Local Control Accountability Plan (LCAP)

Annually, the District updates its three-year improvement plan with goals, actions, metrics, and a budget. This plan is called the Local Control and Accountability Plan (LCAP). Updates are based on an analysis of data and input from educational partners, including parents/guardians. 

To gather input, CUSD shares the draft LCAP with our Parent Advisory Committee (PAC), District English Learner Advisory Council (DELAC) Committee members, and other interested parents. All parents/guardians were welcome to attend. Participants had an opportunity to submit questions regarding the LCAP to Superintendent Yao during the meeting or via a form. Questions and the District's responses are found below.

TOPIC 1: WILL YOU GIVE US YOUR SUMMARY OF CHANGES THIS YEAR BASED ON WHAT WE ACHIEVED LAST YEAR? WHAT WERE THREE BIG ACHIEVEMENTS FROM LAST YEAR’S GOALS AND THREE BIG AREAS OF FOCUS FOR NEXT YEAR?

We are making strong progress toward the vision outlined in our Strategic Plan, particularly in the area of personalizing learning and addressing the needs of the Whole Child.

1. Overall, student achievement is similar to or better than pre-COVID levels in reading and math, and we are so pleased to see that our students continue to demonstrate strong growth.

2. We are focused on building Tiers of Support for all learners. Many sites operated before or after-school Learning Hubs to provide additional learning time for students performing below grade level. Additionally, we added reading intervention at all elementary and middle schools and instructional aides at sites with higher populations of English Learners. Next year, we will begin to build math intervention across our sites, including the addition of math intervention classes at our middle schools. We also plan to expand the hiring of instructional aides to support English Learners. In 2023-2024, we also will fully implement our Expanded Learning Opportunities Program (ELOP), a new state-mandated 9-hour learning day for English Learners, Foster Youth, and Socio-economically disadvantaged students who choose to enroll. 

3. Another District-wide area of focus has been fostering a sense of belonging for students, staff, and parents. Sites received flexible funding for clubs and activities, and new opportunities for students were evident across all campuses. Parents visited the campus more regularly and supported our work in this area. We are pleased to see increased engagement across our sites! 

We will continue to focus on building this foundation of belonging and support across all of our campuses. In addition, we will refocus on our Portrait of a Learner in 2023-2024. This set of characteristics was developed five years ago as part of our strategic planning process. Based on feedback from staff and community partners, it is time to revisit our commitments. In 2023-2204, we plan to engage in a series of community-wide conversations about the skills our children need to thrive.

TOPIC 2: BASED ON INTERVENTION LESSONS LEARNED, ARE THERE CHANGES BEING MADE TO MAINSTREAM CLASSROOM CURRICULUM/METHODS? HAVE THERE BEEN ANY LESSONS LEARNED WITH IREADY?

Yes, our work with teachers who pilot new approaches influences change across our system. For example, we are planning to implement a new K-2 structured phonics program this fall based on teacher feedback. Additionally, some of our sites are exploring supplemental math resources - including Do the Math - to support students who are achieving below grade level. Next year, we will provide resources and support for sites to begin scaling these successes. 

In terms of iReady, all sites use this tool in their annual improvement plans, setting metrics for growth and providing time for students to work on their personalized My Path lessons. Overall, teachers and principals report positives regarding the use of data and the availability of personalized learning resources. Sites also are raising challenges regarding the timing and length of assessments in some grade levels, and we are collaborating with principals to address these concerns.

TOPIC 3: WAS THERE ANY HIGH-LEVEL GUIDANCE TO THE PERCENTAGE INCREASE IN GOALS SET? ARE THERE ANY BIG PRINCIPLES YOU ARE GOING FOR IN THESE GOALS?

We work with our sites as well as our County Office of Education and Board of Trustees to determine metrics and targets in the LCAP. We look at the achievement of all students, as well as student groups such as English Learners, to ensure that we keep our focus on each child. Typically, we aim to improve by 2-5% per year, with accelerated targets for groups receiving targeted intervention. Our plan is set up across three years, and we want to see incremental growth over that time period. We aim to stretch towards our targets while setting reasonable and attainable annual goals.

TOPIC 4: RELATED TO SENSE OF BELONGING: IS THERE A DISTRICT-WIDE PROCESS FOR REVIEWING EXISTING SOCIAL STUDIES CURRICULUM THAT MAY BE OUTDATED IN WAYS THAT ARE CULTURALLY INSENSITIVE/STEREOTYPED?

Yes, we regularly update the District curriculum using our policies and regulations as well as criteria from the State Department of Education. This spring, a new History-Social Science curriculum was adopted for our elementary schools. Recently, the middle school curriculum also was updated. Our Board policy requires: “The District's history-social science curriculum shall include a multicultural education component which is designed to teach students to respect and appreciate cultural diversity and different points of view while also developing their understanding of commonalities and collective experiences. The curriculum shall reflect the experiences of men and women and of various cultural, ethnic, racial, religious, and social groups and their contributions to the history, life, and culture of the local community, California, the United States, and other nations.”

TOPIC 5: REGARDING ITEM 1.4, “PROVIDE SPECIAL PROGRAMS COORDINATORS AT DV AND NIMITZ. COULD THIS BE PROVIDED AT MIDDLE SCHOOLS WITH HIGHER NEEDS?

The District-funded Special Program Coordinator (SPCs) hours are specific to sites receiving Federal Title I funds, as this is a program that requires weekly compliance paperwork and monitoring. Although we do not provide SPCs at middle school sites, we provide additional resources via our Parent Liaisons and Assistant Principals. Additionally, we recently added Student Success Liaison positions to support a positive climate at sites with higher needs.

TOPIC 6: DO YOU HAVE ENGLISH LEARNER PROGRESS DATA STRATIFIED BY GRADE LEVEL?

English-learner students enter the District at various points in their educational careers. For example, some beginner ELs enter TK or kindergarten, while others may enter upper elementary or middle school grades. For this reason, the state provides a progress metric that looks at annual growth toward proficiency rather than looking at results by grade level. Our results are at the highest possible level on the state dashboard, “Very High.” This indicates that our students are making strong progress toward achieving proficiency. Approximately 30% of our ELs are reclassified as fluent English Proficient annually (RFEP). Once they reclassify, RFEP students tend to achieve at or above the level of their English-only peers in CUSD. Overall, our English Learners do exceptionally well over time. 

TOPIC 7: WOULD IT BE NECESSARY TO HAVE POLICE OFFICERS ON-PREMISES TO HELP ENFORCE TRAFFIC LAWS? THE TRAFFIC DURING DROP-OFF IS HORRIBLE.

We work with our local police departments and cities to address traffic safety issues around campus. We often work with our school resource officers and other city liaisons to support improvements. Annually, all school sites work with staff and parents to prepare a School Safety Plan.