. If a carryover percentage is not identified in the LCFF Carryover Table, specify a percentage of zero (0.00%).

LCFF Carryover — Dollar

Specify the LCFF Carryover — Dollar amount identified in the LCFF Carryover Table. If a carryover amount is not identified in the LCFF Carryover Table, specify an amount of zero ($0).

Total Percentage to Increase or Improve Services for the Coming School Year

Add the Projected Percentage to Increase or Improve Services for the Coming School Year and the Proportional LCFF Required Carryover Percentage and specify the percentage. This is the LEA’s percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the LCAP year, as calculated pursuant to 5 CCR Section 15496(a)(7).

Required Descriptions:

LEA-wide and Schoolwide Actions

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.

As stated above, conclusory statements that a service will help achieve an expected outcome for the goal, without an explicit connection or further explanation as to how, are not sufficient.
Further, simply stating that an LEA has a high enrollment percentage of a specific student group or groups does not meet the increased or improved services standard because enrolling students is not the same as serving students.

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.

Limited Actions

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 each action with an identified Planned Percentage of Improved Services, identify the goal and action number and describe the methodology that was used.
When identifying a Planned Percentage of Improved Services, the LEA must describe the methodology that it used to determine the contribution of the action towards the proportional percentage. The percentage of improved services for an action corresponds to the amount of LCFF funding that the LEA estimates it would expend to implement the action if it were funded.
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 Total Planned Expenditures Table and then convert the quotient to a percentage. This percentage is the Planned Percentage of Improved Services for the action.

Additional Concentration Grant Funding

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:

An LEA that does not receive a concentration grant or the concentration grant add-on must indicate that a response to this prompt is not applicable.
Identify the goal and action numbers of the actions in the LCAP that the LEA is implementing to meet the requirement 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.
An LEA that does not have comparison schools from which to describe how it is using the concentration grant add-on funds, such as a single-school LEA or an LEA that only has schools with an enrollment of unduplicated students that is greater than 55 percent, must describe how it is using the funds to increase the number of credentialed staff, classified staff, or both, including custodial staff, who provide direct services to students at selected schools and the criteria used to determine which schools require additional staffing support.
In the event that an additional concentration grant add-on is not sufficient to increase staff providing direct services to students at a school with an enrollment of unduplicated students that is greater than 55 percent, the LEA must describe how it is using the funds to retain staff providing direct services to students at a school with an enrollment of unduplicated students that is greater than 55 percent.

Complete the table as follows:

Provide the staff-to-student ratio of classified staff providing direct services to students with a concentration of unduplicated students that is 55 percent or less and the staff-to-student ratio of classified staff providing direct services to students at schools with a concentration of unduplicated students that is greater than 55 percent, as applicable to the LEA.
- The LEA may group its schools by grade span (Elementary, Middle/Junior High, and High Schools), as applicable to the LEA.
- The staff-to-student ratio must be based on the number of full-time equivalent (FTE) staff and the number of enrolled students as counted on the first Wednesday in October of each year.
Provide the staff-to-student ratio of certificated staff providing direct services to students at schools with a concentration of unduplicated students that is 55 percent or less and the staff-to-student ratio of certificated staff providing direct services to students at schools with a concentration of unduplicated students that is greater than 55 percent, as applicable to the LEA.
- The LEA may group its schools by grade span (Elementary, Middle/Junior High, and High Schools), as applicable to the LEA.
- The staff-to-student ratio must be based on the number of FTE staff and the number of enrolled students as counted on the first Wednesday in October of each year.

Action Tables

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:

Table 1: Total Planned Expenditures Table (for the coming LCAP Year)
Table 2: Contributing Actions Table (for the coming LCAP Year)
Table 3: Annual Update Table (for the current LCAP Year)
Table 4: Contributing Actions Annual Update Table (for the current LCAP Year)
Table 5: LCFF Carryover Table (for the current LCAP Year)

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.

Total Planned Expenditures Table

In the Total Planned Expenditures Table, input the following information for each action in the LCAP for that applicable LCAP year:

LCAP Year: Identify the applicable LCAP Year.
1. Projected LCFF Base Grant: Provide the total amount estimated LCFF entitlement for the coming school year, excluding the supplemental and concentration grants and the add-ons for the Targeted Instructional Improvement Block Grant program, the former Home-to-School Transportation program, and the Small School District Transportation program, pursuant to 5 CCR Section 15496(a)(8). Note that the LCFF Base Grant for purposes of the LCAP also includes the Necessary Small Schools and Economic Recovery Target allowances for school districts, and County Operations Grant for COEs.

