LCAP 2

Hawaiian or Pacific Islander

High School/multiple grade

Rate your knowledge relates to the Local Control Accountability Plan (LCAP) and Local Control Funding Formula (LCFF).

	1 - I have no knowledge	2 - I have very little knowledge	3 - I have some knowledge	4 - I am highly knowledgeable
* LCFF, passed into law in 2013, changes how schools are funded in the state of California.

* LCFF does not include all district funding, though districts may choose to include other state or federal funding sources in their LCAP.

Section 1: Engagement

To read the LCAP in its entirety, please see the SCUSD website www.scusd.edu/LCAP

Please read over the recap of the engagement efforts and provide any questions, comments, and/or concerns you may have.

LCAP Advisory Committee Meetings: 4 Meetings on November 6th, December 16th, January 22nd, and February 13th. Average attendance was approximately 120 per meeting. We learned lessons and made adjustments from meeting to meeting.

School Site Engagement: 100% of school sites had site level discussions. Principals were provided with a facilitator tool-kit to lead site discussions. Many sites used existing community gatherings (PTA meetings, School Site Council meetings, faculty meetings, etc.)

Community Planning Process: We recruited and trained over 115 Public Education Volunteers (PEVs) individually and in groups. PEVs included representatives from 17+ community partners.

In this section we describe the process used to engage parents, pupils, and the community and how this engagement contributed to development of the LCAP.

Section 2: Goals and Progress Indicators

To read the LCAP in its entirety, please see the SCUSD website www.scusd.edu/LCAP

Please read over the DRAFT Goals and Progress indicators (below) and provide any questions, comments, and/or concerns you may have.

Goal 1: Increase the percent of students who are on track to graduate college and career ready. This is linked to the following LCFF State Priorities: Basic Services, Implementation of State Standards, Course Access, Student Achievement and Other Student Outcomes.

Goal 2: Schools will provide students with a clean, healthy, physically and emotionally safe learning environment. This is linked to the following LCFF State Priorities: Basic Services, School Climate, and Student Engagement.

Goal 3: Parents, family and community stakeholders will become more fully engaged as partners in the education of students in SCUSD. This is linked to the following LCFF State Priorities: Parental Involvement, Student Achievement, Other Student Outcomes, and Implementation of State Standards.

In this section, we describe identified needs with baseline data, annual goals and expected progress.

Section 3: Actions, Services, and Expenditures

To read the LCAP in its entirety, please see the SCUSD website http://www.scusd.edu/LCAP

Please read over the DRAFT of Goal 1 (below) and provide any questions, comments, and/or concerns you may have.

Goal 1 Increase the percent of students who are on track to graduate college and career ready.

Goal 1.1: Provide standards-aligned curriculum, assessments and high quality instruction to prepare students to graduate college and career ready.

Goal 1.2: Provide a variety of learning supports including differentiated instruction and interventions for all students as needed.

Goal 1.3: Develop an infrastructure for ongoing analysis of student performance and progress by providing teacher release time and collaborative learning time.

In this section, we describe actions, services and expenditures that the district will use - both at school sites and district-wide - to meet the stated goals.

GOAL 1:

Section 3 Actions, Services, and Expenditures

Please read over the DRAFT of goal 2 (below) and expenditures associated with it and provide any questions, comments, and/or concerns you may have.

Goal 2: Schools will provide students with a clean, healthy, physically, and emotionally safe learning environment.

Goal 2.1: Students will be provided cleaner, better maintained learning environments.

Goal 2.2: All schools will become safer, more culturally competent environments, where students learn social and emotional skills and receive additional supports to increase their engagement in learning.

Goal 2.3: Schools will provide more varied opportunities for students to become interested in school and learning through technology-based activities, project-based learning, extended extracurricular, and expanded learning program involvement.

In this section, we describe actions, services and expenditures that the district will use - both at school sites and district-wide - to meet the stated goals.

GOAL 2:

Section 3 Actions, Services, and Expenditures

Please read over the DRAFT of goal 3 (below) and expenditures associated with it and provide any questions, comments, and/or concerns you may have.

Goal 3: Parents, families, and community stakeholders will become more fully engaged as partners in the education of students in SCUSD.

Goal 3.1: Stakeholders will have improved opportunities to participate in district/site activities that increase their skills as partners in education.

Goal 3.2: Stakeholders will receive improved district and site communications, including translation/interpretation services.

In this section, we describe actions, services and expenditures that the district will use - both at school sites and district-wide - to meet the stated goals.

GOAL 3:

Section 3B Actions, Services and Expenditures (Low-Income Students, English-Learners, Foster Youth and Redesignated Fluent English Speakers

To read the LCAP in its entirety, please see the SCUSD website http://www.scusd.edu/LCAP

In this section, we describe specific actions, services and expenditures that the district will use to address the needs of Low-income students, English learners, foster youth students, and Redisignated Fluent English Speakers.

Please read over the DRAFT of Section 3B (below) and provide any questions, comments, and/or concerns you may have regarding low income students.

Please read over the DRAFT of Section 3B (below) and provide any questions, comments, and/or concerns you may have regarding English learners.

Please read over the DRAFT of Section 3B (below) and provide any questions, comments, and/or concerns you may have regarding Foster Youth.

Please read over the DRAFT of Section 3B (below) and provide any questions, comments, and/or concerns you may have regarding redesignated fluent English speakers.

Redesignated fluent English speakers

Please let us know if you have any general comments, questions and/or concerns related to the document.