See EC sections 2574 (for COEs) and 42238.02 (for school districts and charter schools), as applicable, for LCFF entitlement calculations.

2. Projected LCFF Supplemental and/or Concentration Grants: Provide the total amount of LCFF supplemental and concentration grants estimated on the basis of the number and concentration of unduplicated students for the coming school year.
3. Projected Percentage to Increase or Improve Services for the Coming School Year: This percentage will not be entered; it is calculated based on the Projected LCFF Base Grant and the Projected LCFF Supplemental and/or Concentration Grants, pursuant to 5 CCR Section 15496(a)(8). This is the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the coming LCAP year.
LCFF Carryover — Percentage: Specify the LCFF Carryover — Percentage identified in the LCFF Carryover Table from the prior LCAP year. If a carryover percentage is not identified in the LCFF Carryover Table, specify a percentage of zero (0.00%).
Total Percentage to Increase or Improve Services for the Coming School Year: This percentage will not be entered; it is calculated based on the Projected Percentage to Increase or Improve Services for the Coming School Year and the LCFF Carryover — Percentage. This is the percentage by which the LEA must increase or improve services for unduplicated pupils as compared to the services provided to all students in the coming LCAP year.
Goal #: Enter the LCAP Goal number for the action.
Action #: Enter the action’s number as indicated in the LCAP Goal.
Action Title: Provide a title of the action.
Student Group(s): Indicate the student group or groups who will be the primary beneficiary of the action by entering “All,” or by entering a specific student group or groups.
Contributing to Increased or Improved Services?: Type “Yes” if the action is included as contributing to meeting the increased or improved services requirement; OR, type “No” if the action is not included as contributing to meeting the increased or improved services requirement.
If “Yes” is entered into the Contributing column, then complete the following columns:
- Scope: The scope of an action may be LEA-wide (i.e., districtwide, countywide, or charterwide), schoolwide, or limited. An action that is LEA-wide in scope upgrades the entire educational program of the LEA. An action that is schoolwide in scope upgrades the entire educational program of a single school. An action that is limited in its scope is an action that serves only one or more unduplicated student groups.
- Unduplicated Student Group(s): Regardless of scope, contributing actions serve one or more unduplicated student groups. Indicate one or more unduplicated student groups for whom services are being increased or improved as compared to what all students receive.
- Location: Identify the location where the action will be provided. If the action is provided to all schools within the LEA, the LEA must indicate “All Schools.” If the action is provided to specific schools within the LEA or specific grade spans only, the LEA must enter “Specific Schools” or “Specific Grade Spans.” Identify the individual school or a subset of schools or grade spans (e.g., all high schools or grades transitional kindergarten through grade five), as appropriate.
Time Span: Enter “ongoing” if the action will be implemented for an indeterminate period of time. Otherwise, indicate the span of time for which the action will be implemented. For example, an LEA might enter “1 Year,” or “2 Years,” or “6 Months.”
Total Personnel: Enter the total amount of personnel expenditures utilized to implement this action.
Total Non-Personnel: This amount will be automatically calculated based on information provided in the Total Personnel column and the Total Funds column.
LCFF Funds: Enter the total amount of LCFF funds utilized to implement this action, if any. LCFF funds include all funds that make up an LEA’s total LCFF target (i.e., base grant, grade span adjustment, supplemental grant, concentration grant, Targeted Instructional Improvement Block Grant, and Home-To-School Transportation).
- Note: For an action to contribute towards meeting the increased or improved services requirement, it must include some measure of LCFF funding. The action may also include funding from other sources, however the extent to which an action contributes to meeting the increased or improved services requirement is based on the LCFF funding being used to implement the action.
Other State Funds: Enter the total amount of Other State Funds utilized to implement this action, if any.
- Note: Equity Multiplier funds must be included in the “Other State Funds” category, not in the “LCFF Funds” category. As a reminder, Equity Multiplier funds must be used to supplement, not supplant, funding provided to Equity Multiplier schoolsites for purposes of the LCFF, the ELO-P, the LCRS, and/or the CCSPP. This means that Equity Multiplier funds must not be used to replace funding that an Equity Multiplier schoolsite would otherwise receive to implement LEA-wide actions identified in the LEA’s LCAP or that an Equity Multiplier schoolsite would otherwise receive to implement provisions of the ELO-P, the LCRS, and/or the CCSPP.
Local Funds: Enter the total amount of Local Funds utilized to implement this action, if any.
Federal Funds: Enter the total amount of Federal Funds utilized to implement this action, if any.
Total Funds: This amount is automatically calculated based on amounts entered in the previous four columns.
Planned Percentage of Improved Services: For any action identified as contributing, being provided on a Limited basis to unduplicated students, and that does not have funding associated with the action, enter the planned quality improvement anticipated for the action as a percentage rounded to the nearest hundredth (0.00%). A limited action is an action that only serves foster youth, English learners, and/or low-income students.
- As noted in the instructions for the Increased or Improved Services section, when identifying a Planned Percentage of Improved Services, the LEA must describe the methodology that it used to determine the contribution of the action towards the proportional percentage. The percentage of improved services for an action corresponds to the amount of LCFF funding that the LEA estimates it would expend to implement the action if it were funded.

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.

Contributing Actions Table

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.

Annual Update Table

In the Annual Update Table, provide the following information for each action in the LCAP for the relevant LCAP year:

Estimated Actual Expenditures: Enter the total estimated actual expenditures to implement this action, if any.

Contributing Actions Annual Update Table

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:

6. Estimated Actual LCFF Supplemental and/or Concentration Grants: Provide the total amount of LCFF supplemental and concentration grants estimated based on the number and concentration of unduplicated students in the current school year.
Estimated Actual Expenditures for Contributing Actions: Enter the total estimated actual expenditure of LCFF funds used to implement this action, if any.
Estimated Actual Percentage of Improved Services: For any action identified as contributing, being provided on a Limited basis only to unduplicated students, and that does not have funding associated with the action, enter the total estimated actual quality improvement anticipated for the action as a percentage rounded to the nearest hundredth (0.00%).
- Building on the example provided above for calculating the Planned Percentage of Improved Services, the LEA in the example implements the action. As part of the annual update process, the LEA reviews implementation and student outcome data and determines that the action was implemented with fidelity and that outcomes for foster youth students improved. The LEA reviews the original estimated cost for the action and determines that had it hired additional staff to collect and analyze data and to coordinate supports for students that estimated actual cost would have been $169,500 due to a cost of living adjustment. The LEA would divide the estimated actual cost of $169,500 by the amount of LCFF Funding identified in the Data Entry Table and then convert the quotient to a percentage. This percentage is the Estimated Actual Percentage of Improved Services for the action.

LCFF Carryover Table

9. Estimated Actual LCFF Base Grant: Provide the total amount of estimated LCFF Target Entitlement for the current school year, excluding the supplemental and concentration grants and the add-ons for the Targeted Instructional Improvement Block Grant program, the former Home-to-School Transportation program, and the Small School District Transportation program, pursuant to 5 CCR Section 15496(a)(8). Note that the LCFF Base Grant for purposes of the LCAP also includes the Necessary Small Schools and Economic Recovery Target allowances for school districts, and County Operations Grant for COEs. See EC sections 2574 (for COEs) and 42238.02 (for school districts and charter schools), as applicable, for LCFF entitlement calculations.
10. Total Percentage to Increase or Improve Services for the Current School Year: This percentage will not be entered. The percentage is calculated based on the amounts of the Estimated Actual LCFF Base Grant (9) and the Estimated Actual LCFF Supplemental and/or Concentration Grants (6), pursuant to 5 CCR Section 15496(a)(8), plus the LCFF Carryover – Percentage from the prior year. This is the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all students in the current LCAP year.

Calculations in the Action Tables

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.

Contributing Actions Table

4. Total Planned Contributing Expenditures (LCFF Funds)
- This amount is the total of the Planned Expenditures for Contributing Actions (LCFF Funds) column.
5. Total Planned Percentage of Improved Services
- This percentage is the total of the Planned Percentage of Improved Services column.
Planned Percentage to Increase or Improve Services for the coming school year (4 divided by 1, plus 5)
- This percentage is calculated by dividing the Total Planned Contributing Expenditures (4) by the Projected LCFF Base Grant (1), converting the quotient to a percentage, and adding it to the Total Planned Percentage of Improved Services (5).

Contributing Actions Annual Update Table

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.”

6. Estimated Actual LCFF Supplemental and Concentration Grants
- This is the total amount of LCFF supplemental and concentration grants the LEA estimates it will actually receive based on of the number and concentration of unduplicated students in the current school year.
4. Total Planned Contributing Expenditures (LCFF Funds)
- This amount is the total of the Last Year's Planned Expenditures for Contributing Actions (LCFF Funds).
7. Total Estimated Actual Expenditures for Contributing Actions
- This amount is the total of the Estimated Actual Expenditures for Contributing Actions (LCFF Funds).
Difference Between Planned and Estimated Actual Expenditures for Contributing Actions (Subtract 7 from 4)
- This amount is the Total Estimated Actual Expenditures for Contributing Actions (7) subtracted from the Total Planned Contributing Expenditures (4).

5. Total Planned Percentage of Improved Services (%)
- This amount is the total of the Planned Percentage of Improved Services column.
8. Total Estimated Actual Percentage of Improved Services (%)
- This amount is the total of the Estimated Actual Percentage of Improved Services column.
Difference Between Planned and Estimated Actual Percentage of Improved Services (Subtract 5 from 8)
- This amount is the Total Planned Percentage of Improved Services (5) subtracted from the Total Estimated Actual Percentage of Improved Services (8).

LCFF Carryover Table

10. Total Percentage to Increase or Improve Services for the Current School Year (6 divided by 9 plus Carryover %)
- This percentage is the Estimated Actual LCFF Supplemental and/or Concentration Grants (6) divided by the Estimated Actual LCFF Base Grant (9) plus the LCFF Carryover – Percentage from the prior year.
11. Estimated Actual Percentage of Increased or Improved Services (7 divided by 9, plus 8)
- This percentage is the Total Estimated Actual Expenditures for Contributing Actions (7) divided by the LCFF Funding (9), then converting the quotient to a percentage and adding the Total Estimated Actual Percentage of Improved Services (8).
12. LCFF Carryover — Dollar Amount LCFF Carryover (Subtract 11 from 10 and multiply by 9)
- If the Estimated Actual Percentage of Increased or Improved Services (11) is less than the Estimated Actual Percentage to Increase or Improve Services (10), the LEA is required to carry over LCFF funds.

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.

13. LCFF Carryover — Percentage (12 divided by 9)
- This percentage is the unmet portion of the Percentage to Increase or Improve Services that the LEA must carry over into the coming LCAP year. The percentage is calculated by dividing the LCFF Carryover (12) by the LCFF Funding (9).

LCFF Budget Overview for Parents

Budget Overview for the 2026-27 School Year

Projected Revenue by Fund Source

Breakdown of Total LCFF Funds

Budgeted Expenditures in the LCAP

Increased or Improved Services for High Needs Students in the LCAP for the 2026-27 School Year

Update on Increased or Improved Services for High Needs Students in 2025-26

Prior Year Expenditures: Increased or Improved Services for High Needs Students

Local Control and Accountability Plan

Plan Summary 2026-27

General Information

Reflections: Annual Performance

Reflections: Technical Assistance

Comprehensive Support and Improvement

Schools Identified

Support for Identified Schools

Monitoring and Evaluating Effectiveness

Engaging Educational Partners

Goals and Actions

Goal

Measuring and Reporting Results

Goal Analysis for 2026-27

Actions

Goal

Measuring and Reporting Results

Goal Analysis for 2026-27

Actions

Goal

Measuring and Reporting Results

Goal Analysis for 2026-27

Actions

Goal

Measuring and Reporting Results

Goal Analysis for 2026-27

Actions

Goal

Measuring and Reporting Results

Goal Analysis for 2026-27

Actions

Increased or Improved Services for Foster Youth, English Learners, and Low-Income Students for 2026-27

Required Descriptions

LEA-wide and Schoolwide Actions

Limited Actions

Additional Concentration Grant Funding

2026-27 Total Planned Expenditures Table

2026-27 Contributing Actions Table

2025-26 Annual Update Table

2025-26 Contributing Actions Annual Update Table

2025-26 LCFF Carryover Table

Plan Summary

Purpose

Requirements and Instructions

General Information

Reflections: Annual Performance

Reflections: Technical Assistance

Comprehensive Support and Improvement

Schools Identified

Support for Identified Schools

Monitoring and Evaluating Effectiveness

Engaging Educational Partners

Purpose

Requirements

Instructions

Respond to the prompts as follows:

Complete the table as follows:

Goals and Actions

Purpose

Requirements and Instructions

Focus Goal(s)

Broad Goal

Maintenance of Progress Goal

Measuring and Reporting Results:

Goal Analysis:

Actions:

Required Actions

Purpose

Statutory Requirements

For School Districts Only

Requirements and Instructions

Required Descriptions: